Communicative language teaching in speaking class in one of the vocational high school in koba, Bangka Tengah Regency, Bangka Belitung Province

Communicative language teaching in speaking class in one of the vocational high school in koba, Bangka Tengah Regency, Bangka Belitung Province

This Proposal is Partial Fullfillment of UAS Assignment for Metodologi Penelitian Subject

Under the direction of Dr. Dadang Sudana, M.A., Ph.D.

Submitted by:

Rezki Firdaus - 1407335

SCHOOL OF POSTGRADUATE STUDIES

ENGLISH EDUCATION STUDY PROGRAM

INDONESIA UNIVERSITY OF EDUCATION  
2015



Chapter  I

Introduction

This chapter consists of the background of the study, the purposes of the study, the research questions, the hypothesis, the scope of the study, the significances of the study, and the definition of key terms used in this thesis.

1.1         Background of the study

Speaking is one of the language skills taught in English as a Foreign Language (EFL) schools in secondary vocational high school in particular. One of the products of teaching English is spoken skill. Based on curriculum 2006 speaking in which the communication competence has been emphasized. However, students who have graduated from high school can not speak English most of the times. It makes them hardly to get a job.

Brown (1994); Lazarton (2001) mentions a number of features that interact to make speaking as challenging as it is, such as fluent speech, stress, rhythm, and intonation of English. In line that, Lazaraton (2001 cited in Celce–Murcia, 2001:103) states that perhaps the most difficult aspect of spoken English is accomplished via interaction with at least one other speaker. It means that a variety of demands are in place at once: monitoring and understanding the other speakers, thinking about one’s own contribution, producing that contribution, and monitoring its effect, stated by Lazarton (2001:103). In short, mastering speaking, people need to consider many aspects to make the language as a communication tool has the real meaning in communication.

To cope with the challenges of teaching speaking, the language teachers are required to be able to create and employ certain techniques in order to achieve the goal of language learning and teaching for speaking skill. It means the teacher plays an important role in determining what technique can encourage students’ participation in a learning process. This is supported by Celce-Murcia (2001) who mentions that teacher need to know the strategies and exercises to ensure that each is getting a relevant practice in speaking English in order to develop is fluency and confidence.

One way to improve students’ speaking ability is used communicative language teaching. Communicative competences which are identified in the literature include: linguistic or grammatical competence, sociolinguistic or pragmatic competence, discourse competence, strategic competence (Richards & Rogers, 1986), and fluency.

Many research have been conducted the Communicative Language Teaching in teaching speaking skills. They show that Communicative Language Teaching (CLT) is effective to be used in teaching English, particularly in teaching speaking. For example, in Indonesia,  Malaysia, Iran, Jordan and Taiwan.

This study attempts to investigate the teaching of speaking skill, particularly the English teacher’s techniques in teaching speaking skill by using communicative language teaching. Communicative Language Teaching starts with a theory of language as communication. The classroom goal of instruction is focused on developing learners’ communicative competence. Thus the learners are encouraged to communicate with the target language through interaction from the beginning of instruction. Besides that the researcher also wants to investigate the students’ responses to this technique.

1.2         The Purpose of the study

This study aims to investigate:

1.    Whether CLT is effective in improving students’ speaking ability in the research site.

2.    The students’ responses to the implementation of CLT in teaching speaking.

1.3         Research Questions

This study attempts to address the questions:

1.    Is communicative language teaching effective to be implemented in teaching speaking?

2.    What are the students’ responses to the implementation of communicative language teaching in speaking class?

1.4         Hypothesis of the study

The researcher will set the hypothesis as follows that communicative language teaching can improve student’s speaking ability.

1.5         Scope of the Study

There are many teaching methods that are used by the teachers in teaching speaking. Because of this study is aimed to investigate the use of CLT in teaching speaking at one of the vocational high schools in koba. This study focuses on the effectiveness of CLT in teaching speaking. Besides, this research will also be conducted in order to find out the students’ responses to the implementation of CLT in teaching speaking. At the end of this investigation result will reveal whether this method will effective to improve students’ ability in speaking.

