Improving Students’ Speaking Ability by Using Community Language Learning Method 1

Chapter I : Introduction

This chapter will discuss the background of this research, research question, aims, hypothesis,

the significant of this research, and the scope of this study.

Basic Consideration

Generally In English learning process, there are four skills that the students need to conquere

in order to measure their ability during the learning process. Those skills are divided into two

categories, namely productive skills consist of speaking and writing, and receptive skills

consist of listening and reading. Basically, every skill has specific point to assess students’

ability. For instance, in speaking class the lecturers will teach how to speak English in formal

and non-formal situation, and also make them fluent to speak in front of public. At the end,

teacher will measure to what extent their capabilities such as fluency, vocabulary and

grammar. Therefore it requires creativity in applying eligible method in class. In this case

lecturers should find a method which suitable for students in order they could achieve the

goals. Thus students will not lack of vocabulary and self esteem during speak in front of the

class or public.

Unfortunately there are some students who still have difficulties especially in

speaking class. It is caused by many factors such as anxiety and worries when doing mistakes

while speaking in front of people. Based on my experience, once lecturer asked some student

to speak, they would get nerveous and it caused their fluency and grammar disorganized.

Though they really want speaking up their mind. Another issue is they already construct the

words but once they speak, immediately it is gone in their mind. Other probabilities are

teacher cannot find a good method for students or the students do not match with method that

has been given, for instance there are some students who have lack of confident to talk in
Improving Students’ Speaking Ability by Using Community Language Learning Method 2

public. So sometimes when the teacher ask him/her to present in front of class they cannot

maximally do the task meanwhile the teacher force them to be talkative. Probably for the

others, it is easy to say you can do it but for the student it is really hard. That is why the

teacher cannot be selfish. As an educator, he/she has to know what is the lack of his/her

students, so he/she can help them to solve the problem.

The answers of these problems is a method. An appropriate method may improve

students’ speaking ability. lecturer must apply a method whether a method which already

provided or make their own method. In language learning itself there a lot of methods which

already qualify in learning process. Such as Silent way, learning with talking stick, word wall,

and community language learning. Those methods are usually implemented in language

learning process. For example ward wall, this method emphasizes in improving students

speaking ability and enhances vocabulary by using a paper which written a word in target

language and students will stick it up on the wall. While silent way is method founded by

Caleb Cattegno in 1970. This method claimed the students have to develop independence,

autonomy and responsibility they should cooperate with each other in the process of solving

the language tasks. Teacher also should give a boost to the search at the very beginning of the

lesson. Teacher must keep silence that is why it is called “Silent Way”.

The other method that might be applied in language learning is Community Language

Learning. It was founded by Charles Arthur Curran in 1961. He is a specialist in counseling

and a professor of psychology at Loyola University, Chicago. Community Language Learnig

refers to two things, namely the counselor (teacher) and client (students). It is kind of a

method which emphasizes in humanistic approach which means students will freely decided

what they want to learn. Because the students (client) are the main premise of the whole

process in the other words student are whole persons. Their opinions and needs are on the first

place. Meanwhile, teacher is only a counselor or helper, it means their role is just leading the
Improving Students’ Speaking Ability by Using Community Language Learning Method 3

students in process of learning and become a helper in case there is a student who needs to fix

their grammar, pronunciation etc. Base on the video simulation by Bonnie Mennel in 1990 she

demonstrated Community Language Learning to the foreign students. At the beginning of the

lesson she explained what will they do in the lesson, so student may adjust themselves cause

they know what will happen turns out they will feel more secure if they feel so, they will

comfortably learning the target language. Additionally this is one of the methods that could be

an alternative way for the teacher and students as well.

Based on this phenomenon, researcher conducted the process of Community Language

Learning to first semester students of English Departement in State University of Gorontalo

and this study focused on the following question can CLL improving students’ ability for

speaking?. Therefore, the title of this research is Improving Students Speaking Ability by

Using Community Language Learning Method (Research is Conducted at the First

Semester of English Departement)

Research Question

Based on the background above thus, the following question will be the core of this study:

Can the implementation of Community Language Learning improve students’

speaking ability in EFL?

Aim of Research

The aim of this research is to examine and prove whether true or not Community Language

Learning can be effective to improve students speaking ability.

Improving Students’ Speaking Ability by Using Community Language Learning Method 4

Hypothesis

The hypothesis of this study is Community Language Learning can increase student’s

speaking ability.

Significance of Research

There are some significances in this research, they are divided into two parts they are such as

theoretical and practical:

a. Theoretically, the result of this research could be a reference for other researcher

especially related to the study of speaking ability in English and Community Language

Learning in State University of Gorontalo,

b. Practically, this research could help the eduacaters finding an alternative method for

english learning process, additionally motivating students to be more interest learning

English.

Scope of Study

In this study, researcher limited the focus to analyze improving students’ speaking ability by

using CLL method in first semester students of English Departement. This research will be

conducted in class B in Intensive Course class. Additionally the premise aspects will be

analyzed in this reasearch are the effectiveness of CLL in English learning process, and the

fluency of the student’s speaking ability.

Improving Students’ Speaking Ability by Using Community Language Learning Method 5

Chapter II : Theoritical Bases

This chapter discusses the theories which support this research such as the definition

Community Language Learning, steps of Community Language Learning also teacher and

student role in CLL.

Definition of Community Language Learning

In teaching speaking, there are various methods that teacher may apply in class such as silent

way, suggestopedia etc. As mentioned in a book Teaching English as a Foreign Language

created by Fatsah (2014) silent way is a name of language teaching method founded by Caleb

Cattegno, it is based on the premise that teacher should be silent as much as possible and

student should encourage to produce language as much as they can. But, this method

unfortunately makes teacher more passive, however student also need help during the

learning process whereas this method student actively learning the foreign language

independently. Besides, suggestopedia also could be selected in learning method mainly

language teaching, because this method utilize musical rhythm in terms of stimulate students

motivation and magnifies the oral proficiency of EFL (English as a Foreign Language)

learner. Georgi lazanov who developed this method believes that, it could help student to

memorize vocabularies by listening music and reading a text at the same time. But, this

method is quite debatable, according to Prof. Mohamed A. Zaid in his research Using

Suggestopedia in ELT in Saudi Arabia: Implications for Pedagogy in 2014 mentioned that

some people cannot learn in noisy circumstance, which music for them is considered noise.

