TEACHING SPEAKING USING COMMUNICATIVE APPROACH AT THE SIXTH GRADE STUDENTS OF SDN 1 SODONG GUNUNGHALU

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1 TEACHING SPEAKING USING COMMUNICATIVE APPROACH AT THE SIXTH GRADE STUDENTS OF SDN 1 SODONG GUNUNGHALU ABDUL ROHMAN rohman.abdul1@roketmail.com English Education Study Program Language And Arts Department Sekolah Tinggi Keguruan Dan Ilmu Pendidikan (STKIP) Siliwangi Bandung ABSTRACT The objective of the research entitled Teaching Speaking Using Communicative Approach at the Sixth Grade Students of SDN 1 Sodong Gununghalu was to find out whether or not teaching speaking using communicative approach was effective to improve the students speaking ability. This research applied one group pretest posttest design and quantitative method. The population of this research was 0 of sixth grade students of SDN 1 Sodong Gununghalu, and the sample was entire population. The instruments used in this research were pretest and posttest. The data of this research were collected by giving the pretest and posttest to the students sample. The collected data were analyzed using the t-test formula. The results of data analysis showed that:mean score of pretest was 6.6, mean score of posttest was 8.1, and the t-observed was 53,46. The t-table with degree of freedom (df) 19 and significance level at 0.05 (5%) was Based on the data anlysis above, the alternative hypothesis of this research was accepted because the t-observed was bigger than the t-table (53.46>1.73). It also meant that Teaching Speaking Using Communicative Approach at the Sixth Grade Students of SDN 1 Sodong Gununghalu was effective to improve the students speaking ability. Key words: Communicative, Technique, Speaking. A. BACKGROUND The increasing need used by developing era has demanded the global society to enhance their human resources qualities in order to compete with the other countries. In responding to this situation, the rule of communication has become a part that could not be separated from this condition. As English had become a very powerful language in the world, it is one of international languages, most global community used it as a media of communication with another. Unlike Singapore, Bangkok, Malaysia, and India. They put English as their language of communication while Indonesia puts English as its foreign language. However, nowadays, Language is a tool for human communication in the socialization process. With language humans can express thoughts, feelings, comments, and wishes orally or in writing. According to Ceraf (1980:4) Stated that the role and function of language is important for human beings as a means of communication in daily life, our purpose in the formulation of the channel, gave birth to our sense of purpose and enable us to cooperate with other citizens. 1 B.THEORETICAL FOUNDATION A. Definition of Speaking The Great Dictionary of English stades that speech is saying, talk, play or deliver opinion with words and writing. or negotiate According Laksono (003:13) Tarragon provide restrictions on speech, the ability to utter articulate sounds of the words to express the states, as well as convey thought, ideas, and feelings Tarigan in Laksono (003:14). Based on the above opinions, it can be concluded that talking is the ability to convey the message of the sounds of language or words to represent ideas, thoughts, ideas, will and feelings through spoken language. B. Components of the Speaking As well as a system, the process of speaking has certain components. According to Las well, there are five components of speech involved and influence the conversation. These components are as follows. a. Communicator or speaker Communicator is the person or group who communicate our thoughts, feelings or the encoder. b. Message or topic discussion.

