THE EFFECT OF APPLYING COMMUNITY LANGUAGE LEARNING METHOD ON THE STUDENTS ACHIEVEMENT IN SPEAKING.
THE EFFECT OF APPLYING COMMUNITY LANGUAGE
LEARNING METHOD ON THE STUDENTS’
ACHIEVEMENT IN SPEAKING
A THESIS
Submitted to the English Department, in Partial Fulfillment of Requierment
for the Degree of Sarjana Pendidikan
By:
ISMUL AZAM
Registration Number: 209121021
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Ismul Azam, NIM. 209121021. The Effect of Applying Community Language
Learning Method On the Students’ Achievement in Speaking. A Thesis
Faculty of Languages and Arts, State University of Medan 2014
This study aims to find out the effect of applying community language learning
method on the students’ achievement in speaking. The population of the study
was the first year student at Man 2 Model Medan. In this study the sample is 50
students where 25 students took as experimental group and 25 students rest was
control group. The data of this study was collected by oral test . It was applied in
pre test and post test, then the scores were analyzes by using t-test formula. The
result of the analysis showed that t-observed value is higher than t-table value (
3>2.00 ) at the level os significant 0.05 with the degree of freedom 48. It means
that there was a effect of applying community language learning method on the
students’ achievement in speaking.
ACKNOWLEDGEMENT
By saying Alhamdulillahirrobil‘Alamin, the writer says thank to Allah
SWT for His blessing and merciful so that she can finish this thesis. And Shalawat
and Salam to The Great Messenger Muhammad SAW, who has succeed to bring
us out of the darkness.
On the the process of completing this thesis , the writer has been directly assisted
by some people, so at this moment, the writer respectively would like to express
his sincere thanks to :
1. Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M. Hum, the Dean of Faculty of Languages and Arts,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M. Pd, the Head of English Department, Rika, S.
Pd, M. Hum, the Secretary of English Department.
4. Dra. Masitowarni Siregar, M. Ed, the Head of English Education Study
Program of English Department.
5. Dr. Siti Aisah Ginting, M.Pd, the Thesis Advisor, Prof. Amrin Saragih,
M.A.,Ph.D, the Academic Advisor and all lecturers in English Department
for their knowledge, advices, and constructive comment during the
academic years.
6. Dr. H. Burhanuddin, M. Pd, the Principle of MAN 2 Model Medan.
7. His beloved parents, Sarno and Rahmaini who have constantly encourage
him to finish his study, his beloved grandma Almh. Hj. Wakidah, his
brother Agus Suwandi, his beloved sisters Nurijah and Sarah Dewinta who
have trully supported him in many ways in completing his thesis.
8. His lovely friends who always support him , they are Sukma Septian
Nasution, Budi Yanto, Sri Ernita, Syamsiah, Novri Surya Ningsih
,Yoeanita, Femmy Septiani, Rahmat Habibie.
9. Last but not least, special thanks to all friends in English Department,
especially Education A 09 who have already helped and supported him.
10. To all whose names are not mentioned one by one, he would like to say a
lot.
As there is no such thing quite perfect in the world, the writer honestly
appreciates of this writing. Hopefully, this thesis can be a valuable useful
contribution for further research especially for English Department.
Medan,
April 2014
The writer
Ismul Azam
NIM. 209121021
TABLE OF CONTENTS
Pages
ABSRACT.......................................................................................................
ACKNOWLEDGMENT ...............................................................................
TABLE OF CONTENTS ...............................................................................
LIST OF TABLES .........................................................................................
LIST OF APPENDICES..... ..........................................................................
CHAPTER I INTRODUCTION.................................................................
i
ii
iv
vi
vii
1
A. Background of the Study................................................................
1
B. Problem of the Study .....................................................................
5
C. Objective of the Study....................................................................
5
D. Scope of the Study .........................................................................
5
E. Significance of the Study ...............................................................
5
CHAPTER II REVIEW OF LITERATURE ............................................
7
A. Theoretical Framework ........................................................................
7
1. Speaking .........................................................................................
8
a. The Meaning of Speaking ........................................................
10
b. The Utterance Ability...............................................................
