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The Effectiveness of Communicative
Language Teaching (CLT)
in English Language Learning and Teaching
Process
in STIE Madani Balikpapan
Kartini Rahmatillah
STIE Madani Balikpapan
Balikpapan, Indonesia
kartinirahmatillah@ymail.com
Abstract—This research focuses on whether the
Communicative Learning Teaching (CLT) has an effect
on the English Learning and Teaching process in STIE
Madani Balikpapan by applying CLT in the classroom
activities. Students still find English to be a difficult
subject to learn, and it seems that there is no
encouragement or a simple way to learn English in a fun
way. This is a descriptive quantitative research that used
distributed questionnaire. There were 68 valid and
reliable questionnaires that can be analyzed deeply.
After being analyzed, it can be concluded that CLT has
affected the English Learning and Teaching process in
STIE Madani Balikpapan, in ways that there was active
participation between lecturer and students, students
learned English in an interesting way in terms of role
play and games while lecturers act as the one who give
guidance. Students are given chance to choose which
activities that can enhance their better learning in
English. Since communicative language teaching (CLT)
has influenced English Learning and Teaching Process
in STIE Madani Balikpapan, lecturers are advised to
apply this approach in their classroom activities and
encourage their students to actively participate in each
activities, whether inside or outside the classroom.
Keywords—CLT, language learning and teaching,
STIE MADANI
I. INTRODUCTION
A. The Structure
The teaching and learning of English is already
started even in preschool, which is the lowest level of
education in Indonesia. In the preschool and
kindergarten level, English is taught in a very fun and
enjoyable way for kids. This suggests the importance
of English, as the learning and teaching of it is
already introduced as early as possible. For state
schools, English has a very limited focus. Thus, it
only has limited hours compared to other subjects.
On the contrary, in private schools, they focus more
on English so that not only it has more hours but
English is also taught outside the class. The lecturer
and the students know well the importance of
mastering English. In fact, in some private schools,
English is used as a delivering language in class.
These things are absolutely good for the users and can
help them to master English fast. Things that are hard
to find in state schools.
In the university level, the teaching and learning
of English is still continued and usually English is put
as an compulsory subject (in Indonesia MKU) which
has a limited portion of time, especially for non-
English major students. The mastery of English
within students also is very limited, even though they
have already learned English since elementary school.
It is very rare to see students that are able to
communicate fluently using English. Though English
is already taught in the beginning of elementary
school, still English becomes difficult to learn and
teach. What is happening to the teaching and learning
of English here? Who should be blamed for this:
lecturer/teacher, government, or students themselves?
What criteria should be used as a benchmark to
whether the teaching and learning process is
successful or not, especially for English? [1].
There are many methods of how English can be
taught and learned. They have their own advantage
and disadvantage. It is hard to define which method is
the best method and which method is the worst,
because these methods exist and many people fit with
many kinds of methods. A certain method may fit in
certain place and user, while the other may not fit into
that area. It is interesting to find out this fact because
the main point of the existence of many different
methods of English learning and teaching, is that
lecturer still seeks out for the best method for students
so that they will be successful in the process of
learning and teaching English. Brown [2] suggests
that lecturers basically do not need some new
methods, but they need a teaching approach that can
embrace works and effective technique to improve
students ability in communication. Berlin [3] points
out also that communicative approach is the base of
3rd International Conference on Current Issues in Education (ICCIE 2018)
Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Advances in Social Science, Education and Humanities Research, volume 326
306
covering 4 (four) skill in comprehending English,
which are listening, speaking, reading, and writing.
CLT or Communicative Language Teaching is a
method of approach that is used widely by lecturers of
English to help students in the process of language
teaching and learning. This kind of method somehow
forces the users to engage in two-way aspects that are
the learner and the lecturers. This involvement is
needed to make the class more active and the
language teaching and learning can be delivered in the
form of class activities.
