A THESIS. Presented as a Partial Fulfillment of Requirement for the Master Degree in English Language Teaching

i digilib.uns.ac.id

perpustakaan.uns.ac.id

THE EFFECTIVENESS OF COMMUNITY LANGUAGE LEARNING IN TEACHING SPEAKING VIEWED FROM STUDENTS’ SELF-CONFIDENCE An Experimental Research at Second Grade of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya in the Academic Year of 2011/2012

A THESIS

Presented as a Partial Fulfillment of Requirement for the Master Degree in English Language Teaching By: Ratu Sarah Pujasari NIM. S891102037

ENGLISH EDUCATION DEPARTMENT GRADUATE SCHOOL FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY SURAKARTA 2014 commit to user

ii digilib.uns.ac.id


APPROVAL

THE EFFECTIVENESS OF COMMUNITY LANGUAGE LEARNING IN TEACHING SPEAKING VIEWED FROM STUDENTS’ SELFCONFIDENCE (An Experimental Research at Second Grade of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya in the Academic Year of 2011/2012)

By: Ratu Sarah Pujasari NIM. S891102037 This Thesis has been Approved by the Board of Consultants of English Department, Graduate Program, Faculty of Teacher Training and Education of Sebelas Maret University Consultant 1

Consultant II

Prof. Dr. Joko Nurkamto, M.Pd. NIP: 196101241987021001

Dr. Abdul Asib, M.Pd. NIP. 195203071980031005

The Head of English Education Department Graduate School Faculty of Teacher Training and Education Sebelas Maret University

Dr. Abdul Asib, M.Pd. NIP. 195203071980031005 commit to user LEGITIMATION FROM THE BOARD OF EXAMINERS ii

iii digilib.uns.ac.id


THE EFFECTIVENESS OF COMMUNITY LANGUAGE LEARNING IN TEACHING SPEAKING VIEWED FROM STUDENTS’ SELFCONFIDENCE (An Experimental Research at Second Grade of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya in the Academic Year of 2011/2012) By: Ratu Sarah Pujasari NIM. S891102037 This thesis has been examined by the Board of Examiners of English Department, Graduate Program, Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta on: Day : Thursday Date : August 14th 2014 The Board of Examiners:

Signature

1. Chair Person Dra. Dewi Rochsantiningsih, M.Ed., Ph.D. NIP. 196000918198702001 2. Secretary Dr. Sumardi, M. Hum NIP.197406081999031002 3. Examiner 1 Prof. Dr. Joko Nurkamto, M.Pd NIP. 196101241987021001 4. Examiner II Drs. Gunarso Susilohadi M.Ed NIP: 195403151985031002

.......................................

.......................................

.......................................

........................................

The Dean of Teacher Training and Education Faculty of Sebelas Maret University

The Head of English Education Department Graduate School Sebelas Maret University

Prof. Dr. M. Furqon Hidayatulloh, M.Pd. NIP: 196007271987021001

Dr. Abdul Asib, M.Pd. NIP. 195203071980031005

commitiiito user

iv digilib.uns.ac.id


ABSTRACT Ratu Sarah Pujasari. S891102037. 2014. The Effectiveness of Community Language Learning in Teaching Speaking Viewed from Students’ SelfConfidence. Thesis. Surakarta. 1st consultant: Prof. Dr. Joko Nurkamto, M. Pd.; and 2nd consultant Drs. Gunarso, M. Ed TESOL. English Education Department of Graduate School, Sebelas Maret University. The objectives of the study are: (1) to reveal whether Community Language Learning is more effective than Situational Language Teaching in teaching speaking; (2) to reveal whether students with high level of selfconfidence have better speaking skill than those with low level of self-confidence; (3) to reveal whether there is an interaction between teaching methods used and students’ levels of self-confidence. This research Involves three variables. Two independent variables are teaching methods (Community Language Learning and Situational Languag Teaching) and students’ level of self-confidence. The dependent variable is speaking skill. The research examines the effect of the two independent variables on the dependent variable. The research was conducted in the second grade of Stikes Bakti Tunas Husada, Tasikmalaya in the Academic Year of 2011/2012. The sampling used was cluster random sampling. The samples were two classes which consist of 40 students of class A as the experimental class and 40 students of class B as the control class. The instruments used in this research cover questioneir of selfconfidence and speaking test before being applied, both the self-confidence and speking test were tried out as the rersearcher needs to test the readability of the test instruction. The result data obtained from the treatment were analyzed using ANOVA 2X2 and Tukey test. The result of this research reveals that: (1) Community Language Learning is more effective than Situational Language Teaching in teaching speaking; (2) The students having high self-confidence have better speaking skill than those having low self-confidence; and (3) There is interaction between teaching methods and students’ self-confidence in teaching speaking. According to the research finding, it can be concluded that Community Language Learning is an effetive method in teaching speaking to the second grade students of Stikes Bakti Tunas Husada, Tasikmalaya in the academic year 2011/2012. However, in the implementation of the methods, a teacher must consider about the students’ level of self-confidence. It is proved in the research, self-confidence influences the students’ speaking skill. By considering the students’ level of self-confidence, a teacher can choose the method he/she uses properly to teach speaking in order to improve the students’ skill on speaking. Key words: speaking skill, community language learning, situationa language teaching, self-confidence, experimental research

commit to user

iv

v digilib.uns.ac.id


ABSTRACT Ratu Sarah Pujasari. S891102037. 2014. Keefektifan Community Language Learning untuk Mengajar Speaking Ditinjau dari Percaya Diri Siswa. Tesis. Pembimbing I: Prof. Joko Nurkamto, M.Pd.; Pembimbing II: Drs. Gunarso, M. Ed TESOL. Program Studi Pendidikan Bahasa Inggris Program Pascasarjana Universitas Sebelas Maret. Tujuan dari penelitian ini adalah untuk: (1) mengetahui apakah Community Language Learning lebih efektif daripada Situational Language Teaching untuk mengajar speaking, (2) untuk mengetahui apakah siswa dengan tingkat percaya diri tinggi mempunyai kemampuan berbicara yang lebih baik dibandingkan dengan siswa dengan tingkat percaya diri rendah, dan (3) untuk mengetahui apakah ada interaksi antara metode pengajaran yang digunakan dengan tingkat percaya diri siswa. Penelitian ini melibatkan tiga variabel. Dua variabel independen meliputi metode pengajaran ( Community Language Learning dan Situational Language Teaching) dan tingkat percaya diri siswa. Sementara itu, variabel dependen adalah kemampuan speaking. Penelitian ini menguji pengaruh dua variabel independen terhadap variabel dependen. Penelitian ini dilakukan pada tingkat dua Stikes Bakti Tunas Husada, Tasikmalaya pada tahun akademik 2011/2012. Pengambilan sampel yang digunakan adalah cluster random sampling. Sampel penelitian adalah dua kelas yang terdiri dari 40 siswa kelas A sebagai kelas eksperimen dan 40 siswa kelas B sebagai kelas kontrol. Instrumen yang digunakan dalam penelitian ini meliputi kuisioner percaya diri dan tes berbicara. Sebelum diterapkan, kedua instrumen diujicobakan terlebih dahulu ke kelas lain untuk mengetahui readabiliti pada instruksi tes. Data hasil yang diperoleh dianalisis menggunakan ANOVA 2X2 dan uji Tukey. Hasil penelitian menunjukan bahwa: Community Language Learning lebih efektif dari Situational Language Teaching untuk mengajar speaking, dan siswa dengan tingkat percaya diri tinggi memiliki kemampuan berbicara lebih baik dibandingkan dengan siswa yang tingkat percaya diri rendah. Selain itu, melalui ANOVA, terbukti bahwa terdapat interaksi antara metode pengajaran dan tingkat kreatifitas siswa dalam pengajaran speaking. Berdasarkan temuan penelitian, dapat disimpulkan bahawa Community Language Learning merupakan metode yang efektif untuk mengajar Speaking kepada siswa tingkat dua Stikes Bakti Tunas Husada Tasikmalaya pada tahun akademik 2011/2012. Namun dalam pelaksanaan metode, guru harus mempertimbangkan tingkat percaya diri mereka. Ini dibuktikan dalam penelitian, tingkat percaya diri mempengaruhi kemampuan speaking siswa. Dengan mempertimbangkan tingkat percaya diri siswa, guru dapat memilih metode untuk mengajar speaking dengan tepat dalam rangka meningkatkan kemampuan speaking siswa. Kata kunci: Kemampuan speaking, community language learning, situational language teaching, percaya diri, penelitian ekperimental commit to user v

vi digilib.uns.ac.id


PRONOUNCEMENT

This is to certify that I myself write this thesis, entitled THE EFFECTIVENESS OF COMMUNITY LANGUAGE LEARNING IN TEACHING SPEAKING VIEWED FROM STUDENTS’ SELF-CONFIDENCE (An Experimental Research at Second Grade of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya in the Academic Year of 2011/2012). It is not plagiarized or made by others. Anything related to other’s work is written in quotation, the source of which is listed on the bibliography. If then this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.

Surakarta, August 2014

RATU SARAH PUJASARI S891102037

commit to user

vi

vii digilib.uns.ac.id


MOTTO

“And seek help through patience and prayer, and indeed, it is difficult except for the humbly submissive [to Allah ] (Al-Baqaraah:45)”

commit to user

vii

viii digilib.uns.ac.id


DEDICATION

This thesis is dedicated especially to:    

My beloved parents, H. R.A. Lukman Hakim, Pratiwi Amalia (Almh) parents in law, H. Royandi, H. Enok Rokayah My beloved Husband and daughter, Teddy Ruswandi, Pearly Putri Ruswandi My beloved sisters and brother, Santi, Ningrat, Tresna, Melinda and Pranata My beloved friends.

commit to user

viii

ix digilib.uns.ac.id


ACKNOWLEDGEMENT Alhamdulillahirobbil’alamin, all praises belong to Alloh SWT the all compassionate and all merciful, finally the writer has already finished writing this thesis. It would be impossible to complete thesis without helps and supports from other people. Thus, she would like to extend her wholehearted thanks to: 1. The Dean of Faculty of Teacher Training and Education who has given permission to write this thesis. 2. The Director of Graduate Program, Sebelas Maret University, for his permission to write the thesis. 3. The Head of English Education Department of Graduate Program, for his permission to write the thesis. 4. Prof. Dr. Joko Nurkamto, M.Pd., the first consultant for the guidance, and support, and generous during this thesis writing. 5. Dr. Abdul Asib, M.Pd., the second consultant, for his guidance, patience, and attention. 6. The head of Nursing Department of Bakti Tunas Husada, for her permission to conduct the research. 7. The students of Nursing Department of Bakti Tunas Husada Class A and B for their willingness to take part on the research conducted. Finally, the writer hopes this thesis can be beneficial for others and it can improve the knowledge of the writer herself. Surakarta, August 2014 commit to user

ix

The Writer

x digilib.uns.ac.id


TABLE OF CONTENTS

COVER PAGE .........................................................................................

i

APPROVAL ............................................................................................

ii

LEGITIMATION FROM BOARD EXAMINER ................................

iii

ABSTRACT............................................................................... ...............

iv

PRONOUNCEMENT ..............................................................................

vi

MOTTO........................................................................... .........................

vii

DEDICATION...........................................................................................

viii

ACKNOWLEDGMENT..........................................................................

ix

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

x

LIST OF TABLES ...................................................................................

xiii

LIST OF FIGURES...................................................................................

xiv

LIST OF ABBREVIATION.....................................................................

xv

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

xvi

CHAPTER I: INTRODUCTION A. Background of the Study...............................................

1

B. Problem Identification ...................................................

7

C. Problem Limitation........................................................

7

D. Problem Statement ........................................................

7

E. Objectives of the Study..................................................

8

F. Significance of the Study.........................................................

9

CHAPTER II: LITERATURE REVIEW A. Theoretical Description ................................................

10

1. Speaking Competence ..............................................

10

a. Concept of Speaking .............................................

10

b. Activities in Speaking Class .................................

11

c Macro and Micro Skill of Speaking........................ commit to user d. Assessing Speaking................................................

17

x

19

xi digilib.uns.ac.id


e. What Makes Speaking Difficult ............................

20

f. Teaching Speaking.................................................

22

2. Community Language Learning ................................

29

a. Basic Concept of Community Language Learning

29

b. Designing Task for CLL Classroom .....................

31

c. Procedure of Community Language Learning.......

34

d. Advantages and Disadvantages of CLL................

