THE EFFECT OF COMMUNICATIVE LANGUAGE TEACHING TECHNIQUES AND STUDENTS TOWARD LEARNING ENGLISH ON STUDENTS CONVERSATION COMPETENCE.

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THE EFFECT OF COMMUNICATIVE LANGUAGE

TEACHING TECHNIQUES AND THE STUDENTS’

ATTITUDES TOWARD LEARNING ENGLISH ON

STUDENTS’

CONVERSATION COMPETENCE

A Thesis

Submitted to the English Applied Linguistics Study Program of

Postgraduate School in Partial Fulfilment of the Requirements for the

Degree of Magister Humaniora

by

MARIA EMMANUELLY SIAHAAN

Registration Number: 072188330026

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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THE EFFECT OF COMMUNICATIVE LANGUAGE

TEACHING TECHNIQUES AND THE STUDENTS’

ATTITUDES TOWARD LEARNING ENGLISH ON

STUDENTS’

CONVERSATION COMPETENCE

A Thesis

Submitted to the English Applied Linguistics Study Program of

Postgraduate School in Partial Fulfilment of the Requirements for the

Degree of Magister Humaniora

by

MARIA EMMANUELLY SIAHAAN

Registration Number: 072188330026

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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A Thesis

THE

EF.FECT OF

COMMUNICATTYE

_{LAIIGUAGE TEACHING}

TECHNIQUES AND

STUDENTS'

ATTITUDES

TOWARD

LEARNING

ENGLISH

_{STUDENTS' CONVERSATION COMPETENCE}

By:

MARIA EMMANUELLY SIAHAAN Registration Number: 072188330026

English Applied Linguistic Study program State University of Medan

The Thesis was examined on June 28th, 2,0lzby the Board of Examiners

Approved By

Adviser Commission

Prof. Dr..Berlin Sibarani. M. pd.

I\[IP. 19s70615198203

_I

_00s Prof. D.P. Tampubolon, ph.D.

The Head of English Applied

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Approval

The Theis was examined on June 28tb,

zol2Ythe

_{Board of Examiners}

Board

ofE

iaminers

M

Prof. Dr. Berlin Siberani, M.Pd.

NrP.19570615 198203

I

00s

Pnof. D.P. Tampubobn, Ph.D.

Pruf. Dr. Lincc Sihombing M.Pd.

IuP. 19610425 1!)8601 2 001

Prof. Dr. Sumersih, M.Pd. NIP.195E1021 1S303 2W2

Dr. Didik Saatoco, Il[.Pd. NrP. 196flK16 199{&1

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ABSTRACT

Maria Emmanuelly Siahaan. Registration number: 072188330026. The Effect of Communicative Language Teaching Techniques and Students' Attitudes toward Learning English on Students' Conversation Competence. A Thesis. English Applied Linguistics Study Program. Postgraduate School. State University of Medan. 2012

The objective of this study are to find out whether (1) students' conversation competence taught by information gap technique is significantly higher than those taught by information transfer technique, (2) students' conversation competence with positive attitudes toward learning English is significantly higher than those with negative attitudes, (3) there is interaction between teaching techniques and students' attitudes toward learning English on students' conversation competence. An experimental research with factorial design 2x2 was used in this study. There were 120 students of grade XI of 2010/2011 academic year of SMA Negeri 2 in Soposurung, Balige, Tobasa, North Sumatera as sample of this study. The students were divided into two groups, the first group was treated by using Information-gap technique and the second group was treated by using information transfer technique. Students' attitudes toward learning English was measured with a questionnaire to classify the students into positive and negative attitudes. Students' conversation competence was measured by a multiple-choice teacher-made test. The data were analysed by applying Two-way ANOVA. The result reveals that (1) students' conversation competence taught by information gap technique (x=87,5) is significantly higher than those taught by information transfer technique (x=70,39) with Fobserved =5,87 > Ftable =3,92 at the level of significance α=0,05 (2) students' conversation competence with positive attitudes toward learning English (x=70,39) is significantly higher than those with negative attitudes (x=43,25) with Fobserved =4,85 > Ftable =3,92 at the level of significance α=0,05 (3) there is significant interaction between teaching techniques and students' attitudes toward learning English with Fobserved =7,77 > Ftable = 3,92. Having applied Tuckey test, it showed that students' with positive attitudes toward learning English got higher result if they were taught with information gap technique and those with negative attitudes got higher result if they were taught with information transfer technique.