In relation to the process of learning English in
college, especially in STIE Madani Balikpapan, there
are still students that cannot understand or even
comprehend English correctly. Seen from the students
who passed the subject of English I, we can conclude
that the student having problem with English, they
cannot use English orally or written. . They study and
learn English only because English is a compulsory
subject that everyone must take and learn it in order
to graduate from college. It means that English
becomes a temporary burden that they must follow to
pass college. Researcher find out that students prefer
an interesting and fun classroom with many activities
rather than ordinary classroom where lecturer
becomes the only one that active in classroom. They
like classes where there is involvement between
students and lecturer. They like more on the teaching
process where they are given a paired-activity where
everyone involved together. Besides that, from the
experience of the researcher who taught English
Practice, it seems that most of students enjoy to the
activities in class where they are signed to show and
demonstrate performances, like role play or drama,
presentation, even listening practice using video or
audio media.
That is why researcher wants to find out more
whether the approach of CLT in classroom can
improve student achievement in learning English. The
result of this research will not force lecturer to change
any method of their teaching, but more to give choice
in teaching English that can be applied to their
classroom. English learning and teaching still seek the
best way of methods or approach that can help
lecturers apply them in their class. Changing to other
method or approach is not the solution but to adapt
and apply the suitable methods to our own class that
feel more adequate in helping lecturer success in their
English teaching, and also with the students learning.
The result can then be used as basic evaluation to
the English teaching method basically from those
lecturers teaching English. Also it will be used as
something useful for policy matter and decision
matter mainly to improve the teaching, learning,
lecturer performance and mostly student achievement
in English.
B. Reference Citations
In Section 2 of Literature Review, I used many
theories from experts who know about CLT mainly.
For example the theory of Socheath [4] that discussed
the function of CLT that enables students to have the
opportunity of communicating with each other in the
target language. Also from Savignon [5] stated that
second/foreign language teaching and learning should
be based on promoting learner’s communicative
competence that involves the processes of expression,
interpretation, and negotiation of meaning. This is
because the main key role in learning language is on
the learner itself, as stated by Brown [2]. The theory
from Savignon [6] is the last theory I used about CLT
in which the focus is not on the lecturer but on the
learners in terms of processes and also goals.
II. RELATED WORKS/LITERATURE REVIEW
Communicative language teaching (CLT) is one
of the many methods introduced in language teaching.
Communicative language teaching is based on real-
life situations that require communication. This way
enables students to have the opportunity of
communicating with each other in the target language
[4]. CLT is one of the approaches to second language
pedagogy. It is an approach which views that
second/foreign language teaching and learning should
be based on promoting learners’ communicative
competence that involves the processes of expression,
interpretation, and negotiation of meaning [5]. This
indicates that CLT does not belong to any particular
method of teaching but it is an approach that can give
insights to the incorporation of any methodologies as
long as they promote learners’ communicative
competence.
According to Finocchiaro and Brumfit [7], in CLT
class, teachers expect students to interact with other
people through pair and group work or even in their
writing [2]. Because the teachers’ roles are facilitators
and guide, the teachers might attempt to encourage
students to use language communicatively, such as
role-play. Role play means role to act out; pretend to
be someone else; students are acting out to be a
different person, to modify and imagine as individual
variation. Role play is useful in the application in
social interaction [8]. The characteristic of CLT
classrooms as suggested by Brown [2] is that the role
of learners is central since they are given
opportunities to develop autonomous learning based
on their own learning styles and strategies while the
role of teachers is peripheral, that is, that of facilitator
and guide of learners’ activities. The idea of learner
centeredness has also been identified by Savignon [6]
who suggests that CLT puts the focus on learners not
only in terms of processes but also in terms of goals.
The theories about CLT became the center or
main theme in researcher’s mind that through CLT,
students learn and participate actively in the
classroom activities where they become the center of
Advances in Social Science, Education and Humanities Research, volume 326
307
actors in English learning process. Lecturers act only
as the guide who give instruction to students so that
the process of learning English is still in its pathway,
without crossing the lecturer syllabus.
