the effectiveness of using community

THE EFFECTIVENESS OF USING COMMUNITY

LANGUAGE LEARNING (CLL) METHOD ON STUDENTS’

SPEAKING SKILL AT THE EIGHTH GRADE STUDENTS OF

SMPN SUKORAMBI 2021/2022 ACADEMIC YEAR

THESIS

By:

Cindy Ocza Bella

SRN: T20186034

EDUCATION AND TEACHER TRAINING FACULTY

STATE ISLAMIC UNIVERSITY

KIAI HAJI ACHMAD SIDDIQ JEMBER

SEPTEMBER 2022

ii

THE EFFECTIVENESS OF USING COMMUNITY LANGUAGE

LEARNING (CLL) METHOD ON STUDENTS’ SPEAKING SKILL

AT THE EIGHTH GRADE STUDENTS OF SMPN SUKORAMBI

2021/2022 ACADEMIC YEAR

THESIS

Purposed to State Islamic University of Kiai Haji Achmad Siddiq Jember in

partial fulfillment of requirements for Bachelor Degree (S.Pd)

Faculty of Tarbiyah and Teacher Training

English Education Department

By:

Cindy Ocza Bella

SRN. T20186034

Approved by Advisor

Nina Hayuningtyas, M.Pd.

NIP. 198108142014112003

iii

THE EFFECTIVENESS OF USING COMMUNITY LANGUAGE

LEARNING (CLL) METHOD ON STUDENTS’ SPEAKING SKILL

AT THE EIGHTH GRADE STUDENTS OF SMPN SUKORAMBI

2021/2022 ACADEMIC YEAR

THESIS

has been examined and approved as the requirement to obtain a bachelor degree of

Sarjana Pendidikan (S.Pd)

Faculty of Tarbiyah and Teacher Training

English Education Department

Day: Friday

Date: September 9th

, 2022

Examiners

Chair Secretary

As’ari, M.Pd.I Mega Fariziah Nur Humairoh, M.Pd

NIP. 197609152005011004 NIP. 199003202019032010

Members

1. Dr. Suparwoto Sapto Wahono, M.Pd ( )

2. Nina Hayuningtyas, M.Pd ( )

Approved by

Dean of Faculty of Tarbiyah and Teacher Training

Prof. Dr. Hj. Mukni’ah, M.Pd.I

NIP. 196405111999032001

iv

MOTTO

Meaning: “Invite (mankind, O Muhammad to the way of your Lord (i.e. Islam)

with wisdom (i.e. with the Divine Revelation and the Qur‟an) and fair preaching,

and argue with them in a way that is better. Truly, your Lord knows best who has

gone astray from His path, and He is the Best Aware of those who are guided.”

(Q.S An Nahl verse 125).

*Muhammad Taqi-ud-Din Al-Hilali and Muhammad Muhsin Khan, Translation of the Meanings

of the Noble Qur’an in the English Language, (Madinah: King Fahd Complex), 367.

v

DEDICATION

This undergraduate thesis is dedicated to some following people:

1. My beloved parents, Bagus Prilaksono and Farda Rofa (Almh) who always

give me everlasting love, guidance, motivation, support, blessing and

praying all best things for me. May Allah keep you and give you happiness.

I do love you and thank you so much.

2. My beloved brother, Ari Anggriawan and my big family who fill my life

with love and affection.

vi

ACKNOWLEDGEMENT

Alhamdulillah Robbil A’lamin, the writer expresses her sincere gratitude to

the almighty God, Allah SWT, who has given guidance, mercy, blessing and good

health. So, the writer could finish the process in writing this undergraduate thesis

entitled “The Effectiveness of Using Community Language Learning (CLL)

Method on Students‟ Speaking Skill at the Eighth Grade Students of SMPN

Sukorambi 2021/2022 Academic Year” as one of the requirements for Bachelor

Degree (S.Pd). The writer also does not forget to deliver Salam and Shalawat to

our prophet Muhammad SAW. who has guided us from the Jahiliyah era to the

Islamiyah era namely Islamic religion to the better future life.

The writer realizes that many hands had given their helps and useful

suggestion for the completion of this undergraduate thesis. Without the assistance

of these people, this undergraduate thesis would never have existed. Therefore,

the writer would like to express her appreciation and sincere thanks to all of them

particularly:

1. Prof. Dr. H. Babun Suharto, S.E., M.M. as the Rector of State Islamic

University of Kiai Haji Achmad Siddiq Jember.

2. Prof. Dr. Hj. Mukni‟ah, M.Pd.I. as the Dean of Faculty of Tarbiyah and

Teacher Training.

3. Dr. Rif‟an Humaidi, M.Pd.I. as the Head of Islamic Study and Language

Education Program.

4. As‟ari, M.Pd.I. as the Head of English Education Department.

vii

5. Nina Hayuningtyas, M.Pd. as the Advisor. Thank you for patience, guidance,

precious advices and corrections for the author.

6. Drs. Sidiq Heri Susanto as the head master of SMPN Sukorambi and Achmat

Sutijoso, S.Pd as the English teacher for their opportunity had given to the

author. And also the students in VIII A, VIII B, and VIII D who scarified their

time and activities for being the subject of this research.

7. All teachers and lecturers who have taught precious knowledge and shared a lot

of experience. May Allah blesses them and gives all best things in their life.

By reciting Alhamdulillahi Robbil Alamin, the writer could finish this

research successfully. Besides, the writer hopes this undergraduate thesis is useful

for readers. Meanwhile the writer realizes this undergraduate thesis is far from

perfect. Thus, the writer fully appreciates to any comment and suggestion for next

better revision of the thesis.

Jember, September 9th

, 2022

The Writer

viii

ABSTRACT

Cindy Ocza Bella, 2022: The Effectiveness of Using Community Language

Learning (CLL) Method on Students’ Speaking Skill at the Eighth Grade Students

of Junior High School.

Key words: Community Language Learning (CLL), Speaking Skill, Daily

Activity.

Speaking is a kind of either active or productive skill. Thus, the goal of

language is for communication and the aim of speaking in a language context is to

promote communicative efficiency. Yet, in learning process of English, speaking

activities do not work well in classes because of many factors which make

students difficult to speak up in delivering their idea. They were struggle with the

linguistic diversity which was had to learn in their school, such as Bahasa,

English, and Javanese language. Facing those difficulties, one of the ways to teach

students speaking skill was by using Community Language Learning (CLL). CLL

was useful to help students in delivering their daily activity based on the day the

teacher asked.

This research attempted to examine: “Is there any significant effect of using

Community Language Learning (CLL) method on students‟ speaking skill at the

eighth grade students of SMPN Sukorambi 2021/2022 academic year?”. This

research was conducted to find out whether or not there is a significant effect of

using Community Language Learning (CLL) method on students‟ speaking skill

at the eighth grade students of SMPN Sukorambi 2021/2022 academic year.

Research methodology of this research was used quantitative research by

using experimental research: Non-equivalent control group design. The researcher

implied two classes to be studied as experimental that consisted of 31 students and

control class that consisted of 32 students. There were seven meetings for both

classes. First meeting for normality and homogeneity test, second was pre-test,

third until six meetings were treatment, and the seventh meeting was post-test.

The data collection of this research was obtained by using from pre-test and post-

test. While the formula of analysis of covariance (Ancova) with SPSS 26 used as

the data analysis.

The result of this research concluded that, there was a significant effect of

using Community Language Learning (CLL) method on students speaking skill at

the eighth grade students of SMPN Sukorambi 2021/2022 academic year. The

score of the result of pre-test and post-test and the hypothesis testing showed the

significance was 0.008 < 0.05. It could be said that Ha was accepted and H0 was

rejected. The partial eta squared showed 0.109 which meant that the mean score of

students in the experimental class was 10,9% higher than control class.

ix

TABLE OF CONTENTS

Page

COVER ........................................................................................................... i

ADVISOR APPROVAL ................................................................................ ii

EXAMINER APPROVAL ............................................................................ iii

MOTTO .......................................................................................................... iv

DEDICATION ................................................................................................ v

ACKNOWLEDGEMENT ............................................................................. vi

ABSTRACT .................................................................................................... viii

TABLE OF CONTENT ................................................................................. ix

LIST OF TABLES ......................................................................................... xi

LIST OF APPENDICES ............................................................................... xii

CHAPTER I INTRODUCTION ................................................................... 1

A. Research Background ............................................................................. 1

B. Research Question .................................................................................. 6

C. Research Objectives................................................................................ 7

D. Research Significance ............................................................................. 7

E. Research Scope ....................................................................................... 8

1. Independent Variable ......................................................................... 8

2. Dependent Variable ........................................................................... 8

F. Operational Definition ............................................................................ 8

G. Research Assumption ............................................................................. 9

H. Hypothesis .............................................................................................. 9

I. Systematic Discussion ............................................................................ 10

CHAPTER II LITERATURE REVIEW ..................................................... 11

A. Previous Research ................................................................................... 11

B. Theoretical Framework ........................................................................... 17

1. Community Language Learning (CLL) Method ................................ 17

a. Concept of CLL ............................................................................. 17

b. Design of CLL ............................................................................... 19

x

c. Benefits of CLL ............................................................................. 25

d. Procedures of CLL ........................................................................ 25

2. The Nature of Speaking ..................................................................... 28

a. Definition of Speaking .................................................................. 28

b. Ability of Speaking ....................................................................... 30

c. Aspects of Speaking ...................................................................... 31

d. Importance of Speaking ................................................................ 34

e. Problems Students Faced .............................................................. 35

f. Assessing of Speaking Skill .......................................................... 38

3. Daily Activity..................................................................................... 38

CHAPTER III RESEARCH METHODOLOGY ....................................... 40

A. Research Approach and Type ................................................................. 40

B. Population and Sample ........................................................................... 41

C. Technique and Instrument of Collecting Data ........................................ 43

D. Data Analysis .......................................................................................... 51

CHAPTER IV FINDINGS AND DISCUSSION ......................................... 53

A. Description of Research Object .............................................................. 53

B. Data Presentation .................................................................................... 63

C. Analysis and Hypothesis Testing............................................................ 72

D. Discussion ............................................................................................... 74

CHAPTER V CLOSING ............................................................................... 80

A. Conclusion .............................................................................................. 80

B. Suggestion .............................................................................................. 81

REFERENCES ............................................................................................... 82

DECLARATION OF AUTHORSHIP ......................................................... 85

APPENDIX ..................................................................................................... 86

xi

LIST OF TABLES

No Description Page

2.1 The Similarities and Differences between Previous Research

and this Research.................................................................................. 15

3.1 The Table of Research Design ............................................................. 41

3.2 Speaking Scoring Rubric Adapted from Douglas Brown (2004)

and Harris in Ela Hayati (2020) ........................................................... 44

3.3 The Total Score of Speaking Test ........................................................ 46

3.4 Journal of Validation ............................................................................ 48

3.5 The Interpretation of Cohen‟s Kappa ................................................... 50

3.6 Journal of Realiability Test .................................................................. 50

3.7 The Scores of Try-out Result from Two Examiners for 31 Students .. 50

3.8 The Result of Try-out Assessed Using Cohen‟s Kappa by SPSS 26 ... 51

4.1 The Scores of Normality and Homogeneity Test ................................. 63

4.2 The Result of Normality and Homogeneity Test Using Kolmogorov-

Smirnov by SPSS 26 ............................................................................ 64

4.3 Speaking Scoring Rubric Adapted from Douglas Brown (2004)

and Harris in Ela Hayati (2020) ........................................................... 65

4.4 The Total Score of Speaking Test ........................................................ 67

4.5 Scoring Rubric of the Pre-Test in the Experimental Class .................. 68

4.6 Scoring Rubric of the Pre-Test in the Control Class ............................ 69

4.7 Scoring Rubric of the Post-Test in the Experimental Class ................. 70

4.8 Scoring Rubric of the Post-Test in the Control Class .......................... 71

4.9 The Data Comparison of Two Classes Studied.................................... 73

4.10 The Sample Result of Hypothesis Testing Using Analysis of

Covariance (ANCOVA) by SPSS 26 ................................................... 74

xii

LIST OF APPENDICES

Appendix 1: Research Matrix .......................................................................... 86

Appendix 2: Instrument of Normality and Homogeneity Test ........................ 87

Appendix 3: Blueprint, Instrument, Scoring Rubric for Speaking Test ........... 92

Appendix 4: Validity Sheet .............................................................................. 97

Appendix 5: Rencana Pelaksanaan Pembelajaran............................................ 98

Appendix 6: Letter of Permission .................................................................... 114

Appendix 7: Letter of Accomplishment ........................................................... 115

Appendix 8: Journal of Research ..................................................................... 116

Appendix 9: Documentation ............................................................................ 117

Appendix 10: Students Achievement by Researcher and English Teacher ..... 125

Appendix 11: Curriculum Vitae ....................................................................... 127

1

CHAPTER I

INTRODUCTION

This chapter consisted of Research Background, Research Question,

Research Objectives, Research Significance, Research Scope, Operational

Definition, Research Assumption, Research Hypothesis, and Systematic

Discussion.

A. Research Background

English has been increasingly growing as a global and dominant

language worldwide.1 Most people around the world communicate in English.

As international language, English is used in many fields. It is used in daily life

and academics, functioned as a first, second, or foreign language of student.

English demand people to master it.

In the Indonesian education system, English is compulsorily taught from

elementary up to senior high school. In school, teacher teaches students

language components and four language skills. Vocabulary, grammar, and

pronunciation are examples of language components. Meanwhile, listening,

speaking, reading, and writing are language skills. The important one to

practice knowledge about English is by speaking.

Speaking has important role in daily life. The teacher will ultimately

need to help the student bring all these elements together into a new, unified,

and appropriate means of communication on the journey from beginner to

1 Rabia Hos and Hatice Topal, “The Current Status of English as a Foreign Language (EFL)

Teachers‟ Professional Development in Turkey: A Systematic Review of Literature”, The

Anthropologist, no. 16 (October, 2017): 293.

2

fluent speaker of another language.1 The goal of language is communication.

The way to convey idea is by communication even in speaking or signing.

The students should be able to interact orally with each other by speaking

through the right structure to be polite. This statement as mentioned in the Holy

Qur‟an on Al-isra‟ verse 28 :

The meaning: “And if you [must] turn away from them [i.e., the needy]

awaiting mercy from your Lord which you expect, then speak to

them a gentle word.” (Q.S Al-Isra‟ verse 28)2

Surah Al-Isra‟ verse 28 was made to make the human conscious and able

to see the truth of Al-Qur‟an, no one understood the knowledge perfectly

except those who understand Allah‟s Shari‟a and the wisdom. No one better in

understanding knowledge, we had to keep learning every time. Learn about

politeness in communication is one of kind of knowledge. Communication

becomes a thing to be value to catch the impression of person. Interlocutors

remembered the characteristics of person by communication. Therefore,

speaking in language context had to continue in advancing communicative

efficiency even fluency. The students played a large role to catch the purpose

in learning English at the class especially by spoken.

English has become the leading means of communication worldwide.3

Speaking was a kind of either active or productive skill. Though listening,

1 Rebecca Hughes, Teaching and Researching Speaking (Second Edition) (Great Britain: Pearson

Education Limited, 2011), 10. 2 Nashir Saleh, “Konsep Pendidikan Karakter dalam Q.S Al-Isra‟ Ayat 23-38 (Telaah Tafsir Al-

Mishbah Karya Quraish Shihab)” (Skripsi, Universitas Islam Negeri Maulana Malik Ibrahim

Malang, 2015), 65.

3

speaking, reading, and writing skill were equally important, speaking become

the most important tool to communicate with others. In other words, the goal of

language was by communication and the aim of speaking in a language context

to promote communicative efficiency.

As foreign language learners who have learn intensively, the students

should be able to interact orally with each other through English.4 Having good

skill in speaking was important nowadays. The modern world of media or

internet demands a good knowledge of English especially of spoken English

era.5 In Indonesia, speaking was one of the skills in English Foreign language

(EFL) classrooms including elementary up to senior high school level.

Students should be encouraged in mastering the speaking skill to

communicate in English to achieve bright future in this modern era. However,

it was not easy to master English skill as well as using it to communicate. In

learning process of English, speaking activities did not work well in classes

because of many factors which made students difficult to speak up in

delivering their idea.

There were some problems faced by many students, come from two

factors which were internal and external. External factors were largely dealt

with books dealing with curriculum development and course design and

internal factors were discussed in SLA and psychology books. Internal

3 Ratu Sarah Pujasari, “The Effectiveness of Community Language Learning in Teaching

Speaking Viewed From Students‟ Self-Confidence” (Thesis, Sebelas Maret University Surakarta,

2014), 1. 4 Rian Wulandari, “Improving Students‟ Speaking Ability Through Communicative Language

Games at SMPN 1 Prambanan Grade VIII A in The Academic Year 2013/2014” (Thesis,

Yogyakarta State University, 2014), 2. 5 Pujasari, “The Effectiveness”, 1.

4

variables implied cognitive and meta-cognitive factors as intelligence,

perception, self-esteem, learning style etc. While external variables implied

social and affective factors such as social class, first language, early start, L2

curriculum, etc.6

Internal factors came from inside of the students because they found

difficulties in studying English such as lack of vocabulary, pronunciation,

fluency and comprehension. Besides, they were also afraid of making mistakes,

anxiety, shy, and unconfident. They were struggle with the linguistic diversity

which was had to learn in their school, such as Bahasa, English, and Javanese

language. Meanwhile external factors came from outside of the students such

as the strategy used of the teacher in teaching speaking skill. The teacher

mostly used some conventional method for example using translation method

in teaching speaking. It just made the students memorize the dialogue and

makes a little interest in speaking skill. The appropriate teaching strategy was

important to facilitate the students in learning activity especially for speaking

skill.