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ABSTRAK

Maria Emmanuelly Siahaan. NIM: 072188330026. Pengaruh Teknik Pembelajaran Komunikatif dan Perilaku Siswa dalam Belajar Bahasa Inggris terhadap Kompetensi Percakapan Siswa. Tesis. Program Studi Linguistik Terapan Bahasa Inggris, Universitas Negeri Medan. 2012

Penelitian ini bertujuan untuk mengetahui apakah (1) kompetensi percakapan siswa dengan teknik pembelajaran information gap lebih tinggi daripada kompetensi percakapan siswa yang diajarkan dengan teknik information transfer, (2) kompetensi percakapan siswa dengan perilaku positif lebih tinggi daripada siswa dengan perilaku negatif, (3) ada interaksi antara teknik pembelajaran dan perilaku siswa dalam belajar bahasa Inggris terhadap kompetensi percakapan siswa. Penelitian ini menggunakan desain faktorial 2x2. Sampel pada penelitian ini adalah siswa kelas XI tahun ajaran 2010/2011 di SMA Negeri 2 di Soposurung, Balige, Tobasa, Sumatera Utara sebanyak 120 orang. Siswa dikelompokkan menjadi 2: satu kelompok diajarkan dengan teknik pembelajaran information gap dan satu lagi dengan teknik pembelajaran information transfer. Kuesioner diberikan kepada siswa yang merupakan instrumen penelitian untuk mengukur perilaku siswa terhadap belajar bahasa Inggris dan Tes dengan 4 pilihan jawaban diberikan untuk mengukur kompetensi percakapan siswa. Data dianalisa dengan menggunakan ANAVA Dua-Arah. Hasil penelitian menunjukkan bahwa (1) hasil belajar kompetensi percakapan siswa dengan teknik pembelajaran information gap (x=87,5) lebih tinggi daripada dengan teknik pembelajaran information transfer (x=70,39) dengan Fhitung =5,87 > Ftabel =3,92 pada taraf signifikansi α=0,05 (2) hasil belajar kompetensi percakapan siswa dengan yang menunjukkan perilaku positif (x=70,39) lebih tinggi daripada siswa dengan yang menunjukkan perilaku negatif (x=43,25) dengan Fhitung =4,85 > Ftabel =3,92 pada taraf signifikansi α=0,05 (3) terdapat interaksi antara teknik pembelajaran dan perilaku siswa dalam belajar bahasa Inggris terhadap hasil belajar kompetensi percakapan siswa dengan Fhitung =7,77 > Ftabel = 3,92. Setelah uji lanjut dilakukan dengan menggunakan Uji Tuckey, hasil penelitian menunjukkan bahwa siswa yang memiliki perilaku positif dalam belajar bahasa Inggris memperoleh hasil belajar yang tinggi jika diajarkan dengan menggunakan teknik pembelajaran information gap dan siswa yang memiliki perilaku negatif dalam belajar bahasa Inggris memperoleh hasil belajar yang tinggi jika diajarkan dengan menggunakan teknik pembelajaran information transfer.

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ACKNOWLEDGEMENTS

This piece of academic achievement is really the product of hardship and endurance of many challenges in life. On top of everything a very sincere gratitude is rendered to the Almighty God for what has been poured to the writer in completing her academic studies and this thesis. Countless individuals have contributed directly and indirectly to the success of this research and the completion of this thesis. She is deeply indebted to them and therefore would like to express her gratitude.

First, Prof. Dr. Berlin Sibarani, M.Pd., being the First Adviser, should be addressed and thanked with deep appreciation because of his much valuable time that has been given in terms of comments, corrections, and suggestions for shaping the contents of this thesis.

Second, a very special debt of gratitude is directed to Prof. D. P. Tampubolon, Ph.D., for his very special care and attention to the content and format of this thesis. He has done her great supervision in commenting, inserting, and deleting the data which are related or not related to the contents. It is through his sharp eyes that the wrong tenses, vocabularies, and paragraphs are detected. Above all, he deserves to be admired by his potentials and valuable time spent in the process of completing this thesis.

Third, Prof. Dr. Busmin Gurning, M.Pd., the Head of English Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum., the Secretary of English Applied Linguistics Study Program for their encouragement in finishing this thesis and Farid Ma'ruf, the administration staff, for assisting the administrative procedures.

