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THE IMPLEMENTATION OF
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
IN ENGLISH TEACHING
(A Naturalistic Study at the Tenth Grade of SMA Negeri 1 Surakarta
in the Academic Year 2013/2014)
MUHAMMAD HASANUL ‘AQIL
K2209055
Thesis
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a Fulfillment of the Requirements for Achieving the
Undergraduate Degree of Education
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
2014
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PRONOUNCEMENT
I would like to certify that the thesis entitled "The Implementation ofCommunicative Language Teaching (cLT) Approach in English Teaching (ANaturalistic study at the Tenth Grade of sMA Negeri I Surakarta in the
Academic Year 2013 /2014)" is really my own work. It is not plagiarism or made by
others. Everything related to others' works is written in quotation, the sources ofwhich are listed on the Bibliography.
If then this pronouncement proves wrong; I am ready to receive any
academic punishment, including the cancellation of my degree.
Surakarta, February 2014
Muhammad Hasanul 'Aqil
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THE IMPLEMENTATION OF
COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH
IN ENGLISH TEACHING
(A Naturalistic Study at the Tenth Grade of SMA Negeri 1 Surakarta
in the Academic Year 2013/2014)
MUHAMMAD HASANUL ‘AQIL
K2209055
Thesis
Submitted to the Teacher Training and Education Faculty of Sebelas Maret University as a Fulfillment of the Requirements for Achieving the
Undergraduate Degree of Education
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
2014
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On:
APPROVAL OF CONSULTANTS
This thesis has been approved by the consultants to be examined by the
Board of Thesis Examiners of the English Education Department of Teacher Training
and Education Faculty, Sebelas Maret University.
February 2014
Second Consultant,
NIP. 19520307 198003 I 005
Hef_v Sulistyawati. S.S. M.Pd
NIP. 1 9781208 2001 12 2 0A2
IV
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APPROVAL OF THE THESIS EXAMINBRS
This thesis has been examined by the Board of Thesis Examiners of the
English Departrnent of Teacher Training and Education Faculty of Sebelas Maret
University Surakarta and approved as the fulfillment of the requirements for
achieving the Undergraduate Degree of English Education.
Day :
Date :
1.
Board of Thesis Examiners
Chair: Endang Setyaningsih, S.S.,M.Hum.
NIP. 19800513 2003 12 2 002
Secretary: Drs. Suparno, M.Pd
NrP. 195111271 198601 1 001
Examiner I: Dr. Abdul Asib, M.Pd.
NIP.195203C7 198003 I 005
Examiner II: Hefy Sulistyawati, S.S., M.Pd.
NIP. 19781208 2001 t2 2 002
2.
aJ.
4.
Signature
and Education Faculty
University
NIP. 19600727 198102 | 001
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ABSTRACT
Muhammad Hasanul ‘Aqil. K2209055. The Implementation of Communicative Language Teaching (CLT)Approachin English Teaching (A Naturalistic Study at the Tenth Grade of SMA Negeri 1 Surakarta in the Academic Year 2013/2014). A thesis. Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. February2014. The objectives of the research are: (1) to describe the implementation of CLT in English teachingin terms of planning, classroom implementation and assessment; (2) to investigate the teacher’sand students’ rolesinCLT classroom; (3) to describe the difficulties found and the solution offered by the teacher in implementing CLT. The research was held at the tenth grade of acceleration classes of SMA Negeri (SMAN) 1 Surakarta from November to December 2013. In this research, the writer used qualitative naturalistic method to describe the implementation of CLT in English teaching. The techniques of collecting data in this research were observation, interview, and document analysis. In analyzing the data, the writer used interactive model of analysis which includes reducing data, displaying data, and drawing conclusions. The findings of the research show that, first, the CLT approach was well conducted in English teachingin terms of planning, classroom implementation and assessment. The teacher organized the lesson plan which set out the communicative principles in its teaching material and classroom scenario. During the implementation, the teacher created opportunities for students to use the target language for authentic communication through activities in the oral or written form. The teacher assessed students’ comprehension through both summative and formative assessment. The formative assessment took place informally such as when teacher gave comment or positive appraisal to the students, while the summative one was mostly done at the end of the lesson to get students’ grade. Second, CLT classroom reflected crucial roles for both the teacher and students. The teacher played roles as a facilitator who facilitated learner with communicative event, as a monitor who monitored students’ learning process and development, as a co-communicator who supported students to be the main communicator, and as a counselor who actively answered students’ questions. Besides, students as learners had a role of the communicator who actively negotiated meaning. Third, CLT implementation was not without problems. The teacher found time constraint, task design and assessment as three major problems. She tackled time constraint by making more accuracy based activities discussed as home task so that the class got more portion of fluency based activities. Meanwhile, the teacher tried her best to set the activities and materials supported communicative goal, prior knowledge and interest. Keywords: naturalistic inquiry, communicative language teaching, English teaching
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MOTTO
“If your actions inspire others to dream more, learn more, do more and become
more, you are a leader”
(John Quincy Adams)
“The world is a book and those who do not travel read only one page”
(St. Agustine)
“God can change your life, but you have to change your habits”
(Anonymous)
“Act your dream!”
