THE EFFECTIVENESS OF COMMUNICATIVE LANGUAGE

TEACHING (CLT) METHOD TO IMPROVE STUDENTS’ SPEAKING

ABILITY TO ELEVEN GRADES OF SMK WIRATAMA 45.2
WONOSOBO

A THESIS
Submitted as a Partial of the Requirements for

Sarjana Pendidikan degree

ADILLA PINASTI
2022260024

FACULTY OF LANGUAGE AND LITERATURE

UNIVERSITAS SAINS AL-QUR’AN JAWA TENGAH DI WONOSOBO (UNSIQ)
2024
 APPROVAL

Title : The Effectiveness Of Communicative Language

Teaching (CLT) Method To Improve Students’
Speaking Ability To Eleven Grades Of Smk
Wiratama 45.2 Wonosobo
Name : Adilla Pinasti
Student Registered Number : 2022260024
Study Program : English Education Department
Faculty : Languange and Literature
Consultant : Niken Kencono Ungu, M.Pd

Wonosobo, September 19th, 2024

Approved by :

Consultant,

Niken Kencono Ungu, M.Pd

NPU. 1910818158/NIDN. 0624088402

ii
 TABLE OF CONTENT

APPROVAL ..................................................................................................................... ii
VALIDATION SHEET ................................................................................................... iii
TABLE OF CONTENT ....................................................................................................iv
ABSTRACT....................................................................................................................... v
CHAPTER I ....................................................................................................................... 6
INTRODUCTION ............................................................................................................. 6
Identification of the Problems ........................................................................................ 8
Delimitation of the Problems ......................................................................................... 8
Research Questions ........................................................................................................ 8
Research Objectives ....................................................................................................... 9
Significance of Research ................................................................................................ 9
Organization of the Research ....................................................................................... 10
CHAPTER II.................................................................................................................... 11
LITERATURE REVIEW................................................................................................. 11
Previous Study ............................................................................................................. 11
2.2. Review of Related Review ............................................................................... 13
2.3. Conceptual Framework .................................................................................... 22
2.4. Hypothesis............................................................................................................. 23
CHAPTER III .................................................................................................................. 24
RESEARCH METHODOLOGY ..................................................................................... 24
3.1. Research Method .............................................................................................. 24
3.2. Research Design ............................................................................................... 24
3.3. Research Setting ............................................................................................... 24
3.4. Population and Sample ..................................................................................... 25
3.5. Data Collection Method ................................................................................... 26
3.6. Research Instrument ......................................................................................... 27
3.7. Data Collecting Procedure ................................................................................ 27
3.8. Data Analysis Procedure .................................................................................. 27
REFERENCES ................................................................................................................ 29

iv
 ABSTRACT

Adilla Pinasti. 2024. The Effectiveness of Communicative Language

Teaching (CTL) Method to Improve Students’ Speaking Ability to Eleven
Grades of SMK Wiratama 45.2 Wonosobo. Faculty of Language and
Literature. Universitas Sains Al-Qur’an (UNSIQ)

In the current globalization, English is an International language that is

important for us to learn. Speaking is one of the most challenging skills
language learners must master because speaking is the most important element
of the other 4 language skills. It is said to be difficult because in speaking one
has to convey and compose words simultaneously. Researchers used the
Communicative Language Teaching method to improve speaking skills in high
school students. Communicative Language Teaching refers to language learning
that is communicative, the teachers provide many opportunities for the students
to practice and develop their speaking skills in the class (Anggraini, 2018). The
researcher focused on fluency, accuracy, and clarity in the classroom by using
Communicative Language Teaching method. The objectives of this research are: (1)
to measure the effectiveness of the Communicative Language Teaching method
as a method for learning English to improve students' speaking skills. (2) to find
out the differences between students who are taught using the Communicative
Teaching Learning method and those who are not taught using the
Communicative Teaching Language method. This research is a type of
quantitative research conducted in senior high school.

Keywords: Clt Method, Improving Speaking Ability, Teaching Speaking

v
 CHAPTER I
INTRODUCTION

1.1. Background of the Study

In the current globalization, English is an International language that is
important for us to learn. In addition, many countries such as Singapore,
Malaysia, India, Denmark, and Pakistan have set English as their second
language of communication. When we can master English, we will have access
to the border world and gain much knowledge. In the professional world of work,
the ability to speak English has also become one of the benchmarks. In this way,
teaching English in schools is one of the essential things that must be preserve.
In our country, Indonesia, English has become a subject that somebody
must learn in school. Even in kindergarten, children have been introduce to
English which is still very basic and straightforward because English is considere
as a foreign language in Indonesia, not a mother tongue. Mastery of English as a
communication tool is important, making English a field of study in every
university school in Indonesia. Learning English means observing the elements
of language skills. Language components include things like vocabulary,
grammar, spelling, and pronunciation. Whereas language skills include things
like speaking, writing, reading, and listening. (Rosalinah, 2017)
Speaking is a skill that is face to face language learners must master
because speaking is the most important element of the other 4 language skills. It
is said to be difficult because in speaking one has to convey and compose words
simultaneously. This is undoubtedly a tough challenge for speakers of a foreign
language if they have not mastered speaking skills well. Having good skills is
important for all language learners, therefore their ability to ask for interviews,
discussions, presentations, and debates will improve to be better. Therefore, they
can obtain International communication.
At this time, in Indonesia, many people can master English. But, most of
them assume that getting English is difficult. This perception is also inherent in
the students of senior high school, they consider that learning or mastering

