THE EFFECT OF COMMUNITY LANGUAGE LEARNING ON STUDENTS’ ACHIEVEMENT IN SPEAKING SKILL.
THE EFFECT OF COMMUNITY LANGUAGE LEARNING
ON STUDENTS’ ACHIEVEMENT
IN SPEAKING SKILL
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the degree of Sarjana Pendidikan
By:
SITI KHAIRIN NASHROH
Registration Number 2113121066
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Nashroh, Siti Khairin. 2015. 2113121066. The Effect of Community Language
Learning on Students’ Achievement in Speaking Skill. A Thesis. English
Department. Faculty of Languages and Arts. State University of Medan.
This study aims at investigating the effect of Community Language Learning on
students’ achievement in speaking skill. It was conducted by using experimental
research design. The population of this research was the eleventh (XI) grade
students of SMKN 2 Tebing Tinggi. In this study the sample was 40 students, 20
of which were taken as the experimental group and 20 as control group. The
experimental group was taught by using Community Language Learning method.
The data of this study was collected by oral test. To obtain the reliability of the
test, the writer used the Pearson’s’ Product Moment Formula. The result of the
study showed that the reliability of the test was 0.73. The data were analyzed by
using t-test formula, the analysis showed that the mean score of students in the
experimental group was higher than the score of students in the control group at
the level of significance 0.05 with the degree of freedom (df) 38; the t-observed is
5.07 while the t-table is 1.686. Therefore, the null hypothesis (Ho) is reIected and
the hypothesis alternative (Ha) is accepted.
Keywords: Community Language Learning, Students’ Achievement, Speaking
Skill
i
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Allah SWT and also Prophet Muhammad
SAW for the love and blessing so the writer has finally completed this thesis. This
thesis is submitted to the English Department, Faculty of Languages and Arts,
State University of Medan as a partial fulfillment of the requirements for earning
the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people. To whom she would like to extend her sincere
gratitude for their guidance, suggestions, and comments for:
Prof. Dr. Syawal Gultom, M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, who
took the role of being her Examiner.
Nora Ronita Dewi, S,Pd., S.S., M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed., her Thesis Advisor I.
Indra Hartoyo, S.Pd., M. Hum., her Thesis Advisor II.
Isli Iriani Indiah Br. Pane, S.Pd., M. Hum., her Academic Advisor.
Prof. Dr. Busmin Gurning, M.Pd., her Thesis Examiner.
All lecturers who have taught her in this English Department.
Euis Sri Wahyuningsih, S.Pd., M.Pd., the Staff Administration of
English Department.
Eri Susanto, S.Pd., the Principal of SMK Negeri 2 Tebing Tinggi.
Legimin, S.Pd the Vice Principal of SMK Negeri 2 Tebing Tinggi.
Siti Zakia, S.Pd., the English Teachers of SMK N 2 Tebing Tinggi.
Paino and Yuhanim, S.Pd.I., her beloved parents for giving her
everlasting love, affection, supports, prays, and hard works, her younger
ii
sister, Siti Mardiah, her younger brothers M. Fadlul Azmi and Alm. M.
Mulkan Hariz who supported the writer to be hard working to finish her
study in Faculty of Languages and Arts, State University of Medan.
Her beloved friends, Widya Putri Amelia, S.Pd., Diah Khoirunnisa
Harahap, S.Pd., Intan Nilam Sari, S.Pd., Indah Pratama Prida, S.Pd.,
Vika Chairani Lubis, S.Pd., Novia, S.Pd., Nuridha Yanti, S.Pd., Lilis
Aldila, S.Pd., Khoiriah Harahap, S.Pd., Wira Octorenny, S.Pd., Rony
PM, S.Pd., Phupuh Citra Dewi, S.Pd., and also the Regular C Family
2011 and PPLT SMAN 4 Kisaran Family for always being there when
she needed their support and motivation and all people who cannot be
mentioned one by one, she says thank you.
Last but not least, the researcher realizes that her thesis still has some
weaknesses and mistakes. Thus, she would be grateful to accept any suggestion
and correction from anyone for the better writing.
