Download TEACHING SPEAKING USING COMMUNICATIVE APPROACH AT

TEACHING SPEAKING USING COMMUNICATIVE APPROACH
AT THE SIXTH GRADE STUDENTS OF SDN 1 CILEDUG
KEC. NGAMPRAH KAB. BANDUNG BARAT
Yudhi Firmansyah (09220157)
[email protected]
English Education Study Program Language and Arts Department Sekolah Tinggi Keguruan Dan Ilmu Pendidikan
(STKIP) Siliwangi Bandung
ABSTRACT
The objective of this research entitled “Teaching Speaking using Communicative Approach at the Sixth The
objective of this research entitled “Teaching Speaking using Communicative Approach at the Sixth Grade
Students of SDN 1 Ciledug Kec. Ngamprah Kab. Bandung Barat” was to find out whether or not the teaching
speaking using communicative approach was effective to increase the students’ speaking English ability. The
design of this research was one group pretest-posttest design. The research method was quantitative method.
The instrument of this research was the speaking test. The population of this research was 31 students of the
sixth grade at SDN 1 Ciledug Kec. Ngamprah Kab. Bandung Barat in academic year 2012-2013 and the
sample was entire population. The collected data was analyzed using the t test formula. The results of the
data analysis showed that: mean score of pretest was 59.5 mean score of posttest was 69.8, and tobserved was
14.73. The tcritical value with df = n-1 (31 - 1 = 30) and level of significance at 0.05 (5%) was 2.04. Based on the
data analysis above, the alternative hypothesis was accepted because the tobserved was higher than tcritical level
(14.73 > 2.04). It also mean that the teaching speaking using communicative approach is effective to increase
student’s speaking English ability.
Keyword: Teaching, Speaking, Approach, and Communicative Approach
A. BACKGROUND
students regard this subject difficult. In this case
students are demanded to have a hobby in speaking
and practicing. That is why the teachers’ help is
absolutely needed to increase their achievement.
One of the teaching methods that is effective in
improving speaking for students is a communicative
approach. Communicative language teaching method
is still relevant today. It has served as the major
source of influence on language teaching practices
around the world. According to Richards (2006: 2)
“Communicative language teaching sets as its goal
the teaching of communicative competence.”
Communicative language teaching can be understood
as a set of principles about the goal of language
teaching, how learners learn a language, the kinds of
classroom activities that facilitate learning, and the
role of teachers and learners in classrooms.
Therefore, based on the background above, the
writer conducted a research to know how far the
ability at the sixth grade students of SDN 1 Ciledug
Kec. Ngamprah Kab. Bandung Barat after being
taught with speaking by using communicative
approach.
In national curriculum, English is regarded as
foreign language taught since elementary up to
university level. Meanwhile, phenomenon found
that is principal’s policy, which students must
pass national exam rather than be capable to
communicate. It is presumed that parents are
also more concerned with their son’s score that
real achievement in relation to English subject.
People should know language as a medium of
communication.
In spite of learning English from the fourth grade
to sixth grade of elementary school, students
apparently tend to find difficulty to convey
information to others of course in English. It was
my student asked me why he could not speak
English despite long period of having learned it.
It’s just a matter of communicative ability. I
come up with the idea of providing real-life
situation so that they can improvise not just
repetition and drills.
Therefore, to get a good achievement for English
subject especially in speaking, students need
perseverance and patience in learning it since most
.
1
B. LITERATURE REVIEW
1. Definition of Teaching
Teaching is an activity which is performed directly
by human beings, he describes that the teaching
process not only in teaching –learning process but
also in our daily life for example; When parent give
an explanation how to wear shoes their under five
children (Brumfit, 1984:115).
Teaching is showing or helping someone to learn
how to do something providing with knowledge
causing to know or to understand (Brown, 1994: 7)
According to Haycraft (1978:14) “a few simple
techniques which are not difficult to remember, but
which few teachers manage to observe all the time:
1. Look at all the students in the class
2. Vary your techniques for asking questions
3. Don’t go round the class
4. Include everyone
5. Make sure the class is seated in the best possible
way
6. Limit teacher talking time
7. Write clearly
8. Encourage your students
9. Be careful with the use of grammatical terms
10. Encourage your students to practice English
outside the classroom
11. Take account of different levels within the class
12. Deal with individual problems
13. Correct your students
14. Pair and group work
15. Use their names correctly
4.