6
English is difficult because students lack language skills, vocabulary and
knowledge. and do not dare to appear in front of the class because of inadequate
skills. (Srihandayani & Marlina, 2019)
As an important part of basic English skills, speaking is indispensable in
language learning. In teaching students, especially in training them to speak
English according to the rules is challenging. Many students feel lazy in learning
to speak English, but they say that English is an important thing that must be
learned. According to those who will not study abroad is also one of the reasons
they are lazy in learning English. Mastery of vocabulary and pronunciation,
which is still a deficient standard is also one of the reasons they prefer to avoid
English subjects. Therefore, teachers must win students’ hearts by providing
knowledge about the importance of learning English as an International
language. In this case, cooperation between teachers and students is needed,
students must be active in learning to speak to master speaking skills. Besides
that, the teachers must create an exciting classroom atmosphere. So, the teaching
of speaking becomes more attractive.
The classroom should not be quiet in learning to speak. If the students
want to learn to speak, they must speak. They not only talk to the teachers but
they also have to talk to their classmates. It is the way that they will get enough
practicing. Based on the facts of the field, it does not go according to plan. The
students never practice speaking with their friends in their daily lives. This
condition makes the students have a fear of making mistakes because their
friends laugh at them. These factors ultimately make them feel less confident in
their ability. (Watkins, 2007).
According to the problem above, the researcher wants to improve
students' speaking skills by using Communicative Language Teaching. This
learning teaching method focused on training students’ speaking skills, especially
in speaking English. The students continue to be taught to speak English, so the
students become accustomed to hearing and speaking in English. It is not easy to
familiarize students with using English. There are many internal and external
obstacles that make the students find many problems in improving their speaking

7
 ability. These aspects are important for the teacher and researcher to support and
encourage the student’s motivation to learn to speak happily.

1.2. Identification of the Problems

The research problem that the researcher's purpose is able to be identify
as follows:
1.2.1. The low motivation of the students in learning English, especially
in learning ofspeaking.
1.2.2. The lack of students' interest in learning English.
1.2.3. The students’ difficulties in speaking.

1.3. Delimitation of the Problems

Through the description of the conflict, so that an assessment is carry out
focuses asfollows:

1.3.1. The implementation of Communicative Language Teaching to

improve students'speaking skills.

1.3.2. Measuring the effectiveness of learning to speak by using

Communicative Language Teaching to improve students' speaking skills

1.3.3. The procedure of Communicative Language Teaching to improve

students'speaking skills.

1.4. Research Questions

1.4.1. How is the implementation of Communicative Language Teaching
to improve students' speaking skills?
1.4.2. How is the effectiveness of Communicative Language Teaching
to improvestudents' speaking skills?
1.4.3. How is the procedure of Communicative Language Teaching to
improve students'speaking skills?

8
1.5. Research Objectives
The purpose of holding this research are follows:
1.5.1. To find out how the implementation of Communicative
Language Teaching toimprove students' speaking skills.
1.5.2. To measure the effectiveness of Communicative Language
Teaching to improvestudents' speaking skills.
1.5.3. To explain the procedure of Communicative Language
Teaching to improvestudents' speaking skills.

1.6. Significance of Research

1.6.1. Theoritical Significance
The results of this study are desire be one of the guidance in
teaching or learning speaking.
1.6.2. Practical Significance
a) For The Students
Communicative Language Teaching method that focuses on
improving students’ speaking skills is expect to help students
improve their speaking skills, especially using English. So, that the
students are able to speak English accurately, fluently, and
communicatively.
b) For The Reader
The result of this research is able to provide information to the
readers about how the implementation of Communicative
Language Teaching method, which is one of the compulsory
subjects at senior high school focuses on improving the students’
speaking ability.

