THE USE OF COMMUNITY LANGUAGE LEARNING METHOD TO IMPROVE STUDENTS SPEAKING ACHIEVEMENT.

THE USE OF COMMUNITY LANGUAGE LEARNING

METHOD TO IMPROVE STUDENTS’ SPEAKING

ACHIEVEMENT

A THESIS

Submitted in Partial Fulfillment of the Requirement for the Degree of SarjanaPendidikan

By:

EKO WIDOYO PUTRO

Registration Number: 209321046

ENGLISH AND LITERATURE DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

STATE UNIVERSITY OF MEDAN

2015

i

ABSTRACT

Putro, Eko Widoyo. 209321046. The Use of Community Language Learning Method to Improve Students’ Speaking Achievement. A Thesis. English and Literature Department, Faculty of Languages and Arts, State University of Medan 2015.

This study is aimed at improving the second grade of students’ speaking achievement by using Community Language Learning (CLL) Method. The research was conducted by applying classroom action research. The subject of this study was second grade of Private Senior High School (Sekolah Menengah AtasSwasta) of Dwi Tunggal Tanjung Morawa which consisted of 31 students. To collect the data, the instruments used were primary data (Speaking Test) and secondary data (interview sheet, observation sheet, field notes). It can be seen from the score in test I, test II and test III. In the Test I, the mean of the students’ score was (64.77), in the Test II was (71.35), and the mean of the students’ score of the Test III was (80.90). Based on the interview, and observation sheet, it shows that the expression and excitement of the students got improved as well. It was found that teaching of speaking byusing Community Language Learningcould significantly improve students’speakingachievement.

Key Words:Community Language Learning, Method, Improvement, Speaking Achievement

iv

TABLE OF CONTENTS

Pages

ABSTRACT ...

i

ACKNOLEDMENT ...

ii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURES ... vii

LIST OF APPENDIX ... viii

CHAPTER I. INTRODUCTION ...

1

A.

Background of the Study ...

1

B.

The Problems of the Study ...

4

C.

The Scope of the Study ...

5

D.

The Objective of the Study ...

5

E.

The Significances of the Study ...

5

1.

Theoretically ...

5

2.

Practically ...

5

CHAPTER II. REVIEW OF RELATED LITERATURE ...

6

A.

Theoretical Framework ...

6

1. Community Language Learning (CLL) Method ...

6

a) The Procedure of CLL ...

7

b) The Advantage and The Disadvantages of CLL ...

8

c) The Teacher’s Role in CLL

...

9

d) The Students’ Role in CLL

... 10

2. Language Skills ... 11

3. Speaking Achievement ... 14

B.

Relevant Studies ... 16

C.

Conceptual Framework ... 18

CHAPTER III. RESEARCH METHOD ... 19

A.

Research Design ... 19

iv

C.

The Instrument of Data Collection ... 21

D.

The Procedure of Action Research ... 21

1. Panning ... 22

2. Action ... 23

3. Observation ... 24

4. Reflection ... 24

E.

The Technique of Analyzing the Data ... 25

1. Calculating the Mean ... 25

2. The Scoring of the Test ... 25

F.

Testing of Speaking... 26

CHAPTER IV.THE DATA AND DATA ANALYSIS ... 29

A.

Data ... 29

1. The Primary Data ... 29

2. The Secondary Data ... 31

B.

Data Analysis ... 31

1. Primary Data ... 31

2. Secondary Data ... 34

C.

Research Account... 35

1. Cycle 1 ... 35

2. Cycle 2 ... 36

D.

Research Finding And Dicussion ... 38

CHAPTER V. CONCLUSION AND SUGGESTION ... 39

A.

Conclusion ... 39

B.

Suggestion ... 39

REFERENCES ... 40

APPENDIX ... 42

vi

LIST OF TABLES

Pages

Table 2.1. Expression of making, accepting, and declining an invitation ... 14

Table 3.1. Steps of Action Research in Cycle ... 23

Table 3.2. Scoring of Questionnaire ... 27

Table 3.3. Oral Proficiency Scoring Rating ... 27

Table 4.1. The Student’s Score ... 30

vii

LIST OF FIGURES

Pages Figure 3.1. Simple Action Research Model ...20

viii

LIST OF APPENDICES

Pages

Appendix A. Lesson Plan ... 43

Appendix B. Students’ Score ... 82

Appendix C. Interview Sheet ... 83

Appendix D. Observation Sheet ... 86

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

English is known as a foreign language or second language that plays an important part especially in academic purposes. At present, it is considered that English has an important role in teaching and learning process. Indonesia is one of the countries which are aware of the importance of English on its educational affairs. Even Indonesia puts English as one of required subjects that students should pass national examination. As a result, a lot of schools in Indonesia put a serious attention on English.