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Fourth, Prof. Dr. Lince Sihombing, M.Pd., Prof. Dr. Sumarsih, M.Pd., and Dr. Didik Santoso, M.Pd., the reviewers and examiners for the valuable suggestions to be included in this thesis.

A special expression of gratitude is directed to Drs. Danjor Nababan, M.M., the Principal of State Senior High School 2 Balige in Soposurung, Balige for allowing the writer to do the research.

A very special gratitude is extended to the writer’s beloved families: Ir. R. Rendy Tampubolon, her husband who made possible almost everything for the writer to finish the thesis, Stiven Gerald Tampubolon and Keivin Verner Tampubolon, her sons and the baby as well, for their understanding during the time the writer took in finishing the research and the thesis. Her relatives: Rumbaya Tampubolon, Darmo Tampubolon, Udur Tampubolon, Grace Sihombing, Ira Tampubolon, Pius Tampubolon for the support and care. Also her friends: Olivia Hutabarat, Olivia Juniaty, Okpiriany Lubis, Merry Tarigan, Masdelina. Finally, the final words are addressed to all who have shared their valuable knowledge in making this thesis as it should be. May God bless us always.

Medan, 29 June 2012 The writer,

Maria Emmanuelly Siahaan

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Page

ABSTRACT ... i

ACKNOWLEDGEMENTS ... iii

TABLE OF CONTENTS ... v

LIST OF APPENDICES ... x

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

CHAPTER I INTRODUCTION 1.1 The Background of the Study ... ... 1

1.2 The Problems of the Study ... ... 4

1.3 The Objectives of the Study ... ... 5

1.4 The Scope of the Study ... ... 5

1.5 The Significance of the Study ... ... 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Theoretical Framework ………..……….……….……. 7

2.1.1 Conversation Competence ………..…….……. 7

2.1.1.1 Conversation ………..………...………….……. 7

1. Turn Taking ………..………….……….……. 7

2. Adjacency Pairs ………..…..……….…….……. 8

3. Opening Conversations ………..….…..……….……. 9

4. Closing Conversations ………..………..….…. 10 2.1.1.2 Competence ………...…… 10

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2.1.2 The Communicative Language Teaching techniques ……….. 13 2.1.2.1 Approach, Method and Technique ……….13

2.1.2.2 Defining the Communicative Language Teaching ……… 14

1. The Goals of CLT in conversation competence………. 14

2. How learners develop their conversation competence ………. 15

3. The Roles of Teachers and Learners in the CLT Classroom……….. 18

4. Implications for Methodology………...……. 18

5. Characteristics of Communicative Language Teaching Techniques. 19 a. Characteristics of Information Gap Technique ... 20

b. Characteristics of Information TransferTechnique ... 22

2.1.3 Attitudes toward learning English ……….……….. 25

2.2 Conceptual Framework ……….………….………….. 29

2.3 Hypotheses ……….……….……. 34

CHAPTER III RESEARCH METHOD 3.1 Method of Research ………. 36

3.2 Population and Samples ………..…. 37

3.3 Instrument for Collecting the Data ……….…………. 37

3.3.1 Written Oral Performance (Teacher-Designed Test) Material ………….... 37

3.3.2 The Questionnaire ……….….. 39

3.4 The Procedure of Collecting the Data ……….………. 40

3.4.1 Pre-test ………. 40

3.4.2 Treatment / Teaching Procedures ………...………. 41

3.4.3 Post-test ………..………. 42

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3.5.1 Validity ………...………. 42

3.5.1.1 The Validity of the Test ………...……… 42

3.5.1.2 The Validity of the Questionnaire ………..…………. 43

3.5.2 Reliability ……….……….…….…. 43

3.5.2.1 The Reliability of the Test ……….……….…. 43

3.5.2.1 The Reliability of the Questionnaire ………..………. 44

3.6 Technique of Analysing the Data ………..………. 45

CHAPTER IV RESEARCH FINDINGS 4.1 Description of the Research Data ... ... 48

4.1.1 Students' Conversation Competence Taught with Information Gap Technique... 49

4.1.2 Students' Conversation Competence Taught with Information Transfer Technique... 50

4.1.3 Students' Conversation Competence with Positive Attitudes... 51

4.1.4 Students' Conversation Competence with Negative Attitudes... 52

4.1.5 Students' Conversation Competence with Positive Attitudes Taught with Information Gap Technique... 54

4.1.6 Students' Conversation Competence with Negative Attitudes Taught with Information Gap Technique... 55

4.1.7 Students' Conversation Competence with Positive Attitudes Taught with Information Transfer Technique... 56

4.1.8 Students' Conversation Competence with Negative Attitudes Taught with Information Transfer Technique... 58

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4.2 Requirements of Data Analysis... 60