There were many methods in teaching speaking skill. There were

grammar translation method, direct method, audio lingual method, silent way,

desuggestopedia, community language learning, total physical response,

communicative language teaching, content-based instruction, and task-based

language teaching. Those methods had own characteristics and benefits. The

teacher was able to use method that related with the problem faced on students

6 Nazanin Mirhadizadeh, “Internal and External Factors in Language Learning”, International

Journal of Modern Language Teaching and Learning (IJMLTL), no. 1 (2016): 188.

5

in the class. Based on the problems stated above, researcher thought that the

appropriate method to use was using community language learning (CLL).

According to Larsen-Freeman and Marti Anderson on their book entitled

“Techniques and Principles in Language Teaching (Third Edition)”, The

Community Language Learning Method takes its principles from the more

general Counseling-Learning approach developed by Charles A. Curran.7

Community Language Learning was aimed to changing the relationship

between students and teacher become client and counselor. Teacher needed to

become language counselor to deal with the fears of students in learning

foreign language especially for speaking skill.

Learners which were in classroom were not as a class but as a group that

needed of certain therapy and counseling to facilitate the learners. The fear of

students in language learning caused by education context was lessened by the

relationship of teacher and learners were not perceived as a threat but rather as

a true counselor to center teacher‟s attention on students as client and their

needs. By understanding students‟ fears and being sensitive to them, he can

help students to overcome their negative feelings and turn them into positive

energy to their further learning.8 This model capitalizes on the primacy of the

needs of learners.

7 Diane Larsen-Freeman and Marti Anderson, Techniques and Principles in Language Teaching

(Third Edition) (New York: Oxford University Press, 2011), 118. 8 Freeman and Anderson, Techniques and Principles, 118.

6

Riswandy and friends in their research stated that community language

learning is a good model for practicing communication.9 Ela also stated based

on her research that the use of Community Language Learning to teach

Speaking is quite effective.10

This activity became their opportunity to practice

their English. Because this activity the teacher did not demand the students to

be able to speak English perfectly.11

Applying community language learning

method the teacher as counselor built the students interest in speaking skill.

From the explanation above, the researcher concluded that Community

Language Learning (CLL) Method was effective for teaching speaking skill.

Based on those explanations above, the writer was interested taking the

research which was entitled “The Effectiveness of Using Community

Language Learning (CLL) Method on Students‟ Speaking Skill at The Eighth

Grade Students of SMPN Sukorambi 2021/2022 Academic Year”.

B. Research Question

The problem that researcher wants to raise in this research is as follows:

“Is there any significant effect of using Community Language Learning

(CLL) method on students‟ speaking skill at the eighth grade students of

SMPN Sukorambi 2021/2022 academic year?”

9 Riswandy Halomoan, Nelda, and Asriani Hasibuan, “The Effect of Community Language

Learning Model on Students‟ Speaking Ability”, Jurnal Liner Institut Pendidikan Tapanuli

Selatan, no. 2 (June, 2019): 53. 10

Ela Hayati, “The Effect of Community Language Leaning (CLL) Method of Students‟ Speaking

Skill at The Tenth Grade of Senior High School 10 Kota Jambi” (Thesis, The State Islamic

University Sulthan Thaha Saifuddin Jambi, 2020), 48. 11

Ramadani et al., “The Increasing of Students‟ English Speaking by Using Community Language

Learning (CLL) through Students English Association of LP31 (SEAL) at Politeknik LP31

Medan”, Budapest International Research and Critics Institute-Journal (BIRCI-Journal), no. 3

(August, 2020): 2540.

7

C. Research Objectives

The objective of this research was to find out whether or not there is a

significant effect of using Community Language Learning (CLL) method on

students‟ speaking skill at the eighth grade students of SMPN Sukorambi

2021/2022 academic year.

D. Research Significance

The researcher hoped that the finding of this research could be beneficial

in the English teaching and learning process, especially in enhancing students‟

speaking skill. There were two kinds of significance in this research,

theoretical significance and practical significance as follows:

1. Theoretical Significance

The result of this research supported the existing theory related to

community language learning and contributed improving students‟ skills in

language especially in speaking skill through conducting community

language learning.

2. Practical Significance

The result of this research could be an alternative to solve some of the

problems faced in teaching speaking. This study can be useful for further

researchers who want to conduct research with the same problems or

related topic.

8

E. Research Scope

Research scope explained about the extent to which the research

boundary explored. It was defined what the research was going to cover and

the focus is. The limitation marked with the variable mentioned below,

1. Independent Variable

Independent variable was a variable that influenced the dependent

variable. The independent variable of this research was community

language learning (CLL). Community language learning (CLL) was a

method that used to improve the students‟ in speaking skill.

2. Dependent Variable

Dependent variable is a variable that was influenced by the independent

variable. Dependent variable of this research was speaking skill especially

in pronunciation, grammar, vocabulary, fluency, and comprehension at the

eighth grade students.

F. Operational Definition

Definition of key terms purposed to explain the meaning of each variable

in this research to avoid misinterpreting the concept that used in this research.

The term that used, as follows:

1. Community Language Learning

Charles A. Curran developed Community Language Leaning (CLL)

Method with take principles from the more general Counseling-Learning

approach. Community Language Learning was aimed to changing the

relationship between students and teacher become client and counselor.

9

Teacher needed to become language counselor to deal with the fears of

students in learning foreign language especially for speaking skill.

2. Speaking Skill

Speaking is an activity of human to produce the sound based on their

mind by using organs of speech of human. Speaking was a form of oral

language to communicate ideas or feelings. Speaking skill is a way to

express their mind orally, coherently and appropriately in giving meaningful

context within community. Most speaking involves interaction with one or

more interlocutors. In speaking process that was happened interaction

between a speaker and listener.

G. Research Assumption

Research assumption of this research based on the theory, it was effective

way to apply Community Language Learning (CLL) method to teach speaking

to students of junior high school.

H. Research Hypothesis

The researcher formulates two hypotheses. There are alternative

hypothesis (Ha) and null hypothesis (H0) as follows:

Ha: There is a significant effect on students‟ speaking skill in implementing

Community Language Learning (CLL) method at the eighth grade students

of SMPN Sukorambi 2021/2022 academic year.

H0: There is no significant effect on students‟ speaking skill in implementing

Community Language Learning (CLL) method at the eighth grade students

of SMPN Sukorambi 2021/2022 academic year.

10

I. Systematic Discussion

This undergraduate thesis was organized into five chapters with

systematic as follows,

Chapter I was introduction. It consisted of research background, research

question, research objectives, research significance, research scope which

contained research variable and indicator of variable, operational definition,

research assumption, research hypothesis, and systematic discussion.

Chapter II was literature review which consisted of previous research and

theoretical framework that explains about concept of community language

learning, design of community language learning, benefits of community

language learning, procedure of community language learning, definition of

speaking, ability of speaking, aspects of speaking, important of speaking,

problems of speaking, assessing of speaking skill, and definition of daily

activity.

Chapter III was research method. It contained research approach and

type, population and sample, data collection, and data analysis.

Chapter IV was findings and discussion. It consisted of description of

research object, data presentation, analysis and hypothesis testing, and

discussion.

Chapter V was closing which talked about conclusion and suggestion. It

explained the conclusion of the result of research and suggestion for teachers,

students, and further research.

11

CHAPTER II

REVIEW OF RELATED LITERATURE

This second chapter presented the review of related literature of this

research study. It contained of Previous Research and Theoretical Framework.

The theoretical framework had been divided into three parts. Those were

community language learning, speaking ability, and daily activity.

A. Previous Research

There were some previous researches dealing with this research. The

researcher looked back on five different previous studies have findings as

follow,

1. Ela Hayati in 2020 entitled “The Effect of Community Language Learning

(CLL) Method of Students’ Speaking Skill at the Tenth Grade of Senior High

School 10 Kota Jambi”. In this research Ela Hayati used quantitative

approach and the design was a quasi-experimental research. This research

focused on finding out how effective the community language learning

method gave contribution to teach speaking. Besides, to determine whether

there was any significant effect on students‟ speaking skill who taught

descriptive text by using community language learning and without

community language learning. The researcher gave the test as a research

instrument. The test was given before the students are given treatment. The

researcher then gave treatment of CLL method to the experimental class and

Direct Method to the control class, and post-test to the experimental class

and control class. The result showed by calculation enclosed, the mean of

12

the experimental group was higher than the control group. The result of the

data analysis proven than students‟ score of Speaking taught by using

Community Language Learning was better than using Direct Method. It

meant that the use of Community Language Learning to teach Speaking is

quite effective.12

2. Siti Nurhasanah in 2015 entitled “The Use of Community Language

Learning Method to Increase the Students’ Participation in Classroom

Conversation”. In this research Siti Nurhasanah used classroom action

research and consisted of two cycles. This research focused on the learning

process of students in increasing their speaking skill at classroom

conversation by using community language learning (CLL) method. Each

cycle had procedure there are planning, action, observation, and reflection.

The result of cycle 1 was showed a little improvement of the students‟

participation in classroom conversation, but did not give satisfied result

because the students were still less confident, shy and afraid of making

mistake in grammar. Cycle 2 showed better improvement than those in the

first cycle. In the second cycle, the students had more confidence and

became active. The result of implementation between cycle 1 and 2, the

researcher said that generally CLL (Community Language Learning)

method could increase the students‟ participation in the classroom

conversation.13

12

Hayati, “The Effect”, 48. 13

Siti Nur Hasanah, “The Use of Community Language Learning Method to Increase the Students

Participantion in Classroom Conversation”, REGISTER, 8 (1), (June, 2015): 97.

13

3. Ilmawadda A. in 2021 entitled “The Effectiveness of Community Language

Learning (CLL) to Improve Learners’ Mastery of Speaking Skill”. In this

research Ilmawadda A. used quantitative approach and the design was pre-

experimental research. In this research design the researcher only used one

class as the experimental group in collecting the data. This research focused

on finding out the differences between students‟ speaking skill before and

after being taught about transactional conversation especially about asking

for someone‟s opinion, refusing for help, asking permission, giving

permission, and ordering something by using Community Language

Learning Method.14

The result of this research showed that hypothesis h0

rejected and hypothesis ha accepted. It meant that there was significant

difference in speaking accuracy between the pre-test and post-test of the

students who were taught using Community Language Learning (CLL).

4. Ira Nurussofa in 2017 entitled “The Use of Community Language Learning

(CLL) Method to Increase Students Participation and Achievement in

English Conversation Activity in English Class for the First Year Students of

SMK Plus Al Madinah Pabelan Semarang District in the Academic Year

2016/2017”. In this research Ira Nurussofa used classroom action research

and consists of two cycles. Each cycle had procedure there were planning,

action, observation, and reflection. The researcher used some techniques to

collect qualitative and quantitative data. The researcher used test to get the

data as the technique of collecting quantitative data, the researcher used pre-

14

Ilmawadda, A., “The Effectiveness of Community Language Learning (CLL) to Improve

Learners‟ Mastery of Speaking Skill” (Thesis, Muhammadiyah University of Makassar, 2021), 30.

14

test and post-test. Besides, to collect the qualitative data, the researcher used

some technique, they were observation and document. Based on the data

comparison between all the score of cycle I, cycle II. The findings displayed

that students‟ participation in English conversation activity in English class

increased from Pre to Post- test able to develop students‟ participation in

English conversation activity in English class.15

It meant that community

language learning method was able to develop students‟ participation and

achievement in English conversation activity in English class.

5. Ratu Sarah Pujasari in 2014 entitled “The Effectiveness of Community

Language Learning in Teaching Speaking Viewed from Students’ Self-

Confidence”. In this research Ratu Sarah Pujasari used quantitative

approach and the design was experimental research. The techniques of

analyzing data used for the research are descriptive analysis and inferential

analysis. This research focused on finding out whether the use of

community language learning (CLL) was effective than situational language

teaching (SLT) in teaching speaking.16

The result showed that the students

who were taught using CLL method had better speaking skill than those

who were taught using SLT. But based on the test showed that, compared to

situational language teaching, community language learning was not only

effective for students with high self-confidence, it was also more effective

for students having low-confidence.

15

Ira Nurussofa, “The Use of Community Language Learning (CLL) Method to Increase Students

Participation and Achievement in English Conversation Activity in English Class for the First

Year Students of SMK Plus Al Madinah Pabelan Semarang District in the Academic Year

2016/2017” (Thesis, State Institute for Islamic Studies (IAIN) Salatiga, 2017), 61. 16

Pujasari, “The Effectiveness”, 93.

15

Table 2.1

The Similarities and Differences between Previous Research and

This Research

No Author and Title Similarities Differences

1 2 3 4

1 Ela Hayati in 2020

entitled “The Effect of

Community Language

Learning (CLL) Method

of Students’ Speaking

Skill at the Tenth Grade

of Senior High School 10

Kota Jambi”

- The previous

research and this

research used

quantitative

approach and the

design quasi-

experimental

research.

- The previous

research and this

research used

community

language learning

as strategy to teach

speaking.

- The previous research

used tenth grade students

of SMAN 10 Kota

Jambi, while this

research used eighth

grade students of SMPN

Sukorambi.


used topic about

descriptive text, while

this research used simple

present tense especially

about daily activity.

2 Siti Nurhasanah in 2015

entitled “The Use of

Community Language

Learning Method to

Increase the Students’

Participation in

Classroom

Conversation”

- The previous

research and this

research used

community

language learning


speaking.


used classroom action

research, while this

research used

quantitative approach.


used students of

International Class

Program State Institute

of Islamic, while this


grade students.

Studies (IAIN) Salatiga.


used topic about passion,

international events, and

chances, while this

research used simple



3 Ilmawadda A. in 2021

entitled “The

Effectiveness of

Community Language

Learning (CLL) to

Improve Learners’

- The previous

research and this

research used

quantitative

approach.

- The previous


used pre-experimental


research used quasi

experimental research.


16

Mastery of Speaking

Skill”

research and this

research used

community

language learning


speaking.

- The previous

research and this

research conducted

research on eighth

grade students of

Junior High

School.

used topic about

transactional

conversation especially

about asking for

someone‟s opinion,

refusing for help, asking

permission, giving

permission, and ordering

something. While this

research used simple



4 Ira Nurussofa in 2017

entitled “The Use of

Community Language

Learning (CLL) Method

to Increase Students

Participation and

Achievement in English

Conversation Activity in

English Class for the

First Year Students of

SMK Plus Al Madinah

Pabelan Semarang

District in the Academic

Year 2016/2017”

- The previous

research and this

research used

community

language learning


speaking.


used classroom action


research used

quantitative approach.


focused on tenth grade

students of SMK Plus

Al-Madinah Pabelan

Semarang, while this


grade students.


focused on students‟

participation and English

conversation activity,

while this research

focused on students‟

speaking skill.


used topic about

emoticon or feeling,

while this research used

simple present tense

especially about daily

activity.

5 Ratu Sarah Pujasari in

2014 entitled “The

Effectiveness of

Community Language

Learning in Teaching

Speaking Viewed from

Students’ Self-

- The previous

research and this

research used

quantitative

approach.


used experimental


research used quasi

experimental research.


used community

17

Confidence” language learning and

situational language

teaching. While this

research only used

community language

learning as strategy.


used second grade of

nursing department

Stikes Bakti Tunas

Husada Tasikamalaya,

while this research used

eighth grade students of

SMPN Sukorambi.

By looking at the similarities and differences between the previous and

this research, it could be seen that the specialty of this research was focused on

speaking skill with the topic daily activity for eighth grader of SMPN

Sukorambi.

B. Theoretical Framework

1. Community Language Learning (CLL) Method

a. Concept of CLL

Community Language Learning concern with counseling

techniques where it is a non-direct therapies approach which is designed

to help the learners in acquiring the target language. It was as the

statement of Larsen-Freeman and Marti Anderson on their book entitled

“Techniques and Principles in Language Teaching (Third Edition)”, The

Community Language Learning Method takes its principles from the

more general Counseling-Learning approach developed by Charles A.

18

Curran.17

This method was created by Charles A. Curran, a Roman

Catholic priest and specialist in psychotherapy in Loyola University.18

CLL was not same as the usual methods by which language were taught.

It was an approach that concern with counseling techniques. It meant the

students should not think that they were as a student but as a client. To

remove the anxiety of student the relationship between the teacher and

student were changed as a counselor and client.

The teacher had a role as counselor to help the students in doing

learning process if they face some difficulties in speaking English. CLL

was focused on producing communicative competency by using

meaningful, authentic language.19

The counselor established situation

likely to promote communication to the students as the communicators.

He provided an enjoyed environment whom clients learned and operated

the class activities. This class did not use textbook that was not

considered an important component. The topic was developed by the

counselor to shape and motivate the class to be more effective.

In accordance with the statement above, the researcher concluded

that Community Language Learning is a method which is appropriate in

improving students speaking skill. In working the method, the teacher as

counselor needed to formulate CLL took place in the classroom. He

17

Freeman and Anderson, Techniques and Principles, 118. 18

David Smith, “In Search of the Whole Person: Critical Reflections on Community Language

Learning”, Journal of Research on Christian Education (JRCE), no. 6 (October, 2014): 160. 19

Eileen N. Ariza, “Resurrecting “Old” Language Learning Methods to Reduce Anxiety for New

Language Learners: Community Language Learning to the Rescue”, Bilingual Research Journal:

The Journal of the National Association for Bilingual Education, 26 (November, 2014): 717.