9
1.7. Organization of the Research
Chapter I is the Introduction. This chapter contain several sub-chapters
including Background of the Study, Identification of the Problem, Delimitation
of the Problem, Research Question, Significant of the Research, and
Organization of the Research
Chapter II is a Literature Review which provides theories to support the
study as well a description of The Definition of Communicative Language
Teaching method, Characteristics of Communicative Language Teaching
method, The Teacher roles in Communicative Language Teaching method,
Technique in Use Communivative Language Teaching, Definition of Speaking,
The Purpose of Speaking, Three Aspects of Speaking Skill, The Problems of
Speaking, Characteristics of Successful Speaking Activities, The Principle of
Teaching Speaking, Conceptual of Framework, and Research Hypothesis.
Chapter III is Research Methodology, which consist of Reasearch
Method, Research Design, Research Setting, Population and Sample, Data
Collection Method, Research Instrument, Data Collection Procedure, Data
Analysis Procedure and Assessment Rubric.

10
 CHAPTER II
LITERATURE REVIEW

2.1 Previous Study

This research is relevant to the research by 6 journals. The results of the
research are asfollows:
The first journal, according to (Syahputra, 2019) in the joural of
“Indonesian Journal of Intregated Language Teaching”, entitled “Using
Communicative Language Teaching among English Teachers at A Senior High
School in Riau”. Based on the results, there is no single best method for improving
speaking skills, there needs to be variation in learning.The existence of several
obstacles in implementing CLT in the classroom requires teachersto implement
CLT more often in the classroom, especially by using roleplaying and pair and
small group activities. No one can guarantee that the application of the CLT
method inthe classroom can run without problems. However, teachers can try to
overcome student obstacles such as lack of self-confidence and fear of making
mistakes by continuing to motivate their students. so that previously passive
students can become more active in the learning process, especially in speaking
skills.
The second journal, according to (Ulfah R. , 2020) in the journal of “Jurnal
Pendidikan& Pembelajaran”, entitled “The Implementation of Communicative
Language Teaching Approch in Teaching Speaking”. Based on the result, In
implementing the CLT method in teaching speaking, classroom activities must be
communicative. The teacher provides communicative activities such as roleplay,
discussions, searching for or gathering information by interviewing friends,
providing advice on a problem, and guiding students to communicate more in
English. Apart from that, the teacher also assesses students' speaking abilities
individually and in groups. Through these activities, the application of the
Communicate Language Teaching (CLT) method in teaching speaking can be
implemented.

11
 The third journal, according to (Sriwahyuningsih, 2021) in the journal of
“Jurnal Keguruan dan Ilmu Pendidikan” entitled “Using Communicative
Language Teaching Approach to Improve Students' Speaking Ability”. Based on
the results, it shows that students have improved their speaking skills as evidenced
by an increase in scores on the pre-test and post-test after being taught using the
Communicative Language Teaching (CLT) method. Apart from that, students'
ability to practice speaking English has become better than before.
According to (Kusumawati, 2022) in the journal of “Jurnal Literasi”,
entitled “Penerapan Pendekatan Communicative Language Teaching Berbasisis
Proses (Process-based CLT Approach) untuk Meningkatkan Keterampilan
Berpidato Siswa SMP”. Based on the results, it shows that the process-based CLT
approach can play a role in improving junior high school students' speech skills. In
learning to speak, student's opportunities to practicespeaking must be increased by
having repeated practice exercises and active participation in class, so that
students will become accustomed to speaking skills. Thus, students' speechskills
will improve.
According to (Susanto, 2022) in the Jounal of “Borneo Educational Journal”,
entitled “TheEffect of Communicative Language Teaching (CLT) Method on
Speaking Ability and Speaking Anxiety”. Based on the results, it shows that the
Communicative Language Teaching (CLT) method influences students' speaking
abilities and speaking anxiety. This Communicative Language Teaching (CLT)
method has a significant influence on students'speaking abilities, and the
Communicative Language Teaching (CLT) method also reducesstudents' speaking
anxiety which is supported by the teacher's qualified skills in implementing the
Communicative Language Teaching (CLT) method.
The last journal, according to (Haliwanda, 2021) in the journal of “Elite
Journal”, entitled“The Effect of Using The Communicative Language Teaching
(CLT) Approach in Teaching Speaking”. Based on the result, shows that there is a
significant difference in students' abilities after learning using the Communicative
Language Teaching (CLT) approach/method compared to using the grammar
translation method (GTM).

12
 Based on the explanation above, the researcher able to make the conclusion
that in implementing the use of Communicative Language Teaching (CLT) in the
classroom, classroom activities must be communicative. Students must also often practice
speaking repeatedly and actively in class with the help of creative activities provided by
the teacher in each lesson.