(Aqil)
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DEDICATION
This thesis is joyously dedicated to:
My beloved family: mother, father, sister and brother
My beloved friends: wherever you are
My love: whoever you are
Myself
Thank you so much!
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ACKNOWLEDGMENT
All Praise to Allah SWT for never ending blessing given to the writer so that
he can finally accomplish this thesis. This thesis would certainly have never been
completed without the help of these honorable people who deserve his special
gratitude and appreciation:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret University,
Prof. Dr. M. Furqon Hidayatullah, M. Pd.
2. The Head of English Department of Teacher Training and Education Faculty of
Sebelas Maret University, Endang Setyaningsih, S.Pd., M.Hum.
3. Dr. Abdul Asib, M.Pd., the first consultant, and Hefy Sulistyawati, S.S., M.Pd.,the
second consultant, for their advice, guidance, and patience in accomplishing this
thesis.
4. Drs. H. M. Thoyibun, MM. MPd., the head master of SMA Negeri 1 Surakarta
who has facilitated the writer in collecting the data.
5. RizkY Kristanti, S. Pd and Dra. Arni Ferra Sinatra, M.Pd who have helped the
writer in searching the data
6. His beloved family: father, mother, sister, and brother for their endless love and
prayer
7. His friends: SBI 09, ED 09, Eks-Kos Idjo Lumut Surya, GBS Ngoresan, GBS
Sekarpace for their unconditional support
The writer realizes that this thesis is still far from being perfect. He hopes and
accepts every comment and suggestion. Hopefully, this thesis will be useful for the
readers.
Surakarta, February 2014
Muhammad Hasanul ‘Aqil
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TABLE OF CONTENTS
TITLE …………………………………………………………………………………... i
PRONUNCEMENT ……………………………………………………………………. ii
PROPOSED TITLE ……………………………………………………………………. iii
APPROVAL OF CONSULTANTS …………………………………………………..... iv
APPROVAL OF THESIS EXAMINERS ……………………………………………… v
ABSTRACT…………………………………………………………………………….. vi
MOTTO……………………………………………………………………………….... vii
DEDICATION………………………………………………………………………….. viii
ACKNOWLEDGEMENT……………………………………………………………… xi
TABLE OF CONTENTS………………………………………………………………. x
LIST OF TABLES ……………………………………………………….……………. xiii
LIST OF ABBREVIATIONS………………………………………………………….. xiv
LIST OF APENDICES…………………………………………………………………. xv
CHAPTER I INTRODUCTION …………………………………………………….. 1
A. Background of Study ………………………………………………………….... 1
B. Problem Statements ……………………………………………………………. 7
C. Objectives of the Study ………………………………………………………… 7
D. Benefits of the Study …………………………………………………………... 7
CHAPTER II THEORETICAL REVIEW …………………………………………… 9
A. Communicative Language Teaching (CLT) ……………………………………. 9
1. Definition of CLT …………………………………………………………... 9
2. The Development of CLT …………………………………………………... 11
3. The Goal of CLT ……………………………………………………………. 12
4. Basic Principles of CLT …………………………………………………….. 13
5. Roles of Teacher in CLT ……………………………………………………. 18
6. Roles of Students in CLT …………………………………………………… 19
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7. Roles of Materials in CLT ………………………………………………….. 20
8. Teaching Procedures and Teaching Activities ……………………………… 21
9. Syllabus of CLT …………………………………………………………….. 22
B. Teaching English ………………………………………………………………... 24
1. Theory of Teaching …………………………………………………………. 24
2. Theory of Learning ………………………………………………………….. 25
3. Teaching Stages …………………………………………………………….. 26
a. Planning ………………………………………………………………… 27