Moreover, the use of hypnosis and infantilisation are the main issue in suggestopedia (Apriana

& Islamiyah, 2011 as cited in Zaid, 2014).

Improving Students’ Speaking Ability by Using Community Language Learning Method 6

However, it does not mean there is no other method that teacher/lecture could be

apply in learning EFL. In this case, Community Langauge Language Learning (CLL) who

developed by Charles A. Curran and his associates in 1961 could be an alternative method for

them to teach EFL. Curran himself was a specialist in counseling and a professor of

psychology at Loyola University, Chicago. His application of psychological counseling

techniques to learning is known as Counseling-Learning. Community Language Learning

represents the use of Counseling-Learning theory to teach languages. If we view the

comparison between Counseling-Learning Method and another language teaching methods,

this method is less in the technique, but tends to the human relationship (Curran. , 1961, p. 2).

It is denote that this method accentuate relationship between counselor to client and client to

other client are literally close to each other.

Curran developed this method because he assumed that each person has a uniqueness.

In addition, Curran emphasis to stimulate personal development, satisfaction and good

relationship among the clients. Therefore, He brought some people into collective tasks

activity in order to solve the problem together and relate to each other. As notes that “the

students of the experimental group were highly motivated to learn in order to avoid isolation

from the group.” Therefore, Curran formulate this method in a group learning form, so the

client itself can learn from the other person in group and also they can evaluate their capabilty

in terms of speaking skill (Tranel, 1968 as cited in Fatsah, 2014).

In this method, students considered as a “whole person” which means teacher is not

only regarding their feeling and smartness but also the relationship among students and their

passion in learning second language. Sometime students did not feel comfortable in new

environment, by understanding their recreancy and sensitivity teacher could throwing up

Improving Students’ Speaking Ability by Using Community Language Learning Method 7

negative energy become positive. Besides, students afraid to be seen as a brainless stand

before the class, therefore teacher must positioning themselves as a counselor who will get

into them deeply. Once they feel comfortable with teacher and friends they will freely express

their thought and affective filter in their mind (which make them braveless to speak) day by

day will lose because of eagerness which bestow by surrounding.

Particularly, students will through a several phases in process of learning second language. As

a guide to monitor student’s development, there are five phases that teacher may overview.

They are:
Improving Students’ Speaking Ability by Using Community Language Learning Method 8

[ CITATION Yun08 \l 1057 ]

These chart visualized the client’s development in process of laerning EFL. Begin

with client still need direction by knower, then they start speaking independently but still

need help from knower, till they free to speak independently totaly and start to communicate

fluently. In short, in order to make clients improve drastically, it needs cooperation between

client and knower.

Steps of Community Language Learning

In Community language learning the knower must know how to treat the client in order to

make them feel comfortabel during the learning process. Similar with another teaching

methods this method provides a steps that knower apply in learning process. These are the

steps of community language learning:

 Reflection

first of all, students sitting in a circle around a tape recorder to create a community

atmosphere. Before it begins, The students think in silence about what they would like to

talk about, while teacher remain outside the circle. To avoid a lack of ideas students can

brainstorm their ideas on the board before recording.

 Recorded conversation

secondly, once they have chosen a subject the students tell the teacher in their native

language what they would like to say and teacher discreetly come up behind them and

translate the language chunks into English. With higher levels if the students feel

comfortable enough they can say some of it directly in English and teacher give the full

English sentence. When they feel ready to speak the students take the microphone and

record their sentence. Here they're working on pace and fluency. They immediately stop
Improving Students’ Speaking Ability by Using Community Language Learning Method 9

recording and then wait until another student wants to respond. This continues until a

whole conversation has been recorded.

 Discussion

Next, the students discuss how they think the conversation went. They can discuss how

they felt about talking to a microphone and whether they felt more comfortable speaking

aloud than they might do normally.(This part is not recorded)

 Transcription

after they listen to the tape and transcribe their conversation. Teacher only intervene when

they ask for help. The first few times, try this with a class they might try and rely on you a

lot but aim to distance yourself from the whole process in terms of leading and push them

to do it themselves.

 Language analysis

After all, sometimes students analyse the language the same lesson or sometimes in the

next lesson. This involves looking at the form of tenses and vocabulary used and why

certain ones were chosen, but it will depend on the language produced by the

students[ CITATION Bri04 \l 1057 ].

Learner Roles in Community Language Learning

In community language learning, learners become members of a community – their fellow

learners and the teacher – and learn through interacting with members of the community

(Fatsah H. , 2014, p. 94). In other words, learner is the part of community like in a movie

production, learners are the lead actors and actreeses and knower is a director who direct

them to deliver the script and finally producing best movie.

Teacher Roles in CLL

Improving Students’ Speaking Ability by Using Community Language Learning Method 10

The teacher’s function derives from the functions of the counselor. A counselor’s clients are

people with problem, who in a typical counseling session will often use emotional language

to communicate their difficulties to the counselor (Fatsah H. , 2014, p. 94). Specically,

teacher roles are operating a supportive role, providing target language translation, also

model for imitation and then interaction may be initiated by the students, and teacher

monitors learner utterances.

The Effect of Community Language Learning to The Students

This method has been tried in university of Michigan. Demonstrating by La Forge during six

months, base on their demonstration, they have got the client are highly motivated during the

process. He emphasized that the value of silent period is for learning and understanding what

have been stated. La Forge (1979) also wrote an article about using CLL for oral English at

junior college in Japan for four years. Despite a six-year background of English study, the

students had no experience of hearing English spoken by a native speaker. Therefore, their

cognitive knowledge of English was quite high, but their effective use of English was almost

at just the first stage of CLL.

He found that "as the students continued to struggle to make them understood during

reflection periods over two months, the quality of the English showed a remarkable

improvement." In CLL context, Japanese students could change their attitude in foreign

language classrooms toward success in acquiring the target language. La Forge suggests that
Improving Students’ Speaking Ability by Using Community Language Learning Method 11

English teachers should not abandon all the traditional methods, but they should at least

introduce a CLL reflection period into their classrooms[ CITATION Nao00 \l 1057 ].

