1.

INTRODUCTION

1.1 Background of the Study

People have produced the language since a baby. The process occurs naturally

and properly in communicating in the society or environment. Communication is a

part of human’s daily activities. People share thought and information with other

people in other that they can communicate each other. According to Syamsuar,

language is medium which is used by people in other that they can communicate each

other. When talking about communication in English language, it will be related to

one of skill in English. It is speaking skill.

English speaking ability is one of communicative competence.

Communicative competence involves knowing how to use English to achieve

communicative goals and to know how to use English socially in an appropriate way.

The value of teaching speaking is important in English teaching field. McDonough,

Shaw, and Mashura (2013:156) explain that speaking is the skill upon which a person

is judged at face value. In other words, speaking is the major criterion to judge

whether students’ English competence is good or not.

Nowdays, many teachers of English have taught speaking through

conventional method, which is a passive (not interactive) teaching method in class.

Futhermore, they only judge students’ English competence from reading and writing

skill. The purpose of their teaching is directed to make their students achieve good

result in the final examination. Therefore, the students lack practice in English. As a

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result of the method, the students often consider that speaking is a difficult and boring

subject.

To avoid such problem, teachers can use a variety of ways to make their

speaking lesson memorable and enjoyable for students. Students who enjoy their

lesson will pay closer attention (Joseph, 2014). This is why the teachers should take

time to ensure that they are teaching speaking in their best and most engaging

method for the skill level of their individual students. One of the speaking methods

that can be used is Communicative Language Teaching (CLT) method. CLT method

can solve the problems faced in the speaking class activities and make the students

more desirable to communicate and interact in many possibilities they have. Students

have to use the opportunity to express their opinions and feelings and to get some

information and teachers have to make a situation which can involve students in real

communication. Harmer (2007:69) explain that activities in CLT typically involve

students in real or realistic communication, where the successful achievement of the

communicative task they are performing is at least as important as the accuracy of

their language use. It show that CLT method is classifed an effective and effecient

method. By using the CLT method, the teachers give enough opportunites to the

students participating in teaching learning process for example in teaching speaking.

Therefore, the teachers have to transform the silent in active of printed simbols into

living speech. She has to make all words, phrases, and sentences in the book play a

usefull part in real situation by using CLT, the teachers can ensure that the language

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being learned by her students is realistic and living. Moreover, the students can carry

on their duties or teacher’s instruction with good humor and enjoyment.

The effectiveness and the effeceincy of CLT method above toward teaching

learning process makes the writer is interesting in conducting the research entitled

teaching speaking through CLT method to the eighth grade students at State Junior

High School.

1.2 Problem of the Study

The problem of this study is the students still assume that speaking English is

very hard for them, and many teachers of English who teach speaking choose the

methods that are not suitable with the skill. Therefore, the students lack practice in

English communicate in the class.

1.3 Limitation of the Problem

The problem of this study is limited on teaching speaking through

Communicative Language Teaching (CLT) method using role-play to the eighth

grade students at State Junior High School.

1.4 Research of Question

The problem of this study is formulated in the following question:

1. How do the teachers overcome the problems in teaching speaking skill?

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 2. How can communicative language teaching contribute to English teaching in
speaking skill?

1.5 Purpose of the Study

Based on the main problem above, the objective of this study are:

1. To find out the teachers to overcome the problems in teaching speaking skill

2. To find out Whether Communicative Language Teaching (CLT) method is

effective or not to teach speaking to the eighth grade students at State Junior

High School.

1.6 Significance of the Study

1. For the Teachers

For the teachers, this study become as a source of information for

teach speaking.

2. For the Students

For the students, the result of this study can improve the students’

speaking ability.

3. For the Writer

The writer can enlarge and improve her speaking ability, and get the

experiences in doing the research.

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 4. For Other Researchers

This study become as a reference for other writer who wants to

investigate about teaching speaking through Communicative Language

Teaching (CLT) method.

1.7 Organization of the Paper

This paper is divided into five chapters: The first is the description

about the each content of chapter:

Chapter I is introduction. It consist of background of the study, Problem of the

study, limitation of the problem, Research question, Purpose of the study,

Significance of the study, and Organization of the study.