5.
6.
7.
8.
Mime stories
Telling jokes
Talks/lecturettes
Conversation
Role playing and improvisation
3. Definition of Approach
According to Richards and Rogers (1986:16)
“approach defines assumptions, beliefs and
theories about the nature of language and
language learning”. Brown (1994) states that
“approach is a theoretical positions and beliefs
about the nature of language, language learning”.
Anthony (1963) said that “approach is a set of
assumptions dealing with the nature of language,
learning and teaching”.
Based on definitions above, it can be concluded
that approach is an assumption about the nature
of language and language learning that serve
language teaching.
4.
Definition of Communicative Approach or
Communicative Language Teaching (CLT)
The communicative approach (CA) was developed by
Robert Langs MD, In the early 1970's. It is a new
theory or paradigm of emotional life and
psychoanalysis that is centered on human adaptations
to emotionally-charged events--with full appreciation
that such adaptations take place both within
awareness (consciously) and outside of awareness
(unconsciously). The approach gives full credence to
the unconscious side of emotional life and has
rendered it highly sensible and incontrovertible by
discovering a new, validated, and deeply meaningful
way of decoding unconscious messages. This
procedure-called trigger decoding--has brought forth
new and highly illuminating revisions of our
understanding of both emotional life and
psychotherapy, and it calls for significant changes in
presently accepted psychoanalytic thinking and
practice.
According to Brown (1994:78) “The communicative
approach is usually characterized as a broad approach
to teaching, rather than as a teaching method:.
As such, it is most often defined as a list of general
principles; one of the most recognized of these lists is
five features of CLT:
1. An emphasis on learning to communicate
through interaction in the target language.
2. The introduction of authentic texts into the
learning situation.
2. Definition of Speaking
According to Hornby (1995:826) Speaking is also
one of the language arts that is most frequently used
by people all over the world. The art of speaking is
very complex. It requires the simultaneous use of the
number of abilities which often develop at different
rates. Generally, there are at least four components of
speaking skill concerned, they are: comprehension,
grammar, vocabulary, pronunciation, and fluency.
1. Comprehension
2. Grammar
3. Vocabulary
4. Pronunciation
5. Fluency
According to Haycraft (1978:82) The teacher have
been presented a new language to the student, it is
essential that they practice speaking that language in
a variety of ways and really learn to use what they
have been taught.
1. Maximise student-talking
2. Dialogues
3. Chain stories
2
3.
The provision of opportunities for learners to
focus, not only on language, but also on the
Learning Management Process.
4. An enhancement of the learner’s own personal
experiences as important contributing elements
to classroom learning.
5. An attempt to link classroom language learning
with language activities outside the classroom.
These five principles show that the
communicative approach is focused on the needs and
desires of their learners. Under this broad umbrella
definition, any teaching practice that helps students
develop their communicative competence in an
authentic context is deemed an acceptable and
beneficial form of instruction. Therefore, in the
classroom the communicative approach often takes
the form of pair work and group work requiring
negotiation and co-operation between learners,
fluency based activities that encourage learners to
develop language functions, as well as discreet use of
grammar and pronunciation activities.
Classroom activities used in the communication
approach: Information Gap, Role Play, Conversation
or Dialogue, Interviews, Games, and Language
exchange, Surveys, Pair work, Learning by Teaching.
5.
one group. McMillan and Schumacher (2001:331)
states that:
One-Group Pretest-Posttest Design
Group Pretest
A
O
Treatment
X
Posttest
O
Time
In one-group pretest-posttest design, a single group of
subjects is given a pretest (O), then the treatment (X),
and then the posttest (O). The pretest and posttest are
the same, just given at different times. The result that
is examined is a change from pretest to posttest.
