THE APLICATION OF COMMUNICATIVE LANGUAGE TEACHING TO IMPROVE

SPEAKING SKILL AT SMKN 1 KELAYANG

Supervisor : Fajar Wirawan M, Pd

BY :

Tri Rahayu Ningsih

20.103.117.203.022

THE DEPARTMENT OF ENGLISH EDUCATION

STKIP INSAN MADANI AIR MOLEK

2022/2023

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 TABLE OF CONTENT

Contents
CHAPTER I...................................................................................................................................................... 3
PRELIMINARY ................................................................................................................................................ 3
BACKGROUND ............................................................................................................................................... 3
IDENTIFICATION OF PROBLEM ...................................................................................................................... 3
SIGNIFICANT OF PROBLEM ........................................................................................................................... 4
CHAPTER II .................................................................................................................................................... 5
THEORI DESCRIPTION.................................................................................................................................... 5
2.1 DEFINITION OF SPEAKING ....................................................................................................................... 5
2.2 DEFINITION COMMUNICATIVE LANGUAGE TEACHING (CLT) ................................................................. 6
CHAPTER III ................................................................................................................................................. 10
RESEARCH METODOLOGY ........................................................................................................................... 10
RESEARCH METHODOLOGY ........................................................................................................................ 10
Table 1......................................................................................................................................................... 10
The Rating Scores of Oral Test .................................................................................................................... 10
REFERENCE .................................................................................................................................................. 12

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 CHAPTER I

PRELIMINARY

1.1 BACKGROUND

Language is a tool that human used to communicate one each other. Communicate can be
done orally or written. Communication that human do orally is called speaking. Speaking is
one of the skill in English. Through speaking, human can deliver their ideas, felling or opinion
to the listeners.
In learning English, speaking is difficult thing for students, especially for new students
that take English Department. It is caused that English is second language for them. In teaching
learning English, the students faced many difficulties and problems especially in speaking.
First, the students were difficult to pronounce the words well. Second, the students did not
have enough vocabularies, so they were not able to build a complete sentence when they spoke
to the listeners. That’s why they were not able to do speaking in English full. They tended to
mix their language, Indonesian and English or just speak in mother language, namely
Indonesian. Third, they were not self-confidence to speak in English with their friends and
their educator. It’s caused they were afraid. The fourth, when the educator gave them a task,
they were not able to do the task directly. They tended to write first, then memorize their
answer. Then, deliver the answer orally. And the last, the grammar and structure that they used
when they spoke was wrong.
According to Kasihani (2001: 43) English is the first foreign language which is considered
important for the purpose of accessing information, absorption and development of science,
technology, arts, and culture and fostering relations with other nations.

1.2 IDENTIFICATION OF PROBLEM

1. Does is the application of communicative language teaching to improve speaking skill

at SMKN1 KELAYANG ?

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1.3 SIGNIFICANT OF PROBLEM

1. A research entitled “The Application of Communicative Language Teaching to improve

speaking skill at SMK N 1 KELAYANG”. Through this research is hoped there is
significant improvement after using Communicative Language Teaching in speaking.

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 CHAPTER II

THEORI DESCRIPTION

2.1 DEFINITION OF SPEAKING

The experts' definition of speaking contains what it means to be able to speak English and its
implementation in life :

1. Tarigan (1990: 3-4)

According to Tarigan (1990: 3-4) defines that speaking or speaking is a language skill that
is developed in a child's life. This speaking skill can be obtained through listening ability.
When children listen and eat at the same time, they will learn speaking skills. Speaking or
the ability to speak in English has an important role in communicating. So, speaking is
about skill , so speaking is a basic skill for beginners who will put more emphasis on the
concept of interaction, both in the process and the objectives of the learning process

2. Ladouse (1991)
The definition of speaking according to subsequent experts is based on the view of Ladouse
(1991) which defines speaking as the ability to express oneself. Speaking is also referred
to as an action to report through the words spoken with the ability to speak.
Speaking in English is related to what is seen, felt, heard, and expressed in the form of
words. If this speaking is done by more than one person, it will lead to a conversation or
interaction. It can be said that speaking is an act of expressing oneself, through what is
seen, felt, heard, and expressed in the form of words.

Speaking skill is an important ability to communicate in English. The ability to speak can
be very important because it is needed in conversational activities or conversations. Speaking
skills are also needed when communicating something. There are several components of
speaking skills that you should know and learn in order to improve your ability to speak English
properly and correctly.
Here are some components of speaking skills that should be understood and mastered:

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 A. Pronunciation
Pronunciation is an important part of speaking proficiency in English. Pronunciation is
crucial when using English orally. Pronunciation is a way of pronouncing vocabulary in
a general way. Why in a general way? because English sometimes has dialects or accents.
A good pronunciation will make the other person catch what is being said.

B. Grammar
Grammar is an agreement about how a language consisting of various vocabularies or
vocabularies can be used to communicate or convey ideas or information.

C. Vocabulary
Vocabulary or vocabulary is diction or the right choice of words. Someone with a rich
vocabulary will find it easier to grasp ideas or information conveyed by other parties and
vice versa when acting as a party speaking to convey ideas or information. Vocabulary
can be in the form of single words, compound words, phrases or idioms.

