CHAPTER I

INTRODUCTION

This chapter presents about background of study, identification of problem, limitation of

problem, problem statement, and purpose of study, significance of the study, keywords and
previous study.

A. Background of the study

Language is one of the most important things in communication and it is used as a
tool of communication among the nations in all over the world. As an international
language, English is very interrelationships with various acpects of life owned by human
being. In Indonesia, English considered as the first foreign language and taught formally
from elementary school up to the university level.
Besides, Englis is important subject in junior high school. English become one of
the subject in final exam (UN). The students should master English well. This matter is
stated in the national education ministers regulation. National final exam of SMP/MTS
include: Indonesian language, English, mathematics and science. It is clear that English
is very important.
In English, there are four skills that should be mastered , they are : listening,
speaking, reading, and writing. Those four skills are classified into two categories.
Listenin and reading belong to receptive skill, which the user of language requires to
receive the spoken and written language. While, speaking and writing are productive
skills, which the language users require the ability to produce language but spoken and
written (Harmer, 1998: 44). Those skills in English should be integrated well, including
speakig skill. Speakin skill will help students master the other skills and of course in
mastering English compeletely. The students are sometimes less of vocabulary to write
what they think but they can tell what they think in oral or speaking.
According to Bailey and Savege (in Fauziati, 2010: 15), speaking in a second or
foreign language has often been viewed as the most demanding of the four skills. The
purpose of speaking is for communication. Communication can function not only as tool
of interaction with other people but also media to solve all problems faced by them.
Speaking naturally is designed to do just that: teach students how to perform certain
language functions in English by presenting the social rules for language use (Tillitt,
1985: vii).

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 Speaking is a productive oral skill which its purpose is to achieve a
particular end. However, speaking is the most difficult part of the four skills.
Speaking skill somehow creates some problems among the learners. The learners
encounter problem in speaking in term of the environment and the grammar of
their speaking.

Teaching English Foreign (TEFL) ussualy occure in every country, either within
the state school system, or provately, e.g in an afterhours language school or with a tutor.
TEFL teachers may be native or non-native speaker of English. Language teaching
needed native to support of their competence of EFL. According to Widdowson ( in
Fauziati, 2009: 131) the goal of language teaching is to develop communication
competence. Language learning not merely acquiring the knowledge of the grammatical
rules but also the ability to use language to communicates. Knowing a language is more
that know how to understand, speak, read, and write sentence, but know how sentences
used to communicate.

The mastery of speaking skill in English is a priority for many second language
or foreign language learners ( Richards, 2008: 23). According to Fauziati (2009: 58)
language skill are learn more effectively if the items to be learned in the target language
are presented in spoken form before seen in the written form. It is assumed that speaking
skill is one of aspect which important to mastery in English. In conclude that speaking
skill must be mastery if the native has resolve to rise their abilities of communicate.

Speech is controlled in your mindby feedback from your hearing and mouth
position as much as it is from your memory (Lynn, 2008: 2). By mastering speaking
skill, people can carry out conversation with others, give an idea, and change the
information with interlocutor. The learners must work as possible on their own, talking
to one another directly.

In teaching English, especially in speaking skill the teacher need to decide

appropriates language teaching method for the students. The teaching method in teaching
learning process. Scrivener (2009: 38) defines that method is an overall plan for the
orderly presentation of language material, and all of which is based upon the selected
approach. An approach is axiomatic whereas a method is procedural. Thus method is
very importance since a language teaching method give many influences the students for
everything that the teacher done in classroom.

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 In junior high school, English taught generally, which consist of speaking skill,
listening skill, reading skill and writing skill. One of junior high school is SMP 1
Polanharjo Klaten. It is one of the junior high school in Klaten. The school applies
environment based character building to students. In applying method based on character
building, it needs special method. One of teaching method that famous is Communicative
Language Teaching (CLT). CLT is one of the several method used in teaching English.

Based on observation in seveth grade of SMP 1 Polanharjo the teacher applied

CLT, especially in teaching speaking (practice). The teacher said that CLT demanded the
students role as the actor of teaching learning process and the teacher only as the guide
that leads the teaching learning process. There are many problems faced by teacher in
teaching learning process, for example the different capability of students, the different
self-confidence, the students noisy, and the students knowledge. This problem will
influence the teacher to teaching learning process, so the teacher will not be able to teach
optimally.