In 2008 Yuniarti a student from Universitas Islam Negeri Sunan Kalijaga Yogyakarta

conducted a research about Community Language Learning through junior high school

students in MTsN Prambanan Klaten. Base on her study she was appying CLL to Arabian

language learning, in the result she found that this method improved students’ motivation in

learning kalam. It is proved that Community Language Learning in any other language in

terms of improving their ability and motivation in learning the second language.

In summary, there are various methods in teaching foreign language. Every method has

specific point and characteristic in terms of improving student speaking ability, but the

premise of all these method is similar it is make the student fluently master the target

language.
Improving Students’ Speaking Ability by Using Community Language Learning Method 12

Chapter III : Methodology

This research uses quantitative method which concern on Pre –Experimental study. The study

conducted by using pre-tests, treatment, and posttest.

Method of Research

This study was designed using quantitative method. According to Creswell (1994)

quantitative research as a type of research that explains phenomena by collecting numerical

data that are analyzed using mathematically based methods (in particular statistics).

[ CITATION Sup05 \l 1057 ]. Specifically, the researcher will apply pre-experimental design

in terms of calculating and finding the result of the research. Pre-experimental designs are so

named because they follow basic experimental steps but fail to include a control group. In

other words, a single group is often studied but no comparison between equivalent non-

treatment groups is made.

Population and Sample

Population

The population of this study is focusing to the first semester students of English Departement

or class of 2016 in State University of Gorontalo. The total of population of this research was

125 students which consists of 5 classes. I selected first semester students because it is very

good to develop the knowledge and students’ self esteem in speaking since the first year. So,

When they are in the second, third, fourth semester, their speaking ability is more elevating,

eventually they could face the examination fluently.

Improving Students’ Speaking Ability by Using Community Language Learning Method 13

Sample

The sample of this research was the first semester students of English Departement which is

class B (class of 2016) they are consist of 25 students. They were considered to be the main

participants. The sample was follows the purposive sampling, as mentioned by Sugiono,

(2011) the purposive sampling was taken by determination the sample based on certain

consideration. The researcher selected them by observing their score in pre-test for fresh

student of English Departement 2016 which was held by English Departement itself. Base on

observation this class have the lowest score than the other classes and there are 24 students

which has score under 400 from 25 students. Which means, 99% of them has lowest score

more than any other students in class A, C , D, and E.

Thecnique of Collecting The Data

There are several phases are considered to use in this study, they are:

Observation

Firstly, the researcher was observed the class in order to see how the lecturers in English

Departement in teaching English process and what method that they use in class.

Pre-test
Secondly, the researcher gave a pre-test before applying community language learning

method to students. This test emphasizing in oral test,

Treatment

Thirdly, the researcher considered 6 meetings or during 2 months applying community

language learning method to participants. spending 1 hour for each meeting, these are the

following procedures during six meetings which its theme already chosen by the students,
Improving Students’ Speaking Ability by Using Community Language Learning Method 14

since the students were first semester of English Department then they made an

agreement to choose the theme of each meeting based on their subject in first semester

which was IC. This also may ease the students because they could link the treatment of

the knower with the subject in their lecture :

- First of all knower gave instruction in terms of what they are going to learn during

learning process, learning process procedure was based on Community Language

Learning method. The following material that used in this meeting was about “house”.
- In second meeting the following material was about “Adjective” same as the previous

meeting, knower were applying the same method by following material about

adjective. During the learning process they were talk about kinds of adjective and the

examples, also they were making a sentence according to the topic.

- In third meeting students were learn about “verb”. They learned about verb the

definition, and variants of verb, they also made simple sentences related to the topic,

and finally knower helped them making a stuctural sentences.

- In fourth meeting, students learned the topic which has to do with “noun”. In this

meeting students learned about the definotion, and kinds of noun.in the end, they

made sentences related to the topic and knower did a language analysis step.
- In fifth meeting students get the treatment by using the following material which

talked about “colour”. In this section they leaned about many kind of colour in

English, and they also talked about they favorite colour.

- In sixth meeting, students get the treatment by using the following material which

talked about “public places”. In this section students collected the vocabulary related
- to the topic. Thus, they were making a simple sentences about public places.

Post-test
Improving Students’ Speaking Ability by Using Community Language Learning Method 15

Fourthly, the researcher gave a post-test in order to measure their capability in speaking skill.

In post-test researcher gave them the same test as pre-test.

Technique of Analyzing The Data

The researcher analyzed the data by quantitative method. Using statistical data for measuring

how effective community language learning can improve students’ speaking ability. in order

to prove the result the researcher used SPSS software in terms of finding the result. Whereas

to assessing their speaking ability in pre-test and post-test, researcher use these category:

Pronunciation

(1) Erorrs in pronounciation are frequently but can be understood by a native speaker

used to dealing with foreigners attempting to speak his language.

(2) Accent is intelligible though often quite faulty.
(3) Errors never interfere with understanding and rarely distrub the native speaker accent

may be obsiously foreign.

(4) Error in pronounciation are quite rare.
(5) Equivalent to and fully accepted by educated native speakers.

Grammar

(1) Errors in grammar are frequent, but speaker can be understood by a native speaker

used to dealing with foreigners attempting to speak his language.

(2) Can usually handle elelmentary construction quite accurately but does not have

thorough or confident control of grammar.

(3) Control of grammar is good. Able to speak the language with sufficient structural

accurancy to participate effectively in most fomal and informal conversation on

practical, social, and professional topic.

(4) Able to use the language accurately on all levels normally patinent to professional

needs. Errors in grammar are quite rare.

(5) Equivakent to that of educated native speaker.

Vocabulary
Improving Students’ Speaking Ability by Using Community Language Learning Method 16

(1) Speaking vocabulary inaduquate to express anything but the nost elementary needs.
(2) Has speaking vocabulary sufficiet to express himself simply with some

circumlocutions.
(3) Able to speak the language with sufficient vocabulary to participate effectively in

most formal and informal conversations on practical, social, and professional topics.

