COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG.

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COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

A Thesis

Submitted as Partial Fulfillment of the Requirements to Obtain Strata Two (S2) Degree

BY:

CHANDRA ARNIDA 1201402

ENGLISH DEPARTMENT

SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

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COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

Oleh

Chandra Arnida, S.Pd UPI Bandung, 2014

Sebuah Tesis yang di ajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Fakultas Pendidikan Bahasa dan Seni

Universitas Pendidikan Indonesia Agustus 2014

Hak Cipta dilindungi undang – undang.

Skripsi ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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APPROVAL PAGE

COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

CHANDRA ARNIDA 1201402

Approved by: Supervisor,

Prof. Dr. Nenden Sri Lengkanawati, M.Pd

The Head of English Education Program Indonesia University of Education

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COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

ABSTRACT

Speaking is an important aspect in language learning assisting people to convey ideas and maintain social relationship with others. However, some students are still unable to speak English fluently although they have learned it for many years. Thus, this study aims to investigate whether Communicative Language Teaching (CLT) is effective to improve the students’ speaking ability. This study also aims to find out the students’ responses to the implementation of CLT. This study involved two classes of second-grade-accountant students by employing a quasi-experimental design at one vocational high school in Pangkalpinang. The students were categorized into two: control and experimental groups. The data for this study were obtained from tests and a questionnaire which were analyzed quantitatively. The data from the tests were analyzed based on the components of speaking (Hadley, 2001), including accuracy, fluency, vocabulary, and pronunciation by using IBM SPSS statistics Version 16. Furthermore, the data from the questionnaire were analyzed by using Likert scale. The results of this study reveal that Communicative Language Teaching was effective to improve the students’ speaking ability. The effectiveness was seen from the progress of the students’ scores between the pre-test and the post-test. The progress was 5.35 points in which the mean score of the pre-test was 73.71 and the mean score of the posttest was 79.06. The results of this study also indicate that the students showed their positive responses to the implementation of CLT by the mean score of 3.45 out of 4. In conclusion, pedagogically, the results may encourage the teachers in the research site or in the other sites to implement this method as one of the beneficial ways in increasing the students’ speaking ability, particularly in vocational high school level. Furthermore, theoretically, the results of this study contribute to the enrichment of the theories about the implementation of Communicative Language Teaching in teaching speaking. Moreover, it is suggested that the future researchers conduct advanced research related to the use of Communicative Language Teaching in teaching speaking.

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COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

COMMUNICATIVE LANGUAGE TEACHING PADA KELAS SPEAKING PADA SATU SEKOLAH KEJURUAN TINGGI DI PANGKAL PINANG

ABSTRAK

Berbicara merupakan salah satu aspek penting dalam pembelajaran bahasa yang membantu siswa dalam menyampaikan ide – ide dan memelihara hubungan sosial dengan sesama. Akan tetapi, masih terdapat beberapa siswa yang belum mahir berbicara dalam Bahasa Inggris dengan lancar walaupun mereka telah mempelajarinya selama beberapa tahun. Oleh karena itu, skripsi ini bertujuan untuk menginvestigasi apakah Communicative Language Teaching (CLT) efektif dalam meningkatkan kemampuan berbicara siswa. Skripsi ini juga bertujuan untuk mengetahui respon siswa terhadap pengimplementasian CLT. Skripsi ini melibatkan dua kelas akutansi tingkat dua dengan menggunakan

quasi-experimental design pada satu sekolah kejuruan di Pangkalpinang. Siswa – siswa pada studi ini di kategorikan menjadi dua kelompok: kelompok kontrol dan kelompok eksperimen. Data pada studi ini diperoleh dari test dan kuisioner yang dianalisa secara kuantitatif. Data test dianalisa menurut komponen – komponen berbicara (Hadley, 2001) yang meliputi, keakuratan, kelancaran, kosakata dan cara pengucapan dengan menggunakan IBM SPSS statistics Version 16. Data kuisioner dianalisa menggunakan skala Likert. Hasil dari studi ini mengungkapkan bahwa Communicative Language Teaching (CLT) efektif dalam meningkatkan kemampuan berbicara siswa. Keefektifan CLT ini dapat dilihat pada perkembangan hasil test siswa antara pretest dan posttest. Kemajuan siswa 5.35 poin dimana skor rata – rata pada pretest adalah 73.71 dan skor rata – rata pada posttest adalah 79.06. Hasil studi ini juga menunjukkan respon positif siswa terhadap pengimplementasian CLT dengan skor rata – rata 3.45 dari skala 4. Kesimpulannya, secara pedagogis, hasil dari studi ini dapat mendorong guru pada tempat studi ini dilakukan atau tempat lain untuk mengimplementasikan metode ini sebagai salah satu cara yang bermanfaat dalam meningkatkan kemampuan berbicara siswa, terutama pada tingkat sekolah kejuruan tinggi. Secara teori, hasil studi ini berperan untuk menambah teori tentang pengimplementasian dari

Communicative Language Teaching (CLT) pada pengajaran berbicara. Selain itu,

pada peneliti berikutnya disarankan untuk melakukan penelitian lanjutan yang berkaitan dengan penggunaan Communicative Language Teaching pada pengajaran berbicara.

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Declaration of Ownership

I hereby certify that this thesis entitled “Communicative Language Teaching In

Speaking Class In One Vocational High School In Pangkalpinang” is honestly my own work. I am fully aware that I have quoted some statements and ideas from various sources, and they are properly acknowledged in the text.