2.2. Review of Related Review

2.2.1. Definition of Communicative Language Teaching Method
Richard and Rogers (Anggraini, 2018) explained that CLT
(Communicative Language Teaching) refers to language learning that is
communicative, the teacher provide many opportunities for the students to
practice and develop their speaking skills in class. The activity aims to increase
their self-confidence and improve their ability to communicate. Therefore, CLT
(Communicative Langauge Teaching) is one of the methods used in language
learning that aims to measure the student's ability in learning English, especially
in speaking (Ulfah, 2021). Harmer state that CLT (Communicative Language
Teaching) is a principle or guide for the students in communicating that focuses
on the importance of the function of the language and teaches the students to use
the language based on the context.
Moreover, Sumantri (Lestari, 2017) revealed that CTL (Communicative
Language Teaching) was language learning focuses on communication, so there
is a relationship between the social situation in learning so the students can
increase their involvement in the use of spoken language. According (Budiarso,
2019), language learning use CLT (Communicative Language Teaching) method
which is package invarious types of interactive activities make the students more
motivate to interact witheach other. Thus, the implementation of CLT
(Communicative Learning Teaching) method consider efffective to improve the
students’ speaking skill.
Based on the explanation above, it can be concluded that the CLT
(Communicative Language Teaching) method is a language learning method
that focuses on students communicating more with each other with the aim of
improving students' speaking skills.

13
 2.2.2. Characteristics of Communicative Language Teaching Method
Brown H.D (Ulfah, 2021) state that there are 4 characteristics of CLT
(Communicative Language Teaching), as follows :
1. The language is a tool for communication
2. The main function of the language is to interact.
3. The structure of the language also changes, depends on the situation.
4. The grammatical and structural are not the main parts of the language

2.2.3. The Teacher Role in Communivative Language Teaching Method

Larsen-Freeman (Ulfah, 2021) stated 3 there are teachers’ role in learning
speaking by using CLT (Communicative Language Teaching) method, as follows :
1. The teacher’s role is to achieve the goal. The goal must to achieve to make
the students are able to communicate using the target language.
2. The teacher’s organizing the students in process of communication,
therefore the students are able to understand each other.
3. The teacher’s facilitates the class, therefore the communication are able
to establish. However the teacher should not too control the class, let the
students to be more responsible in mastering the class.

2.2.4. Technique in Use Communivative Language Teaching Method

1. Role-Play
Role Play is one of the interesting methods used in the CLT approach
because it provides the chance for the students to conduct communication in
other places or different social contexts. Role-play looks like an arranged
manner. For instance, the teacher and the students are involved in the same
place, situation, and condition when they are in a conversation with each
other. Flores et.al (2017) discusses that to increase the opportunities for
language speaking and sharing, many CLT advocators tend to employ role-play
activities. Role-play can be a useful and thoughtful collaboration with CLT in
learning English. Role-play is an oral activity commonly prepared in pairs or
groups, and the central goal enhances students’ communicative abilities in a
certain setting and condition.

14
 2. Information Gap
Information gap sets arrangements of actions where the students use or
appeal to available vocabulary, grammar, and communication strategies to
complete a task. In these activities, some students will be asking each other
about the questions to convey if they do not know the correct answer.
Meanwhile, the information gap is an important aspect of communication in
CLT. In addition, an information gap exist when one person in an exchange
knows something the other person does not.
3. Group Work
Group work is a unique activity used in research, for fun made students
more active, respectful, persuasively, and motivated in learning English,
especially speaking. The CLT approach can share and change peer examinations
and share contributions between each other. For example, to increase the
opportunities for language speaking and sharing. Hence, group work combines
activities with teamwork activities in the classroom to improve English speaking
in fluency, accuracy, and clarity.
4. Interview
An interview is on of the activities to exchance speaking skills feasibly
in teaching English. The interview activities were conducted by the students to
stimulate to other activies in learning English speaking. In sum, it considers the
students as the interviewee and interviewer is called “face to face conversation
each”. In other words, the interviewer ask question, information, and
explanations about the problem faced by students in speaking skills. Through
the interview activities, the other can get more information from their
5. Opinion Sharing
Opinion sharing is an activity concentrating on basic competence or
intended to rehearse the students’ speaking. In opinion sharing activities, the
role of the teacher as a facilitator is to prepare the students to able to speak
English well. The teacher are supposed to organize and coordinate the process of
acquisitions and requirement to act as a facilitator.

15
 2.2.5. The Definition of Speaking
Speaking is one of the language skill that must be master by humans
becauseby speaking humans are able to communicate with other people. There
are many different definitions from each experts regarding the meaning of
speaking. Speaking was a message convey to others in the form of an expression
that is use as a meansof communicating in situations and in activities.
Speaking is an action or activity to convey one’s intentions in various
condition or circumstance by using the right words, so they are able to express a
sequence of ideas smoothly. Speaking is very important element in the process
of learning a language because by using the language they already able to be
useful for themselves, one of which is to add insight and new knowledge for
them about a language, and also to practice building self-confidence.
Humans always learn to speak first before learning to read and write.
The fact onthe fields, humans interact more in the speaking orally than in
writing with others. Speaking English was not easy because before they learn to
speak English, they must understand the important 4 elements, such as
pronuncation, grammar, comprehension,and word.
Speaking activities involve two or more people as listeners and
speakers. The listener must react to what is convey or said by the speaker and
could also provide feedback. So, the teacher should always train the students’
speaking skill by carrying out communicate language activities in the classroom
during learning and give the students many opportunities to develop their
speaking skills. Moreover, a good speaking skill are when the speaker is able to
convey the message clearly to the listener,so the listener is able to receive the
message.
Based on the explanation above, the researcher can be concluded that
speaking is an elementin learning and language skills. Speaking is a necessity for
humans because by speakinghumans are able to convey ideas, opinions,
thoughts, emotions, and etc. Therefore, a good communication process was able
to occur between each other.

