THESIS - digilib.uns.ac.id filedan juga ingin merasa nyaman dengan keaadan dirimu, (H. Pidi Baiq)# ... analysis and interview. The research was conducted on SMA N 1 Surakarta in August-

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THE IMPLEMENTATION OF COMMUNICATIVE

LANGUAGE TEACHING (CLT) IN ENGLISH CLASSROOM

(A Descriptive Study on the Twelfth Grade Students in SMA

Negeri 1 Surakarta in the Academic Year 2013/ 2014)

THESIS

Arranged By:

MAMDUH ADI PRIYANTO

X2211030

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

January 2014


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THE IMPLEMENTATION OF COMMUNICATIVE

LANGUAGE TEACHING (CLT) IN ENGLISH CLASSROOM

(A Descriptive Study on the Twelfth Grade Students in SMA

Negeri 1 Surakarta in the Academic Year 2013/ 2014)

Arranged By:

MAMDUH ADI PRIYANTO

X2211030

Thesis

Submitted to Teacher Training and Education Faculty of Sebelas Maret

University as a partial fulfillment of the requirements for gaining the

Undergraduate Degree of English Education

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

January 2014


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MOTTO

# Saat rintangan bak gunung tinggi berada di depanmu,

jangan lantas lari menjauhi gunung tersebut

sedangkan kesuksesan berada di balik gunung tersebut

dakilah, taklukan gunung tersebut, kelak akan mencapai kesuksesan#

# Ketika bangau ingin terlihat gagah seperti harimau,

lantas dia membeli surai, tetapi apa kata orang jika ada bangau memiliki surai.

Ketika menggonggong sedang „nge-trend‟ di kalangan masyarakat,

lalu ada seekor kucing ingin kursus menggonggong.

Pada akhirnya kucing akan bisa melakukannya,

tetapi apa kata orang jika ada kucing yang menggonggong.

Seandainya benar- benar ingin tentram

dan juga ingin merasa nyaman dengan keaadan dirimu,

maka jadilah dirimu sendiri (H. Pidi Baiq)#

# Aku meminta kekuatan dan keteguhan hati menghadapi masalah ini,

tetapi Alloh SWT memberikan kesusahan dan kesengsaraan yang membuatku

semakin kuat (Salahuding Al Ayyubi)#


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DEDICATION

Praise be to Alloh, this thesis is dedicated to:

“My Greatest Umi and Abah”

Who have given your love and your care. Proud to be with you

“Rajif Husein Karbella and Risqa Tsilasy Pamungtyas”

Who have brought great joy into my life

“Adisty Arumawanti”

Who has supported and given motivation in writing this thesis


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ABSTRACT

Mamduh Adi Priyanto. X2211030. “THE IMPLEMENTATION OF

COMMUNICATIVE LANGUAGE TEACHING (CLT) IN ENGLISH

CLASSROOM (A Descriptive Study On The Twelfth Grade Students In

SMA Negeri 1 Surakarta In The Academic Year 2013/ 2014)”. A thesis,

Surakarta: Teacher Training and Education Faculty of SebelasMaret University,

January 2014.

The objectives of this research are to describe teaching learning process

that occurs in the classroom and to identify type of communication that occurs in

the classroom. SMA Negeri 1 Surakarta was taken as the setting of the research.

The teaching learning process between the English teacher and students of the

twelfth grade in 2013/ 2014 academic year was recorded as the subject of the

analysis.

The method used in this research is qualitative approach in the form of

descriptive method. The data were obtained through observation, document

analysis and interview. The research was conducted on SMA N 1 Surakarta in

August- November 2013. It includes four important stages namely collecting data,

reducing the data, presenting the data, and verification. The primary data were

directly got from observation in the field. The researcher also used the second

primary data; conducting interview to the students and teacher and analyzing

document. To meet the purposes of the research, it raises the questions related to

the principal features of Communicative Orientation of Language Teaching

(COLT) scheme proposed by Nina Spada and Maria Frohlich (1995).

The research findings show that communicative language teaching was

applied in the teaching learning process in the classroom. It could be seen from

five components: teacher, student, teaching learning process, materials and

approaches. (1) Teacher facilitated students for doing communication through

various activities. (2) All activities that occurred in the classroom is student-

centered. (3) Social interaction was applied for teaching learning process in the

classroom. (4) Handout was often used by teacher. (5) Teacher used question-

answer, group discussion, pair discussion, role play and game for facilitating

students in communication.

The researcher hopes that the finding of this research can be used as self-

monitoring for English teacher to create communicative class. Therefore, this

study is useful to evaluate teacher‟s and learner‟s performance in the classroom. It

is suggested that the teacher allocate more turns for the students for doing

communication and use various strategies when teaching communicatively.

Moreover, the students should be more active in developing their ability.