I also certify that the thesis has been written by me, and that any help received in this research work and the preparation of the thesis itself, and all information sources and literature used in this thesis have been acknowledged.

Bandung, July 2014

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ACKNOWLEDGEMENT

Praise be upon to Allah SWT; The Lord of the Universe, that under his blessing and great guidance, I am eventually able to complete this thesis as one of the requirements to achieve the Master degree (S2) in English Education Program School of Postgraduate Studies Indonesia University of Education. In accomplishing this thesis, I have worked with a great number of people who have deserved special mention for the contribution. It is a pleasure to convey my deepest appreciation to them all in my humble acknowledgment.

I would also like to express my sincere gratitude and respect to my supervisor, Prof. Dr. Nenden Sri Lengkanawati, M.Pd., with whom I was guided, supported and helped along with her patience during my work accomplishment.

I would also like to extent my deep appreciation to the principle and all of the members of SMK Negeri 1 Pangkalpinang who had given me allowance to conduct my study there.

To the late of my mother and my father, I will never forget all of your love and care in the whole of my life. I dedicate this thesis for you.

I am extremely grateful to my beloved husband, Ir. Replianto, who always supports me in every step I made with all of his love, patient, and care. I love you so much. I also would like to thank my children, Willyano Prima R., Irmasyithah Rahma R., and Frischa Aulia, R., for their encouragement towards the accomplishment of this thesis.

It is also a pleasure to express my gratitude wholeheartedly to all of my friends in English Program class A 2012, especially those who are always be with me during the process of this thesis accomplishment (Fida, Ocha, Tiwi, Widya and Dilla). With your sisterhood I can stand still. Thanks for the nice relationship which is full of smile, laugh, and even tears we shared for these two years.

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

APPROVAL PAGE ... ii

ABSTRACT ... iii

DECLARATION OF OWNERSHIP ... iv

ACKNOWLEDGEMENT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... ix

LIST OF CHARTS ... x

CHAPTER I: INTRODUCTION ... 1

1.1 Introduction... 1

1.2 Background of the Study ... 1

1.3 Purposes of the Study ... 3

1.4 Research Questions ... 3

1.5 Scope of the Study ... 3

1.6 Significance of the Study ... 3

1.7 Definitions of Key Terms ... 4

1.8 Organization the Thesis ... 4

1.9 Concluding Remarks ... 5

CHAPTER II: LITERATURE REVIEWS ... 6

2.1 Introduction... 6

2.2 Speaking ... 6

2.2.1 The Nature of Speaking ... 6

2.2.2 The Components in Speaking Ability ... 10

2.2.3 Aspects in Teaching Speaking ... 11

2.2.4 Principles of Teaching Speaking ... 12

2.2.5 Methods in Teaching Speaking ... 15

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.2.5.2 Audio Lingual Method ... 16

2.2.6 Techniques in Teaching Speaking ... 17

2.3 Communicative Language Teaching ... 19

2.3.1 The Nature of Communicative Language Teaching ... 19

2.3.2 The Principles of Communicative Language Teaching ... 23

2.3.3 The Activities to Promote Speaking in Communicative Language Teaching ... 29

2.3.4 The Process of Teaching Speaking through Communicative Language Teaching ... 32

2.4 Related Research ... 32

2.5 Concluding Remarks ... 38

CHAPTER III: RESEARCH METHODOLOGY ... 39

3.1 Introduction... 39

3.2 Research Design ... 39

3.3 Research Site and Participants ... 40

3.4 Data Collection Techniques ... 43

3.4.1 Instrumentation ... 43

3.4.2 Procedure ... 46

3.5 Data Analysis Technique ... 49

3.5.1 Speaking Test (pre-test, post-test) ... 49

3.5.2 Questionnaires ... 52

3.6 Hypothesis ... 52

3.7 Concluding Remarks ... 52

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ... 53

4.1 Introduction... 53

4.2 The Effectiveness of Communicative Language Teaching in Teaching Speaking ... 53

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4.2.1.1 Students’ Speaking Ability in the Control Group ... 54

4.2.1.2 Students’ Speaking Ability in the Experimental Group ... 58

4.2.1.3 The Comparison of the Effect/Progress of ALM in the Control Group and CLT in the Experimental Group in Teaching Speaking ... 62

4.2.1.4 Discussion / Summary ... 65

4.2.2 Findings and Discussion of the Data from the Questionnaire ... 66

4.3 Students’ Responses to the Implementation of CLT in Teaching Speaking 80 4.3.1 Test ... 81

4.3.2 Questionnaire ... 81

4.4 Concluding Remarks ... 82

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 83

5.1 Introduction... 83

5.2 Conclusions ... 83

5.3 Recommendations... 84

5.4 Concluding Remarks ... 85

BIBLIOGRAPHY ... 86

APPENDICES ... 94

Appendix 1: Syllabus for Experimental Class ... 94

Appendix 2: Lesson Plan for Experimental Group ... 96

Appendix 3: Syllabus for Control Group ... 111

Appendix 4: Lesson Plan for Control Group ... 113

Appendix 5: Learning Material ... 130

Appendix 6: Instrument for Pretest and Posttest ... 159

Appendix 7: Speaking Test Results ... 160

Appendix 7.1: Pretest Result in Control Class ... 160

Appendix 7.2: Posttest Result in Control Class ... 165

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Appendix 7.4: Posttest Result for Experiment Class ... 175 Appendix 8: Questionnaire English Version... 180 Appendix 9: Questionnaire Results ... 182