1.6     The Significance of the study

This research is expected to be useful and contributing to several aspects; theoretically, practically, and professionally.

Theoretically, this study is expected to enrich the literature on language learning strategies to develop speaking skill which still receives a little attention in Indonesian EFL context.

Practically, this study would provide these students with the information related to appropriate language learning strategies in developing speaking skill. By using the information provided in this study, it is hoped that the students will gain their self direction. Relevant to this, Oxford (1990: 10) believe that self directed students would gradually gain confidence, involvement, and proficiency in speaking ability.

Professionally, the result of this study would provide some information to EFL teachers, so that it is expected that EFL teachers could support their students’ success in developing the students’ speaking skill. This is relevant to Oxford’s theory (1990:10) which indicates that by understanding their students’ learning strategies; the teachers would enable the students to become better learners by encouraging their students to take greater self-direction in learning language. 

1.7         The Definition of Key Terms

Following are some of the terms that are used in this study:

1)   Teaching  in this study means an activity to guide and facilitate learners in learning, in order to enable the learner to learn, and also to set conditions for teaching speaking.

2)   Speaking in this study refers to uttering words or articulate sounds with ordinary speech modulation; talk.

3)   Communicative language teaching  in this study means the way of teaching language that takes more emphasize on the communicative approach

1.8         Concluding Remarks

This chapter has discussed about the introduction part of the study. It provided the background of the study, the research questions, the purposes, the scope of the study, the significances of the study, and the definition of the key terms. Finally, the details of the literature review will be discussed more in the next chapter.

Chapter II

Literature review

The literature review is the chapter that will describe about the related theory that is the basis of this study. There are many theories stated in this chapter. It begins with speaking, the components of speaking, aspects in teaching speaking, and the principles in teaching, techniques in teaching speaking and Communicative Language Teaching.

2.1         Speaking

Speaking is the process of building and sharing meaning through the use of verbal and non verbal symbols, in a variety of contexts (Chaney, 1998:13 in Kayi, 2006). Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information as stated by (Brown, 1994; Burn & Joyce, 1997 in Florez, 1999). In daily life speaking is the most basic means of human communication as stated by Lazarton (2001:103) and has often been regarded as the most demanding of the four skills (Bailey & Savage, 1994 in Lazarton, 2001). Speaking is a productive skill. It is a part of daily life that we often take for granted (Thorndike, in Syam, 2007). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued. However, now it is required that the goal of teaching speaking should improve students’ communicative skill, it is about how the students express themselves and how the social and cultural rules appropriate in each communicative circumstance. It becomes one prominent parameter of students’ success in second or foreign language teaching and learning. The importance of speaking skill leads to a question of how a teacher teaches this skill to students. In order to answer this question, the nature of speaking should be taken into account. It is important to understand how the process of speaking happens and what a speaker should know and be able to do.

When people learn language, they certainly hope to be able to use it in communication. Language learners need to have a good communicative competence as one of their speaking aspects because speaking skill is the first thing that is noticed when they are engaged in conversations in the society, as states by Saville-Troike (2009).

Some aspects are involved within the process of speaking as proposed by Thornbury (2005:3). The first aspect is the process of conceptualization and formulation. The second aspect is the process of articulation. The third aspect is the process of self monitoring and repair. If it happens in the stage of conceptualization, it will make the speaker cancel uttering what he plans to utter. If it happens in the stage of formulation, it will make the speaker slow down, or pause, or rephrase his utterance. If it happens in the stage of articulation, it will make a speaker makes some corrections or repairs his/her utterance. The fourth aspect is automaticity which involves the use of fixed chunks, and the use of memorized utterances at the stage of formulation. The fifth aspect is fluency which defined as “the ability for units of speech together with the facility and without stain or inappropriate slowness or undue hesitation” (Hedge, 1993 in Lazarton, 2001). The last aspect is managing talk. This aspect involves the ability to control turns in interaction and to use discourse markers and paralinguistic (gestures).