4.2.1 Normality Test... 60

4.2.2 Homogeneity Testing... 60

4.2.2.1 Group of Teaching Strategies... 61

4.2.2.2 Groups of Students Attitudes towards Learning English... 61

4.2.2.3 Groups of Interaction... 62

4.3 Hypotheses Testing... 62

4.3.1 Students' Conversation Competence Taught with Information Gap Technique is Improved than those Taught with Information-Transfer Technique ... 64

4.3.2 Students' Conversation Competence with Positive Attitudes is Improved than those with Negative Attitudes... 64

4.3.3 There is Significant Interaction between Teaching Techniques and Learning Attitudes on Students’ Conversation Competence... 65

4.4. Findings... 68

4.5 Discussions... 69

4.5.1 Students' Conversation Competence Taught with Information Gap Technique is Improved than those Taught with Information Transfer Technique... 69

4.5.2 Students' Conversation Competence of Students with Positive Attitude is Improved than those Students with Negative Attitude... 69

4.5.3 The Interaction between Teaching Techniques and Learning Attitudes on Students’ Conversation Competence... 70

4.5.4 Students’ Conversation Competence of Students with Positive Attitude is Improved with Information Gap Technique... 70

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4.5.5 Students’ Conversation Competence of Students with Negative Attitude is

Improved with Information Transfer Technique... 71

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS 5.1 Conclusions ... ... 72

5.2 Implications... 73

5.3 Suggestions ... ... 75

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LIST OF FIGURES

Page Figure 4.1 Histogram of Students’ Conversation Competence Taught with Information Gap Technique …...…. 50 Figure 4.2 Histogram of Students' Conversation Competence Taught with Information Transfer Technique... 51 Figure 4.3 Histogram of Students' Conversation Competence with Positive Attitudes

...52 Figure 4.4 Histogram of Students' Conversation Competence with Negative Attitudes

... 53 Figure 4.5 Histogram of Students' Conversation Competence with Positive Attitudes Taught with Information Gap Technique... 55 Figure 4.6 Histogram of Students' Conversation Competence with Negative Attitudes

Taught with Information Gap Technique ... 56 Figure 4.7 Histogram of Students with Positive Attitudes Taught with Information

Transfer Technique ... 57 Figure 4.8 Histogram of Students with Negative Attitudes Taught with Information

Transfer Technique ... 59 Figure 4.9 Interaction between Teaching Techniques and Learning Attitudes... 59

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LIST OF APPENDICES

Page Appendix A - Test of Written Oral Performance ………..………. 80 Appendix B - Questionnaire of Students’ Attitudes toward Learning English……. 91 Appendix C - Lesson Plans ………...…. 94 Appendix D - Description of the Research Data………...…... 114

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CHAPTER I

INTRODUCTION

1.1 The Background of the Study

High school students need to be able to communicate in English for very practical everyday use, socially, and particularly at the academic atmosphere in the classroom of the school. This will require the teaching contents to be practical and relevant for the students; to do so effectively, teachers should familiarise themselves with those practical contents that the students need. Very often, language teachers just focus on the language itself, content with whatever exercises that are made available in the text developed mostly in the Western cultural contexts, and are themselves unfamiliar with the content the students need. Such teachers serve almost exclusively as “drilling”; in fact, many traditional grammatical drills and exercises are extremely boring at best and de-motivating to students at worst. This is one of the reasons students are driven to learn English by taking short practical language training courses or learn English on their own by tapes and video.

Regarding the appropriate teaching methods and process, from the students‟ perspective, teachers should have an open-minded attitude – meaning, avoid feeling that those who speak English well in a conversation are superior to those who cannot, avoid displaying condescending attitude towards those who speak English with a heavy local accent, for instance. Teachers should be aware that English is just a means for international communication, rather than a symbol of superior social status.

Students often think that the competence in a conversation is the product of language learning, but it is also a crucial part of the language learning process. Teachers can improve students' conversation competence using minimal responses,

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recognizing scripts, and using language to converse about language that they can use to help themselves expand their knowledge of the language and their confidence in using it. These teachers should help students learn to converse in a group so that the students can improve their conversation competence.