The use of internet, in a way, helps lecturer and
student in their learning and teaching of English is
another things that the researcher puts on focus in this
research. Wirdayani [9] found out that the most of the
respondents of English lecturers have positive views
of using internet to find their teaching material. Also,
from Aksan, Nur Rifai [10] who investigated the
benefits of mobile phone technology towards teaching
and learning practices at higher schools. The result of
this research is that teachers can use many
applications of their mobile phone from simple to
sophisticated ones. They can use texting facilities
(text message) for checking students’ work progress,
use free social media to give consultation, and many
other features that facilitate them to transfer
knowledge and help students in learning either in or
out of classroom. The last is from Suryani [11] where
she conducted a research about “Exploring the
Internet Usage for English Language Learning.” She
found out that there are many benefits of using
internet for the teaching and learning English, not
only for the teachers/lecturers, but also for the
students. While these studies put internet as the one
that gives benefit to the teaching and learning
English, I found something different on my research,
that internet is not a variable that influences the
process of English learning and teaching, but more on
CLT. It is quite interesting since it is not similar with
most of research I used but it made me surprise with
the result. What I found from this made me conclude
that what makes English learning and teaching
successful is the way the lecturers bring the English
into their classroom activities in which
communicative mostly from the students and the
lecturer acts as the guidance in the process.
III. MATERIAL & METHODOLOGY
A. Data
This research is a descriptive quantitative research
where the data is collected through distributing
questionnaire to students that already passed the
English I subject in the year of 2015-2016. From
distributing questionnaire, then researcher was able to
collect 68 valid and reliable questionnaires that will
be analyzed deeply using the Multiregression
Analysis.
TABLE I. THE NUMBER OF POPULATION
No
Acade
mic Year
Study Program Total
Popula
tion
Undergraduate
Manag
ement (Morni
ng
Class)
Undergra
duate Accounti
ng
(Morning Class)
Undergrad
uate
Accountin
g
(Evening
Class
- A)
Undergrad
uate
Accountin
g
(Evening
Class
- B)
1. 2016-2017
14 30 36 40 120
Source : [16]
Determination of sample amount is done using Bungin’s
formula [12] as follows:
ƞ = N
---------
Nd²+1
The result will be :
Ƞ = 120
------------------
120 (0,05)² + 1
Ƞ = 120
------------------
77(0,025) + 1
Ƞ = 120
-----
1,3
Ƞ = 92.30, rounded to 92.
From the formula above, the result is that the
minimal sample is rounded to 65, then researcher will
take the minimal sample as much as 65 respondents.
But this amount of sample will depend on the
returned questionnaire and whether it is valid and
reliable. For the formula to determine the sample
quota for each class is as follows:
ƞ = Ni x ƞ
N
[12]
Where :
N i= population first stratum size
N = total sample size
ƞ = sample size
Advances in Social Science, Education and Humanities Research, volume 326
308
The proportionate sample determination that was
taken from the students can be seen as follows:
n student Man = 15/ 77x 65 = 12.66, rounded to 13
n student Acc.M = 11/77x 65= 9.28, rounded to 10
n student Acc.EvA= 19/ 77x 65 = 16.03, rounded to
17
n student Acc.EvB = 32 /77 x 65 = 27.01 rounded to
28
So that the respondent sample taking from each class
can be summed up like these:
TABLE II. NUMBER OF SAMPLE
No.
Class
Number
of
Student
Number
of
Sample
1. Management Morning Class
(Man)
15 13
2. Accounting Morning Class (Acc.M)
11 10
3. Accounting Evening A Class
(Acc.EvA)
19 17
4. Accounting Evening A Class (Acc.EvA)
32 28
TOTAL AMOUNT 77 68 Source: [17]
B. Method
Method used in this research is a multiregression
analysis where researcher analyze whether CLT has
an effect to the process of English learning and
teaching in STIE Madani Balikpapan.
1) Reliability Test and Data Validity Test
Reliability Test is actually a tool to measure
questionnaire which becomes the indicator of
variables or constructs. According to Ghozali, a
questionnaire is said to be reliable if someone’s
answer to the question is consistent or stable [13]. The
reliability test is done by using the croanbach alpha.
If the coefficient of Croanbach Alpha is above or
more than 0.60, it is considered reliable; but, if the
coefficient of croanbach alpha is below 0.60, it is not
reliable.
