there are many strategies to develop English language one of them Using CLT Method

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1. INTRODUCTION
1.1 Background of the Study
English speaking ability is one of communicative competence.
Communicative competence involves knowing how to use English to achieve
communicative goals and to know how to use English socially in an appropriate way.
The value of teaching speaking is important in English teaching field. McDonough,
Shaw, and Mashura (2013:156) explain that speaking is the skill upon which a person
is judged at face value. In other words, speaking is the major criterion to judge
whether students’ English competence is good or not.
Nowdays, many teachers of English have taught speaking through
conventional method, which is a passive (not interactive) teaching method in class.
Futhermore, they only judge students’ English competence from reading and writing
skill. The purpose of their teaching is directed to make their students achieve good
result in the final examination. Therefore, the students lack practice in English. As a
result of the method, the students often consider that speaking is a difficult and boring
subject.
To avoid such problem, teachers can use a variety of ways to make their
speaking lesson memorable and enjoyable for students. Students who enjoy their
lesson will pay closer attention (Joseph, 2014). This is why the teachers should take
time to ensure that they are teaching speaking in their best and most engaging
method for the skill level of their individual students. One of the speaking methods
that can be used is Communicative Language Teaching (CLT) method. CLT method

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can solve the problems faced in the speaking class activities and make the students
more desirable to communicate and interact in many possibilities they have. Students
have to use the opportunity to express their opinions and feelings and to get some
information and teachers have to make a situation which can involve students in real
communication. Harmer (2007:69) explain that activities in CLT typically involve
students in real or realistic communication, where the successful achievement of the
communicative task they are performing is at least as important as the accuracy of
their language use. It show that CLT method is classifed an effective and effecient
method. By using the CLT method, the teachers give enough opportunites to the
students participating in teaching learning process for example in teaching speaking.
Therefore, the teachers have to transform the silent in active of printed simbols into
living speech. She has to make all words, phrases, and sentences in the book play a
usefull part in real situation by using CLT, the teachers can ensure that the language
being learned by her students is realistic and living. Moreover, the students can carry
on their duties or teacher’s instruction with good humor and enjoyment.
The effectiveness and the effeceincy of CLT method above toward teaching
learning process makes the writer is interesting in conducting the research entitled
teaching speaking through CLT method to the eighth grade students at State Junior
High School.
1.2 Problem of the Study
The problem of this study is the students still assume that speaking English
is very hard for them, and many teachers of English who teach speaking choose the

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methods that are not suitable with the skill. Therefore, the students lack practice in
English communicate in the class.
1.3 Limitation of the Problem
The problem of this study is limited on teaching speaking through
Communicative Language Teaching (CLT) method using role-play to the eighth
grade students at State Junior High School.
1.4 Research of Question
The problem of this study is formulated in the following question:
1. How do the teachers overcome the problems in teaching speaking skill?
2. How is the use of CLT in teaching speaking?
1.5 Purpose of the Study
Based on the main problem above, the objective of this study is to find out whether or
not Communicative Language Teaching (CLT) method is effective to teach speaking
to the eighth grade students at State Junior High School.
1.6 Significance of the Study
1. For the Teachers
For the teachers of English, this study become as a source of
information for teach speaking.

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2. For the Students
For the students, the result of this study can improve the students’
speaking ability.
3. For the Writer
The writer can enlarge and improve her speaking ability, and get the
experiences in doing the research.
4. For Other Researchers
This study become as a reference for other writer who wants to
investigate about teaching speaking through Communicative Language
Teaching (CLT) method.
2. Literature Review
2.1 The Concept of Teaching
There have been numerous definitions of teaching by many researchers.
According to Brown (2007:8), teaching is showing or helping someone to learn how
to do something, giving instructions, guiding in the study of something, providing
with knowledge, causing to know or understand. From a different point of view,
Greer (2002:5), defines teaching is a dynamic interaction among four components: (a)
the student, (b) the teacher, (c) the curriculum for what is being taught, and (d) the
learned repertoire (how to use it and when to use it). Futhermore, Leong cited in
Takagi, Allman, and Sinjela (2008:185), teaching is a social art, necessarily involving
a relationship between people; and the success of a teacher in the practice of his art

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depends upon his possessing that quality or attitude of mind which enables him to
make the relationship between himself and his students a reciprocal one. Not all the
teaching should be done by the teacher. Not all the learning should be done by the
students. In addition, Squires (2000:3-21) states: (1) teaching is an art, while teaching
involves methods, it also involves qualities – such as liking the subject and liking the
pupils – and ‘abilities’ such as memory, will power and kindness. (2) teaching as a
craft, if teaching is a craft, one can analyze it into its elements, set up programmers to
train people in it, and produce a large and skilled workforce for the schools, colleges
and universities. (3) teaching as an Applied Science, teaching involves the application
of scientific principles and evidence to practical tasks.
According to Parini (2005:80), teaching is after all, a performance art, and
whether or not we want to acknowledge it, we assume a costume of sorts every day of
the semester. In addition, Brundrett and Silcock (2002:40), states that teaching is the
use of those explanatory (often simplified) forms of discourse which teachers need to
introduce students to other (subject) discourses.
In language teaching and learning, according to Blum cited in Richards and
Renandya (2002:21), twelve characteristics of effective teaching are identified:(1)
Instruction is guided by a preplanned curriculum, (2) There are high expectations for
students learning, (3) Students are carefully oriented to lessons, (4) Instructions are
clear and focused, (5) Learning progress is monitored closely, (6) When students do
not understand, they are retaught, (7) Class time is used for learning, (8) There are
smooth and efficient classroom routines, (9) Instructional groups formed in the