Chapter II is Theoretical Framework. This chapter discusses about theoretical

framework which describes about concept of teaching, concept of speaking, concept

of Communicative language teaching.

Chapter III is Research methodology. It consists of research approach method,

research setting and participation, instruments, the procedure of data collecting and

the procedure of data analysis.

Chapter IV is data analysis and research finding. This chapter presents the data

analysis and research findings which consist of description of research setting,

research findings and discussion

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Chapter V is conclusion and suggestion. This chapter presents the data analysis and

research findings which consist of description of research setting, research findings

and discussion.

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 2. LITERATURE REVIEW

Communicative Language Teaching (CLT) has been brought under focus by

many linguistics and researchers. This approach has made language learning more

communicative and many researchers have conducted studies on this particular topic.

The literature review of this section deals with the background information on the

history of CLT and the views and opinion of other researchers on CLT.

2.1 The Concept of Teaching

There have been numerous definitions of teaching by many researchers.

According to Brown (2007:8), teaching is showing or helping someone to learn how

to do something, giving instructions, guiding in the study of something, providing

with knowledge, causing to know or understand. From a different point of view,

Greer (2002:5), defines teaching is a dynamic interaction among four components: (a)

the student, (b) the teacher, (c) the curriculum for what is being taught, and (d) the

learned repertoire (how to use it and when to use it). Futhermore, Leong cited in

Takagi, Allman, and Sinjela (2008:185), teaching is a social art, necessarily involving

a relationship between people; and the success of a teacher in the practice of his art

depends upon his possessing that quality or attitude of mind which enables him to

make the relationship between himself and his students a reciprocal one. Not all the

teaching should be done by the teacher. Not all the learning should be done by the

students. In addition, Squires (2000:3-21) states: (1) teaching is an art, while teaching

involves methods, it also involves qualities – such as liking the subject and liking the

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pupils – and ‘abilities’ such as memory, will power and kindness. (2) teaching as a

craft, if teaching is a craft, one can analyze it into its elements, set up programmers to

train people in it, and produce a large and skilled workforce for the schools, colleges

and universities. (3) teaching as an Applied Science, teaching involves the application

of scientific principles and evidence to practical tasks.

According to Parini (2005:80), teaching is after all, a performance art, and

whether or not we want to acknowledge it, we assume a costume of sorts every day of

the semester. In addition, Brundrett and Silcock (2002:40), states that teaching is the

use of those explanatory (often simplified) forms of discourse which teachers need to

introduce students to other (subject) discourses.

In language teaching and learning, according to Blum cited in Richards and

Renandya (2002:21), twelve characteristics of effective teaching are identified:(1)

Instruction is guided by a preplanned curriculum, (2) There are high expectations for

students learning, (3) Students are carefully oriented to lessons, (4) Instructions are

clear and focused, (5) Learning progress is monitored closely, (6) When students do

not understand, they are retaught, (7) Class time is used for learning, (8) There are

smooth and efficient classroom routines, (9) Instructional groups formed in the

classroom fit instructional needs, (10) Standards for classroom behavior are high,

(11) Personal interactions between teachers and students are positive, (12) Incentives

and rewards for students are used to promote excellence.

Teaching bring someone to know how to make something, sharing

knowledge, giving the way or catching something in the future then understanding

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everything when coming. Teaching also has four components. Those are related to

each other components. Furthermore, teaching really important in involving

relationship between people. Processing and after teaching must getting good

qualities such as interesting to material and abilities such as memory, creativity and

happiness.

As the teachers should have followed the rules and implement it in teaching

such as: Approach, Method, Procedural, Technique, Material or media, and reference.

In other process of teaching or learning is not flat. Teaching is a great profession

there many people success because the teachers know how to guide the student into

righteousness in the future.

2.2 The Concept of Speaking

There are four skills in learning English are Speaking, Listening, Reading,

and Writing. I will explain Speaking. According to McDonough, Shaw, and

Masuhara (2013:156), as a language skill, speaking has sometimes been undervalued

or in some circles, taken for granted. However, speaking is not the oral production of

written language, but involves learners in the mastery of a wide range of subskills,

which added together, constitute an overall competence in the spoken language.