Meanwhile the validity test is used to measure
whether it is valid or not of questionnaire. A
questionnaire is said to be valid if it is able to reveal
something that will be measured by the questionnaire
[13]. Validity test can be done by using the formula of
r-count that is resulted from the SPSS output score,
then this score is compared with the r-table that is
already determined and fit with the sample quantity
being used.
2) Multiple Regression Analysis
Multiple Regression Analysis is used to measure
the quantity of the influence quantitatively from each
change (variable X) to other changes (variable Y).
The general formula of the multiple regression
analysis is as follows:
Y=a+b1X1+b2X2+b3X3+…+bnXn
Where :
Y = English learning process (dependent variable)
a = Constants
X = Usage of internet (independent variable)
3) Determinant Coefficient (R2)
R2 Test or determinant test is an important
measurement in regression, because from which we
can inform good or not a regression model that is
estimated. In other word, the amount from this test
can be used as an indicator of whether close or nor the
regression line to the real data. The amount of
determinant coefficient (R2) reveals how much the
variable Y can be explained by the variable X. If the
coefficient determinant is equal to 0 (R2 = 0), it
means that variation of variable Y cannot be
explained by variable X at all. While if the R2 = 1,
then the variation of Y as a whole can be explained by
variable X. The point is that if R2 = 1 then all
observational point will be definitely on the
regression line. Therefore, regardless how good or
bad a regression equation is, it will be determined by
R2 that has score between 0 and 1.
KD = r² x 100%
Where :
KD = determination coefficient
R = correlation coefficient
[14]
4) Coefficient Correlation Test (R test)
This research uses Pearson’s product moment for
coefficient correlation test (R test). This Pearson’s
Product Moment test is used to find out the
correlation and prove out the hypotheses between 2
(two) variables if the data of both variables are in the
form of interval or ratio. The formula for this
Pearson’s product moment:
r�� = � (ΣXY) – (ΣX)(ΣY) √[ΣX² - (ΣX)²][�Σ²- (ΣY)²]
Source : Suharsimi Arikunto [18]
5) F Test (Simultan)
F Test is used to find out the significance of the
influence of the independent variable simultaneously
toward the dependent variable, where If the Fcount >
Ftable then Ha is accepted or together the independent
variable can explain the dependent variable.
Reversely, if Fcount < Ftable, then H0 is accepted or as
simultaneously the independent variable has no
influence to the dependent variable. To find out
whether it is significance or not, then the probability
is used as much as 5% (α = 0.05):
If sig > ά (0.05), then H0 accepted and Ha
rejected.
If sig < ά (0.05), then H0 rejected and Ha accepted.
6) T Test (Partial)
Advances in Social Science, Education and Humanities Research, volume 326
309
T Test is used to find out the significance of the
influence of the independent variable toward the
dependent variable individually and assume the other
dependent as constant. The significance of this
influence can be estimated by comparing the Ttable and
Tcount.
If the Tcount > Ttable, the independent variable
individually influence the independent variable.
Reversely, if the Tcount < Ttable, the independent
variable individually do not influence the dependent
variable.
Tcount > Ttable means H0 is rejected and Ha is accepted.
Tcount < Ttable means H0 is accepted and Ha is rejected.
T Test can also be seen on the significant phase:
If the significance is < 0.05, H0 is rejected and Ha is
accepted. If the significance is > 0.05, H0 is accepted
and Ha is rejected
IV. RESULTS AND DISCUSSION
A. Results
1) Validity Test Result
TABLE III. CORRELATIONS OF CLT (VARIABLE OF X1)
CL
T
1
CL
T
2
CL
T
3
CL
T
4
CL
T
5
CL
T
6
CL
T
7
CLT
C
L
T
1
Pears
on
Correlation
1 -.
0
49
.2
6
1*
.3
4
3*
*
.3
0
5*
*
.3
6
6*
*
-.
0
05
.512**
Sig. (2-
tailed
)
.6
8
8
.0
2
8
.0
0
3
.0
1
0
.0
0
2
.9
6
6
.000
N 71
71
71
71
71
71
71
71
C
L
T
2
Pears
on
Correlation
-
.0
4
9
1 .
28
0*
.
11
6
.
08
8
.
13
8
.