10
c. The Factor of Speaking Ability ................................................
12
2. Speaking Genre ..............................................................................
16
3. Conventional Method .....................................................................
18
4. Community Language Learning Method (CLLM..........................
20
B. Relevant of the Studies.........................................................................
28
C. Conceptual Framework ........................................................................
29
D. Hypothesis of the Study .......................................................................
31
CHAPTER III RESEARCH METHOD ....................................................
32
A. Research Design ...................................................................................
32
B. Population and Sample.........................................................................
33
1. Population of the Study ..................................................................
33
2. Sample of the Study .......................................................................
33
C. Instrument for Collecting Data ............................................................
34
D. Procedur for collecting Data ................................................................
34
E. Validity and Reability of Test ..............................................................
35
1. Validity of the test ...........................................................................
35
2. Reliability of the test ........................................................................
37
F. The Analysis of the Data ......................................................................
38
G. Statistical Hyphotheses.. ......................................................................
39
CHAPTER IV DATA ANALYSIS AND REASEARCH FINDINGS .......
40
A. Data Analysis .......................................................................................
40
1. Testing reliability of the test ..........................................................
41
2. Analysing the data by using t-test .................................................
41
3. Testing hyphothesis ........................................................................
42
B. Discussion ........................................................................................... . 42
CHAPTER V CONCLUSIONS AND SUGGESTION ...............................
44
A. Conclussions ........................................................................................
44
B. Suggestions .........................................................................................
44
REFFERENCES ............................................................................................
APPENDIX .....................................................................................................
45
47
LIST OF TABLES
Pages
Tabel 1. Experimental Reasearch Desig .....................................................
Table 2. The Poppulation and Sample of the Study ...................................
Table 3. Weighting Table ............................................................................
Table 4. Conversation Table .......................................................................
Table 5. The Result of the t-test Calculation...............................................
32
33
35
36
42
LIST OF APPENDICES
Pages
Appendix. A The Reliability of the test ..........................................................
Appendix. B The score of Pre-test and Post-test ............................................
Appendix. C The total score of Pre-test and Post-test .....................................
Appendix. D The calculation of t-test ..............................................................
Appendix. E Table of product moment ............................................................
Appendix. F Table od distribution t ................................................................
Appendix. G Lesson Plan Experimental Group ...............................................
Appendix. H Lesson Plan Control Group ........................................................
47
49
51
53
55
56
57
61
REFERENCES
Alwasilah, Chaedar, Furqanul Azies. 2002. Pengajaran Bahasa Komunikatif:
Teori dan Praktik. Bandung:Remaja Rosdakarya
Arikunto, Suharsimi. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek. Edisi
Revisi IV. Jakarta: Rineka Cipta
Arikunto, Suharsimi. 2002. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi
Aksara
Ary, Donald, 2002. Introduction to Research in Education. Sixth edition. USA:
Wordsworth Thomson Learning
Best, J.W. & Khan, J.V. 2002. Research in Education 7th . New Delhi : Prentice
Hall.
Brown, H. D. Douglas. 2004. Language Assessment: Principles and Classroom
Practice. New York: Longman
Cahyono, Bambang Yudi. 2007. Pengajaran Bahasa Inggris: Tekhnik, Strategi dan
Hasil Penelitian. Malang:IKIP Malang
Hadi, Sutrisno. 2008. Methodology Research.Yogyakarta:Andi Yogyakarta
Harmer, Jeremy. 2003. The Practice of English Language Teaching. London:
Longman
Haryanto, Yan. 2004. Pendidikan Bahasa Inggris. Jakarta: Universitas Terbuka
Heaton, J. B. 1998. Writing English Language Test. New York: Longman
Hornby, Garry. 2000. Improving Parental Involvment. New Zealand: Continuum
International
Keraf, Gorries. 2001. Tata Bahasa Indonesia. Jakarta: Nusa Indah
Kumar, Ranjit. 2003. Writing A Research Proposal. Western Australia: Curtin
University of Technology
Lepper, Mark R. 2008. Motivational Considerations in the Study of Instruction.