16
 2.2.6. The Purpose of Speaking
The main purpose of speaking is a means or tool of communication and as a
place to convey thoughts so the words are able to convey. (Setyonegoro, 2013)
state there are several purposes of human speech, among other:
1. Expressing thoughts, feelings, imagination, ideas, and opinion
Humans always have a reason for the emergence of thoughts, feelings,
ideas, and etc. The results of those thoughts should be submite, so from humans
are ableto have a good communication and maintain
2. Responding to the meaning of the conversation from other people
The expression of approval in speaking has many meanings such as: giving
affirmation, support, or disagreement, and etc.
3. To entertain
Speaking that aims to entertain is base on the desire to make the other
person apart from emotional feelings of sadness and burdness of thought. It
could be by giving a joke, or giving word that contain motivation, and etc. from
of speaking likethis I sa form of speaking that many found and find in everyday
life.
4. Submitting the information
Providing information means conveying news to other people about
somethingso the other people are able to know the news. News sources and news
content affectthe nature of the information to be convey, information able to in
the form of news, messages, invitations, or orders.
5. Speaking to persuade
Persuading is useful for influencing others to follow thoughts and opinions
thesame as the speaker. The result of persuading is the speaker able to changes the
way of thinking or stance that has been believed to be true. Talking activities to
persuade usually found in buying and selling activities, or in the world of politicis
as a legislative candidate trying to influence the way of thinking of the people.

17
 2.2.7. Three Aspects of Speaking Skill
1. Fluency
Fluency is a way to covey expression and utterances while using notions,
agruments, allegations, opinion, and ideas in the stance effeciency of speaking
clearly and objectively for the other person in communication, especially in
speaking skills. Fluency occurs while the speaker is qualified in speaking
precisely English. The mistakes of grammar appear that cover when you speak
orally. In the case, fluecy needs some training and practice. One of the successes
of CLT is in fostering fluency in launguage use. The situational practices in
speaking may not have a strong focus on grammar and sentences translation
accuracy.
2. Accuracy
Accuracy is precision activities in speaking skill with other people in
conversation. . Furthermore, accuracy can make the other person understand what
he/she means in communication. In these activities, the students will conduct a
short conversation with their classmates. These activities last fifteen minutes for
each conversation. Dos Santos (2019) argues that within the situation practice,
teachers tend to develop some related activities within student living communities
and societies. The teacher provided topics about their family, daily activities,
experience, relatives/kinship, ambition, nation/country, environment,
circumstance, politics, culture, and etc. then, they stand in front of the class to
practice with their friends about those topics provided by the researcher.
3. Clarity
Clarity is way of producing and transferring the allegation or opinion for the
speaker or receiver clearness and lucidity in communication. Subsequently,
clarity is the natural aspect graded in speaking skill which should be mastered
by the students in the communication process when talking with the other
especially in managing the mistakes in the conversation with oach other.
Furthermore, Alrashidi (2015) asserts that the CLT method can manage and
develop the clarit of the students speaking clarity can enhaces as the teachers
and the students advance to grow into an enjoyable use in English speaking. In

18
the second place, calrity makes listeners follow up the message easily. Hence,
the students are perhaps capable to complete on how to attempt the goal of
language.

2.2.8. Problem of Speaking

For a foreign language leaner, speaking skill have challenges because that
is quite difficult to deal with it. Speaking is not just saying a desire word or
sentence, speaking also has an art. In speaking, the speaker needs to choose word
and sentence that are appropriate to the social setting, situation, and the right
object. Becoming a fluent speaker must interact more in real life, not just
improve the theory of language. According to Munjayanah (Fitri, 2020), the
problems that face by the students in learning speaking, as follows:

1. The use of mother tongue

The students get to use it and the easier to use their mother tongue makes the
students become undiscipline in using the target language in the learning process.

2. Inhabitation

Speaking is very different from writing, reading, or listening. In speaking

activities, it must require real exposure to the audience, worries about mistakes in
trying pronounce a foreign language and feelings of shame was one of the obstacles
for languae laeners in improving their speaking ability.

