RESEARCH PROPOSAL
Title : THE EFFECTIVENESS OF COMMUNICATIVE LANGUAG E
TEACHING METHOD
IN TEACHING ENGLISH FOR
ENGLISH FOR
YOUNG LEARNER
Name : Maritsa Mir’atun Azizah Anggawasita
NIM :
1001067010
University : University of Muhammadiyah Prof. Dr. Hamka : Faculty of Teaching and Education, English Program
CHAPTER I
INTRODUCTION
A.
The
Background Of the Research
English is an
international language. A lot of country use english as a first language. To
develop communication in the world, everyone has to learn an international
language and English is
well known as one of the international language. Nababan
said that:
“Bahasa inggris
dipakai juga di antara bangsa-bangsa yang bukan penutur asli bahasa itu,
umpamanya perhimpunan ASEAN, sehingga ia mempunyai satu fungsi yang disebut
bahasa international.”[1]
In Indonesia, English as a
target language in many schools around the world including
Indonesia. Harmer said “Probably the greatest number of language students in
the world do it because it is on the student curriculum whether they like it or
not!”[2] According
Harmer statement that student learn the language because it has been stated in
curriculum. So that English as a target language is important to be mastered by
the students.
From this
situation, the students have problem in learning English, because English is
different from bahasa indonesia. Learning English is learning language outside
of students’ mother tongue. Student will find difficulties in learning it,
especially students who come from low socioeconomic background.
Education
in Indonesia is relatively less consistent because there are often found
problems that have been defined curriculum changes, it can also lead education
in our country becomes less effective. Therefore, Indonesia is also still a lot
of people who abandoned their education and it
is very important
in human life because education has many benefits such as humans can develop, making human smart and successful
and so on.
Education
should be given an early age in order to create balance in science achievement. In Indonesia are still many children
who do not get a decent education, the
government should pay
more attention to this problems because children are required to get
an education, especially compulsory education of nine years and this paper will
discuss on how effective teaching for young learner and what are the
appropriate methods in young learner.
Learning and teaching for the young learner is critical,
especially learning a foreign language is English because English is the
international language in the present century, the language can be used in any
country. As teachers, it is better if we teach the second language for young
learner, because the levels of the memory of children are higher than adult
levels of memory. Therefore, learning should be given to early childhood. In
teaching for the young learner, often the problems that mainly arise from the
child's own self. There are problems in the teaching of foreign languages to
young learner, how to solve the problem? whether it is an effective solution?.
Here will be explained the role, and effectiveness of the solution CLT method
in teaching English for young learner. In teaching foreign languages to young
learner, there are many methods that can be used, but here we will discuss one
method is considered effective enough to teach children in learning foreign
languages, especially English, teaching methods for teaching a second
language emphasizes the importance of interactive capabilities students to
express their own ideas in the target language and this method also requires
the child to be communicative both within the classroom and in their daily
activities. The goal is that the length and complexity of the exchange, and
delivery of self-confidence, language skills will grow with the students. An
expert teacher will provide context so that the interaction of real and
meaningful class but with the support needed to help students to produce the
target language. We need to consider that producing language is a skill and
when we learn the skills we practice in an improvised setting. CLT is a main
stream of teaching English, which is aimed at cultivating students’ ability of
English communication in different situations. However, there are also some
difficulties in using CLT in Asia because it was developed in the western
countries, and it includes lots of characteristics in the western culture, like
individualism, creativity, self-expression, social interaction. Therefore, many
researchers have indicated that it is better to use CLT in ESL classrooms,
rather than EFL classrooms in Asia. Communication ability is the essential goal
in language learning, therefore, Language is not simply a tool for achieving
specific transactional goals, it is also a means of self-expression.[3]
The communicative approach claims that learning a foreign language should not
be focused on language structures (grammar and vocabulary), but also on the
communicative functions that the language performs.
