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ENHANCING SPEAKING SKILLS
USING
THE COMMUNITY LANGUAGE LEARNING APPROACH
(An Analysis Study of the Elementary Fifth Grade Student’s in SDN 2 Gempol kurung)
SKRIPSI
BY
Maria Ulfa
NPM 10181017
UNIVERSITAS WIJAYA PUTRA
FACULTY OF LANGUAGE AND LITERATURE
ENGLISH DEPARTMENT
2014
ENHANCING SPEAKING SKILLS
USING
THE COMMUNITY LANGUAGE LEARNING APPROACH
(An Analysis Study of The Elementary Fifth Grade Student’s in SDN 2 Gempol kurung)
SKRIPSI
Submitted as a partial fulfillment of the requirements for the
Sarjana Degree in English
BY
Maria Ulfa
NPM 10181017
UNIVERSITAS WIJAYA PUTRA
FACULTY OF LANGUAGE AND LITERATURE
ENGLISH DEPARTMENT
2014
ii
APPROVAL SHEET I
This thesis entitled Enhancing Speaking Skills using The
Community Language Learning by Maria Ulfa, NPM 10181017 has
been approved to be presented in this thesis examination.
Supervisor,
Date: 29th
August 2014
Dra. Arjunani, MM
NIDN. 0715065202
Acknowledged by
The Head of Language and Literature Study Program
Yeni Probowati, S.Pd
NIDN. 0718107701
iii
APPROVAL SHEET II
This thesis entitled Enhancing Speaking Skills using The
Community Language Learning by Maria Ulfa, NPM 10181017 has
been examined in front of the Board of examiners on Sept 1th
.
Board of Examiners Signature Occupation
Yulis Setyowati, S.Pd, M.Pd
NIDN. 0714077502
……………………………
First Examiner
Yeni Probowati, S.Pd
NIDN. 0718107701
……………………………
Second Examiner
Acknowledged by
The Dean of Faculty of Language and Literature
Dra. Arjunani, MM
NIDN. 0715065202
iv
STATEMENT SHEET
Enhancing Speaking Skills using The Community Language
Learning Approach is an original work of the writer to the writer’s
knowledge and belief.
Surabaya, August 2014
Writer
Maria Ulfa
NPM: 10181017
v
DEDICATION PAGE
This Thesis is dedicated to my lovely Ibu, Siti Sholicha thank
you for your love and patience to me, you dedicate your life for your
family, thank you for everything your support all this time, I promise to
be a good daughter as you wish, to my strength Ayah, Sholichin who
teach me about this life, you are not only a father but also a teacher and a
good friend for me.
All of you are the most precious treasure for me…
Your daughter …
vi
ACKNOWLEDGEMENT
Bismillahirrohmanirrohim
First of all, the writer praise is to Allah Lord of the world who
has bestowed upon the writer in completing this skripsi. Peace and
blessing upon our prophet Muhammad SAW, his families, his
companion and his followers.
Special appreciation to the advisor Mrs. Arjunani for her
patience, guidance and warmth during the writing of this thesis. Hers
suggests and critics bring the writer finished this study well. Best regards
and big appreciation for Mrs. Yeni and Mrs. Yulis for their advice in the
working of this thesis. The writer also appreciates all of her lecturer of
Faculty of Language and Literature, Universitas Wijaya Putra for their
dedication to spread their knowledge for all of their students. And also
the writer thank you to the headmaster of SDN 2 Gempolkurung who
give the opportunity for the writer to collected data in there.
So many thanks for all of the writer’s friends in night class and
morning class, all of you are extraordinary. Special thank you to Reyfa
Arfiyah and Hidayatul Khasanah who has been give support and
motivation to the writer. And my beloved, Mochammad Fendi who give
me spirit and make me strength in every moment.
Surabaya, August 2014
Writer
vii
ABSTRACT
Ulfa, Maria. 2014. Enhancing Speaking Skills using The Community
Language Learning Approach. Skripsi, English Department, Faculty of
Language and Literature, Universitas Wijaya Putra. Advisor: Dra.
Arjunani, MM
Keywords: Enhancing, Speaking skill, CLL (Community Language
Learning)
This research analyzes on how far the community language learning
(CLL) techniques can be applied in developing students’ speaking skill in
the elementary fifth grade student. How far the CLL method can be
applied in teaching learning English language process, espsecially for
speaking skill. Community Language Learning method, this method
developed by Charles A. Curran. I.e. where the teacher as an advisor (the
counselor) while the learner as (the client). So, the learner is given the
opportunity to expand own mind to say the chunk in mother tongue (L1)
and then the teacher translated it into target language (L2).
The study was conducted by using descriptive method. This study employs
qualitative approach since it focuses on the process of using CLL method.
The subjects are the fifth grade of elementary students of SDN 2
Gempolkurung by using observation checklist. Meanwhile the student
responses what the material was delivered by the teacher, about “Daily
Activities in the morning”. The student can speak and remember the chunk
of it. And the teacher implement activity in the observation checklist.
All of the data were also meant to find out the lack or goodness CLL of
method is using. The result of the analysis showed that percentage how far
this method can be applied and how far can enhance the speaking skill in
the elementary fifth grade student.
From the observation checklist we could conclude that the CLL method
can apply or not.
viii
TABLE OF CONTENTS
APPROVAL SHEET I ii
APPROVAL SHEET II iii
STATEMENT SHEET iv
DEDICATION PAGE v
ACKNOWLEDGEMENT vi
ABSTRACT vii
TABLE OF CONTENTS viii
I. INTRODUCTION 1
A. Background of the Study 1
B. Statement of the Problem 4
C. Purpose of the Study 4
D. Significance of the Study 4
E. Scope and Limitation 5
F. Definition of Key Terms 5
G. Organization of the Study 6
II. REVIEW OF RELATED LITERATURE 7
A. Definition of Language Learning 7
1. The elements of Language 7
2. Language Skill 8
B. Speaking Skill 8
C. The Method of the Study 9
D. Definition of CLL Method 10
1. The purpose of CLL method 11
2. The Characteristic of CLL method 12
ix
3. Several techniques of CLL method 12
III. RESEARCH METHOD 15
A. Research design 15
B. Subject of the Study 15
C. Setting 16
D. Research Instrument 16
D.1. Observation Checklist 16
D.2. Test 17
E. Data of the Study 17
F. Data Collection 17
G. The Analysis Data 19
IV. FINDINGS AND DISCUSSION 29
A. The Result and The Discussion 29
A.1. The Result of Observation 1 29
A.2. The Result of Observation 2 30
A.3. The Result of Observation 3 31
A.4. Result of Observation Checklist 31
V. CONCLUSION AND SUGGESTION 35
A. Conclusion 35
B. Suggestion 36
BIBLIOGRAPHY
APPENDIX
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Learning English language aims to enhance the skills of the English
language in addition to Indonesia language. English language is a foreign
language in Indonesia is very necessary to be learned and taught to the students
early on.