Medan, Desember 2015
The Researcher,
Siti Khairin Nashroh
Reg. Number 2113121066
iii
TABLE OF CONTENT
ABSTRACT....................................................................................................... i
ACKNOWLEDGEMENT................................................................................ii
TABLE OF CONTENT....................................................................................iN
LIST OF TABLES............................................................................................ Ni
LIST OF APPENDICES.................................................................................. Nii
CHAPTER I. INTRODUCTION.....................................................................1
A. The Background of the Study............................................................... 1
B. The Problem of the Study..................................................................... 4
C. The Objective of the Study................................................................... 4
D. The Scope of the Study.........................................................................4
E. The Significance of the Study............................................................... 5
CHAPTER II. LITERATURE REVIEW.......................................................6
A. Theoretical Framework.........................................................................6
B. Students’ Achievement in Speaking Skills........................................... 6
C. Speaking Skills......................................................................................7
1. The Elements of Speaking................................................................ 8
D. Assessment of Speaking....................................................................... 11
E. Agreeing and Disagreeing an Opinion.................................................. 14
F. Community Language Learning............................................................16
1. Community Language Learning Design...........................................17
2. Teacher’s Role in CLL......................................................................18
3. Learners’ Role in CLL...................................................................... 19
4. The Principles of CLL...................................................................... 20
5. Advantages and Disadvantages of CLL............................................23
G. Relevant Studies................................................................................... 24
H. Conceptual Framework.........................................................................25
I. Hypothesis.............................................................................................. 26
CHAPTER III. RESEARCH METHOD........................................................ 27
A. Research Design................................................................................... 27
B. Population and Sample......................................................................... 28
C. Instrument for Collecting Data............................................................. 28
D. Procedure for Collecting Data.............................................................. 29
1. Pre-test.............................................................................................. 29
2. Treatment.......................................................................................... 29
iv
3. Post-test.............................................................................................31
E. Scoring of the Test................................................................................ 31
F. Validity and Reliability of the Test....................................................... 31
1. Validity of the Test........................................................................... 31
2. Reliability of the Test........................................................................37
G. The Technique for Data Analysis......................................................... 39
H. Statistical Hypothesis............................................................................39
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDING..............40
A. Data Analysis........................................................................................40
1. Testing the Reliability of the Test................................................... 41
2. Analyzing the Data by using t-test formula.....................................41
3. Testing Hypothesis.......................................................................... 42
CHAPTER V. CONCLUSION AND SUGGESTIONS.................................44
A. Conclusion................................................................................................44
B. Suggestions...............................................................................................44
REFERENCES..................................................................................................46
APPENDICES................................................................................................... 48
v
LIST OF APPENOICES
APPENDIX A. Pre-Test and Post-Test of Experimental and Control Group.....48
APPENDIX B. The Score of Pre-Test of Experimental and Control Group...... 49
APPENDIX C. The Score of Post-Test of Experimental and Control Group.... 51
APPENDIX D. The Total Score of Pre-Test and Post-Test of Experimental and
Control Group........................................................................... 53
APPENDIX E. The Calculation of the t-test.......................................................55
APPENDIX F. The Statistical Analysis for Reliability of the test..................... 57
APPENDIX G. The Calculation of Reliability of the test.................................. 58
APPENDIX H. Percentage Points of the T Distribution.....................................60
APPENDIX I. Lesson Plan of Experimental Group........................................... 61
APPENDIX J. Lesson Plan of Control Group.................................................... 76
APPENDIX K. The Data Transcription of Speaking in Experimental Group....93
APPENDIX L. The Data Transcription of Speaking in Control Group............. 95
vii
LIST OF TABLES
Table 1.1 Students’ Score of Speaking Competence.......................................... n
Table n.1 Assessment in Speaking Test..............................................................11
Table n.n Expression of Agreeing and Disagreeing with an Opinion ................15
Table 3.1 Experimental Research Design........................................................... n7
Table 3.n Treatment in Experimental and Control Group.................................. n9
Table 3.3 Assessment in Speaking Test..............................................................31
Table 4.1 The Result of the T-test Calculation.................................................... 4n
vi
CHAPTER I
INTRODUCTION
A. The Background of The Study
Communocatoon on a uanguage os carroed out through two basoc human
actovotoes, nameuy speakong and uostenong. Speakong os a basoc skouu whoch takes
partocuuar roue to communocate and to express the odeas or feeuongs on human
actovotoes. Speakong os auso a toou of communocatoon for students to communocate
woth the teachers and cuassmates. Through speakong the teacher can convey the
uessons and the students can expand theor knowuedge. The students can convey
what they do not understand about the uesson. That os why the speakong skouu os
reauuy needed on teachong and uearnong Enguosh.