36

3. Situational Language Teaching .................................

37

a. Basic Concept Situational Language Teaching….

37

b. Designing Task for SLT Classroom……………..

39

c. Procedure of Situational Language Teaching.........

42

d. Advantages and Disadvantages of SLT…………

44

4. Self-Confidence......................................... ................

45

a. Definitions of Self-Confidence ............................

45

b. Factors Influencing Someone’s Self-Confidence .

47

c. Characteristics of Self-Confidence........................

49

d. Improving Self-Confidence………………………

50

B. Review of Related Research..........................................

53

C. Rationale........................................................................

55

D. Hypothesis.....................................................................

59

CHAPTER III: RESEARCH METHOD A. Profile of the Speaking Class.........................................

61

B. Method of the Research ................................................

62

C. Population, Sample and Sampling Technique………...

62

D. Techniques of Collecting the Data ................................

63

E. Techniques of Analyzing the Data ................................

65

F. Statistical Hypothesis………………………………….

70

CHAPTER IV: FINDINGS AND DISCUSSIONS to user A. Implementationcommit of the Research....................................

72

xi

xii digilib.uns.ac.id


B. Data Description..............................................................

73

C. Normality and Homogeneity Test…………………….

84

1. Normality Test………………………………………

84

2. Homogeneity Test…………………………………..

87

C. Testing Hypothesis……………………………………

88

D. Discussion ………………………………………… ....

93

CHAPTER V: CONCLUSSION, IMPLICATION, AND SUGGESTION A. Conclusion……………………………………………

100

B. Implication and Suggession………………………… .

102

BIBLIOGRAPHY ....................................................................................

106

APPENDICES…………………………………………………………...

109

commit to user

xii

xiii digilib.uns.ac.id


LIST OF TABLES

Table 2.1 Time Schedule of the Research………………………………….

19

Table 3.1 Time Schedule of the Research………………………………….

61

Table 3.2 Research Design of ANOVA 2X2………………………………

66

Table 3.3 Summary of a 2X2 Multifactor Analysis of Variance…………..

69

Table 4.1 Material of Teaching Speaking……………………………... ... .

73

Table 4.2 Frequency Distribution of Data A1……………………………...

75

Table 4.3 Frequency Distribution of Data A2………………………………

76

Table 4.4 Frequency Distribution of Data B1………………………………

77

Table 4.5 Frequency Distribution of Data B2………………………………

78

Table 4.6 Frequency Distribution of Data A1B1……………………………

79


81


82


83

Table 4.9 Summary of Normality Test…………..…………………………

87

Table 4.10 Summary of Homogeneity Test…………..…………………….

87

Table 4.11 Summary of a 2x2 Multifactor Analysis of Variance………….

88

Table 4.12 Table of Mean of Scores…………..……………………………

89

Table 4.13 Summary of Tukey…………..…………………………………

90

commit to user

xiii

xiv digilib.uns.ac.id


LIST OF FIGURES

Figure 4.1 Polygon and Histogram of Data A1………………………………

75

Figure 4.1 Polygon and Histogram of Data A2………………………………

76

Figure 4.1 Polygon and Histogram of Data B1………………………………

77

Figure 4.1 Polygon and Histogram of Data B2………………………………

78

Figure 4.1 Polygon and Histogram of Data A1B1……………………………

80

Figure 4.1 Polygon and Histogram of Data A1B2…………………………....

81


82


83

commit to user

xiv

xv digilib.uns.ac.id


LIST OF ABBREVIATIONS

CLL

: Community Language Learning

SLT

: Situational Language Teaching

commit to user

xv

xvi digilib.uns.ac.id


LIST OF APPENDICES

Appendix 1: Research Instrument Appendix 1.1: Syllabus of Community Language Learning……………... 109 Appendix 1.2: The Lesson Plan of Community Language Learning……… 112 Appendix 1.3: Syllabus of Situational Language Teaching……………… 146 Appendix 1.4: The Lesson Plan of Situational Language Teaching………. 149 Appendix 1.5: Blue Print of Self-Confidence (Try Out)…………………. 182 Appendix 1.6: Self-Confidence Questionnaire (Try Out)………………… 183 Appendix 1.7: Blue Print of Self-Confidence (After Being Tried Out)….. 186 Appendix 1.8: Self-Confidence Questionnaire (After Being Tried Out)…. 187 Appendix 1.9: Readability of Speaking Test……………………………… 190 Appendix 110: Scoring Rubric of Speaking……………………….……… 191 Appendix 119: Speaking Test………………………………………………194 Appendix 2: Result of Instrument Try out Appendix 2.1: Validity of Self-Confidence Questionnaire Items (1) .…… 195 Appendix 2.2: Validity of Self-Confidence Questionnaire Items (2) …….` 202 Appendix 2.3: Reliability Test of Self-Confidence Questionnaire Items… 208 Appendix 2.4: Readability of Speaking Test……………………………… 209 Appendix 3: Result of Research Appendix 3.1: Descriptive Analysis of the Data…………………………. 210 Appendix 3.2: Normality and Homogeneity……………………………... 218 Appendix 3.3: Multifactor Analysis of Variance 2 X 2 ..………………… 227 Appendix 3.4: Tukey Test………………………………………………..

commit to user

xvi

228

1 digilib.uns.ac.id


CHAPTER I INTRODUCTION

A. Background of the Study Having good skill in speaking English is important nowadays.English has become the leading means of communication worldwide.The modern world of media, mass communication, and Internet demands a good knowledge of English, especially of spoken Englishera (Boonkit, 2010:1).Most college students are still not confident in their ability to speak; teachers must overcome their reluctance in order to change this situation, for that reason the student must be encouraged in mastering the speaking skill in comfortable situation and make them capable to communicate in English to achieve bright future in this globalization. Speaking remains as one of the least-mastered skills. For students, speaking activities do not oftenly work in classes because of many factors which prevent them from speaking in English. Students are afraid of making mistakes,are anxious, have fear of being laughed at by his or her friends and have lack of confidence in their ability. Teachers should create a good atmosphere in the classroom. A friendly environment can make the studentsmotivated and have high self confidence in studying and speaking in English. Teachers must also deal with the students’ psychological aspect to make them comfortable in teaching learning process and see the students as a whole person,with intellect, feelings, instincts, physical responses, and desire to learn.According to Larsen and Freeman (2000: 89) whole person learning means that teachers consider not only their commit to user 1


2 digilib.uns.ac.id

students’ intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn. Community Language Learning (also called Counseling Language Learning) is aimed to remove anxiety from learning by changing the relationship between students and teacher become client and counselor. A language counselor does not mean someone trained in psychology; it means someone who is a skillful understander of the struggle students’ face as they attempt to internalize another language. The teacher, who can ‘understand,’ can indicate his acceptance of the students’ fear and being sensitive to them, he can help students overcome their negative feelings and turn them into positive energy to further their learning (Larsen and Freeman 2000: 89). According to La Forge, in Richards and Rodgers (2001: 91-92),there are five psychological stages of Community Language Learning as learning progresses comparable to the progressing from childhood to adulthood:(1) Dependent,in which the learner is like an infant, completely dependent on the knower for linguistic content. The learner repeats utterances made by the teacher in the target language and overhears the interchanges between other learners and knowers.(2) Self-assertive,where Learners begin to establish their own selfaffirmation and independence by using simple expressions and phrases they have previously heard.(3) Resentful and indignant,when learners begin to understand others directly in the target language. Learners will resent uninvited assistance provided by the knower at this stage.(4) Tolerant, The learner functions commit to user


3 digilib.uns.ac.id

independently, although his knowledge of the foreign language is still rudimentary. The learner becomes secure enough to take criticism from the teacher. He must learn how to elicit from the knower the advanced level of linguistic knowledge the knower possesses. And (5) Independent,in which learners refine their understanding of register as well as grammatical correct language use. They may become counselors to less advanced students while profiting from contact with their original knower. Based on Richard and Rodgers(2001: 90-98) there are some key principles which differentiate Community Language Learning (CLL) from other approaches/methods. The most important principle is that CLL tries to remove any barriers within the students’ psychological state. Students should be made to feel secure, less anxious and unthreatened before accepting the lesson. Teacher and students are regarded as whole persons, they share about their learning experience to allow learners to get to know one another and to build community. The teacher acts more as a counselor who really listens to them and understands what they are saying. Group works where students are encouraged to cooperate (rather than to compete) are generally suggested, but the teacher maintains the role of an active facilitator to guide the group works so that the activities are engaging. This method is based on humanistic approach which includes the emotions and feelings of the learner. The two most basic principle which underlie the kind of learning that can take place in the Community Language Learning are summed up in the following phrases: (1) ‘Learning is person,’ which means that whole-person learning of another language takes place best in relationship of trust, commit to user

4 digilib.uns.ac.id


support, and cooperation between teacher and students and among students; and (2) ‘Learning is dynamic and creative’, which means that learning is a living and developmental process (Larsen and Freeman, (2000: 105). To prove its effectiveness, the researcher compares Community Language Learning with Situational Language Teaching. In Situational Language Teaching, speech is regarded as the basic of language, and structure is viewed as being at the heart of speaking ability (Richards and Rogers, 2001: 40). The form of language that is taught is realistic, all words and sentences must grow out of some real or imagined situations the actual situation. Thus, the meaning of the words that are bound with a situation where they are used. Learners know the meaning of the word “board”, not because they’ve been looking at the dictionary, but because they have learned the word in the situation. According to Richards and Rodgers (2001: 39), there are several main characteristics

of

Situational

Language

Teaching

whichhighlight

the

approach.Language teaching begins with the spoken language,material is taught orally before it is presented in written form. The target language is the language of the classroom. New language points are introduced and practiced situationally. Vocabulary selection procedures are allowed to ensure that an essential general service vocabulary covered. Items of grammar are graded following the principle that simple forms should be taught before complex ones. Reading and writing are introduced once a sufficient lexical and grammatical basis is established. Both of the methodshave their own characteristics, advantages and disadvantages. Community Language Learning is a method which combines commit to user


5 digilib.uns.ac.id

innovative learning tasks and activities with conventional ones. (Nagaraj, P. 2009:177). Whereas Situational Language Teaching is concerned with the pattern of the sentence or structural, the students always taught the structures within the sentences. In situational language teaching is concerned with the form, the students are drilled to make a good pattern of sentences. Although it might also be student-centered in conducting its activities, those activities will be meaningless because the spoken materials used have already been prepared before and the teacher drills the students so that the students cannot explore and elaborate the content of communication delivered. From those statements, it can be concluded that Community Language Learning focuses more on the process to get good product, whereas SituationalLanguageTeaching focuses solely on the product. Besides, community language learning is concerned more on fluency rather than accuracy. The teacher let the students explore their knowledge and speak up more in the classroom without being worried of making mistakes in grammar and pronunciation. On the other hand, situational language teaching is concerned more with accuracy. The students are supposed to produce spoken language accurately in grammar and pronunciation. One of the factors that prevent the students from speaking ability is having lack of self confidence. A lack of self-confidence is not necessarily permanent but it can be if it is not addressed. Self-confidence is another key to successful speaking. It has an important impact on speaking development. Therefore, teachers have to raise students’ self-confidence, since it can enhance commit to user


6 digilib.uns.ac.id

performances and support students to learn more effectively and actively. So, by having high self-confidence, students will give hard effort to achieve their success. Brown (2001: 62) states that Learners’ belief that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual success in attaining the task. As a teacher we should sustain students’ selfconfidence and make them belief on their abilities in achieving speaking skill in English.Anthony (2003: 5) states that one of the principle requisites for change and a self-confidence personality is to satisfy your own need first its means by understanding and loving yourself.Anotherdefinition of self-confidence (“What is Self Confidence”, para. 3) centres on being assertive, on getting what you want. This is about standing up for yourself, about having the presence, the personal power, if you like, to regard yourself as equal to others and to behave in a way that reflect this. Analysing the previous definitions above, it can be concluded that self confidence is an attitude that is characterized by positive believe, the abilities to understand and loving yourself and being assertive. B. Problem Identification From the explanation of the background, there are several problems related to teaching speaking that can be identified. These problems involve: (1) Why is it important to teach speaking? ; (2) What difficulty do the students face to learn speaking subject? ; (3) Does self-confidence influence the students’ skill in speaking?; (4) How can Community Language Learning help the students in commit to user achievingspeaking skill? ; (5) How can Situational Language Teaching help the