In the last decade, English has become the most popular foreign language
used for communication between people who do not share the same first language.
As Harmer points out, English is spoken by at least a quarter of the world's
population. It is important, too, to realize that this means it is not spoken by three-
quarters of the population. However, it is clear from the way its use has grown in
the last decade that this situation is about to change. ¹ It means English is really
important for our life, especially for the development of knowledge, science,
culture, and relationship among country.
Remember how important it is for a large of social community so the
English language need to learned for the learner in Indonesia early on, start from
the young learner until university learner, the English language still learned and
certaintly with a different material and agree with their age’s and also so many
¹ Jeremy Harmer, The Practice of English Language Teaching (Fourth Edition) (England: Longman, 2002), p.
18.
2
variations or model of teaching and for the important to speaking English
language itself. Moreover most of teacher’s in Indonesia and education curriculum
too was already entered English language lesson in many syllabus study. However
all of it in many place or classroom still lack to be speak english well even less
used english in daily activity.
Students in Indonesia for now are unable to communicate well, learning
English should be directed to the student to be able to practice communication
skills both orally and in writing. Students need to be given more especially
English language to communicate, not only required to master the knowledge of
the native language, but also the international language. Success in achieving the
goal of learning the language or the English language in particular, is determined
by several factors, among them: the teacher, students, media, models and
methods, techniques, learning atmosphere, and learning technologies. Each of
these elements are interrelated and together will collaborate in the achievement of
learning objectives.
Yet, one of the elements that needs to be addressed is the lack of practice
is speaking directly of the students in communication and the ability of teachers to
adopt the model, method, techniques and innovative strategies, so that learning is
more directed and in accordance with the purpose of learning English language.
The teachers must have the courage to collaborate with a variety of
methods, techniques, and the creation of innovative instructional media in order to
create an exciting learning and able to encourage students to learn. And in English
language method for the lesson itself have so many method, as Diane L. –
3
Freeman have eight methods for teaching one of them are CLL method
(community language learning).
From the above description of the objectives in this paper, the writer focus
more on speaking skills English approach by using CLL (community language
learning) method. Concerning about approach in English literature the approach is
focusing on the connection between the work and the reality. From the approach
in English language learning the writer choose approach by CLL method. This
method developed by Charles A. Curran. I.e. where the teacher as an advisor (the
counselor) while the learner as (the client). The reason why the writer take CLL
learning method, it’s because the writer was considered that this method is a
unique because mostly method where the teacher as the person who give the
material to the learner and the other way the learner accepted the material.
The writer think that when we are learn or to teach English learning with
the approachment of community language learning we are as a teacher or knower
must be mastered all of the material and good translator to support the
effectiveness of community language learning approach in developing student’s
especially in the speaking skill each student’s.
From the explanation above, we know that learning English language is
very important to learn and interaction in the language classroom is very
important too in the process of teaching and learning, how the teaching-learning
process run well also depends on the interaction between the teacher and the
students, the student and the other student. The writer is interested to study with
4
approach by community language in a language classroom - especially speaking -
of the fifth grade in the Elementary School.
B. Statement of the problem
Related to the background of the study, the writer has a problem that may arise.
That:
1. How far the community language learning (CLL) techniques can be
applied in developing students’ speaking skill in the elementary fifth grade
student in SDN 2 Gemppolkurung?
C. The Purpose of the Study
According to the statement of the problem above, so the purpose of the
study intended to be reach in this research that, to know the result of the learning
English language for the speaking skill by using community language learning
method.
D. The Significance of the Study
The writer hopes that this study can improve knowledge and give
contribution for the teacher in the teaching English language process. Then, for
the student this study can be motivated the students to learn English language its
might be increase the speaking skill.
5
E. Scope and Limitation
In order to reach the expected goal, the writer limits the problems on the following
terms:
1. The population of the research is limited to the fifth grade students of SDN
2 Gempolkurung.
2. The writer stresses the analysis on the percentage of CLL method can
applied in the speaking classroom interaction.
3. The study is limited to the CLL method in the speaking classroom of
English language learning.
F. Definition of key terms
To make easier the reader comprehend the substance and the purpose of
this thesis, in underneath the writer present some of meaning about
technical term which used in this write:
Enhancing
“to improve the quality, amount or strength of something” source from
(Cambridge advanced learner’s dictionary 3rd edition)
Speaking Skill
The skill or the ability to communicate orally to give expression
for another people. Knowing and able to use a language orally or making a
speech (A.S Hornby, 1986:827).
Community Language Learning method
Is one of the methods of techniques and principles in language
teaching from Larsen-Freeman, Diane’s book. Where the teacher as the
6
counselor who give translation in the target language and the learner as the
client. In this method more expand the open mind of the learner itself.
G. Organization of the Study
The organization of this analysis begins with chapter one, the introduction
which covers the background of study, statement of the problem, the purpose of
the study, the significance of the study, the scope and limitation, the definition of
key term, and the last one is the organization of study. Following the introduction
is chapter two review of related literature. After wards the analysis act is
discussions are is in chapter three, analysis by action research in communication
of learning speaking in the fifth grade SDN 2 Gempolkurung. The finding and the
discussions are in chapter four. Finally, the writer concluded of the whole research
in chapter five which is the conclusion.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Definition of Learning Language
Learning is a process to know something new, the manner to understand
about what the meaning of something happen or words.
In the world, people doing learning in many things or aspect, one of them
learning language. Why the people learning language?, in the simple answer is
because language for communication, communication between one people to
another people. Language it is a tool for saying in communication what they are
feeling in happened and can show the expression what the people feel.