However, speakong skouu os stouu a probuem to many students. Based on the
wroter’s observatoon on SMK N 2 Tebong Tonggo on March 2015, many students
couud not speak Enguosh fuuentuy. From some ontervoews woth the students
concernong how they become so poor on speakong Enguosh, the wroter found that ot
was because of the uecturong method whoch os auways appuoed by the teacher. The
students were asked to memoroze the conversatoon stated on the text book, then
practoced ot on front of the cuass. Therefore, ot dodn’t gove the chance for students to
express theor own odeas and auso dod not encourage them to be confodent on
speakong Enguosh weuu eother. It can be seen from the students’ uow score on
speakong.
1
2
Tabue. 1.1 Students’ Score of Speakong Competence
Semester
Score
Students
Percentage
Mean
1st semester
the score of t-table (2.000). It means that the alternative hypothesis (Ho) is
rejected. Therefore, the alternative hypothesis (Ha) which is formulated as “the
students’ achievement in speaking skill taught by using Community Language
Learning is higher than that taught by using Lecturing method” is true in this
research. In other words, it is concluded that Community Language Learning
method significantly affects the students’ achievement in speaking skill rather
than lecturing method.
B. Suggestions
Based on the conclusion above, the researcher gives suggestions as
follows:
1. The English teachers should apply Community Language Learning in
teaching speaking because this method is proved effective to improve the
speaking skill of the students
2. The students should use Community Language Learning because it helps the
students to convey their opinion from Bahasa into English comfortably.
44
45
3. It is suggested that teacher should stimulate and motivate students to make
the activity of speaking as a pleasure while applying Community Language
Learning.
REFERENCES
Arikunto, Suharsimin 2002n Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi
Aksaran
Ary, Donaldn 2002n Introduction to Research in Education isixth edition). USA:
Wordsworth Thomson Learningn
Azam, Ismuln 2014n The Effect of Community Language Learning on Students’
Speaking Achievement. Thesisn 2edan: State University of 2edann
Best, Jn Wn & Khan, Jn Vn 2002n Research in Education 7th Editionn New Delhi:
Prentice Hall
Bloom, Bn Sn 2004n Taxonomy of Educational Objectives: Cognitive Domainn
New York: David 2cKayn
Brown, Hn Dn Douglasn 2004n Language Assessment: Principles and Classroom
Practice. New York: Longman
Brown, Hn Douglasn 2004n Language Assessment: Principles and Classroom
Practicesn San Fransisco: Pearson Educationn
Brown, Hn 2007n Teaching by Principles: An Interactive Approach to Language
Pedagogy. Third Editionn San Francisco: Pearson Educationn
Fulcher, Gn (2003)n Testing Second Language Speaking. UK: Longman
Gillies, Rn 2010n The Teacher’s Role in Implementing Cooperative Learning in the
Classroom. Switzerland: Swiss Federal Institute of Technologyn
Harmer, Jn 2011n The Practice of English Language Teaching i3rd Edition). UK:
Cambridge University Pressn
Hughes, An 2002n Testing for Language Teaching. Cambridge: Cambridge
University Press
Kementerian Pendidikan dan Kebudayaann 2014n Bahasa Inggris Kelas XIn Jakarta:
Kementerian Pendidikan dan Kebudayaann
2cKay, Sandran 2006n Researching Second Language Classrooms. New Jersey:
Lawrence Erlbaum Associatesn
2eagher, Lindan D & Devine, Thomasn Gn 1993n Handbook on College Teaching.
