LANGUAGE TEACHING METHODOLOGY

Study portofolio required of Language Teaching Methodology (Dr. J.Bismoko Class 2009)

Isdiyanta 20830012 The GRADUATE PROGRAM OF ENGLISH EDUCATION OF UST YOGYAKARTA 2009

IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING TO IMPROVE THE SPEAKING ABILITY IN THE JUNIOR HIGH SCHOOL Isdiyanta THE GRADUATE PROGRAM OF ENGLISH EDUCATION OF UST YOGYAKARTA
ABSTRACT This paper is focus on the application of Communicative Language Teaching (CLT) to improve the speaking ability in the Junior High School. The national curriculum popularly known as Kurikulum Tingkat Satuan Pendidikan (KTSP) of the Junior High School in Indonesia especially in English states that there are four English abilities among others: the reading, writing, listening, and speaking. Because of the final exam that only emphasizes two abilities, the reading and writing skills, the common teaching methods in the Junior High School emphasize only the reading and writing teaching. The teaching methods are still using teacher-centered approaches in the classroom. Students have no time to practice their speaking skill. Using CLT the students in the Junior High School can prepare not only to face the final exam but also they can improve their speaking ability. Key words : communicative, speaking English has become the one of the most prominent language in the world.It plays a vital role globally. Therefore, English is taught in every language in the world. The main purpose of learning language is to communicate with native speakers. In Indonesia especially in the Junior High School The National Final Examinations (UNAS) are used to standardize the education system in Indonesia. The UNAS is the final determinant of the students abilities, especially when they have spent years studying numerous subject but their graduation is based on their result in three to six subjects alone (depending on their level of education). They must to pass the UNAS. Especially in English for the UNAS in the Junior High School, the examinations are only focus on the ability of reading and writing. There is no part for speaking. The situation is made worse when the teachers drill their students with tasks and forget the speaking ability. Because of the final exam that only emphasizes two abilities the reading and writing skills, the common teaching methods in the Junior High School emphasize only the reading, and writing teaching. Therefore, this current teaching situation leads the students pay less attention to the speaking. There are many ways to teach English. One is called Communicative Language Teaching (CLT).This methodology is learner-centered and emphasizes communication and real-life situations. In the traditional methods of language teaching, the teacher is the expert and carries the responsibility for students learning. So, teacher is the most important role in the learning. Students only need to listen and write. They have no time to practice their speaking ability. In CLT, students can practice every situation in daily life. It is a good way for students use English as a tool to communicate with others.. In this way, students can improve their speaking ability. The Definitions of Communicative Language Teaching 1. An approach is stressing the importance of providing learners with opportunities to use their English for communicative purpose and, characteristically, attempts to integrate such activities into a wider program of language teaching. This is the weak version of the communicative approach. The strong version of communicative teaching, on the other hand, advances the claim that language is acquired through communication, so that it is not merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself. If the former could be described aslearning to use

