THESIS. Arranged By: MAMDUH ADI PRIYANTO X

Transkripsi

1 THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ENGLISH CLASSROOM (A Descriptive Study on the Twelfth Grade Students in SMA Negeri 1 Surakarta in the Academic Year 2013/ 2014) THESIS Arranged By: MAMDUH ADI PRIYANTO X ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA January 2014 i

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3 THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ENGLISH CLASSROOM (A Descriptive Study on the Twelfth Grade Students in SMA Negeri 1 Surakarta in the Academic Year 2013/ 2014) Arranged By: MAMDUH ADI PRIYANTO X Thesis Submitted to Teacher Training and Education Faculty of Sebelas Maret University as a partial fulfillment of the requirements for gaining the Undergraduate Degree of English Education ENGLISH DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY SURAKARTA January 2014 iii

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6 MOTTO # Saat rintangan bak gunung tinggi berada di depanmu, jangan lantas lari menjauhi gunung tersebut sedangkan kesuksesan berada di balik gunung tersebut dakilah, taklukan gunung tersebut, kelak akan mencapai kesuksesan# # Ketika bangau ingin terlihat gagah seperti harimau, lantas dia membeli surai, tetapi apa kata orang jika ada bangau memiliki surai. Ketika menggonggong sedang nge-trend di kalangan masyarakat, lalu ada seekor kucing ingin kursus menggonggong. Pada akhirnya kucing akan bisa melakukannya, tetapi apa kata orang jika ada kucing yang menggonggong. Seandainya benar- benar ingin tentram dan juga ingin merasa nyaman dengan keaadan dirimu, maka jadilah dirimu sendiri (H. Pidi Baiq)# # Aku meminta kekuatan dan keteguhan hati menghadapi masalah ini, tetapi Alloh SWT memberikan kesusahan dan kesengsaraan yang membuatku semakin kuat (Salahuding Al Ayyubi)# vi

7 DEDICATION Praise be to Alloh, this thesis is dedicated to: My Greatest Umi and Abah Who have given your love and your care. Proud to be with you Rajif Husein Karbella and Risqa Tsilasy Pamungtyas Who have brought great joy into my life Adisty Arumawanti Who has supported and given motivation in writing this thesis vii

8 ABSTRACT Mamduh Adi Priyanto. X THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ENGLISH CLASSROOM (A Descriptive Study On The Twelfth Grade Students In SMA Negeri 1 Surakarta In The Academic Year 2013/ 2014). A thesis, Surakarta: Teacher Training and Education Faculty of SebelasMaret University, January The objectives of this research are to describe teaching learning process that occurs in the classroom and to identify type of communication that occurs in the classroom. SMA Negeri 1 Surakarta was taken as the setting of the research. The teaching learning process between the English teacher and students of the twelfth grade in 2013/ 2014 academic year was recorded as the subject of the analysis. The method used in this research is qualitative approach in the form of descriptive method. The data were obtained through observation, document analysis and interview. The research was conducted on SMA N 1 Surakarta in August- November It includes four important stages namely collecting data, reducing the data, presenting the data, and verification. The primary data were directly got from observation in the field. The researcher also used the second primary data; conducting interview to the students and teacher and analyzing document. To meet the purposes of the research, it raises the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nina Spada and Maria Frohlich (1995). The research findings show that communicative language teaching was applied in the teaching learning process in the classroom. It could be seen from five components: teacher, student, teaching learning process, materials and approaches. (1) Teacher facilitated students for doing communication through various activities. (2) All activities that occurred in the classroom is studentcentered. (3) Social interaction was applied for teaching learning process in the classroom. (4) Handout was often used by teacher. (5) Teacher used questionanswer, group discussion, pair discussion, role play and game for facilitating students in communication. The researcher hopes that the finding of this research can be used as selfmonitoring for English teacher to create communicative class. Therefore, this study is useful to evaluate teacher s and learner s performance in the classroom. It is suggested that the teacher allocate more turns for the students for doing communication and use various strategies when teaching communicatively. Moreover, the students should be more active in developing their ability. viii

