USING COMMUNICATIVE LANGUAGE TEACHING BASED ON …

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USING COMMUNICATIVE LANGUAGE TEACHING BASED

ON DENTISTRY TO INCREASE STUDENTS’ ENGLISH

COMMUNICATIVE COMPETENCE AND MOTIVATION

(Quasi Experimental Research at Poltekes Kemenkes Makasar)

PENERAPAN COMMUNICATIVE LANGUAGE TEACHING BERBASIS

KEPERAWATAN GIGI UNTUK MENINGKATKAN KOMPETENSI

KOMUNIKASI MAHASISWA DAN MOTIVASI

Thesis

By

ACHMAD BASIR

NIM. 105.07.01.001.16

GRADUATE PROGRAM

MAGISTER OF ENGLISH LANGUAGE EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

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USING COMMUNICATIVE LANGUAGE TEACHING BASED

ON DENTISTRY TO INCREASE STUDENTS’ ENGLISH

COMMUNICATIVE COMPETENCE AND MOTIVATION

(Quasi Experimental Research at Poltekes Kemenkes Makasar)

A THESIS

In Partial Fulfillment of the Requirement

for Magister Degree

Study Program

Magister of English Language Education

Written and Submitted by

ACHMAD BASIR

NIM. 105.07.01.001.16

to

GRADUATE PROGRAM

MAGISTER OF ENGLISH LANGUAGE EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

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ACKNOWLEDGEMENTS

The completion of this thesis could be possible under the help of so many persons

to whom the researcher is obliged to express his deeper gratitude. Some that the

researcher can mention here are:

1. Dr.Hj.AndiTenriAmpa, M.Hum and Sulfasyah, Spd., MA., Ph.d his first and second

consultants, who have prepared invaluable chance for consulting, guiding,

discussing, correcting, and suggestion on the thesis from the beginning until the last

completion of her research.

2. all the lectures, who have given knowledge and new insight to her,

3. thehead of Department of Dental Nurse of PoltekkesKemenkes Makassar for their

guidance during the years of my study.

4. the students of Dental Nursrof PoltekkesKemenkes Makassar, who had given their

serious attention and active participation as the subjects of the research.

5. his parents H.Ridwan Lolo and HJ. AndiTenriMassi for their prayers and supports for

hisson‟s success,

6. hiswifeSuhartiniArifinS.Komfoor her love, understanding and support

7. his daughtersand Son AndiNurlaila and AndiBaso who have been the biggest

motivation for his success,

8. allthe researcher‟sbest friends from Magister of English Language Education Study

Program of Muhammadiyah Universityof Makassar, especially in A class for their

kindness and motivation.

9. all of the people who havetaken a part in finishing this thesis which couldn‟t be

mentioned by the researcher one by one.

May Allah bless all. Praise be to Allah, the Almighty for all His blessing

Makassar,April 2021

AchmadBasir

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TABLE OF CONTENTS

Page

TITLE PAGE ........................................................................................... i

APPROVAL SHEET ................................................................................ iv

PERNYATAAN KEASLIAN TESIS ......................................................... v

ABSTRACT ............................................................................................. vi

ABSTRACT ............................................................................................. vii

ACKNOWLEDGEMENTS ....................................................................... viii

TABLE OF CONTENTS .......................................................................... ix

LIST OF TABLE ...................................................................................... xii

LIST OF FIGURE .................................................................................... xiv

LIST OF APPENDICES........................................................................... xv

CHAPTER I INTRODUCTION

A. Backgroundof the Research .......................................................... 1

B. Research Question ....................................................................... 5

C. The Objective of the Research… .......................................... ….. 5

D. Significance of the Research ...................................................... 6

E. Scope of the Research................................................................ 6

CHAPTER II REVIEW OF LITERATURE

A. The Concept of Communicative Language Teaching .................. 7

1. The Characteristics of Communicative Language Teaching …. 9

2. The Goals of Communicative Language Teaching ……………. 12

3. The Procedure of Communicative Language Teaching ………. 13

B. Grammar Translation Method ..................................................... 14

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1. The Purposes of Grammar Translation Method …. …………… 14

2. The Main Feature of the Grammar Translation Method ………. 15

3. Several Techniques in Grammar Translation Method ………… 15

C. Motivation ................................................................................... 18

D. Communicative Language Teaching (CLT) and Motivation ......... 21

E. Communicative Competence ...................................................... 21

F. Conceptual Framework ……………………………………………26

G. Hypothesis ………………………………………………………… 28

CHAPTER III RESEARCH METHOD

A. Research Design ........................................................................ 30

B. Population and Sample .......................................................... .... 34

1. Population .......................................................................... .... 34

2. Sample ................................................................................ .... 35

C. Research Variable....................................................................... 35

D. Research Instrument ................................................................... 35

1. Oral Test consisted of Pre-test and Post-test …………………… 35

2. Questionnaire ……………………………………………………….. 36

E. Technique of Data Analysis ......................................................... 37

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ..................................................................... 51

1. The Increase of Students‟ English Communicative

Competence through the Use of CLT and GTM ..................... 44

2. The Increase of Students‟ Motivation through the use of

CLT and GTM ........................................................................ 52

3. The Hypothesis testing between Students‟ English

Communicative Competence who are Taught Using CLT

and those who are Taught Using GTM ……………………….. 61

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4. The Significant Difference between Students‟ English

Learning Motivation who are Taught Using CLT and those

who are Taught Using GTM ……………………………… ....... 64

B. Discussion.............................................................................. .... 67

1. The Effect of Students‟ English Communicative

Competence by Using CLT and GTM in Teaching ESP ...... 68

2. The Effect of Students‟ English Learning Motivation by

Using CLT and GTM in Teaching ESP ................................ 70

3. The Hypothesis of Students‟ English Communicative

Competence who were taught by Using CLT method and

GTM .................................................................................... 71

4. The Hypothesis of Students‟ Motivation who were taught by

Using CLT method and GTM ............................................... 71

CHAPTER VCONCLUSION AND SUGGESTION

A. Conclusion .................................................................................. 73

B. Suggestion ............................................................................. .... 74

BIBLIOGRAPHY ................................................................................... 76

APPENDICES

LETTERS

CURRICULUM VITAE

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LIST OF TABLES

Page

1. Table 3.1:Likert Scale ..................................................................... 37

2. Table 3.2:The Classification the Students‟ Score ............................ 38

3. Table 3.3: The Scoring Classification for Pronunciation .................. 39

4. Table 3.4: The Scoring Classification for Fluency............................ 40

5. Table 3.5: The Scoring Classification for Vocabulary ...................... 41

6. Table 3.6: The Scoring Classification for Questionnaire .................. 43

7. Table 4.1: The Frequency and Percentage of Pretest Score for Both

Classes in Terms of Pronunciation ................................ 45


Classes in Terms of Vocabulary .................................... 46


Classes in Terms of Fluency .......................................... 47

10. Table 4.4: The Frequency and Percentage of Posttest Score for Both

Classes in Terms of Pronunciation ................................ 48


Classes in Terms of Vocabulary .................................... 49





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14. Table 4.8 : Intrinsic Motivation......................................................... 52

15. Table 4.9 :Integrative Motivation ..................................................... 53

16. Table 4.10: Instrumental (EGP) Motivation...................................... 54

17. Table 4.11: Instrumental (ESP) Motivation ...................................... 55

18. Table 4.12: Classification Score ofStudents‟ Motivation .................. 56

19. Table 4.13: Intrinsic Motivation........................................................ 57

20. Table 4.14: Integrative Control Class .............................................. 58

21. Table 4.15: Instrumental (EGP) Motivation..................................... 59

22. Table 4.16: Instrumental (ESP) Motivation ...................................... 60

23. Table 4.17: The Motivation of Students Classification Score ........... 61

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LIST OF FIGURES

Page

1. Figure2.1:The Conceptual Framework ............................................ 28

2. Figure 1:Research Design .............................................................. 31

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LIST OF APPENDICES

Appendix 1 : Patient Admission Form

Appendix 2 : Lesson Plan

Appendix 3 : Teaching Material

Appendix 4 : Attendance List

Appendix 5 : Students‟ Score of Pretest (Communicative Competence)

Appendix 6 : Students‟ Score of Posttest

Appendix 7 : Frequency Table of Communicative Competence

Appendix 8 : Students‟ Score of Before Treatment (Motivation)

Appendix 9 : Frequency Table of Motivation

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CHAPTER I

INTRODUCTION

A. Background

Politeknik Kesehatan Kementerian Kesehatan Makassar is an educational

institution that consists of some departments, such as Nursing, Midwifery, Pharmacy,

Nutrition, Physiotherapy, Dental Nurse, Chemistry analysts, and Environmental Health. As

an educational institution, English is one of subjects that must be learned, like other

institutions. It is caused by role of English as the language international world which has

an important part in developing knowledge. English also is as a tool in making

communicate among people and many kinds of books written in English.

So, the purpose of teaching and learning English in Poltekkes kemenkes

Makassar especially in Dental nurse department mustupgrade students‟ English

communicative in oral form. It is to prepare the students to face challenging for

communicating in English. They sometimes follow debate competition and speech in

English, and also the alumni of Dental nurse can continue their study and they will be

easy to get a job in international hospital level. So the students need to learn more English

in order that they can communicate well in English to support their goals.

To achieve the target of language teaching in Dental Nurse Department, the

teaching materials must meet the students‟ need to bring the students more enjoy learning

and they can communicate well. Suitable with the basic question of Kipling‟s outline (in

Hutchinson and Waters (1987) must be considered why does the student need to learn?

what does the student need to learn? and how will the learning be achieved?

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Communicative competence in English language is one of the objectives in

learning English. To get this aim, the researcher‟s opinion is that the students have to

have high motivation and good method in learning that supported by Brown (2007) the key

to get success in learning foreign language is motivation and it is usually from our self,

and come from teaching methods.

Liuoliene and Metiuniene (2006) said that most researchers argue that motivation

has a vital role in the leaner‟s achievement. Inga (2013) stated that the crucial factors that

influences of language learning is motivation. The significant of motivation in enhancing

foreign language learning is undeniable. The students with higher level of motivation

succeed much better in learning the language. In getting higher level motivation, the

lecturer is hoped to present teaching and learning process interactively and effectively.

The lecturer should apply an interesting method in order that the students can be

motivated to study English and make them more interested and desirable in learning

English language in the class.

Eagly & Chaiken in Ardeo (2016) motivation for language learning is said to be

psychological quality that leads leaners to get the aim of mastering the language. Several

researches did in different ways to demonstrate the strength of motivation to learn

language, like Dornyei in Nazari (2015) said that the crucial factors that will affect

students‟ English achievement is motivation. Motivation has also a closed relationship to

the failure of students in teaching in class. And also Rehman and Haidar in Duta (2015) it

is necessary for teacher to motivate the students because without motivation learning

cannot be done.

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To appear the students‟ creative in correspond and the way to communicate in the

class, the lecturers have to look for suitable method. Teaching method is needed things

and useful that must be used during process of teaching and learning in order teaching

purposes will be reached. Choosing appropriate method has an important role in learning

and teaching process, because the method can bring the students enjoy in learning

process. Many kinds of methods in teaching process may help lecturer to have creative in

teaching process. Having successfully in teaching process, the researcher make

conclusion that communicative language teaching (CLT) method is appropriate method in

teaching process. Nurhayati (2011) found that CLT was an effective way of enhancing

students‟ speaking ability in doing relation. Also Vongxay (2013) stated that CLT is the

best way in doing teaching process for students, because this method gives the students

more time and chance to do communication with classmate, therefore they are free to

make their correspondent with classmate. Savignon in Farooq (2015) explainedthat

communicative competence becomes the main topic inthe concept of CLT theory.

CLT is useful as Donryei (2009) said that CLT also can cover the lack of enjoyable

atmosphere and the feel unhappy when teaching exercise done with theteacherwithin the

class. Motivation of students must be increased because motivation is a part of teaching

learning process. Also Vongxay (2013) found that using CLT method is very useful to the

students, and it can give more times and chance for class participants to do

communicationalso easy making interaction with classmates and tutor in the class. The

Students have many times and feel free to give expression their minds in the class. This

teaching method is to help the students to be more confident to utter and to participate in

classroom activities.

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Ahmad (2013) found that using CLT method to Pakistan learners can increase

their communicative competence, motivation for learning. And the teachers are

enthusiastic in teaching by using CLT approach. Yang (2014) also found that using CLT

can make the students speaking fluency, improving motivation learning process and

interesting in High Schools in China.

Savignon (2007) writes that “CLT refers to both process and goals in class room

learning” and that “the central theoretical concept in CLT is communicative competence”.

One of the main aims of CLT is to increase a students‟ habit in communicative

competence among L2.

One of the main goals in teaching English is to improve the communicative

competence. According to Spitzberg in Sadeghoghil (2015) states that communicative

competence is the skillto makecommunicationto other people by comprehensibility,

effectiveness and accuracy. Sadeghoghil (2015) stated communicative competence has a

big role in second language teach and study process. So makinga developing students‟

communicative competence is becoming important task for an English teacher in class.

Farooq (2015) found that CLT has an impact on students‟ communicative

competence in enjoy making communication at second language, fluency, and accuracy.

Like what Brown (2004) said one of the core features of CLT is class objectives and all the

part of communicative competence. So CLT has a goal in producing good communicative

competence as to expand the language skill and procedure.

This research is considered being different from those previous researches

particularly in term of the teaching dentistry material. Dentistry material was designed and

hoped to improve students‟communicative competence and motivation by using CLT

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method in learning English at Dental Nurse Department Poltekkes Kemenkes Makassar

under the title “The effect of Communicative Language Teaching Based on Dentistry to

Increase the Students English Communicative Competence and Motivation”

B. Research Question

Regarding to the background, the researcher makes formulation research questions:

1. How is the students‟ Communicative competence in learning English by using CLT

and GTM?

2. How is the students‟ motivation in learning English by using CLT and GTM?

3. Is there any significant difference between students‟ communicative competence

who are taught using Communicative Language Teaching and those who are

thought using Grammar Translation Method?

4. Is there any significant difference between students‟ English learning motivation

who are taught using Communicative Language Teaching and those who are

thought using Grammar Translation Method?

C. The Objective of the Research

Regarding the formulation of this research, the purpose of this research is to

determine the following;

1. To know whether or not the use of CLT increase students‟ communicative

competence.

2. To know whether or not the use of CLT increase students‟ motivation.

3. The significant difference between students‟ English communicative competence

who are taught by using CLT and those who are taught by using GTM

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4. The significant difference between students‟ English learning motivation who are

taught by using CLT and those who are taught by using GTM

D. Significance of the Research

Outcomesresearch were hoped to givesome advantages to the readers. This

research include three types of research significance, such as significance of theoretical,

significance of practical, and significance of the further research and development.

Significance of theoretical is referring to the significance of this research and introduces or

gets used using CLT, in this case these activitiesimproved communicative competence

and motivation of students. The result of research findings enrich the theory and result of

previous research the students‟ communicative competence and motivation.

Then, the practical significance means research findings provided some

advantages for lecturers or teachers, curriculum makers and learning efforts in colleges or

school. CLT is a method that can be an alternative use in teaching and make students to

practice and produce fluency and accuracy in speaking and also can motivate. The

findings of this research will also provide benefits to the next research and becomea way

of developing as a resource and concrete evidence.

E. Scope of the Research

This research was concerned with teaching English and focused on the students‟

communicative competence and motivation whowere taught in dentistry through CLT, and

those who were taught in Dentistry through GTM. This research is also defined the

students‟ English learning motivation in learning English.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the English for Specific Purposes, the Concept of

Communicative Language Teaching, Grammar Translation Method, Motivation,

Communicative Competence, Previous Related Studies, Theoretical Framework and

Hypothesis.

Do not be weak, nor do you grieve, even though you are the highest degree if you have

faith". QS. Ali Imran 139.

And fear (to Allah) those who they leave the weak behind them, whom they worry about

(their welfare). Therefore, it is necessary for them to fear Allah and ask them to speak with

the correct speech (qaulansadida) QS AnNisa 9.

A. The Concept of Communicative Language Teaching

English language Lecturer always look for various methods in teaching for making

the students loving participate in learning English language and using it in their daily life.

Many kinds of methods are able to be applied in teaching and learning classroom. One of

the most popular methods is Communicative Language Teaching (CLT). CLT is a way

teachingwith fundamental purpose in teaching language and the way students know the

language, the types of classroom productivities that make good atmosphere to support

learning process and teachers‟ task and students in the class, Richards in Charina (2013)

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Wang (2010) stated CLT focused on the exposure to the target language through

large volumes of inputs and outputs, which give opportunities student with teachers and

students, and among students themselves, with the aim of increasing students‟ English

communicative competence. CLT as an innovative methodology and has been improved

for several years since the last method of the classical period. Higgs & Clifford in Brown

(2007) stated that CLT is to encourage occurrence to communicate constantly.

In addition Communicative Language Teaching is a kind of method intends to

purpose language teaching, the way students knowthe language, and the types of class

activities will give a good atmosphere in learning and the roles of the teachers and

students in the classroom Richards, (2006). CLT has a goal in applying the perspective of

theoretical from a communicative way of language teaching and to demonstrate the

interdependence of language and communication (Larsen-Freeman, 2000).