English, the latter entails using English to learn it.(Howatt as quoted by Richards and Rodgers, 2001:279) 2. Approaches of Communicative Language Teaching are : Taught in the target language Introducing of authentic text and materials in the lesson. An emphasis on learning to communicate through interaction with other students; Opportunities for learners to focus, not only on the target language,but also on the learning process itself; Leaners experiences are an important part of the classroom learning situation; (Nunan as quoted Applebaum, 2007:267) 3. Communicative competence includes the following aspects of language knowledge: Knowing how to use language for a range of different purpose and functions Knowing how to vary our use of language according setting and participenrs (e.g., knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication) Knowing how to produce and understand different types of text (e.g., narratives, reports, interviews, conversations) Knowing how to maintain communication despite having limitations in ones language knowledgen (e.g., throug using different kinds of communication strategies).(Communicative Language Teaching Today, Richards, 2006:8) 5. Language is communication, the intimation to another being of what one wants and thinks; language is ability, basically of four kinds (listening, speaking, reading and writing), as well as body language and semiology.(Seaton as quoted by Liao, 2000:86) 6. Language is a system for expression of meaning.(Richards and Rodgers as quoted by Liao, 2000:71) 7. Teaching is a system of action intended to include learning. (Smith as quoted by Hyman,1982:6) 8. Teaching is interaction between teacher and students in its interaction process. (Sudjana, 2000:79) 9. Communicative Language teaching is a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom.(Communicative Language Teaching Today, Richards, 2006:6) 10. Communicative Language Teaching is an approach that aim to (a) make competence the goal of language teaching and (b) develop procedures for teaching of the four language skills that acknowledge the interdependence of language and communication.(Communicative Language Teaching, Richards and Rodgers, 1986:66) 11. The goal of language teaching is to develop communicative competence. Communicative competence was a definition of what a speaker needs to know in order to be communicately competent in a speech community.(Hymes as quoted by Richards and Rodgers, 2001:281) 12. The design of CLTdiscusses the following levels of objectives in a communicative approach : An integrative and contact level (language as a mean of expression) A linguistic and instrumental level (language as a semiotic system and an object of learning) An affective level of interpersonal relationships and conduct (language as a mean of expressing values and judgments about oneself and others) A level of individual learning needs (remedial learning based on error analysis) A general educational level of extra linguistic goals (language learning within the school curriculum).( Piepho as quoted by Richards and Rodgers, 2001:8)

13. The methodolical procedures underlying the texts reflect a sequence of activities representated as follow : 1. Pre communicative activities a. Stuctural activities b. Quasi communicative activities 2. Communicative activities a. Functional communication activities b. Social interaction activities.( Littlewood as quoted by Richards and Rodgers, 2001:86) 14. A procedure is a number of CLT classroom procedures (e.g., group activities, language games).( Savignon as quoted by Richards and Rodgers, 2001) 15. Communicative techniques fall down into a number of groups: Language arts are oriented towards a communicative task but are not communicative in themselves. Language for a purpose is what the learners might need to learn how to request information, how to change somebodys behavior or train of thought, how to co-ordinate efforts in a team, how to express ones emotions etc. Communicative games can be alternative communicative techniques with a challenge, rules, procedure and winners. Personal language use develops in learners the skill of expressing one's own attitudes and values. Theatre art develops communicative skills in simulations such as role-plays. Debating society teaches problem-solving skills. Beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies.( Savignon, as quoted by Berns, 1990:88-89) The Definition of Implementation
Implementation can be thought of as a process, meaning to carry out, to put something into use or action.

(Fixsen, 2009:10) The Definitions of Speaking According to Manser (2000:414), speaking is talk to somebody about something, use your voice to say something; be able to use a language; make a speech to an audience; say or state something. The Definition of Ability Ability is what you're capable of doing. Motivation determines what you do. Attitude determines how well you do it.( Lou Holtz , 2009) Discussion Communicative Language Teaching theory holds that the acquisition and development of communicative competence mainly depend on students internal factors. To meet the end, the teacher has to shift his or her role as a dominant teacher. In communicative language teaching classroom, teachers are no longer traditionally knowledge-transmitter. They play multiple roles in communicative activities- as an assessor. Students become the center of the class in communicative language teaching. All of them take part in activities. The effective way to make students active participants is by designing and organizing a rich variety of student-centered activities, such as pair works, group works, role plays, story telling, crosswords, information gap activities, and even games. Content is the soul of language. The classroom activities alone can not produce satisfactory result in English language teaching and learning. So it is suggested that teaching materials conveying more knowledge be introduced. Teaching materials should not be only textbook- based. It should be more flexible. Testing oral proficiency has become one of the most important issues in language testing since the role of speaking ability has become more central in language teaching . Assessment needs to be theory driven.

