E. Discussion
Based on the hypothesis testing, the results can be explained as follows:
1. The difference between community language learning and situational language teaching in teaching speaking.
The result of the hypothesis test shows that community language learning is more effective than Situational language teaching.
Community language learning is considered to be an interesting method because it was not designed by a language teacher. Instead it
was created by a counselor who was also a therapist and a priest. The design of this method is based on a therapeutic approach in order to
facilitate the learners of a new language to enter their independent and high level of trust in the target language. Since the counseling
techniques are applied on this method, it is also well-known by the name of counseling learning. It is stated by Chimombo and Moira
1993: 87-93 that The philosophy behind Community Language Learning and its implementation in the classroom are examined to
show how the teacher using this method relinquishes control over three of the four traditionally teacher-directed variables, syllabus, materials
production, and evaluation, to the learners, and maintains control only over methodology. The use of counseling techniques is based on the
assumption that counseling relationship without threat or unwanted force can create an optimum environment for the learners in target
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language. This is also supported by relevant research conducted by Nagaraj, P. 2009: 180 stated that applying community language
learning today to teach language broadens its appeal. There are some different techniques that have surfaced, such as learners in
conversation circle, transcription of students-generated text using technology, small group task, reflecting on experience, listening
sessions, recording
of students-generated
conversation, and
transcription, games and songs complement these activities. The humanistic of community language learning which views learners and
teacher as a community, and the teacher as a facilitator more than teacher fits in nicely with current trends in education.
Also Maley 2009: 2 states the enduring value of CLL has been its emphasis on whole person learning; the role of a supportive, non-
judgmental teacher, the passing of responsibility for learning to the learners where it belong; and the abolition of a pre-planned syllabus.
Robert, Steve 2012:1-6 entitle community language learning says that the procedure showed us how motivating it can be, as well as a
great way to introduce variety and innovation into our classes. Situational language teaching or oral approach makes the students
become dependent. The characteristic of this approach concerns with the mastery of basic structure, drilling in oral production and reception,
building of accurate and fluent linguistics habits. In addition, Hutchinson and Waters 1987:204 state that learning is a mechanical
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process of habit formation and proceeds by means of the frequent reinforcement of a stimulus and response sequence. Thus, the speaking
ability of the students is monotonous because of the restricted chance given to them. Therefore, community language learning is more
effective than situational language teaching or oral approach in teaching speaking.
2. The difference between students having high self confidence and those having low self confidence.
The result of the second hypothesis testing shows that the students having high self confidence have better speaking skill than those
having low self confidence. The students who have high self confidence have better attitudes in joining teaching and learning
process. They have high interest to give their attention to the teacher and the activities which are done in the classroom. The high self
confidence students’ are eager to learn something new for them including learning new language. It can be concluded that students
who have self confidence will give better performance in speaking class. The students having high self confidence will have higher oral or
spoken performance. It is stated by Anthony 2003: 5 that unless you get rid of your guilt feelings and cease belittling yourself for your
imagined inadequacies, you will be one of those who continue the fruitless struggle to attain total self-confidence and personal freedom.
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On the contrary, the students who have low self confidence usually do not have enough interest in joining the learning process. They have
little attention to the teacher and the material that is given. They are passive to speak and to learn in the classroom. The students with low
self confidence tend to feel more comfortable and safe when they keep silent and give no opinion. Brown 2001: 62 states that learners’ belief
that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual success in attaining the task. This is
the reason why students with low self confidence have low achievement in speaking than those with the high self confidence
students. 3. Interaction between teaching approaches and students’ self confidence
in teaching speaking. The result of third hypothesis test using ANOVA shows that
there is an interaction between two variables, students’ self confidence and teaching approaches in teaching speaking. In other words,
generally it can be concluded that the effect of teaching approaches on the students speaking ability depends on the students’ level of self
confidence. When further test was conducted using Tukey Test, the result shows that community language learning is in fact cover both
for students with high and low self confidence. There is no significant difference, it means that SLT is not better than CLL to teach students
with low self-confidence. The finding can be related to one of CLL’s perpustakaan.uns.ac.id
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characteristics which touches the psychological aspect of the students with low self-confidence and encourage them to be brave to express
their opinion because they are comfortable with the teacher’s role as a counselor. Such role enables the students to become more open and
less hesitated to speak up due to no pressure from the teacher and less feardoubt from the students. Ultimately, all of this leads to the
improvement of students’ speaking skill. For students with low self confidence, community language
learning provides them with supportive learning environment by its counseling-like nature. It identifies that students need to be
psychologically comfortable so that learning process can go on well see Nunan, 1998: 236. This type of characteristic supports students
having low confidence to do well in lessons. In community language learning class, the students are
encouraged and motivated to be active students. They are given several tasks based on teaching steps of community language learning in the
classroom. In conducting classroom activities, the students are free to explore their speaking ability, given opportunity to speak up without
being afraid of making mistake. Curran 1972: 90 in Richards and Rodgers 2001: 92 comments the Community Language Learning
view of learning is a holistic one since ‘true’ human learning is both cognitive and affective. This is termed whole-person learning. Such
learning takes place in a communicative situation where teachers and perpustakaan.uns.ac.id
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learners are involved in an interaction in which both experiences a sense of their own wholeness.
By using community language learning, the students with high self confidence can encourage themselves more in learning process to
speak up in speaking class. The students with high self confidence always enjoy joining the class and being fun of any classroom
activities given by the teacher. So it can be concluded that community language learning is more effective to teach speaking for students with
high self confidence. Situational language teaching or oral approach does not give the
students chance to explore their speaking ability, because the materials have been restricted by the teacher. This approach really pays much
attention more on accuracy. Errors must be avoided as much as possible, so that the teacher plans for what are going to be conversed.
It is stated by Pitmann in Richard and Rodgers 2002:40 “Our principle classroom activity in teaching of English structure will be the
oral practice of structures. This oral practice of controlled sentence patterns should be given in situation designed to give the greatest
amount of practice in English speech to the pupils.” The students with low self confidence which do not encourage themselves in learning
will be comfortable when they are in such situation. They might not be interested in language teaching activities, so they prefer sitting and
waiting for the teacher’s instructions and guidance. perpustakaan.uns.ac.id
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Based on the explanations above, it can be concluded that there is an interaction between teaching approaches and students’ self
confidence that the effectiveness of an approach depends on the psychological aspect of students. But further test shows that,
compared to situational language teaching, community language learning is not only effective for students with high self confidence, it
is also more effective for students having low self confidence.
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION
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