THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE TEACHING TO TEACH SPEAKING VIEWED FROM STUDENTSâ LEARNING MOTIVATION (An Experimental Study on the 11th Grade Students of SMA Negeri 1 Boyolali in the Academic Year of 2010/2011).
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THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE
TEACHING TO TEACH SPEAKING VIEWED FROM
STUDENTS’ LEARNING MOTIVATION
(An Experimental Study on the 11th Grade Students of SMA Negeri 1
Boyolali in the Academic Year of 2010/2011)
Thesis
RDJ HURUSTIYATI R.N.K.
X2209034
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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ABSTRACT
RDJ Hurustiyati R.N.K. 2011. The Effectiveness of Communicative
Language Teaching to Teach Speaking Viewed from Students’ Learning
Motivation (An Experimental Study on the 11 th Grade Students of SMA Negeri 1
Boyolali in the Academic Year of 2010/2011) . English Department of Teacher
Training and Education Faculty, Sebelas Maret University. Surakarta.
This research is intended to find out whether: (1) Communicative
language teaching is more effective than audiolingual method to teach speaking to
the 11th grade students of SMA Negeri 1 Boyolali in the academic year of
2010/2011; (2) The students having high motivation have better speaking skill
than the students having low motivation to the 11 th grade students of SMA Negeri
1 Boyolali in the academic year of 2010/2011; (3) There is an interaction between
teaching methods and learning motivation to teach speaking to the 11th grade
students of SMA Negeri 1 Boyolali in the academic year of 2010/2011.
The research is an experimental study that conducted in SMA Negeri 1
Boyolali. The population of the research is the 11th grade students of SMA Negeri
1 Boyolali in academic year of 2010/2011. The research used cluster random
sampling to get the sample. There were two classes consisting of 64 students
involved in this study. The experimental group was taught using communicative
language teaching and the control group was taught using audiolingual method for
nine meetings. The researcher gained quantitative data for this research. They are
the students’ level of motivation and the speaking score test of the students after
the treatments. The students’ level of motivation was gained from questionnaire
and the speaking score was gained from speaking test. The data of speaking test
were analyzed by using multifactor analysis 2x2, then followed by analyzing them
using Tuckey test.
Based on the result of data analysis, it can be concluded that: (1)
Communicative language teaching is more effective than audiolingual method to
teach speaking; (2) The students having high motivation have better speaking skill
than the students having low motivation; (3) There is an interaction between
teaching methods and learning motivation to teach speaking.
The research findings of the study imply that communicative language
teaching is more effective than audiolingual method to teach speaking for the
students having high motivation and audiolingual method is more effective than
communicative language teaching for the students having low motivation.
Therefore, it is proposed that English teacher uses communicative language
teaching to teach speaking and considers that motivation is one of the critical
factors that influence the students in teaching learning process.
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MOTTO
Successful person is a person who has desire,
tenacity, likes to work hard, and does not waste
the time.
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DEDICATION
I dedicate this thesis to:
My Beloved Parents
My Beloved Sweetheart
My Beloved Best Friends
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ACKNOWLEDGEMENT
First of all, the researcher praises to Allah SWT, God the Almighty that
she can finally finish the thesis as a partial fulfillment of the requirements for
Undergraduate Degree of Education in English. The researcher wants to express
special gratitude to those who have given their help, guidance, and support in
writing this thesis.
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, The Dean of Education and Teacher
Training Faculty, Sebelas Maret University, who gives her permission to write
this thesis.
2. Endang Setyaningsih, S.Pd, M.Hum, The Head of English Department,
Education and Teacher Training Faculty, Sebelas Maret University, for giving
the permission and approval to write this thesis.
3. Dr. Ngadiso, M.Pd and Teguh Sarosa, S.S, M.Hum, as the first and second
consultant, who thoroughly and patiently give her encouragement, guidance, and
valuable ideas for the completion of this thesis.
4. The lecturers of English Department, Education and Teacher Training Faculty,
Sebelas Maret University, for giving her much valuable knowledge.
5. The family of SMA Negeri 1 Boyolali for facilitating and participating in this
research.
6. My beloved parents, brothers, sister, and friends for the support to finish this
study.