Richards (2006) provides ten principle presumptions of way CLT like as follows:

first, Second language learning is happened when students make interaction contact and

making something to communicate; second, the powerful class learning assignments and

do exercisingto give opportunities to participants in making negotiation, broad their

language references, pay attention the way language is used; third, the result of students

communication who process the content that has relevant, directed, interesting and

compelling; fourth, making Communicate is a process that often requires to use of many

language power or modalities; five, Language learning must be completes facilitate by

doing activities that involve inductive learning or discovery of ground rules for language

use and organization; sixth, Language learning is a process that making involve creative

trial and error in using language. Even though mistakes are a practice result of studying,

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the goals of learning for the new language is to know the accurately and fluently; seventh,

Students will develop their own ability to learn language; eighth, Successful language

mastering usean effective studying and strategies in making communication; ninth, The

duty of the teacher in class is as a facilitator, which make creative a conductive classroom

atmosphere for language learning and give opportunities for students in using and

practicing the language, and the last, The classroom is a big community where students

learn by using collaboration and sharing method.

Furthermore, the lecturers as facilitators need to make comfortable situation with

kinds of interesting learning process like pair or group activity. Consequently, the students

brave to practice in using language, like; by giving solving, idea and suggestions with

each other as well as to the lecturer

1. The Characteristics of Communicative Language Teaching

Littlewood in Ricahrd and Rodgers (2003) stated, “Ones of the most characteristics

features of communicative language teaching pays systematic attention to functional as

well as aspects of language.” This means that the implementing procedures ofstudying in

pairs or group can employthe suitable language references in solve problemassignment.

According to Brown in Dahlan (2015) stated that the six interconnected

characteristics as a description of CLT.

a) Class objective will be focused in the allparts of communicative competence like;

grammatical, discourse, functional, sociolinguistic, and strategic.

b) Language techniques are made to supportthe students in using language as

pragmatic, authentic, and functional for achieving goals.

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c) Fluency and accuracy are the underlying principles of communicative techniques.

d) Students in the classroom must use the language, productive and receptive. Therefore

classroom should preparenecessary skill students to communicate in that context.

e) Students will be given the timesto focus learning process by themselves

f) Role ofTeacher in the class is a facilitator and guide.

There are some characteristics of CLT in language teaching classroom. They are

syllabus, classroom activities, materials and tasks, and roles of teacher and students.

a) Syllabus

Syllabus is an outline of plan that will be achieved in a big process of teaching. A

syllabus which contains CLT method provides space for teachers of language to

develop learning materials and activities in lesson plan about target language.

The syllabus for this research is mixed, one that listens, reads, writes, and

communicates spoken in English and which claims grammar through text integration.

The skills will appear simultaneously in social life such as speaking, reading, writing

and listening.

The lesson plan for this research the researcher developed based on the syllabus

and the methodology to see the students‟ background, interest, and needs. The

researcher applied this method to get the enhancing leaners skills.

b) Classroom Activities

Many communicative activities could be placed in CLT, but particularly, some

typical communicative activities in CLT, which facilitate the interaction among students

of the target language in class room. They are group discussion, simulation, language

games and role-play. First, material discussion will be given to pairs, group or all

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classmates. Students‟ collaboration and communication skill will be enhanced by the

activities working in pairs, groups or whole class. Second, simulation equips the

students with their life condition in the classso they do stimulate real world in using the

target language. Third is a language games. Larsen & Freeman (2000) states games

that game are applied in CLT frequently. The students will have fun and if the games

are well designed, games provide the students with valuable communicate

practice.The last, role play is similar to simulation; the difference is role play may use

adopted identity. Lersen& Freeman (2000) stated that role play hasan important role in

applying CLT, because it gives studentstime to do practicing communicating in social

contexts. Role play can be organized in such a way like for example: the teacher asks

the students to express him or herself.

c) Teaching Material and Tasks

Communicative tasks give opportunities for the students to express and use the

target language. By using students‟ communicative materials, the students are set into

the atmosphere when the language used according to the context, time and situation

of real life.

The instructional material used in this research intended todevelop motivation

and communicative competence of students. And the main topic will be given to

interest the needs and suit the target participants‟ culture, social and context of

educational.

In choosing teaching materials, some factors need to be paid attention such as

first, in producingspeakinglanguage it is important learning materials including

authentic assignment. Secondly, the themes and content meet the needs, interest,

and backgrounds.

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d) Roles of teachers and students

The concept of CLT method is student-centered and the role of teacher here is

expected as a facilitator who can bring students of the target language into a

communicative learning atmosphere. Teacher makes communicative teaching plan

and apply in classroom activities that make all the students interact in the classroom

communicatively.

Based on the above description, it can be summarized some basic points of the

new roles of teacher in communicative classroom including the facilitator of learning,

co-communicator to engage in communicative activities. CLT also changes from

teacher-center to students-center. So the role of teacher in CLT is very important to

make the students more active in learning.

2. The Goals of CLT

Larsen and Freeman (2000) mentions the goal of CLT is to make students in

making speech to communicate in the target language. According to Richards, (2006) the

aim of using CLT is to achieve communicative competence which takes from the language

used related with speech. He also mentions some language aspects in communicative

competence like as follows:

a) To know when using language for different purposes and functions;

b) To know when using language based on the place and the follower or participants;

c) To know when utterance and know different kinds of texts; and

d) To know when produce communication even though it has limitation in his or her

knowledge of language.

Berlin in Dahlan (2015) the communicative language teaching covers not only

students‟ feeling but also physical reaction and motivation to learn, whereas total physical

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response focuses on giving commands in target language and follows the commands

actively

To achieve communicative competence and have motivation, the students can see

the way to produce language in accordance with the goals and capacity in a variety of

different place and condition. They consider who they want to talk to and the place to

communicate and keep the communication going well.

3. The Procedure of CLT

In getting goals in teaching, we need procedure in order that the teaching process

can run well, like also Communicative Language Teaching method has procedure like

what Finocchiaro and Brumfit in Richards and Rodgers (2003) explained a procedure for

communicative language teaching as follows:

a. A short presentation speech or dialogues, starting with motivation and a study

of the purpose and condition of people, their roles, settings, topics.

b. Verbal practice of each spoken dialogue message that will be presented that

day.

c. Question and answer relate a topic and atmosphere of dialogue itself.

d. Question and answer based on the participants‟ personal experiences but still

focused on the dialog problems.

e. Studying the basic communicative to express in the dialogue or one of the

structures that exemplify its function.

f. Student‟ findings about the general rules underlying the expression. It must

cover four points: spoken and written form, position in the speech, formal or

informal in pronunciation, and structure, grammar and meaning.

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g. Spoken confession, interpretative skill.

h. Spoken activities, ranging of guided communication activities.

i. Copying the dialogs from the dialogues or modules

j. Taking Sample as homework task.

k. Doing learning evaluation (speech).

These procedures will be taken in the process ensuring that the students can

attend the class and easily to receive the teaching material.

B. Grammar Translation Method (GTM)

The Procedure In getting the goals Khan and Hafiza (2016) Grammar Translation

Method is basically used as a teaching and learning method in second and or foreign

languages. Based on this method translation practice of text and learn grammatical rules

the main activities. In the class of GTM, the students are taught in mother tongue or L1.

Teacher uses Grammar Translation Method in teaching process to get good result and

make students familiar the target language and can make a good sentence and speaking.

1. The Purpose of Grammar Translation Method (GTM)

Harmer in Nurhayati (2011) mentioned that GTM has many purposes namely;

a. Assisting students in reading and knowing foreign language literature

b. By studying the target language grammar, students will know and familiar

native language grammar and that this familiarity can make the students

speaking and writing original language.

c. It is also recognized learning foreign language will make students to have

intellectual, andrarely use the target language.

d. The goal of learning a foreign language is to be able to understand literature.

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e. The grammar rules and vocabulary of the target language need to be learned

by the students

f. Learning foreign language supports students in good mental doing exercises

that can help to develop the students‟ minds

The basic objective of teaching the target language by using the GTM is to make

the student can read literature written in the target language. This aim can be achieved by

knowing about grammar rules and vocabulary of the target language. This method also

can make the students familiar with grammar and make a good sentence in target

language.

2. The Main Features of the GTM

Celce-Murcia in Kaharuddin 2018, formulated the main features of GTM

a. Mother tongue used in the class, and rarely using the target language;

b. Teaching vocabulary is based on the lists of words;

c. A length understanding givenabout grammar;

d. Grammar showsguides toarranging words, focuses on form of word;

e. Difficult understandingclassicalreading texts;

f. Attention in grammatical only;

g. Practice to translate sentences of the target language into the first language;

h. Rarely paid attention to pronunciation.

The teaching English procedure is a grammar and translation activity. Mastering

foreign language grammar is very important so that the students understand the target

written language. The teaching starts with English rules, vocabulary items and translation.

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3. Several Techniques in GTM

a) Literary Translation Text

1) Students will do translation a textof target language into source language

2) Thetext will provide attention for several situations: vocaband grammar structure in

learning reading in subsequent lesson

3) The passage can be citied from multiple jobs to target language, a teacher can

givethe form to make certain grammar and vocabulary rules.

4) Students translate by writing text speech out or reading

b) Reading comprehension question

1) Students make the result question in target language from their understanding of

the text.

2) Question sorted in groups, the first group question asks information relatedtext.

3) The next group question asks students to write on the understanding of the text

4) The last group question ask to write relate the experience

c) Antonyms/synonyms

1) Students are asked to put words and to find antonyms/synonyms in the text.

2) Students can work to getsame meaning for a certain words

3) Students will appear to have a set of words based on their knowing of text.

d) Cognates

1) Students are informed to learn the language by knowing the appropriate spell or

sound the language

2) Students have to know words that relate meanings in the goal language which

different from the first language.

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d) Deductive application of rule

1) Rules of grammar are taught by giving example

2) After understanding a rule, they have to put it to several example

f) Fill in the blank

Students work by completing the blank word in sentence.They will put new word in

the blank with certain type of grammar

g) Memorization

1) Students are asked to memorize words that are in lists of vocabulary

2) Students are asked to know grammatical rules and parts of sentences.

h) Used words in sentences

Ask students to understand meaning and using of a new word and arrange into

good sentences by using new words.

i) Composition

1) Teacher provides the new topic and ask to write in the target language

2) Choosing topic relate with some parts of the reading text of the lesson

3) Making an essay, students have to prepare a principle from the reading text.

GTM is a kind of teaching foreign languages method. The students understand the

rules in making good sentence and try to make translation from source language into

the target language.

C. Motivation

32

The effects of CLT on motivation were examined by Brown in Chang (2014), who

elaborate on the role CLT plays in motivation. Brown theorized that CLT can initiate

motivational process in two ways-by focusing the class on students to meet their individual

needs and sustaining learners‟ self-perceived goal. CLT is effective at preserving

students‟ motivation.

Some experts suggest defining some definitions on learning motivation. Cole and

Chan in Hidayat (2009) defines that motivation is related with individual power in getting

the achievement of specific aims. William and Burden in Hidayat (2009) state that

motivation is desire to combine of effortto get language learning goals and good attitudes

to language learning. Motivation is also a theoretical that used to illustrate more about the

intensities, directions, initiations, and behavior, especially getting goal directed.

Brown (2004) notes that motivation come from a many kinds of variant sources:

Motivation is the way to select; (a) getting goals and (b) the effort to get it. For the sake of

simplicity, Brown states theories of motivation in terms of two opposing sides. In one of

these sides is a traditional view of motivation that explains for human behavior through a

behaviorist paradigm that emphasizes the importance of appreciation and respecting.

Motivation is the students‟ way to get the success for getting the objective of

learning that is built by intrinsic and extrinsic motivation. Both intrinsic and extrinsic

motivations are important elements to be increased.

In learning English, the understanding material is not only because the way to

deliver but requires motivation. As support by Dornyei (2009) stated that motivation is

widely accepted by teachers and researchers. It is one of the main factors affecting the

level and enhancing learning of second/foreign language (L2). In addition, according to

33

Sadtono in Pasassung (2003) emphasizes that motivation is a dominant factor to IQ, in

getting good result in learning English. He believes that the man who has high motivation

he or she can know a foreign language well.

Ellis in Pasassung (2003) states that in the learning foreign language many

students has sense interesting and enjoyable to do tasks given,sothey can find“personally

involved in the learning activities.” Therefor if a student have good experiences in their

foreign language learning, the students is likely to make efforts to learn and if a student

feels loss, the students willreduce motivation and therefore makes lazy or no desire to

study. So experiences in classroom also have contribution to enhance motivation. And

make teachers always practices to learn and make creative a class atmosphere that will

enhance students‟ learning motivation.

In studies of motivation in second language acquisition, Gardner and Lambert in

Nicholson (2013) proposed motivation students could be divided into two part orientations:

integrative motivation and instrumental motivation. And Gardner and Lambert in Chang

(2014) argued over dichotomy of two other types of motivation: intrinsic motivation and

extrinsic motivation.

a) Integrative motivation and Instrumental motivation

Integrative is a components motivation which is introduced by Gardner‟s style of

integrative motivation. It shows two kinds components like attitude in learning condition

and motivation. Integrative motivation is the way to integrate oneself into the target

culture. An individual with integrative motivation shows interest in language learning to

make communication with the members of community of the second language.

34

In contrast with Instrumental motivation that describe as a willing to study a

language for a practical purpose, like profession or getting a college degree. Brown

(2000) points out instrumental orientation describe about more practical benefit of

learning second language, instrumental mentioned “acquiring a language as a means

for attaining instrumental goals: furthering a career, reading technical material,

translation, and so forth”

To explaina clearly the differentof the two types of motivation, an individual who

has an integrative motive is a person original desire to communicate with the society of

the target language or target society and a person with situational favorable attitude

tothe language learning. The other side, a person have instrumental motivation is

motivated to learn the language it caused by practical purpose, such as need for school

subject to acquire a degree.

b) Intrinsic motivation

Richard and Edward in Zaman (2015) mentioned that intrinsic motivation is about

making something factual or fun and it is the element comes from our self or students

get interesting to learn. Sheikh and Mahmood (2014) mentioned that intrinsic

motivation is a motive to learn that become active from own intelligence. So the leaners

are ready to learn that important and not need to stimulated from outside. The learner

heremust stronga desire to learn and they do not need the requirement to get

something. The teacher does not have significant to change students motivation it

caused the students has initiative to learn and the only making the classroom enjoyable

to learn.

35

D. Communicative Language Teaching (CLT) and Motivation

As the effects of motivation on language learning have been well documented

maintaining and preserving students‟ motivation becomes an important aspect of

learning English Dornyei in Chang 2014. The effects of CLT on motivation were

examined by Brown (2004), who elaborated on the role CLT plays in motivation.

Based on Dornyei and Ottos in Chang (2014) model of L2 motivation, he investigated

and provided evidence of how the three major components of motivation – initiation,

preservation, and retrospection were operationalized at various stages of the

motivational process. At the operational stage, Brown ( 2004: ) mentioned that CLT

could initiate the process of motivationalin two ways – by focusing the class on

students to meet their individual needs and sustaining learners‟ “self-perceived goal”.

When it comes to the action stage, CLT is effective at preserving students‟ motivation

in that CLT claims authentic activities, which expose students to practical applicability.

Brown (2004) suggested implementing at this stage all sorts of „cultural products‟ such

as foreign television programs, movies, and music into CLT classroom to maintain

learner motivation. Lastly, in the final stage of the foreign language motivational

process, i.e., the post action stage, the student make reflection back on his or her past

experiences, which determine the students‟ motivation in future.

E. Communicative Competence

The important concept in CLT is communicative competence, in the early 1970s

this term is introduced in language education by Savignon (2007). Hymes in Farooq

(2015) define that communicative competence occurred what the speaker have to knowin

order that can make communicatively competence in speech. Xiatong (2014) said The

36

CLT method mentioned the goals to develop the students‟ communicative competence

and has greatly influenced in the learning and teaching approach.

Savignon (2007) states Communicative Competence is: “functional language

proficiency; the expression, interpretation, and negotiation of meaning involving interaction

between two or more persons belonging to the same (or different) speech community”.

Savignon also divided communicative competence in to the following statements; “1)

communicative competence could be energic, but not in static concept. It depends on the

arrangement of meaning between two or more leaners who share the same typical

framework to a few degrees”; “2) communicative competence incorporate both written and

talked dialect; “3) communicative competence is setting particular and getting certain in a

specific part depends on claim information of the concept”; “4) Competence and

performance area characterized as the capacity that underlies desire, whereas execution

is the genuine appearance that capacity. Competence is what a man known. Performance

is what a man does”, and “5) communicative competence relative, not absolute, and

depends on all the participants.

According to Spitzberg in Sattaran (2015) communicative competence is ability to

having interaction with others as completeness, has strength and accuracy.

Communicative competence plays an important role in preparing and learning second

language.

Some explanations of communicative competence, the researcher will limit the

elements of communicative competence in both writing and speaking language also

supported by Campo (2016) communicative competence divided in to the most subject of

37

changes on Students‟ English communicative competence and sub themes such as

improvements on written production and improvement on oral production.