b. Implementation …………………………………………………………. 28
c. Assessment ……………………………………………………………... 29
CHAPTER III RESEARCH METHODOLOGY ……………………………………. 33
A. Setting of the Research ………………………………………….......................... 33
B. Method of the Research ………………………………………………………... 34
C. Sources of the Data ……………………………………………………...……... 35
D. Techniques of Collecting Data ………………………………………………… 36
E. Trustworthiness of the Data ……………………………………………………. 37
F. Techniques of Analyzing Data ………………………………………………… 38
G. Research Procedure ……………………………………………………………. 39
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ……………………... 40
A. Research Findings ……………………………………………………………… 40
1. The Implementation of Communicative Language Teaching (CLT) in
English Teaching in Terms of Planning, Classroom Implementation, and
Assessment …………………………………………………………………
40
a. Planning ………………………………………………………………… 42
b. The Classroom Implementation ………………………………………... 49
c. Assessment ……………………………………………………………... 61
2. Teacher’s and Students’ Roles in Communicative Language Teaching (CLT)
Classroom ………………………………………………………………….
64
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a. Teacher’s Roles ………………………………………………………... 65
b. Students’ Roles ………………………………………………………... 67
3. The Difficulties Found and the Solution Offered by the Teacher in
Implementing Communicative Language Teaching (CLT) ……………...
69
a. Difficulties …………………………………………………………….... 70
b. Solutions ……………………………………………………………....... 70
B. Discussion ……………………………………………………………………… 72
CHAPTER V CONCLUSION AND SUGGESTION ……………………………….. 84
A. Conclusion …………………………………………………………………….. 84
B. Suggestion …………………………………………………………………….... 88
BIBLIOGRAPHY ……………………………………………………………………… 90
APPENDICES …………………………………………………………………………. 94
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LIST OF TABLES
Table 4.1 Difficulties Found and Solution Offered by the Teacher in
Implementing Communicative Language Teaching (CLT) …..
71
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LIST OF ABBREVIATIONS
CLT : Communicative Language Teaching
WTO : World Trade Organization
ASEAN : Association of Southeast Asian Nations
APEC : Asia-Pacific Economic Cooperation
AFTA : ASEAN Free Trade Area
KTSP : Kurikulum Tingkat Satuan Pendidikan
KBK : Kurikulum Berbasis Kompetensi
CBC : Curriculum Based Competency
PP : Peraturan Pemerintah
SKL : Standar Kompetensi Lulusan
ELT : English Language Teaching
SK : Standar Kompetensi
KD : Kompetensi Dasar
MGMP : Musyawarah Guru Mata Pelajaran
RSBI : Rintisan Sekolah Berstandar Internasional
MH : Muhammad Hasanul ‘Aqil
RK : Risky Kristanti
AA : Anindita Amalia P.
DJ : Dea Jovita
VA : Vira Anindya P.
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LIST OF APPENDICES
Appendix 1 Teacher’s Interview Notes ……………………………………… 95
Appendix 2 Students’ Interview Notes ……………………………………… 99
Appendix 3 Observation Notes ……………………………………………… 101
Appendix 4 Field Note Observation 1 ………………………………………. 102
Appendix 5 Field Note Observation 2 ………………………………………. 117
Appendix 6 Field Note Observation 3 ………………………………………. 132
Appendix 7 Field Note Observation 4 ………………………………………. 142
Appendix 8 Transcript of Interview with Teacher RK (part 1) ……………… 149
Appendix 9 Transcript of Interview with Students AA, DJ, VA …………….. 175
Appendix 10 Transcript of Interview with Teacher RK (part 2) ……………… 183
Appendix 11 Lesson Plan 1 …………………………………………………... 188
Appendix 12 Lesson Plan 2 …………………………………………………... 191
Appendix 13 Syllabus ………………………………………………………… 194