Teachers can help students develop their conversation competence by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, teachers can give students practice in managing and varying the language that different scripts contain.

Teachers usually use several approaches to influence effective teaching and learning processes. In typical classes, students are given lecture, complete assignments outside of class and take an examination to demonstrate their degree of understanding and retention of the subject matter. The examinations are returned and new material is covered, repeating the process over and over. There is little time for reflection and discussion of students‟ errors and misconceptions.

The following is the list of score through the first semester of academic period 2010/2011 found by the researcher in a state senior high school „SMA Negeri 2 Balige‟ that displays through a table:

Table 1.1 English data of ‘SMA Negeri 2 Balige’ of Semester 1 of 2010/2011 No Language Skills Median Score each classes Mean

XI-1 XI-2 XI-3 XI-4

1 Listening 71,7 72,2 70,8 71,8 71

2 Speaking 75,7 74,4 77,1 73,3 75

3 Reading 78,6 76,3 73,2 75,4 75

4 Writing 72,6 72,1 71,5 72,5 72

Source: First Semester data of students result in „SMA Negeri 2 Balige‟ of academic period 2010/2011

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Based on the score of students list above, it was found out that teaching English has not yet satisfied particularly in their students' conversation competence which is shown in the score of the speaking skill. There are several factors contributed to the unsatisfied results which may cover the environment, the students‟ attitude toward the language and the existing teaching techniques which should be improved to meet the students‟ needs. The teaching techniques for speaking skill applied in the school are varied but mainly the teacher asked the students‟ opinion about the topic learned at that time. Based on the aforementioned situation, the researcher intended to apply different strategies to provoke the students‟ mind to eagerly express their ideas in speaking using English language namely by pairing the existing teaching methods in the school with communicative language teaching techniques: information gap technique and information transfer technique.

Which teaching technique is “right” for a particular lesson depends on many things, and among them are the age and developmental level of the students, what the students already know, and what they need to know to succeed with the lesson, the subject-matter content, the objective of the lesson, the available people, time, space and material resources, and the physical setting. Another, more difficult problem is to select a teaching technique that best fits one‟s particular teaching style and the lesson-situation. There is no one „right‟ technique for teaching a particular lesson, but there are some criteria that pertain to each that can help a teacher make the best decision possible.

Apart from the teaching techniques that should be considered to provoke and accelerate the students‟ conversation competence, the students‟ attitudes toward the environment that may influence their attitudes to speak a foreign language should also be considered. As Gardner and Lambert (1972:132) contend that improvement in a

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second language relies not only on intellectual capacity and language aptitude but also on the learner‟s attitudes toward representatives of the other ethnolinguistic group involved. In other words, there is direct contribution of attitudes toward learning improvement.

Hopefully, if information gap technique and information transfer technique as teaching techniques paired with students‟ attitudes toward English as their foreign language can provoke the students‟ mind to eagerly express their ideas, then their conversation competence can be improved.

1.2 The Problems of Study

The research problems of the study are formulated as follows:

1. Is the students‟ conversation competence taught by information gap technique better than by information transfer technique?

2. Is the students‟ conversation competence with positive attitude toward learning English better than with negative attitude?

3. Is there any interaction between the teaching techniques and the students‟ attitudes toward learning English on the students‟ conversation competence?

1.3 The Objectives of the Study

The objectives of the study are as follows:

1. To discover whether the students‟ conversation competence taught by information gap technique is better than information transfer technique. 2. To discover whether the students‟ conversation competence with positive

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3. To discover whether there is any interaction between CLT teaching techniques and students‟ attitudes toward learning English on the students‟ conversation competence.

1.4 The Scope of the Study

Conversation competence will be the focus of the study although the other skills will still be needed during the process to improve the students‟ conversation competence and the students will be tested in a written form.

The students will be taught using Communicative Language Teaching techniques namely information gap technique and information transfer technique. The study will also investigate two categories of students' attitude namely positive and negative which will affect their improvement in the conversation competence.

1.5 The Significance of the Study

The findings of the study are expected to be useful for the following:

1. Theoretically, to enhance English language teachers‟ horizon about Communicative Language Teaching (CLT) techniques in teaching English as a Foreign Language to Indonesian students, of how information gap technique and information transfer technique affect the students‟ conversation competence. 2. Practically, to contribute information to English language teachers to improve

their students‟ conversation competence in English using Communicative Language Teaching techniques.