D. Fluency
Someone who is proficient or fluent in speaking English will find it easier to
communicate. Fluency can only be obtained through a combination of rich vocabulary,
good grammar mastery, proper pronunciation and self-confidence. Someone who is fluent
will be able to practice speaking communicatively and accurately.

E. Comprehension
Comprehension is the ability to receive and interpret a series of communication activities.
With that, practicing continuously and communicating as much as possible using English
is the best way to have good mastery of comprehension.

2.2 DEFINITION COMMUNICATIVE LANGUAGE TEACHING (CLT)

Mastery of foreign languages, especially English is a necessity in the current era of

globalization. this requires English teachers to choose teaching approaches that support the

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formation of English language skills. Of the many approaches and methods of teaching
English,
Communicative Language Teaching (CLT) is the most contemporary method used at all levels
of education today in teaching English.

Communicative Language Teaching (CLT) is an approach to teaching foreign languages

that places more emphasis on the concept of interaction, both in the process and in the goals
of the learning process. Historically, CLT emerged as a response to the Audio-Lingual Method
(ALM), which was considered inappropriate in language learning.
This method departs from the understanding that language is a tool for communication, not
just a set of rules. Therefore, language teaching should adhere to this understanding, namely
learning a language is learning to use language, not learning about it. Interaction is a social
relationship between individuals in such a way that the individuals concerned mutually
influence one another (Chaplin, 2011).

1. CLT goals
CLT has several objectives to be achieved, including:
o Students can use language as a tool to communicate.
o Students can use language as a tool to express something.
o Students can use language expressions appropriately when communicating.

2. CLT application
In its application in the classroom, CLT uses every activity that involves authentic
interaction, both between teachers and students and between students and students. There
are two forms of activity in the CLT class, including:

3. Functional communication activities

Activities that aim to develop certain abilities (skills) and language functions, but still
involve communication.
Example:
o Ways of expressing opinions

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 o How to convey criticism and suggestions
o How to ask the time
o How to ask for and give directions, and others.

4. Social interaction activities

Activities that emphasize the use of the language.
Example:
o Conversations and discussions
o Dialogue
o Play a role (role play).
o Interviews
o Information gaps
o Games
o Language exchanges
o Surveys,
o Pair work
o Learning by teaching

5. Advantages of CLT
1. CLT is a holistic approach. This approach does not only focus on the traditional structural
syllabus, but also considers the communicative dimension of language.
2. CLT presents passion and motivation to students in the classroom.
3. CLT is a learner who emphasizes the interests and needs of students.
4. In this world, where information communication and information technology have greatly
advanced, CLT can play an important role as educators.

6. Weaknesses of CLT
1. This method is difficult to apply in a very crowded class.
2. The teacher must be a person who has very extensive knowledge in both foreign and
native languages.

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3. The use of inadequate and appropriate teaching materials can damage the learning
process.
4. The teacher's theoretical knowledge must be very good in terms of practice
5. The teacher's monitoring ability must be very good.
6. Teaching about the structural aspects of language (grammar) is very difficult to practice
in this method.
7. The CLT approach focuses only on fluency but not on accuracy.
8. Students who are weak and cannot use the target language will continue to make
mistakes and eventually give up.
9. The CLT approach is very appropriate for intermediate and advanced classes, but for
beginners (basic) this approach is not appropriate.

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 CHAPTER III

RESEARCH METODOLOGY

3.1 RESEARCH METHODOLOGY

1. The method of research

The method of the research was experimental quantitative research by using quasi
experimental design with one group pretest-posttest model.
2. Sample
The sample of the research was English department students. It consisted of25
students. They took randomly.
3. The method od collecting data
The technique of collecting data was done through observation. The data source was
gotten from students’ utterances when they did oral communication.
4. The instrumentation of research
a. Test
The students did the oral test through role play. In role play technique, the students
must play the role as the situation in the card that was chosen by them. (See in
appendix) then the students perform their role play. The students need to do the
tests in pairs. The students’ test was scored by using the rating scores of oral test
by Higgs & Clifford as follow:

Table 1

The Rating Scores of Oral Test

Conversational English Proficiency Weighting Table

Proficiency 1 2 3 4 5 6 total
Description
Accent 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24

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 Fluency 2 4 6 8 10 12
Comprehension 4 8 12 15 19 23
total

Conversational English proficiency conversion table

Total score level

16-25 0+
26-32 1
33-42 1+
43-52 2
53-62 2+
63-72 3
73-82 3+
93-99 4
4+

5. The Hypothesis of Study

The writer’s hypothesis is there is significant difference between teaching speaking
through Communicative Language Teaching and through traditional method at SMK
N 1 KELAYANG.

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 REFERENCE

https://kampunginggrispare.info/the-component-of-speaking-skill-kuasai-ini-biar-
speaking-mu-keren

https://kampunginggrisla.com/pengertian-speaking-menurut-para-ahli/

https://tahuinggris.blogspot.com/2016/01/pengertian-communicative-languange.html

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