In language learning has two components which support to be good to
learn language there are:
1. The elements of language
a. Pronunciation
A.S Hornby (1985:670): “pronunciation is a way which a
language or word is spoken”. The pronunciation has role in
comprehension. The listeners are able to miss understanding if the
speakers makes mistake in pronunciation.
8
b. Grammar
Is (the study or use of) the rules about how words change their
form and combine with other words to make sentences. Sources from
Cambridge Advanced Learner’s Dictionary 3rd Edition.
c. Vocabulary
According to A.S Hornby (1985:959): “Vocabulary is a list of
word used in a book, etc”. The role of vocabulary in communication is
important. The speakers should have good vocabulary in speaking.
2. Language skills
Language skill is an ability to use the language it well, the
language skill is to know how the language used. In the English language
have four skills there are; listening, speaking, reading and writing. All of
them to be mastered by the learner. But, in this research the researcher
more focus on speaking skill.
B. Speaking Skill
As the writer wrote in above that the researcher only discuss about
speaking skill because speaking skill to be one of the important goals of learning
English language and students personally it is most needed. The term speaking
ability or what is often called oral language is “the ability that involves skills
needed to express ideas and needs in utterances” (provience of British Colombia,
ministery of Education, 1981:73). It is the channel through which we make our
presence known, reveal our attitudes, and expresses our personalities, our
9
speaking abilities and styles are as individual as we are, but most of as by paying
attention to our strengths and weakness, could develop and polish our skins to
make them more effective.
Actually, speaking is the essential skills from any other language skills
that must be mastered by the students. As Jack C. Richard said; speaking in a
second and foreign language has often been viewed as the most demanding of the
four skills. Speaking is one of the four skill mastery of the English language, there
are; listening, speaking, reading and writing. And especially in speaking skill
how the student can mastered the speaking skill?. On that account the teacher
need some method for teach English language to make easy teaching-learning
process. Here the writer uses the CLL method approach (community language
learning) to deliver material of teaching learning English language.
C. Method of the Study
Observing and collecting the data for accomplishment of the study which
is partially conducted through intensive library research. In research activities the
function of method is very important because the success of research is depending
on the methods applied. It is too difficult to achieve the purpose of research
without using accurate method. The method applied in this study is descriptive
method.
So many methods for the teaching-learning process, as quoted from
Larsen-Freeman’s book, he wrote that in teaching-learning language have eight
methods there are the eight methods: the grammar-translation method, the direct
10
method, the audio-lingual method (the way in used in this method like direct
method but where the teacher give material in the sounds. This is an oral method),
the silent way, suggestopedia, community language Learning (this Method which
the teacher as a counselor and the learner as a client. The learner it’s not in the
classroom situation who the learner accept the material full of pressure for the
teacher but in this method the learner feel secure, and comfortable to speak), the
total physical response, the communicative approach (this method as quoted from
Larsen-Freeman, Diane (1986: 123), “the speaker will choose a particular way to
express his argument,,,, and the listener gives the speaker feedback as to whether
or not he understands what the speaker has said”).
All of the them have a same principles there are: the goal of the teacher
who use the method, the role of the teacher and the role of the learner, how the
teacher respond to student errors, culture/language viewed, characteristics of the
teaching-learning process, what the feelings the student dealt with the method, the
areas of language are emphasized and the evaluation accomplished.
From all of the methods above the writer choose CLL method for this
study, the writer thinks that this method is a unique way to deliver the material
suitable for speaking skill.
D. Definition of CLL Method
There are many various definition of CLL Method from many theories, but
it is impossible to discuss all of them. Therefore, the writer only chooses several
definitions that based on her opinion are important to talk about.
11
Definition CLL method from Diane Larsen-Freeman as quotes by Charles
A. Curran, community language learning (CLL) is the name of a method
developed by Charles A. Curren and his associated. Curren was a specialist in
counseling and a professor of psychology at Loyola University, Chicago. His
application of psychological counseling techniques to learning is known as
counseling-learning. Community language learning represents the use of
counseling-learning theory to teach languages. As the name indicates, CLL
derives its primary insights, and indeed its organizing rationale. The basic
procedures of CLL can thus be seen as derived from the counselor-client
relationship.
1. The Purpose of CLL method
Larsen-Freeman, Diane clarifies the goal of the CLL method the teacher
who use the community language learning method want their students to learn
how to use the target language communicatively, the learner can express any other
word in a foreign language well, and build believe in themselves. This method
based on humanity side which to appreciate the student as human. There are some
lacking and the superiority of CLL:
A. Lacking of CLL method
- This method it’s not based on the curriculum in the school.
- This method it’s not pay attention in differential in any students.
- This method is depending on the counseling with no good
compiled curriculum.
12
- This method definite on little student in the class.
B. The superiority of CLL method
- Pay attention in humanity the learner side.
- In a process teaching-learning the learner feels secure.
- Give freedom for the learner to be more expressive in to speak.
- Be able good relationship between teacher and student.
- Pay attention to learn cooperation between learner and the learner
itself and to grow the principle behind the social in the class.
2. The Characteristic of CLL method
The basic procedures of CLL can thus be seen as derived from the
counselor-client relationship. Consider the following CLL procedures: A group of
learners sit in a circle with the teacher standing outside the circle; a student
whispers a message in the native language (LI); the teacher translates it into the
foreign language (L2); the student repeats the message in the foreign
language; students compose further messages in the foreign language with the
teacher's help; students reflect about their feelings. We can compare the client—
counselor relationship psychological counseling with the learner—knower
relationship in Community Language Learning.
3. Several Techniques of CLL method
Types of learning and teaching activities in CLL method combines
innovative learning tasks and activities with conventional ones based on Diane
Larsen and Freeman. Including:
13
1. Small Group Task. Learners may engage in various group tasks, such
as small-group discussion of a topic, preparing a conversation,
preparing a summary of a topic for presentation to another group,
preparing a story that will be presented to the teacher and the rest of
the class.
2. Tape Recording Student conversation. Students record
conversations in the target language.
3. Transcription. Students transcribe utterances and conversations they
have recorded for practice and analysis of linguistic forms.