3. Also, to contribute information about the interaction between students‟ attitudes toward learning English and CLT teaching techniques may affect to the students‟ achievement in studying English language to English language teachers.

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CHAPTER V

CONCLUSIONS, IMPLICATION, AND SUGGESTIONS

5.1 Conclusions

Based on the data analysis and hypotheses testing, it is concluded that: 1. The students‟ conversation competence taught with information gap technique and

information transfer technique is improved. Both teaching techniques have improved the students' conversation competence.

2. The students with positive attitude have better conversation competence than those with negative attitude. The students with positive attitude were eager to enhance and exercise their conversation competence when they think that they need something to know from the text by keep trying to find information available in the text since they have their own desire to be involved in improving their conversation competence, while the students with negative attitude need the teacher's effort to stimulate them to process information more deeply.

3. There is significant interaction between the two teaching techniques and the students' learning attitudes on the students' conversation competence. The students' conversation competence is influenced by the two teaching technique and the students' learning attitudes. Therefore, the teacher should apply a teaching technique suitable with the students' attitudes to improve their conversation competence.

5.2 Implication

The findings of this study give implication to English teachers and students who want to improve their conversation competence. This study has tested two

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teaching techniques on the students' conversation competence, namely information gap and information transfer technique. They are combined with the students' positive and negative attitudes toward learning English in order to find out which teaching techniques are suitable for the students in improving their conversation competence.

The first result of this research reveals that the conversation competence of the students taught with information gap and information transfer technique is improved. Thus, it implies English teachers to apply information gap technique because it provides students with the ability to improve their competence in conversation: listen, communicate, and participate. Through information transfer, there should be a constant interchange of dialog of questions asking and answering between students and the teachers. There is an interaction that goes back and forth from teachers to students until the teacher feels the learning process and understanding of the information has entered the students‟ mind through understanding rather than memorization.

The second finding of this research reveals that the conversation competence of the students with positive attitude is better than the conversation competence of students with negative attitude. It gives implication to the English teachers that they

should be aware of their students‟ learning attitudes. The identification of students‟

learning attitudes can be a positive step in achieving English language learning goals. Understanding that the students have different learning attitudes is the key to the success of the teaching since the teachers can decide which teaching technique is suitable to apply to the students. Some students seem naturally enthusiastic about learning, but many need – or expect their instructors to inspire, challenge, and stimulate them. Effective English language learning in the classroom depends on the

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teachers ability to maintain the interest that brought students to the English language course.

The third research finding of this study is there is significant interaction between teaching techniques and students learning attitudes on the students competence in conversation. It leads to the implication that teaching techniques applied by teachers should relate to students learning attitudes. The way teachers approaches students influence the students attitude in learning English language. By knowing the students learning attitude, the teachers can help their students to overcome their problem in teaching-learning environment.

The students with positive attitude showed significant effect on their conversation competence if they were taught with information gap technique. English teachers are suggested to apply information gap technique for students with positive attitude in order to improve their students competence in conversation since the students with positive attitude have their own desire to energize their curiosity of a topic by asking questions.

The students with negative attitude showed significant effect on their conversation competence if they were taught with information transfer technique. For students with negative attitude, English teachers are suggested to apply information transfer technique.

5.3 Suggestions

Based on the conclusions, it is suggested that

1. English language teachers/educators should consider the suitable way of the effective technique to develop the students' conversation competence.

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2. English language teachers should create an interesting and enjoyable situation of teaching-learning environment. Students will enjoy more in learning English language when the learning environment is interesting for them and the students will be more enthusiastic to participate in the learning activity. It also would keep the students' boredom away.

3. The students with positive attitude should keep their strong desire that serves to activate or energize their curiosity of something in asking information. Questioning and answering help the students clarify ideas and deepen understanding that will lead to an improvement in their conversation competence. 4. The students with negative attitude should possess a strong desire that serves to

activate or energize their curiosity of something in asking information. They should not hesitate to seek for their teacher's suggestions and their friends with positive attitude as well, to start and to keep a conversation going well.

5. The other researchers can use this research reult as a starting point on similar problems. There are many other methods, techniques, and materials of teaching English of senior high school students that can be taken as objects of research to find out the effectiveness of teaching.

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