7. Ilham Mappa, thanks for your support.
8. All of people, who cannot be mentioned one by one, thanks for the support and
help.
Nothing is perfect, neither this thesis. The researcher welcomes gratefully
every comment and suggestion. She also hopes that this thesis will be useful for the
English teaching and learning.
Surakarta, October 2011
commit to user
vii
RDJ Hurustiyati R.N.K.
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TABLE OF CONTENTS
TITLE PAGE ...................................................................................................
i
APPROVAL ………………………………………………………………….
ii
LEGALIZATION …………………………………………………………….
iii
ABSTRACT …………………………………………………………………..
iv
MOTTO ……………………………………………………………………….
v
DEDICATION ………………………………………………………………..
vi
ACKNOWLEDGMENT ……………………………………………………... vii
TABLE OF CONTENTS ................................................................................. viii
LIST OF TABLE ……………………………………………………………..
x
LIST OF APPENDICES ……………………………………………………..
xi
CHAPTER I INTRODUCTION…………………………………………....
1
A. Background of the Study ....................................................
1
B. Problem Identification ........................................................
3
C. Problem Limitation ............................................................
4
D. Problem Statement ..............................................................
4
E. The Objective of the Study ................................................
4
F. The Benefit of the Study ....................................................
5
CHAPTER II LITERATURE REVIEW AND HYPOTHESIS.................
6
A. Review of Related Literature ............................................
6
1. Speaking Skill ...............................................................
6
2. Communicative Language Teaching ............................
12
3. Audiolingual Method………………………………....
17
4. Motivation ……………………………………………
22
B. Rationale ............................................................................
27
C. Hypothesis ..........................................................................
30
CHAPTER III RESEARCH METHODOLOGY………...........................
31
A. Research Method ................................................................
to user .........................................
B. Place and Timecommit
of the Research
31
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32
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C. Population, Sample, and Sampling ....................................
32
D. Techniques of Collecting the Data .....................................
34
E. Techniques of Analyzing Data ...........................................
38
CHAPTER IV RESEARCH FINDING………...........................................
42
A. Data Description .................................................................
42
B. Data Analysis .....................................................................
51
C. Hypothesis Testing .............................................................
53
D. Discussion Finding .............................................................
56
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
60
A. Conclusion ..........................................................................
60
B. Implication .........................................................................
60
C. Suggestion ..........................................................................
61
BIBILIOGRAPHY …………………………………………………………..
63
APPENDICES ……………………………………………………………….
66
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LIST OF TABLES
Table 1. Activities in Communicative Language Teaching ………………
13
Table 2. Differences between Audiolingual and Communicative
Language Teaching …………………………………………........
21
Table 3. Multifactor Experiment ……………………………………….....
31
Table 4. Scoring Rubric ……………………………………………………
37
Table 5. Summary of Normality ………..…………………………………
51
Table 6. Summary of Homogeneity ……………………………………….
52
Table 7. Summary of Multifactor Analysis …………………………….....
53
Table 8. Summary of Tuckey Test …………………………...…………....
55
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LIST OF APPENDICES
Appendix 1. Lesson Plan of Experimental Group…………………………..
67
Appendix 2. Lesson Plan of Control Group…………………………………
82
Appendix 3. Blue Print of Students’ Motivation Questionnaire…………….
97
Appendix 4. Questionnaire…………………………………………………..
99
Appendix 5. Speaking Test ………………………………………………..... 104
Appendix 6. Readability……………………………………………………. 105
Appendix 7. Validity and Reliability of Questionnaire……………….……. 107
Appendix 8. Result of Motivation Questionnaire of the Students
(experimental class)…………………………………………… 127
Appendix 9. Result of Motivation Questionnaire of the Students (control
class)………………………………………………………….. 131
Appendix 10. Score of Motivation Questionnaire………………………….
135
Appendix 11. Post Test and Scoring Rubric………………………………...
136
Appendix 12. Result of Speaking Test (experimental class)………………..
138
Appendix 13. Result of Speaking Test (control class)………………………
139
Appendix 14. Data Description ……………………………………………
140
Appendix 15. Normality ……………………………………………………
141
Appendix 16. Homogeneity…………………………………………………
149
Appendix 17. Multifactor…………………………………………………...