CLT is not
like the audio lingual method, which is based on repetition and drills; on the
contrary, it uses the way to leave students in suspense as to the outcome of a
class exercise, which will change according to the students’ reactions and
responses. The real-life situation change everyday therefore, the students’
learning motivation comes from their desire to communicate in the ways and
topics which they are interested in. CLT has many advantages for example make the
children become more practical in communication and also the basic
responsibility is to consider and respond to the needs of our students, so if a
book is not enough we need to use the following steps: select, adapt, resist
and complete. In addition, because every class we teach has its own characteristics
and needs, CLT will vary each time we use it. In the CLT there are some
activities that are suitable for children Learning to play the role of
Interviews, information gaps, games, language exchanges, couples Survey,
employment, Learning by teaching. However, not all programs that use the
communicative approach to language that would restrict their activities solely
to these. Some courses will have the students take occasional grammar quizzes,
or prepare at home using a non-communicative practice.
In
brief, communicative approach in language teaching starts from the theory of
language as a communication language teaching aim is to develop what referred
to as "communicative competence." Hymes coined this term in order to
contrast the views of Chomsky's theory of language and communicative
competence. CLT is a method that has been deemed effective for teaching
children, so I chose CLT as the material of this paper.
B.
Identification of The Research
Based
on the introduction of study mention above, the identification of the problem
of the research are:
1.
What is EYL exactly?
2.
What are the characters EYL?
3.
What is meant by CLT?
4.
What are the advantages of CLT?
5.
How
CLT implemented to
improve English young learner?
C.
The Scope of The Research
The writer scope the study about,
how to increase learning English for the young learner, by using CLT method for
the class English course.
In this paper, the writer focused
to study about the effectiveness of using CLT method for teaching English for
young learner, apply in teaching learning activity to increase student’s learning
achievement?
D.
The Statement of The problem
Based on the important of this
research and the effort for increasing the young learner student’s learning
achievement, to increase their learning achievement as many as possible, the
writer would like to formulate the problem in this paper as follow :
Is the using of CLT method
effective toward student’s learning achievement of English?
E.
The Objective of The Research
Based on the reason above, through
this research the writer wants to prove that the using CLT method is effective
for teaching English for young learner.
For the majority of language
teachers, the most important need is a practical framework for exploiting what
can be observed of peoples day-to-day uses of language[4],
so in CLT there is strategy to make the students or young learner using
language effectively and make students communicative in learning language
especially English language.
F.
The Significance of The Research
The writer hopes
that be result of the study will be useful :
a. For
the Student
1. The
students are able to increase their learning achievement.
2. By
applying CLT method in teaching learning activity, hopes it can dig the
student’s interest and communicative in English because “Many proponents of CLT
have advocated the use of “authentic,” “from-life” materials in classroom. These
might include language-based Realia, such as signs, magazines, advertisement
and newspapers, or graphic and visual sources around which communicative
activities can be built, such as maps, pictures, symbols, graphs and charts.
Different kinds of objects can be used to support communicative exercise, such
as a plastic model to assemble from directions”.[5]
3. Students
will be interested and attractive in learning English.
b. For
the Teacher
1. The
teacher can motivate the student to communicative when they study in the
classroom and everywhere.
2. Learning
English by using Realia is interactive and communicative.
3. It
might for student working together in pairs or groups to solve problem.
c. For
the Institution
For the institution, sometimes
students come to our institutions from a different company, school, or country
from our own. With using Realia can help students in general to develop their
learning achievement, so the institution (course or school) will get the
prestige among the education institution.
Students or EYL from inside or outside your own
institution
The shorts of things we could do well to know at the
organizational level, whether students come from inside or outside our
institution, are:
·
Whether the course is
described or advertised anywhere and, if so, how
·
Whether any reports
exist on past course and whether any examples of past student work are
available
·
Who is paying for the
students to attend and whether attendance is voluntary or compulsory
·
How the students are
selected[6]
CHAPTER
II
THEORITICAL
FRAMEWORK
A.
The Definition of CLT method and EYL
1.
Definition
of CLT Method
In
teaching English to Eyl, a teacher should choose what is a good method to Eyl,
but here we are more likely to use the CLT method, because it was considered to
be effective in teaching Eyl.