2. Research Method
In this research, the writer used quantitative research
method. Crowl (1996:10) states that quantitative
research methods are used to examine questions that
can be best answered by collecting and statistically
analyzing data that are in numerical form.
3. Research Instrument
In this research, the writer used two kinds of
instruments were used in collecting data; pretest and
posttest. The test contained 20 multiple choice
questions (a, b, c, and d) with one correct answer.
The writer made the test material based on the book
reference. After the students did the posttest, then
analyzed using the t test.
Defitinion of Young Learners
According to Wendy A. Scott (:8) Children of ten are
relatively mature children with an adult side and a
childish side. Many of the characteristics listed above
will be things of the past.
1. Their basic concepts are formed. They have very
decided views of the world.
2. They can tell the difference between fact and
fiction.
3. They ask questions all the time.
4. They rely on the spoken word as well as the
physical world to convey and understand
meaning.
5. They are able to make some decisions about
their own learning.
6. They have definite views about they like and
don’t like doing.
7. They have a developed sense of fairness about
what happens in the classroom and begin to
question the teacher’s decisions.
8. They are able to work with others and learns
from others.
4. Research Population and Sample
The population of this research is all the students of
Class VI SDN 1 Ciledug Kec. Ngamprah Kab.
Bandung Barat which consisted of 31 students.
For the sample the writer took all of the population
on one class as sample. Where the sample of this
research is 31 students of the sixth grade students of
SDN 1 Ciledug Kec. Ngamprah Kab. Bandung Barat.
5. Research Data Collection
a. Pretest
At the first meeting, the writer gave pretest. This test
is used to know and to measure the students' ability in
speaking before treatment. The pretest held on
February 7th, 2013 to the sixth grade students as the
samples in this research.
b. Treatment
The writer gave the treatment that was teaching
speaking using communicative approach and it was
given after pretest. The writer did the treatment in
two meetings that was on 14th until 21th February,
2013.
C. RESEARCH METHODOLOGY
1. Research Design
In the research design the writer used The One-Group
Pretest-Posttest Design, because in this research only
the comparator group did not exist and the writer
wanted to know how effective the technique under
c. Posttest of Reading Comprehension
After treatment teaching speaking using the
communicative approach, the writer gave posttest
3
with a different material, but with the same coverage
from the pretest to get the results. The posttest was
aimed to know and to measure the students’ ability
after the treatment. The posttest held on February 28
th
, 2013.
= Summation (Sum Up)
6. Research Data Analysis
a. Finding Out Mean
To find out the mean of the score from the test, Crowl
(1996:140) notes the formula as follows:
N
7. Research Procedures
The writer held an observation to all the students of
the school through some steps. The sample of the
writer’s research is the students of sixth grade in
second semester. Then the writer continued the
research by collecting the data to be analyzed. The
data was collected through pre-experiment with onegroup pretest and posttest designs. The research was
done on February 7th until 28th, 2013. In pretest the
writer gave a test of speaking material without any
methods, and then the writer taught speaking using
the communicative approach. Later, the writer gave a
posttest with a different material, but with the same
coverage from the pretest to get the result in order to
compare with the pretest result.
The data analyzed by the t test formula for nonindependent means, because the writer only took one
group for the writer’s research study. This is means to
find out the see how different the technique used in
teaching and how the application would be resulted
based on the students’ achievement. The next step the
writer made conclusion and suggestion as the result
of the research as the writer’s research paper.