LIST OF TABLES

Table 3.1: Normality Test of the Pre Tests of the Control and Experimental Group . 42 Table 3.2: Group Statistics of Pre Tests Control and Experimental Group ... 42 Table 3.3: Independent Samples Test of Pre Tests of the Control and Experimental

Groups ... 43 Table 4.1: Normality Test of Pre and Post Tests of the Control Group ... 54 Table 4.2: Paired Samples Statistics of Pre and Post Tests of the Control Group ... 55 Table 4.3: Paired Sample Correlations of Pre and Post Tests of the Control Group .. 56 Table 4.4: Paired Samples Test of Pre Test and Post Test Control... 56 Table 4.5: The Results of Pre and Post Tests in Control Group in Each Speaking

Aspect ... 57 Table 4.6: Normality Test of Pre and Post Tests of the Experimental Group ... 58 Table 4.7: Paired Samples Statistics of Pre and Post Tests of the Experimental

Group ... 59 Table 4.8: Paired Samples Correlations of Pre Test and Post Test Experimental

Group ... 60 Table 4.9: Paired Samples Test of Pre and Post Tests of the Experimental Group .... 60 Table 4.10: The Results of Pre and Post Tests in Experimental Group in Each

Speaking Aspect ... 61 Table 4.11: Normality Test of Progression of Control and Experimental Group ... 62 Table 4.12: Group Statistics of Progression of Control and Experimental Group ... 62 Table 4.13: Independent Samples Test of Progression of Control and

Experimental Group ... 63 Table 4.14: The Conversion of the Students’ Responses into Numbers ... 66 Table 4.15: The Results of Questionnaire ... 67

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF CHARTS

Chart 1: The Comparison of the Progression of ALM in the Control Group and CLT in the Experimental Group ... 64 Chart 2: The Improvement of the Students’ Speaking Ability in both Control

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

ABSTRACT

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE VOCATIONAL HIGH SCHOOL IN PANGKAL PINANG

COMMUNICATIVE LANGUAGE TEACHING PADA KELAS SPEAKING PADA SATU SEKOLAH KEJURUAN TINGGI DI PANGKAL PINANG

ABSTRAK

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

pada peneliti berikutnya disarankan untuk melakukan penelitian lanjutan yang berkaitan dengan penggunaan Communicative Language Teaching pada pengajaran berbicara.

Kata kunci: Keterampilan Berbicara, Communicative Language Teaching (CLT)

Declaration of Ownership

I hereby certify that this thesis entitled “Communicative Language Teaching In

Bandung, July 2014

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ACKNOWLEDGEMENT

I would also like to extent my deep appreciation to the principle and all of the members of SMK Negeri 1 Pangkalpinang who had given me allowance to conduct my study there.

To the late of my mother and my father, I will never forget all of your love and care in the whole of my life. I dedicate this thesis for you.

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

1.1 Introduction

This chapter consists of the background of the study, purposes of the study, research questions, scope of the study, significance of the study, definitions of key terms, organization of the thesis, and concluding remarks.

1.2 Background of the Study

Speaking is an important aspect in language learning. By speaking, people can convey ideas and maintain social relationship with others. According to British Council’s report (1998) in Syakir (2009), more than two billion people use English to communicate. This report also adds that it is such a large percentage of the world’s language people who use English in their communication. Many language learners regard speaking ability as the most important skill that they can acquire and assess their progress in terms of their accomplishments in oral communication.

On the contrary, some students, especially at one vocational high school in Pangkalpinang, are still unable to speak English fluently although they have learned it for many years. It can be seen from the low result of their speaking tests given by the English teacher. Since there are commonly thirty students in each class, the students just have little chance to practice speaking. They are passive in the classrooms. This condition leads to the result that speaking skill of most students are comparatively lower than other skills, such as listening, reading, writing, and grammar. Moreover, based on an interview with an English teacher in this school, there are two main factors that might lead to the lower competence of the students’ speaking skill. They were nervous and afraid of making mistakes and lacked of vocabulary.

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

To cope with this problem, it is necessary for English teachers to create and employ a certain method and technique in order to assist students in improving their speaking ability since the teacher plays an important role in determining what method and technique which can encourage students to speak English in learning process (Celce-murcia, 2001). In this regard, one way to help students improve their speaking ability is implementing Communicative Language Teaching.

Communicative Language Teaching (CLT) is a method which aims to develop students’ communicative competence by involving students in real-life learning environment (Savignon, 2002). As this method uses authentic situations, the students will get a greater sense of “ownership” of their learning which develops their motivation in learning English (Brown, 1994), including in speaking.

A number of studies have examined the effectiveness of applying Communicative Language Teaching in teaching speaking (e.g., Amizura et al., 201; Mulat, 2003; Badger, 2008; Hassanova & Shadiea, 2008; Vongxay, 2013). However, to the researcher’s knowledge, research on applying CLT in teaching speaking in Indonesian context has been conducted by a few researchers (Geno, 2009; Efrizal, 2012). None of these studies has been conducted in vocational high school setting.

This study, thus, aims to fill this gap by examining the use of Communicative Language Teaching (CLT) in teaching speaking at one vocational high school in Pangkalpinang, Bangka Belitung, Indonesia. Specifically, this study attempts to find out whether CLT is effective in improving the students’ speaking ability. Moreover, this study aims to identify the students’ responses to the implementation of CLT in teaching speaking.