Learning English involves four language skills that students should have; listening, speaking, reading, and writing. Speaking is one of the four language skills which is included in the curriculum of Teaching English as aForeign Language (TEFL). Spratt says, “speaking is one the four language skills; reading, writing, listening, and speaking. Speaking and writing are productive skills. It means that unlike listening and reading, they belong to productive language rather than receiving it. Speaking is a productive skill, this skill could be sometimes formal and informal depending on the speech and the level of formality. Speaking is higher skill rather than the other skills. Native speaker is an expert knowing how to speak grammatically and out-grammatically but second language learners do know how to say things those are colloquial (idiomatic expressions).

Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Brown, 1994; Burns & Joyce,

2

1997). Its form and meaning are dependent on the context in which it occurs, including the participants themselves, their collective experiences, the physical environment, and the purposes for speaking.

Based on the curriculum 2004, the students are intended to have the English ability in listening, speaking, reading, and writing. Meanwhile Widdowsoon (in Yenita, 1982: 57:59) defines that speaking is the physical embodiment of abstract system which involves the manifestations either of the phonologically system or of the grammatical system of the language or both. For example in “he speaks clearly” clarity or distinctiveness of speech refers to the manner in which the phonetic system of the language is manifested in “he speaks correctly” the meaning is what he says conforming to the accepted reveals for sentences formation. According to Mukminatien (1999: 4) Speaking ability is complicated because it covers various language components (Grammar, vocabulary, pronunciation, etc). It refers not only to the grammatical system of the language but lexical system.

In learning second language, one will deal with linguistic and communicative competence; linguistic competence is the mastery of the sound system and basic structural pattern of language. In other words, it is to know about language. In short, the writer can say that communicative competence is to know how to use the language effectively in conversional exchange.

Based on the writer’s observation at SMA SwastaDwi Tunggal of Tanjung Morawa in March 2013, the writer found that most of students had problem in speaking. Most of students just kept silent while teacher was explaining the topic

3

by speaking English. While performing their own dialogue,theygot confused what to say at one another. They spoke in a very limited vocabulary, grammatical mistakes, and also inappropriate pronunciation.

Dealing with the fact previously mentioned, the writer was interested to apply Community Language Learning (CLL) Method on research in teaching speaking.Richards and Rodgers (1986:113) says that, “Community Language Learning (CLL) is the name of a method developed by Charles Arthur Curran and his associates. As the name indicates, CLL derives its primary insights, and indeed as organizing rationale, from Rogerian counseling. Counseling, as Rogerians see it, consists of one individual (the counselor) assuming “insofar as he is able the internal frame of reference [of the client], perceiving the world as that person sees it and communicating something of this emphatic understanding” (Rogers 1951). In lay terms, counseling is one person giving advice, assistance, and support to another who has a problem or is in some ways in need.

CLL is most often used in the teaching of oral proficiency. With some modifications, the writer applied this method by situating the students in groups consisting of two or four members. In addition, the students got opportunity to have group discussion which allowed them to take advantages of this learning process.

Kamel and Al-Jamal (2009:11) on their research concluded that students who studied English grammar by using CLL tended to have high linguistic competence when compared to studentwho studied English grammar by using the traditional method. The researchers recommended that curriculum planners and teachers of English the CLL for teaching English language.

4

Koba,Ogawa, and Wilkinson (2000) found in this paper that the CLL approach was effective for Japanese students of English, whose anxiety was often high because English was far different from Japanese. The CLL approach seemed useful for listening and speaking and also useful for adult learners. Therefore, the CLL approach should be especially effective in cases where students' native language was a non cognate language of the target language. The CLL approach seemed worth trying.

Azizah (2013)reported on her study that Community Language Learning (CLL) was effective in speaking teaching for the eight year students of SMP N 2 Banyubiru in the school year of 2013/2014. After giving the treatment, it showed that the mean of post test of experimental group was higher than control group.