2ichigan: Holloowbrook Pubn
46
47
2ukminatien, Nurn 2000n The Advantages of Using an Analytic Scoring
Procedure in Speaking Assessment. TEFLIN Journal, Voln XI
Pandiyan 2013n Rubrics on Scoring English Test for Four Language Skills. Ragam
Jurnal Pengembangan Humanioran Vol 13: 43-49n
Panjaitan, Lindasarin 2011n The Effect of Community Language Learning iCLL)
on the Students’ Speaking Achievement. Thesisn 2edan: State University
of 2edann
Parker, Rayn 1991n Two Case Studies of Community Language Learning with
Possible Implication for the Natural Order Hypothesisn Revista Elicantina
de Estudios Inglenesn Vol 1: 103-123n
Richard, J & Rodgers, Tn 2001n Approaches and Methods in Language Teachingn
UK: Cambridge University Pressn
Setiyadi, An 2006n Teaching English as A Foreign Language. Yogyakarta: Graha
Ilmun
Sinulingga, Lia Sn 2014n Improving the Students’ Speaking Achievement by
Applying Time Token Technique. Thesisn 2edan: State University of
2edann
Tangkas, In 2005n Research Methodology in Social and Education. 2edan:
Unimed Pressn
BBCn
2011n
Fact
or
Opinion.
(online)n
(http://wwwnbbcnconuk/skillswise/factsheet/en06opin-l1-f-what-is-factand-opinion accessed on 2ay, 22nd 2015 time 10n41 A2)
2onalisan 2012n The Use of Community Language Learning Method to Improve
Speaking Ability of the First Year Students at Islamic Vocational High
School of Batu. (Online)n (http://wwwninfodiknasncom/the-use-ofcommunity-language-learning-method-to-improve-speaking-ability-ofthe-first-year-students-at-islamic-vocational-high-school-of-batunhtml
accesed on February, 22nd 2015 time 10n59 A2)
Riyani, Septin Student- initiated Community Language Building to Implement
Community Language Learning iCLL): The Experiment outside the
Classroom.
(Online)n
(http://wwwnacademianedu/4515292/Studentinitiated_Community_Building_to_Implement_Community_Language_L
earning_CLL_The_Experiment_outside_the_Classroom accessed on June,
4th 2015 time 3n17 P2)
ON STUDENTS’ ACHIEVEMENT
IN SPEAKING SKILL
A THESIS
Submitted in Partial Fulfillment of the Requirement
for the degree of Sarjana Pendidikan
By:
SITI KHAIRIN NASHROH
Registration Number 2113121066
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2015
ABSTRACT
Nashroh, Siti Khairin. 2015. 2113121066. The Effect of Community Language
Learning on Students’ Achievement in Speaking Skill. A Thesis. English
Department. Faculty of Languages and Arts. State University of Medan.
This study aims at investigating the effect of Community Language Learning on
students’ achievement in speaking skill. It was conducted by using experimental
research design. The population of this research was the eleventh (XI) grade
students of SMKN 2 Tebing Tinggi. In this study the sample was 40 students, 20
of which were taken as the experimental group and 20 as control group. The
experimental group was taught by using Community Language Learning method.
The data of this study was collected by oral test. To obtain the reliability of the
test, the writer used the Pearson’s’ Product Moment Formula. The result of the
study showed that the reliability of the test was 0.73. The data were analyzed by
using t-test formula, the analysis showed that the mean score of students in the
experimental group was higher than the score of students in the control group at
the level of significance 0.05 with the degree of freedom (df) 38; the t-observed is
5.07 while the t-table is 1.686. Therefore, the null hypothesis (Ho) is reIected and
the hypothesis alternative (Ha) is accepted.
Keywords: Community Language Learning, Students’ Achievement, Speaking
Skill
i
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thanks to the most
gracious and merciful, the almighty God, Allah SWT and also Prophet Muhammad
SAW for the love and blessing so the writer has finally completed this thesis. This
thesis is submitted to the English Department, Faculty of Languages and Arts,
State University of Medan as a partial fulfillment of the requirements for earning
the degree of Sarjana Pendidikan.