The results of this study are expected to be significant theoretically, practically, and professionally. Theoretically, the results will contribute to the enrichment of theories on Communicative Language Teaching (CLT) in teaching

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

speaking. Practically, the results will encourage teachers to apply this method to develop students’ speaking skill. Professionally, the results will provide EFL teachers with some information on the use of CL to develop the students’ speaking skill.

1.3 Purposes of the Study

This study aims to address the following questions:

1. Whether Communicative Language Teaching (CLT) is effective in improving the students’ speaking ability

2. The students’ responses to the implementation of Communicative Language Teaching (CLT) in teaching speaking?

1.4 Research Questions

This study attempts to address the following questions:

1. Is Communicative Language Teaching (CLT) effective in improving the students’ speaking ability

2. What are the students’ responses to the implementation of Communicative Language Teaching (CLT) in teaching speaking?

1.5 Scope of the Study

This study aims to investigate the use of Communicative Language Teaching (CLT) in teaching speaking at one of the vocational high school in Pangkalpinang. The study focused on the effectiveness of Communicative Language Teaching (CLT) to improve the students’ speaking ability that can be seen from four aspects. These include accuracy, fluency, vocabulary, and pronunciation. Moreover, this study focused on the students responses to the implementation of CLT that can be seen from the principles of CLT developed by experts.

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.6 Significance of the Study

The results of this study are considered to be significant theoretically, practically, and professionally.

Theoretically, the results will contribute to the enrichment of theories on Communicative Language Teaching (CLT) in teaching speaking. Practically, the results will encourage teachers to apply this method to develop students’ speaking skill. In other words, students are assisted in practicing speaking English confidently.

1.7 Definitions of Key Terms

The following are the terms used in this study:

1) Teaching in this study means an activity to guide and facilitate students in learning, in order to enable them to learn, and also to set conditions for teaching

2) Speaking in this study means the utterance of words or articulation of sounds with ordinary speech modulation and talk

3) Communicative Language Teaching in this study refers to the method of teaching language that takes more emphasis on communicative method as an interaction at one vocational high school in Pangkalpinang

1.8 Organization the Thesis

Chapter 1 consists of the background of the study, purposes of the study, research questions, scope of the study, significance of the study, definitions of the key terms, and organization of the thesis.

Chapter 2 will focus on the literature related to teaching speaking. It includes the nature of speaking, aspects in teaching speaking, principles in teaching speaking, techniques in teaching speaking, Communicative Language Teaching, and previous research related to the implementation of CLT in teaching speaking as well as the concluding remarks.

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Chapter 3 will discuss the research methodology used in this study. It consists of five sections, including research design, site and participants, research instruments, data collection techniques, data analysis technique, and concluding remarks.

Chapter 4 will present the data obtained from the data collection techniques: the tests and questionnaire. The findings are based on the measurement of the test scores both from the experimental and control group. It aims to answer the research questions regarding the effects of Communicative Language Teaching in teaching speaking and the students’ responses to the teaching program. The group of the students is categorized into two: experimental and control class. Experimental class was taught by applying Communicative Language Teaching (CLT) and the control class was taught by using Audio Lingual Method (ALM).

Chapter 5 concludes the findings of the research and implications of the Communicative Language Teaching method (CLT) in teaching speaking. Some recommendations are provided that might be useful for further related research.

1.9 Concluding Remarks

This chapter has discussed the introduction part of the study. It has provided the background of the study, research questions, purposes, scope of the study, significance of the study, definitions of the key terms and organization of the thesis. Finally, the details of the literature review will be discussed in the next chapter.

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

METHODOLOGY OF THE RESEARCH

3.1 Introduction

Chapter II has discussed the literature related to this study. This chapter provides a detailed description of the methodology of this study, including research design, research site and participants, data collection techniques, data analysis, hypothesis, and concluding remarks.

3.2 Research Design

Corresponding to the purposes of the study and research questions stated in Chapter II, this study employed a quantitative study with the use of experimental research design. Specifically, this study employed quasi experimental in which the participants were categorized into two, including experimental and control groups (Hatch & Lazarraton, 1991).

Quasi experimental design was chosen for two reasons. First, the participants in this study were not selected randomly as suggested in true experimental design. Second, quasi experimental design had a control group which allowed the researcher to make a comparison (Emilia, 2000, p. 2-3), which is one of the characteristics of well-designed experiments. Third, pre-test in the quasi experimental design could be used to detect similarities between the experimental and control groups before treatment was given. Meanwhile, the post test was used to conclude whether or not the treatment affected the participants.

The research design has several characteristics as follows: (1) it has two groups of subjects, namely the experimental and control groups; (2) the two groups are compared with respect to measurement or observation on the dependent variable; (3) both group are measured twice; the first measurement serves as the pre-test and the second one is as the post-test; (4) the measurement on the dependent variable for both groups are conducted at the same time with the

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

same test; (5) the experimental group is manipulated with particular treatment (Nunan (1992); Cresswell (2008) as quoted by Kusnadi (2009, p. 36).

3.3 Research Site and Participants

This study took place at one vocational high school in Pangkalpinang, Bangka Belitung. The research site was chosen because it is accessible since the researcher is one of the English teachers in this site. In this regard, the researcher knows that Communicative Language Teaching (CLT) has not been applied, especially in teaching speaking this site.