My observations of lessons in the classroom in the Junior High School suggest an approach to teaching that is not congruous with CLT: i) Classes are too teacher-centered ii) There is too much emphasis on reading and writing iii) Language is parroted rather than used iv) Accuracy is emphasized over fluency In this paper I will show how to teach speaking in form conversation and in real activities (cooking) with the procedure text that teachers use it generally in reading skill. Lesson Plan Grade : IX Time : 45 minutes Topic : Food (How to make roast corn) Objective : Students are able to identify a group of vocabulary in sentences Students are able to understand certain vocabulary Students are able to make a conversation with certain vocabulary Students are able to say certain vocabulary with a correct pronunciation Vocabulary : roast, corn, margarine, garlic, salt, chillies, peel, grind, mix, brush, grill,
mixture ingredients, first, second, third, fourth, fifth,

Media : Materials(ingredients), household appliances Methodology : Student-student Material of conversation

A: B: A: B: Do you know how to make roast corn? Yes, I think I do know how to make it. Really? Would you show me how? Of course. To make roast corn you will need some ears of sweet corn, 5 or more table spoons of margarine, 2 cloves of garlic, a pinch of salt and you could add some chillies if you want them to taste hot. Are you sure thats all the ingredients we need? Certainly. Then what do we need to do? First, you have to peel the corn skin. Second, you have to grind the garlic, salt, and chilli (if desired). Third, you have to mix the margarine with the ground garlic mixture. Fourth, brush the corn with the margarine mixture and roast on a grill until a bit burned. Fifth, brush the corn with the margarine mixture again and roast until cooked. Serve hot or warm. Thats not too hard to do. Thanks ... Anytime.

A B A B

: : : :

A: B:

In the process learning: 1. Warm Up Teacher gives some explanations to the students about what they should do. Time: 5 minutes 2. Presentation Teacher shows the ingredients and the household appliances that they use in cooking. Teacher also explains that they have to explain how to make roast corn to the other students in pairs in form conversation and real activities. Then the teacher divides into several groups in pairs. Teacher distributes eighteen words and students have to use them in their conversation. Time: 10 minutes 3. Practice Students work in pairs. The students explains to the other student what they need to make roast corn and the way how to make it in pairs in form conversation and real activities.And then they change the role each either. Time: 25 minutes 4. Close teaching activity: - Ask the students of what they have learned today

Time: 5 minutes Conclusion The aim of CLT is to train the ability of students can use English to communicate, that is, oral communication and written language ability, such as cover letter, thank you letter, personal resume, letter of appointment, degree or academic writing, etc. In other words, the real communication should be the students skilled in use oral and written English to express ideas, to discuss issues. CLT is the approach to organize different kinds of teaching activities. These activities of each lesson only pair activities, group discussion, and role play, games, etc. CLT is not to correct students error. Exactly, teachers should help students to practice their dialogues, organize the group discussion. Also, teachers need to help students correct the common mistake in the activity. CLT focus on teaching students the ability to make comprehensive use of language, the communicative ability as the ultimate goal of teaching. CLT is an effective approach to improve the students speaking ability. Using CLT the students in the Junior High School can prepare not only to face the final exam but also they can improve their speaking abilities.

References Fixsen, D. (2009). Implementation Research: A Synthesis of the Literature: University of South Florida. Hyman, Ronald. T. (1968). Teaching. New York: J.B Lipponcott Company Manser, H. Martin. (2000). Oxford Learners Pocket Dictionary. New York: Oxford University Press. New Edition Richards, Jack C. and Rodgers, T.S. (2003). Approaches and Methods in Language Teaching. Cambridge University Press. Richards, Jack C. (2006). Communicative Language Teaching Today. Cambridge University Press. Sudjana, N. and Riva, A. (1990). Media Pembelajaran. Bandung: CV. Sinar Baru Bandung Biodata Isdiyanta is a student of the first semester of the Graduate Program of English Education, Sarjana Wiyata Tamansiswa University. He graduated from the S1 of German Education, State University of Yogyakarta. While studying, he also works as an English teacher in the Junior High School.