During the process of completing this thesis the researcher has worked
with a great number of people. To whom she would like to extend her sincere
gratitude for their guidance, suggestions, and comments for:
Prof. Dr. Syawal Gultom, M.Si., the Rector of State University of Medan.
Dr. Isda Pramuniati, M.Hum., the Dean of Languages and Arts Faculty.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English Department, who
took the role of being her Examiner.
Nora Ronita Dewi, S,Pd., S.S., M.Hum., the Head of English Education
Study Program.
Dra. Masitowarni Siregar, M.Ed., her Thesis Advisor I.
Indra Hartoyo, S.Pd., M. Hum., her Thesis Advisor II.
Isli Iriani Indiah Br. Pane, S.Pd., M. Hum., her Academic Advisor.
Prof. Dr. Busmin Gurning, M.Pd., her Thesis Examiner.
All lecturers who have taught her in this English Department.
Euis Sri Wahyuningsih, S.Pd., M.Pd., the Staff Administration of
English Department.
Eri Susanto, S.Pd., the Principal of SMK Negeri 2 Tebing Tinggi.
Legimin, S.Pd the Vice Principal of SMK Negeri 2 Tebing Tinggi.
Siti Zakia, S.Pd., the English Teachers of SMK N 2 Tebing Tinggi.
Paino and Yuhanim, S.Pd.I., her beloved parents for giving her
everlasting love, affection, supports, prays, and hard works, her younger
ii
sister, Siti Mardiah, her younger brothers M. Fadlul Azmi and Alm. M.
Mulkan Hariz who supported the writer to be hard working to finish her
study in Faculty of Languages and Arts, State University of Medan.
Her beloved friends, Widya Putri Amelia, S.Pd., Diah Khoirunnisa
Harahap, S.Pd., Intan Nilam Sari, S.Pd., Indah Pratama Prida, S.Pd.,
Vika Chairani Lubis, S.Pd., Novia, S.Pd., Nuridha Yanti, S.Pd., Lilis
Aldila, S.Pd., Khoiriah Harahap, S.Pd., Wira Octorenny, S.Pd., Rony
PM, S.Pd., Phupuh Citra Dewi, S.Pd., and also the Regular C Family
2011 and PPLT SMAN 4 Kisaran Family for always being there when
she needed their support and motivation and all people who cannot be
mentioned one by one, she says thank you.
Last but not least, the researcher realizes that her thesis still has some
weaknesses and mistakes. Thus, she would be grateful to accept any suggestion
and correction from anyone for the better writing.
Medan, Desember 2015
The Researcher,
Siti Khairin Nashroh
Reg. Number 2113121066
iii
TABLE OF CONTENT
ABSTRACT....................................................................................................... i
ACKNOWLEDGEMENT................................................................................ii
TABLE OF CONTENT....................................................................................iN
LIST OF TABLES............................................................................................ Ni
LIST OF APPENDICES.................................................................................. Nii
CHAPTER I. INTRODUCTION.....................................................................1
A. The Background of the Study............................................................... 1
B. The Problem of the Study..................................................................... 4
C. The Objective of the Study................................................................... 4
D. The Scope of the Study.........................................................................4
E. The Significance of the Study............................................................... 5
CHAPTER II. LITERATURE REVIEW.......................................................6
A. Theoretical Framework.........................................................................6
B. Students’ Achievement in Speaking Skills........................................... 6
C. Speaking Skills......................................................................................7
1. The Elements of Speaking................................................................ 8
D. Assessment of Speaking....................................................................... 11
E. Agreeing and Disagreeing an Opinion.................................................. 14
F. Community Language Learning............................................................16
1. Community Language Learning Design...........................................17
2. Teacher’s Role in CLL......................................................................18
3. Learners’ Role in CLL...................................................................... 19
4. The Principles of CLL...................................................................... 20
5. Advantages and Disadvantages of CLL............................................23
G. Relevant Studies................................................................................... 24
H. Conceptual Framework.........................................................................25
I. Hypothesis.............................................................................................. 26
CHAPTER III. RESEARCH METHOD........................................................ 27
A. Research Design................................................................................... 27
B. Population and Sample......................................................................... 28