There are various definitions of speaking from many English language

experts. Thornbury (2005:1), defines speaking is so much a part of daily life that we

take it for granted. McDonough, Shaw, and Mashura (2013:156), explain that

speaking is desire-and purpose-driven; in other words, we genuinely want to

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communicate something to achieve a particular end. This may involve expressing

ideas and opinions; expressing a wish or a desire to do something; negotiating and/or

solving a particular problem; or establishing and maintaining social relationships and

friendships. To achieve these speaking purposes, we need to activate a range of

appropriate expressions. From a different point of view, Chaney as cited in Kayi

(2006), speaking is the process of building and sharing meaning through the use of

verbal and non-verbal symbols, in a variety of contexts.

2.2.1 Speaking For Junior High School

According to brown (2001, p.92) Junior High School students are categorized

as teenagers who are between twelve and sixteen. It means that teenagers are an aged

of transition, confusion, self-consciousness, growing and changing bodies and minds.

Brown also states that teenagers tend to think abstractly as the result of intellectual

maturation and are ultrasensitive to how others perceive their changing physical and

emotional selves along with their mental capabilities. It can be concluded that the

teacher needs an effort to create a comfortable circumstances in teaching English

speaking in junior high school so that the students feel interested to study the

language. Therefore, the teacher is expected to have capability to provide lots of

opportunities to develop their students` potential.

Furthermore, according to Harmer (2001, p.39) “if the teenagers are engaged

they have a great capacity to learn, a great potential for creativity, and passionate

commitment to things which interest them”. So, the teacher needs to give various

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activities to engaged and involve students in the activities. Besides, the teacher should

play role well in teaching and learning processes so that both teaching and learning

goals can be achieved.

Brown (2001, p.32) proposes five thought that may become teachers’

consideration when teaching them. The first is that their intellectual capacity adds to

apply abstract operation thoughts particularly around the age of twelve. The second is

that the attention spans are lengthening as the result of intellectual maturation, but

sometimes it can be easily be shortened. The third is that they still need varieties of

sensory input. The fourth is the factors surrounding ego, self-image and self-esteem

become their pinnacle. The last thought is that secondary school students tend to

become adult like in their ability to make them different with others.

2.3 The Concept of Communicative Language Teaching (CLT) Method

Communicative Language Teaching is usually characterized as a broad

approach to teaching, rather than as a teaching method with a clearly defined set of

classroom practices (Banciu, 2012). As pointed out by Lee and Patten cited in Beneti

(2009), communicative language ability develops as learners engage in

communication and not as result of habit-formation grammatical items. On the basis

of main findings in classroom research investigating the effects of different

approaches to grammar instruction, that the acquisition of grammar is more a function

of the learner than the instructor.

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2.3.1 Histories of CLT

There have been many changes in ideas about syllabus design and

methodology over the last 50 years or so. CLT as a promising approach has

encouraged a re-evaluation of approaches to syllabus design and methodology.

Richards (2006) classifies trends in language teaching in the last 50 years into three

phases:

Phase 1: traditional approaches (up to the late 1960s)

Phase 2: classic communicative language teaching (1970s to 1990s)

Phase 3: current communicative language teaching (late 1990s to the present). (p. 6)

According to the traditional approaches, grammatical competence was the

foundation of language proficiency. Thus, grammar was given a central place in

language teaching methodology. A deductive approach to teaching grammar was

adopted by language teachers. Students were provided with detailed grammar rules

and then given opportunities for practice. Language learning was essentially

understood as constructing a strong knowledge of grammatical patterns and sentence

structures. The four skills of language, i.e. speaking, listening, reading, and writing

were introduced after a basic grasp of language was constructed through controlled

practice and oral drills. Accuracy was given emphasis at the expense of fluency. From

the earliest stages of language teaching, teachers highlighted the magnitude of

accurate knowledge of grammar, as well as an accurate pronunciation. Learners were

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discouraged to make errors since it was thought that errors could become a permanent

part of student’s speech.