2 The message is meaningful symbol (meaning symbols), which is a symbol that bringers thoughts or feelings of a communicator. c. Communicant or listener Communicant is a person or a person to whom the communicator when he delivered his message.communicant it also often called a listener or a decoder. C. Type of Speaking These types of talk are based on the conversation situation. Based on the situation of the conversation, the kind of talk made up of informal spoken and formal speaking. Speaking informally included exchanging experiences, conversations, delivering news, announcements, phone calls, and give instructions. situations. a. This type of talk based on the aim of the speaker. Purpose of the speaker can generally be classified into five types, namely talking to entertain, speak to inform, stimulate talk, speak convincingly, and speaks move. b. This type of talk is based on the number of listeners. Based on the number of listeners, the kind of talk can be distinguished on Interpersonal talk, talking in small groups, and speaking in large groups. c. This type of talk is based on a background of special events. d. Based on the background of a special event Talk can be classifieds into six types, namely the presentation speech, welcome, farewell, meals, introductions, and nominations. f. This type of talk is based on delivery method speak. D. Speaking techniques Here s a good speaking techniques. a. Preparation Some things you should be prepared as follows b. Systematic The system in public speaking with oral systematic in writing start with the greeting, introduction, contest of the conversation, cover and end with closing greetings. E. The effectiveness of talking The effectiveness will be achieved when talking meets at least five components as follows, there is mutual interest between the speaker and audience, There is mutual support of both parties. Effectiveness spoke strongly influenced by physical factor, psychological, and experience of the speaker. A good speaker will produce an effective conversation. The characteristics of a good speaker is good a determining the appropriate topic, to master the material, understand the audience, understand the situation, formulate clear goals,adequate linguistic ability, establish contact with the audience, master listener, use the tool (if, any),look convincing,and have a plan. F. Communicative approach Understanding communicative approach in Commuicative Approve is the concept of learning that links between the material to real world and encourage students to make connections between their knowledge with its application in their lives in the family and society. G. Characteristics of Communicative approach As a new approach, CTL has different characteristics from other existing approach. Here are the characteristics of the communicative approach (CTL) that distinguishes this approach with traditional approaches. a. Students are actively engaged in the learning process. b. Students learn from friends through group work, discussions, and correct Each other. c. Learning is associated with real life or simulated problems. d. The behavior is built on self-awareness. e. The skills developed on the basis of understanding. H. Component of Communicative According to Nurhadi (003) there are seven main components of CTL the seven components are as follows. a. Constructivism CTL is the cornerstone philosophy of constructivism, namely that knowledge is built little by little, and the result is expanded through a limited context and not suddenly a. Ask Questioning Knowledge one has always begins with asking before you know for sure he was asking Questioning is a key strategy in learning CTL. b. Find inquiry Find a core of learning by using CTL Knowledge and skills the studentsere not obtained by considering a set of concepts or facts, but the finding itself. c. Community learning The concept of community learning recommends the learning outcomes gained from cooperation with other. For example, students who do not know how to sharpen a pencil and then was told by his friend, then both of these students have established a learning community. d. Modeling The next CTL is the modeling component. That is, in a study of knowledge or skill that uses

3 CTL. This model can be a way to appreciate something, how to throw a ball, how to read faster, how to listen, how to write a story, and so forth.. I. Principles of Communicative Approach Here are four key principles of the theory from of Vigo sky. 1. Emphasis on the social nature of student learning, that students learn though interaction with adults and peers are more capable.. In the ownership of the concept learning model (Concept Attainment model), which is best when the concept to be taught is in the zone nearest the development of students (zone of proximal development). 