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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 7