7 digilib.uns.ac.id


students in achieving speaking skill? ; (6) How can the students with high selfconfidence get better achievement in speaking skill than the students with low self-confidence? C. Problem Limitation Questions arisen from problem identifications were limited to the problems which are supposed to influence students’ speaking skills; they are the teaching methods (Community Language Learning and Situational Language Teaching) and students’ self-confidence. D. Problem Statement From the background of the study, problem identification, and problem limitation, there are three problems that are formulated: 1. Is there any difference in speaking competence between the students taught by Community Language Learning and Situational Language Teaching? If there is difference, which groups of the students have a better achievement? 2. Is there any difference in speaking competence between the students with high self-confidence and the students with low self-confidence? If there is difference, which groups of the students have a better achievement? 3. Is there any interaction between teaching methods and the students’ selfconfidence in teaching speaking?

commit to user

8 digilib.uns.ac.id


E. Objectives of the Study In relevant with the problems that have been stated previously, the objectives of the study are to find out: 1. Whether or not Community Language Learning is more effective than Situational

Language

Teaching

in

teaching

speaking

in

the

secondgradeof Nursing Department students of STIKES Bakti Tunas HusadaTasikmalayain the academic year of 2011/2012? 2. Whether the students with high self-confidence have better achievement in speaking than the students with low self-confidence? 3. Whether there is any interaction between teaching methods and the students’ self-confidence in teaching speaking? F. Significance of the Study The result of the research are expected to be useful for the teachers, students and other researchers. 1. For teachers, this study can offer an alternative to solve some of the problems they face in teaching speaking. There are numerous approaches and methods that can be applied to teach speaking, each with its own distinctive characteristics. Community Language Learning can be an approach to consider since it possesses the characteristics to remove psychological barriers often found among students. 2. For students, this study can become a reflection for students to think about their inclinations and difficulties in learning how to speak properly, particularly those in relation to their self-confidence. Generally, it is also commit to user

9 digilib.uns.ac.id


expected to enhance their skill and expand their horizon to become better learners. 3. For other researchers, this study is expected to inspire the other researchers to do the similar research using different skills or viewed from different psychological like intellegence or self-esteem.

commit to user

10 digilib.uns.ac.id


CHAPTER II LITERATURE REVIEW

This chapter elaborates the theories of the variables which are investigated in this research. They are positioned as theoretical underpinnings which build the foundations to conduct this research. The concepts that will be described as follows are theories of speaking, Community Language Learning, Situational Language Teaching and Self-confidence. The rationale and hypotheses are also included in this chapter A. Theoretical Description 1. Speaking a. Concept of Speaking Speaking is a speech production that becomes a part of our daily activities (Thornbury 2005:8). Speaking skill involves four domains: linguistic competence, communicative competence, strategic competence and social competence (Littlewood, 1981: 6). First, linguistic competence requires that students should improve

their

ability

in

manipulating

language system to express messages or ideas. Secondly, communicative competence encourages them to differentiate between the forms of language used and the communicative function which is going to be performed. Third, strategic competence will encourage them to improve their ability and strategy to use the language as effectively as possible in a commit to user

10



real situation. And fourth, social competence suggests that the students should be aware of social functions of the forms of language used. Mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language (Nunan, 2000: 39). Thornbury (2005: 9) states we noted that speaking consists of at least three stages: conceptualization, formulation, articulation during which the speakers is also engaged in self monitoring. Meanwhile, Harmer (2007: 343) proposes that if students want to be able to speak fluently in English, they need to be able to pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. From the definitions above, the researcher concludes that speaking is the ability to carry out a conversation, to have conceptualization, formulation and articulation, to be able to pronounce phonemes correctly, to use appropriate stress and intonation pattern and to speak in connected speech. In other words, we can summarize the elements of speaking into five components: pronunciation, grammar, vocabulary, fluency, and comprehension. b. Activities in Speaking Class There are some activities to promote students’ speaking skill such as discussion,

Role

play,

simulation,

Information

Gap,

Brainstorming,

storytelling, Interviews , etc. According to Kayi (2006:2) states that teacher should create classroom environment where students have real-life commit to user



communication, authentic activities, and meaningful tasks that promote orang language. 1) Discussion; a discussion can be held for various reasons. The students may aim to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the discussion, it is essential that the purpose of the discussion activity is set by the teacher. In this way, the discussion points are relevant to this purpose, so that students do not spend their time chatting with each other about irrelevant things. For example, students can become involved in agree/disagree discussion In this type of discussions, the teacher can form groups of students, preferably 4 or 5 in each group, and provide controversial sentences like “people learn best when they read vs. people learn best when they travel”. Then each group works on their topic for a given time period, and presents their opinions to the class. It is essential that the speaking should be equally divided among group members. At the end, the class decides on the winning group who defended the idea in the best way. This activity fosters critical thinking and quick decision making, and students learn how to express and justify themselves in polite ways while disagreeing with the others. For efficient group discussions, it is always better not to form large groups, because quiet students may avoid contributing in large groups. The group members can be either assigned by the teacher or the students may determine it by themselves, but groups should be rearranged in every discussion activity so that students can work with various people and learn to be open to commit to user



different ideas. Lastly, in class or group discussions, whatever the aim is, the students should always be encouraged to ask questions, paraphrase ideas, express support, check for clarification, and so on. 2) Role Play; one other way of getting students to speak is role-playing. Students pretend they are in various social contexts and have a variety of social roles. In role-play activities, the teacher gives information to the learners such as who they are and what they think or feel. Thus, the teacher can tell the student that "You are David, you go to the doctor and tell him what happened last night, and…" (Harmer, 1984) 3) Simulations are very similar to role-plays but what makes simulations different than role plays is that they are more elaborate. In simulations, students can bring items to the class to create a realistic environment. For instance, if a student is acting as a singer, she brings a microphone to sing and so on. Role plays and simulations have many advantages. First, since they are entertaining, they motivate the students. Second, as Harmer (1984) suggests, they increase the self-confidence of hesitant students, because in role play and simulation activities, they will have a different role and do not have to speak for themselves, which means they do not have to take the same responsibility. 4) Information Gap; in this activity, students are supposed to be working in pairs. One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting commit to user



information. Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language. 5) Brainstorming; students can produce ideas in a limited time. Depending on the context, either individual or group brainstorming is effective and learners generate ideas quickly and freely. The good characteristics of brainstorming is that the students are not criticized for their ideas so students will be open to sharing new ideas. 6) Storytelling; students can briefly summarize a tale or story they heard from somebody beforehand, or they may create their own stories to tell their classmates. Story telling fosters creative thinking. It also helps students express ideas in the format of beginning, development, and ending, including the characters and setting a story has to have. Students also can tell riddles or jokes. For instance, at the very beginning of each class session, the teacher may call a few students to tell short riddles or jokes as an opening. In this way, not only will the teacher address students’ speaking ability, but also get the attention of the class. 7) Interviews; students can conduct interviews on selected topics with various people. It is a good idea that the teacher provides a rubric to students so that they know what type of questions they can ask or what path to follow, but students should prepare their own interview questions. Conducting interviews with people gives students a chance to practice their speaking commit to user



ability not only in class but also outside and helps them becoming socialized. After interviews, each student can present his or her study tothe class. Moreover, students can interview each other and "introduce" his or her partner to the class. 8) Story Completion; this is a very enjoyable, whole-class, free-speaking activity for which students sit in a circle. For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating. Then, each student starts to narrate from the point where the previous one stopped. Each student is supposed to add from four to ten sentences. Students can add new characters, events, descriptions and so on. 9) Reporting; before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class. 10) Playing Cards; in this game, students should form groups of four. Each suit will represent a topic. For instance: a) Diamonds: Earning money; b) Hearts: Love and relationships; c) Spades: An unforgettable memory; d) Clubs: Best teacher. Each student in a group will choose a card. Then, each student will write 4-5 questions about that topic to ask the other people in the group. For example: If the topic "Diamonds: Earning Money" is selected, here are some possible questions: a) is money important in your life? Why? ; b) What is the easiest way of earning commit to user



money? ; c) What do you think about lottery? Etc. However, the teacher should state at the very beginning of the activity that students are not allowed to prepare yes-no questions, because by saying yes or no students get little practice in spoken language production. Rather, students ask open-ended questions to each other so that they reply in complete sentences. 11) Picture Narrating; this activity is based on several sequential pictures. Students are asked to tell the story taking place in the sequential pictures by paying attention to the criteria provided by the teacher as a rubric. Rubrics can include the vocabulary or structures they need to use while narrating. 12) Picture Describing; another way to make use of pictures in a speaking activity is to give students just one picture and having them describe what it is in the picture. For this activity students can form groups and each group is given a different picture. Students discuss the picture with their groups, and then a spokesperson for each group describes the picture to the whole class. This activity fosters the creativity and imagination of the learners as well as their public speaking skills. 13) Find the Difference; for this activity students can work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures. commit to user



c. Macro and Micro Skills of Speaking Taylor (2003:2) states that the underlying construct of spoken language proficiency today advocates more modern and cognitive descriptions of the speech production process. Such view holds that the proficient second language speaker possesses the following competences:(a) a wide repertoire of lexis and grammar to enable flexible, appropriate, precise construction of utterances in ‘real time’(the knowledge factor);(b) a set of established procedures for pronunciation and lexico grammar; and (c) a set of established ‘chunks’ of language. Many experts have attempted to subcategorize speaking into distinct elements. The general consensus is that speaking skill is divided into micro and macro skills. The micro skills of speaking refer to producing small chunks of language such as phonemes, morphemes, words and phrasal units. The macro skills include the speakers' focus on the larger elements such as fluency, discourse, function, style cohesion, nonverbal communication and strategic options. Another expert who tries to formulate micro and macro skills of speaking is Brown (2007: 328), who further elaborates themes follows: 1) Micro-skills of speaking a) Produce chunks of language of different lengths b) Orally produce differences among the English phonemes and allophonic variants. commit to user



c) Produce English stress patterns, word in stressed and unstressed positions, rhythmic structure, and intonation contours. d) Produce reduce forms or words or phrases. e) Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes. f) Produce fluent speech at different rates of delivery. g) Monitor your own oral production and use various strategies devicespauses, fillers, self-correction, backtracking-to enhance the clarity of the message. h) Use grammatical words classes (noun, verbs, etc), systems(e.g., tense, agreement, pluralization), word order, patterns, rules and elliptical forms. i) Produce speech in natural constituents-in appropriate phrase, pause groups, breath groups and sentences. j) Express a particular meaning in different grammatical forms. 2) Macro-skills of speaking a) Use cohesive device in spoken discourse. b) Accomplish appropriately communicative functions according to the situations, participants, and goals. c) Use appropriates registers, implicature, pragmatic conventions, and other sociolinguistics features in face-to-face conversation.

commit to user



d) Convey links and connections between events and communicate such relations as main idea, supporting idea, new information and given information, generalization, and exemplification. e) Use facial features, kinesics, body language, and other nonverbal cues along with verbal language to convey meanings.

f) Develop and use battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help and accurately assessing how well your interlocutor in understanding you. d. Assessing Speaking Test is one of the important things in the teaching learning process. It can be used to measure the students’ performance in the classroom especially for speaking class. The researcher found the way to assess speaking test and the sample of an oral English rating scale that used 1-5 points as presented by Harris. It can be seen in table 2.1. Table 2.1. Harris’ Speaking Scoring Rubric No. 1

Criteria Pronunciation

Rating Score 5 4 3 2 1

2

Grammar

5 4 3 2

commit 1

Comments Has few traces of foreign language Always intelligible, thought one is conscious of a definite accent Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronunciation problem, most frequently be asked to repeat Pronunciation problem to serve as to make speech virtually unintelligible Make few (if any) noticeable errors of grammar and word order Occasionally makes grammatical and or word orders errors that do not, however obscure meaning Make frequent errors of grammar and word order, which occasionally obscure meaning Grammar and word order errors make comprehension difficult, must often rephrases sentence and or rest rich tohimself userto basic pattern Errors in grammar and word order, so, severe as to



3.

Vocabulary

5 4 3 2 1

4.

Fluency

5 4 3 2 1

5.

