TEACHING SPEAKING USING COMMUNICATIVE APPROACH AT SEVENTH GRADE STUDENTS OF SLTPN 2 RENGASDENGKLOK

Iis Sundari

E-mail: iissundari914@yahoo.co.id
English Education Study Program Language and Arts Department 2009 SekolahTinggiKeguruandanIlmuPendidikan (STKIP) Siliwangi Bandung
ABSTRACT The objective of this research entitled Teaching Speaking using Communicative Approach at seventh grade students of SLTPN 2 Rengasdengklok were to find out whether or not teaching speaking using communicative approach was effective and to find out whether or not teaching speaking using communicative approach influenced the students speaking proficiency. The research used quantitative method and one group pretest-posttest design. The instrument used in this research was test. The population of this research was 42 students of seventh grade students of SLTPN 2 Rengasdengklok, and the sample was 21 students who was chosen randomly. To analyze the data, the writer used t -test formula.The results of data analysis showed that, the mean score of pretest was 30, 5. The mean score of posttest was 46, the t-observed was 14,84 and the t -table with degree of freedom (df ) 20 and the level of significant at 5% was 2,09. Based on the data ab ove, teaching speaking using communicative approach influenced on the students speaking proficiency. And it also meant that the alternative hypothesis was accepted because the t -observed was higher than t-table (14,84>2,09). Keywords:Teaching, Teaching Speaking, Communicative Approach

A. Background of the research At this period, teaching English being important to make students have high skill in it. When someone stated that he knows English it is refers to that persons ability to speak English. This is being a problem when in fact, that person cannot speak English well or may be cannot use English for make real Communication. This problem also feel by the students who are learn English as Foreign Language, more of them learn English at school but they cannot speak or make communication. But, Chastain (1976: 335) states that realistically teacher cannot and should not expect their students to be able to speak like natives. The pronunciation and intonation will not be perfect. It is why the goal of teaching speaking is focus to make students have communication skill it means that teacher help students to understand the language first. When students understand they know what the situation is about and then they tried to practice what they have learn in teaching speaking. Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts (A. L. Chaney and T. L. Burke, 1998 : 13). One of the ways to teaching speaking is using The Communicative Approach in teaching learning process or also called
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Communicative Language Teaching (CLT). Communicative Approach is a broad approach to teaching that resulted from a focus on communication as an organizing principle for teaching rather than a focus mastery of grammatical system of the language. (Richard, 2011:36) B. The aim of the research The aims of the research are: 1. To find out whether or not teaching speaking using communicative approach was effective. 2. To find out whether or not teaching speaking using communicative approach influenced the students speaking proficiency or speaking ability. C. Research Methodology According to Hatch and Farhady (1982:1) research is a systematic approach to finding answer to question. And method is how we are going to do research. Quantitative research method is used to examine questions that can best be answered by collecting and statistically analyzing data that are in numerical form. (Crowl, 1996:10)The writer used the Quantitative methods and used the One-Group Pretest- Posttest Design as the research design in this study.