4. Reflection and observation. Learners reflect and report on their
experience of the class, as a class or in groups. This usually consists of
expressions of feelings - sense of one another, reactions to silence,
concern for something to say, etc.
5. Reflective Listening. Students listen to a monologue by the teacher
involving elements they might have elicited or overheard in class
interactions.
6. Human Computer. “A student chooses some part of the transcript to
practice pronouncing” (Diane, LF), but still in control of the teacher
itself.
Well, based on the opinion above the writer more interested as described
Larsen-Freeman because it is so detailed and clear both in terms of the principle
and engineering. However, in this study the writer disagree with the use of a tape
recorder because if we look at each basic school which not all have complete
14
equipment such as the availability of a tape recorder in the school will be difficult
to execute this method.
Thus the writer used the CLL (community language learning) method but
did not use a tape recorder, but use other means which are not much different
from any of the techniques that will be used by saying to apply these methods. It’s
because this research is action research so the researcher need observation and
data collection to support this writing.
15
CHAPTER III
RESEARCH METHOD
In this chapter, the researcher presents the description of the research
method used in this study. Firstly described about research design, second, the
subject of the study, the setting of the study, the instrument, the data of the study
and the technique of collecting data, and the last, the data analysis.
A. Research Design
In this study the researcher used an action research design. It was an
approach in developing speaking skill using CLL method. In the action research
that consist of planning, acting, observing and result.
This research to give the new method as alternative way in teaching and
learning process using CLL (Community Language Learning). This study was
conducted to find out the answers to the problem as stated in chapter I. So, the
research used the action research to apply CLL method in the collected data.
B. Subject of the Study
The subject of this research was on the fifth grade of Elementary School
students at (SDN 2 Gempolkurung). The writer chose (SDN 2 Gempolkurung)
with the consideration that this school might be still lack in electronic device
which to support to the teaching-learning process. Therefore, it was form of
challenge to teach English language to them. Here, the researcher wanted them to
16
be easy to learn English with community language learning method but without
electronic device.
C. Setting
The setting of this research was at SDN 2 Gempolkurung. The research
focused on SDN 2 Gempolkurung because the students of this school were it does
not often practice speaking in English language and they are was lack interested
for English language. So, they also lack of motivation to learn English language.
In this CLL method will be applied the teaching-learning process.
D. Research Instrument
An instrument was a devise to get the data. Based on Diane Larsen-
Freeman and several modifications from the researcher herself for changed
electronic device. The researcher was key instrument to support the observation,
the researcher used in research followed:
D.1. Observation Checklist
The observation checklist was used to record the process of
teaching learning of speaking activities by using community language
learning. It was conducted in the form of “yes” or “no” answer. The
process of teaching speaking by community language learning was done
and seen to fill the observation checklist. And using two observer to
observe on observation checklist.
17
D.2. Test
The researcher used test speaking in front of the class.
E. Data of the Study
The data comprised how far were the student can speak English and the
scores that were how many percent the observation checklist result 1, 2 and 3 can
do in every meeting. The data from the observation were needed to find out how
to apply the CLL method and delivered the material of teach. It was presented in
descriptive manner. Meanwhile, the data obtained from the observation checklist
were needed to find out whether the CLL method fitted the students’ problem in
speaking skill in English language can be mastery or not.
F. Data Collection
The collecting data of the research is an important thing for this study. The
data was collected in three meetings.
In every meeting has different technique of CLL method. First, the
researcher used tape recording student conversation and transcription. Second,
transcription and reflection on experience. Then third, the researcher used tape
recording student conversation (transcription) and human computer technique.
In the three meetings here the researcher also presented the planning, the
implementation, observation and the result.
18
a. Planning
After the problem had been identified by preliminary study, the
plan was done to improve the present with CLL method in the class. First
of all the researcher/the teacher prepared the lesson plan for to be easy
way to teach, the basic competence material, the indicator, the assessment,
the time allotment, and the media see (Appendix 1).
The teacher used the speaking skill to be limitation in this
qualitative research. The teacher prepared the material instrument
observation checklist of CLL technique and gives the sample of
conversation.
b. Action
In this action the writer as the teacher also that is doing first
activity in the first observation checklist see (Lampiran 1).
c. Observation
Observation was an activity to collect the data in checklist and
from any aspect of interaction happened in the teaching-learning process.
d. The result
This result the writer calculated the score in any meeting with formula:
Total kegiatan yang dilakukan X 100 = ....... %
Total kegiatan
19
After all of the meeting do in the class and finding the result observation
checklist, if that the result minus from 50% or < 50% , so the CLL method was
not suitable be applied in teaching learning English language speaking class
especially in fifth grade elementary. But, if the result plus from 50% or > 50%, so
the CLL method is suitable be applied.
G. The Data Analysis
In this part, the writer analyzed the observation checklist of the CLL
method that was conducted in three meetings:
First meeting;
In the first meeting was on August 2014.
1. Planning
First of all the researcher/the teacher prepared the lesson plan for to
be easy way to teach, the basic competence material with theme “Daily
Activity”, and also prepared the observation checklist. In the first meeting
the researcher used observation checklist had modificated from Diane L. &
Freeman, that is used implementation tape recording student conversation
and transcription technique of CLL method. See in (Lampiran 1.1)
2. Action
Firstly, she give the greetings to the students. She taught her
student the instruction of community language learning (CLL) method.
Second, she ask her students’ about, “Kegiatan apa saja yang bisa
dilakukan di pagi hari?” the student answer it in Indonesia language. The
20
teacher transcribed the words that what the students want to says in the
chunk and the the teacher give the translation in the target language is
English language. So many variation answer from the learner but the
teacher lead them to put the chunk or phrase in the right order, these are
kinds of phrase:
Table: III.G.2.1
The answer from the learner The teacher translation
Bangun tidur Get up
Mandi Take a bath
Memakai seragam Wear uniform
Makan / Sarapan Have breakfast
Berangkat sekolah Go to school
Then, the teacher lead them to spoken that phrase and the student
follow her to speaking until three time. After that the teacher starts to give
example of conversation; “what time do you get up every day?” the
teacher saying in three times that sentence, the student follow what the
teacher said. For the phrase in italic word can be change with another
phrase on the table: III.G.2.1.