Comprehension

5 4 3 2

1

e.

make speech virtually unintelligible Use of vocabulary and idioms is virtually that of native speaker Sometimes uses inappropiate terms and must rephrases ideas because of lexical and equities Frequently uses the wrong words conversation somewhat limited because of inadequated vocabulary Misuse of words and very limited vocabulary makes comprehension quite difficult Vocabulary limitation so extreme as to make conversation virtually impossible Speech as fluent and efforts less as that of native speaker Speed of speech seems to be slightly affected by language problem Speed and fluency are rather strongly affected by language problem Usually hesistant, often farced into silence by language limitation Speech is so halting and fragmentary as to make conversation virtually impossible Appears to understand everything without difficulty Understand nearly everything at normal speed although occasionally repetation may be necessary Understand most of what is said at slower than normal speed without repetation Has great difficulty following what is said can comprehend only social conversation. Spoken slowly and with frequent repetition. Cannot be said to understand even simple conversational English

What Makes Speaking Difficult Many students think that speaking is one of the more difficult skills to

achieve. They have to overcome psychological constraints before they are prepared to speak in the foreign language. Some students feel uneasy when they have to speak in the classroom situation because there is always an audience. A few prefer not to speak at all and pass the opportunities for practicing due to the psychological constraints. Brown (2001:270) states that the following characteristics of spoken language can make oral performance easy, as well as in difficult in some cases. 1) Clustering; fluent speech is phrasal, not word by word. Learners can organize their output both cognitively and physically (in breath groups) through such clustering.

commit to user



2) Redundancy; the speaker has opportunity to make meaning clearer through the redundancy of language. Learners can capitalize on this feature of spoken language. 3) Reduced Forms; contractions, elisions, reduced vowels, etc., all form special problems in teaching spoken English. Students who don’t learn colloquial contractions can sometimes develop a stilted, bookish quality of speaking that in turn stigmatized them. 4) Performance Variables; one of the advantages of spoken language is that the process of thinking as you speak allows you to manifest a certain number of performance hesitation, pauses, backtracking, and corrections. Learners can actually be taught how to pause and hesitate. For example, in English our ’thinking time” is not silent; we insert certain “fillers” such as uh, um, well, you know, I mean, like , etc. one of the most silent differences between native and nonnative speakers of a language is in their hesitation phenomena. 5) Colloquial language; make sure your students are reasonably well acquainted with the words, idioms, and phrases of colloquial language and those they get practice in producing these forms. 6) Rate of delivery; another silent characteristic of fluency is rate of delivery. One of your tasks in teaching spoken English is to help learners achieve an acceptable speed along with other attributes of fluency.

commit to user



7) Stress, rhythm, and intonation; this is the most important characteristic of English pronunciation. The stress-timed rhythm of spoken English and its intonation patterns convey important messages. 8) Interaction; as noted in the previous section, learning to produce waves of language in a vacuum (without interlocutors) would rob speaking skills of its richest component, namely the creativity of conversational negotiation. Considering the difficulties which are found in speaking, teaching learning process should cover them by using ways that will overcome those difficulties for speaking activities to be successful.

f. Teaching Speaking The objective of teaching spoken language is the development of the ability to interact successfully in the target language, and that involves comprehension as well as production (Hughes 2004 :). Based on the statement above, it can be concluded that teaching speaking is included as productive skill. Here, the researcher discusses two main parts: types of classroom speaking performance and principle for teaching speaking skills. 1) Types of Classroom Speaking Performance According to Brown (2007: 327-330), there are six similar categories apply to the kinds of oral production that students are expected to carry out in the classroom: a)

Imitative A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, commit to user



learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form. b)

Intensive Intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated, or it can even form part of some pair work activity, where learners are “going over” certain forms of language.

c)

Responsive A good deal of student speech in the classroom is responsive: short replies to teacher- or student-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic, such as this example: Teacher Student 1 Teacher Student 1 Student 1 Student 2

: “How are you today?” : “Pretty good, thanks, and you?” : “What is the main idea in this essay?” : “The United Nations should have more authority.” : “So, what did you write for question number one?” : “Well, I wasn’t sure, so I left it blank.”

d) Transactional (dialogue) Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive commit to user



language. Conversations, for example, may have more of a negotiative nature to them than does responsive speech, for example: Teacher Student Teacher Student Teacher Student

Teacher Student

: “What is the main idea in this essay?” : “The United Nations should have more authority.” : “More authority than what?” : “Than it does right now.” : “What do you mean?” : “Well, for example, the UN should have the power to force certain countries to destroy its nuclear weapons.” : “You don’t think the UN has that power now? :”Obviously not. Several countries are currently manufacturing nuclear bombs.”

Such conversation could readily be part of group work activity as well. e) Interpersonal (dialogue) The other form of conversation mentioned in the previous chapter was interpersonal dialogue, carried out more for the purpose of maintaining social relationship than for the transmission of facts and information. These conversations are a little trickier for learners because they can involve some or all of the following factors: (1) casual register (2) colloquial language (3) emotionally charged language (4) slang (5) ellipsis (6) sarcasm (7) a covert “ agenda” commit to user



For example: Amy Bob Amy

: “Hi, Bob, how’s it going?” : “Oh, so-so.” : “Not a great weekend, huh?”

Bob: “Well, far be it from me to criticize, but I’m pretty miffed about last week.” Amy :” What are you talking about?” Bob : “I think you know perfectly well what I’m talkingabout.”. Amy : “Oh, that….How come you get so bent out of shape over something like that?” Bob : “Well, whose fault was it, huh?” Amy : “Oh,wow, this is great.Wonderful. Back to square one. For crying out loud. Bob, I thought we’d settled this before. Well, what more can I say?” Learners would need to learn how such features as the relationship between interlocutors, casual style, and sarcasm are coded linguistically in this conversation. f) Extensive (monologue) Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or impromptu. 2) Principle for Teaching Speaking skills Brown (2007: 331-332) mentions the principle for teaching speaking skill: a) Focus on both fluency and accuracy, depending on your objective. In our current zeal for interactive language teaching, we can easily slip into a pattern of providing zesty content-based, interactive activities that commit topointers user or pronunciation tips. We need don’t capitalize on grammatical



to bear in mind a spectrum of learner needs, from language-based focus on accuracy to message-based focus on interaction, meaning, and fluency. When you do a jigsaw group technique, play a game, or discuss solutions to the environmental crisis, make sure that your tasks have a linguistic (language-based) objective, and seize the opportunity to help students to perceive and use the building block of language. At the same time, don’t bore your students to death with lifeless, repetitious drills. As noted above, make any drilling you do as meaningful as possible. b) Provide intrinsically motivating techniques Try at all times to appeal to students’ ultimate goals and interests, to their need for knowledge, for status, for achieving competence and autonomy, and for ‘being all that they can be’. Even in those techniques that don’t send students into ecstasy, help them to see how the activity will benefit them. Often students don’t know why we ask them to do certain things; it usually pays to tell them. c) Encourage the use of authentic language in meaningful contexts This theme has been played time but one more reminder shouldn’t hurt! It is not easy to keep coming up with meaningful interaction. We all succumb to the temptation to do, say, disconnected little grammar exercises where we go around the room calling on students one by one to pick the right answer. It takes energy and creativity to devise authentic contexts and meaningful interaction, but with the help of a commit to user



storehouse of teacher resource material it can be done. Even drills can be structured to provide a sense of authenticity. d) Provide appropriate feedback and correction In most EFL situations, students are totally dependent on the teacher for useful linguistic feedback. In ESL situations, they may get such feedback “out there” beyond the classroom, but even then you are in a position to be of great benefit. It is important that you take advantage of your knowledge of English to inject the kinds of corrective feedback that are appropriate for the moment. e) Capitalize on the natural link between speaking and listening Many interactive techniques that involve speaking will also o course include listening. Don’t lose out on opportunities to integrate these two skills. As you are perhaps focusing on speaking goals, listening goals may naturally coincide, and the two skills can reinforce each other. Skills in producing language are often initiated through comprehension. f) Give students opportunities to initiate oral communication A good deal of typical classroom interaction is characterized by teacher initiation of language. We ask question, give directions, and provide information, and students have been conditioned only to “speak when spoken to”. Part of oral communication competence is the ability to initiate conversation, to nominate topics, to ask question, to control conversations, and to change the subject. As you design and use commit to user



speaking techniques, ask yourself if you have allowed students to initiate language. g) Encourage the development of speaking strategies. The concept of strategic competence is one that few beginning language students are aware of. They simply have not thought about developing their own personal strategies for accomplishing oral communicative purposes. Your classroom can be one in which students become aware of, and have a chance to practice, such strategies as: (1) asking for clarification (What?) (2) asking someone to repeat something (Huh? Excuse me?) (3) using fillers ( Uh, I mean, Well) in order to gain time to process (4) using conversation maintenance cues (Uh-huh, Right, Yeah, Okay, Hm) (5) getting someone’s attention( Hey, Say, So) (6) using paraphrases for structures one can’t produce (7) appealing for assistance from the interlocutor ( to get a word or phrase, for example) (8) using formulaic expressions (at the survival stage) (how much does___cost? How do you get to the____?) (9) using mime and nonverbal expressions to convey meaning.

commit to user



2. Community Language Learning a. Basic Concept of Community Language Learning Community Language Learning (also called Counseling Language Learning) was created by Charles A Curran, a Jesuit priest and professor of psychology, and Paul La Forge. Inspired by the humanistic psychology of Carl Rogers, it aimed to remove the anxiety from learning by changing the relationship between the teacher and student. In Community Language Learning, that relationship the “teacher” – who is known not as the teacher but as the “knower”, the one who knows the language – is seen as being in the same relationship to the student as the counselor is to a client : the client has a “problem” (in this case not knowing the language) which is currently creating confusion and causing problems. The counselor’s role is not to tell the client what to do, but to help him or her explore and resolve the problem while retaining personal autonomy. Nunan (1998: 236) states that the primary aim of Community Language Learning is to create a genuinely warm and supportive ‘community’ among the learners and gradually to move them from completes dependence on the teacher to-complete autonomy. According to Richards and Rodgers (2001: 91), Curran himself wrote little about his theory of language. His students La Forge (1983) has attempted to be more explicit about this dimension of Community Language Learning theory. La Forge accepts that language theory must start, though not end, with criteria for sound features, the sentence, and abstract models of commit to user



language (La Forge 1983:4). The foreign language learners’ tasks are “to apprehend the sound system, assign fundamental meaning, and to construct a basic grammar of the foreign language.” Curran (1972: 90) in Richards and Rodgers (2001: 92) comments the Community Language Learning view of learning is a holistic one since ‘true’ human learning is both cognitive and affective. This is termed whole-person learning. Such learning takes place in a communicative situation where teachers and learners are involved in an interaction….in which both experiences a sense of their own wholeness. Within this, the development of the learner’s relationship with the teacher is central. The process is divided into five stage and compare to the ontogenetic development of the child. In the first stage, “birth” stage, feelings of security and belonging are established. In the second, as the learner’s abilities improve, the learner, as child, begins to achieve a measure of independence from the parent. By the third, the learner “speaks independently” and may need to assert his or her own identity, often rejecting un-asked for advice. The fourth stage sees the learner as secure enough to take criticism, and by the last stage, the learner merely

works

on

improving

style

and

knowledge

of

linguistic

appropriateness. By the end of the process, the child has become adult. The learner knows everything the teacher does and can become knower for a new learner. The process of learning a new language, then, is like being reborn and developing a new persona, with all the trial and challenges that are associated with birth and maturation. commit to user



In addition Brown (2007: 323) the argument was, of course, that adult second language acquisition should simulate the child’s first languagelearning processes. It can be concluded that we need the steps or stages in achieving the language. b. Designing Tasks for Community Language Learning Classroom 1) Objectives Richards and Rodgers (2001: 93) states that since linguistic or communicative competence is specified only in social terms, explicit linguistic or communicative objectives are not defined in Community Language Learning. Most of what has been written about it describes its use in introductory conversation courses in a foreign language. 2) Syllabus Community Language Learning does not use a conventional language syllabus, which sets out in advance the grammar, vocabulary, and other language items to be taught and the order in which they will be covered. The progression is topic-based, with learners nominating things they wish to talk about and messages they wish to communicate to other learners. The teacher’s responsibility is to provide a conveyance for these meanings in a way appropriate to the learners’ proficiency level. In this sense, then, a Community Language Learning syllabus emerges from the interaction between the learner’s expressed communicative intentions and the teacher’s reformulations of these into suitable target-language utterances. Specific grammatical points, commitwill to user lexical patterns, and generalizations sometimes be isolated by the teacher



for more detailed study and analysis, and subsequent specification of these as a retrospective account of what the course covered could be a way of deriving a CLL language syllabus. (Richards and Rodgers, 2001: 93) 3) Learning Activities As with most methods, Community Language Learning combines innovative learning tasks and activities with conventional ones. They include: a) Translation. Learners from a small circle. A learner whispers a message or meaning he or she wants to express, the teacher translates it into (and may interpret it in) the target language, and the learner repeats the teacher translation. b) Group work. Learners may engage in various group tasks, such as smallgroup discussion of a topic, preparing a conversation, preparing a summary of a topic for presentation to another group, preparing a story that will be presented to the teacher and the rest of the class. c)

Recording. Students record conversations in the target language.

d) Transcription. Students transcribe utterances and conversations they haverecorded for practice and analysis of linguistic forms. e) Analysis. Students analyze and study transcriptions of target language sentences in order to focus or particular lexical usage or on the application of particular grammar rules. f)

Reflection and observation. Learners reflect and report on their experience of the class, as a class or in groups. This usually consists of expressions of commit to user



feeling- sense of one another, reactions to silence, concern for something to say, and so on. g) Listening. Students listen to a monologue by the teacher involving elements they might have elicited or overheard in class interactions. h) Free conversation. Students engage in free conversation with the teacher or with other learners. This might include discussion of what they learned as well as feelings they had about how they learned. 4)

Learner’s role Learner roles in CLL are well defined. Learners become members of a community-their fellow learners and the teacher- and learn through interacting with the community. Learning is not viewed as an individual accomplishment but as something that is achieved collaboratively. Learners are expected to listen attentively to the knower, to freely provide meanings they wish to express, to repeat target utterances without hesitation, to support fellow members of the community, to report deep inner feelings and frustrations as well as joy and pleasure, and to become counselors of other learners. CLL learners are typically grouped in a circle of six to twelve learners, with the number of knower’s varying from one per group to one per student.( Richards and Rodgers, 2001: 94).

