Stage 4: Focus on Languages Skills Strategies

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B. Theoretical Framework

This research is talking about the students’ perception on the implementation of Community Language Learning to develop their speaking skill. In 2005, Robbins concluded, “Perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment” p. 134. While Gibson et al. 2006 claim that perception is the acquisition of specific knowledge about object or events at any particular moment. It occurs whenever stimuli activate the senses. Thus, perception involves receiving stimuli, organizing the stimuli, and interpreting the organized stimuli so as to influence behavior and attitudes p. 99. Therefore, supporting by this theory, this research is talking about how the students of SMK Sanjaya Pakem receive, organize and interpret the process of Community Language Learning to develop their speaking skill. The process of the Community Language Learning application must be based on the counseling metaphor. It means the relationship between the teacher and the students is like the relationship between a counselor and a client. Moreover, this method makes the teacher treat the students as a whole person that means the teacher understands the students’ feelings, physical reactions, instinctive protective reactions, and desire to learn. It draws on counseling metaphor where the teacher stands as the counselor and the students are the clients who need a help. The role of the teacher is as a counselor. In this case, the teacher knows everything of what the students need in learning the language. Moreover, the 30 30 teacher has to treat them as whole-person as Larsen-Freeman and Anderson 2011 summarize, “All objectives can be achieved if the students and the teacher treat each other as whole-persons” p. 98. As long as the goals of this method to make them use the target language communicatively, the teacher lets the students to have their own conversation. The teacher only gives a help whether the students ask as La Forge 1983 concludes, “In this phase, the teacher helps each student who needs a help” p. 30. Hence, they will have a communicative competence because they do the conversation like a real condition as Hymes summarizes, “An individual’s communicative competence is hisher ability to use language effectively in actual communication” as cited in Goh Burns, 2012, p. 51. In term of teaching speaking, the teacher must organize learning activities for learners to practice the speaking skills. Therefore, he or she should be guided by any particular model for teaching speaking. Goh and Burns 2012 point out that the teacher should aim to help learners develop their speaking skills competence p. 152. In Community Language Learning, he or she organizes learning activities by letting the students have a conversation about a particular topic. In addition, the conversation is started by discussion. In this case, the discussion is aimed to prepare the students for the conversation. It means the preparation can help them feel more comfortable in doing the conversation. Indeed, during the teaching-learning process, the teacher can help the students by standing behind them to support them whether they need a help. The teacher’s help will make the preparation of the conversation better and encourage the students’ self-confidence in practicing the conversation, therefore,