Vocabulary is broad enough that he rearely has to grope for a word.

(4) Can understand and participate in any conversation within the range of his experience

with a hihg degree of precision of vacabulary.

(5) Speech on all levels is fully accepted by educated native speakers in all its features

including breadth of vocabulary and idioms, colloqualisms, amd partinent cultural

references.

Fluency

(1) (no specific fluency description. Refer to other four language areas for implied leveel

of fluency.)
(2) Can handle wit confidance but not with fcility most social situations and casual

conversation about current events, as well as work, family , and autobiographical

information.
(3) Can discuss particular interests of compotence with reasonable ease. Rarely has to

grope for words.

(4) Able to use the language fluently on all levels normally partinent to professional

needs. Can participate in any conversation within range of this expriencewith a high

degree of fluency.
(5) Has complete fluency in the language such that his speech is fully accepted by

educated native speakers.

Comprehension

(1) Withing the scope of his very limited language experience, can understand simple

questions and statements if delivered with slowed speech, repetition, or pharaphase.

(2) Can get the gist of most conversations of non-technical sbject.
(3) Comprehension is quite coplete at a normal rate of speech.
Improving Students’ Speaking Ability by Using Community Language Learning Method 17

(4) Can understand any conversation within the range of his experience
(5) Equivalent to that of an educated native speaker. [ CITATION HDo07 \l 1057 ]

Intonation

(1) There are lots of inappropriate intonation performed

(2) There are few of inappropriate intonation performed

(3) There are some intonation that inappropriate but mostly could be understood.

(4) Almost always accurate intonation performed

(5) Intonation is performed clearly and effectively

Chapter IV : Findings & Discussion

This chapter discusses the data analysis and the discussion of the result of the research. This

research actually was designed by using quantitative method. The researcher would like to

find out the effectiveness of Community Language Learning in improving students’ speaking

skill. This chapter is divided into two main different sections namely the research findings

and research discussion.

Research Findings

This part explicitly explains the finding of research which consists of the result of students’

score in pre-test and post-test. In finding the data of research, the researcher scored the

students’ speaking ability. The test held on first semester of English Department, class of

2016, particularly class B. The result of the data has been analyzed by using t-test to prove

whether the hypothesis of this research is accepted or rejected. Based on the statement above,

the students’ score both in pre test and post test are described as follow:
Improving Students’ Speaking Ability by Using Community Language Learning Method 18

Descriptive Statistic of Normality Test

Table: 4.1 Case Processing Summary

Cases

Valid Missing Total

N Percent N Percent N Percent

Pretest 25 100.0% 0 0.0% 25 100.0%

Posttest 25 100.0% 0 0.0% 25 100.0%

a. Only a partial list of cases with the value 17 are shown in the table of

upper extremes.
b. Only a partial list of cases with the value 13 are shown in the table of

lower extremes.
c. Only a partial list of cases with the value 27.00 are shown in the table of

upper extremes.
d. Only a partial list of cases with the value 25.00 are shown in the table of

lower extremes.

Table 4.2 Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig.

Pretest .183 25 .114 .940 25 .293

Posttest .163 25 .200* .925 25 .158

*. This is a lower bound of the true significance.

Lilliefors Significance Correction
Improving Students’ Speaking Ability by Using Community Language Learning Method 19

Table 4.2 shown the normality analysis of the data. The description can be seen as follows:

1. The normality analysis of pre-test (X)

The hypothesis of the normality analysis was:
Ho: X variable data (pre-test) was normally distributed.
Hi: X variable data (pre-test) was not normally distributed.

The hypothesis stated the Ho means the data of pre-test was normality distrubuted and Hi

means the data of pre-test was not normality distributed. Ho is rejected if the level of

significant was < α (0.05). Based on the result of calculating this study found that the level of

significant was 0.078 > α = 0.05 which means that the pre-test was normally distributed.
Improving Students’ Speaking Ability by Using Community Language Learning Method 20

The picture above shows how the pre-test result shows a significant contribution towards the

testified object that the arrow shows an improvement. This means that the hypothesis is

accepted.

Meanwhile, the picture above shows how the pre-test result shows insignificant contribution

towards the testified object. This means that the hypothesis cannot be accepted or the

hypothesis is rejected.
Improving Students’ Speaking Ability by Using Community Language Learning Method 21

The Data of Pre-Test

Before applying the language learning community to the students, the researcher gave the

pre-test. The data in pre-test was the students’ score that has been calculated by the researcher

to find out their basic comprehension of the students’ speaking skill before giving the

treatment. After calculating the students’ result or score of pre-test, it was found out the data

of the students’ score in doing the pre-test. The data are presented as follow:

The lowest score is 9

The highest score is 19

The range of class interval (R) is 5

The amount of class interval (K) is 5

The wide of class interval (P) is 5

The mean of score is 15

The standard deviation is 5

The data of pre-test is presented in the table of interval relative frequency as follows:

Table 1: The Interval Frequency of Pre-Test Data

No Interval Class F. Absolute F. Relative

1 5-10 4 16%

2 11-15 18 72%

3 16-20 3 12%

4 21-25 0 0%
Improving Students’ Speaking Ability by Using Community Language Learning Method 22

5 26-30 0 0%

Total 25 100%

The table above clearly describes the students’ ability in doing the pre-test of speaking skill.

The table distributed the students’ pre-test score of interval classes into five. Those are

interval class 5-10, interval class 11-15, interval class 16-20, interval class 21-25, and interval

class 26-30. The table above further explains that in interval 2-10 there is four students with

16% from the total students’ percentage. In interval 11-15, there are 18 students with the 72%

of percentage. The result is also almost same with the interval class of 16-20 with 3 students

or with the 12% of percentage. On the other hand, the interval class of 21-25 and 26-30, there

were no students or with the 0% of percentage.

Furthermore, the data of the students’ ability in doing the pre-test above will be presented into

the polygon graphic 4.1 as follow:

Graphic 4.1: Students’ Presentation in Pre-Test

PreTest
8

5
Pre Test
4

0
5-10 11-15 16-20 21-25 26-30
Improving Students’ Speaking Ability by Using Community Language Learning Method 23

Based on the graphic 4.1, that showed the five classes or range of score in pre-test

before applying the proof in the character method. When viewed from the score that had been

distributed into five classes, it could be seen that most of the students’ speaking skill is still

low. The graphic above clearly explains that there is no students who could obtain more than

twenty in term of the speaking ability or speaking skill.

