9 Composition a.
The teacher gives the students a topic to write about in the target language.
b. The topic is based upon some aspect of the reading passage of the
lesson. c.
Sometimes, instead of creating a composition, students are asked to prepare a précis of the reading passage.
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The writer concludes that this method is still applied by many English teachers in the school. However, they know if Grammar-translation cannot
help learners to communicate effectively and to improve their speaking ability.
5. The Implementation of Using CLT and GTM in Teaching Speaking to the
students of MA Pembangunan UIN Jakarta
The writer makes a conclusion from the previous chapter that speaking is the essential skills to be mastered by all students. It is because people judge
students are really good in English if they can speak in English communicatively and fluency
Based on the writer’s opinion, the first grade students of MA
Pembangunan UIN Jakarta the place where she did the research, have many problems in speaking skill, such as in active communication and interaction,
difficult to create the great conversation, lack of spontaneously in communication, difficult to comprehends message that they receive it makes
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http:faculty.ksu.edu.safallayExtra20materials20Eng20406Chapter20Two20 20The20Grammar-Translation20Method.pdf
them do not know what they want to or should say and the last problem is fluency.
Those problems can be solved by applying communicative language teaching as a method and suitable techniques that enable the first grade
students of MA Pembangunan UIN Jakarta to reach their goal in learning of speaking skill. The writer uses many techniques those are language game,
picture strip story and role-play in this research to solve the problems faced in the school. Therefore, the students can improve their speaking skill.
The implementation of using communicative language teaching in teaching speaking skill to the first grade students of MA Pembangunan UIN
Jakarta, involve many problems and advantages of using CLT and GTM. They are:
1. The Problems Involved in Teaching Speaking Skill Trough CLT and GTM
a. The Problem involved in teaching Speaking Skill Trough CLT
The writer suggests, CLT is one of the methods for teaching speaking skill that has many characteristics which are suitable with the
goal of speaking skill. However, there is an opinion told, that CLT cannot solve all of the problems in speaking skill.
As Harmer writes in his book, CLT has sometimes been seen as having eroded the explicit teaching of grammar with a consequent loss
among students of accuracy in the pursuit of fluency.
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CLT consequently recommend that learners learn to see that failed communication is a joint responsibility and not the fault of speaker or
listener. Similarly, successful communication is an accomplishment jointly achieved and acknowledge. The focus on fluency and comprehensibility in
communicative language teaching may cause anxiety among teachers accustomed to seeing error suppression and correction as the major
instructional responsibility, and who see their primary function as preparing learners to take standardize or other kinds of tests. A
continuing teacher concern has been the negative effect in pair or group
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Jeremy Harmer, The Practice of English Language …, p. 71.
work of imperfect modeling and student ’s error. Although this issue is far
from resolved, it is interesting to note that some research finding suggest that “data contradicts the notion that other learners are good
conversational partners because they can’t provide accurate input when it is solicited”.
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Based on the opinions above the writer concludes if some problems involved in the teaching speaking skill through CLT are not only because the
activities of speaking skill through CLT that is unable to the characteristic of a communicative view of language, but also many other aspects in teaching
speaking skill. So, in this research the writer wants to find a new formula that can cover and prevent the problems involved in speaking skill teaching.
2. The problem of teaching speaking trough GTM
These are the problems in teaching speaking through GTM they are: a.
Learner motivation and participation The GTM approach involves no learner participation and little
teacher-student relationship. Students are required to learn from a textbook and use the same method throughout their learning. Because
lessons using GTM are not interactive and engaging for students, they become more likely to lose interest in their subject and less motivated to
learn. Furthermore, the method does not require students to participate in any activities or communicate with each other, so they will not learn how
to use the language in a real-life conversation or situation and will only know how to translate one language to another.
b. Unnatural and Inaccurate Pronunciation
As children, people generally learn how to speak before they learn how to write and read. In the GTM approach, this natural learning method
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Jack C. Richards and Theodore S. Rodgers, approaches and methods in language teaching New York; Cambridge University Press, 2001, Pp.166-168.
is reversed. Students are only taught how to read and write the language. This can affect how they learn to speak the learned language. The mere
application of grammar and sentence structure cannot adequately prepare them for realistic conversations or verbal communication, as no emphasis
is given to spoken language in the GTM approach. Translations may also be inaccurate, as it is not always possible to simply translate one word or
phrase accurately to another language for example, the translation of computer in English to Latin is not possible, as there is no Latin word
for computer.
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Based on the opinion above the writer concludes that grammar translation method is one of the methods that use in teaching English
language. There are different characteristics between GTM and speaking skill that make teaching speaking skill activity cannot be effective and
cannot achieve the goal of the activity.
3. The Advantages of Teaching Speaking Skill Trough CLT and GTM
