CHAPTER I

INTRODUCTION

This chapter presents about background of study, identification of

problem, limitation of problem, problem statement, and purpose of study,
significance of the study, keywords and previous study.

A. Background of the study

The traditional method of language teaching were incapable of making
the students speak a foreign language. It concentrates on the grammatical
system, describing ways in which linguistic items can be combined. The fact,
then, many practitioners emphasized another fundamental dimension of
language- the functional and communicative ability of language. Later they
saw the need to focus on the communicative proficiency rathet than mastery
of structure. The language teaching should aim at making the students speak
the language. So, we are as an English teacher should teach the language not
teach about the language. The new method the come into the scene, that is
Communicative Language Teaching.
A communication approach opens up wider perspective on language
learning. It makes us more strongly aware that it is not enough to teach
learners how to manipulate the stuctures of the foreign language. they must
also develop strategies for relating these structures to their communicative
function in real situation and real time. A communicative approach also
makes consider that language is not only in terms of its structures (grammar
and vocabulary), but also only in terms of the communicative function that it
performs. We begin to look not only at language forms, but also at what
people do with these forms when they want to communicate with each other.
Communicative language teaching (CLT) is one of English teaching
methods which emphasizes on learning to communicate through interaction
in the target language. So that it focuses on what people want to do or what
they want to accomplish through speech. In Communicative language
teaching we use the language in real situation. We have to be able to speak in
target language. So thats why most literatures indicate that communicative
language teaching give emphasis on teaching of oral skill. To achieve the
succesful learning, as an English teacher we have the important roles. We are
as a facilitator of our students learning, managing classroom activities and
also having responsibility to monitor our students performance.
In teaching speaking, SMP 1 Polanharjo teacher implements
communicative language teaching. The teaching-learning process aims to
enable the students speak the target language. The teacher uses some
techniques in teaching speaking which can encourage the students to speak.
He uses role-playing, discussion and she often uses games during the
teaching-learning process. By using these techniques, the students become
active as long as the teaching-learning process. They share their opinion
about a topic and they also make short conversation with other friends.
According to Bailey and Savege (in Fauziati, 2010: 15), speaking in a
second or foreign language has often been viewed as the most demanding of
the four skills. The purpose of speaking is for communication.
Communication can function not only as tool of interaction with other people
but also media to solve all problems faced by them. Speaking naturally is
designed to do just that: teach students how to perform certain language
functions in English by presenting the social rules for language use.

The mastery of speaking skill in English is a priority for many second

language or foreign language learners ( Richards, 2008: 23). According to
Fauziati (2009: 58) language skill are learn more effectively if the items to be
learned in the target language are presented in spoken form before seen in the
written form. It is assumed that speaking skill is one of aspect which
important to mastery in English. In conclude that speaking skill must be
mastery if the native has resolve to rise their abilities of communicate.

Speech is controlled in your mindby feedback from your hearing and

mouth position as much as it is from your memory (Lynn, 2008: 2). By
mastering speaking skill, people can carry out conversation with others, give
an idea, and change the information with interlocutor. The learners must work
as possible on their own, talking to one another directly.

Speaking is an activity requiring the integration of many subsystem and

all its factors combine to make speaking a foreign language formidable task
for students. Fauziati (2010:15) states the teaching of speaking skill should
be figured as central in foreign language pedagogy. The goal of teaching
speaking skill is communicative effeciency. In the teaching and learning
speaking the teacher give guidance to students in using any and all language
at their command to perform some kind of oral task. Speaking is important
skill that should be mastered by students to communicate in English well.

Speaking is a productive oral skill which its purpose is to

achieve a particular end. However, speaking is the most difficult part of
the four skills. Speaking skill somehow creates some problems among the
learners. The learners encounter problem in speaking in term of the
environment and the grammar of their speaking.

In the teaching-learning process of speaking, the teacher needs to

apply the method or techniques that can make the students consider that
English is not a difficult subject especially in Junior High School. The teacher
should explore students ability and motivation. Actually there are methods in
teaching English as a foreign language to increase students ability and
motivation. These methods are used to increase the students attention to the
lesson. However, not all methods are helpful for the students. The method
used in teaching should be adjusted with their characteristic. Scrivener (2009:
38) defines that method is an overall plan for the orderly presentation of
language material, and all of which is based upon the selected approach. An
approach is axiomatic whereas a method is procedural. Thus method is very
importance since a language teaching method give many influences the
students for everything that the teacher done in classroom.
 In junior high school, English taught generally, which consist of
speaking skill, listening skill, reading skill and writing skill. One of junior
high school is SMP 1 Polanharjo Klaten. It is one of the junior high school in
Klaten. The school applies environment based character building to students.
In applying method based on character building, it needs special method. One
of teaching method that famous is Communicative Language Teaching
(CLT). Communicative language teaching is one of the several method used
in teaching English.

Based on observation in seveth grade of SMP 1 Polanharjo the teacher

applied communicative language teaching, especially in teaching speaking
(practice). The teacher said that communicative language teaching demanded
the students role as the actor of teaching learning process and the teacher
only as the guide that leads the teaching learning process. There are many
problems faced by teacher in teaching learning process, for example the
different capability of students, the different self-confidence, the students
noisy, and the students knowledge. This problem will influence the teacher
to teaching learning process, so the teacher will not be able to teach
optimally.