The generally, the lowest of interval class 5-10 was 4 students or 16% and the highest

of interval class 26-30 was 0 student or 0%. In addition, the second and the third of the

number of interval class were 18 and 3 students. In the same way like the fifth interval class,

the fourth of the number of interval class was 0 students or 0%. Thus, after analyzing the data

of pre-test can be concluded that the mean of students’ speaking score was 46.44%. It shows

that the students’ speaking ability was still low.

The Data of Treatment

After conducted pre-test, the researcher gave the community language learning method to

students, throughout eight meetings with different topic in each section. Before beginning the

process of learning, the knower asked the students sit in circle, because this is the the main

feature of this method. After that, counselor gave a brief expalnation about what students are

going to learn, this part is important because in order to make students feel save the students

could brainstorm the topic which will be given. The topic In first meeting was about “house”

firstly, knower divided students into pairs so they are going talk with their pair related with

the topic. Next , students were making a list of vocabulary about house. These are the

following vocabulary:

table fan chair

chair refrigerator lamp

television mirror fence

Improving Students’ Speaking Ability by Using Community Language Learning Method 24

cupboard carpet sofa/couch

bed clock kitchen

After that, the knower wrote the vocabulary which found by students on the whiteboard, then,

knower lead the students to pronouce the words in order to practice the pronunciation of each

word. After that, to analyzed students’ gramatical competence, knower asked students to

make short or long sentences base on the words on whiteboard. However some students still

have difficulties to tranlated and pronunce words. For example :

Always /alweys/

Western /wenstern/

Difficult /difikult/

Because /bikos/

Table /tabel/

Afterward, knower were analyze the grammar and fix the grammar if needed. To complete

the steps, knower asked students about their feeling during the learning process. In the

achievement of the students, in this step the students could share their feeling and also give

suggestion for the next meeting. The students had not made any clear improvement in their

speaking, it had been proved by the students’ speaking that still disorganized.

In the second meeting, knower still apply the same method with different topic. Began

with brainstorm the material and students sat in a circle, next students worked in pairs and

make a conversation related to the topic. In this meeting the topic was about “adjective”.

Here is the vocabulary list collected by the students in this meeting:

friendly beautiful shine

slow diligent gloomy

lazy clever short

good smart expensive

Improving Students’ Speaking Ability by Using Community Language Learning Method 25

independent long fat

similar to previous meeting, after listing the words students will pronounce it one by one

followed by the students. After that, language analysis step which students were make short

or long sentences and knower helped them to fix the grammatical problem at the same time.

Lastly, knower asked them about their feeling during the learning process. In this meeting

students still have error pronunciation, such as:

Bored /bort/

Lazy /lezi/

Promise /premis/

The improvement of the students in this second meeting is they start to be brave to speak,

even they were still afraid to speak. The students pronounciation still frequently error, the

grammar also still frequently error, the vocabulary of the students still limited, the students’

fluency in speaking were still in the low level, the comprehension of the students also still

low, and the intonation of the students had lots of inapropriate intonation.

The third meeting topic was about verb, so in this meeting they were learn about the

definition and kinds of verb. Similar to the previous meeting the class started with brainstorm

the topic till make list of vocabulary related to the topic.

These are the list of vocabulary which was collected:

Get up read watch

Walk listen fly

Sleep write work

Eat teach cook

Pray ride shop

After that, knower pronounce the words one by one followed by students. Next, students

made a simple sentences in order to analyzed the gramatical problem. In this meeting half
Improving Students’ Speaking Ability by Using Community Language Learning Method 26

from the total of students were more confindence to speak which is good progression.

However it still found misspronunce and so on, for example student A produce sentence:

/every single film has been of him played become the big/

In this case student talked about his favorit actor, but he misspronun some words and

not arrange his sentence gramatically. Therefore knower helped the student in arranging the

sentence more sounds perfect. In the end they were sharing about their feeling during the

learning process.

In the third meeting the students improvements are the students pronounciation still

frequently error but there is a bit improvement, the grammar also still frequently error but it

can be understood, the vocabulary of the students still limited, the students’ fluency and their

comprehension in speaking were still low, and the intonation of the students had lots of

inapropriate intonation.

For the fourth meeting, students were learning about noun. Still similar to previous

meeting, it all started with brainstorming, make a conversation and make lists of words

related to the topic. These are the list vocabulary which was collected:

chair book necklace

cellphone door sandal

lamp shoes flower

pen t-shirt umbrella

pencil bracelet doll

similar to previous meeting, after listing the words students will pronunce the it one by one.

After that, language analysis step which students were make short or long sentences an

finally knower helped them to fix the grammatical problem. also asked them about their

feeling during the learning process.

Improving Students’ Speaking Ability by Using Community Language Learning Method 27

the students accent is clear even still have some mistakes, the grammar of the students can be

handled now even they still have less of confidence in controlling their grammar, in

vocabulary the students start to know how to express some words even with some mistakes,

their becomes has some improvement where they start to confidence even not with the

situation in the class, the comprehension of the students they start to comprehed the technical

subject, and the intonation of the students performed some mistakes.

For the fifth meeting, students were learning about colour. Still similar to previous

meeting, it all started with brainstorming, make a conversation and make lists of words

related to the topic. These are the list vocabulary which was collected:

red navy blue brown

yellow shocking pink peach

white green purple

pink black orange

blue gold grey

similar to previous meeting, after listing the words students will pronunce the it one by one.

After that, language analysis step which students were make short or long sentences an

finally knower helped them to fix the grammatical problem also asked them about their

feeling during the learning process.

The students imporvement in the fifth meeting are their pronounciation now start to

be understood a little bit but there are some words that still unrecognized, in grammar

students control in grammar generally becomes better even there were still a lot of

grammatical error in speaking, in vocabulary students can start to use proper words now, their

fluency also start to be better even still low but now they can discuss about the topic, their

comprehension generally is start to be quite complete, and the intonation still found

inapropriate but some words can be understood now.