Based on the above statement the researcher will focus on oral production. Oral

production here means that speaking skill. Speaking is a verbal communication to provide

ideas and information to others. This is the most important way in which speaker can

express their goals and minds to others by using words or sound to convey persuade by

the language. Speaking also is one of the most important and essential skills that must be

practiced on oral and verbal will be superior to send and get data or message to other.

The aims in teaching English should improve students‟ communicative skill in

order that the students can express their ideas, communicate with others. Hymes in

Campo (2016) Communicative is not develops grammatical competence but also the

ability to speakthe language in a variety of communication situation:

1. Accuracy

Accuracy in speaking lies in good pronunciation, right linguistic use and based on

the choice of arranging words (Byrne, 1988). In Webster dictionary (1996: 15) “accuracy is

the quality of being accuracy”. While in oxford dictionary (1996: 20) “accuracy is degree of

being truth”. Marcel in Abdul (2011) states that accuracy is what individual create right

words and sentence design. Accuracy includes three inseparable elements such as

grammar, vocabulary and pronunciation.

a) Vocabulary

Mastering vocabulary means an important element to learn before doing practice

making sentence in speaking. The students in some case have difficulty in memorizing the

38

vocabulary that they know because they neverdo practicing and implementing them. So,

they have to domore practice to remember it. Furthermore Marcel in Abdul (2011) defines

that individual can be consider to have good utilize of vocabulary, when the vocabulary

used broadly certain situation.

Vocabulary in this research includes the way in selecting and the applying ofwords

variation used by students. In brief, the researcher made conclusion that vocabulary is a

total number wordof the language including single items, phrase which has meaning in a

particular and necessary for students to use in speech and Harmer in Abdul (2011)

divided the vocabulary in to three types, they are:

(1) Active vocabulary: the words that used frequently and confidently in doing

communicate.

(2) Reserve vocabulary: the words that are understood but seldom utilized instandard

discourse. Applying the words that we knowwhen we write letters and look for the

synonyms.

(3) Passive vocabulary: the words that we know as vaguely, we are seldom utilized them

since we are not beyond any doubt of the meaning. As a student we understand them

because we learn it.

b) Pronunciation

Pronunciation is the result certain sound which is spoken (Longman Dictionary,

2002:429). This includes the way for individual to speak clearly language if he/she

produces language. Alexander et al in Abdul (2011) pronunciation is the way of

articulating specific dialect or word. Teaching a pronunciation is concerned with

39

recognizing or knowing the discourse and producing word production. Teaching

pronunciation is in order to make the students produce good English speech. When a

teacher teaches English, he or she ensures that the students‟ speech can be

implemented. They have to be able to say what they want to say. This means that the

students‟ pronunciation must least be adequate for the purpose.

Pronunciation is also crucial important in speaking because it must be clear to

differ the meaning of the words, so intonation and stress must be given attention to avoid

misunderstanding meaning. Therefore the teacher must have a good pronunciation

standard so that the students can imitate and follow the teacher in teaching and learning

process. Nunan (2003), states that pronunciation is the important thing as a central part in

both individual and social interaction. Good and correct articulate is almost same with

foreign speaker include the phonological correct. If the students have good articulation, so

it is simple to understand their speech.

2. Fluency

Hornby in Mauliani (2016) define that fluency is an ability to talk up a dialect

effectively and well. Talking performances do not completely lie in accuracy as a language

system user, but also in parts within the fluency because it uses a language system

communicatively and effectively. Simon and Schuster (1976) define fluency as the

producing fluency quality that flows, smooth, opportunity from viciousness and the

expertisein making writing or talking with simple, fluency, expressiveness, readiness.

Fluency refers to whatever the student well communicates the meaning of all the

errors when they put in linguistics use like grammar, pronunciation and vocabulary.

Fluency sometimes makesa contrast with accuracy that relates to the sort, number and

40

errors made. Therefore fluency is a very complex apportion relationship, especially for the

smooth of discourse, this includes a considering how sentences pattern are deep in words

order.

Richards (2003) said that fluency is the use of the national language that occurs

when speakers are involved in significant interaction and comprehensible and continuous

communication depend on his or her communicative competence. Fluency can be created

by making create classroom exercise that the students have to do negotiation meaning,

play communication procedure, make correction mistaken assumption, and also have to

out from communication breakdowns. Whereas Marcel in Abdul (2011) states that fluency

is a way of talking for an individual related to the way to arrange the words in a sentence

by certain period of tones without losingprimary words in his discourse.

Brown (2004) also argues that fluency is probably best achieved by allowing the

“stream” of speech of later; assuming his discourse spills past comprehension to

“riverbank” measure or degreeof phonology, grammar, talk will be channeled into more

intentional speech.

F. Conceptual Framework

English is the first foreign language in Indonesia, is really needed for a better life,

but it is not easy as turning ones hand up down. Many scholars prove that students have

low score in particular subject. One of the subjects is English as foreign language. Some

factors are considered for the reality. One of the most important factors is teacher‟s role.

Therefore, the teacher is hoped to create material and teaching strategies to be applied in

the classroom in order the students have more interesting and desire to study and do

practice English in every activities.

41

Dja‟far, Cahyono, Bashtomi (2016) pointed out ESP learning achieving made the

best teaching strategies to develop students‟ motivation and achievement in some ways.

And one of the most popular methods in teaching English is Communicative Language

Teaching or CLT. Hymesin Tarvin(2014) Communicative Language Teaching is centered

on communicative competence. And Donryei (2009) said that CLT can affect the students‟

motivation in learning English.

So the conceptual framework will show the three elements like as follows:

1. Teaching material is ESP.

2. In English teaching process, the researcher applies CLT and GTM.

3. The output of using CLT and GTM is the first; the improvement of students‟

communicative competence involves three components; the accuracy consists of

pronunciation and vocabulary and the fluency. The second; Motivation involves

three components; Intrinsic, Integrative and Instrumental Motivation

42

The researcher formulates the theoretical framework is as follows:

Figure 2.1. The conceptual framework

G. Hypothesis

Considering carefully the theory underlying English for Specific Purposes based

Communicative Language Teaching method, Grammar Translation Method,

communicative competence and motivation, the researcher assumes that Communicative

Language Teaching that the lecturer applies in teaching be able to increase the students‟

communicative competence and motivation in Learning at Poltekkes Kemenkes Makassar

than those who are taught using grammar translation method.

The following hypotheses are tested empirically:

1. There is a significant difference between the mean score of pretests and posttest

of the students‟ communicative competence.

MOTIVATION

1. INSTRINSICMOTIVATION

2. INTEGRATIVE ORIENTATION

Cultural and Social Goals

2. INSTRUMENTAL ORIENTATION

Career- related and Academic Goals

COMMUNICATIVE

COMPETENCE

Pronunciation,

Vocabulary,

Fluency

CLT

ENGLISH TEACHING

PROCESS

ENGLISH for SPECIFIC

PURPOSES

GTM

43

1.1. There is a significant difference between the mean score of pretests and

posttest the students‟ communicative competence in terms of vocabulary.

1.2. There is a significant difference between the mean score of pretests and

posttest the students‟ communicative competence in terms of pronunciation.


on the students‟ communicative competence fluency.


on the students‟ motivation. Alternative hypothesis (H1): the use of CLT method

significantly improved the students‟ communicative competence and motivation of

the students of Dental nurse at Poltekkes Kemenkes Makassar.

44

CHAPTER III

RESEARCH METHOD

This chapter explains about: Research Design, Population and Sample, Research

Variables, Research Instrument, Procedures of Data Collecting, and Technique of Data

Analysis.

A. Research Design

Quasi experimental design, Sugiyono (2016) states that a quasi- experimental

design consists of two types, the first is time series design, this type only use one class as

treatment and no need CC and the second is nonequivalent CC design with one class as

a control class and the other is experimental class. This research used a quasi-

experimental design with nonequivalent control class design (Gay et.al,2012) in

nonequivalent control class design, two (or more) treatment classes were pretested,

administered a treatment, and post tested.

Experimental and control class had been given pretest and posttest by using

recording and questionnaires. Pretest was conducted to discover out the

earlierinformation of students whereas posttest had been done to discover out the

advance of English teaching on communicative competence. Communicative competence

focused on oral production (speaking) of accuracy (vocabulary, pronunciation) and

fluency. And the questionnaire used to find out the motivation.

This research was conducted through two steps of process: treatment and

questionnaires and speaking test (see Figure 3.1). Treatment was conducted in six

meetings by using CLT Method and Grammar Translation Method. Questionnaires were

45

conducted to assess the students‟ English learning motivation and oral test to know the

students‟ English communicative competence.

Note:

X1 = Treatment with Communicative Language Teaching

X2 = Treatment with conventional way (Grammar Translation Method)

O1 = Pretest (oral test) 03 = Posttest (oral test)

O2 = Questionnaire 04 = Questionnaire after treatment

1. Procedures Data Collection

Data collection procedure involved the following steps for experimental and control

class as follows:

a) Pretest

Pretest done before giving teaching material, the kinds of test is speaking test to

find out the students‟ earlyinformation of communicative competence. The test was done

to experimental and control class.

46

b) Giving Treatment

The researcher gave treatment to the students for the third semester. The

researcher used ESP based CLT. The technique used to create the students enjoy in

learning English that the students can increase their English communicative competence

and have motivation in learning.

b.1.Experimental class

Conducting treatment during six meetings and every meeting need time 90

minutes. Doing this treatment researcher applied CLT in experimental class

1) The Researcher as a facilitator and guider presented briefly the material and

create classroom climate conductive to language learning.

2) The students were given opportunities to focus on the learning process

3) The students were given chance to use and practice the language (speech)

4) The student learned through collaboration and sharing (discussion)

5) Oral practice in dialogue segment (nurses and patient)

6) The result activities of verbal production, moving from guided communication

activities to free communication.

7) Question and answer from the topics (describing object)

8) The students developed their language learning, progress and motivation for

language learning.

9) Oral recognition, interpretative activities.

47

10) Reading the text and the students gave comment based on their own language.

11) Language games to improve vocabulary

12) Making the dialogues from modules if they were absent in the class.

13) Giving homework as assignment in written

14) Must do learning evaluation of learning (verbal)

b.2.Control class

1) The researcher gave reading passage and the students translate from target

language into native language

2) The translation was given in written and or spoken

3) The researcher gave the students reading passage and they will answer the

question in target language.

4) Students were taught the spelling to recognize cognates

5) The students were taught to translate from native language to the target

language

6) Filled in the blank (Students were given a series of sentences with words

missing)

7) The researcher gave list of target language vocabulary that will be memorized

8) The students were also taught how to memorize grammatical rules.

9) The students used the new vocabulary into good sentences

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10) The researcher gave the students a topic to make composition

c. Posttest

Researcher did posttest to both classes after giving treatment to know the result of

treatment. The part of testing in Posttest was interview the patient before, during and after

treatment or giving suggestion (solution).

d. The researcher distributed the questionnaires to gain further information about their

motivation when the lecturer applying the Communicative Language Teaching method

and Grammar Translation Method. The part of questionnaire contains ELM items

(intrinsic, integrative and instrumental motivation). The questionnaires were shared to

EC and CC. And the questionnaires consist of 20 items with 5 alternative choices,

namely "Strongly agree, agree, undecided, disagree and strongly Disagree”.

e. The interview test was given in 5 minutes. The questionnaire was taken in the class

and needed 20 minutes to 30 minutes to answer the questionnaire.

B. Population and Sample

1. Population

The populations in this research are the students of the 3rdsemester of dental

nurse PoltekkesKemenkes Makassar. It has two classes, class A has 4 male and 34

female students and class B has 4 male students and 33 female students. The

wholepopulation is 87 students.

2. Sample

49

This research used quasi experimental design with nonequivalent control class

design that the sample is taken without randomization, two sub-groups are directly taken

as the samples of this study. The researcher took directly A for control class 38 students

and B for experimental class 37 students, and the technique sampling used in this

research was total sampling technique.

C. Research Variables

This research consists of two variables, such as independent variable and

dependent variable.

a. The independent variable of the research is the Communicative Language

Teaching Method and Grammar Translation Method

b. The dependent variable of the research is students‟ English communicative

competence and students‟ motivation in Learning English.

D. Research Instrument

1).Oral Test consisted of Pretest and Posttest

In collecting the data the researcher used pretest to determine the fundamental of

students in oral production in accuracy parts(pronunciation, vocabulary), and fluency

will be taken as the start of the research. The oral test was given to experimental and

control class.

The posttest was given to know the whether or not the students gotadvance in

communicative competence by using CLT based on ESP. The students in the class

performedthe verbal test through role play. In practicing role play technique, the

50

students had to take part in playing the role as a nurse and as the patient. The

students needed to do the test in pairs. The test consists of the interview patient about

data admission, during treatment (asking the condition of patient), after treatment

(giving suggestion what should be done), and as a patient, she/he had to answer the

nurse questions.

2). Questionnaire

The part of questionnaire containing English Language Motivation (ELM) items

was made up of three sections; intrinsic motivation, integrative motivation and

instrumental motivation for analyzing the students‟ motivation through the using CLT

based on ESP and GTM in learning English. The questionnaire consists

of20statements that had been validity by psychology expert (it can be seen in

appendix). The questionnaire used Likert Scale at Table 3.1.The scale asked in an

individual to see the respond statements by knowing whether he/she strongly agree

(SA), agree (A), undecided (U), disagree (D), and strong disagree (SD), with point

value for each category, the 5 is maximum score and 1 is the minimum score of

questionnaire and for more details it can be seen in the table below

51

A. Technique of Data Analysis

1). English Communicative Competence

The data was analyzed by using the following procedure

a. Making classify the students‟ score.

b. To calculate the mean score by using SPSS 24.0.

c. Assessment speaking skill used the following scoring system by connection the

criteria level that made by Heaton (1988:100). The score of students were

analyzed separately into value of accuracy, fluency and vocabulary as follows:

52

Table 3.3: The scoring classification for pronunciation

Classification Score Criteria

Excellent 6 Pronunciation is only very slightly influenced by the

mother tongue. Two or three grammatical and lexical

errors.

Very good 5 Pronunciation is slightly influenced by the mother

tongue. A few minor grammatical and lexical errors

but most utterances are correct.

Good 4 Pronunciation is still moderately influence by the

53

mother tongue but no serious phonological errors. A

few grammatical and lexical errors but only one or

two major errors causing confusion.

Average 3 Pronunciation influenced by mother tongue but only a

few serious phonological errors. Several grammatical

and lexical errors, some of which cause confusion.

Poor 2 Pronunciation seriously influenced by the mother

tongue with errors causing a breakdown in

communication. Many „basic‟ grammatical and lexical

errors.

Very poor 1 Serious pronunciation errors as well as many „basic‟

grammatical and lexical errors. No evidence of

having mastered any of the language skills and areas

practiced in the course.

(Heaton, 1988)

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Table 3.4: The Scoring Classification for fluency


Excellent 6 Speak without too great an effort with a fairly wide

range of expression. Searches for words

occasionally but only one or two unnatural pauses.

Very good 5 Has to make an effort at time to search fro words.

Nevertheless, smooth delivery on the whole and

only a few unnatural.

Good 4 Although he has to make an effort and search for

words, there are not too many unnatural pauses.

Fairly smooth delivery mostly. Occasionally

fragmentary but succeeds in conveying the general

meaning. Fair range of expression.

Average 3 Has to make an effort for much of the time. Often

has to search for the desired meaning. Rather

halting delivery and fragmentary. Range of

expression often limited.

Poor 2 Long pause while he searched for the desired

meaning. Frequently and halting delivery. Almost

gives up making the effort at times. Limited range of

expression.

Very poor 1 Full of long and unnatural pauses. Very halting and

fragmentary delivery. At times gives up making the

effort. Very limited range of expression.

(Heaton, 1988)

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Table 3.5: The Scoring Classification for Vocabulary


Excellent 6 Vocabulary apparently as accurate and extensive as

that of an native speaker

Very good 5 Professional vocabulary broad and precise; general

vocabulary adequate to cope with complex practical

problems and varied social situation.

Good 4 Professional vocabulary educate to discuss special

interest, general vocabulary permits discussion of any

non-technical subject with some circumlocutions.

Average 3 Choice of words sometimes inaccurate, limitations of

vocabulary prevent discussion of some common

professional and social topics..

Poor 2 Vocabulary limited to basic personal and survival

areas (time, food transportation, family, etc.).

Very poor 1 Vocabulary inadequate for even the simplest

conversation

(Heaton, 1988)

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2). Questionnaire

For questionnaire, the data had been analyzed to get the result of the students‟

motivation who were taught through Communicative Language Teaching methods based

on ESP and those who were taught through Grammar Translation Method based on ESP

in Learning English at Dental Nurse Poltekkes Makassar.

The data obtained through questionnaire instrument had been calculated by using

SPSS (Statistical Package for the Social Science) version 24.0, descriptive statistics

measured as frequency, Mean and standard deviation.

The data from questionnaire calculated by takingLikert Scale and then were written

in percentage to know the motivation of students. (see table 3.1)

The researcher utilized 20statements in the questionnaire. So the highest score

result was 100 (20x5) and the result lowest score was 20 (20x1). And for every score

classification, the score interval like as the following table;

57

3) Inferential statistics

To find out the significant effect of using CLT method based on ESP to increase

the students‟ English communicative competence and motivation. Indoing data analyzing,

the researcher used scores of pre-test and post-test in communicative competence and

for motivation the researcher used before and after treatment in experimental and control

class. These scores were analyzed statistically by using independent sample t-Test from

SPSS 24.0 version. Hartono (2010), the different mean was analyzed by using t-test

formula.