3. There is nothing to say

As a foreign language learner, the students are often found feeling confuse
about what they should say, they do not have time to think of a sentence or word to
say. They are not motivated to express their feelings

4. Low student learning motivation

The students sometimes do not found a strong reason to be enthusiastic in

learning English, this is one of the consequences of their low motivation in
learningto speak, so they can not express themselves. This was able to cause by the

19
teacherswho are not suitable in choosing the topic of conversation, so the
students found the difficulties to express themselves.

5. Lack of self confident

Most foreign language learners have the same problem, namely their lack of
selfconfidence. The lack of self confidence is the most dangerous threat to their
effortto become a good speaker. Lack of self confidence aldo effect the decline
in the sudents’ performance, it is difficult for the students and language learner if
they arenot confident in their speaking skills.

2.2.9. Characteristics of successful Speaking Ability

Penny (Fitri, 2020) stated that speaking is not an easy for the learner, there are 4
criteria should be cover by learner in speaking activity, as follows:
1. Language is at an acceptable level

This is able to happen if the students or the language learners be able to easily
express themselves, the speech easy to understand, and their level of accuracy is
also quite well understood
2. High motivation

Learners are very eager to talk, they have a very high desire to achieve the
goalof a task. In addition, the students are also interest in a topic being discuss
andhave ideas that they want to express regarding the topic.
3. Equal participantion

In classroom learning, speaking learning is not only control by a fewstudents,

but all of the students must involve in the laerning process so they are did not
feel shy in expresssing their opinions
4. Learners talk a lot

This is being able to see how the students try to master a discussion in class,
they are express a lot of their ideas well without being afraid to make a mistakes.

20
 2.2.10. The Principle of Teaching Speaking

According to Kathleen Bailey (David, 2015) suggest that there are 4

principles in teaching speaking, as follows:

1. Considering the cintext of learning a second or foreign language

This research was conduct to clarify the position of the target language in the
social context for language learners. Context as a second language states that the
target language is a language that commonly used in communicating in society,
while the context as a foreign language states that the target language is not often
or not commonly use as a language in communicating in society, this shows that
in language learning for language context foreigners will be a challeging job.

2. Considering things about negotiating meaning

This is intend to clarify whether the students understand each other, this is
able to done by repeating or explaining during the conversation to get a clear
understanding.

3. Designing class activities that involve guidance and practice in

transactional and interactional speaking
Transactional speaking involves communication to solve a problem, such as
theexchange of goods and services, and interactional speaking is communication
withsomeone for a specific purpose, it aims to build and make sense of the
relationship.

21
 2.3.Conceptual Framework

Research Plan  Giving time and cost decisions

 Planning research design and methods
 Setting research objectives
 Identifying possible research problem
 Finding the ways to solve the problems
 Giving data analysis
 Organizing the research process

Research Process
Pre Test
 Selecting the grading rubric
for students
 Observing the students’
performance
 Assessing the students’
performance

Post Test
Treatment
 Preparing the students assessment
 Creating lesson plan
rubrics
 Learning focused on practicing
 Observing the students performance
speaking
 Assessing the students performance
 Involving the students in
 Making evaluations
learning (practice)

Project Final Outcome

 Conducting a final interview to find out  The speaker is able to convey the message
the students’ response regarding learning clearly to the listener, so the listener is
speaking by using Communicative able to receive the message
Language Teaching (CLT) method  The speaker can speak use the right word
 Collecting observations and interviews order, tenses, and conjunctions

22
 In carrying out the research, there are many processes that pass by the
researcher. The researcher divided the research process into 3 parts, namely:
research preparation, research process, and final research result. In research
preparation, the researcher make a design or plan that is use as a reference or
guide during the research process. Besides that, the making of a research design
also serve to provide an opportunity for a researcher to make decisions regarding
how long the time took for the research and how much it cost to conduct the
research and to support the research. As well as the research method to be used.
In the research process, the research takes several weeks. In the first week,
activities are focused on a pre-test which aims to measure the students’ initial
abilities. In the second week until the seven week, the students are give treatment.
In give this treatment, focus on improving the students’ pronunciation, the
students continue the routinely train and give a stimulus it is hope that there will
be an increasing in the student’s abilities in speaking. After give the treatment for
several weeks, on the last week the researcher carry out a post test which must be
follow by all samples in the research. This intend to re-measure the students’
speaking ability after carrying out speaking by using Communicative Language
Teaching (CLT) method. The researcher also carry out observations and interview
during the research process to determine the student’s responses after learning
speaking by using Communicative Language Teaching (CLT) method.

2.4.Hypothesis
There is a significant different between result of pre-test and post-test in
improving speaking ability of eleven grades of SMK Wiratama by using
Communicating Language Teaching (CLT) method

23
 CHAPTER III
RESEARCH METHODOLOGY

3.1. Research Method

The method that was applied in this research was experimental

quantitative research because the researchers want to know the cause and effect
of two variables. In this case, the researcher used true- experimental research.
The researcher divided the sample and subject into two groups, called
experimental class and control class.