Audiolingualism, initiated in North America, and the Situational Language

Teaching, initiated in the United Kingdom, are the two methodologies that were

based on these assumptions. Syllabuses during this period mainly consisted of word

lists and grammar lists that were graded across levels. Richards and Rodgers (2001)

portrays a typical audio-lingual lesson as involving the following procedures:

1. Students first hear a model dialog (either read by the teacher or on tape)

containing key structures that are the focus of the lesson. They repeat each

line of the dialog, individually and in chorus. The teacher pays attention to

pronunciation, intonation, and fluency. Correction of mistakes of

pronunciation or grammar is direct and immediate. The dialog is memorized

gradually, line by line. A line may be broken down into several phrases if

necessary. The dialog is read aloud in chorus, one half saying one speaker’s

part and the other half responding. The students do not consult their book

throughout this phase.

2. The dialog is adapted to the students’ interest or situation, through changing

certain key words or phrases. This is acted out by the students.

3. Certain key structures from the dialog are selected and used as the basis for

pattern drills of different kinds. These are first practiced in chorus and then

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 individually. Some grammatical explanation may be offered at this point, but

this is kept to an absolute minimum.

4. The students may refer to their textbook, and follow-up reading, writing, or

vocabulary activities based on the dialog may be introduced.

5. Follow-up activities may take place in the language laboratory, where

further dialog and drill work is carried out. (pp. 64-65)

Situational language teaching proposes that a typical language lesson involve

a three-phase sequence, known as the P-P-P cycle: Presentation, Practice, and

Production.

Presentation: The new grammar structure is presented, often by means of a

conversation or short text. The teacher explains the new structure and checks

students’ comprehension of it.

Practice: Students practice using the new structure in a controlled context, through

drills or substitution exercises.

Production: Students practice using the new structure in different contexts, often

using their own content or information, in order to develop fluency with the new

pattern (Richards, 2006, p. 8).

This lesson structure (PPP) proposed by situational language teaching has been

extensively used in language teaching materials and still continues to be used in

customized forms. However, the view of language learning that underlies this

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approach to language teaching has been criticized on a number of grounds. As

Rutherford (1987) notes, PPP views language as a series of products that can be

acquired sequentially as accumulated entities. Yet, second language acquisition

(SLA) research has shown that L2 acquisition is a process that is incompatible with

teaching seen as the presentation and practice of a series of products.

As far as the linguistic theory is concerned, the eminent American linguist

Noam Chomsky criticized the narrow behaviorist stimulus-response view of language

and language learning espoused by Skinner (Savignon, 1987). Chomsky argued that

structural linguistic theory was insufficient in explaining the principal characteristic

of languages – the creativity and uniqueness of individual sentences. His view of

language and language learning moved the focus of American linguistic studies from

surface structural features toward a concern with deep semantic structures. Thus, this

paradigm shift led the way for the development of more communicative approaches

to second language learning (Savignon, 1987). Yet, Chomsky’s focus was on the

interpretation of sentences. He characterized the linguistic competence as the

sentence-level grammatical competence of ideal native speaker. Hymes (1971)

reacted to this view by proposing the term communicative competence which referred

to the use of language in social context. Communication, therefore, involved

negotiation of meaning between speaker and listener, and author and reader.

Meanwhile, British applied linguists highlighted the importance of another

fundamental aspect of language – the functional and communicative potential of

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language that was inadequately addressed in the language teaching theories at that

time. Drawing on the work of functional linguists (e.g. John Firth, M. A.K. Halliday)

and American sociolinguists (e.g. Dell Hymes, John Gumperz, and William Labov),

and philosophers (e.g. John Austin and John Searle), British applied linguists claimed

that language teaching needs to focus on communicative proficiency rather than on

mere mastery of structures (Li, 1997).

In Europe, during the 1970s, with the mounting interdependence of European

countries, there were an increasing number of immigrants and guest workers. This

situation led the Council of Europe to build up a syllabus for learners based on

functional-notional concepts of language use. In this syllabus, a threshold level of

language ability was defined for each of the European languages in terms of what

learners should be able to do with the language (Van Ek, 1975). Language functions

were rooted in assessment of learner needs. Subsequently, the term communicative

was used to describe programs that adopted a functional-notional syllabus.