London: Longman
Marshall, Hermine H. 2007. Motivational Strategies of Three Fifth-Grade
Teachers. The Elementary School Journal 88. Vol: 135-50. EJ362 747
45
46
Mcllrath. D, and Hiutt, W. 2002. The Teaching-Learning Process: A Discussion
of Models. Valdosta, GA: Valdosta State University
Morris, S. 2005. Classroom Management. New York: Cambridge University
Press
Muhibbin, Syah. 2000. Psikologi Belajar. Jakarta : Logos Wacana Ilmu.
Nagaraj. P. 2009. Application of Community Language Learning for Effective
Teaching.The Modern Journal of Applied Lingusitic. Vol.1-3, pp.09748741
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. New York:
Cambridge University Press
Nurgiantoro, Burhan. 2004. Penilaian Dalam Pengajaran Bahasa dan Sastra.
Edisi II. Yogyakarta: BPFE.
Nurhadi. 2003. Bahasa dan Sastra. Malang: Kapita Selekta. YA-3
Oller, John W. 1979. Language Testing at School. London: Longman
Paiman. 2001. Psikologi Perkembangan. Jakarta: Universitas Terbuka
Parker, Ray .2001. Two Cases to Study Community Language Learning With
Possible Impilications for the Natural Order Hypothesis. The Journal of
Applied Linguistic. Vol.76, No.3, pp.416-424.
Purwanto, Ngalim. 2005. Psikologi Pendidikan. Bandung: Remaja Karya
Richard, Jack C. and Theodore S. Rodgers. 1986. Approach and Method in
Language Teaching.Cambridge: Cambridge University Press
Richards, J. C. and W. A. Renandya. (eds.). 2002. Methodology in Language
Teaching: An Anthology of. Current Practice. Cambridge: Cambridge
University
Stipek . J. D. 2002. Motivation to Learn. USA: Needham Heights
Suryabrata, Sumadi. 2002. Psikologi Pendidikan. Jakarta: Raja Grapindo Persada
Tarigan, Henry Guntur. 2005. Prinsip-Prinsip Dasar Sastra. Bandung: Aksara
Tarigan, Henry Guntur. 2001. Metodologi Pengajaran Bahasa. Edisi I. Bandung:
Angkasa
Weisler, S. E. and Slavcko. Millekic.2002. Theory of Learning: USA. MIT Press
CHAPTER I
INTRODUCTION
A. Background of the Study
Many students in Indonesia do not like English. They get difficulties,
boredom and confusing in learning it, because it is not their mother tongue.
English teacher should be able to motivate the learners in learning this foreign
language. Many problems and activities are faced by the students and also the
teachers. But, mostly the success of the students in learning the English should be
determined by themselves. Beside the students study the English at the school,
they should hard work at home, that is by repeating again what they get at the
school from the teacher to recognize or memorize the materials.
Speaking is a complex aspect in language learning. By speaking, we can
convey
information
and
ideas,
and
maintains
social
relationship
by
communicating with others. In an addition a large percentage of the world’s
language learners study English in order to be able communicate fluently. Many
language learners regard speaking as the most important skill they can acquire and
asses their progress in terms of their accomplishments in spoken communication.
In oher side of first year student MAN 2 Model Medan, speaking is also one of
the difficult part when they learn this foreign language. It shows that there were
still limited interaction and life in speaking class. Almost all of students were
unwilling to express their feeling or opinion using their English language. The
informal interview toward the teacher conducted by researcher also shown that
1
2
almost all of students were lack of and passive in their speaking class where there
was a little interaction each of student to another.
In other instance, the students often get failure in their learning because of
many factors, such as feeling strange to the materials, confuseing and uninteresting situation in teaching learning process in the classroom. So the teacher’s
duty is how to develop the student’s potential in studying English especially in
speaking. Speaking is one of the components of language that has function to
express feeling, opinion, ideas, and emotions. Motivation is important thing that
influence in teaching learning process. By motivation, the students expected able
to learning the material given by teacher. Harmer (2003:3) states motivation
means a kind of drive that encourages somebody to pursue a course action. It
should be done by every English teacher in order that the students are interested in
learning this language. English teacher must be able to manage the teaching by
using certain method in the teaching-learning process, so that the students will
like it without boring and despair.