Ho = Variance population identic

Ha = Variance population not identic

If probabilities < 0.05, Ho is rejected

If probabilities > 0.05, Ho is accepted

CHAPTER IV

58

RESEARCH FINDING AND DISCUSSION

This chapter deals with the description of experimental class and control class,

findings of the research and discussion of the research findings. The findings present the

data to see the achievement of student in Communicative competence and English

learning motivation after being taught by using CLT method and Grammar Translation

Method. The discussion consists of the description and interpretation of the findings in the

research.

A. Research Findings

1. The increase of the Students’ communicative competence through the use of Communicative Language Teaching and Grammar Translation Method in teaching English a. The frequency and percentage of pretest and posttest score for Experimental

Class (EC) and Control Class (CC) The students‟ research achievement both pretest and posttest for the research

subjects are tabulated in the table below:

Table 4.1 Frequency and Percentage of Pretest Score for Both Classes in terms of Pronunciation

59

Table 4.1 gives us information that In Experimental class (EC), the data of pretest

showed 2 students (5.4%) got “fairly good” score, 5 students (13.5%) got “poor” score,

and 30 students (81.1%) got “very poor” score. None of students got fairly, good, very

good and excellent. While in Control (C) class, there were 1 student (2.6%) got “good”

score, 8 students (21.1%) got “fairly good” score, 15 students (39.5%) got “poor” score

and 14 students (36.8%) got “very poor” score. None of students got fairly, very good and

excellent. Thus, based on the result of this pretest above for both classes showed that the

score of control class (CC) was greater than experimental class (EC) where CC 1 student

got good score and EC no student got good score also in CC 8 students got fairly good

and in EC only 2 students, poor 15 students in CC and 5 students and very poor in CC 14

students and in EC 30 students.

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Table 4.2 gives us information that In Experimental (E) class, the data of pretest

showed 2 students (5.4%) got “fairly good” score, 17 students (45.9%) got “poor” score,

and 18 students (48.6%) got “very poor” score. There were no students who got fairly,

good, very good and excellent. While in Control class, 1 student (2.6%) got “good” score,

8 students (21.1%) got “fairly good” score, 20 students (52.6%) got “poor” score and 9

students (23.7%) got “very poor” score. In Control class there are no students who got

fairly, very good and excellent. This result showed that CC was greater than EC where CC

1 student got good score and EC no student got good score also in CC 8 students got

fairly good and in EC only 2 students, poor 20 students in CC and 17 students and very

poor in CC 9 students and in EC 18 students.

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Table 4.3 gives us information that in Experimental (E), the data of pretest showed

1 student (2.7%) got “good” score, 1 student (2.7%) got “fairly good” score, 5 students

(13.5%) got “poor” score, and 30 students (81.1%) got “very poor” score. None of students

got fairly, very good and excellent. While in Control (C) class, there are 3 students (7.9%)

got “good” score, 1 student (21.1%) got “fairly good” score, 17 students (44.7%) got “poor

score” and 10 students (26.3%) got “very poor” score. In C class there were no students

who got fairly, very good and excellent. From this finding showed that CC was greater

than EC where CC 3 student got good score while EC 1 student got good score also in

CC 8 students got fairly good while in EC only 3 students, poor score 17 students in CC

while 5 students in EC and very poor in CC 10 students while in EC 30 students.

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Table 4.4 gives us information that in Experimental (E) class, the data of posttest

showed 2 students (5.4%) got “excellent” score, 6 students (16.2%) got “good” score, 15

students (40.5%) got “fairly good” score, 13 students (35.1%) got “poor” score, and 1

student (2.7%) got very “poor” score. None of students got fairly, and very good. While in

Control (C) class, there are 3 students (7.9%) got “good” score, 6 students (15.8%) got

“fairly good” score, 20 students (52.6%) got “poor” score and 9 students (23.7%) got “very

poor” score. In C class no students got fairly, very good and excellent.

The finding showed that EC was greater than CC where EC 2 students got

excellent score while CC 0 student got excellent score, in EC 6 students got good score

while in CC 3 students, in EC 15 students got fairly good while in CC 6 students, poor

score 13 students in EC and 20 students in CC and very poor in EC 1 student while in CC

9 students.

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Table 4.5 gives us information that in Experimental (E) class, the data of posttest

showed 3 students (8.1%) got “excellent” score, 8 students (21.6%) got “good” score, 12

students (32.4%) got “fairly good” score, 13 students (35.1%) got “poor score”, and 1

student (2.7%) got “very poor” score. In E class no students got fairly, and very good.

While in Control (C) class, there are 3 students (7.9%) got “good” score, 6 students

(15.8%) got “fairly good” score, 25 students (65.8%) got “poor” score and 4 students

(10.5%) got “very poor” score. In C class there were no students who got fairly, very good

and excellent.

Thus, this finding showed that EC was greater than CC where in EC 3 students got

excellent score while in CC 0 student got excellent score, in EC 8 students got good score

while in CC 3 students, in EC 12 students got fairly good and in CC 6 students, poor score

13 students in EC and 25 students in CC and very poor in EC 1 student while in CC 4

students.

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Table 4.6 gives us information that in Experimental (E) class that the data of

posttest showed 3 students (8.1%) got excellent score, 7 students (18.9%) got “good”

score, 14 students (37.8%) got “fairly good” score, 12 students (32.4%) got “poor” score,

and 1 student (2.7%) got “very poor” score. In E class no students got fairly, and very

good. While in Control (C) class, there are 5 students (13.2%) got “good” score, 11

students (28.9%) got “fairly good” score, 16 students (42.1%) got “poor” score and 6

students (15.8%) got “very poor” score. In C class there were no students who got fairly,

very good and excellent.

The finding showed EC was greater than CC where EC 3 students got excellent

score while CC 0 student got excellent score, in CC 7 students got good score while in CC

5 students, in EC 14 students got fairly good while in CC 11 students, poor score 12

students in EC while 16 students in CC and very poor in EC 1 student while in CC 6

students.

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Based on the communicative competence in pretest and posttest result as shown

in table, it gave clear that the result of using CLT method is effective to improve the

students‟ communicative competence in terms of pronunciation, vocabulary and fluency.

b. The Students‟ mean score of achievement and standard result in Pretest and Posttest

Given pretest and posttest were to see the students‟ achievement on

communicative competence. The means score and standard deviation (SD) got from the

test result for both EC and CC.

The table 4.7 shows students‟ score for both two Classes in pretest and posttest.

For EC, the mean score of the student significantly improved 3.738 with SD 1.2022 to

6.566 with standard deviation 1.6163. For Control class, the mean score of the students

also improved from 4.993 with standard deviation 1.3887 to 5.802 with SD 1.5487.

Before doing treatment the mean‟s score of CC was higher than EC, but after

doing treatment, the findings showed that the mean score posttest was bigger than pretest

for that both class. However, the students‟ mean score in EC was more than CC. It means

that using CLT method is more effective to take apart improving the students‟

communicative competence in pronunciation, vocabulary and fluency terms.

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2. The increase of the Students’ learning motivation through the use of Communicative Language Teaching and Grammar Translation Method in teaching English

a.English Learning Motivation in Experimental Class

To know the English learning motivation of students, the researcher used the

questionnaire to the students for both classes. The questionnaires were answered

individually based on the students‟ opinion.

The findings of this research showed the kind of English learning motivation. The

results like below:

Table 4.8 gives us information that result before treatment indicated that 11

(29.7%) students were “undecided” categories, 24 (64.9%) students were “disagree”

categories, 2 (5.4%) student was “strongly disagree” category, and there were no students

“agree” and strongly agree categories.

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The result after treatment indicated that 6 (16.2%) students were “strongly agree”

categories, 22 (59.5%) students were “agree” categories, and 9 (24.3%) students were

“undecided” categories. The data showed that the result of after treatment was higher

than before treatment means that using CLT method could improve the students‟ intrinsic

motivation in learning English

Table 4.9 gives us information that The result before treatment indicated that 1

(2.7%) student was “agree” categories, 10 (27.0%) students were “undecided” categories,

25 (67.6%) students were “disagree” category, 1 (2.7) student was “strongly disagree”

category, and there were no students strongly agree categories.


categories, 26 (70.3%) students were “agree” categories, and 7 (18.9%) students were

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“undecided” categories. The data showed that the result after treatment was higher than

before treatment means that using CLT method could improve the students‟ integrative

motivation in learning English.


(10.8%) students was “agree” categories, 18 (48.6%) students were “undecided”

categories, 15 (40.5%) students were “disagree” category, and there were no students

strongly agree categories. The result after treatment indicated that 9 (24.3%) students

were “strongly agree” categories, 27 (73.0%) students were “agree” categories, and 1

(2.7%) student was “undecided” categories. The data showed that the result after

treatment was higher than before treatment means that using CLT method could improve

the students‟ instrumental motivation in learning English.

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(32.4%) students were “undecided” categories, 20 (54.1%) students were “disagree”

categories, 5 (13.5%) students were “Strongly disagree” category, and there were no

students agree and strongly agree categories.


categories, 30 (81.1%) students were “agree” categories, and 1 (2.7%) student was

“undecided” categories. The data showed that the result after treatment was higher than

before treatment means that using CLT method could improve the students‟ instrumental

(ESP) motivation in learning English.

b. The Classification Score of Students‟ English learning Motivation

The result findings before and after treatment pointed the students‟ English

learning motivation in learning English, like as follows:

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71


(37.84%) students were “moderate” categories, 22 (59.45%) students were “low”

categories, 1 (2.70%) student was “very low” category, none “high” category and none

“very high” category, there were no students high and very high motivation categories.

The result after treatment indicated that 12 (32.4%) students were “very high”

categories, 25 (67.6%) students were “high” categories, none “moderate” categories, none

“low” and none “very low” categories. The result clearly showed that the result after

treatment was higher than before treatment means that using CLT method could improve

the students‟ English learning motivation in learning English.

c. English Learning Motivation in Control Class

The findings of this research showed the kind of English learning motivation by

using questionnairesas follows:

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(5.3%) students were “agree” categories, 7 (18.3%) students were “undecided”

categories, 27 (71.1%) students were “disagree” category, and 2 (5.3%) students were

“strongly disagree”, and there were no students strongly agree categories.

The result after treatment indicated that 3 (7.9%) students were “agree”

categories, 9 (23.7%) students were “undecided” categories,, 25 (65.8%) students were

“disagree” categories and 1 (2.6%) student was “strongly disagree” categories. The data

showed that the result after treatment was higher than before treatment means that using

GTM method could improve the students‟ intrinsic motivation in learning English.

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Table 4.14 gives us information that the result before treatment indicated that 3

(7.9%) students was “agree” categories, 10 (26.3%) students were “undecided”

categories, 24 (63.2%) students were “disagree” categories, and 1 (2.6%) student was

“strongly disagree”




showed that the result after treatment was almost same with before treatment means that

using GTM method is not more effective improving motivation of student..

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categories, 10 (26.3%) students were “disagree” category.




showed that the result after treatment was lower than before treatment means that using

GTM cannot effective to increase the instrumental (EGP) motivation of the students..

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categories, 21 (55.2%) students were “disagree” categories, and 2 (5.3%) students were

“strongly disagree”



“disagree” categories and 2 (5.3%) student were “strongly disagree” categories. The data

showed that the result after treatment was almost same with before treatment means that

using GTM method cannot more effective to enhance the Instrumental (ESP) motivation.

d. The students Classification Score of English learning Motivation

The result findings indicated the deal with English learning motivation of students,

like the following table:

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(10.5%) students were “high” categories, 13 (34.2%) students were “moderate”

categories, 21 (55.3%) students were “low” categories, none student was “very high”

category and none “very low” category.It means that motivation of students have low

result, and 4 (10.5%) of 38 students has high motivation in learning English

The result after treatment demonstrated that 3 (7.9%) students were “high”, 16

(42.1%) students were “moderate” categories, 19 (50.0%) students were “low” categories.

It means that most of students were still in low categories. The findings above showed

that the motivation of the students by using GTM is lower than CLT method.

From those findings, the researcher can conclude that using CLT method in using

in the class is better than GTM in teaching English to enhance students‟ motivation.

3. The hypothesis testing between students’ English communicative competence who are taught using Communicative Language Teaching and those who are thought using Grammar Translation Method

In this point, the researcher applied t-test (significance test) for independent

sample test, and this test done to see the significance difference between the result of

students‟ mean scores in pretest and posttest in EC and CC.

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The following table showed students‟ achievement of pretest and posttest in EC by

using inferential analysis, like as follows:

Table 4.18 the t-value was 16.261 with degree of freedom 36 and P value 0.000.

From the degree of freedom we can know the t-table of this research was 1.666. Based

on the data, the t-value (16.261)> t-table (1.666) and P value (0.000) < 0.05. This result

showed that it has significant different between pretest and posttest for EC. Soit has

improvement on the students‟ communicative competence achievement between pretest

and posttest by applying Communicative Language Teaching in Experimental class.

While the inferential analysis inCC, the result test of pretest and posttest of

students, like as follows;

The table 4.19depicts that the t-value 3.147, degree of freedom 37 and P value

0.213. The degree of freedom indicates the t-table 1.666. The t-value (3.147)> t-table

(1.666), means that in control class hasincreased on the students‟ communicative

competence of pretest and posttest. andP value (0.2133) > 0.05, means it was not

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significant. However, comparison between EC and CC shows the value of t-test of EC is

more than CC (16.261>3.147).

Test hypothesis pointed the result of t-test done by using inferential analysis.

Using t-test (testing of significance) for independent sample test know the significance

difference between the result of students‟ mean scores in pretest and posttest in EC and

CC.

Hypothesis testing:

a. Experimental Class

α = 0.05

t-value= 16.261

df = n-1 =36

t-table = 1.666

The result of t-test value (16.261) was higher than the t-table (1.666), this result

hypothesis proved that it has a significant statistical difference of the mean score pretest

and posttest of the students‟ communicative competence.

b. Control Class

α = 0.05

t = 3.147

df = n-1 = 37

t-table = 1.666

The result of t-test value (3.147) was higher than the t-table (1.666), this result

hypothesis proved that it has a significant difference between the mean score of pretest


The score of t-test and t-table of students‟communicative competence as follows:

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Table 4.20 depicts that the significant difference between t-test and t-table in EC

and CC. In EC the t-table was under than t-test (16.261>1.666), and in CC the t-table was

under than t-test (3.147>1.666). So, the difference the result in EC and CC, show the

value of t-test of EC is significant higher than the value of t-test of CC (16.261>3.147).

4. The hypothesis testing between students’ English learning motivation who are taught using Communicative Language Teaching and those who are thought using Grammar Translation Method?

The researcher indicated t-test (testing of significance) for independent sample

testto know the difference significance between the result of students‟ mean scores before

and after treatment in EC and CC.

The following table showed students‟ motivation of the students before and after

giving treatment in Experimental class.

Table 4.21 indicates that the t-value score of 20.472, degree of freedom 36 and P

value 0.000. The degree of freedom of t-table was 1.666. The data showed, the t-value

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(20.472)> t-table (1.666) and P value (0.000) < 0.05. So Ithas a significant effect before

and after treatment for EC. Therefore, it has an improvement on the students‟ motivation

between before and after giving treatment by applying Communicative Language

Teaching in EC.

While the inferential analysis for CC, the table pointed the motivation of students

before and after giving treatment, like as follows;

Table 4.22indicates that the t-value 0.606, degree of freedom 37 and P value

0.548. The degree of freedom the t-table was 1.666. The data showed the t-value (0.606)

< t-table (1.666) and P value (0.548) > 0.05. It can be concluded that in control class t-

value was lower than t-table. So no improvement occurred on the students‟ motivation

between before and after giving treatment by applying Grammar Translation Method in

control class.

Test hypothesis pointed the result of t-test done by using inferential analysis.

Using t-test (testing of significance) for independent sample test know the significance

difference between the result of students‟ mean scores in pretest and posttest in EC and

CC.

Hypothesis testing:

a. Experimental Class

α = 0.05

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t = 20.472

df = n-1 =36

t-table = 1.666

The result of t-test value (20.472) was greater than the t-table (1.666), this result

hypothesis proved that it has a significant statistical difference of the mean score pretest


b. Control Class

α = 0.05

t = 0.606

df = n-1 = 37

t-table = 1.666

The result of t-test value (0.606) was greater than the t-table (1.666), this result

hypothesis proved that it hasnot a significant difference between the mean score of

pretest and posttest of the students‟ communicative competence.

The t-test and t-table result of students‟ motivationlike as follows:

In EC the t-table was under than t-test (16.261>1.666) means that it has

significant, and in control class the t-test was lower than t-table (0.606>1.666) means that

it is no significant. Sothe different result in EC and CC show that the value of t-test of EC

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is greater than the value of t-test of CC (16.261>0.606). So the conclusion usedCLT

method more effective than using GTM to enhance students‟ motivation.

