Outline of the Research Report Review of the Previous Studies

1.6 Hypotheses

There are two hypotheses in this research. They are the null hypothesis H0 and alternate hypothesis H1. 1 H1: there is a significant difference in the achievement of the students who are taught transactional conversation by using CLL. 2 H0: there is no significant difference in the achievement of the students who are taught transactional conversation by using CLL.

1.7 Outline of the Research Report

This report is divided into five chapters. Each of them can be explained as follows: Chapter 1 is introduction which consists of background of the research, reasons for choosing the topic, statement of the problem, objective of the research, significances of the research, hypotheses, and outline of the research report. Chapter II is review of related literature consisting of review of the previous study, general concept of speaking, general concept of transactional conversation, general concept of CLL, characteristic of junior high school students, experimental research theory, and theoretical framework of the research. Chapter III is method of investigation which consists of research design, population and sample, variable, instrument for collecting data, method of collecting data, and method of analysing data. Chapter IV is research finding and discussion, which consists of the analysis of treatment results to the students of MTs Mifathul Ulum Tambakromo. In addition, the last chapter is the conclusion and suggestion. 8 CHAPTER II REVIEW OF RELATED LITERATURE Chapter II presents the review of related literature which discusses review of the previous studies, general concept of speaking, general concept of transactional conversation, general concept of CLL, characteristic of junior high school, experimental research theory, and theoretical framework of the research.

2.1 Review of the Previous Studies

In the area of teaching speaking, there have been a number of researchers conducting some researches. One of them was conducted by Jelisha Erlystyana 2010 who writes about “The Backward Drill in Teaching Pronunciation in Transactional Dialogues.” She wanted to prove whether the use of backward drill is effective in improving pronunciation in transactional dialogue or not. She chose backward drill that has purposes to break down the troublesome sentence into smaller parts and through this step the teacher was able to give the students troublesome line. Finally, the results of the Jelisha‟s research prove that backward drill method is good and effective because it is done repeatedly and continously. Backward drill method also makes the quality of the students‟ pronunciation in one kind of transactional dialogues improves. It is supported by the significant difference between the pre-test 4.21 and that of the post-test 6.5. This progression can be reached after applying backward drill method and giving treatments in each cycle. The next researcher working into this topic is Dyah Nur Arianti 2008 who wrote about “Improving Students Speaking Ability through Retelling Technique.” She investigated about the effectiveness of retelling technique to impr ove students‟ speaking ability. It investigated the retelling activity that retells a story the students have heard or read. It helps them focus on their understanding of what they read and challenges them to communicate what they have learned with others. The result of Dyah Nur Arianti shows that retelling technique is effective to improve st udents‟ speaking ability. It is supported by the results of the post-test which is higher 84 than the pre-test 74. Prastyo Dwi Nugroho 2009 wrote about “The Use of Communicative Activities in Teaching Speaking to Improve Students‟ Fluency.” He investigated whether the use of communicative activities improves the English speaking fluency or not. According to a research done by Prastyo Dwi Nugroho, he found the results which show that the implementation of communicative activities improves the English speaking fluency. There is significant difference between the result of the pre-test and that of the post-test. The result of the post-test is higher than pre-test. By applying the t-test for the independent samples, the observed statistic is 8.46, whereas the critical value is between 1.671 and 1.658. Considering the researches above, I have found out many ways in teaching speaking. But there is still an area of studies that has not been explored. It is the teacher‟s method in teaching English especially for transactional conversation by using CLL. It is focusing on counseling techniques; consequently, a learner is not taught as a student but as a client. Whereas, a teacher has a role as a language counselor. It is the reason I choose the effectiveness of using CLL to improve students‟ mastery in speaking for transactional conversation as the topic of my research.

2.2 General Concept of Speaking