10
1
.34
8**
Sig. (2-
tailed
)
.6
8
8
.0
1
8
.3
3
7
.4
6
5
.2
5
1
.4
0
4
.003
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
71
CL
T
3
Pears
on
Correlation
.2
6
1*
.2
8
0*
1 .5
7
0*
*
.3
2
5*
*
.4
3
5*
*
.1
2
6
.661**
Sig.
(2-tailed
)
.
02
8
.
01
8
.
00
0
.
00
6
.
00
0
.
29
5
.00
0
N 71
71
71
71
71
71
71
71
C
L
T4
Pears
on
Correlation
.3
4
3*
*
.1
1
6
.5
7
0*
*
1 .6
3
8*
*
.4
6
9*
*
.3
6
0*
*
.801**
Sig. (2-
tailed
)
.0
0
3
.3
3
7
.0
0
0
.0
0
0
.0
0
0
.0
0
2
.000
N 71
71
71
71
71
71
71
71
C
LT
5
Pearson
Corre
lation
.
30
5*
*
.
08
8
.
32
5*
*
.
63
8*
*
1 .
44
3*
*
.
51
0*
*
.77
1**
Sig.
(2-
tailed)
.
0
10
.
4
65
.
0
06
.
0
00
.
0
00
.
0
00
.00
0
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
71
C
L
T6
Pears
on Corre
lation
.3
66*
*
.1
38
.4
35*
*
.4
69*
*
.4
43*
*
1 .2
42*
.730**
Sig. (2-
tailed
)
.0
0
2
.2
5
1
.0
0
0
.0
0
0
.0
0
0
.0
4
2
.000
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
71
CL
T
7
Pearson
Corre
lation
-
.0
0
5
.
10
1
.
12
6
.
36
0*
*
.
51
0*
*
.
24
2*
1 .54
3**
Sig.
(2-tailed
)
.
96
6
.
40
4
.
29
5
.
00
2
.
00
0
.
04
2
.00
0
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
71
C
L
T
Pears
on Corre
lation
.
5
12*
*
.
3
48*
*
.
6
61*
*
.
8
01*
*
.
7
71*
*
.
7
30*
*
.
5
43*
*
1
Sig.
(2-
tailed)
.
0
00
.
0
03
.
0
00
.
0
00
.
0
00
.
0
00
.
0
00
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
71
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
From Table 3, CLT is the only item of CLT2 that
is not valid because the amount of correlation is
below 0.50, which is 0.348 only. Meanwhile, the
others have valid amount of correlation.
Advances in Social Science, Education and Humanities Research, volume 326
310
TABLE IV. CORRELATIONS OF ELT (VARIABLE Y)
EL
P
1
EL
P
2
EL
P
3
EL
P
4
EL
P
5
EL
P
6
EL
P
7
EL
P
E
L
T1
Pearso
n Correla
tion
1 .
4
43*
*
.
2
00
.
3
49*
*
.
2
26
.
3
92*
*
.
0
52
.
6
44*
*
Sig. (2-
tailed)
.0
0
0
.0
9
4
.0
0
3
.0
5
8
.0
0
1
.6
6
5
.0
0
0
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
7
1
EL
T
2
Pearson
Correla
tion
.
44
3**
1 .
55
9*
*
.
23
7*
.
31
3*
*
.
32
0*
*
.
18
6
.
73
1*
*
Sig. (2-tailed)
.
00
0
.
00
0
.
04
7
.
00
8
.
00
6
.
12
0
.
00
0
N 71
71
71
71
71
71
71
71
E
LT
3
Pearso
n Correla
tion
.
2
00
.
5
59*
*
1 .
1
28
.
1
49
.
0
50
.
1
10
.
5
05*
*
Sig. (2-
tailed)
.
0
94
.
0
00
.
2
87
.
2
14
.
6
80
.
3
59
.
0
00
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
7
1
EL
T
4
Pearso
n
Correlation
.3
4
9**
.2
3
7*
.1
2
8
1 .2
6
6*
.2
2
4
-.
0
47
.4
9
9*
*
Sig. (2-tailed)
.
00
3
.
04
7
.
28
7
.
02
5
.
06
1
.