In learning English there are four skills which are necessary to be mastered
by the learners. They are listening, speaking, reading and writing. Referring to the
title, the writer limits the explanation to the speaking only. Speaking skill is very
important skill that must be mastered by every language learners, because one is
called mastering a language when he/she is able to demonstrate the speaking skill.
.Teacher’s duty is not only to explain the materials, or select suitable materials,
but also they should also give the guidance, advice, support and motivation
3
to the students whenever they need it. In order to improve students’
motivation in speaking ability, the teachers choose suitable method and concern
with student motivation in speaking.
Community Language Learning Method which is a method of teaching a
foreign language developed by Curran and in it takes principal from general
Counselling Learning, which refers to the relationship between a counsellor (the
teacher) and the clients (the learners). The basic theoretical premise is that the
human individual needs to be understood and aided in community with others
staving to attain the same goals. This is a very special kind of communityinvolvement result in which the language learners and their language teacher build
an intense atmosphere of warmth. The language learns never feel isolated and
alone because everybody belongs to the group and everybody sits in a
“community” and sense positive regard of everyone else.
The basic principle of the methodology is to establish interpersonal
relationships between the teacher and learners to facilitate learning. Community
Language Learning was designed to ease the anxiety of Foreign Language
Learners in educational contexts and promote group dynamics. In CLL, the aim is
to involve the learner's whole personality. The teacher understands the fears of the
learner and vulnerabilities as they struggle to master another language. By being
sensitive to the learner’s fear, the teacher can turn the negative energy of those
fears into positive energy and enthusiasm for learning. This methodology is not
based on the usual methods by which languages are taught rather the approach is
patterned upon counseling techniques and adapted to the peculiar anxiety and
4
threat as well as the personal and language problems a person encounters in the
learning of foreign languages. Consequently, the learner is not thought of as a
student but as a client. The language-counseling relationship begins with the
client's linguistic confusion and conflict. Then slowly the teacher-counselor
strives to enable him to arrive at his own increasingly independent language
adequacy.
In this part, the writer states the relevant research which is possible to add
the readers view on the effect of using Community Language Learning Method
(CLL) towards speaking ability.
From the explanations above, we can assumed that Community Language
Learning Method can be an appropriate method in improving motivation in
speaking, because CLL class begin with a warm atmosphere between a language
teacher and language learners, they support each other and the teacher’s function
is not only as the language teacher but also as a counseler who is always ready
whenever the students need her/ her help. In this CLLM, the teacher is always
creative in triggering students’ eagerness in teaching learning process by
presenting various activities, such as; the teacher gives the students chance , in
refference to the background above, the researcher was interested in knowing
wheter community language leraning can be alternative solution to motivate the
students in speaking class or not. The researcher was going to find reality about
effects of teaching resullts using community language learning methode
especially in speaking ability. Hopefully, the students’ attitude toward their
speaking class can change to be more interactive.
5
B. Problem of Study
Based on the background of the study, the research problem can be
formulated as follows:
Is the student’s speaking achievement taught by Community Language
Learning Method is higher than the students taught by Lecturing?
C. Objective of the Study
Based on the research statement, this particular study aimed at finding out:
Students’ achivement in speaking taught by using CLLM is significantly
higher than taught by using Lecturing.
D. Scope of the Study
The subject of this study is the first year students of MAN 2 Model Medan 1
in academic years 2013/2014
E. Significance of the Study
The result of the study is expected to be used theoretically and practically:
1. Theoretically
a. The result of this study is expected to be able widen the skill of teachers
in using CLLM in order to improve student’s speaking ability an
experimental.
b. As a reference to other researchers who want to study CLLM more
intensively in teaching speaking.
6
2. Practically
a. The result of this study is suggested to apply the Community Language
Learning Method (CLLM) and motivation to increase the students’
competencees in English speaking ability.
b. The use of CLLM in speaking can make the students are more enjoyable
in doing their tasks associated with the speaking materials.