In short, what is involved in speaking is the motor skill, including the process of conceptualization, formulation and articulation and interaction skill, including the rest aspects mentioned above: automaticity, fluency, and managing talk. The analysis of the data obtained can be seen in chapter four which relates to the techniques of teaching speaking: show and tell, presentation, question and answer technique. The second important issue related to the nature of speaking is what a speaker should know and be able to do. Knowledge and skill that a speaker has been combined and placed into “communicative competence” (Hymes, 1974 in Nunan and Carter, 1999). Communicative competence involves four components based on the work of Canale and Swain (Available at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html), i.e. grammatical competence (including rules of phonology, morphology, and syntax), sociolinguistic competence (understanding social meanings of the language form), discourse competency (cohesion and coherence), and strategic competence (a strategy used to overcome communication difficulties). Since the use of term communicative competence involves both knowledge and skill, it is difficult to identify when knowledge become skill in speaking. It is for the purpose of providing clear explanation, the term knowledge and skill are used instead of communicative competence.

A speaker has knowledge of extralinguistic and linguistic. Extralinguistic knowledge involves sociocultural  understanding (topic, context,  culture, audience). It is the same as sociolinguistic competence used by Canale and Swain, 1980 (Available at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html). Linguistic knowledge includes knowledge about the purpose for speaking (genre), the connections between individual utterance (discourse), the relation between language and its contexts of use (pragmatics), the way an utterance is formed (grammar), vocabulary, phonology, and speech condition (cognitive, affective, and performance factors) as states by Thornbury (2005).

Related to know knowledge about a language is applied and become a skill, Thornbury (2005) explains that three activities can lead to automaticity. The first activity is awareness-raising activity, which involve attention, noticing and understanding. These activities lead students to discover by themselves (or by a teacher’s help) the knowledge of a language mentioned above. The second activity is appropriation activity wherein the students are provided with activities that make them practicing using the language in a practiced control manner. The third activity is towards autonomy, whereby students are provided with many free communicative activities. These three aspects will be explained further in the upcoming section.

2.2         The Components in Speaking Ability

The data analysis with the students’ speaking ability is done based on the oral grade components as suggested by Hadley (2001). The components can be seen in the following;

2.2.1   Accuracy

A    :  show exceptional control of required grammar concepts and correctness in a            variety of contexts.

B    :  make some grammar mistakes that do not affect the meaning.

C    :  make more serious mistakes that often give unintended meaning, although    generally adequate.

D    :  meaning generally obscured by grammar mistakes: very poor control of a wide        range of concepts.

F     :  meaning completely obscured by grammar mistakes; totally inadequate control.

2.2.2   Fluency

A    :  normal, “thoughtful” delay in formulation of thought into speech; language flows;   extended discourse.

B    :  take longer than necessary to organize thought; says more than required.

C    :  speech somewhat disjointed because of pauses; language very halting.

D    :  painful pauses make speech hard to follow; say less than required.

E     :  speech totally disjointed; long pauses interrupt flow of thought and meaning.

2.2.3   Vocabulary

A    :  very conversant with vocabulary required by given context (s); excellent control      and resourcefulness.

B    :  vocabulary mistake generally do not affect meaning (wrong gender, wrong   preposition,etc.); attempts at resourcefulness.

C    :  adequate, although more serious mistakes give unintended meaning (wrong preposition, incorrect word choice, mangled word, etc.).

D    :  meaning frequently obscured by minimal/ inadequate mastery of vocabulary.

E     :  meaning totally obscured, inadequate vocabulary.

2.2.4   Pronunciation

A    :  correct pronunciation and intonation, very few mistakes, almost native-like.

B    :  any mispronunciation, meaning still clear.

C    :  pronounce foreign accent requiring extra-sympathetic listening; comprehensible.

D    :  meaning frequently; obscured by poor pronunciation minimally comprehensible.

E     :  no effort at all and sound often incomprehensible.

2.3         Aspects in Teaching Speaking

As previously mentioned, the basic things that a speaker has, according to Thornbury (2005), involve knowledge of extralinguistic/linguistic and skill (automaticity/autonomy). Both knowledge and skill become the basic need that a language learner should have, especially in learning to speak. Besides, affective factor is also considered to affect the process of learning speaking. This section will discuss three aspects that require teacher’s attention in the teaching of speaking. The aspects constitute cognitive, psychomotoric, and affective aspect.