After that, the student ask to the student as a stimulus for the open
mind of the student itself, with (biasanya kalian bangun tidur jam berapa
ya?). And the student answer with Indonesia language in many variations,
here are the answers:
21
Table : III.G.2.2
At
Four = 4
Five = 5
Six = 6
Six thirty = 6:30
Seven = 7
Example conversation 1:
A : What time do you get up everyday?
B : At six ?
In the complete conversation 1:
Melly : Hello, Good Morning!
Andy : Hi, Good Morning too!
Melly : What time do you (get up) everyday?
Andy : at (five)
Melly : okey, nice to meet you!
Andy : nice to meet you too!
So, for the answer B: at six can be change with another time see in table
Table : III.G.2.2
A: “What time do you get up everyday?
“Take a bath”
“Wear uniform”
“Have breakfast”
22
“Go to school”
B: at four / five / six / six thirty / seven
The last, the teacher lead them to make a dialogue with that
example but with another phrase of activity.
3. Observing
Observation was an activity to collect the record of interaction that
happened in the teaching and learning process. In this stage, the observer
monitored the implementation tape recording student conversation and
transcription technique of CLL method by using observation checklist. She
observed wheter the implementation met the criteria success or not. See in
(Lampiran 1a & 1b).
4. The Result
For the result, the writer can concluded in percentage form :
Total kegiatan yang dilakukan X 100 = ....... %
Total kegiatan
But in this research use two observer so the writer calculate one by one
among Observation checklist 1a and 1b, here are the percentage calculate :
1. Observation checklist 1a (Observer 1)
= 22 x 100 = 88 %
25
2. Observation checklist 1b (Observer 2)
= 17 x 100 = 68 %
25
23
Then, Observer 1 + Observer 2 = 88 + 68
2 2
= 156 = 78 %
2
So, the result of the first meeting is 78 % implementable.
Second meeting;
In the second meeting was on August 2014.
1. Planning
First of all the researcher/the teacher prepared the lesson plan for to
be easy way to teach, the basic competence material with theme still
“Daily Activity”, and also prepared the observation checklist. In the
second meeting the researcher used observation checklist had modificated
from Diane L. & Freeman, that is used implementation transcription and
reflexion on experience technique of CLL method. See in (Lampiran 2.2)
2. Action
Firstly, she give the greetings to the her students. She taught her
student the instruction of community language learning (CLL) method.
Second, the teacher reviewing with asks to the student that what they are
still remembering with the lesson yesterday who delivered? (This activity
on Observation checklist number 7.) The students answer it in mother
tongue (L1). The teacher reviewing the phrase or chunk in table III.G.2.1
and III.G. . and with transcribe on the whiteboard, the students’ are
answer enthusiastically, the teacher wrote the mother tongue on the
24
whiteboard beneath the target language and the student give an
opportunity to translated L1 (mother tongue) into L2 (English language).
After that, the teacher lead them to pronounce the conversation 1 in
three time, after have done the teacher adding conversation material with
asking to the student; “How do you feel when you get up?” (This activity
on Observation checklist number 14.) The answer’s students’ are sleepy,
lazy, and cold. So, here are the conversation 2 had added:
Example conversation 2:
A : How do you feel when you get up ?
B : Sleepy
In the complete conversation 1:
Melly : Hello, Good Morning!
Andy : Hi, Good Morning too!
Melly : What time do you (get up) everyday?
Andy : at (five)
Melly : How do you feel when you get up?
Andy : Sleepy
Melly : okey, nice to meet you!
Andy : nice to meet you too!
The last, the teacher told them to the opportunity make and choose
a dialogue/conversation to perform for the next meeting.
25
3. Observing
Observation was an activity to collect the record of interaction that
happened in the teaching and learning process. In this stage, the observer
monitored the implementation transcription and reflexion on experience
technique of CLL method by using observation checklist. She observed
whether the implementation met the criteria success or not. See in
(Lampiran 2a & 2b).
4. The Result
For the result, the writer can conclude in percentage form:
Total kegiatan yang dilakukan X 100 = ....... %
Total kegiatan
But in this research use two observer so the writer calculate one by one
among Observation checklist 2a and 2b, here are the percentage calculate :
1. Observation checklist 2a (Observer 1)
= 23 x 100 = 92 %
25
2. Observation checklist 2b (Observer 2)
= 22 x 100 = 88 %
25
Then, Observer 1 + Observer 2 = 92 + 88
2 2
= 180 = 90 %
2
So, the result of the second meeting is 90 % implementable.
26
Third meeting;
In the second meeting was on August 2014.
1. Planning
First of all the researcher/the teacher prepared the lesson plan for to
the basic competence material with theme still “Daily Activity”, and also
prepared the observation checklist. In the third meeting the researcher used
observation checklist had modificated from Diane L. & Freeman, that is
used implementation tape recording students conversation(transcription) &
human computer technique of CLL method. See in (Lampiran 3.3)
2. Action
Firstly, she give the greetings to the her students. She taught her
student the instruction to make a semicircle in front of the whiteboard so
the students’ can see easily. The teacher standing in front of the semicircle
and asking for reviewing the lesson two days ago with ask to the student
that what they are still remember with the lesson yesterday who
delivered?, the student answer it with various answer are in mother tongue
(L1) or in the target language (English). The teacher practicing on the
conversation combination between conversation in first meeting and in
second meeting (this step in observation checklist number 11.)
After that, the teacher lead them to pronounce that conversation in
three time, these is the conversation:
Melly : Hello, Good Morning!
Andy : Hi, Good Morning too!
27
Melly : What time do you (get up) everyday?
Andy : at (five)
Melly : How do you feel when you get up?
Andy : Sleepy
Melly : okey, nice to meet you!
Andy : nice to meet you too!
Pronouncing it in three time
After that the student is given opportunity to choose which the
conversation could perform in front of the class
In the complete conversation 1 and 2:
Melly : Hello, Good Morning!
Andy : Hi, Good Morning too!
Melly : What time do you (get up) everyday?
Andy : at (five)
Melly : How do you feel when you get up?
Andy : Sleepy
Melly : okey, nice to meet you!
Andy : nice to meet you too!
For the sample the researcher was took pair students’ to perform.