19

asked the students to arrange their seats into a circle that consist of a

group of learners. When one of them wished to say something to the

group or to an individual, he or she said it in the native language

(Bahasa) and the counselor translated the utterance back to the learner in

the second language (English). The learner then repeated that English

sentence as accurately as possible. Another client responded, in Bahasa,

the utterance was translated by the counselor, the client repeated it, and

the conversation continued. If possible the conversation was taped for

later listening, and at the end of each session the learners together

inductively attempted to glean information about the new language. If

desirable, the counselor took a more directive role and provided some

explanation of certain linguistic rules or items. They also gave evaluation

and suggestion in group to build comfortable situation. Furthermore,

CLL represented the use of counseling-learning theory to teach language

especially in speaking.

b. Design of CLL

This design of CLL discussed about some activities of teaching and

learning using CLL technique such as: types of learning and teaching

activities, learner roles and teacher roles. Koba Naomi stated the design

of CLL as follows:

1) Types of Learning and Teaching Activity

Richards and Rodgers in Ramdani et al on his article entitled

“The Increasing of Students‟ English Speaking by Using Community

20

Language Learning (CLL) through Students English Association of

LP31 (SEAL) at Politeknik LP31 Medan”, stated that learning and

teaching activity of CLL involve learning task and activities task.

These activities take place in learning and teaching process as follows:

Picture 2.1

Techniques on CLL (Richards and Rodgers, 2002)20

a) Translation. Learners from a small circle. A learner whispers a

message or meaning he or she wants to express, the teacher as

counselor translates it into the target language, and the learner

repeats the counselor‟s translation.

b) Human Computer. A student chooses some part of the transcript to

practice pronouncing. He or she is „in control‟ of the teacher when

they try to say the word or phrase. The teacher, following the

student‟s lead, repeats the phrase as often as they want to practice

it. The teacher does not correct the student‟s mispronunciation in

20

Ramadani et al., “The Increasing”, 2538.

21

any way. It is through the teacher‟s consistent manner of repeating

the word or phrase clearly that the student self-corrects as they try

to imitate the teacher‟s model.

c) Recording. Learners record conversations in the target language.

d) Analysis. Learners analyze and study transcriptions of target

language sentence in order to focus on particular lexical usage or

on the application of particular grammar rules.

e) Free Conversation. Learners engage in free conversation with the

counselor or with other learners. This included discussion of what

they have learned as well as feelings they have about how they

have learned.

f) Reflective Listening. Learners listen to a monologue by the writer

involving elements they might have elicited or over hear in class

interactions.

g) Group Work. Learners may engage in various group tasks, such as

small group discussion of a topic, preparing a conversation,

preparing a summary of a topic for presentation to others group.

Preparing a story that will be presented to the counselor and the rest

of the class.

h) Transcription. Learners transcribe utterances and conversation they

have recorded for practice and analysis of linguistic forms.

22

i) Reflection and Observation. Learners reflect and report on their

experience of the class, as a class or in group.21

This usually

consisted of expression of feeling, sense of one another, concerns

for something to say.

2) Learner Roles

In Community Language Learning, here the learners roles as the

part of community, their fellow learners and the writer and learned

through interacting each other with the member of the community.

Learners were expected to listen attentively what the counselor

advised, provide them a chances freely whatever the meanings they

wished to express, to repeat target language without hesitation.

Meanwhile, Curran in David Smith on his article entitled “In

Search of the Whole Person: Critical Reflections on Community

Language Learning”, stated that there were five stages of CLL as

follows:

a) Embryonic Stages. The learner totally depends on the knower to

facilitate speech in the new language. In this stage, the learners

begin to establish their own self-affirmation and dependence by

using simple expressions and phrases they have previously heard,

the counselor translate to the target language to him. Then, the

learner speaks to the group in the target language.

21

Naomi Koba and Wilkinson D., “Using CLL Approach to Cope with Language Anxiety”, The

Internet TESL Journal, no. 6 (November, 2000): 2-6.

23

b) Self-Assertion Stage. The learner achieves a measure of

independence from the parent. Member of CLL group begin to use

simple phrases on their own with great personal satisfaction. They

pick up expressions which they have heard and employ them as the

beginning of their self-affirmation and independence.

c) Separated Existence Stage. Members of group learn from

understanding the other members directly in the foreign language.

The learner also begins to resent any assistance which the

counselor would like to provide, especially when he offers

knowledge which the learner already possessed.

d) Reversal Stage. The learner begins to express himself quite

independently of the parent or the knower. He communicates by

himself and undergoes a transformation into independence in the

foreign language.

e) Independent Stage. The learner only draws on the knower fluently

for fine nuances. They know all that the counselor had to teach.

Although the language may be independent, he may need more

subtle linguistic refinements and correction. The correct usage and

situation and appropriate use of the foreign language.22

Furthermore, learning was a whole learner process that was

involved not only in the accomplishment of cognitive but also in

the solution of affective conflicts and reward of the goals.

22

Smith, “In Search”, 165.

24

3) Teacher Roles

In this part, the teacher (counselor‟s role) had significant role to

catch all learners‟ (client) problem during learning and teaching

activity then solve it well. The counselor responded it calmly and non-

judgmentally to help and support client to try to understand his or her

problem by applying order and analysis to them.

In the early stages, no grammatical explanation is given,

although if the learners feel the need to request grammatical

explanation it can be given.23

Counselor operates in supportive roles

and providing target language translation and imitation on request of

the clients. Later, the counselor monitored learners‟ interaction and

providing assistance when requested. The counselor directly

intervened to correct deviant utterances, supply idioms and advice on

usage of words as well as fine usage of grammar without explaining

that is grammar.

As the learners gain much more familiarity with the foreign

language, more and more direct communication can take place.24

One

continuing role of the counselor was particularly notable in CLL

process was providing safe environment for learning in order that the

learner catches the knowledge given by the teacher as counselor

during teaching and learning process takes place. More direct

23

Moira Chimombo, “Counseling-Learning/Community Language Learning: A Method of

Learner Directed Language Teaching”, Southern African Journal of Applied Language Studies

(SAJALS), no. 2 (November, 2015): 89. 24

H. Douglas Brown, Principles of Language learning and Teaching (Fifth Edition) (California:

San Fransisco State University, 2004), 107.

25

communication took place, with the counselor providing less direct

translation and information, until after many sessions, even months or

years later, the learner achieves fluency in the spoken language.25

The

learner had at that point solved some problems faced of speaking and

become independent to have dialogue with others freely.

c. Benefits of CLL

Benefits of CLL method are creating a supportive community to

lower student anxiety.26

CLL use humanistic approach, which views

students and teachers as a community, and thus the teacher as more

facilitator than teacher, fits in nicely with current trends in education.27

The counselor wanted their students learned how to use target language

communicatively. In addition, he wanted their students learn about their

own learning and to take responsibility for their own learning process.

This method considered the teacher and learners treated each other as

whole person. It was not only made the teacher thought about students‟

intellect but also their feeling in learning language to build intrinsic

motivation.

d. Procedures of CLL

The classroom procedures by which the learners were given

responsibility for and the opportunity to direct their learning. In short the

procedure of CLL consisted of four stages. First client speaks in native

language, second counselor translates into target language, third client

25

Brown, Principles of Language Learning,107. 26

Halomoan, Nelda, and Hasibuan, “The Effect”, 55. 27

Freeman and Anderson, Techniques and Principles, 127.

26

repeats in target language, fourth client records in target language.28

The

researcher adapted procedure of CLL from Dieter Stroinigg in Ratu

Sarah Pujasari, which is outline here:

1) The researcher as a counselor made a statement of the goal and

guidelines for the course that is daily conversation/daily activity.

2) Having conversation in the foreign language took place.

a) Made group in a circle that consist of 5 or 6 students which was

everyone had visual contact with each other.

b) Each student in group had chance to deliver their activity in

different time in front of their group friends.

c) One student initiated conversation with another student by giving

message in the native language (Bahasa) in a simple language in

phrases of five or six words.

d) The counselor standing behind the student whispered a close

equivalent of the message in the foreign language (English).

e) The student repeated the foreign language message from the

counselor and into the tape recorder as well.

f) Each student had a chance to compose and record a few of their

messages.

g) The group that already received the treatment able to have free

conversation in group and rewound the tape recorder at intervals.

28

Chimombo, “Counseling-Learning”, 88.

27

h) Each student repeated the meaning in Bahasa of what he or she had

said in English and helped to refresh the memory of others.

3) Then students participated in a reflection period, in which they were

asked to express their feelings about previous experience with total

frankness.

4) From the material that just recorded the instructor choose sentences to

write on the whiteboard that highlighted elements vocabulary,

pronunciation, fluency, comprehension, grammar and peculiarities of

capitalization in English.

5) The counselor supported students to ask questions about any of the

items above.

6) The counselor supports students to copy sentences from the

whiteboard with note on meaning and usage. This will become their

“textbook” for home study.29

7) The counselor asked the students to have group works. Each group

prepared daily activity on weekend. Each student in group had

chances to deliver their daily activity based on time activity that

counselor given for each of them.

8) All of members on each group presented their result of discussion

about their daily activity in front of class while the counselor and the

researcher gave score of their speaking.

29

Pujasari, “The Effectiveness”, 35-36.

28

CLL enabled the researcher to refocus on the learner while the

students immediately reacted positively to work in a community. They

took exceptionally well to overcome their fear of speaking. If they

were enjoyed with this learning activity able to offered corrections to

their peers and gladly contribute to the recording stage of the lesson. It

would be a teaching method which was very useful for teachers to

make the situation of learning activity became more interesting and

enjoyable for students.

2. The Nature of Speaking

a. Definition of Speaking

Of all the four skills (listening, speaking, reading and writing),

speaking seem intuitively the most important. People who knew a

language were referred to as speakers' of that language, as if speaking

included all other kinds of knowing and many if not most foreign

language learners are primarily interested in learning to speak.30

By

speaking the other people more understood what they wanted to deliver

was.

Speaking is a process in which speaker expresses his or her though,

ideas, opinions, perceptions, through spoken language.31

Speaker used

language to communicate their ideas. Actually, speaking was a form of

oral language to communicate ideas or feelings. Most speaking involves

30

Penny Ur, A Course in language Teaching (Practice and Theory) (New York: Cambridge

University Press, 1996), 120. 31

Frisca Julista, “Improving Students‟ Speaking Skill Through Communicative Language

Teaching Method at SMP Asuhan Jaya Medan” (Thesis, University of Muhammadiyah Sumatera

Utara Medan, 2018), 5.

29

interaction with one or more interlocutors. In speaking process that was

happened interaction between a speaker and listener. They used language

as a tool of speaking in that interaction. A speaker had to convey his or

her message clearly to the listener then the listener had to interpret the

message the meaning of what speaker says.

The spoken form gained primacy of status in language sciences in

the twentieth century to the point where there was, and there remains,

merging in applied linguistic and wider research circles, of the concept of

„speaking‟ with „language‟.32

Speaking could not be independent. It

needed some complex activities or sub-skills of language such as

vocabulary mastery, comprehension, fluency and pronunciation are

included. People spoke using words that had meaning which was they

had to choose and used words appropriately to make listener understand

with the topic spoken. The speaker paid attention to the word order and

the knowledge of how to pronounce some words to be sentence.

According to Horwitz in Ela Hayati stated that speaking is the hall

mark of second language learning. Although some learners may have

personal goals for language learning that do not include speaking, most

educators accept speaking as an essential goal of language learning and

teaching.33

In this interaction, student must be able to comprehend what

the teacher said in learning activity. In solving the students speaking

32

Hughes, Teaching and Researching, 5. 33

Hayati, “The Effect”, 13.

30

skills, it was necessary to use easy and accept able speaking forms for

students to conduct the speaking well.

Human offspring are born with a special capacity for language.34

In

language learning, speaking was essential for learners. It was became the

important skill which people appreciated directly that the language skill

of learner was success. People judged that the successful of language was

when they produced the language as the result of learning process. It was

a part of teachers‟ job to help the learners produced form in the foreign

language.35

To improve students speaking skill to produce speaking form

of foreign language, the figure that they need is their teacher.

Speaking can be a direct judgment for language learners, because

speaking performance can define the knowledge of the speakers in using

the language.36

To be responsible to the learners, the teacher considered

the appropriate method to teach speaking. The teacher had an authority to

help students improve their speaking skill with the correct method used.

b. Ability of Speaking

According to Lander in Ela Hayati stated that communicative

competence is measured according to the degree of fluency with the

spoken language, but it also includes comprehension of that language in

real-life situation.37

The ability of speaking needed fluency and

comprehension about words delivered to make communication

34

George Yule, The Study of Language (Sixth Edition) (United Kingdom: Cambridge University

Press, 2017), 39. 35

Julista, “Improving Students‟”, 6. 36



31

effectively. This statement as Penny Ur mentions that some

characteristics of speaking successful activity as follow:

1) Learners Talk a Lot

As much as possible of the period of time allotted to the activity

is in fact occupied by learner talk. This may seems obvious, but often

most time is taken up with teacher talk or pauses.

2) Participation is Even

Classroom discussion is not dominated by a monitory of

talkative participants: all get chance to speak, and contributions are

fairly evenly distributed.

3) Motivation is High

Learners are eager to speak: because they are interested in the

topic and have something new to say about it, or because they want to

contribute to achieving a task objective.

4) Language is of An Acceptable Level

Learners express themselves in utterances that are relevant,

easily comprehensible to each other, and of an acceptable level of

language accuracy.38

c. Aspects of Speaking

There are some aspects of speaking such as pronunciation,

vocabulary, fluency, accent, and grammar that should be mastered in

38

Ur, A Course, 120.

32

order to be able to speak well.39

Speaking also needed many aspects

because speaking is most natural way to communicate. For most people,

the ability to speak a language was similar to understand the language in

human interaction. As a complex activity, speaking has three main

aspects as follows:

1) Accuracy

Accuracy is achieved to some extend by allowing students to

focus on the elements of phonology, grammar, and discourse in their

spoken output.40

In this case, accuracy is divided into three elements

in making accurate utterance. They are pronunciation, vocabulary, and

grammar.

a) Pronunciation. The overwhelming majority of adult learners will

never acquire an accent-free command of a foreign language. A

language program should emphasize whole language, meaningful

contexts.41

Poor pronunciation skill can spoil communication which

can‟t deliver meaningful utterance to the interlocutors well. It

similar like the statement from Harmer in Rian Wulandari that

pronunciation teaching is not only making the students are able to

differentiate sounds and sound features, but also improving their

39

H. Douglas Brown, Teaching by Principles An Interactive Approach to Language Pedagogy

(Second Edition) (California: San Fransisco State University, 2001), 268-269. 40

Brown, Teaching by Principles, 268. 41

Brown, Teaching by Principles, 268.

33

speaking ability immeasurably such as to concentrate on sounds

and be aware of using stress when producing sound.42

b) Vocabulary. Numan in Frisca Julista stated that vocabulary is more

than lists of target language words.43

It is the basic knowledge to be

owned by language learners. In order to communicate their ideas, a

speaker should express it by using some words to be phrase or

sentence. He or she will not able to communicate effectively if they

don‟t have vocabularies. In other words, the requirement for

learners who want to have a good speaking ability is mastering

vocabulary.

c) Grammar. Grammar is the description of the structure of a

language and the way in which linguistic unit such as words and

phrases and combined to produce sentence in the language.44

If our

conversation is full of grammatical mistakes, our ideas will not get

across smoothly. Grammar can be part of knowledge about what

and where the word can be placed.45

Studying grammar rules will

help students deliver their thought by spoken easily.

2) Fluency

Fluency may in many communicative language courses be an

initial goal in language teaching.46

Fluency refers to how well a

learner communicates their idea full of meaning rather than consider

42

Wulandari, “Improving Students‟”, 8. 43

Frisca Julista, “Improving Students‟”, 10. 44

Frisca Julista, “Improving Students‟”, 10. 45

Ilmawadda, A., “The Effectiveness”, 12. 46

Brown, Teaching by Principles, 268.

34

how many mistakes they make in grammar. Fluency is probably best

achieved by allowing the "stream" of speech to "flow". Then, as some

of this speech spills over beyond comprehensibility, the "riverbanks"

of instruction on some details of phonology, grammar, or discourse

can channel the speech on a more purposeful course.47

It dealed with

how learners were comfortable with the way he spoke and how easily

the words come out.

3) Accent

Rian Wulandari stated that there is no speaker who can be taken

to represent a particular accent or dialect in this world.48

Language

accent of one speaker and other was definitely different. The

difference arised from a variety of causes such a locality, social

surrounding, and first accent of native language on the speaker have.

d. Importance of Speaking

Humans are capable of producing sounds and syllables in a stream

of speech that appears to have no communicative purpose, as in

glossolalia, or “speaking in tongues,” which is associated with the

religious practices of Pentecostal churches.49

It showed that the human

tried to speech since babies even he could not deliver what their actually

means. Human being as social creature always communicated to one

another that include interactions. For examples telling information or

some news, asking about something they needed, or etc.

47

Brown, Teaching by Principles, 269. 48

Wulandari, “Improving Students‟”, 10. 49

Yule, The Study, 63.