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ABSTRAK

Mamduh Adi Priyanto. X2211030. “PENERAPAN PENGAJARAN BAHASA

KOMUNIKATIF DI KELAS BAHASA INGGRIS (Studi Deskriptif Pada

Siswa Kelas Dua Belas SMA Negeri 1 Surakarta Pada Tahun Ajar 2013/

2014)”. Skripsi, Surakarta: Fakultas Kegurruan dan Ilmu Pendidikan Universitas

Sebelas Maret, Januari 2014.

Tujuan dari penelitian ini adalan untuk menggambarkan proses belajar

mengajar yang terjadi di kelas dan untuk mengidentifikasi bentuk dari komunikasi

yang terjadi. SMA Negeri 1 Surakarta diambil sebagai tempat penelitian. Proses

belajar mengajar antara guru Bahasa Inggris dan siswa kelas dua belas pada tahun

ajar 2013/ 2014 diambil sebagai analisis subyek.

Penggunaan metode pada penelitian ini adalah pendekatan kualitatif dalam

bentuk deskriptif. Data diperoleh menggunakan observasi, analisa dokumen dan

wawancara. Penelitian diambil di SMA N 1 Surakarta selama August- November

2013. Terdapat empat tahapan dalam penelitian yaitu pengumpulan data,

pengurangan data, penyajian data, dan ferivikasi data. Data utama didapat dari

observasi di lapangan. Peneliti juga menggunakan data tambahan seperti

wawancara kepada siswa dan guru, dan analisa dokumen. Untuk menemukan

tujuan dari penelitian ini, dikembangkan pertanyaan- pertanyaan yang tercantum

dalam prinsip dari Communicative Orientation of Language Teaching (COLT)

yang dianjurkan oleh Nina Spada dan Maria Frohlich (1995).

Temuan penelitian menunjukkan bahwa pengajaran bahasa secara

komunikatif diterapkan pada proses belajar mengajar di kelas. Ini dapat dilihat

dari lima aspek yaitu guru, siswa, proses belajar mengjar, materi dan pendekatan.

(1) Guru memfasilitasi siswa untuk melakukan komunikasi dengan berbagai

kegiatan. (2) Semua kegiatan yang terjadi di kelas berpusat pada siswa. (3)

interaksi sosial diterapkan pada proses belajar mengajar di kelas. (4) Handout

sering digunakan oleh guru ketika menyampaikan pelajaran. (5) Guru

menggunakan pertanyaan dan jawaban, diskusi berkelompok, diskusi

berpasangan, bermain peran dan permainan untuk memfasilitasi siswa dalam

berkomunikasi.

Peneliti berharap penemuan penelitian ini dan digunakaan sebagai

pengawasan diri untuk guru Bahasa Inggris dalam menciptakan kelas yang

komunikatif. Oleh karena itu, studi ini berguna untuk evaluasi penampilan guru

dan murid di kelas. Disarankan agar guru mengalokasikan banyak waktu untuk

siswa berkomunikasi dan menggunakan bermacam strategi ketika mengajar secara

komunikatif. Siswa juga seharusnya lebih aktif dalam mengembangkan

kemampuannya.


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ACKNOWLEDGEMENT

First and foremost, praise to Allah the Almighty for letting me to finish

this thesis as a partial fulfillment of the requirements for gaining the

Undergraduate Degree of Education in English Education Department of Sebelas

Maret University Surakarta. The writer also wishes to express her deepest

gratitude to:

1. Prof. Dr. M. Furqon Hidayatullah, M.Pd., the Dean of Teacher

Training and Education Faculty, for giving the writer permission to

write the thesis.

2. Dr. M. Rohmadi, S.S., M.Hum., the Head of the Art and Language

Education Department, who gave the writer permission to write the

thesis.

3. Endang Setyaningsih, S.Pd., M.Hum., the Head of the English

Education Department, who gave the writer permission to write the

thesis

4. Drs. Muh. Asrori, M.Pd., as the writer‟s first consultant and Drs. A.

Handoko Pudjobroto, as the writer‟s second consultant for their

guidance, advice, encouragement and time from beginning up to the

completion of this thesis writing.

5. Martono, M.A., as Academic Consultant for his advices.

6. All of the Lecturers in English Education Department of Teacher

Training and Education Faculty of Sebelas Maret University.

7. Drs. H.M. Thoyibun, S.H., M.M. as headmaster of SMA N 1 Surakarta

for giving permission the writer in doing the research.

8. Arni Ferra Sinatra S.Pd., M.Pd. as the English teacher of twelfth grade

students SMA N 1 Surakarta for facilitating and guiding the writer in

doing the research.

9. All of the twelfth grade students of SMA N 1 Surakarta for supporting

in this research.