Improving Students’ Speaking Ability by Using Community Language Learning Method 28

The improvement made by the students in this meeting are their pronunciation are

quite rare, their grammar also now becomes more accurate on a normal level, their

vocabulary can be understood and can be used in any conversation where they experience has

improved it, their fluency also at the normal level their comprehension generally is quite

complete, and the intonation still found but mostly can be understood now

For the sixth meeting which is the last meeting, students were learning about ‘public

places’. Still similar to previous meeting, it all started with brainstorming, make a

conversation and make lists of words related to the topic. These are the list vocabulary which

was collected:

cinema cafe motel

bank restaurant campus

dept. store post office school

market central park gas station

hospital hotel airport

similar to previous meeting, after listing the words students will pronunce the it one by one.

After that, language analysis step which students were make short or long sentences. There

were differences from last meeting, students were more brave to show their ideas and gave

statement which is good starting point. As an example:

/she studies at oxford university, and i admire her so much/

According to the sentences above, the students are more arrange their sentences in

proper way. Finally knower helped them to fix the grammatical problem also asked them

about their feeling during the learning process.

The students imporvement in the sixth meeting are their pronounciation now start to

be understood even there are some words that still unrecognized, in grammar students control

in grammar generally becomes better, in vocabulary students can use sufficient words now,
Improving Students’ Speaking Ability by Using Community Language Learning Method 29

their fluency also start to be better where they can discuss about the topic, their

comprehension generally is quite complete, and the intonation still found but mostly can be

understood now.

The researcher found that all students could comprehend their ability in improving

their speaking skill through the language learning community. Thus, the researcher found that

there were significance progresses of the treatment that given the students in the class. It was

clearly found that the students’ level of achievement in speaking skill was different from the

first meeting to the sixth meeting. It can be concluded that the result of students’ recorder, the

students comprehension in speaking ability increase significantly. In other words, by applying

the language learning community, the students’ comprehension in speaking skill could be

improved.

The Data of Post-Test

After giving the pre-test and six meetings as treatment to the students, the last activity was

given to them is the post-test. The result of the post-test shows a contradictive data with the

pre-test. Based on the result of the post-test data or the score of the students in post-test, it can

be seen clearly that there is an improvement to their score in terms of their speaking ability.

The data of the post test are presented as follow:

The lowest score is 19

The highest score is 30

The range of class interval (R) 5

The amount of class interval (K) 5

The wide of class interval (P) is 5

Improving Students’ Speaking Ability by Using Community Language Learning Method 30

The mean of score is 25.77

The standard deviation is 5

Furthermore, the data of post-test is presented in the table of interval relative frequency as

follows:

Table 2: The Interval Frequency of Post-Test Data

No Interval Class F. Absolute F. Relative

1 5-10 0 0%

2 11-15 0 0%

3 16-20 1 4%

4 21-25 18 72%

5 26-30 6 24%

Total 25 100%

The table above explains the students’ ability in doing the post-test of simple present tense.

The table distributed into eight interval classes. The table above shows that there is no student

in 5-10 and 11-15 interval class with 0% percentage, one student in 16-20 interval class with

4% percentage, six students in 21-25 interval class with 72% percentage, and eleven students

in 26-30 interval class with 24% of percentage.

The table above has shown the improvement of the students’ score in term of their

speaking ability. Different from the result of the pre-test, where the lowest score was 9, after

the language community had been applied to the students, the lowest score is 19. This

indicates an improvement on how the students solved the problem of speaking ability.

Furthermore, the data of the students’ ability in doing the post-test above is presented into the

polygon graphic 4.2 as follow:

Improving Students’ Speaking Ability by Using Community Language Learning Method 31

Post Test
8

5
Post Test
4

0
5-10 11-15 16-20 21-25 26-30
Gra

phic 4.2: Students’ Presentation in Post-Test

Based on the graphic 4.2 above, that showed the five classes or range of score in post-test

after applying the language community. When viewed from the score that had been

distributed into five classes, it could be seen that most of each range score only obtained less

than 10 students or from any range of score no one reached 50%.

Improving Students’ Speaking Ability by Using Community Language Learning Method 32

The generally, it can be seen that the lowest of interval class 5-10 and 11-15 was 0

student or 0% and the highest interval class 26-30 was 6 students or 24%. In the same way,

the fourth interval class was 18 students or 72%. Thus, the mean of students’ ability in

speaking according to the post-test was 17.37 or 57.89%. It shows that the students’

comprehension in term of their speaking skill was good.

The Comparison Between Students’ Pre-Test and Post-Test

Based on the calculation between students’ pre-test and post-test were different results. In

pre-test, before the treatment was given or applied, the students’ speaking ability was still low

before. It was different with post-test, the result increased higher than pre-test. It can be seen

in pre-test, the lowest score was 9 and the highest score was 19. While in post-test the lowest

score was 19 and the highest score were 30. It means that the students’ speaking ability was

improved after the treatment of language community was given. The comparison of

descriptive statistics between students’ pre-test and post-test can be seen in the following

graphic:

12
10
8
6 Pre Test
Column1
4
2
0
5-10 11-15 16-20 21-25 26-30
Graphic 4.3:

The Comparison between Students’ Pre-Test and Post-Test

Improving Students’ Speaking Ability by Using Community Language Learning Method 33

Based on the graphic 4.3, it can be seen that comparison between descriptive statistic

of pre-test and post-test based on the students’ score was different of result. The average score

of the students was the mean of students’ speaking score in pre test was 46.44% and the mean

of students’ speaking score in post test was 57.89%. based on the following formula by

Arikunto (2005, p.284) as followed:

No. Classification Categorized

1. Highest 81-100%
2. High 61-80%
3. Medium 41-60%
4. Low 21-40%
5. Lowest 0-20%
It can be seen that the students’ pretest was in medium level, and the students’ post test was

also in medium level. However, there was a bit improvement where the score from 46.44% to

57.89% even it still at the same level. It may happen because this method only applied in six

meeting while to improve students’ pronunciation, grammar, vocabulary, fluency,

comprehension, and intonation need a longer time of teaching and learning.