3. Cognitive apprenticeship (cognitive apprenticeship), which is applied in teaching internship, the student is smarter to be a model and help other students in learning. J. Implementation of the Teaching Speaking Communicative approach covers the following Before applying a communicative approach to learning, especially learning speech, it must first be raised learning key word CTL. The following key words learning CTL. a. Real world learning b. Give priority to real life experiences c. Higher level thinking d. Students centered e. Students are active, critical and creative f. Knowledge meaningful in life g. Close to real life h. Changes in behavior i. Students practice, rather than memorizing j. Learning rather than teaching Based on the key words at the top and seven CTL components, communicative based learning can be designed in such a way. Learning to use a communicative approach emphasizes the relevance of learning material to real life, and student involvement in learning (active student learning). If the contextual approach is applied carefully and appropriately in the classroom learning will be enjoyable and meaningful to students as learners so that educational goals will be achieved with the maximum.. C. RESEARCH METHOD A. Research Method The instrument in this study, the writer used a quantitative method. The writer used pretest posttest and one group pretest posttest design. In using the pretest posttest and one group pretest posttest design, the writer had one class 3 of students using Teaching Speaking Using Communicative Approach. To be more precise design can be formulated as follows: O 1 X O O 1 = Pre-test O = Post-test X = Treatment Observations were carried out twice, the first observation (O 1 ) is performed before the data sources are treated and the second observation (O ) is performed after the data sources are treated. After the observation is made it will be obtained by the difference between O 1 and O. The difference of observation is called the effect of treatment or treatment. B. Data Collection Techniques Collecting data in a variety of research includes the study of literature, observation, tests, questionnaires, and so forth. In this research, data collection techniques used the tests. Tests were performed before and after treatment, or treatment. C. The Research Instruments The test speech learning model is using contextual approach and using multiple research instruments. The research instruments such as the treatment instrument and data collection instruments. D. The Treatment Instruments Treatment instrument is awoke device or means used by the writer as a guide in providing treatments (experiments) of the students in the study. The research instrument using treatment is a learning syllabus. D. FINDINGS AND DISCUSSIONS A. Research Findings 1. Data pretest After a speech writer to pre-test the ability of sixth grade elementary school students a lesson Sodong year 011/01, the pretest results obtained as follows. Table 4.1 Addressing the data pretest capability N o Cd Data Name L/P Scor e Value pretes t 1 S1.001 Ahmad M L 50 5,0 S1.00 Arizal K L 55 5,5 3 S1.003 Ayu Widia P 50 5,0 4 S1.004 Arum N P 60 6,0 5 S1.005 Asep Padil L 60 6,0

4 6 S1.006 Salwa M P 58 5,8 7 S1.007 Deila N P 60 6,0 8 S1.008 Fajar Ilham L 60 6,0 9 S1.009 Mugia P L 60 6,0 10 S1.010 Maula A P 65 6,5 11 S1.011 M.Rido L 65 6,5 1 S1.01 Maya A P 70 7,0 13 S1.013 Nita Hasanah P 65 6,5 14 S1.014 Rid aseptiani P 70 7,0 15 S1.015 Siti Aisatul P 75 7,5 16 S1.016 Gilang R L 75 7,5 17 S1.017 Heru H L 77 7,7 18 S1.018 Winda N P 80 8,0 19 S1.019 Chandra N L 80 8,0 0 S1.00 Mia Salma P 80 8,0 The average of value Based on the results of pretest the data above, the waiter obtained an average value of 6.6. The highest score of 80 was obtained by three students and the lowest score of 50 earned by the five students.. Posttest Data After the researchers gave the treatment in this study, the researchers conducted a final test students' ability to make a speech. Recent tests of the data obtained are the following results. Table 4. Speaking ability posttest data N o Cd Data Name L/P Score postte st Val ue pos ttes t 1 S1.001 Ahmad M L 60 6,0 S1.00 Arizal K L 70 7,0 3 S1.003 Ayu W P 70 7,0 4 S1.004 Arum N P 70 7,0 5 S1.005 Asep P L 75 7,5 6 S1.006 Salwa M P 80 8,0 7 S1.007 Deila N P 75 7,5 8 S1.008 Fajar I L 75 7,5 9 S1.009 Mugia P L 85 8, S1.010 Maula A P 85 8,5 11 S1.011 M.Rido L 8 8, 1 S1.01 Maya A P 85 8,5 13 S1.013 Nita H P 85 8,5 14 S1.014 Rida S P 90 9,0 15 S1.015 Siti A P 75 7,5 16 S1.016 Gilang R L 90 9,0 17 S1.017 Heru H L 89 8,9 18 S1.018 Winda N P 90 9,0 19 S1.019 Chandra L 90 9,0 0 S1.00 Mia S P 90 9,0 The average of value The above table is different from the pretest and posttest results. The average value of 8.1 posttest result stares greater than the average pretest, the highest score posttest a result is 9.0 while the lowest score is 6.0. B. The Normality Test Data Based on the results of the obtained data, the data obtained must be normally distributed. To that end, the waiter tested the normality of the data using chi-square formula. 1. Normality Test pretest data The steps undertaken to test the normality of the data is as follows. 1. Creating a Data Frequency Distribution of pretest (1) Determining the Range R = Value Max-Value Min R = R = 30 () Determining the Class Interval I = log N I = Log0 I = 5.9 (rounded to 5) (3) Determine the length of the class (p) = = 30 = 6 5 (4) Create a frequency distribution table of data pretest 5) Determining the Mean (M) and Standard Deviation (SD) Varant S fi xi x N 1 SD S fi. xi Mean 6.60 fi Chi-square calculation of the data obtained χ count pretest is 8.8, and compared with χ table.

