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THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING (CLT) AT THE EIGHT GRADE STUDENTS OF SMPMUHAMMADIYAH OF PALANGK RAYATHESISPresented to the Department of Education of the State Islamic College ofPalangka Raya in Partial Fulfillment of the Requirement for the Degree ofSarjana Pendidikan IslamUSWATUN HASANAHSRN : 1001120602STATE ISLAMIC COLLEGE OF PALANGKA RAYAEDUCATION DEPARTMENTENGLISH EDUCATION STUDY PROGRAM1435 H / 2014 M
MOTTO‘’Make a history in your life, not just astory’’(Cayro Cs)
DECLARATION OF AUTHENTICATIONBismillahirahmanirahimI myself make declaration that this thesis entitles: THE IMPLEMENTATION OFCOMMUNICATIVE LANGUAGE TEACHING (CLT) AT THE EIGHTGRADE STUDENTS OF SMP MUHAMMADIYAH OF PALANGKA RAYA istruly my own writing. If it is not my own writing so, it is given a citation and shownin the list reference.If my own declaration is not right in this thesis in one day so, I am ready to begiven academic sanction namely, the cancellation of the degree of this thesis.Palangka Raya,Desember 2014My own declaration,USWATUN HASANAHNIM.1001120602
THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING (CLT) AT THE EIGHT GRADE STUDENTS OF SMPMUHAMMADIYAH OF PALANGK RAYAABSTRACTCommunicative Language Teaching (CLT) is an approach that emphasizes oninterpersonal skills that has purpose to stimulate the students interest in learningEnglish. There are three questions were formulated; 1) Is the communicativeLanguage Teaching implemented in English for the Eighth Grade students of SMPMuhammadiyah Palangka Raya. in the school year, 2) How is the implementation ofCommunicative Language Teaching for the Eighth Grade students ofMuhammadiyah of Palangka Raya.) What are the obstacles faced by students incomprehending the English subject in Communicative Language Teaching for theEighth Grade student of SMPMuhammadiyah Palangka Raya in the school year?.This research was aimed at investigating; 1) the implementation of CommunicativeLanguage Teaching in English for the Eighth Grade students of SMP MuhammadiyahPalangka Raya in the school year, 2) how the implementation of CommunicativeLanguage Teaching (CLT) for the eighth grade students of SMP MuhammadiyahPalangka Raya in the school year, and 3) the obstacles faced by students incomprehending the English subject in Communicative Language Teaching for theEighth Grade student of SMP Muhammadiyah Palangka Raya in the school year.This study was descriptive qualitative research. The participant consisted of28 students. The data were collected through observation and interview. The datawere analyzed to find out the outputs of the implementation of communicativelanguage teaching. There were two outputs of Communicative Language Teachingimplementation namely students competence and students attitude. Studentscompetence found when the students practiced English, they mastered the vocabularyand spoke in English very well. The students attitude were formed in two categoriesnamely positive attitude and negative attitude.The result of study showed that the teacher had implemented communicativelanguage teaching for the Eighth Grade students of SMP Muhammadiyah PalangkaRaya. There were two outputs of Communicative Language Teaching namely;students’ competence and students’ attitude. In implementing CommunicativeLanguage Teaching (CLT), the teacher used foreign language show the quality ofclassroom interaction. There were five obstacles faced by students in comprehendingthe English subject; a) students were lack of vocabulary, b) when the teacher talkedEnglish fast, students did not understand what the teacher said, c) the students feltdifficult in spelling the English, d) students can not differentiate between Englishwriting and the English pronunciation.