Like the other method, CLT have its own characteristic, anf have the strength and
the weaknesses. The researcher will describe it in this research by observed in SMP 1
Polanharjo Klaten. Considering the problem above the researcher decide to conduct a
research entitled A descriptive Study of Communicative Language Teaching (CLT) in
Speaking English For Seventh Grade Students of SMP 1 Polanharjo Klaten in Academic
Year 2016/2017
B. Limitation of the study

The researcher limits the problems of this study only on the implementation of
Communicative Language Teaching (CLT) in English teaching for the seventh grade of
SMP 1 Polanharjo. Firstly, there were many methods in language teaching used by the
teacher in teaching learning process. In this research the researcher choose the method
Communicative Language Teaching. The method aimed could make the teaching
learning process more communicate. And the students could received teaching English
easily than other lesson.

Secondly, there were many Junior High School in Klaten. It was impossible to do
research in all junior high school in Klaten. Then the researcher limits only to do a
research in junior high school in Klaten or SMP 1 Polanharjo Klaten.

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 There were many grade of SMP 1 Polanharjo Klaten. The researcher focuses only
on seventh grade students. Those reason caused the researcher limits the problem of this
study only in implementation of CLT.

C. Problem Statement

Based on the background of the study above, the researcher formulates the
problem as follow:

1. How is the CLT implementing in Teaching English Speaking for the seventh grade
students of SMP 1 Polanharjo Klaten in the academic year 2016/2017?
2. What are the strengths and the weaknesses of implementing in Teaching English
Speaking for the seventh grade students of SMP 1 Polanharjo Klaten in the academic
year 2016/2017?
D. Objective of The Study
1. To describe the implementing in Teaching English Speaking for the seventh grade
students of SMP 1 Polanharjo Klaten in the academic year 2016/2017?
2. To find the strengths and the weaknesses of implementing in Teaching English
Speaking for the seventh grade students of SMP 1 Polanharjo Klaten in the academic
year 2016/2017?
E. Benefits of the Study

This research has two major benefit, they are theoritical significance and practical
significane:

1. The theoritical benefits

a. This study generally provide contribution for the increase of teaching English
speaking quality og English especially in SMP 1 Polanharjo Klaten.
b. The result of the research can be used as a reference for those who want to
conduct a research in the teaching English speaking by using CLT.
2. The practical benefits
a. For the English teacher
The study can provide contribution for the teachers to apply another techniques
and media dealing with teaching learning process especially in teaching speaking.
b. For the students
The result of the study will help the students in mastering speaking skill.

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 c. For the school
The result of the research can be useful for the school, such as to know and to give
information about the problem in teaching learning process especially English
speaking skill.
F. Definition of Key Terms

In order to make the research understood and to avoid ambiguity, the researcher
presents some definition of key terms as the following:

1. Descriptive Study
Descriptive research describe anf interprets events, condition or situation of the
present. Desriptive qualitative method is research that describes and interpret events,
condition or situation as the way they are as an effort to understand and report them.
2. Communicative Language Teaching
Communicative Language Teaching considered as an approach rather than a method.
It refers to a diverse set of principles that reflect a communicative view of language
and language learning and that can used to support a wide variety of classroom
procedures ( Richards and Rodgers, 2001: 172)
3. English Teaching
Teaching is guiding and facilitating learning, enabling the learner to learn, and setting
the condition for learning. The goal of teaching speaking skill is communicative
efficiency. This means that learners should be able to make themselves understood ,
using their current proficiency to the fullest ( Brown, 2001; 7)
4. Speaking
Speaking is an interactive process of contructing meaning that involves producing
and receiving and processing information ( Brown, 1994; Burns & Joyce,1997).

G. Previous Study
There are two researchers who conducted the similar research. They are:
1. Dina Rohma Safitri (2015) in her research: The Effectiveness Of Communicative
Language Teaching In Learning Speaking To The Eight Grade Students Of SMPN 1
Semen Kediri In Academic Year 2014/2015
The result of her study shows that:
CLT has very significant effect in learning speaking process to the eighth grade
students of SMPN 1 Semen Kediri.

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 The differences with this research:
Dina Rohma Safitris research is just focus on the effectiveness communicative
language teaching in learning speaking but in this research focus on the implentation
of communicative language teaching in learning speaking.
2. Heni Sulistyowati Muslimah (2012) in her research: The Implementation Of
CLT (Communicative Language Teaching) In Teaching English Based On Modul
Pembelajaran Bahasa Inggris Semester 1 For the seventh Grade Students
The result of her study shows that:
The Implementation of CLT (Communicative Language Teaching) In Teaching
English Based On Modul Pembelajaran Bahasa Inggris Semester 1have the good
respon from the students.
The differences with this research:
Heni Sulistyowati Muslimahs research is just focus on Implementation of CLT based
on Modul Pembelajaran Bahasa Inggris Semester 1 but in this research focus on the
implementation of CLT in teaching speaking.