B. DISCUSSION

In this section discussed about the result of the data collected and analysis

through a testing described in the section before showed about the students‟

improvementachievement in terms of communicative competence and English learning

motivation. The subject material in this research used the English Specific Purposes for

both experimental and control class but different method; experimental class used

Communicative Learning Teaching (CLT) method while control class used Grammar

Translation Method (GTM)

The researcher used data in this research is English oral test to know students‟

achievement of communicative competence and giving questionnaire to know the

students‟ English learning motivation. The oral test here used role-play technique to know

the achievement of student‟s communicative competence and questionnaires to see the

students‟ English learning motivation.

The test of students‟ achievement focused on thethree parts of communicative

competence such as pronunciation, vocabulary and fluency. And in the students‟ English

learning motivation the researcher used questionnaire. The researcher made scoring to

the students used on the three components and the rating scores of English proficiency

test by Heaton, 1988. And the scoring the motivation questionnaire used Likert Scale.

The researcher gave the pretest to the students of EC and CC. In data processing,

the researcher gave the pretest scores using scoring sheet directly for communicative

competence and before treatment for the students‟ motivation used liker‟s scale

1. The effect of students’ English communicative competence by using CLT and GTM in teaching ESP.

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Pronunciation

The score of pronunciation in the experimental class 30 of 37 very poor score and

no student has good score. This condition happened caused by the effect of the first

language, basic grammatical and some causes confusion. In control class only 14 0f 38

students got very poor score and one student have good score, it shows that the

pronunciation score in CC was higher than in EC.

Vocabulary

For vocabulary score in experimental class 18 of 37 students got very poor, the

higher core only 2 of 37 students got fairly good. These happened by the lack of

vocabulary, limited to basic personal. But in control class only 9 of 38 got very poor score

and there was 1 student got good score, it can be concluded that the score of vocabulary

in control class was higher than in experimental class.

Fluency

Based on the data, the fluency score in experimental class 30 of 37 got very poor

score and 1 student got good score. These score influenced by difficult to express,

unnatural pauses, usually hesitant and language limitation. But in the control class only 10

of 38 students got very poor and 3 students got good score, it shows that score of fluency

in CC higher than in EC.

In treatment process, the researcher used material teaching English for Specific

Purposes by using CLT method in order to enhanced the students‟ achievement like what

Hutchinson and Waters (1987) the material should be based on the students‟ need and

considered the science and ability needs of the students to be able to carry out the level

competence required in the target situation. Inga (2013) also said that teaching ESP at the

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University is faculty-based and is intended to develop language learning skill, structural

knowledge of English.

Doing treatment by using ESP as teaching material and supported by teaching

model; group discussion, simulation, language games and role-play. The researcher had

done the teaching learning process during six meetings by using Communicative

Language teaching in EC and GTM in CC. The result of data collected from the both

classes; experimental class who taught by using CLT method showed that the

communicative competence in terms of pronunciation, vocabulary and fluency had

enhanced, related with what Larsen-Freeman (2000) said the goal of CLT is to makethe

students in making communication in target language as fluently and accuracy. Also

Richards (2006) stated that the propos of implementing CLT is to develop fluency in

language use. The students of posttest result in control class who taught English by using

GTM also had enhanced.

Based on the findings, the using CLT method affected the students‟ means score

than the use of GTM. It was many factors influencing the result of CLT method higher than

GTM such as; group discussion, simulation, language games and role-play. Larsen and

freeman (2000) stated that these activities are very important and needed in CLT because

itprovides opportunity for students to make practicing communicating in different social

contexts and different social roles, and the students will find enjoyable. Higgs & Clifford in

Brown (2007) stated also CLT can be defined as the method that is focused to make the

students mastering English as a communicative media either verbal or written

communication.

2.The effect of students’ English learning motivation by using CLT and GTM in teaching English for Specific Purposes.

85

The research also investigated on the impact of the students‟ English learning

motivation by implementingCLT in EC and GTM in CC. The students in EC were taught by

implementing CLT, andGTM implemented in CC. The treatment was implemented in six

treatments.

The investigation results show that the students have highly motivated to learn

English. These findings answer the impact of students‟ motivation by using CLT method.

Based on the result of questionnaires about English learning motivation types such as

intrinsic, integrative and instrumental, it was found that the students are more strongly

motivated in learning. These results were supported by the Brown theorized in Chang

(2014) that CLT can initiate motivational process in two ways-by focusing class on

students to meet their individual needs and sustaining learners‟ self-perceived goal. CLT

is effective at preserving students‟ motivation. Also supported Cole and Chan in Hidayat

(2009) define that motivation is related to personal energy directed at achieving certain

goals.

Based on the findings of this research, the result was high motivation in both

instrumental and integrative types and even with slight dominance in the instrumental

types. Same with what Dorneyi in Katsara(2008) states that contextual condition hashigh

important role in learning foreign language. But different with control class GTM did not

support the English learning motivation types.

The findings in experimental class by using CLT method, the result was higher

than GTM in control class. So CLT method can be used in the class to increase the

students‟ motivation. As Donryei (2009) said that CLT has many useful such it can cover

the lack of enjoyable atmosphere and feel bored with the activities conducted by in the

class and also can affect the students‟ motivation in learning English. And related with

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Ahmad (2013) found that using CLT method Pakistan learners can increase their

communicative ability and motivation for learning.

3. The hypothesis of Students’ communicative competence whowere taught by using CLT method and GTM

The data took from the inferential analysis that described the students‟ score was

success to enhance the students‟ communicative competence in terms of pronunciation,

vocabulary and fluency by using CLT method. The t-value has more than t-table 16.261 >

1.666 and P value (0.000) < 0.05. It shows that the Null Hypothesis (Ho) result was

rejected and the alternative hypothesis (H1) was accepted. This result showed that the

score of students in communicative competence by using CLT method at the

PoltekkesKemenkes Makassar was enhanced.

And the result of control class pretest and posttest by using inferential analysis the

data showed that the students‟ score of communicative competence enhanced by

applying GTM. The result of t-test was P value (0.548) > 0.05, showed that the Null

hypothesis (Ho) was accepted, and the alternative hypothesis (H1) was rejected, so this

test result was not followed by the significant.

The result of the students‟ English communicative competence by CLT method in

experimental class and GTM in control class showed that both of them was significant, but

the using CLT method is more effective to enhance the students‟ communicative

competence.

4. The hypothesis of Students’ motivation who were taught CLT method and GTM

Based on the inferential analysis between before and after treatment for EC, the

data described that the students‟ score was success to enhance the students‟ English

learning motivation by using CLT method. This enhancement was also followed by the

significant. The t-value has more than t-table 20.472 > 1.666 and P value (0.000) < 0.05. It

87

shows that the Null Hypothesis (Ho) was rejected and the alternative hypothesis (H1) was

accepted. The result the data mentioned that the students score in motivation by using

CLT method at dental nurse department of PoltekkeseKementerian Makassar was

enhanced.

And for the control class before and after giving treatment by using inferential

analysis, the data described that the students‟ score was unsuccessful to enhance the

students‟ motivation by using Grammar Translation Method. This result showed that there

was not significant, based on the data result was t value was lower than t-table 0.606 <

1.666 and P value (0.548) > 0.05. The result of t-test showed that there was no significant

difference between the result before and after treatment. It means that using GTM cannot

enhance the students‟ motivation at dental nurse department of PoltekkesKementerian

Makassar.

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CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

The result of the present data analysis and the interpretation previously, the

researcher would like to showthe conclusion of t-value score of posttest both in

experimental and control class for English the communicative competence. The result of t-

value is more than t-table. The result of t value is 16.261 and t table is 1.666, while in

control class t value is 3.147 and t table is 1.666. It means that the using CLT can

increase the students‟ communicative competence than using GTM.

And the result of the conclusion of t-value score of posttest in EC and CC for

students‟ motivation. The result of conclusion of t-value shows that t-value is bigger than t-

table. The result of t value is 20.471 and t table is 1.666, while in control class t value is

0.606 and t table is 1.666. It means that the using CLT can increase the students‟

motivation than using GTM. Also it has significant difference between teaching English

through CLT than teaching English through GTM.

Also it has significant difference between teaching English through CLT than

teaching English through GTM for English communicative competence. It supported by

the result of t-value is more than t-table. The result of t value is 16.261 and t table is

1.666, while in control class t value is 3.147 and t table is 1.666.

And also it has significant difference between teaching English through CLT than

teaching English through GTMfor students‟ motivation.It supported by the result of t value

is 20.471 and t table is 1.666, while in control class t value is 0.606 and t table is 1.666.

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Based on the explanation above, the researcher concluded that CLT is a great

method to enhance and help the students to solve their English communicative

competence and students‟ motivation at the third semester of

PoltekkesKementerianKesehatan Makassar. CLT also has many useful to solve some

problems when the learning process takes place. Namely; the students become passive,

also cannot distributein communication, lazy to interact, find difficulty to make the

conversation, vocabulary problems and the last problem is difficult to make fluency. Since

CLT method is a method that can be used in helpingthe students to build or create the

situation.Also ask the students to be actively and make the students in real or realistic

communication because the teaching material is suit with their need (ESP). And also

make students more interest in learning English. In this way, the students‟ English

communicative competence and motivation enhance by applying CLT method.

B. SUGGESTION

After conducting the research, the researcher would like to provide some

suggestions of usingCLT method, like as follows:

1. CLT will be more enjoyable and effectively if the lecturer can apply the teaching

material with applying some techniques such as language games, role-play, in pair

and group.

2. CLT activities are better in pair or group, because these activities can force the

students doing communicative. In communicative activities a student is free to do

interaction each other, expressing the idea, sense and has a specific goal.

3. CLT, Lecturer or teacher act as facilitator and are not allowed to correctthe students

when they do communicative activity.

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4. The teacher must be more creative to develop the students‟ motivation in learning

English and CLT method is a teaching way to make the students motivate in knowing

English.

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94

CURRICULUM VITAE

Achmad Basir was born on November 5th, 1969 in Belawa-Wajo,

South Sulawesi. He is the First child of seven children from the

marriage H.M.Ridwan Lolo and Hj. Andi Tenri. In 1976, the

researcher registered as student of Kindergarten, 1977 as student

elementary school of SDN 206 Wattang-Belawa and he graduated in 1983. The

next in the same year he registered as a student in SMPN 1 Sengkang-Wajo and

graduated in 1986. Then He registered in senior high school, SMAN 1 Sengkang-

Wajo and graduated in 1989. In 1989, then He continued his study in English

Department, Faculty of Letters in Hasanuddin University of Makassar.

At the end of his study, He could finish his thesis in 2020 entitle “Using

Communicative Language Teaching Based on English for Specific Purposes to

Increase Students‟ English Communicative Competence and Motivation.

95

96

Appendix 1 STUDENTS' ENGLISH LEARNING MOTIVATION

NO INTRINSIC SA A U D SD

1 I like the English language

2 I use English language in daily conversation

3 I enjoy learning English very much

4 I would rather learn English than any other language

5 I feel the need to speak proper English

INTEGRATIVE

6 I am interested in the culture, history or literature associated to the English-speaking world

7 I would not mind immigrating to a country where English is widely spoken

8

I have a strong desire to know all aspects of this language

9 I like to communicate with people who speak English

10 I am determined to achieve maximum proficiency in English

INSTRUMENTAL (EGP)

11 I want to be able to speak this international language

12 to be fluent in English will help me to find a good/better job more easily

13 I feel that good knowledge of English will give me an edge in competing with others

14 it is the predominant language of almost 50 countries

15 increasing my English proficiency will have financial benefits for me

INSTRUMENTAL (ESP)

16 most books from my reading list on dental are written in English

17 it is the main language of science, technology and academia

18 most literature I deal with is written in English

19 it can allow me to be part of multidisciplinary and multicultural teams

20 I would like to be fully proficient in the English used in dental

Adopted Ardeo 2016

97

Appendix 1

1. Patient admission form

Full name ______________________________________________________

Address ________________________________________________________

M/F __________________________________________________________

Marital status __________________________________________________

Phone number __________________________________________________

Occupation ____________________________________________________

Citizenship ____________________________________________________

Religion ______________________________________________________

Reason for admission____________________________________________

Past medical history _____________________________________________

Past surgical history ______________________________________________

Allergies ______________________________________________________

Reason for this visit _____________________________________________ When was your last dental visit ____________________________________

What was done then _____________________________________________

Previous dentist (name and location) ________________________________

How often do you brush your teeth __________________________________

How often do you floss your teeth __________________________________

2. Treatment

3. After treatment

98

Appendix 2

LESSON PLAN

1. Subject : ENGLISH

2. University : Poltekkes Kementerian Kesehatan Makassar

3. Time Allocation : 90 minutes

4. Meeting : 1st meeting

5. Venue (Room) :

6. Class : A and B

7. Semester : III (Third)

8. Language Focus : Speaking

9. Topic : Dental and Oral Hospital team

10. Prior Knowledge:

11. Objectives :

The students are able to mention Clinical dental, nonclinical dental and oral hospital

The students are able to describeClinical dental, nonclinical dental and oral hospital

jobs

The students are able to create dialogue about team in hospital

12. Materials: (Attached in separate sheets)

Step/Phase Estimated

Time

Teacher Role/

Activity

Student

Role/

Activity

Pattern of

interaction

Success

Indicators Purposes

A. Presentation 30

minutes

- Warming up (speaker)

- Telling the objectives of

the material

(speaker)

- Explain the Material of

- Students respond the

greeting

(listener

and

speaker)

- Listen the

objective of

material

(listener)

- Listen to

the

L - S

L - S

- Students are able to

respond

the

greeting

- Students

understand

the

objective

of lesson

- Students understand

- Keep up readiness

- Focus on the

materials

99

“Dental and Oral Hospital”

- Lectures show

clinical,

nonclinical

unit dental and

oral hospital

- Lecturers give examples of

“how to make

dialogue”

(speaker)

- Lecturers give the example of

dialogue that

contains of

Manager and

officer and

how to give

the responses

Lecturer’s explanation

(listener)

- Listen to the

Lecturer’s

examples

(listener )

- Pay

attention to

the

Lecturers’

example

L – S

L – S

L - S

the lecturers’

explanation

Students

can

understand

the

examples

- Students can make a

dialogue

that

contains of

clinical,

nonclinical

unit dental

and

hospital

job

- Fosters students

understand

ing

- To make students

understand

in making

dialogue

that

contains of

clinical,

nonclinical

unit dental

and

hospital

job

B. Practice 40

Minutes

- Explain the

task instruction

(speaker)

Activity

(Experiment

Class)

- Put the students in

group

- Each groupmakes

- Listen

carefully

- Students choose

partner to

be in group.

L - S

S - S

- Student

understand

the task

instruction

- Students in

group can

make and

produce

the

- To make

the

students

are easy to

do the

tasks.

- Increasing

students’

ability to

discuss

about

100

dialogue that contain with

clinical unit,

nonclinical

unit and oral

hospital job

- Each student

tells his/her

information

about clinical

unit,

nonclinical

unit and oral

hospital job

Activity

(Control

Class)

- The teacher points one of

the students to

come forward.

- The students describe why

learn dental

nurse and

become dental

nurse in the

class.

- Students work

together to

discuss the

material

The

students

work

individually

in why

learn dental

nurse and

become

dental

nurse.

S-S

L-S

dialogue.

The

students

can

produce the

why learn

dental

nurse and

become

dental

nurse how

to give

responses

clinical

unit,

nonclinical

unit and

oral

hospital

job.

Increasing

students

ability to

describe

why learn

dental

nurse and

become

dental

nurse how to give

responses

101

C. Production/ Use

20 minutes - Ask students to explain

orally why

learn dental

nurse and

become dental

nurse how to

give responses

as many as

they known

(listener)

- students explain

orally why

learn dental

nurse and

become

dental nurse

how to give

responses

as many as

they known

(speaker)

L-S

Students can explain

orally why

learn dental

nurse and

become

dental

nurse how

to give

responses

Increasing the

students

ability to

describe

why learn

dental

nurse and

become

dental

nurse how

to give

responses

102

LESSON PLAN




4. Meeting : 2nd

and 3rd

meeting

5. Venue (Room) :

6. Class : A and B



9. Topic : Dental Nurse


11. Objectives :

The students are able to comprehend about dental nurse

The students are able to understand and describethe duties of dental nurse

The students are able to create dialogue about duties of dental nurse of patient

observation



Time

Teacher Role/

Activity

Student

Role/

Activity

Pattern of

interaction

Success

Indicators Purposes

A. Presentation 30

minutes


- Telling the objectives of

the material

(speaker)

- Explain the

Material of

“Dental and

Oral Hospital”


greeting

(listener

and

speaker)

- Listen the

objective of

material

(listener)

- Listen to the

Lecturer’s

explanation

L - S

L - S

L – S


respond

the

greeting


the

objective

of lesson


the

lecturers’

- Keep up readiness

- Focus on the

materials

103

- Lectures show

the duties of

dental nurse


“how to make

dialogue”

(speaker)


dialogue that

contains of the

duties of

dental nurse

and how to

give the

responses

(listener)

- Listen to the

Lecturer’s

examples

(listener )

- Pay

attention to

the

Lecturers’

example

L – S

L - S

explanation

Students

can

understand

the

examples


dialogue

that the

duties of

dental

nurse

- Fosters students

understand

ing

- To make students

understand

in making

dialogue

that

contains of

the duties

of dental

nurse

B. Practice 40

Minutes

- Explain the

task

instruction

(speaker)

Activity

(Experiment

Class)


group

- Each group discuss about

the duties of

- Listen

carefully

- Students

choose

partner to

be in group.

