problem is represented by the following form of question of ―How can
stude nts‘ speaking skills be improved through communicative activities at
grade VIII of SMP N 8 Yogyakarta? ‖
E. Objective of the Study
The objective of this study is to improve stude nts‘ speaking skills at
grade VIII of SMP N 8 Yogyakarta through communicative activities.
F. Significance of the Study
The result of this study confers significance for the following parties.
1. Teachers
The result of this study can be one of the references and input for the teaching learning processes. The teacher can also have
some experiences dealing with the problems in the teaching learning processes and find the solutions to improve the teaching ability.
2. The Other Researchers
The results of this research are expected to be able to encourage other researchers to conduct further study related to speaking skills or
the use of communicative activities as the method for other skills.
3. English Education Department Students
It can be used as a reference for the next research and also as a picture of the success of teache
r‘s method in teaching speaking skills.
CHAPTER II LITERATURE REVIEW
This chapter consists of two parts which are literature review and conceptual framework underlying the study. The theoretical review is presented in
four headings. Those are communicative language teaching, teaching speaking skills, communicative activities and assessing speaking skills. The next part
describes the conceptual framework.
A. Theoretical Review
1. Communicative Language Teaching
a. The Concept of CLT
Communicative Language Teaching is a set of principles about the goals of language teaching, how learners learn a language, the kinds of
classroom activities that best facilitate the learning and roles of the teachers and learners in the classroom Richards, 2006:2. Harmer 2001:84 adds
that communicative language teaching is a set of belief which includes not only re-examination of what aspects of language to teach that stresses the
significance of language functions, but also a shift in emphasis in how to teach that is related to the idea that language learning will take care of itself
and that plentiful exposure to language in use and plentiful oppurtunities to use it are vitally important to students‘ development of knowledge and
skills.
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