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10. My gorgeous umi and abah for their everlasting love and ultimate

motivator to me throughout my life; my little brother Rajif Husein

Karbella and Risqa Tsilasy Pamungtyas for their laughing and sweetest

cheers; also my whole family for their undying support, their

unwavering belief that I can achieve success so much.

11. All of my friends in Qualification Class 2011 English Education

Department of Sebelas Maret University for wonderful friendship.

12. All of my friends in Wisma Generus Kartika 3 for the encouragement

in every daily life.

13. Everyone who has been a great source of motivation and inspiration in

the completion of this thesis writing.

Finally, the writer realizes that the thesis is far from being perfect as he

has limitation as human being. However, the writer hopes that this thesis can

contribute both theoretically and practically to the development of English

language teaching field.

Surakarta, January 2014

Mamduh Adi Priyanto


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TABLE OF CONTENT

Page

PRONOUNCEMENT .................................................................................... i

TITLE OF PAGE ........................................................................................... ii

THE APPROVAL OF THE CONSULTANTS ........................................... iii

THE APPROVAL OF THE EXAMINERS ................................................. iv

MOTTO .......................................................................................................... v

DEDICATION ................................................................................................ vi

ABSTRACT ………………………………………………………………… vii

ABSTRAK ...................................................................................................... viii

ACKNOWLEDGEMENT ............................................................................. ix

TABLE OF CONTENT ................................................................................ xi

LIST OF TABLES ........................................................................................ xiv

LIST OF FIGURES ...................................................................................... xv

LIST OF APPENDICES ............................................................................... xvi

CHAPTER I. INTRODUCTION

A. Background of the Study ........................................... 1

B. Problem Statement .................................................... 5

C. Objective of the Study ............................................... 6

D. Benefit of the Study................................................... 6


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CHAPTER II. LITERATURE REVIEW

A. The Nature of Communicative Language

Teaching (CLT).............. ......................................... 7

B. The Nature of Learning ............................................ 22

C. The Nature of Classroom Interaction ....................... 25

D. Construction of the Theory ...................................... 34

CHAPTER III. RESEARCH METHOD

A. Setting of the Research .............................................. 37

B. Research Method ....................................................... 37

C. Source of the Data ..................................................... 38

D. Technique of Collecting the Data .............................. 40

E. Validity and Reliability of the Data........................... 50

F. Sampling .................................................................... 51

G. Technique of Analyzing the Data .............................. 52

CHAPTER IV. RESEARCH FINDING AND DISCUSSION

A. Research Finding ...................................................... 55

A. 1. Communicative Teaching Learning Process

in the Classroom ............................................. 55

A. 2. Types of Communication Language

Teaching in the Classroom ............................. 89

B. Discussion ................................................................ 92

B.1. Communicative Teaching Learning

process in the Classroom .................................. 92


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B.2. Types of Communication Language

Teaching in the Classroom ............................... 95

CHAPTER V. CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion ................................................................. 96

B. Implication ................................................................. 97

C. Suggestion ................................................................. 97

BIBLIOGRAPHY…………………………………………………………… 99

APPENDICES ……………………………………………………………… 102


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LIST OF TABLES

Table Page

2.1. Differential in Number Ways of Communicative and

Traditional Method ………………………………………………… 9

2.2. Construction of the Theory ………………………………………… 34

3.1. Questions Relating to the Principal Features of the

COLT Observation Scheme ……………………………………….. 41


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LIST OF FIGURES

Picture Page

2.1. Components of Communicative Language Ability ………………… 8

2.2. Sequence of Activities in Communicative Language

Teaching (CLT) Procedure …………………………………………. 18

2.3. Types of Classroom Interaction ……………………………………. 27

3.1. Analysis Data Component Interactive Model ……………………… 52

3.2. The Concept of Descriptive Research Based ………………………. 53


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LIST OF APPENDICES

Appendix Page

1. Blue Print Interview with Teacher……………………………………. 104

2. Blue Print Interview with Students…………………………………… 105

3. Questions of Interview (Teacher)……………………….……………. 106

4. Questions of Interview (Student) …………………………………….. 107

5. Communicative Orientation of Language Teaching

Observation Scheme…………………………………….……………. 109

6. Field Note of Observation…………………………………….……… 122

7. Form of Students‟ Attendance List………………………………….. 160

8. Field Note Interview (Student) ………………………………………. 163

9. Field Note Interview (Teacher) ………………………………………. 181

10. Example of Material and the Students‟ Results…………………….. 187

11. Example of Lesson Plans ……………………………………………. 200

12. Example Photograph of Teaching Learning Process………………… 212

13. Example Photograph of Interviewing Students………………………. 215

14. Legalization Letters …………………………………………………… 216

Documents

THESIS - digilib.uns.ac.id filedan juga ingin merasa nyaman dengan keaadan dirimu, (H. Pidi Baiq)# ... analysis and interview. The research was conducted on SMA N 1 Surakarta in August-