To enhance the learner’s cognitive processing to grasp language knowledge, Thornbury (2005) purposes awareness-raising activities. Awareness-raising activities, according to Thornbury (2005), include three processes, i.e. attention, noticing, and understanding. In attention process, the learner should be interested, involved and curious before noticing certain salient features within language input. Attention and notice differ in that the first refers to self readiness in learning, whereas the last refers to be conscious or aware of the language system found within language input. Understanding means” the recognition or rule and principle or pattern” of the language features. In short the three processes of awareness-raising activity, enhance the students’ knowledge about the target language features which involves extralinguistic and linguistic.

In the study of second language acquisition, the process of noticing is theoretically believed to facilitate the language acquisition see Ellis, (…). This process may take place when certain features of the language are found salient by learners; hence, they can discover those features by themselves.

The student’s attitude becomes a challenge in speaking activities when the students are reluctant to speak. Nunan (1999) states two factors that cause of this problem. First, is students’ prior learning experience. The students who have limited change to practice the speaking (teacher centered) without being involved in speaking activities. The second factor is motivation. It is a combination between willingness, attitude, and efforts in achieving the goal of learning.

2.4         Principles in Teaching Speaking

There are three principles of teaching speaking that should be applied by English teachers in teaching speaking skill to students. First, speaking should involve form-focused instruction. It is related to the attention to details such as pronunciation, grammar, vocabularies, and so forth. Second, the task should also involve meaning-focused instruction. It consists of opportunities to produce meaningful spoken messages with real communicative purposes. Third, it should provide students with more opportunities to improve fluency (Brown and Nation, 1997).

The goal of teaching speaking skills is communicative efficiency, Minh Hong (2006) mentions that learners should be able to make themselves understood, using their current proficiency. They are demanded to avoid confusing the message due to the faulty pronunciation, grammar or vocabulary, and to observe the social and cultural rules that apply in each communication situation. To help students develop their communicative efficiency in speaking, instructors can use balanced activity approaches that combine several directions. The directions involve language input in the form of teacher talk, listening activities, reading passages and the language heard and read outside the class, structure input, which focuses on form where the students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced, and communicative output in the form where learner’s main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video.

In relation to the principle of teaching speaking, Brown (2001) describes those seven techniques. These principles appear to provide a holistic view of what speaking techniques should have The effective instructors teach the students speaking strategies by using minimal responses, recognizing scripts, and using language to talk about language. Therefore, they can use to help themselves in expanding their knowledge of the language and their confidence in using it as states by Minh Hong (2006). The instructors help students learn spoken so that the students can use speaking to learn. In this case, the speaking ability will be used to learn other language skills.

Using language to talk about language means the instructors emphasize the students by drilling some theories of language mastery by using the language itself. This is to enable students to develop their control of various clarification strategies. Thus, they will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

Further, he explains that with the help of mixed activities, students speaking abilities can grow, their pronunciation can get better, and their awareness of the language can improve. The mixed activities may cover dialogues, choral revision, chants, songs, poems and rhymes.

There are several activities that can be utilized to promote speaking. Those activities or discussions, role plays, simulations, information gap, brainstorming, storytelling, interviews, story completion, reporting, picture narrating, picture describing, and find the difference as outlined by Kayi (2006). The elaborations related to those activities are presented in the following section.

2.5         Methods in Teaching Speaking

There are many methods that can be used in teaching speaking. It depends on the function of the talk. Reviewing the work of Brown & Yule (1983), Richard (2008) elaborates different functions, talk as of speaking, which involve talk as an interaction, talk as a transaction, and talk as performance. Talk as interaction means a conversation where the people “maintain social relationship” Engreni (2009) or where, for example, they exchange greetings, recount recent experience, establishing a comfortable zone of interaction with others.

The primacy of speech was once again insisted on in the era of the Audio Lingual Method (ALM). Based on the structural analysis of spoken language, this new scientific Audio Lingual Method (Richard & Rogers, 2001) came to be known, won the day, and was popular for many years. It’s believed that mimicry and memorization are the most efficient route to second language use and it relied on active drill of the structural patterns of the language. This view on language learning is reflected in its conviction stating that language behavior is not a matter of solving problems, but of performing habits so well learned that they are automatic (Brooks, cited Richard & Rogers, 2001).