In collecting the data, the researcher used an oral test as the research
instrument. (Dos Santos, 2017) asserts that an oral test is memorizing or
retention process in which the students express ideas or conversation with each
other and can assess the aspect of graded speaking i.e. fluency, accuracy, and
clarity. The oral test consisted of pretest and posttest. The oral test is given for
both the experimental class and control class: Pre-test, the pretest was conducted
on Monday, July, 20th 2020 as the first day of this experimental research for both
the experimental group and the control group. Posttest was conducted on
Wednesday, August, 30th 2020, the last meeting of this research for both the
experimental group and the control group

3.2. Research Design

The research design is a sketch of the overall procedures need in planning

and carrying out research carry out by the researcher, with the research design
the research questions would be answer.

The research design chose by the researcher is the Experimental Research

Design. In this research, pretest and posttest are held for the students to measure
the development of the students' speaking skills.

3.3. Research Setting

The research setting is the environment, place, or area planned by the

researcher to serve as a research object (Margono, 2010). This researcher

24
conduct this research in the one of the best senior high school, namely SMK
Wiratama 45.2 Wonosobo. The reason why the researcher chooses this school
because even though Vocational School Wiratama 45.2 is located in the middle
of the city, from an academic perspective, this school is still considered lacking.
It makes researcher interest in apply the Communicative Language Teaching
(CLT) to improve students’ speaking ability. The study time will do for 2 months
with six treatments.

3.4. Population and Sample

3.4.1. Population

The population according to (Sarwono, 2006) is large group of tragets to

be research. Furthermore, population is the entire object of research consisting of
people, objects, animals, plants, symptoms, test scores, or events as data sources
that have certain chararcteristics in a study. (Hardani, 2020). It is able to be
conclude that the population is a large group use as the object or target of the
research.

The purpose of the population is the research is to determine how large

the number of samples to be select. The mention of the population is the study
must be explicit, namely by mentioning how large the population is in the study.

The population of this research is entirely students XI grade of SMK

Wiratama 45.2 Wonosobo. The population is 150 students consist of six classes.
Meanwhile, the sample of this research is the students at level XI TKR 3 as the
experimental class which consisted of 27 students and the students at level XI
TKR 2 became the control group which consisted of 21 students. Furthermore,
technically, the researcher chooses the sample by specific consideration in
determining the sample after consulting with the English teacher at SMK
Wiratama 45.2 Wonosobo such as Mrs Antin Yustiani and Mr Sarif Hidayat as
English teacher at SMK Wiratama 45.2 Wonosobo class XI. So that to get the
information and knowledge about the sample will be selected and intended the
specific purpose in teaching speaking.

25
3.4.2. Sample

The sample is a small part take from the total population. If the
population is large, it is the certainly not possible to research all of them, with
this sample the researcher able to more focus on the object select as the core
object in the research. (Hardani, 2020).

According on (Sugiyono, 2013), sample is a small part of the total

number and characteristics possess by the population. The population is large,
and it is impossible for the researcher to be research everything in the population,
so the researcher is able to use the sample take from the population.

The research support by sampling is easier than research that only use
sampling technique, wit the sampling the researcher is able to produce the results
of the research or information that is more representative. In addition, the
selection of the samples for the research is a crucial part, this is support by
several opinion from experts who state that sample selection is an important step
in carrying out a research in order to obtain data.

The sample in this research is the students of XI TKR 3 SMK Wiratama

45.2 Wonosobo.

3.5. Data Collection Method

3.5.1. Pre-Test and Post-Test

According to Anas Sudijono the pre-test ais the first that is test on the
students in order to measure understanding of the material or teaching materials
that will be taught to students. While the post-test is a final test that is test on the
students to re-measure whether the material that has taught by the teacher is
understood by the students (Effendy, 2016).

Bye the implementation of the pre-test and post-test, the researcher is

able to see and know the cognitivedevelopment experience by students relate to
the material that has taught. In addition, giving pre-test and post-test to the
students is able to help students increase their motivation and enthuasiasm for
learning.

26
 In the implementating the pre-test and post-test, the students come into
the class in pairs and play a role playing game in front of it. The students read the
dialogue text provide by the researcher, and that measure the students’ speaking
ability and development after giving a treatment.

3.6. Research Instrument

The research instrument used in data collection is speaking test. by giving

dialogues or short stories to students and students take turns to practiced
speaking them aloud in front of the class. Pre-tests are given to students during
firstclass session. Two classes were selected as research samples. The first class
received treatment and the second class no treatment. Then to determine the
result of data analysis needs to be done post-test to determine speaking skill
mastery. The function of this research tool is to determine the mastery of the
students speaking skill through Communicative Language Teaching method.