The instrument of this research took several steps in collecting the data. It was determined as follows: 1. Pretest At the fist time of collecting the data in this research, the researcher gives the pretest to the students in oral test form or being an interview. The pretest done with aimed to know how the students speaking skills before treatment. The pretest given in oral test form with consists of 5 questions. Score taken from five criteria such as pronunciation, grammar, vocabulary, fluency, and comprehension. The researcher makes the lesson plan, and also prepares the material for teaching learning processes same as usual in teaching learning process. And the questions those used in Pretest which are being interviewed for students are: 1. Telling about the name, age, address 2. Talking about profession/job 3. Asking and giving opinion 4. Like or dislike 5. Asking and giving the fact/information 2. Posttest The posttest given after the treatment by teaching speaking using communicative approach method was done. It is similar form with the pretest, which the scoring taken from 5 criteria. Those are; pronunciation, grammar, vocabulary, fluency, and comprehension. Population Population is groups consisting of all people whom researcher wishes to apply the findings of a study (Crowl, 2001:15) The population that used in this study was 42 from the seventh grade students of SLTPN 2 RENGASDENGKLOK. Sample According to Burns (1995:63) a sample is any part of population regardless of whether it is reprehensive or not. the sample was 21 students consisted of 10 boys and 11 girls. D. Research Finding and Discussion a. Teaching speaking using Communicative Approach Treatment given after the students gets pre-test. This is aimed to improving students speaking skill using
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communicative approach method in the learning speaking activity in the classroom. The communicative approach is a broad approach to teaching that resulted from a focus on communication as an organizing principle for teaching rather than a focus mastery of grammatical system of the language (Richard, 2011:36). These are the techniques and the materials that using for Classroom activities by the communicative approach (Larsen, 1986:135): Authentic Materials, Role Play, Scrambled Sentences, Games, Pictures Strip Story In this study, the writer chooses the role play technique where the students learned based on the syllabus about these materials: Telling about the name, age, address, Talking about profession/job, Asking and giving opinion, Like or dislike, Asking and giving the fact/information The teaching Learning in this study focus on the speaking aspect which the process by grouping students and give them the situation for playing Role Play with their group. After divided students into five groups, teacher asked them to write the condition offered by teacher on their books. b. The Implementation of teaching speaking using Communicative Approach Teaching speaking using communicative approach was done in seven times of meeting. It was divided into three steps. They are; Pretest, treatment, and posttest. Pretest was given at first time before treatment, in order to find out the data of students speaking skills before treatment in score. Pretest taken at 18th April 2012 it was only take one meeting or two hours @ 40 minutes. The treatment had been done in five times of meeting in performing the role play. After pretest done, it started from April, 19th 2012 until 10th may 2012. Where each meeting was two hours @40 minutes, and the total was 10 hours. The treatment was done with 21 students and took place in SLTPN 2 Rengasdengklok. c. The effectiveness of teaching speaking using communicative approach 1. Description of data

After finishing the research, the writer collected the data and obtained two kinds of data. The pretest was taken in oral form test and in order to get the reliable result of the test, the score above taken from two graders, they are the writer and the English teacher. It was processed in the Oral test Score sheet table (4.1) below. And based on the result below the highest score are 48 for Speaking score. After treatment done, the similar test given it names posttest, in oral test form/interview. And the highest score become 62 it was processed in the oral test score sheet (4.2) on the next page. Pretest and posttest were completely done. And both score also completed. The next step is processing the data and computing them into the t test formula. The processing of computing the data to t test formula by following: 1. Giving Pretest 2. Giving Treatment 3. Giving Post test 4. Calculating and analyzing the test scores 5. The result of the test These are the data of this research presented in table score:
Table 4.1 The result of score Teaching speaking using communicative approach Name Pretest Posttest Student A 28 42 Student B 48 54 Student C 24 40 Student D 46 52 Student E 24 40 Student F 24 40 Student G 48 60 Student H 36 54 Student I 26 48 Student J 26 42 Student K 34 46 Student L 22 40 Student M 46 62 Student N 28 44 Student O 24 40 Student P 42 48 Student Q 20 42 Student R 20 40 Student S 20 40 Student T 26 42 Student U 30 44 Sum 642 960 Mean 30,5 46 Median 26 42 Mode 24 40 3

2. Data Analysis a. Computing the Mean of the Pretest Score For computing the means the writer used the formula: Mean: Where (Crowl, 1996:140) = the sum of the score the number of scores

Mean Pretest: Mean: Mean: Mean: 30.5 After conducting the score from pretest, the writer found the Mean of the pre test score is 30.5. b.Computing the Mean of the Posttest Score Mean Posttest: Mean: Mean: Mean: 46 After given treatment given, the writer given the test again to the students as a posttest. And the mean of posttest score is 46. c. Computing the difference score between pretest and posttest
Table 4.2 Difference score between pretest and posttest score
No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 Name Student A Student B Student C Student D Student E Student F Student G Student H Student I Student J Student K Student L Student M Student N Student O Student P Student Q Student R Student S Student T Student U Pretest 28 48 24 46 24 24 48 36 26 26 34 22 46 28 24 42 20 20 20 26 30 642 Posttest 42 54 40 52 40 40 60 54 48 42 46 40 62 44 40 48 42 40 40 42 44 960 D - 14 -6 - 16 -6 - 16 - 16 - 12 - 18 - 22 - 16 - 12 - 18 - 16 - 16 - 16 -6 - 22 - 20 - 20 - 16 - 14 318 D2 196 36 256 36 256 256 144 324 484 256 144 324 256 256 256 36 484 400 400 256 196 5252