151
Appendix 18. Tuckey Test …………………………………………………
154
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digilib.uns.ac.id
THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE
TEACHING TO TEACH SPEAKING VIEWED FROM
STUDENTS’ LEARNING MOTIVATION
(An Experimental Study on the 11th Grade Students of SMA Negeri 1
Boyolali in the Academic Year of 2010/2011)
Thesis
RDJ HURUSTIYATI R.N.K.
X2209034
ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
commit to user
2011
i
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
ii
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
iii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
RDJ Hurustiyati R.N.K. 2011. The Effectiveness of Communicative
Language Teaching to Teach Speaking Viewed from Students’ Learning
Motivation (An Experimental Study on the 11 th Grade Students of SMA Negeri 1
Boyolali in the Academic Year of 2010/2011) . English Department of Teacher
Training and Education Faculty, Sebelas Maret University. Surakarta.
This research is intended to find out whether: (1) Communicative
language teaching is more effective than audiolingual method to teach speaking to
the 11th grade students of SMA Negeri 1 Boyolali in the academic year of
2010/2011; (2) The students having high motivation have better speaking skill
than the students having low motivation to the 11 th grade students of SMA Negeri
1 Boyolali in the academic year of 2010/2011; (3) There is an interaction between
teaching methods and learning motivation to teach speaking to the 11th grade
students of SMA Negeri 1 Boyolali in the academic year of 2010/2011.
The research is an experimental study that conducted in SMA Negeri 1
Boyolali. The population of the research is the 11th grade students of SMA Negeri
1 Boyolali in academic year of 2010/2011. The research used cluster random
sampling to get the sample. There were two classes consisting of 64 students
involved in this study. The experimental group was taught using communicative
language teaching and the control group was taught using audiolingual method for
nine meetings. The researcher gained quantitative data for this research. They are
the students’ level of motivation and the speaking score test of the students after
the treatments. The students’ level of motivation was gained from questionnaire
and the speaking score was gained from speaking test. The data of speaking test
were analyzed by using multifactor analysis 2x2, then followed by analyzing them
using Tuckey test.
Based on the result of data analysis, it can be concluded that: (1)
Communicative language teaching is more effective than audiolingual method to
teach speaking; (2) The students having high motivation have better speaking skill
than the students having low motivation; (3) There is an interaction between
teaching methods and learning motivation to teach speaking.
The research findings of the study imply that communicative language
teaching is more effective than audiolingual method to teach speaking for the
students having high motivation and audiolingual method is more effective than
communicative language teaching for the students having low motivation.
Therefore, it is proposed that English teacher uses communicative language
teaching to teach speaking and considers that motivation is one of the critical
factors that influence the students in teaching learning process.
commit to user
iv
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
Successful person is a person who has desire,
tenacity, likes to work hard, and does not waste
the time.
commit to user
v
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
I dedicate this thesis to:
My Beloved Parents
My Beloved Sweetheart
My Beloved Best Friends
commit to user
vi
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENT
First of all, the researcher praises to Allah SWT, God the Almighty that
she can finally finish the thesis as a partial fulfillment of the requirements for
Undergraduate Degree of Education in English. The researcher wants to express
special gratitude to those who have given their help, guidance, and support in
writing this thesis.
1. Prof. Dr. M. Furqon Hidayatullah, M.Pd, The Dean of Education and Teacher
Training Faculty, Sebelas Maret University, who gives her permission to write
this thesis.
2. Endang Setyaningsih, S.Pd, M.Hum, The Head of English Department,
Education and Teacher Training Faculty, Sebelas Maret University, for giving
the permission and approval to write this thesis.
3. Dr. Ngadiso, M.Pd and Teguh Sarosa, S.S, M.Hum, as the first and second
consultant, who thoroughly and patiently give her encouragement, guidance, and
valuable ideas for the completion of this thesis.
4. The lecturers of English Department, Education and Teacher Training Faculty,
Sebelas Maret University, for giving her much valuable knowledge.
5. The family of SMA Negeri 1 Boyolali for facilitating and participating in this
research.
6. My beloved parents, brothers, sister, and friends for the support to finish this
study.
7. Ilham Mappa, thanks for your support.
8. All of people, who cannot be mentioned one by one, thanks for the support and
help.