It can be seen clearly that in the fourth and fifth interval class was between pre test

and post-test happened increasing. Here are examples of students progression during the

treatment phase:

Students statement in pre test Students statements in post test

“…i’m have favorite video on “ …….I have favorite video in

Yotube…..” youtube……”
“….i feel fly to seize my dream…” “ …. I would like to seize my

dream….. “
Improving Students’ Speaking Ability by Using Community Language Learning Method 34

“….he elways with me…. “ “…… he’s always with me……”

“ ….. Raffi Ahmad is a actor…” “…….Raffi Ahmad is an actor..”

“ …..i think its having fun ……“ “ …. I think it was fun…. “

“………..I have friend good… “ “ …. I have a good friend… “

“….that’s all of me … “ “… that’s all from me…. “

According to examples above, in pre test mostly students prefer to used Indonesian

grammar, because students were still confused in how to produce a good sentence. Although,

they knew the word in English, but the students should make the sentence based on English

grammar. Then after the treatment, in student’s result of posttest, the students tried to arrange

the sentence in a perfect sentence. Based on the table, most of student increased their ability

to make a good sentence.

The Result of Data Analysis

In the previous chapter, the researcher explained the formula that was used in analyzing the

data of this research. Thus, in this data analysis the researcher used t-test formula to analyze

the students’ pre-test and post-test result. However, to get the accurate of the data, the

researcher had to get the value of Gain, Md, Xd, and X2d.

To calculate the result of pre-test and post-test can be seen in the following formula:

Md
t=
√ ∑ X 2d
N ( N−1)
Improving Students’ Speaking Ability by Using Community Language Learning Method 35

6.433
=
√ 385
25(25−1)

6.433
=
√ 385
30(24)

6.433
=
√ 385
870

6.433
=
√ 0.443

6.433
=
0.666

t= 9.65

ttable= 2.04

Based on the calculation of the result data analysis previously, it was found that the

total value of Gain was 193. This result has been taken from the reduction of each score in

pretest and posttest. In addition, it was continued to get the value of Md. In getting the value

of Md, based on the formula the researcher calculated the score by dividing the total value of

Gain (d) with the total of subject (n), and it found that the value of Md was 6.433. Moreover,

the researcher found that the value of X2d after getting the value of Gain, Md, and Xd. In this

step, the researcher calculated the square of each value in Xd to find out the value in X2d. Thus,

the total of X2d got 385.

When the calculation of the value of each item was done, the researcher got the value of

tobservation(t) by calculating the result of the value of Gain, Md, and X2d that have been found
Improving Students’ Speaking Ability by Using Community Language Learning Method 36

before to the t-test formula. Then, it was found that the result of tobservation between pre-test and

pos-test was 9.65.

Hypothesis Verification

The hypothesis of this research is “language learning community” can enhance the students’

speaking abillity.

Based on the previous statement, to decide the hypothesis was accepted or not, the

researcher used level of significant with α = 0,05 and dk =(n1 + n2 - 2) with criteria as below

next page.

Rejected = Ho, IF – t (1-1/ 2 α) ≤ t ≤ (1-1/ 2 α)

Accepted = H1, IF – t (1-1/ 2 α) ≥ t ≥ (1-1/ 2 α )

To find out the analysis data of tobservation will be accepted or not, the writer must

calculate the values by using t-test formula. Based on the calculation, it was found that the

value of tobservation was 6.18 in the level significance α = 0. 05 whereas the value of ttablewas

2.04. Therefore, the result of tobservation would be accepted because the researcher compared the

tobservationwith ttable where tobservation=9.65 ≥ ttable=2.04. Thus, the hypothesis of H1 would be

accepted if tobservation≥ ttableor 9.65≥ 2.04. It means that, the application of “community

language learning” method can improve the students’ speaking ability.

Discussion

The data of this research was taken from students’ pre-test and post-test by using a pre-

experimental design, one group pre test - post test. This research conducted at the first

semester of English Department, class of 2016, with the total of students were 25 students.

The result of t-test analysis has shown that the word language learning community could
Improving Students’ Speaking Ability by Using Community Language Learning Method 37

enrich the students’ speaking ability. In addition, the students’ improvement in term of their

speaking skill could be seen in every meeting during six meetings. In this case, they did not

have significant improvement started from the third meeting until the last meeting when the

language learning community was applied to their speaking practice learning. It may happen

because the researcher only made six meetings to give a treatment to the students while the

short time of giving treatment may not give a big impact to the significant improvement of

the students’ speaking. Moreover, the researcher chose first semester students of English

Department who were very beginer as a learner of a English Foreign Language, in which it

could make the students’ speaking ability could not imporve significantly because their basic

knowledge that was still limited, instead the knower used some indicators which were

pronunciation, grammar, vocabulary, fluency, comprehension, and intonation. While to be

mastered in these indicators need a longer activity in learning speaking English.

In teaching speaking, it cannot be separated from teacher’s method in teaching the

students in the classroom. Therefore, the teachers should be more creative in teaching their

students in order that they are going to be happy to receive the material in the class. Thus, the

researcher tried to apply word language learning community which has been proven to enrich

their speaking skill. The implementation of this method could support the teaching and

learning process in the classroom because the students got the opportunity to express their

ideas in a very fun way.

It is known that implementation of the language learning community is good to be

applied in speaking. According Tranel (1968) that the students of the experimental group

were highly motivated to learn in order to avoid isolation from the group.” That is why

Curran formulated this method in a group learning from, so the client here can learn from the

other person in group and also they can evaluate their capability in terms of speaking skill.

Thus, it could find out that the language learning method is a proper way or technique that
Improving Students’ Speaking Ability by Using Community Language Learning Method 38

could be used to enrich the students’ speaking ability. In this case, their scores in term of

speaking skill or speaking ability had increased in the post-test. The implementation of the

language learning community for the students in teaching and learning English speaking skill

is considered good to be applied because it is easy to be applied with the situation of the

classroom and the students. Thus, by applying this method, the researcher was easy to find

out whether the students understood or not about the teacher or researcher explained to them.