In short, the writer simplified that to overcome the problem of teaching speaking, particularly in transactional speaking, the teacher needed to apply CLL which would intend the enthusiasm of students in learning activities. Applying CLL Method was expected to solve the problem and to bring a significant improvement in students speaking achievement.

B. The Problem of the Study

Based on the background of the study, the research problem was formulated as the following:

“How can Community Language Learning (CLL)Method improve students’ speaking achievement significantly?”

5

C. The Objective of the Study

The objective of the study was to investigate the significant improvement of students achievement in speaking throughCommunity Language Learning (CLL) Method.

D. The Scope of the Study

The scope of this study was focused on the use of CLL method to improve students’ speaking achievementand the limit term to be achieved was transactional speaking particularly on using expressions of making, accepting and declining an invitation. The students were the second grade students of senior high school.

E. The Significances of the Study

The result of the study was expected to be used theoretically and practically:

1. Theoretically

The result of this study was expected to find out methodof improving students’ speaking achievement by using Community Language Learning (CLL).

2. Practically

a. The result of this study was expected to be able to widen the skill of teachers in using Community Language Learning Method in order to improve student’s speaking skill.

b. The students will be motivated in studying and widening their idea, because they will do the work together with their friends.

40

REFERENCES

Anthony, Edward M. 1963. “Method” EnglishLanguage Teaching, 17: 63-57 Azizah, Munirotul. (2013). “The Use of Community Language Learning to

Improve Speaking Skill”,Thesis.FakultasTarbiyah, STAIN Salatiga. 2014

Bloom, B. S. (2994).Taxonomy of Educational Objectives: Cognitive Domain. New York: David McKay.

Brown, H. D 2000.The Principle of Language Learning and Teaching: fourth edition. London: Longman Group.

Burns, D. 2007. Systemic Action Research: A strategy for whole system change. Bristol: Policy Press

De Cecco, John P., and Crawford, William R.sThe Psychology of Learning and Instruction.Educational Psychology. New Jersey: Prentice-Hall, Inc., EnglewoodCliffs. 1974.

Depdiknas. 2005. PeraturanPemerintahRepublik Indonesia Nomor 19 Tahun 2005 tentangStandarNasionalPendidikan. Jakarta: Depdiknas Republik Indonesia.

Earl Stevick, A Way and Ways, Heinle and Heinle 1980. (Probably the best introduction to CLL, it contains two sections describing in detail a CLL course and the role of the teacher.

Feez, S. dan H. Joyce. 2002. Text-Based Syllabus Design. Sydney: NCELTR, Macquarie University.

Gilliam brown and George Yule. 1983. Teaching the Spoken Language: Approach Based Onthe Analysis of Conversational English. Cambridge: Cambridge University Press.

Hammond, J, A. Burns, H. Joyce, D. Brosnan, L. Gerot. 1992. English for SpecialPurposes: A handbook for teachers of adult literacy. Sydney: NCELTR, Macquarie University.

Jack C. Richards. Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press 2008. New York. P.21

41

Kamel, H., & Al-Jamal, D. (2009).“The Effect of Community Language Learning Method on Female Jordanian Tenth Grade Students’ Achievement”, Jordan Journal of Educational Sciences, Vol.5, No.2, PP159-169.

Koba, N., Ogawa, N., & Wilkinson, D., (2000). “Using Community Language Learning Approach to Cope With Language Anxiety”,The Internet TESL Journal, Vol.VI, No.11.

La Forge &Paul,G. 1975a. Community language learning: A pilot Study. Language Learning 21 (1):45-61

La Forge & Paul, G. (1979). “Reflection in the Context of Community Language Learning”, English Language Teaching Journal, Vol.33, No.4, PP247-54. McTaggert,R., (1992). Action Research: Issues in Theory and PracticeKeynote

address to the Methodological Issues in Qualitative Health Research Conference, Friday November 27th, 1992, Geelong: Deakin University Mukminatien, 1999.“The Scoring Procedures of Speaking Assessment”, English

Language Education, Volume 1 Number 1, July, 1995.

Nagaraj, P. (2009). “Application of Community Language Learning for Effective Teaching”, The Modern Journal of Applied Linguistics, 1:3.