LEARNING METHOD ON THE STUDENTS’
ACHIEVEMENT IN SPEAKING
A THESIS
Submitted to the English Department, in Partial Fulfillment of Requierment
for the Degree of Sarjana Pendidikan
By:
ISMUL AZAM
Registration Number: 209121021
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2014
ABSTRACT
Ismul Azam, NIM. 209121021. The Effect of Applying Community Language
Learning Method On the Students’ Achievement in Speaking. A Thesis
Faculty of Languages and Arts, State University of Medan 2014
This study aims to find out the effect of applying community language learning
method on the students’ achievement in speaking. The population of the study
was the first year student at Man 2 Model Medan. In this study the sample is 50
students where 25 students took as experimental group and 25 students rest was
control group. The data of this study was collected by oral test . It was applied in
pre test and post test, then the scores were analyzes by using t-test formula. The
result of the analysis showed that t-observed value is higher than t-table value (
3>2.00 ) at the level os significant 0.05 with the degree of freedom 48. It means
that there was a effect of applying community language learning method on the
students’ achievement in speaking.
ACKNOWLEDGEMENT
By saying Alhamdulillahirrobil‘Alamin, the writer says thank to Allah
SWT for His blessing and merciful so that she can finish this thesis. And Shalawat
and Salam to The Great Messenger Muhammad SAW, who has succeed to bring
us out of the darkness.
On the the process of completing this thesis , the writer has been directly assisted
by some people, so at this moment, the writer respectively would like to express
his sincere thanks to :
1. Prof. Dr. Ibnu Hajar Damanik, M.Si, the Rector of State University of
Medan.
2. Dr. Isda Pramuniati, M. Hum, the Dean of Faculty of Languages and Arts,
State University of Medan.
3. Prof. Dr. Hj. Sumarsih, M. Pd, the Head of English Department, Rika, S.
Pd, M. Hum, the Secretary of English Department.
4. Dra. Masitowarni Siregar, M. Ed, the Head of English Education Study
Program of English Department.
5. Dr. Siti Aisah Ginting, M.Pd, the Thesis Advisor, Prof. Amrin Saragih,
M.A.,Ph.D, the Academic Advisor and all lecturers in English Department
for their knowledge, advices, and constructive comment during the
academic years.
6. Dr. H. Burhanuddin, M. Pd, the Principle of MAN 2 Model Medan.
7. His beloved parents, Sarno and Rahmaini who have constantly encourage
him to finish his study, his beloved grandma Almh. Hj. Wakidah, his
brother Agus Suwandi, his beloved sisters Nurijah and Sarah Dewinta who
have trully supported him in many ways in completing his thesis.
8. His lovely friends who always support him , they are Sukma Septian
Nasution, Budi Yanto, Sri Ernita, Syamsiah, Novri Surya Ningsih
,Yoeanita, Femmy Septiani, Rahmat Habibie.
9. Last but not least, special thanks to all friends in English Department,
especially Education A 09 who have already helped and supported him.
10. To all whose names are not mentioned one by one, he would like to say a
lot.
As there is no such thing quite perfect in the world, the writer honestly
appreciates of this writing. Hopefully, this thesis can be a valuable useful
contribution for further research especially for English Department.
Medan,
April 2014
The writer
Ismul Azam
NIM. 209121021
TABLE OF CONTENTS
Pages
ABSRACT.......................................................................................................
ACKNOWLEDGMENT ...............................................................................
TABLE OF CONTENTS ...............................................................................
LIST OF TABLES .........................................................................................
LIST OF APPENDICES..... ..........................................................................
CHAPTER I INTRODUCTION.................................................................
i
ii
iv
vi
vii
1
A. Background of the Study................................................................
1
B. Problem of the Study .....................................................................
5
C. Objective of the Study....................................................................
5
D. Scope of the Study .........................................................................
5
E. Significance of the Study ...............................................................
5
CHAPTER II REVIEW OF LITERATURE ............................................
7
A. Theoretical Framework ........................................................................
7
1. Speaking .........................................................................................
8
a. The Meaning of Speaking ........................................................
10
b. The Utterance Ability...............................................................
10
c. The Factor of Speaking Ability ................................................