No 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 18 20 21

The last calculation is t-test.

d. Calculating the T test formula: (Crowl, 1996:179)

= the mean difference between two sets of scores = Summation ( Sum Up) = the Difference between the scores of one person (or matched pair) = The squared difference between the scores of one person (or matched pair) = square difference and sum the squares = sum the differences and square the sum = The number of Differences

The t values for df 20 in the t table is 2, 09. And the significant at.0,5 level. It showed that the t values = 14, 84 is higher than t table = 2, 09. Based on the result above, it is showed that students score in teaching speaking using Communicative Approach is better. It means that the alternative Hypothesis (H1) is accepted. There is an influence in result of teaching speaking to students speaking proficiency after taught using Communicative Approach.
Table 4.3 Discussion of Findings
Speaking Aspect Pronunciation Fluency Comprehension Vocabulary Grammar Pre-test 5, 61 5, 14 6, 09 6, 37 7, 14 Posttest 8, 66 8, 57 9, 57 9, 23 9, 52 The Increase 3, 05 3, 43 3, 48 2, 86 2, 38

The result showed that using communicative approach in teaching speaking increased students achievement in any aspects of speaking skills. The result showed that the highest increase is on students comprehension. E. Conclusion and suggestion 1. Conclusion According to the result of data analysis and data interpretation relating to teaching speaking using Communicative Approach, the writer can make conclusion that it influenced on students speaking profiieny, its shown by the result of the t-test, in which the value t observed (14,84) was higher than the value of t-table for df 20 is (2,09). The writer Draws Conclusions as follow: 1. Before the treatment, the mean of Pre-test score was 30, 5. After the treatment, the data analysis showed that the students range ability (mean) of pre-test score was 30, 5 while the post test score was 46, with gain 15, 5. It showed that teaching speaking using communicative approach was effective. 2. The mean of Pretest score and posttest score were different. But it was not known yet that the difference was significant or not. So the writer used t-test. From the calculation the writer gets the
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= 1,02

e. Discussion After computing the data in to the t Formula, the value of t is 14, 84. To determine if the t is statistically significant, it is necessary to determine how many df there are. The df value taking by the number of pairs of subject minus 1. In this study the 21 of pairs of subjects. Consequently the df = 21 - 1 = 20.

result that the obtained t-observed was 14, 84 and the table t-critical was 2, 09. Because the obtained t (to) was greater than the table t-critical (tc) the null hypothesis (H0) was rejected or the alternative hypothesis (Hi) was accepted. In other word that Teaching Speaking using Communicative Approach influenced on students speaking proficiency. 2. Suggestions After the writer gets several result of the research, the writer would like to give some suggestions as follow: 1. Communicative Approach in language teaching can be used as an alternative ways in teaching speaking. In order to help improving students speaking proficiency. In relation to the result of the research, to meet the instructional goals effectively, a teacher should know several different teaching methods. These methods may be used in teaching learning process depending on the objectives of the topic. And the applying of Communicative Approach can increase students study achievement in speaking proficiency. Thus, Communicative Approach should be adjusted at school, especially at seventh grade students in Junior High School. 2. It is expected that teaching speaking by using one of the techniques in Communicative Approach, it was Played a role method can increase students proficiency. 3. It is better if the teachers give the certain situations of the role that students should play in Role Play activity. 4. It is expected that the teacher only acts as a facilitator who helps and guides the students in their learning process. So, it can help students to actively increase their skill in teaching Speaking learning process. . BIBLIOGRAPHY Brown, H.D. (1994). Teaching by Principles: an interactive approach to language pedagogy. USA. Prentice-hall.inc Burns, R.B. (1995). Introduction To Research Methods. Longman Australia Chastain, K. (1976). Developing second language skills; theory to practice. University of Virginia Crowl, K.T.(1996).Fundamental of Educational
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research . Brown and benchmark publisher Hatch, E & Farhady, H. (1982).Researech Design and Statistics for Applied Linguistic. Massachusetts: New burry House Publisher, Inc. Larsen-freeman, Diane. (1986) .Techniques and Principles in Language Teaching. Oxford University Nunan, D. (2000). Language teaching methodology: a textbook for teachers. Pearson education ltd