=
n
= Mean
= The score of the students
= The totals of the students
b. Finding Out Standard Deviation
Crowl (1996:140) states that the standard deviation is
the square root of the average squared difference
between each score and the mean score, define as
follows:
SD =
SD
∑X
n
= The difference between the scores of one
person (or matched pair)
= The squared difference between the scores
of one person (or matched pair)
= Square each difference and sum the squares
= Sum the difference and square the sum
= The number of difference
= the standard deviation of the difference in
scoring of the pretest and posttest
= the sum of the scores
= the number of scores
= the sum of the squared scores
= the sum of the scores squared
c. Finding Out Degree of Freedom
Degree of freedom is needed when we want to
compare between the obtained t (
) with the table
entry for relevant df and level significant the degree
of freedom formula is:
D. FINDINGS AND DISCUSSIONS
1. The Result of Pretest
Table 4.1: The Pretest Score
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
df = n-1
n = the number of the students
d. Finding Out the t-observed Using the t-test
Formula
In analyzing the collected data, the writer used
t
test formula. Crowl (1996:179) states that calculated
the t test for non-independent (or correlated) means
as follows:
t=
Where:
= The mean difference between the two sets
of scores
4
Name
DA
H
T
R
YW
AR
AN
AN
AS
AL
AT
AM
AFK
AZS
AM
AR
CSR
CC
C
CW
CA
DS
DAAF
O1
60
50
45
50
60
60
55
70
70
70
50
60
50
50
40
65
55
70
65
50
65
70
70
O12
3600
2500
2025
2500
3600
3600
3025
4900
4900
4900
2500
3600
2500
2500
1600
4225
3025
4900
4225
2500
4225
4900
4900
24
DJ
25
DS
26
DS
27
DH
28
DL
29
DRS
30
ES
31
SBR
Summation
Maks
Min
Mean =
45
40
50
75
70
70
70
75
1845
75
40
2025
1600
2500
5625
4900
4900
4900
5625
113225
5625
1600
59,5
3652,4
Based on the scores of the posttest, it could be known
that the highest score was 90, the lowest one was 45,
and the mean of posttest was 5055,6. Then, the writer
wanted to know the mean and the standard deviation
from the data.
SD=
From the formulation above, Standard deviation of
posttest score was 13,5
Based on the scores of the pretest, it could be known
that the highest score was 75, the lowest one was 40
and the mean of pretest was 59,5. Then, the writer
wanted to know the mean and the standard deviation
from the data.
3. Calculating the t Test for Non-Independent (or
Correlated) Means
Table 4.3 : The Difference between Students’
Pretest and Posttest Scores
SD=
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Sum
Max
Min
Mean
From the formulation above, Standard deviation of
pretest score was 10,7
2. The Result of Posttest
Table 4.2: The Posttest Score
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
Name
DA
H
T
R
YW
AR
AN
AN
AS
AL
AT
AM
AFK
AZS
AM
AR
CSR
CC
C
CW
CA
DS
DAAF
DJ
DS
DS
DH
DL
DRS
ES
SBR
Summation
Maks
Min
Mean =
O2
O22
65
60
55
55
70
70
65
90
85
90
55
70
60
60
45
80
65
85
75
55
75
80
85
50
50
55
85
85
80
80
85
2165
90
45
4225
3600
3025
3025
4900
4900
4225
8100
7225
8100
3025
4900
3600
3600
2025
6400
4225
7225
5625
3025
5625
6400
7225
2500
2500
3025
7225
7225
6400
6400
7225
156725
8100
2025
69,8
5055,6
Pretest
Posttest
D
D2
60
50
45
50
60
60
55
70
70
70
50
60
50
50
40
65
55
70
65
50
65
70
70
45
40
50
75
70
70
70
75
1845
65
60
55
55
70
70
65
90
85
90
55
70
60
60
45
80
65
85
75
55
75
80
85
50
50
55
85
85
80
80
85
2165
5
10
10
5
10
10
10
20
15
20
5
10
10
10
5
15
10
15
10
5
10
10
15
5
10
5
10
15
10
10
10
320
25
100
100
25
100
100
100
400
225
400
25
100
100
100
25
225
100
225
100
25
100
100
225
25
100
25
100
225
100
100
100
3800
75
40
59,5
90
45
69,8
20
5
10,3
400
25
122,5
From the table above, it can be calculated the
summation of pretest was 1845, the highest score was
75, the lowest score was 40, and the mean of pretest
was 59,5. Meanwhile, the summation of posttest is
2165, the highest score was 90, the lowest score was 5
45, and the mean of posttest was 69,8. The mean of
differences between the two sets of scorer was 10,3
and the squared difference between the scores of one
person was 3800.