In short, the primacy of the oral language in the ALM was unquestioned regardless of the goals of the learner. In other words, the mastery of the fundamentals of the language must be through speech. The ALM was later criticized for not providing language learners with the spontaneous use of the target language. The mimicry, memorization, and pattern manipulation were said to have questionable values if the goal of language teaching and learning was the communication of ideas, the sharing of information. This has led to the idea of communicative competence in language teaching which was emphasized by another approach to language teaching coming later, that is, the Communicative Language Teaching (CLT).

2.6         Communicative Language Teaching

Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Language is interaction. Language study has to look at the use (function) of language in context, both its linguistic context and its social or situational context Berns (1990). It is almost the same statement of Littlewood in Richard and Rogers (2001:155) “one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language.” Communicative language teaching (CLT) refers to both processes and goals in classroom learning. The central theoretical concept in communicative language teaching is “communicative competence” as the ability of classroom language learners to interact with other speakers, to make meaning, as distinct from their ability to recite dialogues or performs on discrete-point tests of grammatical knowledge. To engage the students with a real-life communication in the target language, communicative language teaching are an appropriate method that can be used in the class. As states by Beale (2002) that the success of CLT in the context of language acquisition theory is that the use of the communicative principle in lesson structure, content and syllabus design. And it also support by the Larsen-Freeman, 1986 that the teachers are obliged to use a communicative approach in order to encourage students to learn to communicate by communicating.

There are some related theories underpinning communicative approach as in the following:

1.    Communicative language teaching builds on the understanding that language use is governed not only by phonological and grammatical rules, but also by sociological and discourse rules (Canale & Swaim, 1980). (Available at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html)

2.    Understanding of communicative approach is the primary goal of language teaching is enabling students to use language to communicate involved using a language function as well as grammar structure (Larsen-Freeman, 1986).

3.    The communicative approach is an umbrella term to describe methodology which teaches students to communicate efficiently and which also emphasizes on teaching of communicative value, in some cases, the teaching of the language function (Harmer, 2007).

4.    Approach in teaching English that emphasizes the importance of learning through using the language and which give the learners frequent opportunities to interact each other and which the teacher in natural situations.

5.    Interactive situational language practice requires learners interpret, express and negotiate meaning in the new language.

In short, the communicative approach is the approach that emphasizes the ability of using the language meaningfully in natural situations. It means that teaching language should be based on the meaning of the language, i.e. use the language to communicate. The teaching and presenting the language has formed always connect to the meaning and message relevant with the situation and context

There are eight principles proposed by Richards;

1.    Make real communication the focus of language learning.

2.    Create opportunities for communication, interaction and negotiation of meaning through activities such as, information sharing, problem solving and role play.

3.    Provides opportunities for learners to experiment and try out what they know.

4.    Provide opportunities for learners to develop both accuracy and fluency.

5.    Link the differing skills of speaking, reading and listening and writing.

6.    Link the learning of grammar to communicative tasks.

7.    Course content that relates to students’ lives and interests.

8.    Encourage students to personalized learning by applying what they have learned to their own lives.

Furthermore, Nunan (in Brown, 2001:78) orders five features characterize the communicative language teaching as follows:

1.    An emphasized on learning to communicate through interaction in the target language.

2.    The interdiction of authentic texts into the learning situation.

3.    The provision of opportunities for learners to focus, not only on language but also the process of learning itself.