35

This new wave of interest brings social constructivist perspectives

into central focus and draws our attention to language as interactive

communication among individuals, each with a sociocultural identity.50

All of them were done through speaking to others directly. It meant that

speaking activity itself had a very important role in human life. A related

factor underpinning the nature of speech, and affecting the type of

language choices that can be made, is its delivery via the oral.51

From the

statement above it was concluded that speaking was very important in

mastering foreign language. Thus speaking capability can be measured

whether a foreign language learner in successful in learning or not. In

mastering speaking skill was seen not only from the performance of

learners in spoken, but also their competence in using language.

e. Problems Students Faced

Learners sometimes had some obstacles of speaking in the class.

Many of them thought that speaking was one of the more difficult skills

to achieve. They felt afraid of making mistakes then had judge by the

audiences. Penny Ur argued that some problems in speaking activity as

follow:

1) Inhibition. Learners are often inhibited about trying things in foreign

language classroom, afraid to make mistakes or to be criticized, and

shy to utter words.

50

Brown, Principles of Language learning, 195. 51

Hughes, Teaching and Researching, 10.

36

2) Nothing to say. Learners sometimes find fault that they do not have

something to say. In other words, they cannot express themselves.

3) Low or uneven participation. Only one participant talks because some

learners dominate, while other speaks a little or not at all.

4) Mother tongue use. In the class, all learners share the same mother

tongue, so they feel unnatural to speak in the foreign language.52

Those problems in speaking were possible to obstruct learners‟

language development in the teaching-learning process. Teachers should

always encouraged the students, not allowing students to become

discouraged when they made mistakes. Brown stated that following

characteristics of spoken language made oral performance easy, as well

as in some case, difficult.

1) Clustering. Fluent speech is phrasal, not word by word. Learners can

organize their output both cognitively and physically (in breath

groups) through such clustering.

2) Redundancy. The speaker has the opportunity to make meaning

clearer through the redundancy of language. Learners can capitalize

on this feature of spoken language.

3) Reduced Forms. Contractions, elisions, reduced vowels, etc. All form

special problems in teaching spoken English Students who don't learn

colloquial contractions can sometime develop a stilted bookish quality

of speaking that in turn stigmatized them.

52

Ur, A Course, 121.

37

4) Performance Variables. One of the advantages of spoken language is

that the process of thinking as you speak allows you to manifest a

certain number of performance hesitation, pauses, backtracking, and

corrections. Learners can actually be taught how to pause and hesitate.

For example, in English our “thinking time” is not silent, we insert

certain “fillers” such as uh um well, you know I mean like etc. One of

the most silent differences between native and nonnative speakers of a

language is in their hesitation phenomena.

5) Colloquial Language. Make sure your students are reasonably well

acquainted with the words, idioms, and phrases of colloquial language

and those they get practice in producing these forms.

6) Rate of Delivery. Another silent characteristic of fluency is rate of

delivery. One of your tasks in teaching spoken English is to help

learners achieve an acceptable speed along with other attributes of

fluency.

7) Stress, rhythm, and intonation. This is the most important

characteristic of English pronunciation. Stress-timed rhythm of spoken

English and its intonation patterns convey important messages.

8) Interaction. As noted in the previous section, learned to produce

waves of language in a vacuum (without interlocutors) would rob

speaking skills of its richest component, namely the creativity of

conversational negotiation.53

53

Brown, Teaching by Principles, 270-271.

38

By look at the difficulties which are found on students in learning

speaking skill. They have to understand that making mistakes is part of

the learning process. Then, the teachers should provide some classroom

speaking activities in which the students can engage actively to overcome

those difficulties to be successful in mastering speaking skill.

f. Assessing of Speaking Skill

Heaton in Ela Hayati stated that testing speaking skill seems to be

challenging because the oral production test has a high subjectivity.54

Test

was one of the importance things in teaching learning process to judge the

result about learning activity has done. It was also used to measure the

students‟ performance in speaking class. It tended to be subjective because

it tested orally and assessing spoken language was so difficult because in

this test we have to discriminate whether or not the speakers have the

ability to speak the target language.55

3. Daily Activity

The meaning of daily based on the Oxford dictionary, daily is

happening, done, or produced every day.56

While activity is being active or

lively a specific thing or things done, an action or occupation.57

Daily activity is an activity that usually done routinely by someone.

These activities included eating, dressing, taking a bath, doing homework

54



Oxford, Oxford advanced learner’s Dictionary (New York: Oxford University Press, 2009),

291. 57

Oxford, Oxford advanced, 13.

39

and many others. The language feature of daily activity is using simple

present tense and adverb of time.

40

CHAPTER III

RESEARCH METHODOLOGY

This chapter presented the methods applied in this study. It covered

Research Approach and Type, Population and Sample, Data Collection, and Data

Analysis.

A. Research Approach and Type

In this research, the researcher used quantitative research method. Pure

quantitative research relies on the collection of quantitative data (i.e.,

numerical data) and follows the other characteristics of the quantitative

research paradigm.58

This research used quantitative research method to know

the result by the number to measure for the effectiveness of use community

language learning on students speaking skill at the eighth grade students of

SMPN Sukorambi 2021/2022 academic year based on the hypotheses tested.

The design of this research was experimental research. That was quasi-

experimental research especially non-equivalent control group design. One

group is exposed to the experimental manipulation and is compared to a similar

group that is not exposed.59

This research conducted into two groups,

experimental group/class and control group/class. The researcher applied

community language learning method to the experimental class and

conventional or regular method to the control class. Both groups conducted

pre-test and post-test, while for the special treatment that was CLL as a new

58

R. Burke Johnson and Larry Christensen, Educational Research: Quantitative, Qualitative, and

Mixed Approaches (Fifth Edition) (United States of America: SAGE Publications, 2014), 82. 59

Roger D. Wimmer and Joseph R. Dominick, Mass Media Research: An Introduction (Ninth

Edition) (United States: Wardsworth Cengage Learning, 2011), 253.

41

method had been applied to the experimental class only. The pre-test and post-

test differences are compared to determine whether the experimental condition

had an effect.60

After conducting manipulation for the experimental group that

receive the treatment, the researcher determined which group showed the

greater amount of learning result. The design for this research was expressesed

in the following table:

Table 3.1

The Table of Research Design

Class Pretest Treatment Posttest

Experiment O1 X O2

Control O1 Y O2

Source: Johnson&Christensen (2014, p.465)61

, and

Wimmer&Dominick (2011, p.253)62

Note:

O1: Pretest for experimental and control classes.

X : Treatment for experimental class using community language learning.

Y : Treatment for control class using conventional/regular teaching.

O2: Posttest for experimental and control classes.

B. Population and Sample

The population of this research was the eighth grade students of SMPN

Sukorambi in academic year 2021/2022. The large number of population

should be minimized. The researcher took sample as the representative of the

population. A sample is a subgroup of the target population that the researcher

plans to study for generalizing about the target population.63

The researcher

60

Wimmer and Dominick, Mass Media, 253. 61

Johnson and Christensen, Educational Research, 465. 62

Wimmer and Dominick, Mass Media, 253. 63

John W. Creswell, Educational Research: Planning, Conducting and Evaluating Quantitative

and Qualitative Research (Fourth Edition) (Boston: Pearson Education, 2012), 142.

42

would not use entire population, he just needed sample as representative. The

researcher chose sampling techniques to determine the sample that had been

used in a research. There were two kinds of sampling techniques, namely

probability sampling and nonprobability sampling. The researcher used

nonprobability sampling because the participants were available, convenient,

and represented some characteristic the investigator seeks to study. There were

three types of nonprobability sampling, including convenience sampling,

purposive sampling, and systematic sampling.64

In this research, the researcher used nonprobability sampling especially

convenience sampling because they are willing and available to be studied. It

conducted in two classes of eighth grade students of SMPN Sukorambi. The

sample including VIII A that consists of 31 students as the experimental class

and VIII B that consists of 32 students as the control class. The researcher

chose VIII A class after conducting an interview with the English teacher at

SMPN Sukorambi, on the recommendation of the teacher who stated that this

class could actually be improved but was hampered by a lack of confidence

when they spoke English. Therefore, the researcher agreed chose class VIII A

as a sample in the experimental class. The experimental class and control class

were tested with pre-test and post-test. Besides, both classes were administered

with normality and homogeneity test either to avoid selection bias in quasi

experimental.

64

Jack R. Fraenkel, Norman E. Wallen, and Helen H. Hyun, How to Design and Evaluate

Research in Education (Eighth Edition) (New York, McGraw-Hill, 2012), 102.

43

C. Technique and Instrument of Collecting Data

The data collection used in this research was test. The test consisted of

pre-test and post-test. Before pre-test and post-test were conducted, there was a

test that was called as normality and homogeneity test to see the condition of

the research samples.

1. Normality and homogeneity test

Normality and homogeneity test was conduct to find out whether both

classes as the samples were equal and similar or not. The researcher used

appendix 2 that consisted of standardized English test as the instrument for

normality and homogeneity test. It was also important to understand the

students‟ condition in the class, whether they were homogeneous or

heterogeneous.

The researcher analyzed the data of normality and homogeneity test

by using Kolmogorov Smirnov technique with SPSS. For normality test, the

data was normal if the probability sig. > 0.05 (Ha=accepted), if the

probability sig. < 0.05 data was abnormal (Ha=rejected). Meanwhile, as the

analysis for homogeneity test: sig. > 0.05 means the data was homogenous

(Ha=accepted), sig. < 0.05 meant the data was not homogenous

(Ha=rejected).65

2. Pre-test and post-test

The pre-test was conducted before the experimental class and the

control class got a treatment, while the post-test was conducted after they

65

Rusydi Ananda and Muhammad Fadhli, Statistik Pendidikan (Teori dan Praktik dalam

Pendidikan) (Medan: CV. Widya Puspita, 2018), 166-169.

44

received a treatment. The pre-test gave before presenting the treatment to

find out how far the students‟ speaking skill. Then, post-test gave to the

student in order to find out the progress of students in learning speaking

after given the treatment by doing CLL. The researcher found the way to

assess speaking test as presented by Douglas Brown (2004)66 and Harris in

Ela Hayati.67

The scoring rubric of speaking test as follows,

Table 3.2

Speaking Scoring Rubric Adapted from Douglas Brown (2004) and

Harris in Ela Hayati (2020)

Aspect Scale Criteria Description

Pronunciation 20-17 Excellent Equivalent to and fully accepted by

educated native speakers.

16-13 Good Errors in pronunciation are quite rare.

12-9 Average Errors never interfere with

understanding and rarely disturb the

native speaker. Accent may be

obviously foreign.

8-5 Poor Accent is intelligible though often quite

faulty.

4-1 Very

poor

Errors in pronunciation are frequent, but

can be understood by a native speaker

used to dealing with foreigners

attempting to speak his language.

Grammar 20-17 Excellent Equivalent to that of an educated

speaker.

16-13 Good Able to use the language accurately on

all levels normally pertinent to

professional needs. Errors in grammar

quite rare.

12-9 Average Control of grammar is good. Able to

speak the language with sufficient

structural accuracy to participate

effectively in most formal and informal

conversations on practical, social, and

professional topics.

8-5 Poor Can usually handle elementary

constructions quite accurately but does

66

Brown, Language Assessment, 172. 67


45

not have through or confident control of

the grammar.

4-1 Very

poor

Errors in grammar are frequent, but

speaker can be understood by a native

speaker used to dealing with foreigners


Vocabulary 20-17 Excellent Speech on all levels is fully accepted by

educated native speakers in all its

features, including breadth of

vocabulary and idioms, colloquialisms,

and pertinent cultural references.

16-13 Good Can understand and participate in any

conversation within the range of his

experience with a high degree of

precision of vocabulary.

12-9 Average Able to speak the language with

sufficient vocabulary to participate



professional topics. Vocabulary is broad

enough that he rarely has to grope for a

word.

8-5 Poor Has speaking vocabulary sufficient to

express himself simply with some

circumlocutions.

4-1 Very

poor

Speaking vocabulary inadequate to

express anything but the most

elementary needs.

Fluency 20-17 Excellent Has complete fluency in the language

such that his speech is fully accepted by


16-13 Good Able to use the language fluently on all

levels normally pertinent to professional

needs. Can participate in any

conversation within the range of this


fluency.

12-9 Average Can discuss particular interests of

competence with reasonable ease.

Rarely to grope for words.

8-5 Poor Can handle with confidence but no with

facility most social situations, including

introductions and casual conversations

about current events, as well as work,

family, and autobiographical

information.

46

4-1 Very

poor

No specific fluency description. Refer

to other four language areas for implied

level of fluency.

Comprehension 20-17 Excellent Equivalent to that of an educated native

speaker.

16-13 Good Can understand any conversation within

the range of his experience.

12-9 Average Comprehension is quite complete at a

normal rate of speech.

8-5 Poor Can get the gist of most conversation of

non-technical subjects (i.e., topics that

require no specialized knowledge).

4-1 Very

poor

Within the scope of his very limited

language experience, can understand

simple questions and statements if

delivered with slowed speech,

repetition, or paraphrase.

Table 3.3

The Total Score of Speaking Test

Aspect Max Score

Pronunciation 20

Grammar 20

Vocabulary 20

Fluency 20

Comprehension 20

Total 100

The examiners of this research were the researcher and English teacher.

The examiners used the same scoring rubric in assessing students‟ speaking

skill. In this research, the tolerance of score range of both examiners should not

be more than five points in order to reach the agreement and made the test

more trustworthy and objective. If the result of assessing the participant

between both examiners were more than five points, both examiners repeated

evaluating the student‟s speaking. The students‟ final score was selected from

the average of both examiners‟ score.

47

In this research, the researcher used the same instrument for pre-test and

post-test as written in appendix 3. Students were asked to present daily activity

on weekend. Yet, before the instrument was given to students of the

experimental and control class, it was tried out earlier in order to examine its

validity and reliability.

1. Validity

Validity refers to the accuracy of the inferences or interpretations you

make from the test scores.68

In this research, the researcher used content

validity. Content validity is the degree to which items in an instrument

reflect the content universe to which the instrument will be generalized. In

general, content validity involves evaluation of a new survey instrument in

order to ensure that it includes all the items that are essential and eliminates

undesirable items to a particular construct domain.69

The researcher wrote the specification of the test. Specification for the

test include the topic, vocabulary used based on topic, and scoring

procedures. To make the test valid, the researcher prepared several things to

be applied:

a. Designing the test based on curriculum. Based on basic competence of

speaking, the participants were targeted to be able to understand the

meaning of some words based on the topic, speak accurately, using

68

Johnson and Christensen, Educational Research, 239. 69

Hamed Taherdoost, “Validity and Reliability of the Research Instrument; How to Test the

Validation of a Questionnaire/Survey in a Research”, International Journal of Academic Research

in Management (IJARM), no. 5 (2016): 30.

48

appropriate grammar structure, and understand the how to make the text

of daily activity.

b. Providing clear instruction to the participants, such as the participants

presented their daily activity at weekend as the topic of lesson.

To confirm the instrument made valid, it was given to an English

lecturer who expert speaking as the validator to examine the relation

between the instrument and syllabus including basic competence, indicator,

and course objective. The instrument was valid if it fit the requirement of

the curriculum. The instrument for validator was written in appendix 4. The

result of validity test as follows,

Table 3.4

Journal of Validation

Day/date Activity

Friday, 25 March 2022 The researcher sent the expert to examine file of a

set of test instrument, including blue print, test

instrument, scoring rubric, and lesson plan.

Saturday, 26 March 2022 The expert confirmed that the test instrument was

valid.

An English lecture as the validator measured the instrument, by

using expert validation sheet of speaking test given by the researcher. The

validator measured the instrument that consisted of blue print, test

instrument, scoring rubric, and lesson plan. The validator confirmed the

instrument by giving the score of each items of question on expert

validation sheet of speaking test. From the result of validity test given by

the validator as written in appendix 4 that showed the score was good. It

was concluded that the test instrument was confirmed as valid and ready to

be tried out to the students.

49

2. Reliability

Reliability refers to the consistency of the scores obtained, how

consistent they are for each individual from one administration of an

instrument to another and from one set of items to another.70

In this

research, the researcher was used inter scorer reliability. The researcher

engaged the English teacher and the researcher as the examiners to

measure reliability test. In this research, the researcher was the first rater

and the English teacher was the second rater. The examiners used the

same measurement which was scoring rubric adapted from Douglas

Brown (2004) and Harris in Ela Hayati (2020) as written in page 43. As

the result of inter scorer reliability, there were two different scores for

each student.

The researcher calculated the scores by using the formula of

Cohen‟s Kappa with SPSS in order to reach the score agreement between

two examiners, so that each student only had one score. The instrument

was confirmed as reliable if the calculation of test score reached the value >

.60 which meant the level of agreement was categorized as good or reliable.

The detail interpretation of Cohen‟s Kappa calculation was as follows,

70

Fraenkel, Wallen, and Hyun, How to Design, 154.

50

Table 3.5

The Interpretation of Cohen’s Kappa71

Value of Kappa Level of Agreement % of data that are

reliable

0 - .20 None 0 – 4%

.21 - .39 Minimal 4 – 15%

.40 - .59 Weak 15 – 35%

.60 - .79 Moderate 36 – 63%

.80 - .90 Strong 64 – 81%

Above .90 Almost perfect 82 – 100%

Table 3.6

Journal of Reability Test

Day/date Activity

Wednesday, April 6th

2022 The researcher conducted try out to

VIII D.

Thursday, April 7th

2022 The score of VIII D‟s try-out result

from two examiners (researcher and

English teacher) has been collected.