69
9
.
00
0
N 71
71
71
71
71
71
71
71
E
LT
5
Pearson
Correla
tion
.
22
6
.
31
3*
*
.
14
9
.
26
6*
1 .
36
9*
*
.
37
0*
*
.
67
0*
*
Sig. (2-
tailed)
.
0
58
.
0
08
.
2
14
.
0
25
.
0
02
.
0
01
.
0
00
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
7
1
E
L
T6
Pearso
n
Correlation
.3
9
2**
.3
2
0*
*
.0
5
0
.2
2
4
.3
6
9*
*
1 .1
8
5
.6
2
0*
*
Sig. (2-
tailed)
.0
0
1
.0
0
6
.6
8
0
.0
6
1
.0
0
2
.1
2
2
.0
0
0
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
7
1
EL
T
7
Pearson
Correla
tion
.
05
2
.
18
6
.
11
0
-
.0
4
7
.
37
0*
*
.
18
5
1 .
47
1*
*
Sig. (2-tailed)
.
66
5
.
12
0
.
35
9
.
69
9
.
00
1
.
12
2
.
00
0
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
7
1
EL
T
Pearso
n Correla
tion
.
6
44**
.
7
31*
*
.
5
05*
*
.
4
99*
*
.
6
70*
*
.
6
20*
*
.
4
71*
*
1
Sig. (2-
tailed)
.0
00
.0
00
.0
00
.0
00
.0
00
.0
00
.0
00
N 7
1
7
1
7
1
7
1
7
1
7
1
7
1
7
1
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
From the Table of Variable Y, which is English
Learning and Teaching Process, it can be seen that
there are 2 (two) items that are not valid, namely item
of ELT 4 and item of ELT 7. These two items have
the output amount below than 0.50, hence they are not
valid items.
2) Reliability Test
As said in Chapter III, the reliability test is done
using the croanbach alpha. If the coefficient of
Croanbach Alpha is above or more than 0.70, it is
considered reliable; but if the coefficient of
Croanbach Alpha is below 0.70, it is not reliable.
TABLE V. VARIABLE ELT
Cronbach's Alpha N of Items
.693.693. 7
TABLE VI. VARIABLE CLT
Cronbach's Alpha N of Items
.746 7
From these tables of Reliability Test, we can
conclude that only variable of ELT that has unreliable
coefficient among the other variables. It has only
0.693 coefficient, which is below 70 of coefficient.
3) Multiple Regression Analysis
Multiple Regression Analysis is used to measure
the quantity of the influence quantitatively from each
change (variable X) to other changes (variable Y).
Advances in Social Science, Education and Humanities Research, volume 326
311
The general formula of the multiple regression
analysis is as follows:
� = � + �X� + bX�
Where :
Y = English learning process (dependent
variable)
a = Constanta
X = use of internet (independent variable)
TABLE VII. COEFFICIENTS OF MULTIPLE REGRESSION
ANALYSIS
We can see from the table of Coefficient above,
the coefficient of B, the Constanta is 15.896, while
the CLT is 0.261 and Internet is 0.209. So, if we put
these coefficients into the formula, it will become like
this:
Y = 15,896 + 0,261 X1 + 0,209 X2
From this formula, the conclusions are:
a. The coefficient of constants is 15.896 which
means that if variable of CLT (X1) and Internet
(X2) are assumed to be constant or there is no
change, then the effectiveness of ELT (Y) is
15.896.
b. Variable of CLT (X1) has coefficient of 0.261,
which means that every 1 unit of increase will
increase the effectiveness of ELT (Y) as much as
0.261 by the assumption that every independent
variables are constant.
c. Variable of I or internet (X2) has coefficient of
0.209, which means that every 1 unit of increase
will increase the effectiveness of ELT (Y) as
much as 0.209 by the assumption that every
independent variables are constant.
4) Determinant Coefficient Test (R2 )
The amount of determinant coefficient (R2)
reveals how much the variable Y can be explained by
the variable X. If the coefficient determinant is equal
to 0 (R2 = 0), it means that variation of variable Y
cannot be explained by variable X at all. While if the
R2 = 1, then the variation of Y as a whole can be
explained by variable X. The point is that if R2 = 1
then all observational point will be definitely on the
regression line. Therefore, whether good or bad a
regression equation is, it will be determined by R2 that
has score between 0 and 1.