5) Teacher’s role Curran in Richards and Rodgers (2001: 95) states the teacher’s role derives from the function of the counselor in Regorian psychological counseling. The counselor’s role is to respond calmly and non-judgmentally, in a commit to user



supportive manner, ad help the client try to understand his or her problems better by applying order and analysis to them.” One of the functions of the counseling response is to relate affect…..to cognition. Understanding the language of ‘feeling’, the counselor replies in the language of cognition. c. Procedure of Community Language Learning According to Richards and Rodgers (2001: 96) states the teacher might then form the class into facing lines for 3-minute pair conversation. These are seen as equivalent to the brief wrestling session by which judo students practice. Following this the class might be re-formed into small group in which a single topic, chosen by the class or the group, is discussed. The summary of group discussion may be presented to another group, who in turn try to repeat or paraphrase the summary back to the original group. In an intermediate or advanced class, a teacher may encourage groups to prepare a paper drama for presentation to the rest of the class. A paper drama group prepares a story that is told or shown to the counselor. The counselor provides or corrects target-language statements and suggests improvements to the story sequence. Students are then given materials with which they prepare large picture card to accompany their story. After practicing the story dialogue and preparing the accompanying pictures, each group presents its paper drama to the rest of the class. The students accompany their story with music, puppets, and drums as well as with their picture. (La Forge 1983: 81-82 in Richards and Rodgers 2001: 96). commit to user



Finally, the teacher asks the learners to reflect on the language class, as a class or in group. Reflection provides the basis for discussion of contracts (written or oral contracts that learner and teacher have agreed upon and that specify what they agree to accomplish within the course), personal interaction, feeling toward the knower and learner, and the sense of progress and frustration.(Richards and Rodgers, 2001: 96) Dieter Stroinigg, (in Stevick 1980: 185-186), in Richards and Rodgers presents a protocol of what a first day’s CLL class covered, which is outlined here: a) Informal greeting and self-introductions were made. b) The teacher made a statement of the goal and guidelines for the course. c) A conversation in the foreign language took place: (1) a circle was formed so that everyone had visual contact with each other. (2) one student initiated conversation with another student by giving a message in the L1 (English). (3) the instructor, standing behind the student, whispered a close equivalent of the message in the L2 (German). (4) the student then repeated the L2 message to its addressee and into the tape recorder as well. (5)

each student had a chance to compose and record a few messages.

(6)

the tape recorder was rewound and replayed at intervals. commit to user



(7) each student repeated the meaning in English of what he or she had said in the L2 and helped to refresh the memory of others. d) Students then participated in a reflection period, in which they were asked to express their feelings about the previous experience with total frankness. e) From the materials just recorded the instructor chose sentences to write on the blackboard that highlighted elements of grammar, spelling, and peculiarities of capitalization in the L2. f) Students were encouraged to ask questions about any of the items above. g) Students were encouraged to copy sentences from the board with note on meaning and usage. This became their “textbook” for home study. d. Advantages and disadvantages of Community Language Learning In Richard and Rodgers book’s (2001) Approaches and Methods in Language Teaching, CLL has both advantages and disadvantages. The affective advantages are evident. CLL is an attempt to overcome some of the threatening affective factors in L2 learning. The threat of the teacher, of making blunders in the foreign language in front of classmates, of competing against peers all threats which can lead to a feeling of alienation and inadequacy are presumably removed. It creates a warm, sympathetic and trusting relationship between the teacher and learners and recognizes that language learning is a sensitive process. The counselor allows the learner to determine the type of conversation and to analyze the foreign language inductively. The learner-centered nature of the method can provide extrinsic motivation and capitalize on intrinsic motivation. In addition, the cultural commit to user



aspect of the target language learning is enhanced in that students are found to have freedom and high motivation in the community language learning class. But there are some practical and theoretical problems with CLL. The counselor-teacher can become too non-directive. The learner often needs direction, especially in the first stage. Supportive but assertive direction from the counselor could strengthen the method. Despite its weakness CLL is a potentially useful method for the foreign language teaching if the teachers adapt it properly to the curricula. 3. Situational Language Teaching a. Basic Concept of Situational Language Teaching The main characteristics of the Situational Language Teaching that Richards and Rodgers (2001: 39) stated as follows: 1) Language teaching begins with the spoken language. Material is taught orally before it is presented in written form. 2)

The target language is the language of the classroom.

3)

New language points are introduced and practiced situationally.

4) Vocabulary selection procedures are allowed to ensure that an essential general service vocabulary covered. 5) Items of grammar are graded following the principle that simple forms should be taught before complex ones. 6) Reading and writing are introduced once a sufficient lexical and grammatical basis is established. commit to user



a)

Theory of Language The theory of language underlying Situational Language Teaching can be

characterized as a type of British structuralism. Speech was regarded as the basis of language, and structure was viewed as being the heart of speaking ability. Richards and Rodgers (2001: 40) states that the theory of that knowledge of structures must be linked to situations in which they could be used to give situational language teaching one of distinctive features. This may have reflected the functional trends in British linguistics since thirties. Many British linguists had emphasized the close relationship between the structure of language and the contexts and situations in which language is used. British linguists such as Firth and Halliday developed powerful views of language in which meaning, contexts, and situations were given a priment place. The emphasis now is on the description of language activity as part of the whole complex of events which, together with the participants and relevant objects, make up actual situations (Halliday, McIntosh, and Strevens in Richards, 2001:40). b)

Theory of Learning Situational Language Teaching is based on behaviorist habit learning

theory. This method laid down a set of guiding methodological principles, based firstly on behaviorist stimulus and response concept and secondly on an assumption that second language learning should reflect and imitate the perceived process of mother tongue learning. commit to user



Situational Language Teaching, like the direct method, adopts an inductive approach to the teaching of grammar. The meaning of words or structure is not to be given through explanation in either the native tongue or the target language but is to be induced from the way the form is used in a situation. Explanation is therefore discouraged, and the learner is expected to deduce the meaning of a particular structure or vocabulary items from the situation in which is presented. The learner is also expected to apply the language learned in a classroom to situation outside the classroom.(Richards and Rodgers, 2001: 41) b. Designing Task for Situational Language Teaching Classroom 1) Objectives Richards and Rodgers (2001: 41) states that the objectives of the Situational Language Teaching method are to teach a practical command of the four basic skills of language goals it shares with most methods of language teaching. But the skills are approached through structure. Accuracy in both pronunciation and grammar is regarded as crucial, and errors to be avoided at all costs. Automatic control of basic structures and sentence patterns is fundamental to reading and writing skills, and this is achieved through speech work. Pittman in Richards and Rodgers (2001: 41) adds that before our pupils read new structure and new vocabulary, we shall teach orally both the new structures and the new vocabulary.

commit to user



2) The Syllabus Situational Language Teaching is a structural syllabus and a word list. A structural syllabus is a list of the structures and sentence patterns of English, arranged according to their order presentation. Structures are always taught within sentences, and vocabulary is chosen according to how well it enables sentence patterns to be taught. Frisby in Richards and Rodgers (2001: 42) give an example of the typical structural syllabus around which situational teaching was based: Sentence pattern 1st lesson

2nd lesson

3rd lesson

Vocabulary

This is ….

book, pencil, ruler

This is ….

desk

These are ….

Chairs, pictures, doors

Those are ….

windows

Is this …?

Yes it iswatch, box. Pen

Is that …?

Yes, it is blackboard.

3) Types of Learning and Teaching Activities Situational language teaching refers to a situational approach to presenting new sentence patterns and a drill based manner of practicing them. Pitman in Richards and Rodgers (2001: 43) states that the situation will be controlled carefully to teach the new language materials that use of concrete objects, pictures, and relia, together with actions and gestures can be used to deconstrate the meanings of new language items. commit to user



The form of new words and sentence patterns is demonstrated with examples and not through grammatical explanation or description. The meaning of new words and sentence patterns is not conveyed through translation. It is made clear visually (with objects, pictures, action and mime). Wherever possible model sentences are related and taken from a single situation (Devies, Roberts, and Rossner in Richards and Rodgers, 2001: 43). 4) Learner Roles In the initial stage of the learning, the learner is required simply to listen and repeat what the teacher says and to respond to questions and commands. The learner has no control over the content of learning and is often regarded as likely to succumb to undesirable behaviors unless skillfully manipulated by the teacher. For example, the learner may lapse into faulty grammar or pronunciation, forget what has been taught, or fail to respond quickly enough; incorrect habits are to be avoided at all costs. Later, more active participation is encouraged. This includes learners initiating responses and asking each other questions, although teacher controlled introduction and practice of new language is stressed throughout (Davies, et al. in Richards and Rodgers, 2001: 43). 5) Teacher Roles According to Richard and Rodgers (2001: 43-44) state during the practice phase of the lessons, students are given an opportunity to use the language in less controlled situations, but the teacher is ever on the lookout for grammatical and structural errors that can form the basis of subsequent lessons. Pittman in commit to user



Richards and Rodgers (2001: 44) summarizes the teacher’s responsibilities as dealing with (1) timing, (2) oral practice, to support the textbook structures, (3) revision (i.e. review), (4) adjustment to special needs of individuals, (5) testing, and (6) developing language activities other than those arising from the textbook. c. Procedure of Situational Language Teaching Situational language teaching is based on both a textbook and visual aids. The textbook contains organized lessons planned around different grammatical structures. Visual aids may be produced by the teacher or may be commercially produced; they consist of wall charts, flashcards, pictures, stick figures, and so on. The visual element together with a carefully graded grammatical syllabus is a crucial aspect of Situational Language Teaching. (Richards and Rodgers, 2001: 44). 1)