Furthermore, a method also has advantages and disadvantages thing. As La Forge

(1979) stated that the advantages of the language learning community as visualize and

simplify ideas, it was clear that by applying this technique the students could express their

ideas by looking at topic given by teacher during the language learning community activities.

In this case, the language learning community provided the opportunity to the students in

learning or enriching their vocabularies as well as their speaking skill or speaking ability that

they could construct from the vocabularies that they already knew, thus it will be easier for

them to learn new vocabularies and try to communicate with the people inside their language

community. However, in applying this method has disadvantage namely of time-consuming.

It is supported by La Forge (1979) who stated that language learning community method can

encourage the students in organizing ideas, but it may miss out the time of students. In other

words, it may produce the time-consuming. As researcher’s experience in applying this

method, the students needed the opportunity in a long time to comprehend the topic was

given by teacher. It believed that the time in every meeting which consists of an hour 30

minutes was not enough for them because they needed too long time if they got a new topic.

By giving the treatment during six meetings, in the third meeting of treatment the

students were very enthusiastic in learning the new topic in speaking. It can be seen from

most students understood the topic because it was familiar for them so that they understood to

formulate the words and sentences and perform it into a presentation in front of the class. As
Improving Students’ Speaking Ability by Using Community Language Learning Method 39

Lesser (2007) as cited in Rouhi and Aghari (2011) stated that the topic familiarity and

background knowledge not only to led better comprehension, but it also promoted learners’

ability to make from meaning connections in the text. It is clear that if the students got the

topic familiarity, it will be easier to understand because they have knowledge about that topic.

In this case, from the third meeting until the sixth meeting the students’ progress in speaking

skill had a good improvement because of the topic what they got.

Based on describing of students’ progress in treatment, the students’ comprehension in

speaking skill was good because of giving the treatment every meeting. In this case, the

students should have skills and abilities in the used of speaking. Speaking is very important in

language learning and it must be learned by the students. We can communicate with people in

certain language easier by mastering good English speaking skill or ability . Thus, in this

research focused in enriching the students’ speaking ability through the language learning

community.

In conclusion in the implementation of the language learning community was

expected to get a good result in teaching and learning process. It was proved that in applying

this method could give the effect of students’ performance in learning speaking as well as

improving their speaking skill. As a result of the language learning community technique

proved that can improve students’ speaking skill. Therefore, this method can be used by the

teachers in teaching speaking skill to the students. However, even if this technique can

improve students’ speaking skill but the teacher should pay attention toward the time-

consuming when they teach vocabulary.

Research Limitation

Although this research was carefully prepared, the researcher still aware of the limitation of

this research. Actually, the students’ speaking skill in this research showed the difference
Improving Students’ Speaking Ability by Using Community Language Learning Method 40

result between pre-test and post-test. The result of this study showed the average of students

score in post-test was 72 %. Meanwhile in pre-test, students’ value 46.44%. It can be

concluded that this method can improve students’ comprehension in speaking skill. The total

value also can fulfill standard the criteria of teaching maximum which 70%. The cause was

came from this research was conducted at the students of the first semester of Enlish

Deparment which spent in several meetings. It believes that conducting the research in a short

time was not enough for the researcher to observe all of the students’ comprehension in

speaking skill. It would be better if it was done in a longer time, but in this case the

researcher gave the assignment and the test every meeting in the treatment to improve the

students’ comprehension in learning speaking skill this was make this research did not have a

big improvement of a significant improvement in students’ speaking.

The second, the test items of speaking comprehension only thirty questions but all the items

are only covered some specific group of words such as animals, things, and people.

Thus, this research is still acceptable and necessary to be conducted. It is because the

result of this research was found that there is improvement of students’ speaking skill. In

other word, the result of students comprehension is categorizes as a good level after applying

the treatment of the students.

Improving Students’ Speaking Ability by Using Community Language Learning Method 41

Chapter V: Conclusion and Suggestions

In this chapter, the writer wants to conclude the activities that have done in the research. The

writer explains the result of the research in a conclusion. There are several suggestions that

are given by the researcher.

Conclusion

Based on the data analysis in the previous chapter, the researcher presented the conclusion of

the result of this research. The hypothesis of this research is “Community Language

Learning” can improve or enrich the students’ speaking ability in learning English. It was

proved that the hypothesis of this research is accepted. It was found that the criteria H1 will

be accepted if t-list < t-count. The value of t-list (n-1=29 =2.04. thus, it is obtained that t-

count (9.65) is bigger than t-list (2.04).

In addition, based on the research question is “Language Learning Community can

improve or enrich the students’ speaking ability in learning English?”. It is clear that the

students’ comprehension in term of their speaking skill based on the data analysis between

pre-test and post-test , the researcher found that t-count was 9.65, it means that students’

speaking mastery can be improved by applying the language learning community. Moreover,

the students’ comprehension can be categorizes as a good level. Thus, it can be concluded

that the language learning community can give a good effect to improve the students’

speaking skill.
Improving Students’ Speaking Ability by Using Community Language Learning Method 42

Suggestion

Based on the result of the research, the researcher has some suggestions for the English

teacher and the students that can be given in relation with the researcher’s conclusion, they

are as follow:

1. The teachers should behave in a friendly manner, being helpful and cooperative, making

students feel comfortable when speaking in the class, ensuring students’ active

participation in the classroom environment. This can also help the students to have better

ability in practicing speaking skill.

2. The lecturers should provide students with a maximum of speaking time in a

nonthreatening environment. This is done by adding small group activities, role plays,

and pair works into their lessons to practice more about the development of their

speaking.
3. If students conveyed lack of practice with speaking skills in their previous language

learning experiences, respectively primary school education, the teachers should adopt a

communicative approach to provide students with more chances to practice their speaking

skills.
4. It is important to base an activity on easy language so that the students can speak fluently.

Recommendations from this research are that every language teacher can offer different

ways of teaching speaking skills based upon his/her personal observation during the teaching

process. Thus, during this process, the role of language teachers is considered highly crucial

and their particular beliefs, perceptions and attitudes towards language learning and the

teaching process have the potential of both causing and reducing language among the

students.
Improving Students’ Speaking Ability by Using Community Language Learning Method 43

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