Communicative
Language Teaching (CLT) is a language teaching method is an extension of
previous methods such as method of Situational Language Teaching and Audio
Lingual method. One of the main characteristics of CLT is a combination of
aspects of language are functionally and structurally. Structurally, CLT
emphasis on grammar or grammar systems, while emphasizing the use of functional
language.
CLT
also stresses on the situation, for example in a situation of how a speech is
spoken. In the CLT that there are various language skills (integrated skills)
which includes the ability to reading, writing, listening, speaking,
vocabulary, and grammar. So, through this CLT learners are expected to master a
foreign language or language skilled, not only write but also speak and of
course with proper grammar. CLT method is the most Suitable and effective
method for teaching Eyl.
As
for some purpose of CLT include:
¨ Students will learn to use language as a means to express something.
¨ Students will use language as a tool to express their opinions and judgments.
¨ Students will learn to express the functions that are most appropriate to communicate.
CLT uses almost every activity that
involves the learner in an authentic communication.
·
Activities of functional communication
·
Activities that aim
to develop the ability (skill) and the function of particular language, but it
involves communication.
·
Activities of social interaction For example, conversations
and discussions, dialogues and role-playing (role play).
In CLT (Littlewood 1984) stated “language
learning is also a natural response to communicative needs (productive and/or
receptive). Therefore, we would try to ensure that learners are always aware of
the communicative value of what they are learning. For example, we should help
them to relate the language to the social context in which it is spoken; we
should create communicative contexts in the classroom; learner should be helped
to use the language for expressing their own personal needs and their own
personality; and when possible, we should arrange contacts with native speakers”[7].
2.
Definition of EYL
The language
used by all
human beings on this earth. what language to
use? language is
used as the most effective means. Language
is introduced naturally
from birth, and how to teach a foreign language
or second language to children? children
under the age of six years cannot be forced to
speak a foreign language as their mother tongue still
apply, it is better if we teach it at the age
of seven years and above and it is called
EYL.
When we
teach EYL, there are many ways to be performed, because the EYL cannot
understand every word recited by the teacher and we as teachers must be careful
in the use of words and sentences. As teachers we must also understand the
ability, willingness and aptitude of the participants EYL, so they can quickly
appreciate us. As
a teacher in the teaching of EYL, we should be able to recognize the figure of
EYL itself.
B. Conceptual Framework
The definitions of CLT
method above, the writer summarizes that in the CLT there are some activities
that are suitable for children Learning to play the role of Interviews,
information gaps, games, language exchanges, couples Survey, employment,
Learning by teaching. And it can make student more easily to learn a foreign language,
especially English language. Communicative language teaching appeared at a
time when language teaching in many parts of the world was ready for a paradigm
shift. At
the level of language theory, Communicative Language Teaching has a rich, if
somewhat eclectic, theoretical base. Some characteristics of the communicative
view of language follow.
1. Language is a system for the
expression of meaning.
2. The primary function of language is
for interaction and communication.
3. Structure language reflects the functional
and communicative uses.
4. The main units of a language is not
only the grammatical features and structural, but categories of functional and
communicative meaning as exemplified in discourse.
Based on the statements about
EYL above, the writer get
the summarize that children or young
learner are
required to get an education, especially compulsory education of nine years but
children under the
age of six years
cannot be forced to speak a foreign language as their mother tongue still
apply, it is better if we teach it at the age
of seven years and above and it is called
EYL.
Based on the statements of CLT
definition and EYL definition, the writer gets the conclusion that CLT is a main stream of teaching
English, which is aimed at cultivating students’ ability of English
communication in different situations and make the children become more
practical in communication and also the basic responsibility is to consider and
respond to the needs of our students, so if a book is not enough we need to use
the following steps: select, adapt, resist and complete. In addition, because
every class we teach has its own characteristics and needs, CLT will vary each
time we use it. In the CLT there are some activities that are suitable for
children Learning to play the role of Interviews, information gaps, games,
language exchanges, couples Survey, employment, Learning by teaching. Now that
the initial wave of enthusiasm has passed, however, several claims of CLT are
looking more critically. Application of the communicative approach raises
important issues for teacher training. Materials development, and testing 'and
evaluation questions have been raised. CLT is a method that has been deemed
effective for teaching children or EYL and the most emphasize in CLT is communicative,
there are two types of communications:
·
Nonverbal Communication
All the cues, gestures, facial
expressions, spatial relation and attitude. Nonverbal communication differs
from verbal communication in fundamental ways. For one thing, it is less
structured, so it is more difficult to study.