- Students work

together to

L - S

S - S

- Student

understand

the task

instruction

- Students in

group can

make and

produce

the

dialogue.

- To make

the

students

are easy to

do the

tasks.

Increasing

students’

ability to

discuss

about the

duties of

dental

104

dental nurse

- Each student

tells his/her

information

about the

duties of

dental nurse

Activity

(Control

Class)


the students to

come forward.

- The students describe why

learn dental

nurse and

become dental

nurse in the

class.

discuss material

The

students

work

individually

in why

learn dental

nurse and

become

dental

nurse.

S-S

L-S

The

students

can

produce

why learn

dental

nurse and

become

dental

nurse how

to give

responses

nurse

Increasing

students

ability to

describe

why learn

dental

nurse and

become

dental

nurse how

to give

responses

C. Production/

Use 20 minutes - Ask students

to explain

orally why

learn dental

nurse and

become dental

nurse how to

give responses

as many as

they known

(listener)

- students explain

orally why

learn dental

nurse and

become

dental nurse

how to give

responses

as many as

they known

(speaker)

L-S

Students

can explain

orally why

learn dental

nurse and

become

dental

nurse how

to give

responses

Increasing

the

students

ability to

describe

why learn

dental

nurse and

become

dental

nurse how

to give

responses

105

LESSON PLAN




4. Meeting : 4th

– 5th

meeting

5. Venue (Room) :

6. Class : A and B



9. Topic : Patient Admission


11. Objectives :

The students are able to understand the duties of dental reception

The students are able to describepatient admission form

The students are able to create dialogue about patient admission form



Time

Teacher Role/

Activity

Student

Role/

Activity

Pattern of

interaction

Success

Indicators Purposes

A. Presentation 30

minutes


- Telling the

objectives of

the material

(speaker)


“Patient

Admission”


greeting

(listener

and

speaker)

- Listen the

objective of

material

(listener)

- Listen to the

Lecturer’s

explanation

L - S

L - S

L – S


respond

the

greeting


the

objective

of lesson


the

lecturers’

explanation

- Keep up readiness

- Focus on the

materials

106

- Lectures show

Patient

Admission

Form


“how to make

dialogue”

(speaker)


dialogue that

contains of

Patient

Admission

Formand how

to give the

responses

(listener)

- Listen to the

Lecturer’s

examples

(listener )

- Pay

attention to

the

Lecturers’

example

L – S

L - S

Students

can

understand

the

examples


dialogue

that

contains of

Patient

Admission

Form

- Fosters students

understand

ing

- To make students

understand

in making

dialogue

that

contains of

Patient

Admission

Form

B. Practice 40

Minutes

- Explain the

task

instruction

(speaker)

Activity

(Experiment

Class)


group

- Each groupmake

dialogue

contain Patient

Admission

- Listen

carefully

- Students

choose

partner to

be in group.

- Students work

together to

discuss

L - S

S - S

S-S

- Student

understand

the task

instruction

- Students in

group can

make and

produce

the

dialogue.

- To make

the

students

are easy to

do the

tasks.

Increasing

students’

ability to

discuss

about

Patient

Admission

107

Form

- Each student

tells his/her

informationPat

ient

Admission

Form

Activity

(Control

Class)


the students to

come forward.

- The students fill the patient

admission

form.

material

The

students

work

individually

fill the

Patient

Admission

Form

L-S

The

students

can

produce

Patient

Admission

Form

Form

Increasing

students

ability to

fill Patient

Admission

Form

and how to

give

responses

C. Production/

Use 20 minutes - Ask students

to write

Patient

Admission

Form and how

to give

responses as

many as they

known

(listener)

- students

can write

Patient

Admission

Form and

how to give

responses

as many as

they known

(speaker)

L-S

Students

can express

and write

Patient

Admission

Form and

how to give

responses

Increasing

the

students

ability to

write and

express

Patient

Admission

Form and

how to give

responses

108

LESSON PLAN


2. University : Poltekes Kementerian Kesehatan Makassar


4. Meeting : 6th

meeting

5. Venue (Room) :

6. Class : A and B



9. Topic : Dental Check-Up


11. Objectives :

The students are able to comprehend about dental check-up

The students are able to Use the expression of asking and giving advice

The students are able to create dialogue about check-up



Time

Teacher Role/

Activity

Student

Role/

Activity

Pattern of

interaction

Success

Indicators Purposes

A. Present

ation 30

minutes


- Telling the

objectives of

the material

(speaker)


“Dental Check

Up”


greeting

(listener

and

speaker)

- Listen the

objective of

material

(listener)

- Listen to the

Lecturer’s

explanation

L - S

L - S

L – S


respond

the

greeting


the

objective

of lesson


the

lecturers’

explanation

- Keep up readiness

- Focus on the

materials

109

- Lecturers give

examples of

“how to make

dialogue”

(speaker)


dialogue that

contains of

Dental Check

Up and how to

give the

responses

(listener)

- Listen to the

Lecturer’s

examples

(listener )

- Pay

attention to

the

Lecturers’

example

L – S

L - S

Students

can

understand

the

examples


dialogue

that

contains of

Dental

Check Up

- Fosters students

understand

ing

- To make students

understand

in making

dialogue

that Dental

Check Up

B. Practic

e 40

Minutes

- Explain the

task

instruction

(speaker)

Activity

(Experiment

Class)


group

- Each group make dialogue

that Dental

Check Up

- Each student tells his/her

information

about Dental

- Listen

carefully

- Students

choose

partner to

be in group.

- Students work

together to

discuss

material

L - S

S - S

- Student

understand

the task

instruction

- Students in

group can

make and

produce

the

dialogue.

- To make

the

students

are easy to

do the

tasks.

Increasing

students’

ability to

discuss

about

Dental

Check Up

110

Check Up

Activity

(Control

Class)


the students to

come forward.

- The students

Dental Check

Up

The

students

work

individually

in whyneed

Dental

Check Up.

L-S

The

students

can

produce the

why Dental

Check Up

and how to

give

responses

Increasing

students

ability to

describe

why Dental

Check Up

and how to

give

responses

C. Produc

tion/

Use

20 minutes - Ask students

to explain

orally why

Dental Check

Upand how to

give responses

as many as

they known

(listener)

- students explain

orally why

Dental

Check

Upand how

to give

responses

as many as

they known

(speaker)

L-S

Students

can explain

orally why

Dental

Check Up

and how to

give

responses

Increasing

the

students

ability to

describe

why Dental

Check Up

and how to

give

responses

111

APPENDIX 3 The Attendance List of The Students Class Control (A)

No Name 1 2 3 4 5 6 7 8

1 S1 √ √ √ √ √ √ √ √

2 S2 √ √ √ √ √ √ √ √

3 S3 √ √ √ √ √ i √ √

4 S4 √ √ √ √ √ √ √ √

5 S5 √ √ √ √ √ √ √ √

6 S6 √ √ √ - √ √ √ √

7 S7 √ √ √ √ √ √ √ √

8 S8 √ √ √ √ √ √ √ √

9 S9 √ √ √ √ √ √ √ √

10 S10 √ √ √ √ √ √ √ √

11 S11 √ √ √ √ √ √ √ √

12 S12 √ √ √ √ √ √ √ √

13 S13 √ √ √ √ √ √ √ √

14 S14 √ √ √ √ √ √ √ √

15 S15 √ √ √ √ √ √ √ √

16 S16 √ √ √ i √ √ √ √

17 S17 √ √ √ √ √ √ √ √

18 S18 √ √ √ √ √ √ √ √

19 S19 √ √ √ √ √ √ √ √

20 S20 √ √ √ √ √ √ √ √

21 S21 √ √ √ √ √ √ √ √

22 S22 √ √ √ √ √ √ √ √

23 S23 √ √ √ √ √ √ √ √

24 S24 √ √ √ √ √ √ √ √

25 S25 √ √ √ √ √ √ √ √

26 S26 √ √ √ √ √ √ √ √

27 S27 √ √ √ √ √ S √ √

28 S28 √ √ √ √ √ √ √ √

112

29 S29 √ √ √ - √ √ √ √

30 S30 √ √ √ √ √ √ √ √

31 S31 √ √ S √ √ √ √ √

32 S32 √ √ - √ √ √ √ √

33 S33 √ √ √ √ √ √ √ √

34 S34 √ √ √ - √ √ √ √

35 S35 √ √ √ √ √ √ √ √

36 S36 √ √ √ √ √ √ √ √

37 S37 √ √ √ √ √ √ √ √

113

APPENDIX 3 The Attendance List of The Students of Control Class (A) No Name 1 2 3 4 5 6 7 8

1 S1 √ √ √ √ √ √ √ √

2 S2 √ √ √ √ √ √ √ √

3 S3 √ √ √ √ √ √ √ √

4 S4 √ S √ √ √ √ - √

5 S5 √ √ √ √ - √ √ √

6 S6 √ S √ √ √ √ √ √

7 S7 √ √ √ √ √ √ √ √

8 S8 √ √ √ √ √ √ √ √

9 S9 √ √ √ √ - √ √ √

10 S10 √ √ √ - √ √ √ √

11 S11 √ √ √ √ √ √ √ √

12 S12 √ √ √ √ - √ - √

13 S13 √ √ √ S √ √ √ √

14 S14 √ √ √ √ √ √ √ √

15 S15 √ √ √ √ √ √ √ √

16 S16 √ √ √ √ √ √ √ √

17 S17 √ - √ √ √ √ √ √

18 S18 √ √ √ - √ √ √ √

19 S19 √ √ √ √ √ - √ √

20 S20 √ √ √ √ √ √ √ √

21 S21 √ √ √ √ √ - √ √

22 S22 √ √ √ √ √ √ √ √

23 S23 √ √ √ √ √ √ √ √

24 S24 √ √ √ √ √ √ √ √

25 S25 √ √ √ √ √ √ √ √

26 S26 √ √ √ √ √ √ √ √

27 S27 √ √ √ √ √ √ √ √

28 S28 √ √ √ √ √ √ √ √

29 S29 √ √ √ √ √ √ √ √

114

30 S30 √ √ √ √ - √ - √

31 S31 √ √ √ √ √ √ √ √

32 S32 √ √ √ √ √ √ √ √

33 S33 √ √ √ √ √ √ √ √

34 S34 √ √ √ √ √ √ √ √

35 S35 √ √ √ - √ √ √ √

36 S36 √ √ √ - √ √ √ √

37 S37 √ √ √ √ √ √ √ √

38 S38 √ √ √ √ √ √ √ √

115

Appendix 6

The Students' Score Vocabulary in Posttest (Control Class)

No Respondent

Vocabulary Score Classification

1 S-1 3 5.0 Poor

2 S-2 3 5.0 Poor

3 S-3 3 5.0 Poor

4 S-4 2 3.3 Very Poor

5 S-5 2 3.3 Very Poor

6 S-6 4 6.7 Fairly Good

7 S-7 3 5.0 Poor

8 S-8 3 5.0 Poor

9 S-9 3 5.0 Poor

10 S-10 5 8.3 Good


12 S-12 3 5.0 Poor

13 S-13 3 5.0 Poor


15 S-15 3 5.0 Poor

16 S-16 3 5.0 Poor

17 S-17 5 8.3 Good

18 S-18 5 8.3 Good


20 S-20 3 5.0 Poor

21 S-21 3 5.0 Poor


23 S-23 3 5.0 Poor

24 S-24 3 5.0 Poor

25 S-25 3 5.0 Poor

26 S-26 3 5.0 Poor

27 S-27 3 5.0 Poor

28 S-28 3 5.0 Poor

29 S-29 3 5.0 Poor

116

30 S-30 3 5.0 Poor


32 S-32 2 3.3 Very Poor

33 S-33 3 5.0 Poor

34 S-34 2 3.3 Very Poor

35 S-35 3 5.0 Poor

36 S-36 3 5.0 Poor

37 S-37 3 5.0 Poor

38 S-38 3 5.0 Poor

∑X Total Score 122 203.3

X Mean Score 3.2 5.4

117

Appendix 7 Frequency Table

Pretest Pronunciation Experimental Class

Frequency Percent Valid Percent Cumulative

Percent

Valid

1.7 2 5.3 5.4 5.4

3.3 28 73.7 75.7 81.1

5.0 5 13.2 13.5 94.6

6.7 2 5.3 5.4 100.0

Total 37 97.4 100.0

Missing System 1 2.6

Total 38 100.0

Pretest Vocabulary Experimental Class


Percent

Valid

1.7 2 5.3 5.4 5.4

3.3 16 42.1 43.2 48.6

5.0 17 44.7 45.9 94.6

6.7 2 5.3 5.4 100.0

Total 37 97.4 100.0


Total 38 100.0

Pretest Pronunciation Control Class


Percent

Valid

3.3 14 36.8 36.8 36.8

5.0 15 39.5 39.5 76.3

6.7 8 21.1 21.1 97.4

8.3 1 2.6 2.6 100.0

Total 38 100.0 100.0

118

Pretest Vocabulary Control Class


Percent

Valid

3.3 9 23.7 23.7 23.7

5.0 20 52.6 52.6 76.3

6.7 8 21.1 21.1 97.4

8.3 1 2.6 2.6 100.0

Total 38 100.0 100.0

Pretest Fluency Experimental Class


Percent

Valid

1.7 8 21.1 21.6 21.6

3.3 22 57.9 59.5 81.1

5.0 5 13.2 13.5 94.6

6.7 1 2.6 2.7 97.3

8.3 1 2.6 2.7 100.0

Total 37 97.4 100.0


Total 38 100.0

Pretest Fluency Control Class


Percent

Valid

3.3 10 26.3 26.3 26.3

5.0 17 44.7 44.7 71.1

6.7 8 21.1 21.1 92.1

8.3 3 7.9 7.9 100.0

Total 38 100.0 100.0

119

Posttest Pronunciation Experimental Class


Percent

Valid

3.3 1 2.6 2.7 2.7

5.0 13 34.2 35.1 37.8

6.7 15 39.5 40.5 78.4

8.3 6 15.8 16.2 94.6

10.0 2 5.3 5.4 100.0

Total 37 97.4 100.0


Total 38 100.0

Posttest Vocabulary Experimental Class


Percent

Valid

3.3 1 2.6 2.7 2.7

5.0 13 34.2 35.1 37.8

6.7 12 31.6 32.4 70.3

8.3 8 21.1 21.6 91.9

10.0 3 7.9 8.1 100.0

Total 37 97.4 100.0


Total 38 100.0

Posttest Pronunciation Control Class


Percent

Valid

3.3 9 23.7 23.7 23.7

5.0 20 52.6 52.6 76.3

6.7 6 15.8 15.8 92.1

8.3 3 7.9 7.9 100.0

Total 38 100.0 100.0

120

Posttest Vocabulary Control Class


Percent

Valid

3.3 4 10.5 10.5 10.5

5.0 25 65.8 65.8 76.3

6.7 6 15.8 15.8 92.1

8.3 3 7.9 7.9 100.0

Total 38 100.0 100.0

Posttest Fluency experimental Class


Percent

Valid

3.3 1 2.6 2.7 2.7

5.0 12 31.6 32.4 35.1

6.7 14 36.8 37.8 73.0

8.3 7 18.4 18.9 91.9

10.0 3 7.9 8.1 100.0

Total 37 97.4 100.0


Total 38 100.0

Posttest Fluency Control Class


Percent

Valid

3.3 6 15.8 15.8 15.8

5.0 16 42.1 42.1 57.9

6.7 11 28.9 28.9 86.8

8.3 5 13.2 13.2 100.0

Total 38 100.0 100.0

121

T-Test

Paired Samples Statistics

Mean N Std. Deviation Std. Error

Mean

Pair 1

pretest pronunciation

experimental class 3.627 37 1.0373 .1705

posttest pronunciation


Pair 2

pretest vocabulary


posttest vocabulary


Pair 3


control class 4.768 37 1.3903 .2286


control class 6.624 37 1.6838 .2768

Pair 4

pretest vocabulary

control class 5.042 38 1.2729 .2065

posttest vocabulary

control class 5.126 38 1.4277 .2316

Pair 5

pretest fluency


Posttest Fluency


Pair 6

pretest fluency Control

class 5.171 38 1.5030 .2438

Posttest Fluency Control

class 5.658 38 1.5346 .2489

122

Paired Samples Correlations

N Correlation Sig.