TABLE VIII. TABLE 8. MODEL SUMMARY
Model R R
Square
Adjusted
R Square
Std. Error of
the Estimate
1 .522a .272 .251 2.525
a. Predictors: (Constant), I, CLT
b. Dependent Variable: ELP
As seen from table of Model Summary, the
coefficient of R Square (or R2 ) is 0.272 which means
that the independent variables (X1 and X2) have a
contribution influence of 27.2% after it is calculated
to 100% (see formula below) on the dependent
variable (Y) and the rest of 72.8% (after calculated to
100%) is influenced by other factors outside the
independent variables.
KD = r² x 100%
Where :
KD = determination coefficient
R = correlation coefficient
[14]
5) Coefficient Correlation Test (R)
For Coefficient Correlation Test (R test), we can
see from the table of Model Summary below, the R
coefficient is 0,522.
TABLE IX. MODEL SUMMARY OF COEFFICIENT CORRELATION
TEST (R)
Model R R Square Adjusted R
Square
Std. Error of the
Estimate
1 .522a .272 .251 2.525
a. Predictors: (Constant), I, CLT
b. Dependent Variable: ELP
The score of R which is 0.522 shows that
independent variables in the research have a strong
correlation to the dependent variable. See the
indicator of Coefficient Correlation that shows the
meaning of coefficient of 0,522.
TABLE X. COEFFICIENT CORRELATION INDICATOR
Score of Reliability Coefficient
Interval Degree of
Reliability
0.00 – 0.199 Very Low
0.20 – 0.399 Low
0.40 – 0.599 Fair
0.60 – 0.799 Strong
0.80 – 1.000 Very Strong Source : [15]
1) F Test (Simultan)
There are 2 (two) alleged possibilities:
- The null hypothesis (Ho) which states that
there is no significant influence between the
independent variables (CLT and I) on the
dependent variable (ELT).
- Alternative hypothesis (Ha) which states that
there is a significant influence between
independent variables (CLT and I) to the
dependent variable (ELT).
Model Unstandardized Coefficients
Standardized Coefficients
t Sig. Collinearity Statistics
B Std. Error
Beta Tolerance
VIF
1
(Constant) 15.896 2.513 6.326 .000
CLT .261 .114 .312 2.293 .025 .578 1.732
I .209 .109 .262 1.924 .059 .578 1.732
a. Dependent Variable: ELP
Advances in Social Science, Education and Humanities Research, volume 326
312
F Test is used to find out the significance of
the influence of the independent variables
simultaneously toward the dependent
variable, where:
(1) if the Fcount > Ftable or If sig < ά (0,05), then
H0 rejected and Ha accepted = there is
influence of X to Y.
(2) if the Fcount < Ftable or If sig > ά (0,05), then
H0 accepted and Ha rejected = there is no
influence of X to Y.
See this table below for the coefficient of Fcount.
TABLE XI. ANOVA
The value of F-table = α ; k ; (n-k) = 0,05 ;
2 ; (71–2) = 0,05 ; 2 ; 69 = 3,1296
k = the number of independent variables (X)
n = the number of respondent
Conclusion:
The value of F-count is 12,722 > F-table
(3.1296) and the significant value is 0,000
<0,05. Then Ho is rejected and Ha is
accepted which means that there is a
simultaneous influence between CLT and
Internet variables to the ELT variable.
(3) T Test (Partial)
Decision-making on partial testing:
a. If t count < t table or significant value > 0, 05
then Ho is accepted = no influence between
X to Y.
b. If t count > t table or significant value < 0, 05
then Ho is rejected = there is influence
between X to Y.
See the value of t and Sig. from the table of
coefficients below:
TABLE XII. T-TEST
The value of t table = α/2 ; (n – k) = 0,05/2 ;
(71 – 3) = 0,025 ; 68 = 1,9955
k = the number of independent and
dependent variables (X and Y)
n = the number of respondent
Conclusion of X1 (CLT):
The value of t-count is 2,293 > t-table of 1,
9955 and the significant value is 0,025 <
0,05
Then Ho is rejected and Ha is accepted,
which means that there is a partial
influence of variable CLT to variable
ELT.