3. Observing
Observation was an activity to collect the record of interaction that
happened in the teaching and learning process. In this stage, the observer
monitored the implementation tape recording students’ conversation
28
(transcription) & human computer technique of CLL method by using
observation checklist. She observed whether the implementation met the
criteria success or not. See in (Lampiran 3a & 3b).
4. The Result
For the result, the writer can concluded in percentage form :
Total kegiatan yang dilakukan X 100 = ....... %
Total kegiatan
but in this research use two observer so the writer calculate one by one
among Observation checklist 3a and 3b, here are the percentage calculate :
1. Observation checklist 3a (Observer 1)
= 20 x 100 = 94 %
21
2. Observation checklist 3b (Observer 2)
= 20 x 100 = 94 %
21
Then, Observer 1 + Observer 2 = 94 + 94
2 2
= 188 = 94 %
2
So, the result of the second meeting is 94 % implementable.
29
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter present the data had been collected during the research
taken from observation checklist and test perform. The researcher tries to
answer the questions, which is stated in chapter I that is, How far the
community language learning (CLL) techniques can be applied in developing
students’ speaking skill in the elementary fifth grade student?.
To answer the question, the researcher used the observation checklist to
describe the process of applying community language learning method in
speaking class.. The finding and discussion in this chapter would be based on
the theories stated in chapter II. The teaching was done three meetings. The
researcher as the teacher taught the speaking class by herself.
A. The Result of Observations and the Discussions
This result based on calculate in chapter III.
A.1. The Result of Observation 1
In this result was took from first meeting. The researcher used
Observation checklist implementation tape recording student
conversation and transcription technique of CLL method. The result of
the first meeting is 78 % implementable. See in ( lampiran 1.a & 1.b ).
For number (7. Guru menjelaskan tata cara dalam aktifitas pertama dan
memberikan batasan waktu.) there is two observer(s) are mark minus it
30
means that the teacher is not doing activity no. (7) the answer is maybe
the teacher inadvertent to do. The teacher must be remember that
activity and do it. For number ( 3) the student it doesn’t asking to the
teacher to translate the mother tongue, in this case the student in the
future must be give stimulus to the student so that the student can
expand their mind and asking to the student the target language. For
number (24) its because in number (23) there is no question so the
teacher not answer it.
A.2. The Result of Observation 2
In this result was took from second meeting. The researcher used
observation checklist implementation transcription and re-flexion on
experience technique of CLL method. The result of the second meeting
is 90 % implementable. See in ( lampiran 2.a & 2.b ). For number (17)
in .a & .b in this case the students’ are lack interaction each other, for
the future maybe the teacher lead them to have a conversation in each
student to discuss the material. For number (10 on 2.b) the teacher
forgeted to say that the student can copied the example later, for the
next the teacher more remember what she do the next. No (23 and 24)
for there are number is minus that which a student can make the
sentence and perform, and the others student can not make and perform
or forget in front of the class when perform, for the teacher she must be
31
more repeated the conversation example to keep remember in the
student mind.
A.3. The Result of Observation 3
In this result was took from third meeting. The researcher used
observation checklist implementation tape recording students
conversation(transcription) & human computer technique of CLL
method. The result of the third meeting is 92 % implementable. See in (
lampiran 3.a & 3.b ). For number (11) the student still used the lead of
the teacher but not that all.
A.4. Result of Observation Checklist
Observation Checklist Percentage (%)
First meeting 78
Second meeting 90
Third meeting 92
Total 260
= 260 / 3(/meeting) = 86,66 % dibulatkan menjadi 87 % .
B. The Result of Perform Conversation
In this result taken from presentation each group whose perform in front
of the class, the writer took five sample from the perform , here are their
conversation :
32
B.1. The table of sample conversation perform each pair :
Table B.1.1
Yuda : Hello, Gud morning !
Heri : Gud Morning tu !
Yuda : Wot taim du yu get ap everidei?
Heri : Et seven
Yuda : Hou du yu fil after go to skul?
Heri : It wet
Yuda : Hello, Good morning !
Heri : Good Morning too !
Yuda : What time do you get up everyday?
Heri : At seven
Yuda : How do you feel after going to
school?
Heri : Tired
Table B.1.2
Elfiana : Hello, Gud morning !
Nadia : Gud Morning tu !
Elfiana: Wat taim du yu teik e baff
everidei?
Nadia : Et faiv
Elfiana : Hao du yu fil after teik e baff?
Nadia : Fresh
Elfiana : Okei, naiz tu mit yu !
Nadia : Naiz tu mit yu tu !
Elfiana : Hello, Good morning !
Nadia : Good Morning too !
Elfiana: What time do you take a bath
everyday?
Nadia : At five
Elfiana : How do you feel after taking a
bath?
Nadia : Fresh
Elfiana : Okay, nice to meet you !
Nadia : nice to meet you too !
33
Table B.1.3
Renita : Hello, Gud morning !
Suci : Hai, Gud Morning tu !
Renita: Wat taim du yu get ap everidei?
Suci : Et faiv
Renita: Hao du yu fil wen yu get ap?
Suci : Slipi
Renita: Okei, naiz tu mit yu !
Suci : Naiz tu mit yu tu !
Renita: Hello, Good morning !
Suci : Hi, Good Morning too !
Renita: What time do you get up
everyday?
Suci : At five
Renita: How do you feel when you get up?
Suci : Sleepy
Renita: Okay, nice to meet you !
Suci : nice to meet you too !
Table B.1.4
Rendra : Hello, Gud morning !
Gani : Gud Morning tu !
Rendra: Wet taim du yu get ap avirdo?
Gani : Slipi
Rendra: Hao du yu wel yu get ap
everdai?
Gani : Slipi
Rendra: Hello, Good morning !
Gani : Good Morning too !
Rendra: What time do you get up
everyday?
Gani : Sleepy “harusnya (At five)”
Rendra: How do you feel when you get
up?
Gani : Sleepy
34
Table B.1.5
Udin : Hello, Gud morning !
Habib : Gud Morning tu !
Udin: Wat taim du yu go to skul?
Habib : Six
Udin: Hou du yu fil after going tu skul?
Habib : Hepi
Udin: Okai, naiz tu mit yu !
Habib : Naiz tu mit yu tu !
Udin: Hello, Good morning !
Habib : Good Morning too !