Table 3.7

The Scores of Try-out Result from Two Examiners for 31 Students

No. Rater 1 Rater 2 No. Rater 1 Rater 2

1 58 60 17 67 70

2 73 75 18 76 75

3 78 79 19 65 64

4 66 65 20 79 81

5 80 78 21 63 60

6 66 67 22 62 61

7 83 82 23 82 83

8 60 61 24 76 74

9 79 78 25 67 66

10 81 80 26 65 62

11 63 62 27 79 77

12 71 72 28 74 76

13 56 55 29 70 73

14 79 77 30 61 64

15 70 68 31 79 83

16 78 78

71

Mary L.McHugh, “Interrater Reliability: The Kappa Statistic”, Biochemia Medica, no. 3

(August, 2012): 279.

51

Table 3.8

The Result of Try-out Assessed Using Cohen’s Kappa by SPSS 26

Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Rater1 *

Rater2

31 100.0% 0 0.0% 31 100.0%

Symmetric Measures

Value

Asymptoti

c

Standard

Errora

Approxima

te Tb

Approximate

Significance

Measure of

Agreement

Kapp

a

.624 .089 14.367 .000

N of Valid Cases 31

a. Not assuming the null hypothesis.

b. Using the asymptotic standard error assuming the null hypothesis.

From the SPSS result above, based on the interpretation table of Cohen‟s

Kappa, the value 0.624 was categorized as moderate of agreement. It could be

seen from the statement before. The instrument was confirmed as reliable, if

the calculation of test score reached the value > .60. It meant that the level of

agreement was categorized from moderate, strong until almost perfect. Since the

result was 0.624 of Cohen‟s Kappa, the test instrument that already tried out to

the students of VIII D can be used for pre-test and post-test as the data

collection of the experimental and control class.

D. Data Analysis

After collecting the data of pretest and post-test in experimental and

control class, the researcher had analyzed the data. To compare the data, the

researcher used the formula of analysis of covariance (ANCOVA) with SPSS

26. Then, to analyze the sample result of hypothesis testing, the researcher used

52

analysis of covariance in standard of significance level .05 and there were two

possibilities of statistical decision as follow:

1. If the probability value ≤ .05, the researcher rejected the null hypothesis

(H0) and accepted the alternative hypothesis (Ha).72

The result of this

research showed that there was a significant effect of using Community

Language Learning (CLL) method on students‟ speaking skill at the eighth

grade students of SMPN Sukorambi 2021/2022 academic year.

2. If the probability value ≥ .05, the researcher rejected the alternative

hypothesis (Ha) and accepted the null hypothesis (H0).73

The result of this

research showed that there was no significant effect of using Community


grade students of SMPN Sukorambi 2021/2022 academic year.

72

Johnson and Christensen, Educational Research , 739. 73

Johnson and Christensen, Educational Research , 739.

53

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter discussed about the research findings and its analysis. It

covered Description of Research Object, Data Presentation, Analysis and

Hypothesis Testing, and Discussion based on the result of this research study.

A. Description of Research Object

In this part, the researcher presented about the description of research

object in this research. The researcher conducted this research in SMPN

Sukorambi, Jember regency. The researcher implicated two classes which were

the experimental class and the control class. Those were VIII B as the control

class that consisted of 32 students and VIII A as the experimental class that

consisted of 31 students. The curriculum that was used at SMPN Sukorambi

was Curriculum-13 (K-13). There, English subject was taught twice in a week

and the allocation of time for each meeting was 2x30 minutes.

This research was conducted from March 28th

2022 until June 2nd

2022.

Before the activities were conducted, the researcher had prepared the material

and lesson plan. The researcher gave them a kind of speaking test in the form

of pre-test and post-test. Pre-test was conducted before experimental class and

control class got the treatment, while post-test was conducted after both classes

received the treatment. The tests were given to both classes were same. Yet, the

researcher gave them different treatment of the two classes which was the

experimental class taught by using community language learning while the

control class using conventional method.

54

1. Description of First Meeting

The first meeting, as normality and homogeneity test for the

experimental class, was held on April 5th

, 2022 at 7.00 - 8.00 am. While for

the control class was held on April 7th

, 2022 at 8.00 - 9.00 am. In this test,

the researcher asked students to answer the exercise about present

continuous tense on their handbook or LKS. The exercise consisted of 10

multiple choices and 5 essays. In the multiple choices the right answer got 5

points for each number, while essays got 10 points for each number so the

total point is 100.

The atmosphere of both classes for this meeting was quiet and looked

like they were not interested for any learning process of English subject.

From the result of normality and homogeneity test in both classes, it found

that both classes as the samples were equal and similar. Thus, the researcher

could be continued to the next step that was pre-test with used the

instrument that was valid and reliable for both classes.

2. Description of Second Meeting

The second meeting, as the pre-test test, was held on April 21st, 2022

at 7.00 - 8.00 am in the experimental class and 9.15 - 10.15 am in the

control class. In this pre-test, the researcher gave the same direction in

experimental and control class. The researcher gave a piece of paper that

consists of direction for this test. The direction contained about presents

their daily activity on weekend by spoken in front of their friend. This pre-

55

test was done during 60 minutes based on the time for English subject

schedule.

In this meeting the students of both classes was gloomy and confused

to do the test. From the result of pre-test in both classes, it found that

students still did not pay attention on their speaking. Many of them were

just had a little vocabulary, did not understand how to use grammar, how to

pronounce a word, and did not know how to have good enough fluency.

After both classes had finished conducting pre-test, the researcher gave

information to them that they had treatment in the four next meeting and

asked them to always bring their own dictionary.

3. Description of Third Meeting

The third meeting, as the first treatment, was held on May 10th

, 2022


control class. In the first treatment, the researcher gave same material but

different activity. In the experimental class, before giving the treatment to

the students, the researcher gave some vocabularies related to the topic that

was daily activity to the students. The time 45 minutes left, the researcher

asked students to make a circle by counting 1 to 5 from front side of class.

The students joined with the same number of them to make a circle to have

visual contact each other in group.

The researcher asked one of students on each group used his phone to

record their voices of their own group. After that, the researcher explained

the rules of the treatment to the students and the topic was daily activity on

56

Monday. Each student delivered their own idea about daily activity with

different time of each other in the native language (Bahasa) in a simple

language in phrases of five or six words minimum. The researcher standing

behind the student whispered a close equivalent of their phrase made in the

foreign language (English). The student repeated the foreign language of

their phrase from the researcher. After that recorded it in mobile phone as

well, and so on to other members of group until it came be one text of daily

activity on Monday. This step also applied to other groups. The students

looked like a little interest and enjoyed the learning activity. The time was

up but the activity was not done, therefore the researcher asked the students

to continue the activity on the next meeting.

While in the control class the researcher also gave the material about

some vocabularies used in the topic of daily activity but using conventional

method. Then, the researcher guided students to make their own daily

activity on Monday. But, in control class, the researcher did not asked

students to gather with their friends or have treatment as the experimental

class. The students of control class had to make individually with using

dictionary. The class was noisy and a little hard to make the students to be

controlled. In the control class the time also was up but the activity was not

done, therefore the researcher asked the students to continue the activity on

the next meeting.

57

4. Description of Fourth Meeting

The fourth meeting, as the continuation of first treatment and the

second treatment, was held on May 12th

, 2022 at 7.00 - 8.00 am in the

experimental class and 9.15 - 10.15 am in the control class. In the

experimental class continued the previous activity with the free conversation

activity. Therefore, before it the researcher asked students to record their

phrases in English by using mobile phone then analyzed it by themselves.

While waiting for other groups, the students had free conversation with their

member group to discuss their work. Besides that, they had to arrange all

phrases to be the text of daily activity on Monday.

The material that just recorded the researcher chose some sentences to


pronunciation, fluency, comprehension, simple present tense, and

peculiarities of capitalization in English. The researcher asked students to

ask questions about any of the items explained and asked about their feeling

during learning process. The students were interested of the learning

process. The researcher supported students to copy sentences from the

whiteboard with note on meaning and usage. This would become their

“textbook” for home study.

The researcher started the new topic about daily activity on Tuesday.

The experimental class asked to still gather with their group. The step was

same with the first treatment until reflection activity. The researcher asked

all of students delivered their own idea about daily activity on Tuesday with

58

different time of each other, in the native language (Bahasa) and in a simple

language in phrases of five or six words minimum. The researcher standing

behind the student whispered a close equivalent of their phrase made in the

foreign language (English). The student repeated the foreign language of

their phrase from the researcher. After that recorded it in mobile phone as

well, and so on to other members of group until it came be one text of daily

activity on Tuesday. This step also applied to other groups. While waiting

for other groups, the students had free conversation with their member

group to discuss their work. Besides that, they had to arrange all phrases to

be the text of daily activity on Tuesday.






during learning process. The students already understood about the rules of

the learning activity, being focus, and paid attention during learning process.

The researcher supported students to copy sentences from the whiteboard

with note on meaning and usage. This would became their “textbook” for

home study.

Meanwhile the control class, after continuing previous activity that

was presented their own work in front of class, then had score from both

raters. After that the researcher asked students to make daily activity on

59

Tuesday with the same step as before. The students of control class had to

make individually with using dictionary. This class was still noisy during

learning process and they talked to other friends to ask their work. Then

they presented it in front of class to have score from the researcher.

5. Description of Fifth Meeting

The fifth meeting, as the third treatment, was held on May 17th

, 2022


control class. In the experimental class the researcher asked students to

directly make a circle with their own group. Then, the researcher asked them

to discuss daily activity on Wednesday with their members of group as the

step of treatment before.

The researcher asked all of students delivered their own idea about

daily activity on Wednesday with different time of each other, in the native

language (Bahasa) and in a simple language in phrases of five or six words

minimum. The researcher standing behind the student whispered a close

equivalent of their phrase made in the foreign language (English). The

student repeated the foreign language of their phrase from the researcher.

After that recorded it in mobile phone as well, and so on to other members

of group until it came be one text of daily activity on Wednesday. This step

also applied to other groups. While waiting for other groups, the students

had free conversation with their member group to discuss their work.

Besides that, they had to arrange all phrases to be the text of daily activity

on Wednesday.

60






during learning process. The students really interesting, active and enjoyed

the learning activity until the reflection section. The researcher supported

students to copy sentences from the whiteboard with note on meaning and

usage. This would becme their “textbook” for home study. This activity was

done as the time given for English subject that was an hour from gather with

their groups until reflection section.

While in the control class, the researcher asked the students to make

their own daily activity on Wednesday using conventional method helped

by dictionary. Then, they presented their own work in front of class and had

score from the researcher. The students of this class already controlled and

did not talk to other friends much.

6. Description of Sixth Meeting

The sixth meeting, as the fourth treatment, was held on May 19th

,

2022 at 7.00 - 8.00 am in the experimental class and 9.15 - 10.15 am in the

control class. As the last meeting, in the experimental class, the researcher

asked students to directly make a circle with their own group. Then, the

researcher asked them to discuss daily activity on Thursday with their

members of group as the step of treatment before.

61

The researcher asked all of students delivered their own idea about

daily activity on Thursday with different time of each other, in the native

language (Bahasa) and in a simple language in phrases of five or six words

minimum. The researcher standing behind the student whispered a close

equivalent of their phrase made in the foreign language (English). The

student repeated the foreign language of their phrase from the researcher.

After that recorded it in mobile phone as well, and so on to other members

of group until it came be one text of daily activity on Thursday. This step

also applied to other groups. While waiting for other groups, the students

had free conversation with their member group to discuss their work.

Besides that, they had to arrange all phrases to be the text of daily activity

on Thursday.






during learning process. The class was so pleasant and very active during

the treatment. The researcher supported students to copy sentences from the

whiteboard with note on meaning and usage. This would become their

“textbook” for home study. This was the last meeting for the treatment, so

the researcher gave information to the students that they should prepare

themselves to have post-test. They prepared some vocabularies about daily

62

activity and studying from their own handbook that they have written during

treatment.

While in the control class, the researcher asked the students to make

their own daily activity on Thursday using conventional method helped by

dictionary. Then, they presented their own work in front of class and had

score from the researcher. The students of control class followed the

learning process well. The researcher gave information that this meeting

was the last treatment, after that they had post-test in the next meeting.

7. Description of Seventh Meeting

The seventh meeting, as the last meeting or post-test, was held on May

24th

, 2022 at 7.00 - 8.00 am in the experimental class and 9.15 - 10.15 am in

the control class. In the post-test, the researcher gave the same direction in

experimental and control class. The researcher gave a piece of paper that

consisted of direction for this test. The direction contained about presents

their daily activity on weekend by spoken in front of their friend. This post-

test was done during 60 minutes based on the time for English subject

schedule.

The researcher and the English teacher gave their own score then

compare it to become average. From the result of post-test in both classes

had improvement but control class was got low score than experimental

class. The students in experimental class have increased their ability to

pronounce a word, to use grammar, to have good fluency, and having

63

vocabulary collection. Meanwhile, the most of students in control class still

had difficulties on that.

B. Data Presentation

In data presentation, the researcher presented the data collected during

this study in SMPN Sukorambi. It included the data of normality and

homogeneity test, pre-test, and post-test of experimental and control class.

1. Normality and Homogeneity Test

The researcher used Kolmogorov-Smirnov techniques with SPSS 26

version to calculate the data of normality and homogeneity test. The scores

of normality and homogeneity test result from the experimental class and

control class was presented as follows:

(there were 2 students absent in the experimental class and 3 students absent

in the control class)

Table 4.1

The Scores of Normality and Homogeneity Test

No.

The

Experimental

Class

The Control

Class No.

The

Experimental

Class

The Control

Class

1 75 100 17 85 90

2 85 80 18 55 80

3 90 95 19 90 80

4 100 55 20 95 75

5 85 95 21 85 80

6 95 90 22 85 70

7 90 85 23 75 85

8 100 100 24 55 75

9 100 90 25 90 95

10 80 55 26 90 95

11 95 80 27 80 90

12 100 95 28 50 85

13 95 90 29 95 95

14 80 80 30 - -

64

15 75 80 31 - -

16 95 100 32 -

Table 4.2

The Result of Normality and Homogeneity Test Using Kolmogrov-Smirnov

by SPSS 26

One-Sample Kolmogorov-Smirnov Test

Unstandardiz

ed Residual

N 29

Normal Parametersa,b

Mean .0000000

Std.

Deviation

11.44010645

Most Extreme

Differences

Absolute .144

Positive .087

Negative -.144

Test Statistic .144

Asymp. Sig. (2-tailed) .130c

a. Test distribution is Normal.

b. Calculated from data.

c. Lilliefors Significance Correction.

The figure above showed that Sig. (2-tailed) 0.130 > 0.05. It could be

interpreted that the data was homogenous and normal. It could be seen from

the statement in chapter 3. For normality test, the data was normal if the

probability sig. > 0.05 (Ha=accepted), if the probability sig. < 0.05 data was

abnormal (Ha=rejected). Meanwhile, as the analysis for homogeneity test:

sig. > 0.05 means the data was homogenous (Ha=accepted), sig. < 0.05

meant the data was not homogenous (Ha=rejected). Since the result of data

above showed that 0.130 > 0.05, it could be concluded that the result of

normality and homogeneity test of experimental and control class, as the

sample of this research were equal and similar. Therefore, both classes

could be used as the sample of this research and continue to the next step of

the research.

65

2. Pre-test and Post-test

The researcher was assessed students‟ speaking in pre-test and post-

test by using scoring rubric adapted from Douglas Brown and Harris in Ela

Hayati with inter-rater method. There were two raters in assessing students‟

speaking skill. The researcher engaged the English teacher to be the second

rater. In this case, there were 5 tolerance score between two raters. It meant

the scores given by two raters were not more than 5 points in range.

Table 4.3

Speaking Scoring Rubric Adapted from Douglas Brown (2004) and

Harris in Ela Hayati (2020)





12-9 Average Errors never interfere with

understanding and rarely disturb the

native speaker. Accent may be

obviously foreign.


faulty.

4-1 Very

poor





Grammar 20-17 Excellent Equivalent to that of an educated

speaker.

16-13 Good Able to use the language accurately on

all levels normally pertinent to

professional needs. Errors in grammar

quite rare.









66


the grammar.

4-1 Very

poor







features, including breadth of

vocabulary and idioms, colloquialisms,

and pertinent cultural references.











word.



circumlocutions.

4-1 Very

poor


express anything but the most

elementary needs.









fluency.


competence with reasonable ease.

Rarely to grope for words.





family, and autobiographical

information.

67

4-1 Very

poor

No specific fluency description. Refer

to other four language areas for implied

level of fluency.


speaker.








4-1 Very

poor




delivered with slowed speech,

repetition, or paraphrase.