·
Verbal Communication
Verbal communication consist of
words arranged in meaningful patterns[8].
CHAPTER III
RESEARCH METHODOLOGY
1.
Time and Location of the Research
The
research will be held at English Course for young learner “Shines Lingua” BSD
Tangerang Selatan.
2.
Population and Sample
§
Population: All English
young learner the 3-4 grade
§
Sample : Ten students of students from elementary
school 3-4 grade
3. The Method of the
Research
The research uses qualitative method
especially survey study. The writer would like to explain the effect of two
variables. They are variable X (CLT method) and variable Y (English
for young learner).
In this paper,
the writer tries to find out effectiveness of using CLT method in teaching
English for young learner.
4. The Instrument of the
Research
For research instrument
the writer use observation an interview to the teacher of the school. The
research will be done at the Shines Lingua English course
for young learner.
To obtain the data, the writer
will give a pre-test to the students such as role
play test in sample of experiment class. After that, the writer will
get the first data score of experiment class. Than the writer will use the
treatment “Realia” to the experiment class, minimal the writer will use the
treatment six times. After the writer finish the treatment, the writer will
give the class a role play and conversation post-test to the experiment class.
Absolutely, the post-test have to similar quality as pre-test. In brief, the writer will get the result of the last
score of experiment class and the writer will know there is any difference or
not in two data of experiment
class which have get the treatment.
- The Technique of Data Analysis
Based on the research method that will be carried out in experiment research methodology, so the writer will analysis the data by using formula that explain by Sudjana, the null hypothesis will be tested against the conventional level of p = 0.05.[9]
t = X1 - µo
s /
n
Keterangan lambang :
X1 = rerata skor dari sample penelitian
n = banyaknya/jumlah anggota sample penelitian
µo = rerata skor populasi (sebelum adanya
perlakuan)
s = simpangan baku dari sample penelitian
t = nilai yang dicari
- The Procedures of Research
The
procedures are used in doing the study as follows:
a)
Asking permission from the
headmaster of Shines Lingua Course
b)
Determine the sample of
experiment class.
c)
Preparing the test to
measure result of study as effect treatment for experiment class.
d)
Giving the pre-test to
measure the competence of the experiment class.
e)
Preparing the program “Role
Play” (the treatment).
f)
Doing the treatment for
experiment class minimum six times treatment and seven times test.
g)
Giving the post-test for
experiment class.
h)
Notice and measured the
result of study.
i)
Analyzing the data.
j)
Making a conclusion of the
research.
k)
Making a report of the
result of the research.
BIBLIOGRAPHY
[1]
P.W.J Nababan, Sosiolinguistik suatu
pengantar, PT Gramedia 1991, p.40.
[2] Jeremy Harmer, 1991. The
Practice of English Language Teaching, New York : Longman. p.1.
[3] Ian Tudor. 2001. The Dynamics
of the Language Classroom, Cambridge : Cambridge University Press. P.65
[4] Michael McCarthy and Ronald Carter. 1994. Language as Discourse:
Perspective for Language Teaching, London: Longman Group UK Limited. P. 3
[5] Jack C. Richards and Theodore S. Rodgers , 2001. Approaches and Methods in Language Teaching,
Cambridge : Cambridge University Press. P.170
[6] Tessa Woodward. 2001. Planning
Lesson and course, Cambridge : Cambridge University Press. P. 16-17
[7] William T. Littlewood, 1984, Foreign and Second Language Learning,
Cambridge: Cambridge University Press. P. 97
[8] Yuliana Ss dan Dra. Julia Eka Rini Mpd. 2002. Introduction to Communication. Jakarta: PT Grasindo Jl. Palmerah
Selatan 22-28. P. 4-5
[9] Sudjana, Metode Statistika, (Bandung
: PT. Tarsito Bandung, 1994)