Conclusion of X2 (Internet):
The value of t-count is 1,924 < t-table
1,9955 and the significant value is 0,059 >
0,05. Then Ho is accepted which means
there is no partial influence between the
variable I (internet) to the ELT variable.
B. Discussion
From the analysis that is already presented here,
the result of this research is quite surprising and not
like other most research about this theme, the result is
somehow different. If in most research, it is found
that internet really give benefit to English learning
and teaching process, not in this research in which
internet is found out to not give influence to the
English learning and teaching process, yet CLT did
instead. I did not know what made it different because
at first I thought internet did influence the English
learning and teaching process and support the CLT
variable. What happened here can be investigated
further in next research or study.
If by theory that CLT plays important in the
successful of English learning and teaching process,
this result of research matched. However, it will be
different if the resut of this research is related with
most research from previous researchers. Anyhow,
this research is not done to find out who is wrong or
who is right about what plays the important role in
English learning and teaching process. It is only to
investigate how to have a successful English learning
ANOVAa
Model Sum of
Squares
df Mean
Square
F Sig.
1
Regression 162.206 2 81.103 12.722 .000
b
Residual 433.512 68 6.375
Total 595.718 70
a. Dependent Variable: ELP
b. Predictors: (Constant), I, CLT
Coefficientsa
Model Unstandardized
Coefficients
Standar
dized
Coefficients
t Sig. Collinearity
Statistics
B Std. Error
Beta Tolerance VIF
1
(Consta
nt)
15.896 2.513 6.326 .000
CL
T
.261 .114 .312 2.293 .02
5
.578 1.7
32
I .209 .109 .262 1.924 .05
9
.578 1.7
32
a. Dependent Variable: ELT
Advances in Social Science, Education and Humanities Research, volume 326
313
and teaching process in one certain place. It will need
a further investigation if we want to find out what is
the most important aspect to have a successful
English learning and teaching.
With the hypotheses given in earlier part of this
research, we can come to one conclusion on how CLT
is the one that influences the English learning and
teaching process in STIE Madani in Balikpapan. This
conclusion will drive us to another conclusion that in
order to have a successful English learning and
teaching process, mostly in STIE Madani Balikpapan,
lecturers are required to adapt or use the approach of
CLT in their activities, whether outside or inside the
classroom. The lecturers are also required to have
their activities that involve students and make them as
the central part while lecturers are mentoring and
giving guidance to the activities.
V. CONCLUSION
From the explanation given from the previous
chapter, the researcher then can conclude the
following:
1) The variable of CLT or Communicative Learning
and Teaching affected the process of English
Learning and Teaching in STIE Madani
Balikpapan as much as 22.93%. It shows that in
order to have a successful process of English
learning and teaching, lecturers are required to
apply and use this approach. They are also asked
to make their classroom more active with
activities that will involve the students, whether it
is done inside or outside the classroom. Lecturer
acts as a guide, while their students as the main
player. The lecturer is responsible for the material
of teaching, which must be chosen in right way.
2) The use of internet is found out to not influence
the English learning and teaching process in STIE
Madani Balikpapan, but together, they have
influences on each other. It needs further
investigation of why internet did not influence the
process, which is in contrast with the results of
most research.
3) The use of internet did not affect the process of
English learning and teaching in STIE Madani
Balikpapan; but with the combination of internet
and CLT, it will have effect on the process. The
effect can be seen in the way lecturers usually find
their teaching material with the help of internet.
However it must be noted that it is not
recommende to rely on the internet thoroughly.
4) Since lecturers are responsible to the teaching
material, it will be wise to consult with the
academic or university about the curriculum since
lecturers are not given free access to have their
teaching material without the involvement of
university. Lecturers may suggest which material
that can help student enhance or improve their
English skill.
5) For further research it will be better to investigate
or even to have experiment research of which
material that lecturers may use in their classroom
that is successful in certain place, and can be
adapted also in other places.
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