Table 4.4

The Total Score of Speaking Test

Aspect Max Score

Pronunciation 20

Grammar 20

Vocabulary 20

Fluency 20

Comprehension 20

Total 100

a. Students‟ speaking score of the pre-test

1) Experimental class

In this part, the researcher presented the data of pre-test in VIII

A as the experimental class. The class consisted of 31 students and the

name intentionally written using initial only. The students‟ speaking

scores in the pre-test of the experimental class were as follow:

68

Table 4.5

Scoring Rubric of the Pre-Test in the Experimental Class

Name Rater 1 Total

Score

Rater 2 Total

Score Aspect Aspect

P G V F C P G V F C

AH 13 11 16 12 14 66 15 11 15 10 14 65

AJS 14 10 17 11 15 67 14 12 17 11 16 70

ADW 14 11 15 13 15 68 14 11 13 13 14 65

ADA 13 11 14 12 17 67 11 13 14 13 12 63

AI 15 16 19 14 18 82 15 17 19 14 17 82

AM 14 12 18 13 17 72 14 12 16 13 15 70

ANR 13 12 15 13 16 68 13 12 16 12 14 66

AKA 14 14 17 12 17 74 13 15 16 12 17 73

CAP 15 11 16 13 15 70 11 14 15 13 14 67

DND 13 16 17 12 17 75 14 17 18 12 17 78

DAR 13 13 15 11 16 69 13 15 16 11 16 72

ENF 12 10 12 11 14 59 11 11 14 10 14 60

FMA 11 13 16 10 16 66 11 14 16 9 15 65

FR 12 14 17 11 18 72 12 13 18 11 17 71

HP 13 14 18 13 17 75 14 14 18 13 17 76

JISA 11 12 13 10 15 61 11 11 14 9 15 60

MNI 12 14 16 11 16 69 11 14 15 10 17 67

MSP 11 13 18 10 13 66 12 13 15 12 16 68

MAR 14 12 16 11 14 67 14 12 15 13 15 69

MFH 12 11 15 12 13 63 14 11 13 13 14 65

MAM 10 11 12 12 12 57 9 10 13 10 12 53

NRM 15 13 16 13 18 72 16 14 16 13 16 74

NAJ 16 17 18 15 17 83 16 18 18 15 17 83

NTNT 14 14 17 13 16 74 15 14 16 14 15 76

PR 16 16 18 14 16 78 13 17 18 12 18 76

RAN 9 13 14 12 12 60 12 13 14 13 13 62

SPY 14 18 18 13 16 79 13 17 19 12 19 79

SM 12 15 18 12 18 77 11 15 18 13 17 73

VIKP 13 16 17 13 17 77 15 16 19 15 18 79

ZNS 10 13 14 12 14 63 14 12 13 12 14 65

ZAS 12 14 16 11 15 69 15 13 15 13 15 71

2) Control class

In this part, the researcher presented the data of pre-test in VIII

B as the control class. The class consisted of 32 students and the name

69

intentionally written using initial only. The students‟ speaking scores

in the pre-test of the control class were as follow:

Table 4.6

Scoring Rubric of the Pre-Test in the Control Class

Name Rater 1 Total

Score

Rater 2 Total

Score Aspect Aspect

P G V F C P G V F C

A 14 12 17 13 17 71 15 11 17 12 15 70

AL 12 11 16 12 15 66 13 11 16 12 15 67

AAI 13 11 17 13 15 70 13 12 16 11 16 68

AJM 9 11 13 12 12 57 11 11 12 10 12 56

AFPP 12 11 16 10 14 63 10 11 15 10 14 60

ASN 12 14 17 9 18 70 12 12 16 11 17 68

D 14 16 18 10 17 79 13 14 19 11 18 75

DNP 10 15 19 11 17 76 14 13 18 11 18 74

DNA 11 11 17 10 15 64 10 11 17 10 16 65

EAM 12 15 18 9 18 72 13 13 18 12 15 71

FAH 13 18 19 12 16 78 14 14 19 12 18 77

GK 12 12 16 12 14 66 9 11 16 10 15 61

KVK 9 11 16 8 17 61 10 12 17 9 14 62

KS 14 16 19 11 18 78 15 17 18 13 17 80

MYA 12 11 15 9 15 62 9 11 17 10 16 64

MFF 15 15 18 12 17 77 13 13 18 11 18 73

MF 9 11 15 10 14 59 10 11 17 9 16 64

MI 10 11 15 10 16 62 10 11 16 10 15 63

MR 13 14 19 10 18 74 13 12 16 11 17 69

MRA 9 11 15 9 14 58 9 11 16 10 15 61

MRI 11 13 19 11 18 73 12 12 17 11 16 68

MDW 16 17 18 15 17 83 15 17 18 14 15 79

NAR 9 11 16 10 15 61 9 11 16 10 14 62

NIN 10 11 17 9 16 64 10 10 17 9 15 62

RBK 14 14 19 13 18 78 13 14 18 12 17 74

RFA 10 13 15 11 17 66 11 12 15 10 17 65

RSD 14 13 18 12 18 75 10 14 18 12 16 70

SS 10 11 17 10 16 65 9 10 16 10 14 62

SMI 13 17 19 11 19 79 12 15 18 13 19 77

SZS 10 11 17 10 15 63 9 9 16 10 15 59

YLL 14 13 18 11 18 74 12 13 18 10 16 69

ZAA 15 15 19 13 18 80 13 15 18 11 18 75

From the data above, the minimum score of speaking test of the

experimental class students in the pre-test was 54,5 while the maximum

70

score was 82,5. There were still 9 students reached KKM. Meanwhile,

the score of speaking test of the control class in the pre-test was 59,5

while the maximum score was 81. There were 9 students reached KKM.

b. Students‟ speaking score of the post-test

1) Experimental class

In this part, the researcher presented the data of students‟

speaking scores in the post-test of the experimental class, as follows:

Table 4.7

Scoring Rubric of the Post-Test in the Experimental Class

Name Rater 1 Total

Score

Rater 2 Total

Score Aspect Aspect

P G V F C P G V F C

AH 17 17 19 14 19 86 18 14 19 14 19 84

AJS 16 18 19 16 19 88 17 15 18 16 19 85

ADW 15 14 19 14 17 79 15 12 18 13 17 75

ADA 15 12 19 15 16 77 16 11 18 13 17 75

AI 20 20 20 18 20 98 19 19 20 18 20 97

AM 18 18 19 16 19 90 17 15 19 16 19 86

ANR 17 17 19 17 19 89 16 15 19 16 19 85

AKA 18 18 19 18 19 92 18 15 19 17 19 88

CAP 16 15 18 14 17 80 16 13 18 13 18 78

DND 19 19 20 18 19 95 18 19 19 17 20 93

DAR 18 17 20 17 19 91 19 15 20 16 19 89

ENF 15 15 19 13 18 80 15 12 18 13 17 75

FMA 18 15 18 14 19 84 17 13 18 14 19 81

FR 16 18 19 16 19 88 16 17 18 15 19 85

HP 18 18 19 17 19 91 18 17 19 17 19 90

JISA 17 13 18 14 18 80 16 13 18 14 18 79

MNI 17 18 19 16 19 89 17 15 19 16 19 86

MSP 16 16 18 15 19 84 16 14 18 15 19 82

MAR 17 13 19 14 17 80 17 15 19 14 17 78

MFH 15 12 18 13 18 78 16 12 18 15 19 80

MAM 17 18 19 15 19 88 17 18 20 17 19 91

NRM 16 17 19 15 20 87 18 15 19 17 20 89

NAJ 17 18 20 17 20 92 18 20 20 18 20 96

NTNT 18 16 18 16 18 88 17 15 19 17 19 87

PR 17 17 20 16 20 90 18 18 19 17 20 92

RAN 14 14 18 13 18 77 13 14 18 12 19 76

71

SPY 18 19 20 17 20 94 18 20 20 17 20 95

SM 17 17 19 16 19 88 17 18 19 17 18 90

VIKP 18 18 19 17 20 90 18 18 20 16 19 91

ZNS 16 15 19 15 18 83 17 13 18 14 18 80

ZAS 17 17 18 16 18 90 17 15 18 17 19 86

2) Control class

In this part, the researcher presented the data of students‟

speaking scores in the post-test of the control class, as follows:

Table 4.8

Scoring Rubric of the Post-Test in the Control Class

Name Rater 1 Total

Score

Rater 2 Total

Score Aspect Aspect

P G V F C P G V F C

A 16 16 18 14 16 78 14 14 18 12 18 76

AL 12 15 17 11 18 73 12 14 16 11 16 69

AAI 12 15 18 12 18 77 13 16 17 12 17 75

AJM 12 15 17 11 17 72 12 13 17 9 15 68

AFPP 13 16 17 12 17 75 15 11 16 13 15 70

ASN 11 15 17 12 18 73 15 13 16 13 18 72

D 15 16 18 14 17 78 14 14 17 14 16 75

DNP 14 18 19 12 16 79 14 15 19 13 18 77

DNA 12 17 16 11 17 73 13 12 15 13 16 68

EAM 13 16 17 12 17 75 15 14 16 13 18 73

FAH 14 18 18 13 17 80 12 15 18 12 18 77

GK 12 18 17 12 16 75 13 16 17 12 17 75

KVK 10 16 17 12 18 73 15 12 16 13 15 71

KS 17 18 19 14 19 87 16 17 18 15 17 83

MYA 13 17 17 12 17 76 17 13 19 14 17 80

MFF 12 18 18 11 17 76 13 14 18 13 17 75

MF 10 17 17 11 17 72 14 12 16 13 15 70

MI 13 16 17 12 17 75 13 16 19 14 18 80

MR 14 18 19 11 18 80 11 17 18 13 19 78

MRA 10 16 17 11 17 71 10 14 16 11 16 67

MRI 14 18 18 13 17 80 14 15 17 14 16 76

MDW 17 17 19 14 19 86 16 15 19 16 19 85

NAR 16 15 18 14 17 80 15 13 18 13 18 77

NIN 15 12 18 13 18 78 16 11 18 13 17 75

RBK 15 12 19 15 16 77 16 14 18 13 18 79

RFA 14 14 18 12 18 76 13 16 17 12 17 75

RSD 16 15 19 14 17 81 16 15 19 14 16 80

SS 12 16 17 12 18 77 14 15 17 14 16 76

72

SMI 15 13 19 15 16 78 14 17 18 14 17 80

SZS 13 18 19 11 19 80 12 15 18 11 18 76

YLL 18 16 18 14 19 85 17 14 19 14 17 81

ZAA 17 17 19 13 19 85 15 18 18 13 18 82

From the data above, students‟ minimum score in the experimental

class of the post-test was 76 while the maximum score was 97,5. In the post-

test, all of students in the experimental class reached KKM. Meanwhile,

students‟ minimum score in the control class of the post-test was 69 while

the maximum score was 85,5. In the post-test, 13 students in the control

class reached KKM.

C. Analysis and Hypothesis Testing

Analyzing the data collection was done to find out the comparison

between the experimental class and the control class as the hypothesis testing.

The score compared between two classes was obtained through pre-test and

post-test score. The researcher used the formula of analysis of covariance

(ANCOVA) with SPSS 26 version. The researcher used .05 as the significant

level. The Sign. < .05 meant there were any significant differences of the main

score between the experimental and control class. Whereas, the Sign. > .05

meant there were no significant differences of the main score between the

experimental and control class.74

Students‟ final score was selected from the

average of both raters‟ score. The comparison of the value from the data

obtained through the pretest and post-test in experimental and control classes

could be seen in the data presented below:

74

Johnson and Christensen, Educational Research , 739.

73

Table 4.9

The Data Comparison of Two Classes Studied No. Experimental Class Control Class

Pre-test Post-test Pre-test Post-test

1 65,5 85 70,5 73

2 68.5 86,5 66,5 71

3 66,5 77 69 74

4 65 76 56,5 70

5 82 97,5 61,5 72,5

6 71 88 69 72,5

7 67 87 77 76,5

8 73,5 90 75 78

9 68,5 79 64,5 70,5

10 76,5 94 71,5 74

11 70,5 90 77,5 78,5

12 59,5 77,5 63,5 70

13 65,5 82,5 61,5 72

14 71,5 86,5 79 85

15 75,5 90,5 63 74

16 60,5 79,5 75 75,5

17 68 87,5 61,5 71

18 67 83 62,5 77,5

19 68 79 71,5 74

20 64 79 59,5 69

21 54,5 89,5 70,5 73

22 72,5 88 81 85,5

23 82,5 94 61,5 72,5

24 76 87,5 63 74,5

25 76 91 76 78

26 60,5 76,5 65,5 73,5

27 78,5 94,5 72,5 80,5

28 75 89 63,5 70,5

29 76 90,5 78 79

30 64 81,5 61 78

31 70 88 71,5 79

32 77,5 83,5

74

The sample result of hypothesis testing was presented by the figure

below:

Table 10

The Sample Result of Hypothesis Testing Using Analysis of Covariance

(ANCOVA) by SPSS 26

Tests of Between-Subjects Effects

Dependent Variable: Score Post-test

Source

Type III

Sum of

Squares Df

Mean

Square F Sig.

Partial Eta

Squared

Corrected

Model

238.780a 1 238.780 7.493 .008 .109

Intercept 440887.03

4

1 440887.03

4

13835.6

74

.000 .996

Class 238.780 1 238.780 7.493 .008 .109

Error 1943.824 61 31.866

Total 442855.00

0

63

Corrected

Total

2182.603 62

a. R Squared = ,109 (Adjusted R Squared = ,095)

The result above showed Sig. 0.008 < 0.5. It was interpreted that H0 was

rejected and Ha was accepted. The partial eta squared showed 0.109, which

meant that the difference score result of the use of CLL method and

conventional method in the students‟ speaking skill was among 10,9%. Thus,

there was a significant effect of using Community Language Learning (CLL)

method on students‟ speaking skill at the eighth grade students of SMPN

Sukorambi 2021/2022 academic year.

D. Discussion

This research was conducted to know how the effect of using Community


grade students of SMPN Sukorambi 2021/2022 academic year. The researcher

75

used speaking test to collect the data. It consisted of pre-test and post-test

which was conducted in the experimental class and control class. The data

collected was analyzed by using analysis of covariance (ANCOVA) with SPSS

26 version.

In the experimental class, it got from the result of pre-test and post-test

that all of students had increased their speaking skill. All of students paid

attention on their speaking skill after given material and treatment using

community language learning. They paid attention to the pronunciation,

fluency, vocabulary used, grammatical structure, and comprehension.

However, the students still had lack of memorization about their daily activity

that had been written. While in the control class, based on the data of pre-test

and post-test several students could increase their speaking skill and most of

them still got confused in grammatical structure, pronunciation, and fluency.

The result of the data analysis showed that the mean score of pre-test in

the experimental class before being taught by using community language

learning was 65,16 with only 9 students reached KKM. It meant that the

average of the data still low. After the researcher gave treatment to the

experimental class by using community language learning method, the mean

score was obtained by students in the post-test became 85,61 with all of

students reached KKM.

Meanwhile, the data analysis result of control class by showed the mean

score of pre-test was 65,56 with only 9 students reached KKM. It meant that

the average of the data of control class still low. After the researcher taught the

76

control class 4 times by using the conventional method as before, the mean

score obtained by students in the post-test became 71,36 with 13 of students

reached KKM.

There were the differences score after the students got the treatment from

the researcher. Both classes got increasing of score after conducting the

treatment, for the experimental class all of students got plenty of increment of

score but in the control class only several students got a little increment of

score.

The data analysis showed that the average score increased due to students

got the treatment with community language learning method along four times.

As Ilmawadda stated that Community Language Learning method was

interesting and beneficial for the students who studied English as foreign

language because can improve the students' speaking skills.75

It was reasonable

if community language learning method helped students to increase their

speaking skill. The researcher also maximally taught students in developing

their speaking skill to be easier to presents their work of daily activity on

weekend. Furthermore, students were trained to overcome the difficulties

through working in group with the researcher as their counselor. The researcher

also engaged them to had reflection after conducting the treatment, so that they

were able to focus and paid attention during learning process. It encouraged

students not to be fear and ashamed to ask any question about the material

given.

75

Ilmawadda, “The Effectiveness”, 47.

77

The atmosphere of experimental class before teaching by using

community language learning was gloomy. Students were so quiet and looked

like they were not interested for any learning process of English subject. They

were confused when they were asked to presents their daily activity because

they did not know what they were going to write to present it in front of class.

In the pre-test, most of them could not present well their daily activity with 5 or

6 sentences as the instruction. There were only 9 students who could reach

KKM.

The treatment made the atmosphere of experimental class was pleasant in

the process of learning. The benefit of Community Language learning Method

is neither student-centered nor teacher-centered, but rather teacher-student-

centered, with both being decision-makers in the class.76

Ela Hayati in her

thesis entitled “The Effect of Community Language Leaning (CLL) Method of

Students‟ Speaking Skill at The Tenth Grade of Senior High School 10 Kota

Jambi”, stated that community language learning method is a method that

building a relationship between students and teacher in a trusting relationship,

any debilitating anxiety that students feel can be reduced, thereby helping

students to stay open to the learning process.77

Students were also excited and

enthusiastic following the learning activity of community language learning.

Besides, students felt courage to be active and participated during the process.

Students were taught and trained to speak the word of their own message well

76


Ela Hayati, “The Effect”, 2.

78

little by little. It was the several advantages of community language learning

method.

The result of the post-test in the experimental class showed that students

average score increased. Many of them presented their text of daily activity on

weekend well. All of students in the experimental class could reach KKM.

Based on the data above in figure 4.2 about the sample result of hypothesis

testing, the result showed Sig. 0.008 < 0.5. It indicated that hypothesis testing

of this research cited alternative hypothesis (Ha) was accepted while null

hypothesis (H0) was rejected.

The learning activity in the control class was using conventional method.

The researcher gave the same topic as the experimental class to the students of

control class about daily activity on a specific day except weekend. The

researcher also asked students to use their dictionary as the support tool. Then,

the researcher taught students about what daily activity was, the grammatical

and vocabulary used, and also the example of daily activity. After that, the

students tried to do it during the lesson. Yet, in the post-test, there were only 13

students who could reach KKM.