For computation of the data, the writer used the
following formula based on Crowl t test for nonindependent (or correlated) means (Crowl, 1996:179).
of SDN 1 Ciledug Kec. Ngamprah Kab. Bandung
Barat was still weak. They still were not very
interested in speaking.
2. After the students got speaking using the
communicative approach, their achievement of
speaking was increased. The result shows the
mean of post-test is 69,8. Furthermore, the results
of the analysis of non independent means t test
teaching speaking using communicative approach
at the sixth grade students of SDN 1 Ciledug Kec.
Ngamprah Kab. Bandung Barat were the means
score of pretest was 59,5. Means score of posttest
was 69,8 and tobserved was 14,73. The tcritical value
with df = n-1 (31-1 = 30) and level of significance
at 0,05 (5%) was 2,04. Based on the data analysis
the alternative hypothesis was accepted because
the tobserved was higher than tcritical value (14,73 >
2,02).
3. Teaching
reading
comprehension
using
communicative approach is effective to increase
student’s speaking ability.
From the formulation above, the result of t test is
14,73
4. Calculating the Number of Degree of Freedom
and Critical Value of t-table at 5 % Level of
the Significance for the Degree of Freedom
According to Crowl (1996:180). “To determine if the
t value is statistically significant, it is first necessary
to determine how many df there are.” the df are
determine by taking the number of pairs of subject
minus 1. In this case, there are 31 pairs of subjects.
Consequently the df = 31-1 = 30 at the level of
significance ( ) 0.05 (5%).
For df = 30 are 2,04 for a nondirectional hypothesis.
After analysing the data and collecting them by using
one tailed t test formula on 0,05 level of significant,
tobserved of data above is 14,73 and the degree of
freedom is 30, so the tcritical value is 2,04.
2. Suggestions
This research describes teaching speaking before and
after the treatment with teaching speaking using
communicative approach. Based on the result of this
research, the writer has the recomendations as
follows:
1. It is advisable for the teacher to use
previewing technique properly to improve
the students’ speaking ability.
2. The result of this research is hoped to be a
baseline information for the other researchers
who are interested in the same research topic
by involving more populations and samples
to make more generalization.
5. Discussion
The writer summarizes that use of teaching speaking
using the communicative approach can be apply in
teaching speaking because there is a significant
difference students’ posttest score of before and after
communicative approach.
Similar result were seen when t test revealed a
significant for the list, the tobserved of data above was
14,73 and the tcritical value was 2,04 or the tobserved was
higher than tcritical value (14,73 > 2,02), it mean that the
hypothesis is accepted.
From the explanation above, the writer concluded
that in this research the use of the communicative
approach can improve the students’ speaking ability.
F. BIBLIOGRAPHY
Hornby, A.S. 1995. Oxford Advanced Learner’s
Dictionary of Current Language. Oxford:
Oxford University Press
Larsen-Freeman, Diane. 1986. Techniques and
Principles in Language Teaching. USA:
Oxford University Press
Crowl, Thomas K. (1996). Fundamentals of
Education Research. New York: Brown &
Benchmark Publisher.
MD,
Robert Langs. 1970. What is The
Communicative
Approach.
http://www.escp.org/approach.html,
accessed at 04.00 pm, on December 5th,
2012.
Haycraft, Jhon. 1978. An Introduction to English
Language Teaching. England: Longman
E. CONCLUSIONS AND SUGGESTIONS
1. Conclusions
Based on the findings and discussion in chapter IV, it
can be concluded as follows:
1. The students’ ability based on the writer’s
observation in speaking at the sixth grade students
6
Heaton. 1978. Writing English Language Test.
London: Longman
McMillan, James H. and Sally Schumacher.
(2001). Research in Education: A
Conceptual Introduction. New York:
Longman.
Scott, Wendy A. 1990. Teaching English to
Children. New York: Longman
Richard,J.C. and T.S. Rodgers. (1986).
Approaches and Methods in Language
Teaching. New York: Cambridge
University Press
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