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classroom fit instructional needs, (10) Standards for classroom behavior are high,
(11) Personal interactions between teachers and students are positive, (12) Incentives
and rewards for students are used to promote excellence.
2.2 The Concept of Speaking
There are four skills in learning English; one of them is speaking.
According to McDonough, Shaw, and Masuhara (2013:156), as a language skill,
speaking has sometimes been undervalued or in some circles, taken for granted.
However, speaking is not the oral production of written language, but involves
learners in the mastery of a wide range of subskills, which added together, constitute
an overall competence in the spoken language.
There are various definitions of speaking from many English language
experts. Thornbury (2005:1), defines speaking is so much a part of daily life that we
take it for granted. McDonough, Shaw, and Mashura (2013:156), explain that
speaking is desire-and purpose-driven; in other words, we genuinely want to
communicate something to achieve a particular end. This may involve expressing
ideas and opinions; expressing a wish or a desire to do something; negotiating and/or
solving a particular problem; or establishing and maintaining social relationships and
friendships. To achieve these speaking purposes, we need to activate a range of
appropriate expressions. From a different point of view, Chaney as cited in Kayi
(2006), speaking is the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts.

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2.3 The Concept of Communicative Language Teaching (CLT) Method
Communicative Language Teaching is usually characterized as a broad
approach to teaching, rather than as a teaching method with a clearly defined set of
classroom practices (Banciu, 2012). As pointed out by Lee and Patten cited in Beneti
(2009), communicative language ability develops as learners engage in
communication and not as result of habit-formation grammatical items. On the basis
of main findings in classroom research investigating the effects of different
approaches to grammar instruction, that the acquisition of grammar is more a function
of the learner than the instructor.
2.3.1 Several Techniques in CLT Method
There are many effectiviness techniques in communicative language
teaching to improve students’ speaking skill. According to Larsen (2000:132), there
are many techniques and materials in teaching speaking skill. They are authentic
materials, scrambles sentences, language games, picture strip story, and role-play.
This study only uses role-play.
2.3.2 Principles Of CLT Method
According to Savignon (2002, as cited in Berns 1990:104), provides a useful
summary of eight principles of CLT:

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1. Language teaching is based on a view of language as communication. That is,
language is seen as a social tool that speakers use to make meaning; speakers
communicate about something to someone for some purpose, either orally or in
writing.
2. Diversity is recognized and accepted as part of language development and use in
second language learners and users, as it is with first language users.
3. A learner’s competence is considered in relative, not in absolute, terms.
4. More than one variety of a language is recognized as a viable model for learning
and teaching.
5. Culture is recognized as instrumental in shaping speakers’ communicative
competence, in both their first and subsequent languages.
6. No single methodology or fixed set of techniques is prescribed.
7. Language use is recognized as serving ideational, interpersonal, and textual
functions and is related to the development of learners’ competence in each.
8. It is essential that learners be engaged in doing things with language that is, that
they use language for a variety of purposes in all phases of learning.
2.3.3 The Characteristics of CLT method
According to Richards and Rodgers (1986:71), analysis of theoretical base of
communicative language teaching offer the following four characteristics of a
communicative view language:
 Language is a system for the expression of meaning

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 The primary function of language is for interaction and communication
 The structure of language reflects its functional and communicative uses
 The primary units of language are not merely its grammatical and
structural features, but categories of functional and communicative
meaning exemplified in discourse.
2.3.4 The goals of CLT method
According to Richards (2006:3), Communicative Language Teaching (CLT)
has several goals, such as: (1) Knowing how to use language for a range of different
purposes and functions, (2) Knowing how to vary our use of language according to
the setting and the participants (e.g. knowing when to use formal andinformal speech
or when to use language appropriately for written as opposed to spoken
communication), (3) Knowing how to produce and understand different types of texts
(e.g. narratives, reports, interviews, conversations), (4) Knowing how to maintain
communication despite having limitations in one’s language knowledge (e.g., through
using different kinds of communication strategies).
2.4 The Concept of Role – Play
According to McDonough, Shaw, and Mashura (2013:174), state that role-
play materials are often written specifically to get learners to express opinions, to
present and defend points of view, and to evaluate arguments for which there is no
one objective way of demonstrating the outcome as right or wrong. From a different