9 ABSTRAK Mamduh Adi Priyanto. X PENERAPAN PENGAJARAN BAHASA KOMUNIKATIF DI KELAS BAHASA INGGRIS (Studi Deskriptif Pada Siswa Kelas Dua Belas SMA Negeri 1 Surakarta Pada Tahun Ajar 2013/ 2014). Skripsi, Surakarta: Fakultas Kegurruan dan Ilmu Pendidikan Universitas Sebelas Maret, Januari Tujuan dari penelitian ini adalan untuk menggambarkan proses belajar mengajar yang terjadi di kelas dan untuk mengidentifikasi bentuk dari komunikasi yang terjadi. SMA Negeri 1 Surakarta diambil sebagai tempat penelitian. Proses belajar mengajar antara guru Bahasa Inggris dan siswa kelas dua belas pada tahun ajar 2013/ 2014 diambil sebagai analisis subyek. Penggunaan metode pada penelitian ini adalah pendekatan kualitatif dalam bentuk deskriptif. Data diperoleh menggunakan observasi, analisa dokumen dan wawancara. Penelitian diambil di SMA N 1 Surakarta selama August- November Terdapat empat tahapan dalam penelitian yaitu pengumpulan data, pengurangan data, penyajian data, dan ferivikasi data. Data utama didapat dari observasi di lapangan. Peneliti juga menggunakan data tambahan seperti wawancara kepada siswa dan guru, dan analisa dokumen. Untuk menemukan tujuan dari penelitian ini, dikembangkan pertanyaan- pertanyaan yang tercantum dalam prinsip dari Communicative Orientation of Language Teaching (COLT) yang dianjurkan oleh Nina Spada dan Maria Frohlich (1995). Temuan penelitian menunjukkan bahwa pengajaran bahasa secara komunikatif diterapkan pada proses belajar mengajar di kelas. Ini dapat dilihat dari lima aspek yaitu guru, siswa, proses belajar mengjar, materi dan pendekatan. (1) Guru memfasilitasi siswa untuk melakukan komunikasi dengan berbagai kegiatan. (2) Semua kegiatan yang terjadi di kelas berpusat pada siswa. (3) interaksi sosial diterapkan pada proses belajar mengajar di kelas. (4) Handout sering digunakan oleh guru ketika menyampaikan pelajaran. (5) Guru menggunakan pertanyaan dan jawaban, diskusi berkelompok, diskusi berpasangan, bermain peran dan permainan untuk memfasilitasi siswa dalam berkomunikasi. Peneliti berharap penemuan penelitian ini dan digunakaan sebagai pengawasan diri untuk guru Bahasa Inggris dalam menciptakan kelas yang komunikatif. Oleh karena itu, studi ini berguna untuk evaluasi penampilan guru dan murid di kelas. Disarankan agar guru mengalokasikan banyak waktu untuk siswa berkomunikasi dan menggunakan bermacam strategi ketika mengajar secara komunikatif. Siswa juga seharusnya lebih aktif dalam mengembangkan kemampuannya. ix

10 ACKNOWLEDGEMENT First and foremost, praise to Allah the Almighty for letting me to finish this thesis as a partial fulfillment of the requirements for gaining the Undergraduate Degree of Education in English Education Department of Sebelas Maret University Surakarta. The writer also wishes to express her deepest gratitude to: 1. Prof. Dr. M. Furqon Hidayatullah, M.Pd., the Dean of Teacher Training and Education Faculty, for giving the writer permission to write the thesis. 2. Dr. M. Rohmadi, S.S., M.Hum., the Head of the Art and Language Education Department, who gave the writer permission to write the thesis. 3. Endang Setyaningsih, S.Pd., M.Hum., the Head of the English Education Department, who gave the writer permission to write the thesis 4. Drs. Muh. Asrori, M.Pd., as the writer s first consultant and Drs. A. Handoko Pudjobroto, as the writer s second consultant for their guidance, advice, encouragement and time from beginning up to the completion of this thesis writing. 5. Martono, M.A., as Academic Consultant for his advices. 6. All of the Lecturers in English Education Department of Teacher Training and Education Faculty of Sebelas Maret University. 7. Drs. H.M. Thoyibun, S.H., M.M. as headmaster of SMA N 1 Surakarta for giving permission the writer in doing the research. 8. Arni Ferra Sinatra S.Pd., M.Pd. as the English teacher of twelfth grade students SMA N 1 Surakarta for facilitating and guiding the writer in doing the research. 9. All of the twelfth grade students of SMA N 1 Surakarta for supporting in this research. x