C. Instrument for Collecting Data............................................................. 28
D. Procedure for Collecting Data.............................................................. 29
1. Pre-test.............................................................................................. 29
2. Treatment.......................................................................................... 29
iv
3. Post-test.............................................................................................31
E. Scoring of the Test................................................................................ 31
F. Validity and Reliability of the Test....................................................... 31
1. Validity of the Test........................................................................... 31
2. Reliability of the Test........................................................................37
G. The Technique for Data Analysis......................................................... 39
H. Statistical Hypothesis............................................................................39
CHAPTER IV. DATA ANALYSIS AND RESEARCH FINDING..............40
A. Data Analysis........................................................................................40
1. Testing the Reliability of the Test................................................... 41
2. Analyzing the Data by using t-test formula.....................................41
3. Testing Hypothesis.......................................................................... 42
CHAPTER V. CONCLUSION AND SUGGESTIONS.................................44
A. Conclusion................................................................................................44
B. Suggestions...............................................................................................44
REFERENCES..................................................................................................46
APPENDICES................................................................................................... 48
v
LIST OF APPENOICES
APPENDIX A. Pre-Test and Post-Test of Experimental and Control Group.....48
APPENDIX B. The Score of Pre-Test of Experimental and Control Group...... 49
APPENDIX C. The Score of Post-Test of Experimental and Control Group.... 51
APPENDIX D. The Total Score of Pre-Test and Post-Test of Experimental and
Control Group........................................................................... 53
APPENDIX E. The Calculation of the t-test.......................................................55
APPENDIX F. The Statistical Analysis for Reliability of the test..................... 57
APPENDIX G. The Calculation of Reliability of the test.................................. 58
APPENDIX H. Percentage Points of the T Distribution.....................................60
APPENDIX I. Lesson Plan of Experimental Group........................................... 61
APPENDIX J. Lesson Plan of Control Group.................................................... 76
APPENDIX K. The Data Transcription of Speaking in Experimental Group....93
APPENDIX L. The Data Transcription of Speaking in Control Group............. 95
vii
LIST OF TABLES
Table 1.1 Students’ Score of Speaking Competence.......................................... n
Table n.1 Assessment in Speaking Test..............................................................11
Table n.n Expression of Agreeing and Disagreeing with an Opinion ................15
Table 3.1 Experimental Research Design........................................................... n7
Table 3.n Treatment in Experimental and Control Group.................................. n9
Table 3.3 Assessment in Speaking Test..............................................................31
Table 4.1 The Result of the T-test Calculation.................................................... 4n
vi
CHAPTER I
INTRODUCTION
A. The Background of The Study
Communocatoon on a uanguage os carroed out through two basoc human
actovotoes, nameuy speakong and uostenong. Speakong os a basoc skouu whoch takes
partocuuar roue to communocate and to express the odeas or feeuongs on human
actovotoes. Speakong os auso a toou of communocatoon for students to communocate
woth the teachers and cuassmates. Through speakong the teacher can convey the
uessons and the students can expand theor knowuedge. The students can convey
what they do not understand about the uesson. That os why the speakong skouu os
reauuy needed on teachong and uearnong Enguosh.
However, speakong skouu os stouu a probuem to many students. Based on the
wroter’s observatoon on SMK N 2 Tebong Tonggo on March 2015, many students
couud not speak Enguosh fuuentuy. From some ontervoews woth the students
concernong how they become so poor on speakong Enguosh, the wroter found that ot
was because of the uecturong method whoch os auways appuoed by the teacher. The
students were asked to memoroze the conversatoon stated on the text book, then
practoced ot on front of the cuass. Therefore, ot dodn’t gove the chance for students to
express theor own odeas and auso dod not encourage them to be confodent on
speakong Enguosh weuu eother. It can be seen from the students’ uow score on
speakong.