Puspitasari, Tri Yuliana. (2011). The Effectiveness ofUsing Community Language Learning toImprove Students’ Mastery of Speaking Skill for Transactional Conversation (AnExperimental Studyof the Eighth Grade Students of MTs MiftahulUlumTambakromoin the Academic Year of 2010/2011).Final Project.English Department. Faculty of Languages and Arts. Semarang State University

PusatKurikulum. 2004. KurikulumBahasaInggris 2004. Jakarta: Depdiknas. Rhalmi, Mohammed.”Community Language Learning.” 28 May, 2009.

http://www.myenglishpages.com/blog/community-language-learning Richards, Jack C., and Rodgers, Theodore S. 1986.approaches and methods in

language teaching. Cambridge: Cambridge University Press.

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964.

Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Depdikbud. 1988.

42

Travers, John P. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. 1970.

Weinstein, M. S. (1969). Achievement motivation and risk preference. Journal of Personality and Social Psychology, 13,153-172.

Yelon, Stephen L., Weinstein, Grace W., and Weener, Paul D.A Teacher’s World.Psychology in the Classroom. Tokyo: McGraw-Hill, Inc. 1977.

by speaking English. While performing their own dialogue,theygot confused what to say at one another. They spoke in a very limited vocabulary, grammatical mistakes, and also inappropriate pronunciation.

Dealing with the fact previously mentioned, the writer was interested to apply Community Language Learning (CLL) Method on research in teaching speaking.Richards and Rodgers (1986:113) says that, “Community Language Learning (CLL) is the name of a method developed by Charles Arthur Curran and his associates. As the name indicates, CLL derives its primary insights, and indeed as organizing rationale, from Rogerian counseling. Counseling, as Rogerians see it, consists of one individual (the counselor) assuming “insofar as he is able the internal frame of reference [of the client], perceiving the world as that person sees it and communicating something of this emphatic understanding” (Rogers 1951). In lay terms, counseling is one person giving advice, assistance, and support to another who has a problem or is in some ways in need.

CLL is most often used in the teaching of oral proficiency. With some modifications, the writer applied this method by situating the students in groups consisting of two or four members. In addition, the students got opportunity to have group discussion which allowed them to take advantages of this learning process.

Kamel and Al-Jamal (2009:11) on their research concluded that students who studied English grammar by using CLL tended to have high linguistic competence when compared to studentwho studied English grammar by using the traditional method. The researchers recommended that curriculum planners and teachers of English the CLL for teaching English language.

Koba,Ogawa, and Wilkinson (2000) found in this paper that the CLL approach was effective for Japanese students of English, whose anxiety was often high because English was far different from Japanese. The CLL approach seemed useful for listening and speaking and also useful for adult learners. Therefore, the CLL approach should be especially effective in cases where students' native language was a non cognate language of the target language. The CLL approach seemed worth trying.

Azizah (2013)reported on her study that Community Language Learning (CLL) was effective in speaking teaching for the eight year students of SMP N 2 Banyubiru in the school year of 2013/2014. After giving the treatment, it showed that the mean of post test of experimental group was higher than control group.

In short, the writer simplified that to overcome the problem of teaching speaking, particularly in transactional speaking, the teacher needed to apply CLL which would intend the enthusiasm of students in learning activities. Applying CLL Method was expected to solve the problem and to bring a significant improvement in students speaking achievement.

B. The Problem of the Study

Based on the background of the study, the research problem was formulated as the following:

“How can Community Language Learning (CLL)Method improve students’ speaking achievement significantly?”

C. The Objective of the Study

The objective of the study was to investigate the significant improvement of students achievement in speaking throughCommunity Language Learning (CLL) Method.

D. The Scope of the Study

The scope of this study was focused on the use of CLL method to improve students’ speaking achievementand the limit term to be achieved was transactional speaking particularly on using expressions of making, accepting and declining an invitation. The students were the second grade students of senior high school.

E. The Significances of the Study

The result of the study was expected to be used theoretically and practically:

1. Theoretically

The result of this study was expected to find out methodof improving students’ speaking achievement by using Community Language Learning (CLL).

2. Practically

a. The result of this study was expected to be able to widen the skill of teachers in using Community Language Learning Method in order to improve student’s speaking skill.

b. The students will be motivated in studying and widening their idea, because they will do the work together with their friends.