The students who had applied community language learning method got

higher score of speaking test. Meanwhile, students who had not applied

community language learning method or using conventional method tend got

lower score of speaking test. According to Freeman and Anderson on their

book entitled “Techniques and Principles in Language Teaching (Third

Edition)”; CLL used humanistic approach, which views students and teachers

79

as a community, and thus the teacher as more facilitator than teacher, fits in

nicely with current trends in education.78

As Ira Nurussofa pointed out; that

this method involved psychological aspect, the students were enjoyable with

our learning to speak naturally, they would speak more and freely without

frightened.79

Caused by the involvement of the students during learning

process, it was made English became joyful subject to be learnt. Thus,

Community Language Learning (CLL) method was interested and beneficial

for the students to increase their speaking skill.

78


Nurussofa, “The Use”, 60.

80

CHAPTER V

CLOSING

This chapter contained Conclusion and Suggestion of the research.

Conclusion summarized all discussion of this research that had been discussed in

the previous chapters, while suggestion was from the researcher which referred to

research finding, discussion, and conclusion of this research study.

A. Conclusion

Based on the result of this research, that was about the effectiveness of

using Community Language Learning (CLL) method on students‟ speaking

skill at the eighth grade students of SMPN Sukorambi 2021/2022 academic

year. The mean score achievement in the experimental class before giving

treatment was 65,16 while in the control class was 65,56. Meanwhile, after

giving the treatment the treatment using community language learning in the

experimental class got the mean score of 85,61 while in the control class got

the mean score of 71,36 without giving treatment using community language

learning method.

Besides, it could be seen from the result of formula of analysis of

covariance (ANCOVA) with SPSS 26 that the presented significance was

0.008. It was lower than the significance level of 0.05. It could be said that Ha

was accepted and H0 was rejected. Therefore, the researcher concluded that

there was significant effect of using Community Language Learning (CLL)

method on students‟ speaking skill at the eighth grade students of SMPN

Sukorambi 2021/2022 academic year.

81

B. Suggestion

Based on the result described in this research study, the researcher

offered some suggestions for teacher and also further researcher.

1. For teacher

The researcher suggested that the teacher could use community

language learning, as an alternative method to teach students‟ speaking

skill in pleasure way. This method was believed to be effective in teaching

speaking. Besides, community language learning method engaged students

to be more active and participated. It also made they could enjoy the

learning process of CLL.

2. For further researcher

The researcher suggested that further researcher could use this

research study as the reference to conduct research with the same variable.

This research study has been examined that community language learning

gave an effect on students‟ speaking skill. And also suggest in developing

this research in finding utilization of this method for other kinds of topic

or research focused.

82

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85

DECLARATION OF AUTHORSHIP

The Undersigned Below:

Name : Cindy Ocza Bella

NIM : T20186034

Program : Tadris Bahasa Inggris

Faculty : Tarbiyah and Teacher Training

Institution : State Islamic University of Kiai Haji Achmad Siddiq Jember

States that the undergraduate thesis entitled “The Effectiveness of Using

Community Language Learning (CLL) Method on Students Speaking Skill

at the Eighth Grade Students of SMPN Sukorambi 2021/2022 academic

year” is truly my original work. It doesn‟t incorporate any material previously

written or published by another person expect those indicated in quotation and

bibliography. Due to the fact; I am the only person who is responsible for this

thesis if there is any objection or claim from other.

Jember, September 9th

, 2022

The writer

Cindy Ocza Bella

SRN. T20186034

86

APPENDIX 1 RESEARCH MATRIX

Title Variable Indicators Data Resources Research Method Research Question and Hypothesis

The

Effectiveness of

Using

Community

Language

Learning (CLL)

Method on

Students‟

Speaking Skill at

the Eighth Grade

Students of

SMPN

Sukorambi

Independent

Variable:

Using

Community

Language

Learning

(CLL)

Dependent

Variable:

Students‟

Speaking

Skill of Junior

High School

Indicator of

Independent Variable

(Adapted from

Richards and Rodgers,

2002):

1. Translation

2. Recording

3. Analysis

4. Free conversation

5. Reflection and

Observation

Indicator of Dependent

Variable (Adapted

from Harris in Ela,

2020):

1. Pronunciation

2. Grammar

3. Vocabulary

4. Fluency

5. Comprehension

Students‟ speaking

skill of junior high

school

1. Research Approach:

Quantitative.

2. Research Design:

Quasi Experimental

(Non-equivalent

control group design.

3. Data Collection

Method: Speaking

test.

4. Data Analysis

Method: Analysis of

covariance

(ANCOVA) by using

SPSS (26 version).

Research Question:

Is there any significant effect on

students‟ speaking skill in

implementing Community

Language Learning (CLL) method

at the eighth grade students of

SMPN Sukorambi?”

Hypothesis:

Ha: There is a significant effect on

students‟ speaking skill in




SMPN Sukorambi.

H0: There is no significant effect

on students‟ speaking skill in




SMPN Sukorambi.

87

APPENDIX 2

INSTRUMENT

NORMALITY AND HOMOGENEITY TEST

Name : …

No. Attendance : …

Class : …

Day/Date : …

Direction:

1. Prepare your writing tools.

2. Pray before you do the test.

3. Write your name, attendance number, class, day and date in the existing box

above.

4. Read the test instruction carefully so that you can answer the question

correctly.

5. Use a pen to answer the question.

6. You have 60 minutes to finish the test.

7. Check your answer before you submit it.

A. Choose the correct answer by crossing (x) the letter a, b, c, or d.

1. Rico : Joni, what … you doing?

Joni : I am watering the plant.

Rico : That plant is so beautiful.

Joni : Indeed.

The correct word to fill in the blank above is ….

a. is c. are

b. am d. was

2. Mr. Umar: Where is Fahruddin? I need him to help me.

Faqih : He is not here. He … football at the moment.

a. play c. is playing

b. plays d. was playing

3. Look at the following points.

(1) I am not grilling a meat at the moment.

SCORE

88

(2) I was here when that telephone rang.

(3) Lisa isn‟t planting a rose. She is sleeping.

(4) What are you doing?

(5) I was sleeping when you came.

The present continuous tense sentences are shown in number ….

a. (1), (2), and (3)

b. (1), (3), and (4)

c. (1), (4), and (5)

d. (3), (4), and (5)

4. Sonya : Intan, what are you … ?

Intan : My wallet. I lost it around here.

The correct word to fill in the blank above is ….

a. making c. crying for

b. looking for d. shouting for

5. Look at the following to be.

(1) is (4) was

(2) am (5) were

(3) are

The correct to be for present continuous tense are shown in number ….

a. (1), (2), and (3)

b. (1), (3), and (4)

c. (1), (4), and (5)

d. (3), (4), and (5)

The following text is for question number 6 to 10.

Hi Laura!

How are you doing now? Here, all family is well. Though I am

really busy right now, I‟m still writing for you. What a good

89

friend, right?

We are getting ready for my grandmother‟s seventieth birthday.

There is a big family party this evening in the garden, with

about 40 people. Some of my aunts, uncles, and their children

are here because today we‟re preparing for the party. My dad is

putting up lights in the garden at the moment. My uncles are

organizing tables and chairs. My mother is cooking in the

kitchen and my aunts are helping her.

My cousins are here too. However, they aren‟t helping much.

They‟re playing computer games right now. Are you wondering

what I am doing now? Why am I not helping them? Actually, I

am helping to prepare music. Now, I am downloading some old

songs. Then I remember that you know much more about music

than me. Do you have any suggestion about the best music for

my grandmother‟s birthday party?

If you‟re online, please write an email soon. I am waiting for

your reply.

Peter

6. What is the relationship between Peter and Laura?

a. Penpal. c. Classmate.

b. Strangers. d. Foe.

7. What kind of occasion is Peter doing?

a. Preparing for National Exam.

b. Preparing for a birthday.

c. Preparing for the next semester.

d. Preparing to have a vacation.

8. What is Peter‟s uncle doing?

90

a. Fixing the light bulb.

b. Organizing the tables.

c. Making a cake.

d. Giving money to other people.

9. From the text above, what is Peter‟s hobby?

a. Making a cake.

b. Preparing something.

c. Cooking.

d. Listening to music.

10. What kind of tense mostly used in the text above?

a. Simple present tense.

b. Present continuous tense.

c. Future tense.

d. Past tense.

B. Read the following text and then answer the questions..

It‟s a rainy Saturday. It‟s raining a lot. Mary and her family are spending the

afternoon at home. Her uncles are visiting them.

Mary and her father are in the living room. Mary is making a draw and her

father, Mr. Harris, is surfing the internet. They are also talking.

Mary‟s older brother, Peter, is in his bedroom playing computer games. He is

a computer fanatic and he spends much time playing on the computer. His

little brother, Jim is also in the living room. He is playing with his dinosaurs‟

collection. Sometimes he teases Mary, he is really naughty boy.

Mary‟s mother, Mrs. Harris, is in the kitchen preparing a snack for all of

them. She is making some tea and talking to Mary‟s uncles – Lucy and Tom.

They are from the nearest town and stopped by to say hello.

Fluffy, the family cat, is sleeping on the kitchen‟s sofa. We can‟t see him in

the picture, but he is a true fluffy cat.

Questions:

1. What day of the week is it?

91

Answer:

………………………………………………………………………..

2. Where is Mary?

Answer:

………………………………………………………………………..

3. What is she doing?

Answer:

………………………………………………………………………..

4. What is Mrs. Harris doing?

Answer:

………………………………………………………………………..

5. Is Mrs. Harris in the kitchen?

Answer:

………………………………………………………………………..

92

Appendix 3

BLUEPRINT FOR SPEAKING TEST

Sekolah : SMPN Sukorambi Materi : Simple Present Tense

Mata Pelajaran : Bahasa Inggris Bentuk/Jumlah Soal : Uraian / 1

Kelas/Semester : VIII (A&B) / 2 (Genap) Alokasi Waktu : 2×30 Menit

Kompetensi Inti Kompetensi Dasar Tujuan Materi Indikator Soal

3. Memahami pengetahuan (faktual,

konseptual, dan prosedural)

berdasarkan rasa ingin tahunya

tentang ilmu pengetahuan, teknologi,

seni, budaya terkait fenomena dan

kejadian tampak mata.

4. Mencoba, mengolah, dan menyaji

dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi,

dan membuat) dan ranah abstrak

(menulis, membaca, menghitung,

menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah

dan sumber lain yang sama dalam

sudut pandang/teori.

3.7 Menerapkan struktur teks dan

unsur kebahasaan untuk

melaksanakan fungsi sosial

menyatakan dan menanyakan

tindakan/kejadian yang dilakukan/

terjadi secara rutin atau merupakan

kebenaran umum, sesuai dengan

konteks penggunaannya. (Perhatikan

unsur kebahasaan simple present

tense)

4.7 Menyusun teks lisan dan tulis

untuk menyatakan dan menanyakan

tentang tindakan / kejadian yang

dilakukan / terjadi secara rutin atau

merupakan kebenaran umum, dengan

memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan

yang benar dan sesuai konteks.

Tujuan pembelajaran ini di

harapakan peserta didik

dapat mengidentifikasi

unsur kebahasaan dalam

text simple present tense

seperti kata kerja (verb)

dan kata kerja bantu

(auxiliary) sehingga dapat

membuat kalimat simple

present tense pendek dan

sederhana serta dapat

mengomunikasikan secara

lisan dan tulis tentang daily

activity / daily

conversation.

Teks lisan dan tulis

untuk menyatakan

dan menanyakan

tindakan/kejadian

yang dilakukan/

terjadi secara rutin

atau merupakan

kebenaran umum

yang dapat

menumbuhkan

perilaku sesuai

dengan kompetensi

inti sebagai contoh

dalam membuat

daily activity/ daily

conversation.

Disajikan sebuah

instruksi terkait daily

activity / daily

conversation, siswa

diharapkan dapat

membuat dan

mempresentasikan daily

activity / daily

conversation di hari

tertentu sesuai dengan

instruksi yang

diberikan.

93

INSTRUMENT

SPEAKING TEST (PRE-TEST AND POST-TEST)

SMP NEGERI SUKORAMBI

ACADEMIC YEAR 2021/2022

Directions:

1. Prepare your writing tools.

2. Pray before you do the test.

3. Write your name, attendance number, class, day and date in the answer

sheet provided.

4. Read the test instruction carefully so that you can do the instruction

correctly.

5. Pay attention to the grammatical structure and vocabulary used.

6. Prepare your presentation in 30 minutes.

7. Practice it in front of class

Read and do carefully the instruction below!

Prepare a presentation of daily activity on weekend at least 5 or 6 sentences.

Then present it in front of class orally.

94

SCORING RUBRIC FOR SPEAKING TEST





12-9 Average Errors never interfere with understanding

and rarely disturb the native speaker.

Accent may be obviously foreign.


faulty.

4-1 Very

poor





Grammar 20-17 Excellent Equivalent to that of an educated speaker.

16-13 Good Able to use the language accurately on all


needs. Errors in grammar quite rare.










the grammar.

4-1 Very

poor







features, including breadth of vocabulary

and idioms, colloquialisms, and pertinent

cultural references.









95



word.



circumlocutions.

4-1 Very

poor


express anything but the most elementary

needs.








experience with a high degree of fluency.


competence with reasonable ease. Rarely

to grope for words.





family, and autobiographical information.

4-1 Very

poor

No specific fluency description. Refer to

other four language areas for implied

level of fluency.


speaker.








4-1 Very

poor




delivered with slowed speech, repetition,

or paraphrase.

96

Adapted from Douglas Brown (2004) and Harris in Ela Hayati (2020)

Aspect Max Score

Pronunciation 20

Grammar 20

Vocabulary 20

Fluency 20

Comprehension 20

Total 100

97

APPENDIX 4

EXPERT VALIDATION SHEET OF SPEAKING TEST

Direction:

For each question please give your response by giving score in a box representing

your choice.

Criteria:

1 : Very poor

2 : Poor

3 : Average

4 : Good

No Questions Score Comment

1 Do the direction and instruction of the

test instrument clear enough?

4

2 Do the time allocation quite effective? 3

3 Do the indicators in the test instrument

have covered generic structure that

consist of aim or goal, list material

needed and sequence of step measured?

4

4 Do the indicators in the test instrument

have covered all aspect of speaking that

consists of pronunciation, grammar,

vocabulary, fluency and

comprehension?

4

5 Are the topics appropriate? 4

General Comments

(Please give any general comment of suggestion you may have concerning this

test development).

I think the instruction, topic, and speaking assessment guide for the test items are

appropriate for junior high school students.

Jember, March 26th

, 2022

Validator,

Ninuk Indrayani, M.Pd.

NIP. 197802102009122002

98

APPENDIX 5

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : SMPN Sukorambi

Materi Pelajaran : Bahasa Inggris

Materi Pokok : Simple Present Tense

Kelas/Semester : VIII / Genap

Tahun Pelajaran : 2021/2022

Alokasi Waktu : 2 x 30 menit/pertemuan

A. Kompetensi Inti

KI1 : Menghargai dan menghayati ajaran agama yang dianutnya.

KI2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan

dan keberadaannya.

KI3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya terkait fenomena dan kejadian tampak mata.

KI4 : Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan

yang dipelajari di sekolah dan sumber lain yang sama dalam sudut

pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.7 Menerapkan struktur teks dan

unsur kebahasaan untuk melaksanakan

fungsi sosial menyatakan dan

menanyakan tindakan / kejadian yang


merupakan kebenaran umum, sesuai

dengan konteks penggunaannya.

3.7.1 Mengidentifikasi kegiatan rutin

yang biasa, sering, kadang-kadang,

biasanya dilakukan sehari-hari.

3.7.2 Mengidentifikasi penggunaan

simple present tense pada kehidupan

sehari-hari dan kebenaran umum.

Dengan memperhatikan penggunaan

verb sesuai dengan konteks.

4.7 Menyusun teks lisan dan tulis 4.7.1 Menyusun teks tertulis untuk

99

untuk menyatakan dan menanyakan

tentang tindakan / kejadian yang


merupakan kebenaran umum, dengan

memperhatikan fungsi sosial, struktur

teks, dan unsur kebahasaan yang benar

dan sesuai konteks.

menyatakan kejadian yang dilakukan

secara rutin.

4.7.2 Melakukan percakapan tentang

hal-hal yang biasa, sering, kadang-

kadang, biasanya dilakukan di sehari-

hari.

C. Tujuan Pembelajaran

Tujuan pembelajaran ini di harapakan peserta didik dapat mempresentasikan

teks daily activity.

D. Materi Pembelajaran

Daily Activity :- Fungsi sosial

- Simple Present Tense

- Vocabulary yang sering digunakan

- Kata kerja yang sering digunakan

E. Metode Pembelajaran

Pendekatan : Saintifik

Metode Pembelajaran : Community Language Learning

F. Kegiatan Pembelajaran

1. Pertemuan ke-1

Kegiatan Pendahuluan (10 menit)

Experimental Class Control Class

Guru melakukan pembukaan

dengan menyapa siswa,

menanyakan kabar, meminta

salah satu siswa untuk

memimpin doa bersama.

Guru mengecek kehadiran siswa

di kelas sebagai bentuk sikap

disiplin.

Guru memperkenalkan diri dan

menjelaskan maksud untuk

melakukan penelitian.








disiplin.

Guru memperkenalkan diri dan

menjelaskan maksud untuk

melakukan penelitian.