12
2. Speaking Genre ..............................................................................
16
3. Conventional Method .....................................................................
18
4. Community Language Learning Method (CLLM..........................
20
B. Relevant of the Studies.........................................................................
28
C. Conceptual Framework ........................................................................
29
D. Hypothesis of the Study .......................................................................
31
CHAPTER III RESEARCH METHOD ....................................................
32
A. Research Design ...................................................................................
32
B. Population and Sample.........................................................................
33
1. Population of the Study ..................................................................
33
2. Sample of the Study .......................................................................
33
C. Instrument for Collecting Data ............................................................
34
D. Procedur for collecting Data ................................................................
34
E. Validity and Reability of Test ..............................................................
35
1. Validity of the test ...........................................................................
35
2. Reliability of the test ........................................................................
37
F. The Analysis of the Data ......................................................................
38
G. Statistical Hyphotheses.. ......................................................................
39
CHAPTER IV DATA ANALYSIS AND REASEARCH FINDINGS .......
40
A. Data Analysis .......................................................................................
40
1. Testing reliability of the test ..........................................................
41
2. Analysing the data by using t-test .................................................
41
3. Testing hyphothesis ........................................................................
42
B. Discussion ........................................................................................... . 42
CHAPTER V CONCLUSIONS AND SUGGESTION ...............................
44
A. Conclussions ........................................................................................
44
B. Suggestions .........................................................................................
44
REFFERENCES ............................................................................................
APPENDIX .....................................................................................................
45
47
LIST OF TABLES
Pages
Tabel 1. Experimental Reasearch Desig .....................................................
Table 2. The Poppulation and Sample of the Study ...................................
Table 3. Weighting Table ............................................................................
Table 4. Conversation Table .......................................................................
Table 5. The Result of the t-test Calculation...............................................
32
33
35
36
42
LIST OF APPENDICES
Pages
Appendix. A The Reliability of the test ..........................................................
Appendix. B The score of Pre-test and Post-test ............................................
Appendix. C The total score of Pre-test and Post-test .....................................
Appendix. D The calculation of t-test ..............................................................
Appendix. E Table of product moment ............................................................
Appendix. F Table od distribution t ................................................................
Appendix. G Lesson Plan Experimental Group ...............................................
Appendix. H Lesson Plan Control Group ........................................................
47
49
51
53
55
56
57
61
REFERENCES
Alwasilah, Chaedar, Furqanul Azies. 2002. Pengajaran Bahasa Komunikatif:
Teori dan Praktik. Bandung:Remaja Rosdakarya
Arikunto, Suharsimi. 1998. Prosedur Penelitian: Suatu Pendekatan Praktek. Edisi
Revisi IV. Jakarta: Rineka Cipta
Arikunto, Suharsimi. 2002. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi
Aksara
Ary, Donald, 2002. Introduction to Research in Education. Sixth edition. USA:
Wordsworth Thomson Learning
Best, J.W. & Khan, J.V. 2002. Research in Education 7th . New Delhi : Prentice
Hall.
Brown, H. D. Douglas. 2004. Language Assessment: Principles and Classroom
Practice. New York: Longman
Cahyono, Bambang Yudi. 2007. Pengajaran Bahasa Inggris: Tekhnik, Strategi dan
Hasil Penelitian. Malang:IKIP Malang
Hadi, Sutrisno. 2008. Methodology Research.Yogyakarta:Andi Yogyakarta
Harmer, Jeremy. 2003. The Practice of English Language Teaching. London:
Longman
Haryanto, Yan. 2004. Pendidikan Bahasa Inggris. Jakarta: Universitas Terbuka
Heaton, J. B. 1998. Writing English Language Test. New York: Longman
Hornby, Garry. 2000. Improving Parental Involvment. New Zealand: Continuum
International
Keraf, Gorries. 2001. Tata Bahasa Indonesia. Jakarta: Nusa Indah
Kumar, Ranjit. 2003. Writing A Research Proposal. Western Australia: Curtin
University of Technology
Lepper, Mark R. 2008. Motivational Considerations in the Study of Instruction.