The population of this study was the second grade accountant students at one vocational school high school in Pangkalpinang. As defined by Kaufman & Kaufman (2005, p. 18), population is all of the individuals of interest to the researcher. It is a group to whom the results of the study are generalized (Fraenkel & Wallen, 2012, p. 91).

A sample is a group of representative of the population in research study which information is obtained (Kaufman & Kaufman, 2005, p. 18; Cohen, Manion & Morrison, 2007, p. 100; Fraenkel & Wallen, 2012, p. 91). This study employed a cluster sampling technique which is a procedure of selection in which the population members were the unit of selection. Cluster sampling is useful in situations where the population members are naturally group in unit that can be used conveniently as a cluster (Cohen, Manion & Morrison, 2007, p. 112; Wiersma & Jurs, 2009, p. 335). This is the characteristic of the cluster sampling technique in which groups were randomly selected as sample. Cluster random sampling permits the selection of groups, or clusters, of subjects rather than individuals. It is often easier to employ this sampling technique in this school because it is frequently less time consuming (Fraenkel & Wallen, 2012, p. 96).

In this study, two out of three classes of accountant majors were randomly selected to be the sample. In this study, the samples were AK2 and AK3 classes. They were categorized into two: control and experimental groups. AK2 consisting of 29 students were categorized as the control group while AK3 consisting of 31

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

students were categorized as the experimental group. These two groups of the students were considered as homogeneous as they had similar scores, particularly in speaking skill. In this regard, one group which was the experimental group (AK3) received the treatment while the other did not (see Hatch and Farhady, 1982, p. 22 and Fraenkle & Wallen, 2007, p. 273).

Before and after the treatment, both groups got the speaking test. In the treatment activity, the experimental group was taught by using the Communicative Language Teaching (CLT) method while the control group was taught by applying Audio Lingual Method (ALM).

The treatment was carried out in six meetings. Each lasted for 90 minutes. The materials were prepared based on the topics in the syllabus: expression describing process of work and function of equipments, asking and giving suggestion and advice, necessity and obligation, convincing and persuading to accept opinion or propose presented correctly.

After completing the treatment, post test was given to both the experimental and control groups. The design of this study is as follow:

E T1 X T2

C T1 X T2

(Hatch & Lazarraton, 1991) Explanation :

E : Experimental group T1 : Pre -Test

X : Experimental Treatment (Teaching Speaking Using Communicative Language Teaching)

C : Control Group T2 : Post Test

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Chandra Arnida, 2014

Communicative language teaching in speaking claass in one vocational high school in Pangkalpinang

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

There are three sources of data in this study, including the teacher, normality tests, and t-tests. The first way was obtained from the teacher. As informed by Hatch and Farhady (1982, p 40), traditionally in obtaining data by the judgment from someone who should know to serve as a judge. In this case, the English teacher deserved to be a judge in giving the mark to the students. From the teacher, the researcher knows that class (AK 2) obtained 66.10 while the other class (AK 3) got 65.74.

Second, the data were obtained from the result of normality test (see Table 3.1, Table 3.2, and Table 3.3).

Table 3.1

Normality Test of the Pre Tests of the Control and Experimental Group

Shapiro-wilk df Sig. Pretest control 29 .133 Pretest experimental 29 .058

Through the normality test, it was shown that AK 2 and AK3 had the same pre test ability in speaking skill. The normality test showed that pre test for the control group significant was 0.133. Meanwhile, pre test of experiment was 0.58. The data describes that both of the significant were above of 0.05. It means that the data are normally distributed.

Table 3.2

Group Statistics of Pre Tests Control and Experimental Group

Group N Mean Std. Deviation Pretest

Score

Control 29 73.69 3.434 Experimental 31 73.71 3.258

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Another test to make sure that the sample was normal was the t-test (see Table 3.2). The results of t-test showed that standard deviation of pre-test in AK2 as the control group was 3.434 and pre-test of the AK 3 as the experimental group was 3.258. Both of the standard deviations were higher than 0.05. It means that the pre-test in both groups were the same.

Table 3.3

Independent Samples Test of Pre Tests of the Control and Experimental Groups

Levene's Test for Equality of

Variances

t-test for Equality of Means

F Sig. T df Sig.

(2-tailed)

Mean Difference Pretest

Score

Equal variances assumed

.106 .746 -.023 58 .982 -.020

Equal variances not assumed

-.023 57.1 71

.982 -.020

It was also strengthened by the independent samples test of pre tests control and experimental groups that showed that the significance was 0.746 and the significance of 2-tailed was 0.982. It can be concluded that AK2 and AK3 could be used as the sample of the research.

In this study, the experimental group (AK 3) consisted of thirty one students that consisted of five boys and twenty six girls. Meanwhile, the control group (AK 2) had twenty nine consisting of five boys and twenty four girls.

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This sub chapter covers the instrumentation and the procedures of data collection techniques. Each of which will be discussed below.

3.4.1 Instrumentation

There were two instrumentations that were used in this research. They were speaking tests and a questionnaire. Each of which will be explained as follows:

3.4.1 Speaking tests

The first instrument was the speaking tests. They were intended to find out whether Communicative Language Teaching (CLT) was effective in improving

the students’ speaking ability. Moreover, speaking tests were used to validate the

findings of the questionnaire regarding the students’ responses to the

implementation of Communicative Language Teaching in speaking class.