Udin: What time do you go to school
everyday?
Habib : At six
Udin: How do you feel after going to
school?
Habib : Heppy
Udin: Okay, nice to meet you !
Habib : nice to meet you too !
As a result that 87 % the CLL method (community language learning)
can be applied for the elementary fifth grade in V-B SDN 2 Gempolkurung have
a 29 student that based on the statement in chapter III the result more than > 50
% so, the technique itself it was can be applied successfull and suitable, but for
the result of perform each pair student in many words is still lacking to
pronounce it is not good, and also the grammar.
35
CHAPTER V
CONCLUSION AND SUGGESTION
Conclusion and suggestions are the last chapter of this study. These two
things are very important since the readers or the next researcher can easily know
the brief result of this study in the conclusion and have same revision as suggested
by the researcher.
A. Conclusion
Based on the result of the observation checklist and perform, responses of
the students it is found that the majority of the students like Indonesian language
than English language while they consider that English is difficult but exciting.
After the researcher practice CLL method ( Community Language Learning ) in
their school, students are interested. According to them, CLL method can apply to
improve the new style of teaching and learning process.
Most of them think that CLL method is very important to be applied in
their lesson, because from this method can expand the student mind and can make
them feel secure in the class English lesson. But for the English lesson they have
difficulties especially Speaking is Grammar, the student mastery when saying in
the chunk, they are keep remember but in the conversation they are lack to speak
well because their teacher seldom practice speaking English while English lesson
was delivered.
36
The researcher concludes that one of alternative teaching techniques of
enhancing speaking skills using the community language learning approach in
SDN 2 Gempolkurung. The students were excited to said chunk in mother tongue.
More than some of the students responded that CLL method was so happy way to
learn language and interesting. But in the speaking it self they are be mastery in
chunk than long conversation so from the elementary fifth grade at SDN 2
Gempolkurung Menganti was not full success well by the teacher and students,
although there were some things should be revision. Moreover, the teacher always
motivated the students to speak on the other hand.
B. Suggestions
The goal of enhancing speaking skill using the CLL method doesn’t
depend on the lesson program only, but more important is on how the teacher
presents the lesson using various techniques to manage the class more lively and
enjoyable. From this research the writer will suggest to the reader for the next
wrote of the thesis may another method can be done successfull like Total Phisical
Respond which suitable for the elementary fifth grade or maybe on lower
secondary school suitable with community language learning method and this
method will make improve to your writing later to be good.
BIBLIOGRAPHY
Cambridge Anvanced Learner Dictionary. Cambridge University Press 2008.
Freeman-Larsen, Diane. 1986. Techniques and Principles in Language Teaching.
New York: Oxford University Press.
Harmer, Jeremy. 2002. The Practice of English Language Teaching (Fourth
edition). England: Longman.
Hornby, A.S Oxford Advanced Learner’s Dictionary of Current English. 14 th
Impression. London: Oxford University Press 1981.
Oxford Advanced Dictionary. Oxford University Press, 1995.
Richards, Jack. C. and Renandya, Willy A. Methodology in Language Teaching.
New York : Cambridge University Press.
Richard, Jack. C. and Rodgers, Theodore S. 2001. Approaches and methods in
Language Teaching (Second edition). New York: Cambrigde University
Press.
Lampiran 1
CHECK LIST (I)
Mata Pelajaran : Time duration :
Tanggal : Guru :
Kelas :
No. Kegiatan Ya/ Tidak
1 Guru memberikan salam kepada murid-murid.
2 Murid-murid menjawab salam dari guru.
3 Guru memperkenalkan dirinya kepada murid-murid.
4 Murid-murid memperkenalkan diri mereka.
5 Guru memberitahukan apa yang akan dilakukan dalam pelajaran tersebut.
6 Murid-murid mendengarkan dengan baik.
7 Guru menjelaskan tata cara dalam aktifitas pertama dan memberikan batasan
waktu.
8 Guru mengawali percakapan dengan murid dengan bertanya kegiatan apa saja
yang bisa dilakukan di pagi hari, siang hari dan malam hari.
9 Murid-murid mulai menjawab dengan mother tongue
10 Guru mencatat setiap frasa yang diucapkan murid di papan tulis.
11 Guru menerjemahkan kedalam bahasa target.
12 Murid-murid mendengarkan guru.
13 Guru mulai memberikan model percakapan ya ng sudah dibuat. (lampiran 4)
14 Guru membacakan model percakapan kepada murid-murid.
15 Murid-murid mengulang setelah guru mengucapkan model percakapan
tersebut.
16 Guru mengulang (kegiatan 14) sampai tiga kali.
17 Murid-murid mencatat semua frasa yang ditulis di papan tulis.
18 Guru mengarahkan siswa untuk membuat percakapan dengan mengganti
beberapa frasa tentang kegiatan sehari-hari.
20 Murid-murid mulai membuat percakapan sesuai model yang dicontohkan
guru.
21 Murid-murid saling berkomunikasi.
22 Guru berdiri di belakang murid untuk mengurangi rasa takut murid terhadap
guru.
23 Murid-murid bertanya kepada guru terjemahan bahasa ibu ke bahasa target.
24 Guru menjawab apa yang ditanyakan murid.
25 Setelah murid-murid menyelesaikan kegiatan no. 18, guru mengarahkan
murid-murid untuk mempresentasikan ke depan kelas secara berpasang-
pasangan.
Surabaya, _ _ Agustus 2014
Observer I
Observer II
( ) (
)
Catatan:
- Observasi ini mengamati implementasi Tape recording student conversation &
Transcription technic of CLL method.
- Berikan tanda (√ ) pada kolom tally apabila kegiatan dilaksanakan.
- Berikan tanda ( - ) pada kolom tally apabila kegiatan tidak dilaksanakan.
Lampiran 2
CHECK LIST (II)
Mata Pelajaran : Time duration :
Tanggal : Guru :
Kelas :
No. Kegiatan Ya/Tidak
1 Guru memberikan salam kepada murid-murid.
2 Murid-murid menjawab salam dari guru.
3 Guru mengecek nama-nama murid.
4 Murid-murid memperhatikan guru.
5 Guru bertanya kepada murid tentang masih ingatkah pelajaran kemarin.
6 Murid-murid menjawab dengan antusias.
7 Guru mereview pelajaran yang telah disampaikan kemarin dengan cara
mencatat di papan tulis dalam bahasa ibu.