4.    Enhancement of the learners own personal experiences as important contributing elements to classroom learning.

5.    An attempt to link classroom language learning with language activation outside the classroom.

In implementing the communicative approach principles in teaching and learning activities in class. Savignon (2002) point out the communicative language teaching (CLT) refer to both processes and goals in classroom learning. The central theoretical concept in communicative language teaching is “communicative competence”. The communicative competence here means the ability of classroom language learners to interact with other speakers to make meaning as distinct from their ability to recite dialogues or performs on discrete-point test of grammatical knowledge. Canale and Swains’model (1981) (Available at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html) communicative competence consists of grammatical, sociolinguistic and discourse competence, which is later modified by Canale (1983) (Available at http://www.ne.jp/asahi/kurazumi/peon/ccmodel.html) with strategy competence. Grammatical competence refers to knowledge of the rules of morphology, syntax, semantic, sentence grammar semantic lexical items and phonology to determine and express accurately the literal meaning of utterances (Hoekje and Williams, 1992). Sociolinguistic competence refers to the appropriateness with which speakers produce and understand language within a particular social context. Discourse competence is concerned with the mastery of how to integrate grammatical and sociolinguistic competences to produce and interpret cohesive and coherence discourse. And strategic competence is concerned with the mastery of verbal and non verbal strategies that can either use to compensate for deficiencies in other effectiveness in general (Hoekje and William, 1992).

The communicative approach puts great emphasis on listening, which implies an active will to try to understand the others. Thus, communicative language teaching often takes the form of pair and group work requiring negotiation and cooperation between learners, fluency-based activities that encourage learners to develop their confidence, role-play in which students practice and develop language functions, as well as judicious use of grammar and pronunciation focused activities (Davis, 1999). Some of the most frequently classroom teaching strategy/activity will use in communicative language teaching is:

Role-play

Definition of role play, in Cambridge International Dictionary of English, role defined as the person whom an actor represent in a film or play, while role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. It is used in training courses, language learning and psychotherapy.

In role play, students are assigned roles and put into situations that they may eventually encounter outside the classroom. Because role play is imitating life, the range of language function that may be used expands considerably.

The aim of using role play in teaching speaking is to make students encourage thinking and creativity, let students develop and practice new language and behavioral skills in a relatively non-threatening setting, and can create the motivation and involvement necessary for learning to occur.

2.7         Related Research

There are several research which has been conducted regarding the topic of this research. The first was conducted by Syaihu Pua Geno in 2009 entitled CLT approach in improving students’ speaking ability in EFL (A Classroom Action Research At The second year Of Smp Negeri 15 Bandung). In The Academic Years Of 2008/2009. This research was conducted in a form of action research. The findings of the research showed that teaching speaking by CLT can improve students’ speaking ability.

The second research was conducted in University Utara Malaysia entitled Adopting Communicative Language Teaching (CLT) approach to enhance oral competencies among students: Teachers’ attitudes and beliefs.

The third research that was implemented CLT in Iran entitle EFL teachers’ attitude towards post method pedagogy and their Students’ Achievement that was conducted by Ahmad Hazratzad & Mehrnaz Gheitanchchian.

The fourth research was EFL Teachers’ Attitudes toward Communicative Language Teaching in Taiwanese College. It was conducted by Ming Chang in 2011 at Minghsin University of Science and Technology, Taiwan. And the last one was In-Service EFL Teachers’ Views of Form-Focused Instruction (FFI) and Communicative Meaning-Oriented instruction (MOI): The Case of Jordan conducted by Sahail M. Asassfeh, Yousef M. Alshaboul and Talal A. Alodwan in 2012.

2.8         Concluding remarks

This chapter has discussed about literature review that will describe about the related theory that is the basis of this study. There are many theories stated in this chapter. It begins with speaking, the components of speaking, aspects in teaching speaking, and the principles in teaching, techniques in teaching speaking and Communicative Language Teaching. Finally, the methodology of research will be discussed more in the next chapter.

Chapter III

RESEARCH METHODOLOGY

This chapter discusses things related to the way this study will be conducted, which consists of research design, site and participants, instrumentation which consists of two sections, namely speaking test and interview, data collection technique, and data analysis technique as well as hypothesis testing. The last section is concluding remark.