Procedure Pittman in Richards and Rodgers(2001: 44) gives an example of a typical

lesson plan as follows: (1) pronunciation, (2) revision (to prepare for new work if necessary), (3) presentation of new structure or vocabulary, (4) oral practice (drilling), and (5) reading of materials on the new structure or written exercises. Davies, et al. in Richards and Rodgers (2001: 46) likewise give detailed information about teaching procedures to be used with Situational Language Teaching. The sequence of activities they propose consists of the following: commit to user



a) Listening practice in which the teacher obtains his student’s attention and repeats an example of the patterns or a word in isolation clearly, several times, probably saying it slowly at least once (where…is…the…pen?) by separating words. b) Choral imitation in which students all together or in large groups repeat what the teacher has said. This works best if the teacher gives a clear instruction like ‘Repeat’, or ‘Everybody’ and hand signals to mark time and stress. c) Individual imitation in which the teacher asks several individual students to repeat the model he has given in order to check their pronunciation. d) Isolation, in which the teacher isolates sounds, words, or groups of words which cause trouble and goes through technique 1 – 3 with them before replacing them in context. e) Building up to a new model, in which the teacher gets the students to ask and answer questions using patterns they already know in order to bring about the information necessary to introduce the new model. f) Elicitation, in which the teacher, using mime, prompt words, gestures, etc., gets students to ask questions, make statements, or give new examples of the patterns. g) Substitution drilling, in which the teacher uses cue words (words, pictures, numbers, names, etc.) to get individual students to mix the examples of the new patterns. commit to user



h) Question-answer drilling, in which the teacher gets one student to ask a question and another to answer until most students in the class have practiced asking and answering the new question form. i) Correction, in which the teacher indicates by shaking his head, repeating the error, etc., that there is a mistake and invites the student or a different students to correct it. Where possible the teacher does not simply correct the mistake himself. He gets students to correct themselves so they will be encouraged to listen to each other carefully. d. Advantages and Disadvantages of Situational Language Teaching The advantages and disadvantages of Situational Language Teaching as follow: 1) Advantages of Situational Language Teaching a) It does not require teachers to have native-like competence in the target language. b) This is a remarkably easy approach to use, even with rather large classes. c) It endorses postponing the teaching of reading, simplifying the teaching’s lesson planning needs and allowing beginning students to focus on just two skills. 2) Disadvantages of Situational Language Teaching a) Students also sometimes have difficulty using a particular structure they have learned in one context when it is needed in a rather different situation. commit to user



b) Because Situational Language Teaching forbids the use of mother tongue in the classroom, the students may sometimes not understand the lesson and do not yet have the language proficiency to formulate an appropriate clarification question in English. 4. Self-Confidence a. Definitions of Self-Confidence Self-Confidence is an attitude that is characterized by a positive belief that one can take control of one’s life and of one’s plans. According to Anthony (2003: 5) states that unless you get rid of your guilt feelings and cease belittling yourself for your imagined inadequacies, you will be one of those who continue the fruitless struggle to attain total self-confidence and personal freedom. In order to be truly free, compassionate, warm and loving, you must first begin by understanding and loving yourself. Preston (2007:14) states the formula for building confidence, indeed for bringing about any personal change, has five elements. First, develop selfawareness: know yourself, acknowledge that there are aspects of yourself that you wish to change, and understand what has stopped you feeling confident so far. Then apply the I-T-I-A Formula© (pronounced eye-tea-ah): 1. Assert your intention to be confident, and make a commitment. 2.Change your thinking. This includes changing restrictive attitudes and beliefs. 3.Use your imagination. Imagine yourself as a confident person. 4. Act as if you are already confident. The more you speak and behave confidently, the more confident you will become.

commit to user



Burton and Platts (2006: 10) states A good dictionary provides at least three definitions for confidence, and it’s important to understand each aspect as it is easy to muddle them: 1.Self-assuredness: This relates to your confidence in your ability to perform to a certain standard. 2. Belief in the ability of other people: This definition focuses on how you expect others to behave in a trustworthy or competent way. 3. Keeping certain information secret or restricted to a few people: This definition concerns the idea of keeping a confidence. They concluded that confidence is the ability to take appropriate and effective action in any situation, however challenging it appears to you or others. Brown (2001: 62) states that Learners’ belief that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual success in attaining the task. As a teacher we should sustain students’ selfconfidence and make them belief on their abilities in achieving speaking skill in English. Anthony (2003: 5) states that one of the principle requisites for change and a self-confidence personality is to satisfy your own need first its means by understanding and loving yourself. From the analysis previous above it can be concluded that self confidence is an attitude that is characterized by positive believe, the abilities to understand and loving yourself and being assertive.

commit to user



b. Factors Influencing Someone’s Self-Confidence Self-confidence is an important attitude for an individual to possess. It can be described as a positive belief that a person is in control of his or her life. It is the ability to take advantage of opportunities, not needing or relying on the approval of others and acknowledging the ability to achieve a goal or objective. It is a realistic, positive acknowledgment of an individual's abilities and capabilities. Self-confidence can be energetic, inspiring and motivating. According to Krueger, Pat (2007: 1)the factors influencing someone’s self-confidence are as follow: 1) Childhood Emotional nourishment deeply influences children. This is when selfconfidence begins. Children who despite their imperfections and mistakes receive encouragement, love and acceptance from adults learn to accept themselves. Parents, however, should not protect their children from failure. These setbacks can build confidence, resilience, security, feelings of competence and self-reliance in a child. Unfortunately, negative behavior too often receives more attention than positive behavior. Children who are abused or receive excessive demands and criticism from adults may come to believe they are inferior, incapable or inadequate, beliefs that can follow them into adulthood. 2)

Teen years The teenage years can be full of angst, self-doubt, envy and

embarrassment. The once cute little kid that everyone loved can now be a commit to user



confused individual dealing with acne, body changes, peer pressure and raging hormones. A self-confident teen is aware of his/her intelligence, learns from mistakes, dwells on strengths and not weaknesses, and has enough selfesteem to walk away from unethical individuals or situations. Strong family relationships displaying encouragement and support are also important to teens, though they may be reluctant to admit it. 3)

Adulthood Adults lacking self-confidence often focus too much on unrealistic

expectations or standards of others, particularly parents, friends and society. Self-defeating thoughts and assumptions can obliterate the potential for poise and confidence. In direct contrast, confident individuals are positive, upbeat, believe in themselves and their abilities. Self-confidence can bring about a solid foundation for people to have positive feelings about themselves. 4)

Behaviors A lack of self-confidence can result in negativity and self-destructive

behaviors, including anxiety, fear, delinquency and drug or alcohol abuse. People with low self-esteem may also display increased levels of stress. This insecurity can be alleviated through self-determination, hard work and the support of family and friends. Too much self-confidence can result in an individual taking too many risks, being unrealistic and pushing themselves beyond their capabilities. With too little self-confidence, a person well could not take any risks, behave like a defeatist and be willing to settle for the status quo.

commit to user



5)

Misconceptions Self-confidence is not an all-encompassing approach. An individual

may excel in sports, be successful professionally, and be knowledgeable about information technology, but that same individual may not be proficient at all with close relationships or home maintenance. A person may not have self-assurance in every aspect of life while still being trusting of his or her abilities and acceptance. Self-confidence does not equate to beliefs or expectations of perfection. 6)

Perception An individual may bring perceptions of self-confidence to others.

These may include being aware of his or her physical appearance, having good posture and acknowledging the accomplishments and achievements of others. By making a positive impression on others, an individual can indirectly bring out the best in his or her own self. c.

Characteristics of Self-Confidence Wright, H. Judy (2007: 1) states there are certain characteristics of those who have high self esteem and confidence in their ability to affect the journey of their life. These factors are universal and can be learned if they are not present in you life right now: 1) They are ambitious. They want more from life than existence or survival. They can envision themselves in better circumstances and surroundings.

commit to user



2) They are goal oriented. They seek a challenge of completing and setting new goals for themselves. They are not especially competitive, except against themselves. They enjoy breaking their own records. 3) They have learned to communicate. They know how to ask for what they want and to hear advice and counsel. It is less important for them to be right than to be effective. They listen more than they speak. 4) They are loving and kind. Those people who have a good inner self image form nourishing relationships instead of toxic ones. They have learned to detach from relationships which do not allow them to be authentic. 5) They are attractive and open to others. Self confident people are usually drawn to one another. They vibrate their confidence in a way that attracts good things and good people to them. Being attractive does not necessarily mean physically attractive in the usual sense of the word, but rather spiritually beautiful. d. Improving Self-Confidence Thomas, Mathew (2011) states in his article the path to inner selfconfidence there are 8 ways to improve self –confidence: 1) Know yourself Whenever you’re trying to build self confidence, keep the fact in mind that your worst enemy is yourself. The best way to defeat an enemy is to know all there is to know about him. Get to know your strengths and weaknesses. Keep track of your accomplishments, large and small. Pay attention to what types of situations make you judge yourself-hastly&harshly. commit to user



2)Love-yourself. Tell yourself every moment that your are full of Love. Create the felling of love in totality. Create it in your inner self as well as the exterior. Let your eyes report to your heart that your are beautiful / handsome. Look at the change that happens within you when you start practicing his. Dress sharply, sit straight and walk tall. Look at people in the eye. Convince yourself that you have unlimited faith in yourself even when you’re face a worst adversity. 3)Maintain-Fitness. Maintaining your general health is important for developing a confident individuality. Good health plays a big part in your general well being, and that feeling well makes you feel confident and positive in life. Exercising regularly to maintain fitness and keeping excesses in check helps to boost self confidence. Keeping in good shape and feeling well leads to a good appearance and

a

good

feeling

about

yourself.

4)Have-apositive-attitude. My attitude every day will determine my success in the future. Today, I will walk, talk, act and believe like the person I wish to become.”I used these words to help me overcome those past challenges, move on and find the next phase of my life. It’s helped me live in a state of life abundance rather than one of frustration and fear. 5)Praise-Yourself. When you decide to improve on your individuality, your tendency to be self-critical has to end. Look for what you do right each and every day. Don’t commit to user



miss an opportunity to lavish yourself with praise, even if all you can say at the end of the day is that you’ve been trying awfully hard. 6) Learn things you longed to learn. Take up a untouched passion of your life. Learn to play the drums or a guitar, learn plantations or anything. Being able to accomplish a new skill will give your individuality a new lively presence and a quick boost. 7) Help Others. Giving existence something in return can be the best way of expressing your gratitude. Nothing gives more inner peace ,like when extending a hand to someone in need. In fact by thinking of the needs of others, you will stop dwelling on your flaws itself. This is an easy thing to accomplish: In fact just being a willing ear for someone that is lonely or stressed can work magic. 8) Stand up, Speak up. Take every opportunity to Stand up and express your views. Be that at home, at work or at a social platform. Every expression adds to strengthen your individuality and the confidence you develop in yourself by practicing this cannot be shattered or even shaken by any external source. When holding conversations with people make eye contact with them. You do not need to stare at them because this might make them uneasy. Working on your inner self, changing your individuality is the first step to increased confidence and dissolving fear in life. In my next article, i shall focus on mastering the art of self-confidence and breaking the concept of fear in our professional lives particularly.

commit to user



B. Review of Related Research 1. Application of Community Language Learning for Effective Teaching Nagaraj’s study (2009:176-180) concludes that Community Language Learning is the most responsive of the methods which is reviewed in terms of its sensitivity to learned communicative intent. It is applied in various settings; it is used as an aid for language learning, under the radar, academically. The value of CLL has been its emphasis on whole-person learning; the role of a supportive, non-judgmental teacher; the passing of responsibility for learning to be learners. The teacher must also be relatively non-directive and must be prepared to accept and even encourage the adolescent aggression of the learner as he or she strives for independence. 2. Using the Community Language Learning Approach to Cope with Language Anxiety In their study, Koba, et al, (2000:1-5) conclude that there are many differences between a traditional language class and the CLL approach. The CLL approach seems useful for listening and speaking and also useful for adult learners. It is found in this paper that the CLL approach is effective for Japanese students of English, whose anxiety is often high because English is far different from Japanese. Therefore, the CLL approach should be especially effective in cases where students' native language is a non cognate language of the target language.