1
2
Tabue. 1.1 Students’ Score of Speakong Competence
Semester
Score
Students
Percentage
Mean
1st semester
the score of t-table (2.000). It means that the alternative hypothesis (Ho) is
rejected. Therefore, the alternative hypothesis (Ha) which is formulated as “the
students’ achievement in speaking skill taught by using Community Language
Learning is higher than that taught by using Lecturing method” is true in this
research. In other words, it is concluded that Community Language Learning
method significantly affects the students’ achievement in speaking skill rather
than lecturing method.
B. Suggestions
Based on the conclusion above, the researcher gives suggestions as
follows:
1. The English teachers should apply Community Language Learning in
teaching speaking because this method is proved effective to improve the
speaking skill of the students
2. The students should use Community Language Learning because it helps the
students to convey their opinion from Bahasa into English comfortably.
44
45
3. It is suggested that teacher should stimulate and motivate students to make
the activity of speaking as a pleasure while applying Community Language
Learning.
REFERENCES
Arikunto, Suharsimin 2002n Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi
Aksaran
Ary, Donaldn 2002n Introduction to Research in Education isixth edition). USA:
Wordsworth Thomson Learningn
Azam, Ismuln 2014n The Effect of Community Language Learning on Students’
Speaking Achievement. Thesisn 2edan: State University of 2edann
Best, Jn Wn & Khan, Jn Vn 2002n Research in Education 7th Editionn New Delhi:
Prentice Hall
Bloom, Bn Sn 2004n Taxonomy of Educational Objectives: Cognitive Domainn
New York: David 2cKayn
Brown, Hn Dn Douglasn 2004n Language Assessment: Principles and Classroom
Practice. New York: Longman
Brown, Hn Douglasn 2004n Language Assessment: Principles and Classroom
Practicesn San Fransisco: Pearson Educationn
Brown, Hn 2007n Teaching by Principles: An Interactive Approach to Language
Pedagogy. Third Editionn San Francisco: Pearson Educationn
Fulcher, Gn (2003)n Testing Second Language Speaking. UK: Longman
Gillies, Rn 2010n The Teacher’s Role in Implementing Cooperative Learning in the
Classroom. Switzerland: Swiss Federal Institute of Technologyn
Harmer, Jn 2011n The Practice of English Language Teaching i3rd Edition). UK:
Cambridge University Pressn
Hughes, An 2002n Testing for Language Teaching. Cambridge: Cambridge
University Press
Kementerian Pendidikan dan Kebudayaann 2014n Bahasa Inggris Kelas XIn Jakarta:
Kementerian Pendidikan dan Kebudayaann
2cKay, Sandran 2006n Researching Second Language Classrooms. New Jersey:
Lawrence Erlbaum Associatesn
2eagher, Lindan D & Devine, Thomasn Gn 1993n Handbook on College Teaching.
2ichigan: Holloowbrook Pubn
46
47
2ukminatien, Nurn 2000n The Advantages of Using an Analytic Scoring
Procedure in Speaking Assessment. TEFLIN Journal, Voln XI
Pandiyan 2013n Rubrics on Scoring English Test for Four Language Skills. Ragam
Jurnal Pengembangan Humanioran Vol 13: 43-49n
Panjaitan, Lindasarin 2011n The Effect of Community Language Learning iCLL)
on the Students’ Speaking Achievement. Thesisn 2edan: State University
of 2edann
Parker, Rayn 1991n Two Case Studies of Community Language Learning with
Possible Implication for the Natural Order Hypothesisn Revista Elicantina
de Estudios Inglenesn Vol 1: 103-123n
Richard, J & Rodgers, Tn 2001n Approaches and Methods in Language Teachingn
UK: Cambridge University Pressn
Setiyadi, An 2006n Teaching English as A Foreign Language. Yogyakarta: Graha
Ilmun
Sinulingga, Lia Sn 2014n Improving the Students’ Speaking Achievement by
Applying Time Token Technique. Thesisn 2edan: State University of
2edann
Tangkas, In 2005n Research Methodology in Social and Education. 2edan:
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