Pair 1


experimental class&


experimental class

37 .685 .000

Pair 2

pretest vocabulary

experimental & posttest

vocabulary experimental

37 .815 .000

Pair 3


Control & posttest


37 -.034 .842

Pair 4


Control & posttest

pronunciation Control

38 .675 .000

Pair 5

pretest fluency &

Posttest Fluency

experimental

37 .767 .000

Pair 6 pretest fluency &

Posttest Fluency Control 38 .871 .000

123

Appendix 8 The Students' score After Treatment (Experimental Group)

ENGLISH LANGUAGE MOTIVATION

No Intrinsic SA A U D SD

1 I like the English language 14 19 4 0 0

2 I use English language in daily conversation 1 15 19 2 0

3 I enjoy learning English very much 10 20 7 0

4 I would rather learn English than any other language

5 8 19 1 0

5 I feel the need to speak proper English 8 15 14 0 0

Integrative

6 I am interested in the culture, history or literature associated to the English-speaking world

4 14 19 0 0

7 I would not mind immigrating to a country where English is widely spoken

9 16 12 0 0

8 I have a strong desire to know all aspects of this language

9 18 10 0 0

9 I like to communicate with people who speak English 6 20 11 0 0

10 I am determined to achieve maximum proficiency in English

16 19 1 1 0

Instrumental (EGP)

11 I want to be able to speak this international language

19 18 0 0 0

12 to be fluent in English will help me to find a good/better job more easily

21 16 0 0 0

13 I feel that good knowledge of English will give me an edge in competing with others

12 18 7 0 0

14

it is the predominant language of almost 50 countries 10 19 8 0 0

15 increasing my English proficiency will have financial benefits for me

12 21 4 0 0

Instrumental (ESP)

16 most books from my reading list on dental are written in English

5 29 3 0 0

17 it is the main language of science, technology and academia

11 21 5 0 0

124

18 most literature I deal with is written in English 7 26 4 0 0

19 it can allow me to be part of multidisciplinary and multicultural teams

10 21 6 0 0

20 I would like to be fully proficient in the English used in dental

33 3 1 0 0

125

Appendix 7 Frequency Table

Pretest Pronunciation Experimental Class


Percent

Valid

1.7 2 5.3 5.4 5.4

3.3 28 73.7 75.7 81.1

5.0 5 13.2 13.5 94.6

6.7 2 5.3 5.4 100.0

Total 37 97.4 100.0


Total 38 100.0

Pretest Vocabulary Experimental Class


Percent

Valid

1.7 2 5.3 5.4 5.4

3.3 16 42.1 43.2 48.6

5.0 17 44.7 45.9 94.6

6.7 2 5.3 5.4 100.0

Total 37 97.4 100.0


Total 38 100.0

Pretest Pronunciation Control Class


Percent

Valid

3.3 14 36.8 36.8 36.8

5.0 15 39.5 39.5 76.3

6.7 8 21.1 21.1 97.4

8.3 1 2.6 2.6 100.0

Total 38 100.0 100.0

126

Pretest Vocabulary Control Class


Percent

Valid

3.3 9 23.7 23.7 23.7

5.0 20 52.6 52.6 76.3

6.7 8 21.1 21.1 97.4

8.3 1 2.6 2.6 100.0

Total 38 100.0 100.0

Pretest Fluency Experimental Class


Percent

Valid

1.7 8 21.1 21.6 21.6

3.3 22 57.9 59.5 81.1

5.0 5 13.2 13.5 94.6

6.7 1 2.6 2.7 97.3

8.3 1 2.6 2.7 100.0

Total 37 97.4 100.0


Total 38 100.0

127

Pretest Fluency Control Class


Percent

Valid

3.3 10 26.3 26.3 26.3

5.0 17 44.7 44.7 71.1

6.7 8 21.1 21.1 92.1

8.3 3 7.9 7.9 100.0

Total 38 100.0 100.0

Posttest Pronunciation Experimental Class


Percent

Valid

3.3 1 2.6 2.7 2.7

5.0 13 34.2 35.1 37.8

6.7 15 39.5 40.5 78.4

8.3 6 15.8 16.2 94.6

10.0 2 5.3 5.4 100.0

Total 37 97.4 100.0


Total 38 100.0

Posttest Vocabulary Experimental Class


Percent

Valid

3.3 1 2.6 2.7 2.7

5.0 13 34.2 35.1 37.8

6.7 12 31.6 32.4 70.3

8.3 8 21.1 21.6 91.9

10.0 3 7.9 8.1 100.0

Total 37 97.4 100.0


128

Total 38 100.0

Posttest Pronunciation Control Class


Percent

Valid

3.3 9 23.7 23.7 23.7

5.0 20 52.6 52.6 76.3

6.7 6 15.8 15.8 92.1

8.3 3 7.9 7.9 100.0

Total 38 100.0 100.0

Posttest Vocabulary Control Class


Percent

Valid

3.3 4 10.5 10.5 10.5

5.0 25 65.8 65.8 76.3

6.7 6 15.8 15.8 92.1

8.3 3 7.9 7.9 100.0

Total 38 100.0 100.0

Posttest Fluency experimental Class


Percent

Valid

3.3 1 2.6 2.7 2.7

5.0 12 31.6 32.4 35.1

6.7 14 36.8 37.8 73.0

8.3 7 18.4 18.9 91.9

10.0 3 7.9 8.1 100.0

Total 37 97.4 100.0


129

Total 38 100.0

Posttest Fluency Control Class


Percent

Valid

3.3 6 15.8 15.8 15.8

5.0 16 42.1 42.1 57.9

6.7 11 28.9 28.9 86.8

8.3 5 13.2 13.2 100.0

Total 38 100.0 100.0

T-Test

130

Paired Samples Correlations

N Correlation Sig.

Pair 1


experimental class&


experimental class

37 .685 .000

Pair 2

pretest vocabulary

experimental & posttest


37 .815 .000

Pair 3


Control & posttest


37 -.034 .842

Pair 4


Control & posttest


38 .675 .000

Pair 5

pretest fluency &

Posttest Fluency

experimental

37 .767 .000

Pair 6 pretest fluency &

Posttest Fluency Control 38 .871 .000

131

Paired Samples Test

Paired Differences t Df Sig.

(2-

tailed) Mean Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair 1

Pretest pronunciation

experimental - posttest

pronunciation

experimental

-2.8216 1.1118 .1828 -3.1923 -2.4509 -15.437 36 .000

Pair 2

Pretest vocabulary

experimental - posttest


-2.4459 .9974 .1640 -2.7785 -2.1134 -14.917 36 .000

Pair 3

Pretest vocabulary

Control - posttest

vocabulary control

-1.8568 2.2197 .3649 -2.5968 -1.1167 -5.088 37 .000

Pair 4

Pretest pronunciation

Control - posttest


-.0842 1.0985 .1782 -.4453 .2769 -.473 37 .639

Pair 5

Pretest fluency

experimental - Posttest

Fluency experimental

-3.2162 1.0616 .1745 -3.5702 -2.8623 -18.429 36 .000

Pair 6 Pretest fluency control -

Posttest Fluency Control -.4868 .7733 .1254 -.7410 -.2327 -3.881 37 .000

132

Paired Samples Statistics

Mean N Std. Deviation Std. Error

Mean

Pair 1 pretest pronunciation experimental class 3.627 37 1.0373 .1705

posttest pronunciation experimental class 6.449 37 1.5269 .2510

Pair 2 pretest vocabulary experimental class 4.178 37 1.1646 .1915

posttest vocabulary experimental class 6.624 37 1.6838 .2768

Pair 3 pretest pronunciation control class 4.768 37 1.3903 .2286

posttest pronunciation control class 6.624 37 1.6838 .2768

Pair 4 pretest vocabulary control class 5.042 38 1.2729 .2065

posttest vocabulary control class 5.126 38 1.4277 .2316

Pair 5 pretest fluency experimental class 3.411 37 1.4047 .2309

Posttest Fluency experimental class 6.627 37 1.6384 .2693

Pair 6 pretest fluency Control class 5.171 38 1.5030 .2438

Posttest Fluency Control class 5.658 38 1.5346 .2489

133

Appendix 9

Frequency Table

Intrinsic Motivation before Treatment (Experimental Class)

Frequency Percent Valid Percent Cumulative Percent

Valid 1 2 5.3 5.4 5.4

2 24 63.2 64.9 70.3

3 11 28.9 29.7 100.0

Total 37 97.4 100.0


Total 38 100.0

Integrative Motivation before Treatment (Experimental Class)


Valid 1 1 2.6 2.7 2.7

2 25 65.8 67.6 70.3

3 10 26.3 27.0 97.3

4 1 2.6 2.7 100.0

Total 37 97.4 100.0


Total 38 100.0

Instrumental Motivation EGP before Treatment (Experimental Class)


Valid 2 15 39.5 40.5 40.5

3 18 47.4 48.6 89.2

4 4 10.5 10.8 100.0

Total 37 97.4 100.0


Total 38 100.0

134

Instrumental Motivation ESP before Treatment (Experimental Class)


Valid 1 5 13.2 13.5 13.5

2 20 52.6 54.1 67.6

3 12 31.6 32.4 100.0

Total 37 97.4 100.0


Total 38 100.0

Intrinsic Motivation after Treatment (Experimental Class)


Valid 3 9 23.7 24.3 24.3

4 22 57.9 59.5 83.8

5 6 15.8 16.2 100.0

Total 37 97.4 100.0


Total 38 100.0

Integrative Motivation after Treatment (Experimental Class)


Valid 3 7 18.4 18.9 18.9

4 26 68.4 70.3 89.2

5 4 10.5 10.8 100.0

Total 37 97.4 100.0


Total 38 100.0

Instrumental Motivation EGP after Treatment (Experimental Class)


Valid 3 1 2.6 2.7 2.7

4 27 71.1 73.0 75.7

5 9 23.7 24.3 100.0

Total 37 97.4 100.0


Total 38 100.0

135

Instrumental Motivation ESP after Treatment (Experimental Class)


Valid 3 1 2.6 2.7 2.7

4 30 78.9 81.1 83.8

5 6 15.8 16.2 100.0

Total 37 97.4 100.0


Total 38 100.0

Intrinsic Motivation before Treatment (Control Class)


Valid 1 2 5.3 5.3 5.3

2 27 71.1 71.1 76.3

3 7 18.4 18.4 94.7

4 2 5.3 5.3 100.0

Total 38 100.0 100.0

Integrative Motivation before Treatment (Control Class)


Valid 1 1 2.6 2.6 2.6

2 24 63.2 63.2 65.8

3 10 26.3 26.3 92.1

4 3 7.9 7.9 100.0

Total 38 100.0 100.0

Instrumental Motivation EGP before Treatment (Control Class)


Valid 2 10 26.3 26.3 26.3

3 19 50.0 50.0 76.3

4 9 23.7 23.7 100.0

Total 38 100.0 100.0

136

Instrumental Motivation ESP before Treatment (Control Class)


Valid 1 2 5.3 5.3 5.3

2 21 55.3 55.3 60.5

3 9 23.7 23.7 84.2

4 6 15.8 15.8 100.0

Total 38 100.0 100.0

Intrinsic Motivation after Treatment (Control Class)


Valid 1 1 2.6 2.6 2.6

2 25 65.8 65.8 68.4

3 9 23.7 23.7 92.1

4 3 7.9 7.9 100.0

Total 38 100.0 100.0

Integrative Motivation after Treatment (Control Class)


Valid 1 1 2.6 2.6 2.6

2 22 57.9 57.9 60.5

3 13 34.2 34.2 94.7

4 2 5.3 5.3 100.0

Total 38 100.0 100.0

Instrumental Motivation EGP after Treatment (Control Class)


Valid 2 6 15.8 15.8 15.8

3 25 65.8 65.8 81.6

4 6 15.8 15.8 97.4

5 1 2.6 2.6 100.0

Total 38 100.0 100.0

137

Instrumental Motivation ESP after Treatment (Control Class)


Valid 1 2 5.3 5.3 5.3

2 18 47.4 47.4 52.6

3 12 31.6 31.6 84.2

4 6 15.8 15.8 100.0

Total 38 100.0 100.0

138

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence Interval of

the Difference

Lower Upper

Pair 1 Motiv

ation

before

Treat

ment

(Expe

riment

al

Class)

-

Motiv

ation

after

Treat

ment

(Expe

riment

al

Class)

-34.730 10.319 1.696 -38.170 -31.289 -20.472 36 .000

139

Pair 2 Motiv

ation

before

Treat

ment

(Contr

ol

Class

–

Motiv

ation

after

Treat

ment

(Contr

ol

Class)

-.737 7.493 1.216 -3.200 1.726 -.606 37 .548

140

UNIT 4

DENTAL CHECK-UP

A. Conversations: Dental check-up.

(Source : www.dentalcare.comen-uspatient-educationpatient-materialswhy-are-regular-dental-visits-important)

Yana having some gum pain recently, and this morning she going to the Dental and Oral

hospital to meet the drg. Hans.

Yana : Hello, Doctor.

drg. Hans : Good morning, long time no see Yana. How are you today?

Yana : I'm OK. I've been having some gum pain recently.

drg. Hans : Well let's look. Please recline and open your mouth.... that's good.

Yana : (after being examined) How does it look?

drg. Hans : Well, there is some inflammation of the gums. I think we should also do a new

set of X-rays.

Yana : Why do you say that? There is something wrong?

At the end of the study students are expected to be able to :

1. Comprehend about dental check-up.

2. Understand and comprehend words connected with dental check-up.

3. Respond and understand content of conversations.

4. Use expression of asking and giving advice.

5. Speaking practice role play in using asking and giving advice.

141

drg. Hans : No, no, it just standards procedure every year. It looks like you may have a

few cavities as well.

Yana : That's not good news.

drg. Hans : There are two cavities and they look superficial.

Yana : I hope so.

drg. Hans : We need to take X-rays to identify tooth decay and check for decay

between the teeth.

Yana : I see.

drg. Hans : Here, use this protective apron.

Yana : OK.

drg. Hans : (After taking the X-rays) Things look good. I don't see any evidence of further

decay.

Yana : That's good news!

drg. Hans : Yes, I just get these two fillings drilling and then we will get your teeth

cleaning.

Yana : is it pain, doc?

drg. Hans : No no,, as usual just follow the procedure.

Yana : Ok, I am so grateful for the things, you will do for me, doc.

drg. Hans : Take it easy, It’s my job.

B. Vocabulary.

Bleeding gums Gusi berdarah Routine

Examination

Pemeriksaan

rutin

Braces Kawat gigi Sprue Sariawan

Broken tooth Gigi Patah Sedative Obat penenang

Chew Mengunyah Side effect Efek sampinng

Do not swallow Jangan di telan soft tissue lining

mouth

Lapisan lunak

pada jaringan

mulut

Enamel teeth Lapisan gigi Stiff Kaku

Fillings Tambalan gigi Stitches Jahitan

142

Further treatment Perawatan lebih

lanjut

Swollen Bengkak

follow-up visit Kunjungan tindak

lanjut

Symptoms Gejala

Gingivitis Radang gusi Take it easy Santai saja

Gum disease Penyakit gusi Tartar Karang gigi

Healing Penyembuhan Throb Berdenyut-

denyut (sakit)

Hurt Sakit Toothache Sakit gigi

Inflammation Peradangan To soothe the pain Untuk

menenangkan

rasa sakit

Irritated Terganggu Tooth cavity Gigi berlubang

Preventing Problem Mencegah Masalah Tooth Decay Gigi yang

Membusuk

Protective apron Celemek pelindung Tooth Extraction Cabut gigi

Oral care tips. Tips perawatan

mulut

Teeth cleaning Pembersih gigi

Oral cancer Kanker mulut Written treatment Perawatan

tertulis

Recline Baring X-rays Sinar X

D. GRAMMAR.

Expression of asking and giving advice

Giving Advice is to give (someone) a recommendation about what should be done. There

are various ways how we can ask for or give advice in English. Imagine you have a

problem and you ask one of your friends for a piece of advice, or a friend asks you for

advice. You can ask for advice/ give advice by using some of the following expressions;

143

Asking for advice

Would you advice me

to……………..?

What should I do?

What do you suggest?

Do you think that I should…?

What would you do if……….?

Can you give me any advice

on/about………..?

Giving advice

You should …………….

I think you should/ought to………

You ought to………………

I advice you to

I would recommend that you ……

You’d better tell …………..

You must ………………

If you take my advice……

Take my advice and ……………….

Example

Rian : Mom,, where are you?

Mommy : I am here my lovely son.

Rian : Mommy, look at my cheek

Mommy : My God. What’s wrong with you?

Rian : I have got toothache last night. What should I do mom?

Mommy : What's a pity,, I think you’d better to go to dentist.

Rian : Yes mom.

Mommy : … And I advice you not to eat candy again.

Rian : Yes mom thank you for your advice.

Mommy : Don’t be sad, everything is okay.

E. SPEAKING.

Make a group consisting of 2-3 students, play a role as patient and dentist with using

asking and giving advice and perform in front of the class.

144

I AM DENTAL NURSE

B. Conversations: Go to dental clinic.

(Source : https://www.dentalinks.co.uk/dental-nursing )

Ivan has a problem about his teeth and he decides to go to dental clinic today to

check the condition of his teeth.

Dental Nurse Dialogue

Ivan : Hello. Good morning.

Fika (Dental Nurse) : Morning sir, please sit down. What can I do for you? Do you have

any problem about your teeth?

Ivan : Yes, that’s why I came here. I have problem about plaque in my

teeth.

Fika (Dental Nurse) : Ok, I'll be scaling your teeth today.

Ivan : Dr. Hans has just filled two cavities. Why do I need a scaling?

Fika (Dental Nurse) : Oh you know drg. Hans….

Ivan : Yes he is my friends.

Fika (Dental Nurse) : Well, we have to make your teeth and gums clean and disease

free.

Ivan : I guess that makes sense.