The first instrument was the speaking tests. It consisted of pre-test and post-test. Based on the Wikipedia, pre-test is a preliminary test administered to determine a student's baseline knowledge or preparedness for an educational experience or course of study. In this case, the pre test was carried out to identify

the learners’ initial ability in speaking skill. Therefore, it was given in the first meeting to find out the students’ ability before they got involved in the treatment.

Post-test was basically conducted in the same way to the pre-test. It was conducted after the students get the treatment. It was used to measure how effective the treatment of teaching speaking by using Communicative Language Teaching (CLT). The post-test items were the same in both pre and post tests. It was in the form of open ended speaking test in which the students were required to have the conversation related to the procedure text and convey the expression of giving suggestion and asking someone to do something. This text was used since in SKL speaking activities required students to express interpersonal and

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transactional texts. Speaking (oral) test was used to measure the students’ ability

in speaking for four reasons.

First, oral testing was an important part of an overall assessment program, especially when communicative language proficiency was the goal of instruction. Test of oral performance was important to resemble authentic language use as much as possible (Hadley 2001, p. 445). Second, oral test was important to be conducted as an attempt to know the students’ ability to comprehend the meaning in a variety of tasks; therefore, the students received a single score reflecting their performance (Douglas in Hughes, 2002, p. 83).

Fourth, oral tests in pairs were used in this study since the effective way of assessing a students’ ability to speak was to give works in pairs or groups. Working in pairs, students can describe their own ability in create the dialogue (Heaton, 1995, p. 95). Pair tasks have many advantages. However, they are also challenges. The examinees’ talk is almost inevitably influenced by the other

participant’s personality, communication style, and language level. Therefore,

there is a possibility that all test takers may not get an equal opportunity to show their speaking skills at their best (Weir, 1993, p. 55-56; Iwashita, 1999, p. 53) in Luoma (2004, p. 37).

The speaking test that was used in this research should be valid and reliable. As stated by Sugiyono (2012, p. 169), a good instrument (whether test or non test) must be valid and reliable. By using valid and reliable instruments in collecting the data, it is highly expected that the results of the study will be valid and reliable too.

In term of validity, Hach & Farhady (1982, p. 251) explain that validity is divided into three types. The first type is content validity. It concerns with how well the test represents the content or behavior to be tested. The second type is criterion-related validity. It concerns with how well test performance predicts some future performance or estimates performance on some other valued test. The third type is construct validity. It concerns with whether or not the test

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performance can describe the psychological factors related to the test performance (e.g., self-concept, anxiety).

Moreover, reliability can be defined as the extent to which a test produces consistent results when administered under similar conditions (Hach & Farhady 1982, p. 244).

3.4.2 Questionnaires

The second instrument was questionnaire which is a set of written instruments of questions on a topic or group designed to be answered by the participants (Richards et al., 1992, p. 303; Wiersma & Jurs, 2009, p. 200).

The questionnaire was intended to find out the students’ responses to the

implementation of Communicative Language Teaching (CLT) in teaching speaking. Furthermore, the questionnaire was used to validate the findings of the data from the speaking tests regarding the effectiveness of the implementation of Communicative Language Teaching (CLT) in teaching speaking.

The questionnaire was distributed to thirty one students of the experimental group on April 8th 2014, at the end of teaching session. The questionnaire used four-rating scales of Likert scale. The scales were strongly

agree, agree, disagree, and strongly disagree. The Likert scale was chosen for

two reasons. First, the questionnaire was used as it allowed for collecting identical results that could be compared from one another (Saedi, 2002, p. 41). Second, it was efficient to be used in terms of researcher’s time, effort, and cost. The results of the questionnaire were beneficial to triangulate the data from the other data collection methods.

The questionnaire consisted of 30 items (see Appendix 8 and Appendix 9) which were adapted from the principles of Communicative Language Teaching (CLT) proposed by some experts (Richard, 2006; Finocchiaro and Brumfit, 1983, p. 91-93; Nunan in Brown, 1994, p. 78; Larsen-Freeman, 2008, p. 121-125; Bern, 1990, p. 104; Savignon, 2002, p. 6).

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To avoid the students’ misunderstanding and to achieve the validity of the questionnaire, it was given in Bahasa Indonesia with clear instructions and distributed to five students who were not the sample of this study. As stated by Bell (2005, p. 138), words which have common meaning to someone may mean something different to other people. As a result, all of the items in the questionnaire were understandable by the participants in this study.

3.4.2 Procedure

The study was conducted in two stages. Firstly, the treatments were given to the two groups of the students. The materials for the treatment were based on the guidance of Developing School Based Curriculum 2006 issued by curriculum center of ministry of National Education Indonesia.

The treatment had been done in three weeks or six meetings. The materials for six meetings were telling procedures, giving suggestion/advice, and imperative sentences. The materials represented the introduction to a lesson by showing the slide that describe about the competence standards, basic competence, learning indicators, learning objectives and topic on that day. Moreover, the goal of the

treatments required the creation of a “realistic situation” requiring the target

language to be learned. This can be achieved through using pictures, dialog, imagination or actual classroom situation.

Secondly, after the treatments were provided, the speaking tests were given to both the control and experimental groups. There were four steps in this stage. The first step was constructing the test items. It was made by the researcher herself based on the material attached on the syllabus and curriculum. The second step was piloting the questionnaire to five students out of the control and experimental groups. As stated in Section 3.4.1, the questionnaire was piloted as an attempt to avoid the students’ misunderstanding and to achieve the validity of the questionnaire.