Since its emergence as essentially a British innovation, CLT has expanded in

scope and now is widely utilized as one of the most prominent language teaching

methodologies around the world. Despite its apparent popularity, many teachers

remain somewhat confused about what exactly CLT is. Accordingly, it is relevant at

this point to define and lay out some important characteristics of CLT in light of the

existing literature.

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2.3.2 Several Techniques in CLT Method

There are many effectiviness techniques in communicative language

teaching to improve students’ speaking skill. According to Larsen (2000:132), there

are many techniques and materials in teaching speaking skill. They are authentic

materials, scrambles sentences, language games, picture strip story, and role-play.

This study only uses role-play.

2.3.3 Principles Of CLT Method

According to Savignon (2002, as cited in Berns 1990:104), provides a useful

summary of eight principles of CLT:

1. Language teaching is based on a view of language as communication. That is,

language is seen as a social tool that speakers use to make meaning; speakers

communicate about something to someone for some purpose, either orally or in

writing.

2. Diversity is recognized and accepted as part of language development and use in

second language learners and users, as it is with first language users.

3. A learner’s competence is considered in relative, not in absolute, terms.

4. More than one variety of a language is recognized as a viable model for learning

and teaching.

5. Culture is recognized as instrumental in shaping speakers’ communicative

competence, in both their first and subsequent languages.

6. No single methodology or fixed set of techniques is prescribed.

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7. Language use is recognized as serving ideational, interpersonal, and textual

functions and is related to the development of learners’ competence in each.

8. It is essential that learners be engaged in doing things with language that is, that

they use language for a variety of purposes in all phases of learning.

2.3.4 The Characteristics of CLT method

According to Richards and Rodgers (1986:71), analysis of theoretical base of

communicative language teaching offer the following four characteristics of a

communicative view language:

 Language is a system for the expression of meaning

 The primary function of language is for interaction and communication

 The structure of language reflects its functional and communicative uses

 The primary units of language are not merely its grammatical and

structural features, but categories of functional and communicative

meaning exemplified in discourse.

2.3.5 The goals of CLT method

According to Richards (2006:3), Communicative Language Teaching (CLT)

has several goals, such as: (1) Knowing how to use language for a range of different

purposes and functions, (2) Knowing how to vary our use of language according to

the setting and the participants (e.g. knowing when to use formal andinformal speech

or when to use language appropriately for written as opposed to spoken

18
communication), (3) Knowing how to produce and understand different types of texts

(e.g. narratives, reports, interviews, conversations), (4) Knowing how to maintain

communication despite having limitations in one’s language knowledge (e.g., through

using different kinds of communication strategies).

2.4 The Concept of Role – Play

According to McDonough, Shaw, and Mashura (2013:174), state that role-

play materials are often written specifically to get learners to express opinions, to

present and defend points of view, and to evaluate arguments for which there is no

one objective way of demonstrating the outcome as right or wrong. From a different

point of view, Krish (2001), state that role-play was chosen as one of the tasks in this

course to create a situation for the learners to actively interact in the language,

thereby making the language learning more meaningful. In addition Wachs (1997),

state that role plays provide an extra measure of security as students try out their

linguistic skills in an environment of unpredictable language.

For example Viney cited in McDonough, Shaw, and Mashura (2013:174),

role play uses a critical incident and offers opportunities for the whole class to

consider how to negotiate in a reasonable manner without being aggressive or

offensive. The role play takes place at a Lost Property Office of a bus company

between a day tripper who wants to retrieve a lost bag on the same day and a

customer service employee who wants the customer to come back the next day for

personal reasons. The rest of the class are given an evaluation sheet for observation of

19
effectiveness of the interactions. The role plays can be recorded for further

discussions not only of the expressions but also of the effectiveness of the social

interaction.

2.5 Previous Related Study

Some researchers such as Richards (2006), Harmer (2007), and Banciu

(2012), have proved that Communicative Language Teaching (CLT) method gives an

important aspect for improvement of speaking.

In addition, Maslan (2017) wrote “the implementation of communicative

language teaching in speaking classroom”. The teachers have positive perceptions

about communicative language teaching. CLT is more effective than another method,

because it provides students to practice speaking English.