Like the other method, communicative language teaching have its

own characteristic, anf have the strength and the weaknesses. The researcher
will describe it in this research by observed in SMP 1 Polanharjo Klaten.
Considering the problem above the researcher decide to conduct a research
entitled A descriptive Study of Communicative Language Teaching
(CLT) in Speaking English For Seventh Grade Students of SMP 1
Polanharjo Klaten in Academic Year 2016/2017.

B. Limitation of the study

The researcher limits the problems of this study only on the

implementation of Communicative Language Teaching (CLT) in English
teaching for the seventh grade of SMP 1 Polanharjo. Firstly, there were many
 methods in language teaching used by the teacher in teaching learning
process. In this research the researcher choose the method Communicative
Language Teaching. The method aimed could make the teaching learning
process more communicate. And the students could received teaching English
easily than other lesson.

Secondly, there were many Junior High School in Klaten. It was

impossible to do research in all junior high school in Klaten. Then the
researcher limits only to do a research in junior high school in Klaten or SMP
1 Polanharjo Klaten.

There were many grade of SMP 1 Polanharjo Klaten. The researcher

focuses only on seventh grade students. Those reason caused the researcher
limits the problem of this study only in implementation of Communicative
Language Teaching (CLT).

C. Problem Statement

Based on the background of the study above, the researcher formulates

the problem as follow:

1. How is the communicative language teaching (CLT) implementing in

Teaching English Speaking for the seventh grade students of SMP 1
Polanharjo Klaten in the academic year 2016/2017?
2. What are the strengths and the weaknesses of implementing in Teaching
English Speaking for the seventh grade students of SMP 1 Polanharjo
Klaten in the academic year 2016/2017?
D. Objective of The Study
1. To describe the implementing in Teaching English Speaking for the
seventh grade students of SMP 1 Polanharjo Klaten in the academic year
2016/2017?
2. To find the strengths and the weaknesses of implementing in Teaching
English Speaking for the seventh grade students of SMP 1 Polanharjo
Klaten in the academic year 2016/2017?
E. Benefits of the Study

This research has two major benefit, they are theoritical significance
and practical significane:

1. The theoritical benefits

a. This study generally provide contribution for the increase of teaching
English speaking quality og English especially in SMP 1 Polanharjo
Klaten.
b. The result of the research can be used as a reference for those who
want to conduct a research in the teaching English speaking by using
communicative language teaching.
2. The practical benefits
a. For the English teacher
The study can provide contribution for the teachers to apply another
techniques and media dealing with teaching learning process especially
in teaching speaking.
b. For the students
The result of the study will help the students in mastering speaking
skill.
c. For the school
The result of the research can be useful for the school, such as to know
and to give information about the problem in teaching learning process
especially English speaking skill.
F. Definition of Key Terms

In order to make the research understood and to avoid ambiguity, the

researcher presents some definition of key terms as the following:

1. Descriptive Study
Descriptive research describe anf interprets events, condition or situation
of the present. Desriptive qualitative method is research that describes and
 interpret events, condition or situation as the way they are as an effort to
understand and report them.
2. Communicative Language Teaching
Communicative Language Teaching considered as an approach rather than
a method. It refers to a diverse set of principles that reflect a
communicative view of language and language learning and that can used
to support a wide variety of classroom procedures ( Richards and Rodgers,
2001: 172)
3. English Teaching
Teaching is guiding and facilitating learning, enabling the learner to learn,
and setting the condition for learning. The goal of teaching speaking skill
is communicative efficiency. This means that learners should be able to
make themselves understood , using their current proficiency to the fullest
( Brown, 2001; 7)
4. Speaking
Speaking is an interactive process of contructing meaning that involves
producing and receiving and processing information ( Brown, 1994; Burns
& Joyce,1997).

G. Previous Study
There are two researchers who conducted the similar research. They are:
1. Dina Rohma Safitri (2015) in her research: The Effectiveness Of
Communicative Language Teaching In Learning Speaking To The Eight
Grade Students Of SMPN 1 Semen Kediri In Academic Year 2014/2015
The result of her study shows that:
CLT has very significant effect in learning speaking process to the
eighth grade
students of SMPN 1 Semen Kediri.
The differences with this research:
Dina Rohma Safitris research is just focus on the effectiveness
communicative language teaching in learning speaking but in this research
 focus on the implentation of communicative language teaching in learning
speaking.
2. Heni Sulistyowati Muslimah (2012) in her research: The Implementation
Of CLT (Communicative Language Teaching) In Teaching English Based
On Modul Pembelajaran Bahasa Inggris Semester 1 For the seventh Grade
Students
The result of her study shows that:
The Implementation of CLT (Communicative Language Teaching) In
Teaching English Based On Modul Pembelajaran Bahasa Inggris Semester
1have the good respon from the students.
The differences with this research:
Heni Sulistyowati Muslimahs research is just focus on Implementation of
CLT based on Modul Pembelajaran Bahasa Inggris Semester 1 but in this
research focus on the implementation of CLT in teaching speaking.