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point of view, Krish (2001), state that role-play was chosen as one of the tasks in this
course to create a situation for the learners to actively interact in the language,
thereby making the language learning more meaningful. In addition Wachs (1997),
state that role plays provide an extra measure of security as students try out their
linguistic skills in an environment of unpredictable language.
For example Viney cited in McDonough, Shaw, and Mashura (2013:174),
role play uses a critical incident and offers opportunities for the whole class to
consider how to negotiate in a reasonable manner without being aggressive or
offensive. The role play takes place at a Lost Property Office of a bus company
between a day tripper who wants to retrieve a lost bag on the same day and a
customer service employee who wants the customer to come back the next day for
personal reasons. The rest of the class are given an evaluation sheet for observation of
effectiveness of the interactions. The role plays can be recorded for further
discussions not only of the expressions but also of the effectiveness of the social
interaction.
2.5 Previous Related Study
Some researchers such as Richards (2006), Harmer (2007), and Banciu
(2012), have proved that Communicative Language Teaching (CLT) method gives an
important aspect for improvement of speaking.
In addition, Maslan (2017) wrote “the implementation of communicative
language teaching in speaking classroom”. The teachers have positive perceptions

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about communicative language teaching. CLT is more effective than another method,
because it provides students to practice speaking English.
By some previous studies above, the researcher distinguished this study from
the level of the students at junior high school. It is also different from the skill
because the researcher wants to investigate the teacher strategy in teaching speaking
skill. It is recommended that the English teachers be more careful in selecting the
kinds of the opening activities, give more students chance to speak and give more
feedback and evaluation after the classroom activity. That is why strategy is needed
in teaching especially teaching speaking skill.
3. RESEARCH METHODOLOGY
3.1 Research design
Creswell (2012) cited that qualitative research is an approach for exploring
and understanding the meaning of individual or group ascribe to a social or human
problem. The researcher uses qualitative approach to data collection and data
analysis. The researcher wants to find out the perception of English teacher in
implementation of Communicative language teaching toward speaking skill of
students. The qualitative approaches observe the classroom and do Interview to the
teachers who use CLT in teaching English.
3.2 Research setting and participation
The population used in this study is English teachers in Smp Negeri
Cibungbulang 1. According to Arikunto (2002, p.130) “A population is a set (or
collection) of all elements processing one or more attributes of interest”. Sampling is

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the process done to choose and take sample correctly from population so that it can be
used as valid representative to the population.” Sugiarto etal. (2003, p.4), “Sample is
some of chosen population using certain procedure so that can be expected to
represent its population. The sample in this study consist two of English teacher who
use Communicative Language Teaching in the Classroom.
3.3 Research Instrument
Research instrument is a tool use by the researcher to get the data. According
to Creswell (2012), the instruments have to contain good option to get the perception.
In conducting qualitative research, the instruments are used by the researcher
Observation and interview of teachers. According to Harrell and Bradley (2009)
“Observation is data collection in which the researcher does not participate in the
interactions.” The researcher does the observation English teacher in SMP Negeri 1
Cibungbulang Bogor. Besides collecting data through observing the classroom
interaction, the researcher uses interview to support. Alwasilah (2002) states “By
interviewing the respondent, a researcher can get in depth information because the
following reasons:
1. The researcher can explain and paraphrase the questions which cannot be
understood by respondent.
2. The researcher can give follow-up of questions.
3. Respondents tend to answer the questions when they are asked.
4. Respondents can tell something in the past and the future.
Hence, the researcher use observation and interview adapted from Ozsevik, Zekariya.
(2010). “The Use Of Communicative Language Teaching (CLT): Turkish Efl Teachers’
Perceived Difficulties In Implementing CLT In Turkey. Urbana, Illinois. And the
researcher modifies the observation into 20 questions and the interview into 10
questions.
3.4 The procedures of data collection

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In this researcher, the data is taken from observation and interview. The
observation is done during the teaching learning process. The observation will be
applied as follows: the researcher will visit the class during teaching learning process.
After visiting the class, the researcher investigate the teacher strategy in teaching
speaking using CLT Method, and the researcher will make some notes about teacher
performances in teaching speaking skill using Communicative language teaching.
After that researcher interviews the teacher based on the questions.
3.5 The procedures of data analysis
Data analysis became one of the important parts in research methodology. It is
because the result of this study is analyzed and become the conclusion of this study.
Data analysis is a sustainable process during research. It involves analyzing
participant information, organizing data, preparing data, coding the data, and
representing the findings in table, graph, or figure, and interpreting the findings
(Creswell, 2009). After the researcher got the data from the teachers in the
observations, the researcher analyzed that teacher used communicative language
teaching in the classroom. After that, the researcher describe the observation used
descriptive qualitative. For the interview, the researcher transcribed all of answers
from the teachers and analyzed the data what the perceptions of teachers toward the
implementation of Communicative Language Teaching.