commit to user



3. Two Case Studies of Community Language Learning with Possible Implications for the Natural Order Hypothesis Parker, Ray (1991: 1) studied two cases in which community language learning was used and drew its implications for the natural Order Hypothesis. He concludes that a potential acquisition sequence as demonstrated by the elicited language corpus. In other words, whatever actual acquisition sequence might eventually have emerged from the whole lesson might not be far different from the data. He also concludes that one attractive feature of the methodology is that unlike several other fairly recent methodological innovations in language teaching there seems to be no strictly applied orthodoxy. Practitioners are relatively free to adopt and adapt specific technique adhering as much or as little to the classical version of the methodology as circumstances and the user’s judgment dictate. 4. Experimenting with a Community Language Learning Principle in an English as a Second Language Writing Class In Shannon’s (1994:1) study, a paraphrasing activity was devised to assist English-as-a-Second-Language (ESL) graduate students at Ohio State University develop their academic writing skills. The activity is based on the community language learning approach. In summary, he concluded that the directions provided an appropriate framework for the lesson, the students understood them and participated accordingly, and the teacher elicited valuable feedback during the reflection period. Overall, he states that the activity was a success. He also noted that (1) the teacher does not have to be commit to user



standing for something every class period in order for students to learn; (2) students enjoyed having someone listen to them talk about their academic work. 5. Experimenting with a Community Language Learning Principle in an English as a Second Language Speaking Class In his study, La Forge (1971:45-61) observed five demonstrations in the English classes for foreign students at University of Michigan taught using community language learning. He noted that the most important single variable which emerged from the sessions is motivation. Motivation or positive regard for the language was in evidence during the group interactions and on-the-tape recordings. He also concludes that there are practical results of community language learning’s application, which were: (1) quick apprehension of the phonology of an inflected, but not of a tone language; (2) difficulties and insights experienced by both client and counselor; and 3) positive motivational factors. C. Rationale 1. The difference between community language learning and situational language teaching in teaching speaking Community Language Learning is a method which is combines innovative learning tasks and activities with conventional ones. They include translation, group work, recording, transcription, analysis, reflection and observation, listening and free conversation. In Community to user Language Learning class, commit the students are encouraged in each of the stages



to learn the language in comfortable situation and conditionedto experience an enjoyable teaching learning process. The students are given the opportunity to speak up without being afraid of making mistakes because in the first stages (translation) they are allowed to use their mother tongue and it enables them to fully understand what they want to say. The focus of this method is on fluency. Each of the stages are based on applying the principles of humanism in the teaching learning process. At first, students are facilitated to feel comfortable by removing any anxiety or other psychological barriers which will detract them from learning. Yet some of the procedures within the stages of Community Language Learning also expects a higher degree of self-confidence from the students, especially in the later stages of recording, analysis and and reflection, in which students are mainly expected to share what they have learned to other members of the class. In contrast, Situational Language Teaching makes the students become dependent. They wait for the teacher’s instruction in the speaking class. This does not promote thinking process. In addition, Situational Language Teaching gives the students less opportunity to be communicative. Situational Language Teaching also forbids the use of mother tongue in the classroom, as a result, the students may sometimes not understand the lesson and do not yet have the language proficiency to formulate an appropriate clarification question in English. Situational Language Teaching is mainly a top-down approach in which the situation commit to user



of the teaching learning process is controlled carefully to teach new language materials. Based on the explanations above, it can be assumed that Community Language Learning is more effective than Situational Language Teaching in teaching speaking. 2. The difference between students having high self confidence and those having low self confidence. The students with high self-confidence tend to participate better in the teaching learning process. They will try to give their best performance in learning the language and consider the process of learning language teaching as an interesting experience. They will have high motivation because they are more interested than those with low self-confidence. Students with high self confidence are also not afraid of making mistakes, believe what he is doing is right, ignoring the mockery and negative criticism, dare to take risk to achieve better result, and admit their mistakes when they do something wrong. These traits lead them to practice more, which is an important aspect in acquiring new knowledge and skill of the language. The students who have high self-confidence tend to be independent because they feel that they can do the activities themselves. They are also more enthusiastic in doing the assignments/tasks. They do not feel reluctant to participate in classroom activities because they think they can cope with the risks. They can survive learning lots of materials. commit to user



In contrast, the students having low self-confidence are those who try to build good image of themselves as the others thought about them, stay in comfort zone fearing failure, avoid risks, work hard to cover up mistakes, exaggerate their own virtue, and dismissing compliments offhandedly. Students having low self-confidence tend to be less active in speaking because they think that it is frustrating and they are afraid of making mistakes. They usually very dependent on the teacher and the materials given in the learning process. They become more passive in the class because they always depend on the teacher whenever facing difficulties. In other words, they are not independent in doing the tasks. The students will not get satisfying results in speaking activities. In short, students who have high self-confidence are supposed to have better speaking skill than the students who have low self-confidence. 3. Interaction between teaching approaches and students’ self confidence in teaching speaking. Based on explanation above, it can be assumed that there is an interaction between teaching methods and the students’ self-confidence towards the target language in teaching speaking. The use of Community Language Learning in speaking class enhances students’ speaking ability. By creating a comfortable atmosphere, Community Language Learning is predicted to empower the students to remove any anxiety and other psychological barriers prior to receiving the materials. The next steps of commit to user



the stages in Community Language Learning are predictably more suitable and conducive to students with high self confidence because those steps demand the students to be more active in performing tasks such as recording, analyzing and reflecting in front of the class. On the other hand, the top down approach of the Situational Language Teaching is assumed to be more appropriate for students with lower degree of self-confidence in teaching speaking. The nature of Situational Language Teaching, in which large part of the teaching learning process is dependent on the teacher, is presumably more acceptable for students with low self-confidence. They do not have to become proactive and take more risks in performing class activities because the situation in the classroom when materials are presented is carefully controlled by the teacher. Instructions in doing the activities come from the teachers and students’ initiative is generally not needed, they just need to follow the teacher’s instructions. Such condition is predictably more liked by students with low self-confidence. B. Hypotheses After discussing the theoretical review and rationale, the hypotheses of the study are: 1. Community Language Learning is more effective than Situational Language Teaching in teaching speaking. 2. Students who have high self-confidence have better speaking achievement commit to user than students who have low self-confidence.



3. There is an interaction between teaching methods and the students’ selfconfidence in teaching speaking. The result of teaching speaking depends on students’ self- confidence. The students who are taught using Community Language Learning have better speaking skill than those who are taught using Situational Language Teaching for students with high self-confidence. The students who are taught by Situational Language Teaching have better speaking skill than those who are taught by Community Language Learning for students with low self-confidence.

commit to user



CHAPTER III RESEARCH METHOD

A. Profile of the Speaking Class The research was conducted at the second grade students of Nursing Department STIKES Bakti Tunas Husada in the academic year of 2011/2012 which is located at Jl. Cilolohan No. 36 Tasikmalaya – West Java. It is one of the popular colleges in Tasikmalaya. The college has three departments; there are Nursing , Analyst, and Pharmacy Departments. For Nursing Department divided into three classes A, B and C, and consist of 139 students.The college also provides some rooms for students teaching learning proccess such as hall for students’ gathering and meeting, library, many laboratory rooms for their practice related to their study and one mini hospital. The college was chosen as the setting of the research because the researcher also teach in this college. The research was conducted from January 2012 to June 2012. The following is the schedule for conducting experimental research. It can be seen in table 3.1. Table 3.1Time schedule of the Research No . 1

ACTIVITIES Pre observation

2 3 4 5 6 7 8

Designing Research Proposal Conducting proposal seminar Developing research instrument Trying out instrument Experiment and analyzing the data Writing the report Submitting the document

1

commit to user

61

2

3

January-June 4

5

6



B. Method of the Research The research is categorized as an experimental study since it attempts to provide treatment to experimental group a maintain control over all factors that may affect the result of experiment. In other words, Experimental research involves a study of the effect of the systematic manipulation of one variable(s) on another variable. The manipulated variable is called the experimental treatment or the independent variable. The observed and measured variable is called the dependent variable. (Ary et.al, 2010: 26). Considering the explanation above, the researcher uses experimental study because the aim of this study is revealing the effect of teaching techniques and students’ self-confident toward the students’ speaking skill. It involves two variables, dependent variable (speaking) and independent variables (community language learning, situational language teaching and self-confidence). C. Population, Sample and Sampling Technique 1.

Population The population of the research is the second grade students of Nursing Department of STIKES BTH Tasikmalaya in the Academic Year of 2011/2012 which consist of 139 students divided into three classes. There are 60 male and 79 female students.

2.

Sample From all the population taken, the sample of the research used is two to user classes, class A and class B. commit The classes were divided into two groups, class



A as an experimental class (40 students) and class B as the control class (40 students). Based on the students’ self-confidence, median was used to divide both experimental class and control class into two groups (high and low selfconfidence). 3.

Sampling technique Sampling is a technique used for getting sample. Sampling techniques are varied, so that the researchers may choose one of them. The sampling technique used for this research is cluster random sampling. This kind of probability sampling is referred to as cluster random sampling because the unit chosen is not an individual but, rather, a group of individuals who are naturally together. These individuals constitute a cluster insofar as they are alike with respect to characteristics relevant to the variables. Thus, there are two classes, one is the experimental class and the other is the control class. Therefore, the four groups were: (1) students having high self-confidence who were taught by using Community Language Learning; (2) students having high self-confidence who were taught by using Situational Language Teaching; (3) students having low self-confidence who were taught by using Community Language Learning; and (4) students having low self-confidence who were taught by using Situational Language Teaching.

D. Technique of Collecting the Data In collecting data, there were two kinds of instruments which were used, the speaking test and questionnaire. Speaking test was used to collect commit to user



the data of students’ speaking skill, and the questionnaire was used to collect the data of students’ self-confidence. 1. Giving Questionnaire of Self-Confidence To decide whether students have high or low self-confidence, the researcher provided questionnaires. Questionnaire is an instrument that can be used for collecting data in a research (Fraenkel and Wallen, 1993: 79). The four answers had been listed according to the order of frequency: (1) strongly agree (4 points), (2) agree (3 points), (3) disagree (2 points), and (4) strongly disagree (1 point). The questionnaires of self-confidence consisted of 30 questions tried out before it has been used to know students’ self-confidence of the experimental class and control class. The researcher used continuum score to analyze internal validity and the reliability of the items of selfconfidence questionnaires as follows:

Validity:

Reliability: 2 k   si  rkk = 1 2 k  1  st 

2. Giving test of Speaking On the other hand, in order to know the students’ speaking skill, the researcher gave them a speaking test. The questions of the test were commit to user



arranged based on the indicators at the construct, formulated based on the operational definition, and those must involve all indicators of speaking skills including pronunciation, grammar, vocabulary, fluency, and comprehension. Before conducting speaking test, the researcher checked the readability of the instruction first. The objective of conducting readability test is to know whether the instructions are understandable or not. E. Technique of Analyzing the Data The techniques of analyzing data used for the research are descriptive analysis and inferential analysis. Descriptive analysis is used to know: mean, median, mode, and standard deviation of the speaking test. Normality and homogeneity tests must be conducted previously before the ANOVA test. Normality test is conducted in order to know whether the sample distributes normally or not, while homogeneity test is aimed at knowing whether the data are homogeneous or not. Liliefors test is used to examine the normality test. Meanwhile, Barlet test is used to examine the homogeneity test. The result of questionnaire of experimental group and control one will be ranked from the highest to the lowest. Then, based on the median, a group of students with high self-confidence and a group of students with low selfconfidence are taken. Afterwards, inferential analysis used is multifactor analysis of variance 2X2 to find out whether the difference between them is significant or not. H 0 is rejected if F0 is higher than Ft . If H 0 is rejected, the commit to user



analysis is continued to know the level of mean significant difference using Tukey’s test. Table 3.2 The research design Teaching Self-confidence High (B1) Low (B2)

Community Language Learning (A1)

Situational Language Teaching (A2)

A1B1 A1B2

A2B1 A2B2

Note

:

Independent variable

: teaching methods (Community Language Learning and Situational Language Teaching)

Experimental group

: the class taught by Community Language Learning

Control group

: the class taught by Situational Language Teaching

Dependent variable

: speaking skill

Moderator variable

: students’ self-confidence

Where: A1:

the scores of speaking test of experimental class which is taught by using Community Language Learning

A2

:

the scores of speaking test of control class which is taught by using Situational Language Teaching

B1

: the scores of speaking test of students having high selfconfidence commit to user



B2

: the scores of speaking test of students having low selfconfidence

A1B1 : the scores of speaking test of students having high selfconfidence who are taught by using Community Language Learning. A1B2 : the scores of speaking test of students having low selfconfidence who are taught by using Community Language Learning. A2B1 : the scores of speaking test of students having high selfconfidence who are taught by using Situational Language Learning. A2B2 : the scores of speaking test of students having low selfconfidence who are taught by using Situational Language Teaching. The analyses are as follows: 1. The total sum of squares:

x

2 t

X

 X  

2

2 t

t

N

2. The sum of squares between groups:

x

2 b



 X 1 2  X 2 2  X 3 2  X 4 2  X t 2 n1



n2



n3



n4

3. The sum of squares within groups:

x

2 w

  xt2   xb2 commit to user



N



4. The between-columns sum of squares:

x

 X   X   X     2

2 bc

2

c1

2

c2

nc1

t

nc 2

N

5. The between-rows sum of squares:

x

 X   X   X     2

2 br

2

r1

2

r2

n r1

t

nr 2

N

6. The sum-of-squares interaction:

x

int

  xb2 

 x   x  2 bc

2 br

7. The number of degree of freedom associated with each source of variation: df for between-columns sum of squares = C – 1 df for between-rows sum of squares = R – 1 df for interaction = (C – 1) (R – 1) df for between-groups sum of squares = G – 1 df for within-groups sum of squares =

 n 1

df for total sum of squares = N – 1 where C = the number of columns R = the number of rows G = the number of groups N = the number of subjects in all groups n = the number of subjects in one group commit to user