THE IMPLEMENTATION OF COMMUNICATIVE LANGUAGETEACHING (CLT) AT THE EIGHT GRADE STUDENTS OF SMPMUHAMMADIYAH OF PALANGK RAYAABSTRAKCommunicative Language Teaching (CLT) adalah suatu pendekatan yangmenekankan pada kemampuan perseorangan yang bertujuan untuk merangsang minatsiswa dalam belajar bahasa Inggris. Ada tiga pertanyaan dalam penelitian ini yaitu; 1)apakah Communicative Language Teaching (CLT) diterapkan dalam pelajaranbahasa Inggris pada siswa kelas delapan SMP Muhammadiyah Palangka Raya?, 2)bagaimanakah penerapan Communicative Language Teaching (CLT) pada siswakelas delapan SMP Muhammadiyah Palangka Raya?, dan 3) apa sajakah faktor yangdihadapi siswa dalam memahami pelajaran bahasa Inggris pada siswa kelas delapanSMP Muhammadiyah Palangka Raya?. Penelitian ini bertujuan untuk meneliti; 1)penerapan Communicative Language Teaching (CLT) dalam pelajaran bahasa Inggrispada siswa kelas delapan SMP Muhammadiyah Palangka Raya, 2) bagaimanakahpenerapan Communicative Language Teaching (CLT) pada siswa kelas delapan SMPMuhammadiyah Palangka Raya, dan 3) hambatan yang dihadapi oleh siswa dalammemahami pelajaran bahasa Inggris pada siswa kelas delapan SMP MuhammadiyahPalangka raya.Penelitian ini adalah penelitian deskriptif kualitatif. Peserta terdiri dari 23siswa. Data dikumpulkan melalui observasi dan wawancara. Data dianalisis denganmencari hasil dari penerapan Communicative Language Teaching (CLT). Ada duahasil dari penerapan Communicative Language Teaching yaitu kompetensi siswa danperilaku siswa. Kompetensi siswa terlihat pada saat siswa mempraktekkan bahasaingris.Mereka menguasai kosa kata dan berbicara bahasa inggris dengan baik.Perilaku siswa terbentuk dalam dua kategori yaitu perilaku positif dan perilakunegatif.Hasil penelitian menunjukkan bahwa guru telah menerapkan CommunicativeLanguage Teaching (CLT) pada siswa kelas delapan delapan SMP MuhammadiyahPalangka Raya. Ada dua hasil dari penerapan Communicative Language Teaching(CLT) yaitu kompetensi siswa dan sikap siswa. Dalam penerapan CommunicativeLanguage Teaching (CLT), guru menggunakan bahasa asing dan metode jigsawuntuk menampilkan mutu dari interaksi kelas. Ada lima hambatan yang dihadapi olehsiswa dalam memahami pelajaran bahasa Inggris; a) siswa kekurangan kosa kata, b)ketika guru berbicara dalam bahasa Inggris dengan cepat, siswa tidak memahami apayang diucapkan oleh guru, c) siswa kesulitan dalam mengeja bahasa Inggris, d) siswakesulitan untuk membedakan antara tulisan dan pengucapan dalam bahasa Inggris,dan e) siswa merasa malu ketika dia laki-laki/perempuan mempraktekkan bahasaInggris.
ACKNOWLEDGEMENTSFirst of all, the researcher would like to thanks Almighty God, Allah SWT,the most Merciful and the most Gracious Who has given this mercy that theresearcher could finish this thesis as a final assignment in achieving the Sarjanadegree of English Education Department at State Islamic College of Palangka Raya.Peace may be always upon the noble prophet Muhammad SAW, his families andcompanions who guide the way of life for us.The researcher realizes that this thesis would never been accomplishedwithout the guidance, motivation, and help kindness from many people. In thisoccasion, The writer would like to give her special gratitude and thanks to:1. Dr. Ibnu Elmi A.S Pelu, SH., MH., The Director of the State Islamic College ofPalangka Raya (STAIN), for his direction and encouragement.2. Triwid S.N. M.Pd., The Chair of Department of Education, for her agreement sothat the writer can complete the requirements of writing this thesis.3. Santi Erliana, M.Pd., The Chief of the English Education Study Program, for herguidance and encouragement during the accomplishment of this thesis.4. Halimah, M.Pd., the first advisor and Hj. Apni ranti, M.Hum., the second advisorfor their valuable guidance, suggestion, and encouragement.5. All English lecturers and staffs of STAIN PalangkaRaya for their help andsupport.