5 At χ tablewith degrees of freedom (db) = (I-3 = 5-3 = ) with 99% confidence level is 9:1. From the calculation of chi-square at the top, obtained χ count = 8.8 <χ table = 9:1. Proficiency level can be inferred from comparison of pretest results revealed that normal or acceptable.. Normality Test posttest data The steps undertaken to test the normality of the data is as follows. 1. Creating a Data Frequency Distribution of posttest (1) Determining the Range R = Score Max-Min Score R = R = 3.0 ()Determining the Class Interval I = log N I = Log0 I = 5.9 (rounded to 5) (3) Determine the length of the class (p) = 30 5 = 6 (4) Create a posttest data frequency distribution table. (5) Determine the mean (M) and standard deviation (SD) Mean Variant SD fi. xi fi S S = fi xi x N From the calculation of chi-square test posttest the data obtained χ count is.1, and compared with χ table. At χ table with degrees of freedom ( db) = (I-3 = 5-3 = ) with 99% confidence level is 9, 1. From the calculation of chi-square at the top, obtained χ count =.1 <χ tabel = 9:1. Proficiency level of comparison can be concluded that posttest results revealed normal or acceptable. C. Hypothesis Testing Based on the results of testing the normality of the data on the pretest and posttest, the writer will know the answer to the formulation of the problem. To get the problem formulation, the writer performed a number of stages is to answer the hypothesis and describe the results of pretest and posttest. From the writer pretest results it will prove the hypothesis, which reads: the ability of sixth grade of SDN 1 Sodong Year 011/01, in a speech was given treatment in the form of teaching speaking using communicative approach to get less than the average value of , It is characterized by the average pretest 6.6. Hypothesis which reads the ability of sixth grade of SDN 1 Sodong Year 011/01, in a speech after it was given a treatment in the form of learning by using a communicative approach the fairly with the average value of 7.00, not truth. Based on data from posttest with an average value of 8.1.the second hypothesis is accepted. 1. Determine the gain (d) Table 4.9 Format of determining gain (d) No Name of Student Pretest Potest Gain ( Postest-Pretest) 1 Ahmad Mulyadi Arizal Kurniawan Ayu Widia Arum Nafilah Asep Padil Salwa Mustika Deila Nurmala Fajar Ilham Mugia Permana Maula Alawiah M. Rido Maya Adawiah Nita Hasanah Rida Septiani Siti Aisatul Gilang Ramandan Heru Hidayat Winda Nengsih Chandra Nurjaman Mia Salma d 30. Find the mean (Md) of the differences in pretest and posttest M d d N Calculate the significance test for testing the hypothesis by using the formula: Md = t 1.48 = x d 6,11 N N , Based on the t-test, which gained count prices. Count is then consulted with a T able with db = N-1 (0-1 = 19). At 19 dat able is :09 (t0.975) and.86 (t0.995). Above calculation shows that count = 11.67>T able =.86. This means that the treatment provided a significant influence on the students' speaking ability. Based on the t-test, the third hypothesis states, there are significant differences between the ability of sixth grade of SDN 1 Sodong Year 011/01 in a speech given before and after treatment in the form of learning addressed by using the communicative approach. Hypothesis has been proven and accepted otherwise.

6 D. Discussion of Research Findings Based on this research it can be said that the communicative approach is effective for use in speech learning. It is characterized by several findings in this study as follows. 1) An increase in the average value obtained by the students on the pretest (6.6) to an average post-test (8.1) ) An increase in the student scores from the top and bottom groups. 3) The increase in value experienced by almost all of the students is the total number of 0 students. C. Discussion A. The Conclusions Based on the results of the study, researchers took some conclusions as follows. 1. The elementary School at the sixth grade students of SDN 1 Sodong Gununghalu should learn a lesson in a speech before it was given treatment in the form of teaching speaking using communicative approach fairly with the average value of The Elementary School sixth grade students of SDN 1 Sodong Gununghalu should learn in a lesson of speech before it was given a treatment students at the in the form of speaking using communicative approach quite well with the average value of The use of a contextual approach should be turned out to have a significant influence. That influence is indicated by the difference between the posttest results that is better than the pretest. Thus the communicative approach is effective in use in learning speech. pleasant learning speaking by using contextual approach. E. BIBLIOGRAPHY Arikunto,suharsimi Prosedur penelitian Suatu Pendekatan Praktik EdisiRevisi IV).Jakarta:Rineka Cipta. Depdiknas, 006. Kurikulum Tingkat Satuan Pendidikan. Jakarta: Pusat Kurikulum Balitbang. Depdiknas, 006. Standar Kompetensi Mata Pelajaran Bahasa English SD dan MI. Jakarta: Dirjen Dikdasmen Depdiknas. Hayat, S.K, dkk Strategi Belajar Mengajar English linguage. Bandung: Binacipta Laksono, Krisyani.003. Berbicara. Jakarta: Dirjen Dikdasmen Depdiknas. Sabana dan Sunarti,M.004.Strategi Belajar Mengajar English linguage. Bandung: Pustaka Setia. Tarigan, H.G Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Surakhmand, Winarno Pengantar Penelitian Ilmiah. Bandung: Tarsito B. The Suggestions Upon completion of this research, the writer gives some suggestions as in the following. 1. For teachers they should make innovations in the model of learning so that learning is not monotonous.. For researchers they should pay more attention to education or to learn and gain the results of the existing studies that research is no longer at zero level. 3. The students Personnel is advised to keep looking for the basics of education and scientific research that can benefit the society. 4. For the students they should be more critical in keeping the learning process so that the teachers are motivated to create a more 6