REFERENCES

Anthony, Edward M. 1963. “Method” EnglishLanguage Teaching, 17: 63-57 Azizah, Munirotul. (2013). “The Use of Community Language Learning to

Improve Speaking Skill”,Thesis.FakultasTarbiyah, STAIN Salatiga. 2014

Bloom, B. S. (2994).Taxonomy of Educational Objectives: Cognitive Domain. New York: David McKay.

Brown, H. D 2000.The Principle of Language Learning and Teaching: fourth

edition. London: Longman Group.

Burns, D. 2007. Systemic Action Research: A strategy for whole system change. Bristol: Policy Press

De Cecco, John P., and Crawford, William R.sThe Psychology of Learning and

Instruction.Educational Psychology. New Jersey: Prentice-Hall, Inc.,

EnglewoodCliffs. 1974.

Depdiknas. 2005. PeraturanPemerintahRepublik Indonesia Nomor 19 Tahun

2005 tentangStandarNasionalPendidikan. Jakarta: Depdiknas Republik Indonesia.

Earl Stevick, A Way and Ways, Heinle and Heinle 1980. (Probably the best introduction to CLL, it contains two sections describing in detail a CLL course and the role of the teacher.

Feez, S. dan H. Joyce. 2002. Text-Based Syllabus Design. Sydney: NCELTR, Macquarie University.

Gilliam brown and George Yule. 1983. Teaching the Spoken Language: Approach

Based Onthe Analysis of Conversational English. Cambridge: Cambridge

University Press.

Hammond, J, A. Burns, H. Joyce, D. Brosnan, L. Gerot. 1992. English for

SpecialPurposes: A handbook for teachers of adult literacy. Sydney:

NCELTR, Macquarie University.

Jack C. Richards. Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press 2008. New York. P.21

Kamel, H., & Al-Jamal, D. (2009).“The Effect of Community Language Learning

Method on Female Jordanian Tenth Grade Students’ Achievement”,

Jordan Journal of Educational Sciences, Vol.5, No.2, PP159-169.

Koba, N., Ogawa, N., & Wilkinson, D., (2000). “Using Community Language

Learning Approach to Cope With Language Anxiety”,The Internet TESL

Journal, Vol.VI, No.11.

La Forge &Paul,G. 1975a. Community language learning: A pilot Study. Language Learning 21 (1):45-61

La Forge & Paul, G. (1979). “Reflection in the Context of Community Language

Learning”, English Language Teaching Journal, Vol.33, No.4, PP247-54.

McTaggert,R., (1992). Action Research: Issues in Theory and PracticeKeynote

address to the Methodological Issues in Qualitative Health Research Conference, Friday November 27th, 1992, Geelong: Deakin University

Mukminatien, 1999.“The Scoring Procedures of Speaking Assessment”, English

Language Education, Volume 1 Number 1, July, 1995.

Nagaraj, P. (2009). “Application of Community Language Learning for Effective

Teaching”, The Modern Journal of Applied Linguistics, 1:3.

Puspitasari, Tri Yuliana. (2011). The Effectiveness ofUsing Community Language

Learning toImprove Students’ Mastery of Speaking Skill for Transactional Conversation (AnExperimental Studyof the Eighth Grade Students of MTs MiftahulUlumTambakromoin the Academic Year of 2010/2011).Final

Project.English Department. Faculty of Languages and Arts. Semarang State University

PusatKurikulum. 2004. KurikulumBahasaInggris 2004. Jakarta: Depdiknas. Rhalmi, Mohammed.”Community Language Learning.” 28 May, 2009.

http://www.myenglishpages.com/blog/community-language-learning Richards, Jack C., and Rodgers, Theodore S. 1986.approaches and methods in

language teaching. Cambridge: Cambridge University Press.

Smith, Louis. M., and Hudgins, Bryce. B. Educational Psychology. An Application of Social and Behavioral Theory. New York: Alfred. A. Knopt. 1964.

Tinambunan, Wilmar. Evaluation of Student Achievement. Jakarta: Depdikbud. 1988.

Travers, John P. Fundamentals of Educational Psychology. Scrantom, Pensylvania: International Textbook Company. 1970.

Weinstein, M. S. (1969). Achievement motivation and risk preference. Journal of

Personality and Social Psychology, 13,153-172.

Yelon, Stephen L., Weinstein, Grace W., and Weener, Paul D.A Teacher’s World.Psychology in the Classroom. Tokyo: McGraw-Hill, Inc. 1977.