6. My beloved parents, my lovely who always help and give me motivation.7. All of my friends who have helped me with everything The writer needsduring collecting data and writing the thesis.Finally, the researcher hopes that the result of this research could giveadvantages to the reader. The researcher believes that this research is far from beingperfect. So the writer expects some suggestions and criticisms of this thesis for thebetter result.Palangka Raya, Desember 2014The researcher,Uswatun HasanahSRN.1001120602
TABLE OF CONTENTSPagePAGE OF COVER .IPAGE OF TITLE .IIAPPROVAL OF THE THESIS ADVISOR COMMITTEE .IIIAPPROVAL OF THE EXAMINING COMMITTEE .IVACKNOWLEDGMENTS .VABSTRACT .VITABLE OF CONTENTS .VIILIST OF TABLES .VIIILIST OF FIGURES .IXLIST OF ABBREVIATIONS AND SYMBOLS .XLIST OF APPENDICES .XICHAPTER IINTRODUCTIONA. Background of the Study .1.B. Previous Study .3C. Research Focus.3D. Research Problem.4E. Objective of the Study.5F. Theoretical Framework .5G. Significance of the Study .6H. Operational Definition . 9I. Frame of Discussion .10
CHAPTER IIREVIEW OF RELATED LITERATUREA. Communicative Language Teaching .10.1. Basic Theory of Communicative Language Teaching .122. Characteristic and Principles of Communicative LanguageTeaching(CLT).133. Step of Communicative Language Teaching (CLT) .174. ComponentofCommunicativeLanguageTeaching 5. Advantages and Disadvantage of Communicative LanguageTeaching (CLT) .19B. Communicative Competence .201. Basic Theory of Communicative Competence .212. The Elements of Communicative Competence .223. Communicative Competence as a Outcome CommunicativeLanguage Teaching .224. Communicative Competence in English Language TeachingAt SMP .CHAPTER III23RESEARCH METHODOLOGYA. Research Type .27B. Research Design .27C. Role of the Research in the study .27D. Research Site .28E. Source of the Data .291. Observation .302. Interview .31
3. Documentation CHAPTER IVF. Data Collection Procedure .32G. Data Analysis .32H. Method for Verification of the Research Findings .33RESULT OF THE STUDYA. Result 381.The Implementation of Communicative LanguageTeaching(CLT) 382. Output of The Implementation of Communicative LanguageTeaching (CLT) CHAPTER V DISCUSSION 342CHAPTER VI CONCLUSION .A. Conclusion .49B. Suggestion .49REFERENCESAPPENDICESCURRICULUM VITAE
LIST OF TABLESFigure2.1The result teaching of communicative language teaching .404.1Time Allocation, Day, and Material .554.2The Result of Observation .574.6Result of the Student’s Responses .64
LIST OF ABBREVIATIONSSTAIN: is Sekolah Tinggi Agama IslaNegeriSMP: is Sekolah Menengah PertamaRTA Milono: is Raden Tumenggung Ario Milono
LIST OF APPENDICESAppendixI.The Result of ObservationII.The Result of InterviewIII.The Result of DocumentationIV.Letter
REFERENCESBrown, H. Doglas and Susan T. Gonzo. 1995. Reading on Second LanguageAcquisition. USA: Prentice Hall Regents.Lili Mirawati. 2008. Optimyzing the Students English Speaking Ability by UsingGames at Second Year of MTSN Padolo Bima in Academic year 2008/2009.Thesis. Mataram: UMM Mataram. Unpublished.Mardiana. 2012. The Implementation of Communivative language teaching at theseven grade students of SMA 1 Belo. Thesis. Mataram: IKIP Mataram.Mariani. 2010. A Study on the Impact of Communicative Language Teaching (CLT)on the Students of SMPN 1 Lembar. Thesis. IKIP Mataram. Unpublished.Richards, Jck C. and Theodorc S. Rodgers. 1986. Approachs and Methods inLanguage Teaching (A Description and Analysis). USA: CambridgeUniversity PressSavignon, Sandra J. 1997. Communicative Competence Theory and ClassroomPractice. USA: Addison-Wesley Publishing Company.Setiyadi, AG. Bambang. 2006. Teaching English As a Foreign Language. Jakarta:Graha Ilmu.Sugiyono. 2010. Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:Alfabeta Bandung.
