Conclusion Implication and Suggestion

A. Conclusion

Based on the data analysis, the researcher findings are: 4. The students who taught using Community Language Learning have better Speaking skill than those who are taught using Situational Language Teaching. In other words, Community Language Learning is more effective than Situational Language Teaching for teaching speaking at the second grade Students of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya. 5. The students who have high self confidence have better speaking skill than those who have low self-confidence at the second grade Students of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya. 3. 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.

B. Implication and Suggestion

The following section discusses about the implication and suggestion of the research. 1. CLL is an effective method to teach speaking. perpustakaan.uns.ac.id commit to user Considering the first conclusion of this research, there are some implications and suggestions addressed to English Teachers, school, and graduate students. a. English Teacher The research finding implies that CLL can affect students’ speaking skill. It is so because Community language learning uses psychological aspect which students consider as whole person. It mentions before that Whole person learning means that teachers consider not only their students’ intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn. Since CLL is an effective teaching method to teaching speaking, English teacher can implement this teaching method in the classroom. To be able to implement this method, teacher should follow some preparation. First, teacher should understand the concept of the strengths and the weaknesses of this teaching method. They should know the procedure of the teaching method properly. Second, analyze the syllabus to be able to design lesson plan covering the appropriate materials and evaluation. And third, before implementing this teaching method teacher should read and learn from any other sources like journal article, book or workshop. b. School perpustakaan.uns.ac.id commit to user By knowing that CLL is an effective method, the school should facilitate and support the English teachers by providing them with many sources deal with the procedure of the method. c. graduate school students For graduate school students who are interested in conducting the research in more detail to know the effect of community language learning in teaching speaking, the writer hopes that these research findings can be used as starting point and also as a reference for the future research. 2. Students having high self-confidence have better speaking skill than those having low self-confidence. a. English Teacher Self-confidence plays an important role for students to achieve their succeed in learning process. The teacher should encourage the students as their client and understand what they feel and they need. b. Student Having the knowledge of their own self-confidence level is very important. By knowing their level of self-confidence, students can be easily motivated and get higher achievement of speaking. c. Environment A good high self-confidence is the foundation for the positive development of a child. It is also has better chance to reach hiss full potential. He will enjoy learn new things and try new activities. From perpustakaan.uns.ac.id commit to user that reason, school environment is very important to improve students’ self-confidence. 3. There is an interaction between teaching methods and student’s level of self-confidence. Based on the last conclusion, the researcher describes the implication and suggestion for English teacher, school, and other researchers. a. English teacher In teaching speaking, teacher should be able to select the most appropriate teaching method based on students’ condition. Self- confidence becomes one of the important psychological aspects in teaching speaking because students with high self-confidence are brave to speak. Thus, teacher should understand whether the selected teaching method can facilitate the students having high and low self-confidence to practice their speaking. b. School School as the official institution should involve and pay more attention on students’ self-confidence. Since self-confidence is regarded as one of psychological aspects to have a good speaking skill and any other subjects. c. Other researchers other researchers are also supposed to conduct such kind of research to know the effectiveness of community language learning viewed from other psychological aspect such as: creativity, risk-taking, perpustakaan.uns.ac.id commit to user anxiety and so on or use this approach to teach other English skill such as reading, writing and listening. They may also make some expansion on the number of sample with the hope that the further result of the research can support and complete this research. BIBLIOGRAPHY commit to user Anthony, Robert. 2003. The Ultimate Secrets of Total Self-Confidence. Brisbane: Total Success Publishing. Ary, Donald et.al. 2010. Introduction to Research in Education. California. Nelson Education, Ltd. Boonkit, Kamonpan. 2010. Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences 2. 1305–1309. Brown. H. Douglas. 2007. Principles of Language Learning and Teaching. New Jersey: Prentice Hall Inc. _________.2004. Language Assessment: Principles and Classroom Practice. New York: Pearson Education, Inc. _________.2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition. New York: Addison Wesley Longman. Inc. Chimombo, Moira .1993.Counseling-LearningCommunity Language Learning A Method of Learner Directed Language Teaching. Southern African Journal of Applied Language Studies. Fraenkle, E. Jack and Wallen, E Norman. 1993. How to Design and Evaluate Research in Education: Mc. Graw Hill International Edition. Hatch, E., and Anne Lazarton. 1991. The Research Manual: Design Statistics for Applied Linguistics. California: Heinle and Heinle Publishers. Harris, David P. 1968. Testing English as a Second Language. New York: McGraw Hill. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited Hughes, Arthur. 2004. Testing for Language Teachers. United Kingdom: Cambridge University Press. Hull V. Philip. 1984. Community Language Learning: Is a Method?. RECL Journal. Hutchinson, T., and A. Waters. 1987. English for Specific Purposes. Cambridge: Cambridge University Press. Koba, et al. 2000. Using the Community Language Learning Approach to Cope with Language Anxiety. TESL Journal. commit to user Krueger, Pat.2007. Factors Influencing Self Confidence. http:www.ehow.comabout5285235factorsinfluencingselfconfidence.h tml La Forge, Paul. 1971. Community language Learning : A Pilot Study. Http: http:onlinelibrary.wiley.comdoi10.1111j.1467- 1770.1971.tb00489.xabstract . ________. 1979. The Epigenetic Principle in Community Language Learning. JALT Journal - Issue 1.1; November 1979 Larsen, Diane., and Freeman.2000. Techniques and Principles in Language Teaching. New York: Oxford University Press. Littlewood, William. 1981. Communicative Language Teaching, Cambridge: Cambridge University Press. Maley, Alan. 2009. Methodology: Community Language Learning. http:www.onestopenglish.comsupport?metodology-community- language-learning146410.article. Nagaraj, P. 2009. Application of Community Language Learning for Effective Teaching. ISSN 0974-8741 MJAL. Nunan, David. 2000. Language Teaching Methodology: A textbook for teachers.Essex: Pearson Education. Parker, Ray. 1991. Two Case Studies of Community Language Learning with Possible Implications for the Natural Order Hypothesis. TESOL Centre, Sheffield City Polytechnic. Preston, David Lawrence. 2001. 365 Steps to Self-Confidence. United Kingdom: How To Books Ltd. Richards, Jack C., and Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching, Second Edition. Melbourne: Cambridge University Press. Routledge.2011. Promoting Community Language Learning in the United Kingdom. Language Learning Journal. Shannon, John.1994. Experimenting with a Community Language Learning Principle in an English as a Second Language Writing Class. TESL Canada Journal. perpustakaan.uns.ac.id commit to user Taylor, Linda. 2003. The Cambridge approach to speaking assessment. Research Notes. Retrieved from: http:www.CambridgeESOL.orgresearchnotes Thomas, Mathew. 2011.The Path to Inner Self-Confidence. www.outofstress.comconfidence-the-path-to-inner-self Thornbury, Scott.2005. How to Teach Speaking. Endinburgh: Longman Limited. Wright, H. Judy. 2007. Characteristics of High Self-Confidence. http:www.selfgrowth.comarticlesCharacteristics_of_High_Self_Conf idence.htmlCharacteristics Of High Self Confidence Appendix 1.1 : The Syllabus of Community Language Learning commit to user SILABUS BAHASA INGGRIS KEPERAWATAN STIKES BAKTI TUNAS HUSADA 20112012 Nama Sekolah : Stikes Bakti Tunas Husada Program Studi : Keperawatan Mata Kuliah : English for Nursing Jumlah SKS : 2 SKS Kelas Semester : 2 4 Dosen : Ratu Sarah. PS, S.Pd.