3.1         Research Design

Based on the purpose of the study, this study employs the mix research design; it is the combination of quantitative and qualitative research. As Denzin and Lincoln, 1988:8 quoted by Bergman (2009:11) say that Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied, they seek the answers to questions that stress how social experience is created and given meaning. In contrast, quantitative studies emphasize the measurement and analysis of causal relationships between variables, not processes.  This research is an experimental method that one group pre-test & posttest. The researcher uses his method because by giving the pretest, she assures herself that students didn’t already know the materials tested on the posttest and the administration of the pretest could be a threat to the validity of the research this line as (Hatch, E. & Lazaraton, A. (1991: 87). The researcher will give the learners pretest on the first day of class and giving the treatment to the group. And give a post test at the end of the course (Hatch, E. & Lazaraton, A. (1991: 87). It will be the design to the following schematic:

                                    X1 - T - X2

X1     : Pre-test

T       : Treatment

X2     : Post-test

3.2         Research site

This study will take place in one of vocational high school in Koba, Bangka Tengah Regency, Bangka Belitung Province. The reason for choosing this place because the researcher is one of the English teachers there. So it is accessible to conduct the research there and she knows that CLT has not used in teaching speaking appropriately there that school.

3.3         Participants

The participants are involved in this research are the second grade of accounting students one of the vocational high schools in Koba. There are two classes of the second grade students of accounting in this school. They are the most possible to be taken as the participants in this case, since the first grade students still in the process of building their basic knowledge to study in vocational high school level. Then, for the third grade students will be more focus in facing national examination. This second grade students are assumed to have a good knowledge of the field and language structure.

From this class the researcher also takes six participants to be interviewed in order to answer the second research question. The researcher takes those six students by using lottery in order to get the perspective from the whole class.

3.4         Instrumentation

In this study, the researcher will employ two kinds of research instruments. The first one is speaking test. This instrument will bring the answer to the first research question of the CLT is effective to be implemented in teaching speaking.

The second one is Interviewed. The interview is an interaction between two people between interviewer and interviewee to know about the student’s responses toward the CLT method that used in speaking class. In this case the researcher will find the answer of the second research question.

3.5         Data Collecting Techniques

To get the data for this research, the researcher will conduct two kinds of speaking tests; pre-test before the treatment and post test after treatment.

3.5.1   Speaking test

Speaking test is an oral test that is given to the non-native English speaker. Its aim is to evaluate the examinee's proficiency in spoken English (Wikipedia, http://en.wikipedia.org/wiki/SPEAK_%28test%29). Specially in this study, the purpose of speaking test is to answer the first research question which is whether communicative language teaching effective to be used in teaching speaking in the research site. In this study, speaking test will be conducted twice; pre-test and post-test. Here, the participants will be asked to speak in front of the class in promoting something. Then, the teacher (the researcher) will assess their speaking ability.

3.5.2   Pre-test

Pre-test is carried out to identify the learners’ initial ability in speaking skill. Therefore it is given at the first meeting to find the students’ ability before they were involved in the treatment.

3.5.3   Post-test

Post-test is basically conducted in the same way to the pre-test. It is used to measure how effective the treatment of teaching speaking by using  CLT. The post-test items are  equal to that of in pre-test, but the situation will be different.

3.5.4   Interview

In this research, interview addresses to the students. The interview is “an interaction between two people, with the interviewer  and the interviewee (Kvale, 1996:35 as quoted in Emilia (2000:8). There are three types of interview: structured, semi structured, open-ended (Emilia, (2000: 9).

In this study, the researcher will do a kind of semi structured interview in order to answer the research question; the students’ responses to the use of communicative language teaching in teaching speaking with their teacher. In this case the researcher will only take six students from the participants to be  interviewees.

The interviewees will be asked a set of questions related to the implementation of CLT by their teacher in teaching speaking. And the questions will be related to the using of CLT in teaching speaking, the students’ responses about it, and etc. The result of the interview will be the sources to answer the second research questions meeting in the class.

3.5.5   Treatment

The stages of the teaching and learning process in class are described as follows. It represents the introduction to a lesson, and necessarily requires the creation of a   “realistic situation” requiring the target language to be learned. This can be achieved through using pictures, dialog, imagination or actual classroom situation. The process of learning activity in this experimental class means that actual face to face. Here the process of the communicative language teaching (CLT) will be conducted. Considering the principles of CLT by Jack Richards and David Nunan above, the researcher arranges the procedures for the implementation of CLT in speaking class as follows:

1.    The teacher explains the rules of CLT in the class to make real communication the focus of language learning

2.    Teacher Create opportunities for communication, interaction and negotiation of meaning through activities such as, information sharing, problem solving and role play. In this case the teacher will use role play

3.    The teacher provides the video that contains the conversation about the certain theme/topic

4.    The teacher asks the students to pay attention to the video; including the vocabularies, topics, and the pronunciation.