Weir, Cyril J. 1990. Communicative Language Testing. USA: Prentice Hall.Moleong, Lexi 2000. Methodology Penelitian Qualitative. Bandung: Remaja RosdaKarya of Essex.Brian K. Lynch 1996. language Program Evaluation: Theory and Practice, USA:Cambridge University Press.Faujiati Endang 2002. Teaching of English as a foreign language(TEF), Surakarta :Muhammadyah university Press.Anthony in Endang fauziati 2002. teaching of English as a foreign language ( TEFL).Surakarta Muhammadyah university Press.Larsen-Freeman Diana 2000.Technique and Principles in language Teaching. OxfordUniversity Press.Lisa M. Given 2008. The Sage Encyclopedia of Qualitative Research Method,University of Alberta, sage publication inc, London.Yvonne Darlington and Dorothy Scott 2002. Qualitative Research in practice storiesfrom the field, Australia.Sugiyono 1987. Metode Penelitian Kualitatif. Bandung: Remaja Rosda karya.Mudjia Rahardjo 2002. Pengantar Penelitian Bahasa, Malang, Cendekia Pramulya.John W. Creswell, Research Design: Qualitative and Quantitative Approaches,California: sage Publications.
ELECTRONICHongkham 2013. the implementation of communicative language teaching (CLT) inan English department in a lao higher educational institution: a case study.Thesis Unite Institution of Technology, New Zealand.https://www.google.com/search?q thesis about implementation of communicative language teaching&ie utf-8&oe utf8&aq t&rls org.mozilla:en-US:official&client firefox-beta&channel fflb.Serges Moise Implementing Communicative Language Teaching (CLT) in CameroonHigh Schools: Analysis and Perspectives. Journal Department ofEnglish,University of Yaounde I,Cameroon.Implentation communicative language teaching&ie utf8&oe utf-8&aq t&rls org.mozilla:en-US:official&client firefoxbeta&channel fflb.Nahid Golafshani, Understanding Reliability and Validity in Qualitative Research,University of Torontoo; Canada, 2003, p. 600. accessed.
CURRICULUM VITAEUswatun Hasanah was bornon june, 8th 1991 in Bima. she is theseven children of Mr. H. Mansyur(Alm) and Mrs. Hj Imo and hassix brothers and two sister.she started his education on MI YasinSangia Sape bima Nusa Tenggara Barat and passedher school on 2003. Then she continued her school atSMP Muhammadiyah Of Palangkaraya and passed iton2007.ShecontinuedherschoolatSMK3Palangkaraya then move her school to BIma NusaTenggara Barat at MAN 2 Kota Bima when the lastsmester to follow her brother. and graduated on 2010.In the same year she enrolled in English beeninterested in English since he was in Islamic seniorhigh school of bima. Beside love of English, her hobbiesare Reading, cooking, and Shooping.Her expectations are to learn English like learn ourhabitual language. Talking about Dream, she intendedto be master of English.
Communicative Language Teaching (CLT) is an approach that emphasizes on . This research was aimed at investigating; 1) the implementation of Communicative Language Teaching in English for the Eighth Grade students of SMP Muhammadiyah Palangka Raya in the school year, 2) .
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2.4.15 Conceptualization of Communicative approach 43 2.4.16 Communicative Language Teaching (CLT) implementation 47 2.4.17 Application of CLT around the World 53 2.4.18 Educational reforms in Asian countries 60 2.4.19 Adapting communicative approach for Asian countries 64 2.5 Teachers‟ perceptions of Communicative Language Teaching (CLT) in .
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The Application of Communicative Approach in English Teaching . Hu Shen, Gong Wei . Art and Science department, Chengdu College of UESCT, Chengdu, Sichuan, 610000, China . . Communicative Language Teaching (CLT) is the English name of Communicative Language Teaching (CLT). Communicative teaching method originated in the 1970s, and has undergone
