MALAML.docx - Beranda About Me Home First Semester o...


Beranda

About Me

Home

First Semester
o
English Foreign Language Methodology
o
English Grammar
o
English for Young Learner
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Language Testing and Evaluation
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Filsafat Ilmu
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Statistika Terapan

SECOND SEMESTER
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Systemic Functional Grammar
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Landasan Pedagogik
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Metodologi Penelitian
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Second Language Acquisition
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Translation and English Language Teaching
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Research Project

THIRD SEMESTER
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Designing ICT-based Language Teaching
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English Foreign Language Curriculum Analysis

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English Foreign Language Methodology
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Qualitative Data Analysis
Communicative
language
teaching
in
speaking
class
in
one
of
the
vocational
high
school
in
koba,
Bangka
Tengah

Regency,
Bangka
Belitung
Province
Posted by Rezki Firdaus On 08.24 | No comments
COMMUNICATIVE LANGUAGE TEACHING IN SPEAKING CLASS IN ONE OF THE
VOCATIONAL HIGH SCHOOL IN KOBA, BANGKA TENGAH REGENCY, BANGKA BELITUNG
PROVINCE
This Proposal is Partial Fullfillment of UAS Assignment for Metodologi Penelitian Subject
Under the direction of Dr. Dadang Sudana, M.A., Ph.D.
Submitted by:
Rezki Firdaus - 1407335
SCHOOL OF POSTGRADUATE STUDIES
ENGLISH EDUCATION STUDY PROGRAM
INDONESIA UNIVERSITY OF EDUCATION
2015
Chapter I

INTRODUCTION
This chapter consists of the background of the study, the purposes of the study, the research
questions, the hypothesis, the scope of the study, the significances of the study, and the definition of key
terms used in this thesis.
1.1 Background of the study
Speaking is one of the language skills taught in English as a Foreign Language (EFL) schools in
secondary vocational high school in particular. One of the products of teaching English is spoken skill.
Based on curriculum 2006 speaking in which the communication competence has been emphasized.
However, students who have graduated from high school can not speak English most of the times. It
makes them hardly to get a job.
Brown (1994); Lazarton (2001) mentions a number of features that interact to make speaking as
challenging as it is, such as fluent speech, stress, rhythm, and intonation of English. In line that,
Lazaraton (2001 cited in Celce–Murcia, 2001:103) states that perhaps the most difficult aspect of spoken
English is accomplished via interaction with at least one other speaker. It means that a variety of
demands are in place at once: monitoring and understanding the other speakers, thinking about one’s
own contribution, producing that contribution, and monitoring its effect, stated by Lazarton (2001:103).
In short, mastering speaking, people need to consider many aspects to make the language as a
communication tool has the real meaning in communication.
To cope with the challenges of teaching speaking, the language teachers are required to be able to
create and employ certain techniques in order to achieve the goal of language learning and teaching for
speaking skill. It means the teacher plays an important role in determining what technique can
encourage students’ participation in a learning process. This is supported by Celce-Murcia (2001) who
mentions that teacher need to know the strategies and exercises to ensure that each is getting a relevant
practice in speaking English in order to develop is fluency and confidence.

One way to improve students’ speaking ability is used communicative language teaching.