3.7. Data Collecting Procedure

3.7.1 In the first phase of the study, researchers plan learning before
learning in the classroom.

3.7.2 The researcher teaches student to apply the learning mesthod using
Communicative Language Teaching method in the experimental
group class. As for the control group, the researcher taught using
another methods or did not use any treatment

3.7.3 As last step, the researcher conducted an evaluation by conducting a

post-test given to the experimental group and control group

3.8. Data Analysis Procedure

3.8.1 Pre-test is done at initial meeting before treatment is given.

Students are practice speaking some dialogues or short stories.

3.8.2 Post-test given after students get treatment of the material provided
through Communicative language Teaching method to make it
easier for studens to improve their speaking skill

27
 3.8.3 Scoring the result

No Aspects assessed Criteria Score

1 Pronouncation Almost all true 81 - 100
There are some errors but they 61 - 80
do not distrubs with the
meaning
There are some errors and it 41 - 60
disturbs the meaning
Many mistakes and distracting 21 - 40
from the meaning
Too many mistakes and 0 - 20
distracting from the meaning
2 Intonation Right/appropriate 81 - 100
Slow 61 - 80
Too slow 41 - 60
Fast 21 - 40
Too fast 0 - 20
3 Fluency Very fluent 81 - 100
Fluent 61 - 80
Quite fluent 41 - 60
Less fluent 21 - 40
Not fluent 0 - 20
4 Accuracy Very accurate 81 - 100
Accurate 61 - 80
Quite accurate 41 - 60
Less accurate 21 - 40
Not accurate 0 - 20

28
 REFERENCES

Budiarso, I. (2019). Analisis Metode Communicative Language Teaching

terhadap kemampuan Berbicara Bahasa Inggris Guru-Guru SMK dan
SMP Islam Mandiri Bojong Gede Bogor. SAP (Sususnan Artikel
Pendidikan), 3.doi:https://doi.org/10.30998/sap.v3i3.3598

David, N. (2015). Teaching English to Speakers of Other Language. Routledge.

Dos Santos, L. M. (2017). how much time should we give to speaking practice?
Part of the Cambrige Paper in Elt series. Cambridge : Cambridge
University Press.
Fitri, N. (2020). Diambil kembali dari Improving Students Speaking Skill
Through Jigsaw at SMA Muhammadiyah 2 Makassar:
https;//digilibadmin.unismuh.ac.id/upload/11002- Full_Text.pdf

Haliwanda, U. (2021). The Effect of Using The Communicative Language

Teaching (CLT) Approach in Teaching Speaking . Elite Journal , 8(2).

Kusumawati, N. (2022). Penerapan Pendekatan Communicative Language

Teaching Berbasisis Proses (Process-based CLT Approach) untuk
Meningkatkan Keterampilan Berpidato Siswa SMP. Jurnal Literasi, 7(1).

Lestari, F. (2017). Pendekatan Keterampilan Berbicara Melalui Pendekatan CLT

Pada Pembelajarana Bahasa Indonesia Kelas V SDN Ngabeyan 3 Tahun
2016/2017. Diambil kembali dari
https://doi.org/10.1017/CBO9781107415324.004

Rosalinah, Y. (2017, September). Pengaruh Penggunaan Tata Bahasa dan

Motivasi Belajar Terhadap Keterampilan Menulis Deskripsi Bahasa
Inggris. Jurnal bahasa dan Satra, 9(2), 108.

Setyonegoro, A. (2013). Hakikat, Alasan, dan Tujuan Berbicara (Dasar

Pembangun Kemampuan Berbicara Mahasiswa). Jurnal Pena, 3(1), 76.

Srihandayani, T., & Marlina, L. (2019). Using Brainstorming Technique in

29
 Speaking Activity for Senior High School. Journal of English Language
Teaching, 8(1), 22-24.

Sriwahyuningsih, d. (2021, December 28). Using Communicative Language

Teaching Approach to Improve Students' Speaking Ability. Jurnal
Keguruan dan Ilmu Pendidikan, 8(2).

Susanto, A. d. (2022). The Effect of Communicative Language Teaching (CLT)

Method on Speaking Ability and SpeakingAnxiety. Borneo Educational
Journal, 4(2).

Syahputra, I. (2019, November). Using Communicative Language Teaching

among English Teachers. Indonesian Journal of Intregated English
Language Teaching, 4(1).

Ulfah. (2021). The Effect of Using Communicative Language Teaching (CLT) on

Students Speaking Ability at SMA IT Bangkinang. State Islamic
University of Sultan Syarif Kasim Riau.

Ulfah, R. (2020). The Implementation of Communicative Language Teaching

Approach in Teaching Speaking. Jurnal Pendidikan & Pembelajaran ,
4(1).

Watkins, P. (2007). Learning to Teach English: A Practical Introduction for

New Teachers. (X. S. Taylor, Ed.) England: Delta Publishing.

30