London: Longman
Marshall, Hermine H. 2007. Motivational Strategies of Three Fifth-Grade
Teachers. The Elementary School Journal 88. Vol: 135-50. EJ362 747
45
46
Mcllrath. D, and Hiutt, W. 2002. The Teaching-Learning Process: A Discussion
of Models. Valdosta, GA: Valdosta State University
Morris, S. 2005. Classroom Management. New York: Cambridge University
Press
Muhibbin, Syah. 2000. Psikologi Belajar. Jakarta : Logos Wacana Ilmu.
Nagaraj. P. 2009. Application of Community Language Learning for Effective
Teaching.The Modern Journal of Applied Lingusitic. Vol.1-3, pp.09748741
Nunan, D. 1989. Designing Tasks for the Communicative Classroom. New York:
Cambridge University Press
Nurgiantoro, Burhan. 2004. Penilaian Dalam Pengajaran Bahasa dan Sastra.
Edisi II. Yogyakarta: BPFE.
Nurhadi. 2003. Bahasa dan Sastra. Malang: Kapita Selekta. YA-3
Oller, John W. 1979. Language Testing at School. London: Longman
Paiman. 2001. Psikologi Perkembangan. Jakarta: Universitas Terbuka
Parker, Ray .2001. Two Cases to Study Community Language Learning With
Possible Impilications for the Natural Order Hypothesis. The Journal of
Applied Linguistic. Vol.76, No.3, pp.416-424.
Purwanto, Ngalim. 2005. Psikologi Pendidikan. Bandung: Remaja Karya
Richard, Jack C. and Theodore S. Rodgers. 1986. Approach and Method in
Language Teaching.Cambridge: Cambridge University Press
Richards, J. C. and W. A. Renandya. (eds.). 2002. Methodology in Language
Teaching: An Anthology of. Current Practice. Cambridge: Cambridge
University
Stipek . J. D. 2002. Motivation to Learn. USA: Needham Heights
Suryabrata, Sumadi. 2002. Psikologi Pendidikan. Jakarta: Raja Grapindo Persada
Tarigan, Henry Guntur. 2005. Prinsip-Prinsip Dasar Sastra. Bandung: Aksara
Tarigan, Henry Guntur. 2001. Metodologi Pengajaran Bahasa. Edisi I. Bandung:
Angkasa
Weisler, S. E. and Slavcko. Millekic.2002. Theory of Learning: USA. MIT Press
CHAPTER I
INTRODUCTION
A. Background of the Study
Many students in Indonesia do not like English. They get difficulties,
boredom and confusing in learning it, because it is not their mother tongue.
English teacher should be able to motivate the learners in learning this foreign
language. Many problems and activities are faced by the students and also the
teachers. But, mostly the success of the students in learning the English should be
determined by themselves. Beside the students study the English at the school,
they should hard work at home, that is by repeating again what they get at the
school from the teacher to recognize or memorize the materials.
Speaking is a complex aspect in language learning. By speaking, we can
convey
information
and
ideas,
and
maintains
social
relationship
by
communicating with others. In an addition a large percentage of the world’s
language learners study English in order to be able communicate fluently. Many
language learners regard speaking as the most important skill they can acquire and
asses their progress in terms of their accomplishments in spoken communication.
In oher side of first year student MAN 2 Model Medan, speaking is also one of
the difficult part when they learn this foreign language. It shows that there were
still limited interaction and life in speaking class. Almost all of students were
unwilling to express their feeling or opinion using their English language. The
informal interview toward the teacher conducted by researcher also shown that
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almost all of students were lack of and passive in their speaking class where there
was a little interaction each of student to another.
In other instance, the students often get failure in their learning because of
many factors, such as feeling strange to the materials, confuseing and uninteresting situation in teaching learning process in the classroom. So the teacher’s
duty is how to develop the student’s potential in studying English especially in
speaking. Speaking is one of the components of language that has function to
express feeling, opinion, ideas, and emotions. Motivation is important thing that
influence in teaching learning process. By motivation, the students expected able
to learning the material given by teacher. Harmer (2003:3) states motivation
means a kind of drive that encourages somebody to pursue a course action. It
should be done by every English teacher in order that the students are interested in
learning this language. English teacher must be able to manage the teaching by
using certain method in the teaching-learning process, so that the students will
like it without boring and despair.