At the end of the study students are expected to be able:

6. Comprehend about dental nurse.

7. Understanding duties of dental nurse.

8. Understanding and comprehend words connected with dental nurse.

9. Speaking practice role play about patient observation.

https://www.dentalinks.co.uk/dental-nursing

145

Fika (Dental Nurse) : Oral health leads to trouble-free teeth. I'll start off by removing

plaque. Please lean back and open wide.

Ivan : OK, I hope it's not too bad.

Fika (Dental Nurse) : Everybody gets plaque, even if they floss regularly. That's why

it's important to come in twice a year for check-ups.

Ivan : (Getting his teeth cleaned, can't say much...)

Fika (Dental Nurse) : OK, please take a drink and rinse.

Ivan : Ah, that's better.

Fika (Dental Nurse) : OK, now I'll apply some fluoride. Which flavor would you like?

Ivan : I have a choice?

Fika (Dental Nurse) : Sure, we have mint, spearmint, orange or bubble-gum that's for

the kids.

Ivan : I'd like to have the bubble-gum!

Fika (Dental Nurse) : OK. (Applies fluoride) Now, let me give your teeth a final

flossing.

Ivan : What type of floss tape do you recommend?

Fika (Dental Nurse) : Personally, I like the flat tape. It's easier to get between the teeth.

Ivan : OK, I'll remember that the next time I buy floss. How often

should I floss?

Fika (Dental Nurse) : Everyday! Twice a day if possible! Some people like to floss after

every meal, but that's not absolutely necessary.

Ivan : (After finishing the cleaning) I feel much better. Thank you.

Fika (Dental Nurse) : My pleasure. Have a pleasant day, and remember to floss every

day at least once a day!

B. Duties of a Dental Nurse.

1. Set-up and prepare the surgery for the type of patient and treatment planned before the

start of each session.

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2. Undertake necessary start up and end of day tests, keeping all necessary recordings in

accordance code of ethics.

3. Prepare the necessary materials and instruments.

4. Provide clinical assistance to the dentists/therapist while treating the patient, under

his/her supervision.

5. Take all reasonable methods to ensure patient comfort.

6. Continually interpret the needs of the patients and dentists or therapist, and deal with

them promptly and efficient.

7. Assist in the correct procedure for dental radiography including processing and

mounting.

8. Ensure safe disposal of sharps and clinical waste.

9. Check patients medical history information is up to date and advise the dentists or

therapist of any problems s/he has noted.

10. Chart and update patients records on the computer as necessary, and assist the dentists

or therapist in the completion of records.

11. Clean and sterilize all equipment/instruments and working surfaces to the required

standards at the end of each session, including the sterilizing room.

12. Make certain that an efficient link with the dental laboratory is upheld to prevent

delays in the dispatch and receipt of work.

13. Follow all practice policies and procedures.

14. Follow Health & Safety Codes, including when taking x-rays, handling mercury,

disposing of sharps and clinical waste, resuscitation, emergency procedures and fire

drill.

15. Comply all dental ethical guidelines including all rules on confidentiality, Data

Protection and Safeguarding Protection Report equipment failures or breakages to the

Practice Manager, so that action may be taken to remedy any defects.

16. Monitor and maintain stocks within the dental surgery as necessary, informing the

Practice Manager and liaising with the dentists and therapist over necessary orders,

and warning of any shortages of materials in the stores.

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17. To maintain and increase competence in nursing skills by actively following a

program of Continuous Professional Development (CPD).

18. Perform any other tasks as reasonably requested by the Practice Manager.

19. Communicate appropriately and sensitively with patients who may be fearful,

vulnerable, have sensitive concerns or have special needs i.e. physical and learning

difficulties, elderly, deaf, blind or for who English is not their first language.

20. Assist in the care of a patient during a medical or dental emergency.

21. Undertake all mandatory training courses and maintain statutory obligation.

22. Liaise with laboratories and referral hospitals/practices.

23. To carry out any other duties requested by the employer to ensure that patients receive

a high quality of patient care. To be flexible with your duties to ensure the smooth

running of the practice.

C. Reading Text

Read the following passage and answer the questions.

Dental nurses are healthcare workers whose major role is to assist dentists in carrying

out different kinds of oral-care procedures. Their job description entails preparing

instruments to be used during treatment procedures, recording medical information, and

ensuring that patients are comfortable.

A dental nurse works closely with the dentist, providing assistance throughout a

patient’s visit. Assisting the dentist encompasses a wide range of procedures from

preparing the various materials required and ensuring the proper instruments and

equipment are available, to cleaning and sterilizing the used instruments. Additional duties

may include helping the dentist to record information about the patient’s oral health,

processing radiographs and stock control.

They also help while working in general practice to carry out administrative duties

such as answering phones, booking appointments, taking payments, meeting with patients

and reassuring them, as well as handling paper work. A qualified dental nurse can work in

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several establishments, including hospitals, general practice, community dental service

centers, and with the military and police.

Working as a dental nurse and gaining adequate experience can provide the

opportunity to becoming an oral health practitioner, such as a dental hygienist or dental (or

orthodontic) therapist. To be able to perform the role of a dental nurse effectively with

your patients well satisfied, you will need to have a calm and reassuring attitude to your

patients. You will need to realize that most patients that need your service are hurting and

are in need of immediate solution to their problems. You will be making it worse for them

by being irritable or insensitive.

Some of your patients will be children and people with special needs, so you need to

be able to relate with them cordially. Dental nurses usually start work by 8am and close by

4pm, Mondays through Fridays. However, some organizations open in the evenings and

weekends. There is also the possibility for a part-time opening in some offices. Due to

having close contact with patients, dental nurses are prone to contacting infections from

patients whom they treat.

To protect them from being infected, they must wear an uniform and surgical gloves

and sometimes they also need to wear a mask and safety glasses. In general dental practice,

a dental nurse’s duties may also including helping at reception – making appointments,

getting involved in the administration of the practice and collecting money. The roles that

are undertaken vary depending upon the individual practice and interests of the nurse.

(Taken from: www.jobdescriptionandresumeexamples.com/dental-nurse-job-description-example/)

Answer the following question!

1. What is the best title for the text?

2. What are the responsibilities as a dental nurse?

3. What are the advantages of being a dental nurse?

4. What is the meaning of “special need” in the first line at paragraph 5?

5. What can you learn from the story above?

D. Vocabulary

Adequate Experience Pengalaman yang memadai

http://www.jobdescriptionandresumeexamples.com/dental-nurse-job-description-example/

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Bargaining Tawar menawar

Clinical Waste Limbah Klinis

Clinical Assistance Bantuan Klinis

Continuous Professional

Development (CPD)

Pengembangan Profesi Berkelanjutan

(Profesi)

Dental Care Perawatan gigi

Dental floss Benang Gigi

Dental Clinic Klinik gigi

Dental Hygiene Kebersihan gigi

Dental Hygienist Juru rawat yang mengkhusus dalam

pembersihan gigi

Dental Radiography Radiografi Gigi

Dental Technician Teknisi gigi

Dental Surgeon Ahli bedah gigi

Dentures Gigi Palsu

Diagnose Diagnosa

Duties Tugas-tugas

Disease free Bebas Penyakit

Feeling queasy Merasa mual

Injection Suntikan

Mandatory training Pelatihan Wajib

Medical History Riwayat Kesehatan

Medicare Perawatan Medis

Oral health practitioner Praktisi Kesehatan Mulut

Patient Comfort Kenyamanan Pasien

Plaque Plak

Practice and procedures policies Kebijakan dan prosedur praktik

Prescription Resep dokter

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Promptly and efficient Tepat dan efisien

Rinse Berkumur

Recovery Penyembuhan

Sensitive Concerns Masalah sensitive

Severe Parah

Statutory obligation Kewajiban hokum

Surgery Pembedahan

Therapy Terapi

Tooth plate Tambalan Gigi

Troubling symptoms Gejala yang mengganggu

Under supervision Dibawah pengawasan

Vulnerable Rentan

Withdrawing Treatment Penghentian perawatan

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E. Patient Observation Interview

Here the following are some useful expression about medical history used for asking

patients information.

To ask name What is your name?

What is your complete name?

What is your surname?

May I know Your name?

To ask Address What is your address?

Where do you live?

Your address, please.

To ask age How old are you?

When were you born?

To ask occupation, tittle

and education

What is your occupation?

Your occupation, please.

Do you have academic title?

What do you do?

Where do you work?

What is your title?

What is your last education?

To ask marital status Are you married?

May I know your marital status?

To ask health insurance Do you have any health insurance?

Will you use your health insurance?

To ask phone Number Your phone number, please.

May I know your phone number?

Can I have your phone number?

What is your phone number?

Do you have a mobile phone number?

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To ask reason for contact What brings you in this hospital?

Who send you to this hospital?

What makes you come to this hospital?

Why do you come to the hospital?

What are you suffering for?

What seems to be the trouble?

To ask medical history What is your medical history?

Your medical history, please.

To ask Dental History Do your gums bleed while brushing or flossing?

Are your teeth sensitive to hot or cold liquids/foods?

Are your teeth sensitive to hot or sour liquids/foods?

Do you feel pain to any of your teeth?

Do you have sores or lumps in or near your mouth?

Have you had any head, neck or jaw injuries?

Have you ever experienced any of the following

problems in your jaw?

Do you have frequent toothache?

F. Speaking

Practice in pairs, play a role as patient and dentist about patient observation and perform in

front of the class

G. Homework

Complete the following sentences with the words in the list.

6.Under supervision 5.Oral surgery

7.Medical History 8.Recording medical information

3. Adequate Experience 1. Vulnerable

4.Treatment 2.Oral Health Practitioner

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1. The dentist said he was …………………to toothache because his teeth were

sensitive.

2. You will be ………………….if you be dental nurse.

3. As dental nurses besides……………..they also ensure that patients are

comfortable.

4. He feels a daily dental disease he should get .………….immediately.

5. Because the patient is in serious danger, then we will immediately do………….

6. Because the patient has just surgery then she must be ………..of a Dentist.

7. We must have………………….. to become a dental nurse in UK.

8. He has a bad ………………………so that is complex to continue operation.

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UNIT 3

PATIENT ADMISSION

C. Conversations: Patient admission.

(Source : www.maxcuresuyosha.comwomans-hospitaladmission-procedure.html)

Dental receptionists take care of administrative tasks such as scheduling

appointments and checking in patients. They answer telephone calls and do paperwork

such as sending out reminders to patients of appointment dates.

Checking-In With the Dental Receptionist

Mrs. Putri. : Good morning. I have an appointment with drg. Hans at 09.30 a.m.

Receptionist : Good morning, can I know your name, please?

Mrs. Putri : Yes, I’m Putri.

Receptionist : Yes, Mrs. Putri. Is this the first time you will meet Dr. Hans?

Mrs. Putri : No, I had my teeth cleaned and checked last year.

Receptionist : Ok, just a moment, I'll (will) get your chart.

At the end of the study students are expected to be able to:

10. Understand duties of dental reception.

11. Understand and comprehend words connected with patient

admission.

12. Write patient admission form.

13. Use expression of command and request.

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Have you had any other dental work done during the past year?

Mrs. Putri : No, I haven't.

Receptionist : How many times a day do you brush your teeth?

Mrs. Putri : Of course! I do it twice a day.

Receptionist : I see you have a few fillings. Have you had any trouble with them?

Mrs. Putri : No, I don't think so.

Receptionist : Thank you. Is there anything in particular you'd (would) like the dentist to

check today?

Mrs. Putri : Well, yes. I've (have) been having some gum pain recently.

Receptionist : Alright, I'll (will) make a note of that.

Mrs. Putri : ... and I'd (would) like to have my teeth cleaned as well.

Receptionist : yes, Mrs Putri, that will be part of today's dental hygiene.

Mrs. Putri : Oh, yes, of course. Will I have x-rays taken?

Receptionist : Yes, the dentist likes to take x-rays every year. However, if you'd (would)

prefer not to have x-rays, you can opt out.

Mrs. Putri : No, that's alright. I'd like to make sure everything is ok

Receptionist : Great. Please have a seat and the Dr. Hans will be with you momentarily.

(After the appointment)

Receptionist : We'll need to schedule an appointment to come in for the fillings you

need?

Mrs. Putri : Ok. Do you have any openings the day after tomorrow?

Receptionist : Let's see... How about next Friday morning?

Mrs. Putri : I'm afraid I have a meeting.

Receptionist : How about next weeks from today?

Mrs. Putri : Yes, that is good sounds. What time?

Receptionist : Can you come at 9 o'clock in the morning?

Mrs. Putri : Yes. Let's do that.

Receptionist : Perfect, we'll see you on Wednesday, October 17th at 9 o'clock.

Mrs. Putri : Thank you.

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B. Duties of Dental Reception.

1. Meet and greet patients with a professional friendly manner.

2. Answer telephone calls and queries (bertanya), booking, changing or cancelling

appointments as necessary.

3. Ensure that reception runs smoothly.

4. Keep a record of daily taking, as well as update patients finance records on the

computer system.

5. Cash up after the morning and afternoon session daily, and check that it coincides with

the daily takings, record and file as necessary.

6. Complete necessary daily checklist.

C. Vocabulary

Appointment Perjanjian

Attendant Pelayanan

Discharge process. Proses pembayaran/pengeluaran

Emergency admission Penerimaan darurat

Patient Admission Penerimaan pasien

Procedure admission Prosedur penerimaan

Routine admission Penerimaan rutin

Chart Grafik/Rencana

Check-up Pemeriksaan

Chief /main complains Keluhan utama

Gum Pain Penyakit gusi

Hospitalization Rawat inap

Inpatient period Periode rawat inap

Out patient Rawat jalan

Major illness Penyakit Utama

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D. Writing

Complete the following patient admission form.

Patient Details

Full name ______________________________________________________

Address ________________________________________________________

M/F __________________________________________________________

Marital status __________________________________________________

Phone number __________________________________________________

Medical staff Staf Rumah Sakit

Momentarily Sesaat

Oral surgery Operasi mulut

Provider card Kartu penyedia

Pediatric dentistry Dokter gigi anak

Restorative dentistry Penyembuhan/Penyegaran gigi

To clean teeth Untuk membersihkan gigi

To opt out Untuk memilih keluar

Treatment Pengobatan

Schedule an appointment Jadwal janji

DENTAL AND ORAL HOSPITAL

Makassar city

Patient admission form

158

Occupation ____________________________________________________

Citizenship ____________________________________________________

Religion ______________________________________________________

Reason for admission ______________________________________________

Past medical history_______________________________________________

Past surgical history _______________________

Allergies ______________________________________________________

Reason for this visit _____________________________________________

When was your last dental visit ____________________________________

What was done then _____________________________________________

Previous dentist (name and location) ________________________________

Have you had a complete series of dental films (X-rays) taken at your previous dentist:

_____________________________________________

How often do you brush your teeth __________________________________

How often do you floss your teeth __________________________________

If you could change anything about your smile, what would you change?

_________________________________________________________________

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E. GRAMMAR

Expression of Command and Request

1. Command

Command is a sentence that orders someone to do something. It ends with a period (.) or

an exclamation mark (!)

Command sentence is divided into two, namely:

1. If positive is "ordered"

2. If it is negative "prohibited"

Expressions Responses

1. Positive

a. Using Verb

Formula :

Example:

open your book!, wash your hands!

cut your hair!, give me money!

write your name!

Note:

If want the order is more polite add "please"

word behind or in front of the sentence.

b. Using adjective

Formula:

Example:

be honest please!

be glad please!

be polite to his/her please!

be careful to drive a motorcycle!

be diligent to study!

Positive Responses :

Of course

· Certainly

· Alright

· Not at all

· Sure

V1 + Obj. / Ket +!

Be + Adj. + Obj./Adv. + !

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2. Negative

To express prohibition or "do not" we put

the "don’t" before the verb or adjective.

Example:

don't go there please!

don't close your book please!

don't give up!

don't be stupid!

don't be crazy!

Negative Responses :

I’m sorry I can’t

I’m sorry but I have to ...

Sorry, I can’t

2. Request

Request is a sentence that asks someone to do something. It ends with a period (.) or a

question mark (?).

Expression Responses

Formula :

Note: Will here means "will you". And to

state the more polite we use "would you".

Example:

Will you come to my party, please?

Will you borrow me money, please?

Will you help them?

Would you close the door, please?

Would you take me to my house, please?

Positive Responses :

Yes I will

All right

Sure, I will

Ok, I will

Of Course, I will

Certainly, I will

Negative Responses :

No, I won't

Of Course, I won't

All Right, I won't

Sure, I will not

Will + You + V1 + Obj/Adv + Please + ?

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Warming Up

Choose if the sentence is a command or request.

Q 1: Please go to the store and buy

some milk!

Command

Request

Q 2: Don’t smoke here, please!

Command

Request

Q 3: Please close the door!

Command

Request

Q 4: Write your name on the first page

of the book!

Command

Request

Q 5: Would you give me a hand?

Command

Request

Q 6: Would you marry me?

Command

Request

Q 7: Would you answer the phone?

Command

Request

Q 8: Don't go there!

Command

Request

EXERCISE

Practice 10 sentences by your own words in using commands, requests and responses

related to situation in dental and oral hospital.

Documents

USING COMMUNICATIVE LANGUAGE TEACHING BASED ON …