By some previous studies above, the researcher distinguished this study from

the level of the students at junior high school. It is also different from the skill

because the researcher wants to investigate the teacher strategy in teaching speaking

skill. It is recommended that the English teachers be more careful in selecting the

kinds of the opening activities, give more students chance to speak and give more

feedback and evaluation after the classroom activity. That is why strategy is needed

in teaching especially teaching speaking skill.

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3. RESEARCH METHODOLOGY

3.1 Research design

To achieve the goals proposed during this paper data was collected using

open-ended Questions and Interview on teacher. Qualitative data was chosen as the

methodology of this research. Qualitative data collection consists of gathering data

using forms with general, emerging questions to permit the participant to generate

responses; gathering word (text) or image (picture) data; and collecting information

from a small number of individuals or sites (Creswell, 2012). Qualitative data

provides the researcher with responses that will best help understand the research

questions.

3.2 Research setting and participation

The population used in this study is English teachers in Smp Negeri

Cibungbulang 1. According to Arikunto (2002, p.130) “A population is a set (or

collection) of all elements processing one or more attributes of interest”. Sampling is

the process done to choose and take sample correctly from population so that it can be

used as valid representative to the population.” Sugiarto etal. (2003, p.4), “Sample is

some of chosen population using certain procedure so that can be expected to

represent its population. The sample in this study consist two of English teacher who

use Communicative Language Teaching in the Classroom.

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3.3 Research Instrument

Research instrument is a tool use by the researcher to get the data. According

to Creswell (2012), the instruments have to contain good option to get the perception.

In conducting qualitative research, the instruments are used by the researcher

Observation and interview of teachers. According to Harrell and Bradley (2009)

“Observation is data collection in which the researcher does not participate in the

interactions.” The researcher does the observation English teacher in SMP Negeri 1

Cibungbulang Bogor. Besides collecting data through observing the classroom

interaction, the researcher uses interview to support. Alwasilah (2002) states “By

interviewing the respondent, a researcher can get in depth information because the

following reasons:

1. The researcher can explain and paraphrase the questions which cannot be

understood by respondent.

2. The researcher can give follow-up of questions.

3. Respondents tend to answer the questions when they are asked.

4. Respondents can tell something in the past and the future.

Hence, the researcher use observation and interview adapted from Ozsevik, Zekariya.

(2010). “The Use Of Communicative Language Teaching (CLT): Turkish Efl

Teachers’ Perceived Difficulties In Implementing CLT In Turkey. Urbana, Illinois.

And the researcher modifies the observation into 20 questions and the interview into

10 questions.

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3.4 The procedures of data collection

In this researcher, the data is taken from observation and interview. The

observation is done during the teaching learning process. The observation will be

applied as follows: the researcher will visit the class during teaching learning process.

After visiting the class, the researcher investigate the teacher strategy in teaching

speaking using CLT Method, and the researcher will make some notes about teacher

performances in teaching speaking skill using Communicative language teaching.

After that researcher interviews the teacher based on the questions.

Choosing the Preparing the Observation

Theory
participants sheet and interview guideline

Observation the Interviewing the Transcription the result of

Teachers English Teacher Interview and Observation

Theory analyzing the Interpreting the findings

Making conclusion
data from those Instruments

3.5 The procedures of data analysis

Data analysis became one of the important parts in research methodology. It is

because the result of this study is analyzed and become the conclusion of this study.

Data analysis is a sustainable process during research. It involves analyzing

participant information, organizing data, preparing data, coding the data, and

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representing the findings in table, graph, or figure, and interpreting the findings

(Creswell, 2009). After the researcher got the data from the teachers in the

observations, the researcher analyzed that teacher used communicative language

teaching in the classroom. After that, the researcher describe the observation used

descriptive qualitative. For the interview, the researcher transcribed all of answers

from the teachers and analyzed the data what the perceptions of teachers toward the

implementation of Communicative Language Teaching.

Analyze the Teachers Analyze the Teachers

by Observation by Interview

The researcher explain the teacher Explain the result faced during
strategies in teaching speaking using implementation CLT Method in
CLT Method teaching speaking

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