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The third step was conducting the oral pre and post-tests to both the control and experimental groups in which the students were required to perform dialogues in pairs regarding the procedure text, particularly how to make something and how things work. The pre-test was conducted on March 6th 2014. And the post-test was conducted on April 7th 2014.

The fourth step was assessing the students’ speaking ability. It was

assessed by three raters consisting of two English teachers at the research site and the researcher herself. The scoring process in the test depended on inter-raters. Inter-rater reliability is used to determine the agreement between different judges or raters when they are observing or evaluating the performance of others (Kaufman &Kaufman, 2005, p. 105). In this research, inter-rater reliability occurred when two or more scorers yielded the consistent scores of the same test (Brown & Abeywickrama, 2010, p. 28). Mackey and Gass (2005, p. 129) add that inter-rater reliability begin with a well-defined construct. It is a measure of whether two or more raters judge the same set of data in the same way. If there is strong reliability, it can be implied that the raters are judging the same set of data as representing the same phenomenon.

When scoring the students’ performances, the rater should concentrate on

what individual students are doing with the target language and how they are using it to achieve their purpose. Language errors which interfered the successful communication will, thus, be penalized. On contrary, the minor errors which, though annoying in certain respects, do not seem to impede communication to any degree will not be penalized in the same way (Heaton 1995, p. 95) The assessment was based on oral speaking component as suggested by Hardley (2001, p. 445) (see Section 3.5.1).

Thirdly, after conducting the speaking tests, the questionnaire was distributed to the students in the experimental group. There were three steps in this stage. The first step was constructing the questionnaire items. The questionnaire items were constructed based on the principles of Communicative

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Language Teaching proposed by some experts (Richard, 2006; Finocchiaro and Brumfit, 1983, p. 91-93; Nunan in Brown, 1994, p. 78; Larsen-freeman, 2008, p. 121-125; Bern, 1990, p. 104; Savignon, 2002, p. 6).

The second step was trying out the questionnaire. The questionnaire was given to five students out of the experimental and control groups. The try out was intended to know whether the questionnaire items were understood by the students. The try out revealed that all of the items in the questionnaire were understandable for the participants in this study.

The third step was distributing the questionnaire to the experimental group. It was given to thirty one students at the end of the teaching program. The general procedure of conducting this study can be seen in Table 3.4 below.

Table 3.4

Research Procedure

Day /Date Activity Note

Wednesday 5 – 3 – 2014

Came to school and gave the permitting letter to have research in vocational high school No 1

Pangkalpinang Thursday

6 – 3 – 2014

Pre-test control and experiment groups Wednesday

19- 3- 2014

Teaching and learning process Treatment I Thursday

20 – 3 – 2014

Teaching and learning process Treatment II Friday Teaching and learning process Treatment III

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21 -3 – 2014 Wednesday

2 -4- 2014

Teaching and learning process Treatment IV Thursday

3 – 4 – 2014

Teaching and learning process Treatment V Friday

4 – 3 – 2014

Teaching and learning process Treatment VI Thursday

7 – 4 – 2014

Posttest of the control and experiment groups Monday

8 – 4 – 2014

Giving Questionnaire to the experimental group

3.5 Data Analysis Technique

As stated in section 3.4.1, the data were collected from tests and questionnaires. Thus, the analysis of the data was divided into two: the analysis of the data from the speaking tests and the analysis of the data from the questionnaire. Each of which will be discussed below.

3.5.1 Speaking Test (pre-test, post-test)

As mentioned in Section 3.4.1, the speaking test was divided into two: pretest and posttest. The analysis of the tests was based on the four components of speaking skill suggested by Hadley (2001, p. 445). These include accuracy, fluency, vocabulary, and pronunciation. Each of which will be described below.

Accuracy

The scoring rubric to assess the students’ accuracy can be seen as follows:

5: show exceptional control of required grammar concepts and correctness in variety of contexts.

4: make some grammar mistakes that do not affect meaning

3: make more serious mistakes that often give unintended meaning, although generally adequate

2: meaning generally obscured by grammar mistakes: very poor control of a wide range of concepts.

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1: meaning completely obscured by grammar mistakes; totally inadequate control.

Fluency

The scoring rubric to assess the students’ fluency can be seen as follows:

5: normal, “thoughtful” delay in formulation of thought into speech; language

flows; extended discourse.

4: take longer than necessary to organize thought; says more than required. 3: speech somewhat disjointed because of pauses; language very halting. 2: painful pauses make speech hard to follow; say less than required.

1: speech totally disjointed; long pauses interrupt flow of thought and meaning. Vocabulary

The scoring rubric to assess the students’ vocabulary can be seen as follows:

5: very conversant with vocabulary required by given context(s); excellent control and resourcefulness

4: vocabulary mistake generally do not affect meaning (wrong gender, wrong preposition ,etc); attempts at resourcefulness.

3: adequate, although more serious mistakes give unintended meaning (wrong preposition, incorrect word choice, mangled word, etc).

2: meaning frequently obscured by minimal/ inadequate mastery of vocabulary. 1: meaning totally obscured, inadequate vocabulary

Pronunciation

The scoring rubric to assess the students’ pronunciation can be seen as follows:

5: correct pronunciation and intonation, very few mistakes, almost native-like 4: some mispronunciation, meaning still clear

3: pronounce foreign accent requiring extra-sympathetic listening; comprehensible

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2: meaning frequently; obscured by poor pronunciation minimally comprehensible

1: no effort at all and sound often incomprehensible

In this regard, it is determined that the highest grade was 100 and the lowest one was 0. The real score comes from mean of the total score times 20. After getting the score, the data would be analyzed by using IBM SPSS Statistics Version 16.