8 Murid-murid diberikan kebebasan untuk menerjemahkan bahasa targetnya.
9 Guru menuliskan bahasa ibunya di papan tulis di bawah bahasa target.
10 Guru memberitahukan kepada murid-murid bahwa mereka bisa menyalin
kalimat yang ditulis guru di papan tulis.
11 Guru mengingatkan tentang percakapan di pertemuan pertama dengan
membacakan percakapan tersebut.
12 Murid-murid mengulang model percakapan yang diucapkan guru pada
kegiatan no.11
13 Percakapan (model) di baca bersama di ulangi sampai 3x.
14 Setelah selesai, guru menambahkan materi percakapan (lampiran 5).
15 Guru bertanya apa yang murid rasakan ketika melakukan kegiatan-kegiatan
yang dilakukan dalam model percakapan tersebut.
16 Murid di beri kesempatan untuk mengungkapkan apa yang mereka rasakan.
17 Murid-murid saling bertanya satu sama lain.
18 Murid-murid saling memberi reaksi dari apa yang mereka rasakan dalam
kegiatan sehari-hari tersebut.
20 Guru menunjukkan kepada murid bahwa ia memahami dengan baik apa yang
di ucapkan murid-murid.
21 Guru memberikan contoh dari model kedua dengan membacakannya didepan
kelas.
22 Guru memberikan salinan percakapan kedua kepada murid-murid.
23 Murid-murid membuat percakapan secara mandiri.
24 Murid-murid mempraktekkan percakapan yang telah dibuat.
25 Murid-murid mulai yakin bisa berbicara dengan model percakapan tersebut.
Surabaya, _ _ Agustus 2014
Observer I
Observer II
( ) (
)
Catatan:
- Observasi ini mengamati implementasi Transcription & Reflexion on Experience
technic of CLL method.
- Berikan tanda (√ ) pada kolom tally apabila kegiatan dilaksanakan.
- Berikan tanda ( - ) pada kolom tally apabila kegiatan tidak dilaksanakan.
Lampiran 3
CHECK LIST (III)
Mata Pelajaran : Time duration :
Tanggal : Guru :
Kelas :
No. Kegiatan Ya/Tidak
1 Guru memberikan salam kepada murid-murid.
2 Murid-murid menjawab salam dari guru.
3 Guru mengecek nama-nama murid.
4 Murid-murid memperhatikan guru.
5 Guru menyuruh murid-murid untuk membentuk setengah lingkaran
menghadap depan kelas.
6 Murid-murid mulai membentuk setengah lingkaran.
7 Guru berdiri menghadap siswa di tengah-tengah setengah lingkaran tersebut
dan bertanya tentang masih ingatkah pelajaran kemarin.
8 Murid-murid menjawab dengan beragam.
9 Untuk meRefresh, guru mempraktekkan model percakapan yang telah di berikan pada pertemuan pertama dan kedua.
10 Murid-murid mengulangi percakapan yang dilakukan guru di no. 9
11 Setelah melakukan kegiatan di no. 9 dan 10, murid-murid mengulangi percakapan tersebut sendiri tanpa guru.
12 Guru mengarahkan murid untuk perform kedepan kelas.
13 Murid di beri kebebasan untuk memilih kalimat mana yang ingin di ucapkan dalam percakapan tersebut.
14 Guru membentuk kelompok masing-masing 2 anak.
15 Masing-masing kelompok membuat percakapan sesuai model 1 &2 yang telah diberikan sebelumnya.
16 Dalam pengawasan guru, masing-masing kelompok mempraktekkan percakapan yang telah mereka buat ke depan kelas.
17 Guru merekam ucapan percakapan masing-masing kelompok yang perform.
18 Guru tidak mengoreksi kesalahan pengucapan kelompok tersebut dengan
jelas.
19 Guru mengikuti apa yang diucapkan murid dengan pengucapan yang benar dan jelas.
20 Murid yang perform menyadari sendiri kesalahan pengucapan mereka.
21 Murid mengulang dengan menirukan model pengucapan yang telah di ucapkan guru.
Surabaya, _ _ Agustus 2014
Observer I
Observer II
( ) (
)
Catatan:
- Observasi ini mengamati implementasi Tape recording students
conversation(transcription) & Human Computer technic of CLL method.
- Berikan tanda (√ ) pada kolom tally apabila kegiatan dilaksanakan.
- Berikan tanda ( - ) pada kolom tally apabila kegiatan tidak dilaksanakan.
Appendix 4
Check List
NO. Obsevation Statement
1 The teacher greets the students, introduces himself, and
has the students’ introduce themselves.
2 The teacher tells the students what they are going to do
that evening. He explains the procedure of the first
activity and sets a time limits.
3 Students have a conversation.
4 The teacher stands behind the students.
5 The teacher translates what the students want to say in
chunks.
6 The teacher tells them that they have only a few
minutes remaining for the conversation.
7 Students are invited to talk about how they felt during
the conversation.
8 The teacher accepts what each students says.
9 The teacher understands what the students say.
10 The student listen to the tape and give the indonesian
translation.
11 The teacher asks the students to form a semicircle in
front of the blackboard so they can see easily.
12 The teacher reassures the students that they will have
time later on to copy the sentences.
13 Before the teacher puts in the indonesian equivalents,
he/she pauses. If no one volunteers the meaning, he/she
writes it himself.
14 The teacher reads the transcript three time. The
students relax and listen.
15 In the Human Computer activity, the students choose
which phrase they want to practice pronouncing. The
teacher, following the student’s lead, repeats the phrase
until the learner is satisfied and stops.
16 The students have to listen carefully to see if what they
say macthes what the teacher is saying.
17 Student’s work together in groups of three.
18 The teacher corrects by repeating correctly the sentence
the students have created.
19 The students read their sentences to the other members
of the class.
20 The teacher plays the tape while the students listen.
21 The students are once again invited to talk about the
experience they had that evening.
22 Other activities with the transcript of the first
conversation occur. Then, the learners have a new
conversation.
Check List Observation from Larsen-Freeman, Diane (1986: 96-99)