I. DESKRIPSI MATA KULIAH

Mata kuliah ini bertujuan untuk mengembangkan kemampuan komunikasi siswa yang berkaitan dengan pelayanan medis. Ini adalah jenis keterampilan yang terintegrasi yang menggabungkan speaking, listening, reading dan writing termasuk aspek tata bahasa dan kosa kata yang berhubungan dengan bidang medis. Setelah menyelesaikan mata kuliah ini, mahasiswa diharapkan memiliki kemampuan yang baik untuk berkomunikasi dalam bahasa Inggris untuk penggunaan komunikasi keperawatan. Kegiatan kelas lebih menekankan kemandirian dan partisipasi aktif dari mahasiswa.

II. STANDAR KOMPETENSI MATA KULIAH

Tujuan dari mata kuliah ini untuk mengaktifkan mahasiswa untuk: 1. Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut sustained untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan 2. Memahami makna dalam teks percakapn transactional dan interpersonal resmi dan berlanjut dalam konteks bahasa inggris untuk kegiatan keperawatan. 3. Memahami makna teks fungsional pendek dan teks tulis esei berbentuk procedure, explanation dalam konteks bahasa inggris untuk kegiatan keperawatan. 4. Mengungkapkan makna teks tulis monologesei yang berbentuk Procedure, explanation dan discussion secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan.

III. KOMPETENSI DASAR

Setelah menyelesaikan mata kuliah ini, mahasiswa dapat: 1. Mengungkapkan makna dalam teks fungsional pendek transactional dan interpersonal resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan. commit to user 2. Merespon makna dalam percakapan transactional to get things done dan interpersonal bersosialisasi resmi dan berlanjut sustained secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks bahasa Inggris untuk kegiatan keperawatan dan melibatkan tindak tutur: Introduction, asking personal information, giving instruction, giving advices, asking permission, asking for patient history. 3. Merespon makna dalam teks fungsional pendek transactional dan interpersonal resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan. 4. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan dalam teks berbentuk: procedure, explanation.

IV. SUMBER MATERI

1. Barron’s 2000,Student I Choice TOEFL 7 th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.1997. The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS 2000.Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP.

5. Austin, David Tim Crosfield. 1989. English for Nurse. Hongkong:

Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press.

V. EVALUASI

NO ASSESSMENT SCORE 1 A quiz test 15 points 2 A midterm test 25 points 3 A final test 30 points 4 Assignments 10 points 5 Class activities 20 points TOTAL 100 points Note: The minimum attendance is 80 to join Final examination. VI. MATERI AJAR Meeting Topic Text Language Function Language commit to user Focus I General Communication for Nursing Interpersonal Introducing self and other people, exchanging personal information. II Handling admission 1Making the Beds Transactional Giving Instruction III Handling admission 2 Mobilization and Positioning the patient Transactional -Giving Instruction -Asking Permission IV Handling admission 3 Body Care Transactional -Giving Instruction -Asking Permission V Handling admission 4 Skin Care Transactional -Giving Instruction -Asking Permission VI Handling admission 5 Genital Hygiene Transactional -Giving Instruction -Asking Permission VII Mid test VIII Hospital Transactional Giving Instruction IX Taking the patient’ temperature Transactional Asking for Patient History X Prevention Transactional Asking for Patient History XI Blood Pressure Transactional Asking for Patient History XII Checking the vital sign Past tense XIII Asking and telling past activities Perfect tense XIV Asking and telling past activities Present continuous tense XV Understanding Medical instrument Genre Explanation : Nursing Documentation Passive Sentence XVI Final Examination Appendix 1.2: The Lesson Plan of Community Language Learning LESSON PLAN 1 commit to user EXPERIMENTAL CLASS Community Language Learning

A. Identitas