11 10. My gorgeous umi and abah for their everlasting love and ultimate motivator to me throughout my life; my little brother Rajif Husein Karbella and Risqa Tsilasy Pamungtyas for their laughing and sweetest cheers; also my whole family for their undying support, their unwavering belief that I can achieve success so much. 11. All of my friends in Qualification Class 2011 English Education Department of Sebelas Maret University for wonderful friendship. 12. All of my friends in Wisma Generus Kartika 3 for the encouragement in every daily life. 13. Everyone who has been a great source of motivation and inspiration in the completion of this thesis writing. Finally, the writer realizes that the thesis is far from being perfect as he has limitation as human being. However, the writer hopes that this thesis can contribute both theoretically and practically to the development of English language teaching field. Surakarta, January 2014 Mamduh Adi Priyanto xi

12 TABLE OF CONTENT Page PRONOUNCEMENT... TITLE OF PAGE... THE APPROVAL OF THE CONSULTANTS... THE APPROVAL OF THE EXAMINERS... MOTTO... DEDICATION... ABSTRACT ABSTRAK... ACKNOWLEDGEMENT... TABLE OF CONTENT... LIST OF TABLES... LIST OF FIGURES... LIST OF APPENDICES... i ii iii iv v vi vii viii ix xi xiv xv xvi CHAPTER I. INTRODUCTION A. Background of the Study... 1 B. Problem Statement... 5 C. Objective of the Study... 6 D. Benefit of the Study... 6 xii

13 CHAPTER II. LITERATURE REVIEW A. The Nature of Communicative Language Teaching (CLT) B. The Nature of Learning C. The Nature of Classroom Interaction D. Construction of the Theory CHAPTER III. RESEARCH METHOD A. Setting of the Research B. Research Method C. Source of the Data D. Technique of Collecting the Data E. Validity and Reliability of the Data F. Sampling G. Technique of Analyzing the Data CHAPTER IV. RESEARCH FINDING AND DISCUSSION A. Research Finding A. 1. Communicative Teaching Learning Process in the Classroom A. 2. Types of Communication Language Teaching in the Classroom B. Discussion B.1. Communicative Teaching Learning process in the Classroom xiii

14 B.2. Types of Communication Language Teaching in the Classroom CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion B. Implication C. Suggestion BIBLIOGRAPHY 99 APPENDICES 102 xiv

15 LIST OF TABLES Table Page 2.1. Differential in Number Ways of Communicative and Traditional Method Construction of the Theory Questions Relating to the Principal Features of the COLT Observation Scheme.. 41 xv

16 LIST OF FIGURES Picture Page 2.1. Components of Communicative Language Ability Sequence of Activities in Communicative Language Teaching (CLT) Procedure Types of Classroom Interaction Analysis Data Component Interactive Model The Concept of Descriptive Research Based. 53 xvi

17 LIST OF APPENDICES Appendix Page 1. Blue Print Interview with Teacher Blue Print Interview with Students Questions of Interview (Teacher) Questions of Interview (Student) Communicative Orientation of Language Teaching Observation Scheme Field Note of Observation Form of Students Attendance List Field Note Interview (Student) Field Note Interview (Teacher) Example of Material and the Students Results Example of Lesson Plans Example Photograph of Teaching Learning Process Example Photograph of Interviewing Students Legalization Letters 216 xvii