Kegiatan Inti (40 menit)


Guru melakukan normality dan

homogeneity test kepada peserta

didik.

Guru melakukan normality dan

homogeneity test kepada peserta

didik.

100

Guru menjelaskan instruksi

terkait pelaksanaan normality

dan homogeneity test.

Peserta didik mengerjakan test

sesuai dengan alokasi waktu

yang diberikan.

Guru menjelaskan instruksi

terkait pelaksanaan normality

dan homogeneity test.

Peserta didik mengerjakan test

sesuai dengan alokasi waktu

yang diberikan

Kegiatan Penutup (10 menit)


Guru mengajak peserta didik

untuk melakukan review

terhadap test yang telah

dikerjakan.

Guru menyampaikan rencana

pembelajaran pada pertemuan

berikutnya.

Guru mengakhiri kelas dengan

berdo‟a dan mengucapkan

salam.


untuk melakukan review terhadap

test yang telah dikerjakan.



berikutnya.


berdo‟a dan mengucapkan salam.

2. Pertemuan ke-2 (Pre-Test)








Guru mengecek kehadiran

siswa di kelas sebagai bentuk

sikap disiplin.

Guru menjelaskan kegiatan

yang akan dilakukan siswa.




salah satu siswa untuk memimpin

doa bersama.



disiplin.

Guru menjelaskan kegiatan yang

akan dilakukan siswa.



Guru membagikan instrument

soal pre-test dan lembar kerja

siswa.

Guru meminta seluruh siswa

untuk mengerjakan pre-test

sesuai dengan instruksi tertulis

pada instrument yang telah

mereka dapat.

Guru memberikan waktu 20


soal pre-test dan lembar kerja

siswa.


untuk mengerjakan pre-test



mereka dapat.


101

menit untuk menyelesaikan pre-

test.


untuk mempresentasikan hasil

tulisan pre-test tanpa membaca

di depan kelas.

Guru peneliti dan guru bahasa

Inggris menilai hasil presentasi

mereka satu persatu berdasarkan

scoring rubric yang telah dibuat

sebagai data pre-test.

menit untuk menyelesaikan pre-

test.



tulisan pre-test tanpa membaca

di depan kelas.





sebagai data pre-test.




untuk merefleksikan kegiatan

pre-test.



salam.


untuk merefleksikan kegiatan pre-

test.



3. Pertemuan ke-3 (Treatment)










sikap disiplin.

Guru menjelaskan langkah-

langkah metode CLL sebagai

kegiatan pembelajaran speaking

yang akan dilakukan oleh

peserta didik.





doa bersama.



disiplin.


akan dilakukan oleh peserta didik

selama proses pembelajaran

berlangsung.



Planning:

Guru mengulas kembali materi

mengenai simple present tense

khususnya daily activity.

Guru membagi peserta menjadi

Mengamati:

Guru mengulas kembali materi

mengenai simple present tense

khususnya daily activity.


102

beberapa kelompok yang

terdiri dari 5-6 siswa.


dalam satu kelompok

memperkenalkan diri di depan

teman satu kelompok mereka.

Guru meminta seluruh

kelompok untuk membuat

daily activity khususnya hari

Senin, masing-masing siswa

membuat satu kegiatan dalam

satu waktu (sebagai contoh:

siswa A di pukul 5-7 pagi,

siswa B pukul 10-12 siang, dan

sebagainya sesuai instruksi

guru peneliti) yang kemudian

mereka susun menjadi satu

daily activity di hari Senin.

untuk membuat satu daily activity

khususnya hari Senin. Daily

activity terdiri dari 5-6 kalimat

dan masing-masing siswa harus

berbeda.

Translation:

Guru akan menghampiri

seluruh kelompok satu persatu

untuk membantu mereka dalam

menerjemahkan bahasa

Indonesia ke dalam bahasa

target.

Guru menyampaikan bahwa

seluruh siswa dalam kelompok

memiliki kesempatan untuk

menyampaikan satu daily

activity hari Senin mereka.

Guru secara bergantian

membantu siswa untuk

menerjemahkan kalimat

mereka dalam bahasa

Indonesia untuk dirubah

menjadi bahasa Inggris.

Guru meminta siswa untuk

menulis hasil terjemahan

(bahasa Inggris) di buku tulis

mereka.

Menanya:

Guru mempersilahkan siswa

untuk bertanya terkait topik daily

activity yang akan mereka buat.

Recording:


mengulang terjemahan yang

disampaikan guru dan

merekamnya dengan

handphone yang sudah

Mengumpulkan Informasi:


untuk membuka kamus bahasa

Inggris mereka untuk

mengumpulkan kosa kata terkait

dengan daily activity hari Senin

103

disediakan. yang akan mereka tulis.

Analysis:


menganalisa struktur kalimat,

pronunciation, dan fluency

yang telah dia rekam.

Guru berpindah ke kelompok

lain untuk membimbing siswa

melakukan tahapan yang sama.

Mengasosiasi:


menghafalkan daily activity yang

telah mereka tulis.

Free Conversation:

Guru meminta siswa secara

bergantian untuk memutar

kembali hasil rekaman suara

mereka di depan kelompok

masing-masing dan

disampaikan arti dari apa yang

mereka rekam.

Guru meminta siswa dalam

satu kelompok menyusun

seluruh kalimat yang telah

mereka buat menjadi satu daily

activity hari Senin yang runtut.

Mengomunikasikan:


mempresentasikan hasil tulisan

daily activity hari Senin mereka di

depan kelas.

Reflection and Observation:

Guru memilih satu kalimat dari

masing-masing kelompok

untuk diidentifikasi struktur

kalimat dan pronunciation serta

fluency yang benar.


mencatat kalimat yang telah

dibahas di papan tulis beserta

artinya sebagai catatan untuk

belajar.


menyampaikan perasaan

mereka setelah melalui proses

pembelajaran.

Refleksi dan Evaluasi:

Guru memberikan evaluasi

pencapaian pembelajaran siswa

dari hasil belajar mengenai daily

activity hari Senin yang telah

mereka buat.

Guru melakukan refleksi tentang

proses dan hasil belajar siswa.




untuk merefleksikan

pembelajaran yang telah

dilakukan.




untuk merefleksikan


dilakukan.



104

berikutnya.



salam.

berikutnya.













sikap disiplin.

Guru menyampaikan kegiatan

yang akan dilakukan peserta

didik selama proses

pembelajaran yaitu sama seperti

pertemuan sebelumnya.





doa bersama.



disiplin.


yang akan dilakukan peserta didik

selama proses pembelajaran yaitu

sama seperti pertemuan

sebelumnya.



Planning:

Guru mengulas kembali topik

tentang daily activity.


bergabung dengan kelompok

mereka seperti pertemuan

sebelumnya.


kelompok untuk membuat

daily activity khususnya hari

Selasa, masing-masing siswa

membuat satu kegiatan dalam

satu waktu (sebagai contoh:

siswa A di pukul 5-7 pagi,

siswa B pukul 10-12 siang, dan

sebagainya sesuai instruksi

guru peneliti) yang kemudian

mereka susun menjadi satu

daily activity di hari Selasa.

Mengamati:

Guru mengulas kembali topik

tentang daily activity.



khususnya hari Selasa. Daily



berbeda.

Translation:

Guru akan menghampiri

Menanya:


105

seluruh kelompok satu persatu

untuk membantu mereka dalam

menerjemahkan bahasa

Indonesia ke dalam bahasa

target.

Guru menyampaikan bahwa

seluruh siswa dalam kelompok

memiliki kesempatan untuk

menyampaikan satu daily

activity hari Selasa mereka.

Guru secara bergantian

membantu siswa untuk

menerjemahkan kalimat

mereka dalam bahasa

Indonesia untuk dirubah

menjadi bahasa Inggris.




mereka.



Recording:



disampaikan guru dan

merekamnya dengan


disediakan.






dengan daily activity hari Selasa

yang akan mereka tulis.

Analysis:








Mengasosiasi:



telah mereka tulis.

Free Conversation:





masing-masing dan


mereka rekam.




Mengomunikasikan:



daily activity hari Selasa mereka

di depan kelas.

106


activity hari Selasa yang

runtut.


Guru memilih satu kalimat dari


untuk diidentifikasi struktur

kalimat dan pronunciation serta

fluency yang benar.


mencatat kalimat yang telah

dibahas di papan tulis beserta

artinya sebagai catatan untuk

belajar.




pembelajaran.





activity hari Selasa yang telah

mereka buat.






untuk merefleksikan


dilakukan.



berikutnya.



salam.


untuk merefleksikan


dilakukan.



berikutnya.













sikap disiplin.







doa bersama.



disiplin.



107

didik selama proses


pertemuan sebelumnya, namun

kali ini mereka akan

menyampaikan hasil tulisan

mereka di depan kelas.



sebelumnya.



Planning:




sebelumnya.


kelompok untuk membuat daily

activity khususnya hari Rabu,

masing-masing siswa membuat

satu kegiatan dalam satu waktu

(sebagai contoh: siswa A di

pukul 5-7 pagi, siswa B pukul

10-12 siang, dan sebagainya

sesuai instruksi guru peneliti)

yang kemudian mereka susun

menjadi satu daily activity di

hari Rabu.

Mengamati:



khususnya hari Rabu. Daily



berbeda.

Translation:

Guru menunjuk dua siswa dari


untuk menyampaikan daily

activity mereka di depan guru.

Guru meminta dua siswa

perwakilan tadi untuk

membantu anggota

kelompoknya yang lain

menerjemahkan.




mereka.

Menanya:




Recording:



disampaikan oleh temannya

dan merekamnya dengan







dengan daily activity hari Rabu

108

disediakan. yang akan mereka tulis.

Analysis:








Mengasosiasi:



telah mereka tulis.

Free Conversation:





masing-masing dan


mereka rekam.

Mengomunikasikan:



daily activity hari Rabu mereka di

depan kelas.

Group work:





activity hari Rabu yang runtut.

Guru meminta seluruh anggota

kelompok untuk

mempresentasikan hasil daily

activity mereka masing-masing

di depan kelas.





activity hari Rabu yang telah

mereka buat.







pembelajaran.

Guru dan siswa bersama-sama

mengevaluasi hasil presentasi

mereka.




untuk merefleksikan


dilakukan.



berikutnya.


untuk merefleksikan


dilakukan.



berikutnya.

109



salam.













sikap disiplin.



didik selama proses


pertemuan sebelumnya.





doa bersama.



disiplin.





sebelumnya.



Planning:




sebelumnya.


kelompok untuk membuat daily

activity khususnya hari Kamis,

masing-masing siswa membuat

satu kegiatan dalam satu waktu

(sebagai contoh: siswa A di

pukul 5-7 pagi, siswa B pukul

10-12 siang, dan sebagainya

sesuai instruksi guru peneliti)

yang kemudian mereka susun

menjadi satu daily activity di

hari Kamis.

Mengamati:



khususnya hari Kamis. Daily



berbeda.

Translation:

Guru menunjuk dua siswa dari


untuk menyampaikan daily

activity mereka di depan guru.

Menanya:




110

Guru meminta dua siswa

perwakilan tadi untuk

membantu anggota

kelompoknya yang lain

menerjemahkan.




mereka.

Recording:



disampaikan oleh temannya

dan merekamnya dengan


disediakan.






dengan daily activity hari Kamis

yang akan mereka tulis.

Analysis:








Mengasosiasi:



telah mereka tulis.

Free Conversation:





masing-masing dan


mereka rekam.

Mengomunikasikan:



daily activity hari Kamis mereka

di depan kelas.

Group work:





activity hari Kamis yang runtut.

Guru meminta seluruh anggota

kelompok untuk

mempresentasikan hasil daily

activity mereka masing-masing

di depan kelas.





activity hari Kamis yang telah

mereka buat.






111


pembelajaran.

Guru dan siswa bersama-sama

mengevaluasi hasil presentasi

mereka.




untuk merefleksikan


dilakukan.



berikutnya.



salam.


untuk merefleksikan


dilakukan.



berikutnya.



7. Pertemuan ke-7 (Post-Test)










sikap disiplin.

Guru menjelaskan kegiatan

yang akan dilakukan siswa.





doa bersama.



disiplin.


akan dilakukan siswa.




soal post-test dan lembar kerja

siswa.


untuk mengerjakan post-test



mereka dapat.


menit untuk menyelesaikan post-


soal post-test dan lembar kerja

siswa.


untuk mengerjakan post-test



mereka dapat.


menit untuk menyelesaikan

112

test.



tulisan post-test tanpa membaca

di depan kelas.





sebagai data post-test.

post-test.



tulisan post-test tanpa membaca

di depan kelas.





sebagai data post-test.




untuk merefleksikan


dilakukan selama treatment.

Serta menuliskan kesan dan

pesan.



salam.


untuk merefleksikan


dilakukan selama treatment. Serta

menuliskan kesan dan pesan.



G. Media dan Alat

1. Media : Buku LKS

2. Alat : Spidol, papan tulis, dan mobile phone

H. Penilaian Pembelajaran

1. Jenis Penilaian : Sikap, pengetahuan

2. Instrumen Penilaian : Lembar pengamatan sikap, scoring rubric of

speaking

3. Prosedur penilaian :

No Aspek yang Dinilai Teknik

Penilaian

Waktu Penelitian

1. Sikap:

a) Santun

b) Tanggung jawab

c) Disiplin

d) Percaya Diri

e) Jujur

Observasi Selama proses

pembelajaran

113

2. Pengetahuan:

Menyampaikan secara lisan

teks daily activity

Scoring rubric Mempresentasikan

hasil pekerjaan

114

APPENDIX 6

LETTER OF PERMISSION

115

APPENDIX 7

LETTER OF ACCOMPLISHMENT

116

APPENDIX 8

JOURNAL OF RESEARCH

Researcher : Cindy Ocza Bella

NIM : T20186034

Research Title : The Effectiveness of Using Community Language

Learning (CLL) Method on Students’ Speaking Skill at

the Eighth Grade Students of Junior High School

Research setting : SMPN Sukorambi, Jember

Time Research Subject Activity

March 28th

, 2022 Head Master of SMPN

Sukorambi

Asking permission to conduct the

research in SMPN Sukorambi

April 5th

, 2022 Students of VIII A Conducting normality and

homogeneity test

April 6th

, 2022 Students of VIII D Conducting try out

April 7th

, 2022 Students of VIII B Conducting normality and

homogeneity test

April 18th

, 2022 Head Master of SMPN

Sukorambi

Giving the permission letter of

research in SMPN Sukorambi

April 21st, 2022 Students of VIII A and

VIII B

Conducting pre-test

May 10th

, 2022 Students of VIII A and

VIII B

Conducting first treatment

May 12th


VIII B

Conducting second treatment

May 17th


VIII B

Conducting third treatment

May 19th


VIII B

Conducting fourth treatment

May 24th


VIII B

Conducting post-test

June 2nd

, 2022 Head master and

principles of SMPN

Sukorambi

Asking permission to accomplish

the research in SMPN Sukorambi

117

APPENDIX 9

DOCUMENTATIONS

Students of the experimental class were taking pre-test on 21st April, 2022 at

7.00-8.00 a.m. The researcher gave the instrument of pre-test to the students

Students of experimental class presents their work of pre-test in front of class

one by one and the researcher record their presentation by video

Students of the control class were taking pre-test on 21st April, 2022 at 9.15-

10.15 a.m. The researcher gave the instrument of pre-test to the students

118

Students of control class presents their work of pre-test in front of class one

by one and the researcher record their presentation by video

Students of the experimental class were taking treatment (students made a

circle and prepared their English work book and one handphone for each

group to record their voice later)

119

Students of the experimental class were taking treatment (the researcher

gave the instruction to make daily activity on weekdays to the students)

Students of the experimental class were taking treatment (students prepared

their sentence of daily activity on weekdays in native language)

120


translated it into English by whispering the students)

Students of the experimental class were taking treatment (students repeated

the foreign language message from the researcher and recorded it in mobile

phone)

121


chose one sentence on each group and wrote it on the whiteboard)

Students of the experimental class were taking treatment (students

participated a reflection section)

122

Students of the control class were taking treatment (students made daily

activity at weekdays and helping by using the dictionary)

Students of the experimental class were taking post-test on 24th

May, 2022 at

7.00-8.00 a.m. The researcher gave the instrument of post-test to the students

123

Students of experimental class presents their work of post-test in front of

class one by one and the researcher record their presentation by video

Students of the control class were taking post-test on 24th

May, 2022 at 9.15-

10.15 a.m. The researcher gave the instrument of post-test to the students

124

Students of control class presents their work of post-test in front of class one

by one and the researcher record their presentation by video

125

APPENDIX 10

Students Achievement by Researcher and English Teacher

127

APPENDIX 11

CURRICULUM VITAE

Name : Cindy Ocza Bella

NIM : T20186034

Place/Date of Birth : Jember, October 17th

, 1999

Address : Jl. Hayam Wuruk Gang XVII No. 32, RT 02 RW 05, Kel.

Sempusari, Kec. Kaliwates, Jember

Faculty : Tarbiyah and Teacher Training

Program : Tadris Bahasa Inggris (English Department)

Email Address : [email protected]

Educational Background

a. TK Dharma Wanita (Graduated in 2006)

b. SDN Sempusari 1 (Graduated in 2012)

c. SMPN 3 Mojokerto (Graduated in 2015)

d. SMKN 5 Jember (Graduated in 2018)

mailto:[email protected]

the effectiveness of using community

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Transcript of the effectiveness of using community