Nothing is perfect, neither this thesis. The researcher welcomes gratefully
every comment and suggestion. She also hopes that this thesis will be useful for the
English teaching and learning.
Surakarta, October 2011
commit to user
vii
RDJ Hurustiyati R.N.K.
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
TITLE PAGE ...................................................................................................
i
APPROVAL ………………………………………………………………….
ii
LEGALIZATION …………………………………………………………….
iii
ABSTRACT …………………………………………………………………..
iv
MOTTO ……………………………………………………………………….
v
DEDICATION ………………………………………………………………..
vi
ACKNOWLEDGMENT ……………………………………………………... vii
TABLE OF CONTENTS ................................................................................. viii
LIST OF TABLE ……………………………………………………………..
x
LIST OF APPENDICES ……………………………………………………..
xi
CHAPTER I INTRODUCTION…………………………………………....
1
A. Background of the Study ....................................................
1
B. Problem Identification ........................................................
3
C. Problem Limitation ............................................................
4
D. Problem Statement ..............................................................
4
E. The Objective of the Study ................................................
4
F. The Benefit of the Study ....................................................
5
CHAPTER II LITERATURE REVIEW AND HYPOTHESIS.................
6
A. Review of Related Literature ............................................
6
1. Speaking Skill ...............................................................
6
2. Communicative Language Teaching ............................
12
3. Audiolingual Method………………………………....
17
4. Motivation ……………………………………………
22
B. Rationale ............................................................................
27
C. Hypothesis ..........................................................................
30
CHAPTER III RESEARCH METHODOLOGY………...........................
31
A. Research Method ................................................................
to user .........................................
B. Place and Timecommit
of the Research
31
viii
32
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C. Population, Sample, and Sampling ....................................
32
D. Techniques of Collecting the Data .....................................
34
E. Techniques of Analyzing Data ...........................................
38
CHAPTER IV RESEARCH FINDING………...........................................
42
A. Data Description .................................................................
42
B. Data Analysis .....................................................................
51
C. Hypothesis Testing .............................................................
53
D. Discussion Finding .............................................................
56
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
60
A. Conclusion ..........................................................................
60
B. Implication .........................................................................
60
C. Suggestion ..........................................................................
61
BIBILIOGRAPHY …………………………………………………………..
63
APPENDICES ……………………………………………………………….
66
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LIST OF TABLES
Table 1. Activities in Communicative Language Teaching ………………
13
Table 2. Differences between Audiolingual and Communicative
Language Teaching …………………………………………........
21
Table 3. Multifactor Experiment ……………………………………….....
31
Table 4. Scoring Rubric ……………………………………………………
37
Table 5. Summary of Normality ………..…………………………………
51
Table 6. Summary of Homogeneity ……………………………………….
52
Table 7. Summary of Multifactor Analysis …………………………….....
53
Table 8. Summary of Tuckey Test …………………………...…………....
55
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LIST OF APPENDICES
Appendix 1. Lesson Plan of Experimental Group…………………………..
67
Appendix 2. Lesson Plan of Control Group…………………………………
82
Appendix 3. Blue Print of Students’ Motivation Questionnaire…………….
97
Appendix 4. Questionnaire…………………………………………………..
99
Appendix 5. Speaking Test ………………………………………………..... 104
Appendix 6. Readability……………………………………………………. 105
Appendix 7. Validity and Reliability of Questionnaire……………….……. 107
Appendix 8. Result of Motivation Questionnaire of the Students
(experimental class)…………………………………………… 127
Appendix 9. Result of Motivation Questionnaire of the Students (control
class)………………………………………………………….. 131
Appendix 10. Score of Motivation Questionnaire………………………….
135
Appendix 11. Post Test and Scoring Rubric………………………………...
136
Appendix 12. Result of Speaking Test (experimental class)………………..
138
Appendix 13. Result of Speaking Test (control class)………………………
139
Appendix 14. Data Description ……………………………………………
140
Appendix 15. Normality ……………………………………………………
141
Appendix 16. Homogeneity…………………………………………………
149
Appendix 17. Multifactor…………………………………………………...
151
Appendix 18. Tuckey Test …………………………………………………
154
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