5.    After the students paying attention to the video, the teacher asks them to work in pair. And waiting for the teacher’s instructions.

6.    The teacher provides opportunities for learners to experiment and try out what they know. Particularly about the conversation in the video.

7.    The teacher asks the students to make the conversation with the same topic as they see in the video.

8.    Each pair practice their own conversation in the front of the class.

9.    The teacher gives the grade for the students based on the components of speaking as suggested by Hadley (2001) including accuracy, fluency, vocabulary and pronunciation.

3.6         Data  analysis technique

The data will be collected from observation. In observation the researcher will take a field note about what happen in the class.

Tests: pre-test and post-test. The test is in kind of oral communication test. In this case the writer will ask the students make the situational dialogs. To see their accuracy, fluency, vocabularies and  pronunciation are used in speaking.

The data analysis with the students’ speaking ability is done based on the oral grade components as suggested by Hadley (2001). The components can be seen in the following;

3.6.1   Accuracy

A  : show exceptional control of required grammar concepts and correctness in        a variety of contexts.

B  : make some grammar mistakes that do not affect the meaning.

C  : make more serious mistakes that often give unintended meaning, although         generally adequate.

D  : meaning generally obscured by grammar mistakes: very poor control of a          wide range of concepts.

E  : meaning completely obscured by grammar mistakes; totally inadequate control.

3.6.2   Fluency

A  : normal, “thoughtful” delay in formulation of thought into speech; language       flows; extended discourse.

B  : take longer than necessary to organize thought; says more than required.

C  : speech somewhat disjointed because of pauses; language very halting.

D  : painful pauses make speech hard to follow; say less than required.

E  : speech totally disjointed; long pauses interrupt flow of thought and meaning.

3.6.3   Vocabulary

A  : very conversant with vocabulary required by given context (s); excellent           control and resourcefulness.

B  : vocabulary mistake generally do not affect meaning (wrong gender, wrong        preposition ,etc); attempts at resourcefulness.

C  : adequate, although more serious mistakes give unintended meaning (wrong       preposition, incorrect word choice, mangled word, etc).

D  : meaning frequently obscured by minimal/ inadequate mastery of vocabulary.

E  : meaning totally obscured, inadequate vocabulary.

3.6.4   Pronunciation

A  : correct pronunciation and intonation, very few mistakes, almost native-like.

B  : any mispronunciation, meaning still clear.

C  : pronounce foreign accent requiring extra-sympathetic listening; comprehensible.

D  : meaning frequently; obscured by poor pronunciation minimally comprehensible.

E  : no effort at all and sound often incomprehensible

3.6.5   Weighting of grades

A  =   4.5 - 5.0      accuracy -----------------      x6=

B  =   4.0 - 4.4      fluency -------------------      x3=

C  =   3.5 – 3.9     pronunciation -----------      x4 =

D  =   3.0 – 3.4     vocabulary ---------------     x7 =

E  =   below 3.0

For this kind of appraisal it is determined that the highest grade is 100 and the lowest one is 0. The grading formula mentioned above is sufficient for collecting of data needed in the completion of this research. After getting the score, the mean of the pre-test will be compared with the mean in the post-test by using T-test.

Meanwhile the interview data in the form of recording which are used to identify the students’ response toward the teacher’s technique in teaching speaking are transcribed, coded and reread to make sure that the transcription had matched the data. After that, the data are classified based on types of techniques used by a teacher, in the way, the data had to condense for the intend purpose of the research. This seems to encompass the following quotation.

3.7         Concluding Remarks

This chapter has discussed things related to the way this study will be conducted, which consists of research design, site and participants, instrumentation which consists of two sections, namely speaking test and interview, data collection technique, and data analysis technique as well as hypothesis testing. The last section is concluding remark.

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