In learning English there are four skills which are necessary to be mastered
by the learners. They are listening, speaking, reading and writing. Referring to the
title, the writer limits the explanation to the speaking only. Speaking skill is very
important skill that must be mastered by every language learners, because one is
called mastering a language when he/she is able to demonstrate the speaking skill.
.Teacher’s duty is not only to explain the materials, or select suitable materials,
but also they should also give the guidance, advice, support and motivation
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to the students whenever they need it. In order to improve students’
motivation in speaking ability, the teachers choose suitable method and concern
with student motivation in speaking.
Community Language Learning Method which is a method of teaching a
foreign language developed by Curran and in it takes principal from general
Counselling Learning, which refers to the relationship between a counsellor (the
teacher) and the clients (the learners). The basic theoretical premise is that the
human individual needs to be understood and aided in community with others
staving to attain the same goals. This is a very special kind of communityinvolvement result in which the language learners and their language teacher build
an intense atmosphere of warmth. The language learns never feel isolated and
alone because everybody belongs to the group and everybody sits in a
“community” and sense positive regard of everyone else.
The basic principle of the methodology is to establish interpersonal
relationships between the teacher and learners to facilitate learning. Community
Language Learning was designed to ease the anxiety of Foreign Language
Learners in educational contexts and promote group dynamics. In CLL, the aim is
to involve the learner's whole personality. The teacher understands the fears of the
learner and vulnerabilities as they struggle to master another language. By being
sensitive to the learner’s fear, the teacher can turn the negative energy of those
fears into positive energy and enthusiasm for learning. This methodology is not
based on the usual methods by which languages are taught rather the approach is
patterned upon counseling techniques and adapted to the peculiar anxiety and
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threat as well as the personal and language problems a person encounters in the
learning of foreign languages. Consequently, the learner is not thought of as a
student but as a client. The language-counseling relationship begins with the
client's linguistic confusion and conflict. Then slowly the teacher-counselor
strives to enable him to arrive at his own increasingly independent language
adequacy.
In this part, the writer states the relevant research which is possible to add
the readers view on the effect of using Community Language Learning Method
(CLL) towards speaking ability.
From the explanations above, we can assumed that Community Language
Learning Method can be an appropriate method in improving motivation in
speaking, because CLL class begin with a warm atmosphere between a language
teacher and language learners, they support each other and the teacher’s function
is not only as the language teacher but also as a counseler who is always ready
whenever the students need her/ her help. In this CLLM, the teacher is always
creative in triggering students’ eagerness in teaching learning process by
presenting various activities, such as; the teacher gives the students chance , in
refference to the background above, the researcher was interested in knowing
wheter community language leraning can be alternative solution to motivate the
students in speaking class or not. The researcher was going to find reality about
effects of teaching resullts using community language learning methode
especially in speaking ability. Hopefully, the students’ attitude toward their
speaking class can change to be more interactive.
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B. Problem of Study
Based on the background of the study, the research problem can be
formulated as follows:
Is the student’s speaking achievement taught by Community Language
Learning Method is higher than the students taught by Lecturing?
C. Objective of the Study
Based on the research statement, this particular study aimed at finding out:
Students’ achivement in speaking taught by using CLLM is significantly
higher than taught by using Lecturing.
D. Scope of the Study
The subject of this study is the first year students of MAN 2 Model Medan 1
in academic years 2013/2014
E. Significance of the Study
The result of the study is expected to be used theoretically and practically:
1. Theoretically
a. The result of this study is expected to be able widen the skill of teachers
in using CLLM in order to improve student’s speaking ability an
experimental.
b. As a reference to other researchers who want to study CLLM more
intensively in teaching speaking.
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2. Practically
a. The result of this study is suggested to apply the Community Language
Learning Method (CLLM) and motivation to increase the students’
competencees in English speaking ability.
b. The use of CLLM in speaking can make the students are more enjoyable
in doing their tasks associated with the speaking materials.