There are two kinds of t-test of the SPSS used in this research. They are independent t-test and pair t-test. Independent t-test used to compare the progress of students score in the control group and experimental group. Meanwhile, the pair t-test was used to compare pre-test and post-test of the same group.

There are some terms in the out put SPSS. First is mean score. Mean score is the average of the score measurement. N is the sample number. Result of standard deviation indicated the range of the highest achiever and the lower achiever. The requirements of the use parametric test are the distribution have to be normal, or it has more than 30 subjects. Unequal-variance t- test use for the not

homogeny data. Levene’s test used to see the homogeneity. If p> 0.05 so it can be

said that the data is equal/ homogeny. If the data is homogeny, so read the left side (equal variance assumed). If the data is not homogeny, so read the right side (equal variance not assumed). Widhiarso (n.d.)

The followings are the rules of sig. (2-tailed) of t-test; when sig. (2-tailed)

≤ .05, there is a difference between the two mean score in 5% significance, when sig. (2-tailed) ≤ .01, there is a difference between the two mean score in 1% significance, and when Sig. (2-tailed) > .05, there is no difference between the two mean score (Widhiarso, n.d.)

Levene test homogeneity is the test to see the different variant in the data. when sig. value is > .05, the data are homogeneous and the equal variances assumed raw was used. However, when sig. value was < .05, the data were not

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homogeneous and the equal variances not assumed raw is used (Widhiarso, n.d.; Tyrrell, 2009, p. 80).

3.5.2 Questionnaires

The questionnaire was used to find out the students’ responses to the use of Communicative Language Teaching in speaking class as a strengthening the answer of the first research question. In this research, the questionnaire used here was four-scale of Likert-scale. They were strongly Agree (4), Agree (3), Disagree (2) and Strongly Disagree (1).

The results of the questionnaire were calculated statistically and interpreted in chapter IV.

3.6 Hypothesis

There are two hypothesizes that proposed in this thesis:

Ho (null hypothesis): There is no different effect in the use of Audio Lingual Method in the control group and Communicative Language Teaching in the experimental group on the

students’ speaking ability

H1 (alternative hypothesis): There is a different effect in the use of Audio Lingual Method in the control group and Communicative Language Teaching in the experimental group on the

students’ speaking ability

3.7 Concluding Remarks

This chapter has discussed the methodology of the research. It included research design, research site and participant, data collection techniques, data analysis techniques, and hypothesis. Chapter IV will elaborate the findings and discussion of this study.

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CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter concludes the findings of the research and their implications for the teaching of speaking through Communicative Language Teaching method (CLT). Some recommendations are also provided that might be useful for further related research.

5.2 Conclusions

The study aimed to investigate whether Communicative Language Teaching was effective to be implemented in teaching speaking and to find out the students’ responses to the implementation of this method.

Regarding to the first research question, whether Communicative language Teaching effective to be implemented in teaching speaking, it can be seen from the two instruments, encompassing test and questionnaire.

From result of the test, it can be seen that after getting the Communicative language Teaching treatment, the experimental group got higher score in speaking test rather than the control group which was treated by using Audio Lingual Method. The comparison of the students’ progress showed that students in experimental group revealed more progress than the control group. It means that communicative Language Teaching was an effective method to be implemented in teaching speaking. From this study, it can be concluded that Communicative language Teaching generates the students to use the language as a communication tool and makes the communication run based on the function and language meaning. The other important point that can be seen from the test is that the students made the dialogue focus on communicative functions and run naturally without memorizing the context.

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From result of the questionnaire, most of the students’ responses on the questionnaire show that they strongly agreed and agreed to the statements. All statements were based on the principles of the Communicative Language Teaching. It can be interpreted that the Communicative Language Teaching was an effective method in teaching speaking.

Regarding the second research question regarding the students’ responses to the implementation of Communicative Language Teaching in speaking class are, it can be seen from two instruments, including test and questionnaire.

Based on the result of the calculation, the finding in the test, the students in the experimental group showed the positive responses to the implementation of the Communicative Language Teaching.

Based on the questionnaire, in general, the students revealed positive responses in Communicative Language Teaching to all statements of the questionnaire items. This result suggests that Communicative Language Teaching got the positive responses to the students to be implemented in speaking class.

5.3 Recommendations

Generally, the whole process of the study could be completed. However, it does not mean the study was not without any problems or difficulties. The most problem which she believes necessary to be considered by other researcher is her difficulties in monitoring the students’ individual ongoing progress in during teaching learning activities. It was because there were many students involved. It is recommended for other researchers to consider the quantity of students when conducting other related researches. In other words, such research might be better conducted in smaller classes so that, the researchers will not only easy to monitor their students’ progress but also when they have the students learn in more groups which certainly require a quite spacious room.

Moreover, it is recommended that future researchers add classroom observation to strengthen the data to be discussed and to add the various learning

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materials to be used in implementing of Communicative Language Teaching in order to get detail information about the process of implementing Communicative Language Teaching in the classroom, so that the procedure of implemented Communicative Language Teaching could be seen clearer.

5.4 Concluding Remarks

This chapter has discussed the conclusions and recommendations of the findings of the research and recommendations for the teaching of speaking through Communicative Language Teaching (CLT) method.

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