Summary of a 2X2 Multifactor Analysis of Variance Source of variance

SS

Df

MS

Fo

Ft(0,5)

Ft(0,1)

Between Columns Between rows Columns by rows (interaction) Between groups Within groups Total

Tuckey Test Tuckey’s test is done to look for q 0 which is found by comparing the difference between the means by the square root of the ratio of the within group variation and sample size. The general formula is as follows: 1. Comparing two means from two groups (A1 and A2) Community Language Learning is compared to Situational Language Teaching. q

X c1  X c 2 ErrorVaria nce n

2. Comparing two means from two groups (B1 and B2) Students with high self-confidence is compared to students with low selfconfidence.

q

X r1  X r 2 ErrorVariance n

3. Comparing two means between A1B1 and A2B1(Community Language Learning is compared to Situational Language Teaching for students having high self-confidence)

q

X c1r1  X c 2 r1

commit to user ErrorVariance n



4. Comparing two means between A1B2 and A2B2(Community Language Learning compared to Situational Language Teaching for students having low self-confidence)

q

X c1r 2  X c 2 r 2 ErrorVariance n or

q

X c 2 r 2  X c1r 2 ErrorVariance n The analysis result of the computation is (1) q 0 is compared to qt ,

if q 0  q t , the difference is significant; (2) to know which one is better, the means are compared. F. Statistical Hypotheses In this research, the researcher proposed three hypotheses. These hypotheses were based on the formulation of the problems. They were: 1. The difference between Community Language Learning (A1) and Situational Language Teaching (A2) to teach speaking. Ho : µ A1 = µ A2 Hα : µA1 > µ A2 Ho : There is no difference in the effectiveness between community language learning and situational language teaching in teaching speaking. Hα : community language learning is more effective than situational commit to user language teaching in teaching speaking.



2. The difference between the students who have high Self-confidence (B1) and those who have low Self-confidence (B2). Ho : µ B1 = µ B2 Hα : µ B1 > µ B2 Ho : There is no difference in speaking ability between students having high self confidence and those having low self confidence. Hα : Student having high self confidence have better speaking ability than those having low self confidence. 3. Interaction between the methods used (Community Language Learning and Situational Language Teaching) (A) and Self-confidence (B) in teaching speaking. Ho : A x B = 0 Hα : A x B > 0 Ho : There is no interaction between teaching methods and students’ self confidence in teaching speaking. Hα : There is an interaction between teaching methods and students’ self confidence in teaching speaking.

CHAPTER IV FINDING AND DISCUSSION commit to user



In this chapter, the data have been gained from the field of the research are: Implementation of the research, the description of data, normality and homogeneity test, testing hypothesis, the discussion of the result of the study. The description of each sub chapter is as follows: A. Implementation of the Research 1.

Initial Stage In conducting the reseach, first the writer completed the thesis proposal and prepared the instrument for conducting the research, obtained the permission to the head of Stikes Bakti Tunas Husada Tasikmalaya. After obtaining the permission, the research conducted try out of readibility test to the try out class; class C. The experimental class was class A and the control class was class B. The teaching method used in experimental class was Community Language Learning and the teaching method used in control class was Situational Language Teaching.

2.

Implementation Stage The implementation stage was conducted in three months. the material taught to the students were adjusted from the syllabus. It can be seen in table 4.1, the list of material given to the experimental class and control class. The speaking test was conducted at the last meeting to collect students’ speaking score, then the result of the tests were analyzed using descriptive and inferential statistics. 72 Table 4.1. Material of Teaching Speaking commit to user



Meeting

Topic

Text

Language Function

I

General Communication for Nursing

Interpersonal

II

Handling admission 1(Making the Beds)

Transactional

III

Handling admission 2 (Mobilization and Positioning the patient) Handling admission 3 (Body Care) Handling admission 4 (Skin Care) Handling admission 5 (Genital Hygiene) Mid test Hospital Taking the patient’ temperature Prevention Blood Pressure Checking the vital sign Asking and telling past activities Asking and telling past activities

Transactional

-Giving Instruction -Asking Permission

Transactional

-Giving Instruction -Asking Permission -Giving Instruction -Asking Permission -Giving Instruction -Asking Permission

XV

Understanding Medical instrument

Genre Explanation : Nursing Documentation

XVI

Final Examination

IV V VI VII VIII IX X XI XII XIII XIV

Transactional Transactional

Language Focus

Introducing self and other people, exchanging personal information. Giving Instruction


Giving Instruction Asking for Patient History


Asking for Patient History Asking for Patient History Past tense Perfect tense Present continuous tense Passive Sentence

B. Data Description The data used for the research are used in the form of score which are obtained from the result of the students’ speaking test. Furthermore, the data were divided into 8 as follows: (1) the data of the students who are taught using Community Language Learning (A1), (2) the data of the students who are taught using Situational Language Teaching (A2), (3) the data of the students having high self confidence (B1), (4) the data of the students having low self confidence (B2), (5) the data of the students having self confidence which are taught by using Community Language Learning (A1B1), (6) the data of the students having high self confidence which are taught by using Situational Language Teaching (A2B1), (7) the data of the students having low commit to user



self confidence who are taught by using Community Language Learning (A1B2), (8) the data of the students having low self confidence who are taught by using Situational Language Teaching. The score of the students’ speaking test in detail can be described as follows: 1. The data of the students who are taught using Community Language Learning (A1). The score of the students who were taught using Community Language Learning are: 65, 68, 68, 68, 68, 70, 71, 72,72, 74, 74, 74, 75, 75, 76, 76, 77, 77, 79, 79, 79, 80, 81, 82, 82, 83, 83, 83, 84, 84, 84, 86, 86, 88, 88, 90, 90, and 93. Based on the calculation result of scores of the students who are taught using Community Language Learning, the higher score achieved by the students is 93 and the lowest score is 65. The range is 28. The number of class used is 6, and the class width (interval) is 5. The mean is 78.70, the mode is 76.50, the median is 73.75, and the standard deviation is 7.47. Then, the frequency distribution can be seen in table 4.2. Histogram and polygon are presented in figure 4.2.

Table 4.2 Frequency Distribution of Data A1 Class limits 60 - 65

Class Boundaries 59.5 - 65.5

Frequency (fi) 1

Midpoint (Xi) 62.5

Percentage 2.50

66 - 71 72 - 77

65.5 - 71.5 71.5 - 77.5

6

68.5 74.5

15.00 27.50

78 - 83

77.5 - 83.5

11

80.5

2.50

11 commit to user



84 - 89 90 - 95 Sum

83.5 - 89.5 89.5 - 95.5

8 3 40

86.5 92.5

20.00 7.50 100

12 10 8 6 4 2 0

59.5

65.5

71.5

77.5

83.5

89.5

95.5

Figure 4.2. Polygon and Histogram of Data A1 2. The data of the students who are taught using Situational Language Teaching (A2) The score of the students who are taught using Situational Language Teaching are: 32, 32, 43, 47, 47, 50, 54, 54, 58, 58, 58, 58, 58, 61, 65, 65, 65, 68, 68, 68, 68, 72, 76, 76,76, 76, 76, 76, 76, 76, 78, 79, 79, 79, 79, 83, 83, 83, 83, 84. Based on the calculation result of scores of the students who are taught using Situational Language Teaching, the highest score achieved by the students is 84 and the lowest score is 32. The range is 48. The number of class used is 6, and the class width (interval) is 9. The mean is 66.50, the mode is 75.36, the median is 78.25, and the standard deviation is 13.96. Then, the frequency distribution, histogram, and polygon can be seen in the table 4.3. commit to user Table 4.3 Frequency Distribution of Data A2



Class limits

Class Boundaries

Frequency (fi)

Midpoint (Xi)

32 - 41

31.5 - 41.5

2

36.5

5.00

42 - 51

41.5 - 51.5

4

46.5

10.00

52 - 61

51.5 - 61.5

9

56.5

22.50

62 - 71

61.5 - 71.5

7

66.5

17.50

72 - 81

71.5 - 81.5

13

76.5

32.50

82 - 91

81.5 - 91.5

5

86.5

12.50

Sum

40

Percentage

100

Figure 4.3. Polygon and Histogram of Data A2 3. The data of the students having high self confidence (B1) The score of the students who had high self confidence: 61, 68, 68, 68, 68, 72, 72, 74, 74, 75, 75, 76, 76, 76, 76, 76, 76, 76, 76, 77, 78, 79, 79, 79, 79, 79, 80, 82, 82, 83, 83, 83, 83, 83, 83, 84, 84, , 84, 88, 90. Based on the calculation result of scores of the students who had high self confidence, the highest score achieved by the students is 90 and the lowest score is 61. The range is 29. The number of class used is 6, and the class width (interval) is 5. The mean is 77.74, the mode is 74.63, the median is 74.50, and the standard deviation is 5.99. Then, the frequency distribution, commit to in user histogram, and polygon can be seen the table 4.4.



Table 4.4 Frequency Distribution of Data B1 Class limits

Class Boundaries

Frequency (fi)

Midpoint (Xi)

Percentage

61 - 66

60.5 - 66.5

1

63.5

2.50

67 - 71

66.5 - 71.5

4

69

10.00

72 - 76

71.5 - 76.5

14

74

35.00

77 - 81

76.5 - 81.5

8

79

20.00

82 - 86

81.5 - 86.5

11

84

27.50

87 - 91 Sum

86.5 - 91.5

2 40

89

5.00 100

Figure 4.4. Polygon and Histogram of Data B1 4. The data of the students having low self confidence (B2) The score of the students who low high self confidence are: 36, 36, 43, 47, 47, 50, 54, 54, 58, 58, 58, 58, 58, 61, 65, 65, 65, 65, 68, 68, 68, 68, 70, 71, 72, 74, 76, 77, 79, 79, 79, 81, 83, 84, 84, 86, 86, 88, 90, 93,. Based on the calculation result of scores of the students who had low self confidence, the highest score achieved by the students is 93 and the lowest score is 36. The range is 57. The number of class used is 6, and the class width (interval) is 10. The mean is 67.68, the mode is commit to user



63.93, the median is 63.00, and the standard deviation is 13.62. Then, the frequency distribution, histogram, and polygon can be seen in the table 4.5. Table 4.5 Frequency Distribution of Data B2 Class limits 36 - 46

Class Boundaries 35.5 - 46.5

Frequency (fi) 3

Midpoint (Xi) 41

Percentage 7.50

47 - 57

46.5 - 57.5

5

52

12.50

58 - 68

57.5 - 68.5

14

63

35.00

69 - 79 80 - 90

68.5 - 79.5 79.5 - 90.5

9 8

74 85

22.50 20.00

91 - 101

90.5 - 101.5

1

96

2.50

Sum

100

40

16 14 12 10 8 6 4 2 0 35.5

46.5

57.5

68.5

79.5

90.5

101.5

101.5

Figure 4.5. Polygon and Histogram of Data B2

5. The data of the students having high self confidence who were taught using Community Language Learning (A1B1) The score of the students having high self confidence who were taught using Community Language Learning are:, , 68, 68, 72, 72, 74, 74, 75, 75, commit to user



76, 77, 79, 80, 82, 82, 83, 83, 84, 84, 90. Based on the calculation result of scores of the students who had high self confidence taught using Community Language Learning, the highest score achieved by the students is 90 and the lowest score is 68. The range is 22. The number of class used is 5, and the class width (interval) is 5. The mean is 78.30, the mode is 74.07, the median is 73.00, and the standard deviation is 6.33. Then, the frequency distribution, histogram, and polygon can be seen in the table 4.6. Table 4.6 Frequency Distribution of Data A1B1 Class limits

Class Boundaries

Frequency (fi)

Midpoint (Xi)

Percentage

65 - 70

64.5 - 70.5

2

67.5

10.00

71 - 76

70.5 - 76.5

7

73.5

35.00

77 - 82

76.5 - 82.5

5

79.5

25.00

83 - 88

82.5 - 88.5

5

85.5

25.00

89 - 94

88.5 - 94.5

1

91.5

5.00

Sum

20

commit to user

100



9 8 7 6 5 4 3 2 1 0

64.5

70.5

76.5

82.5

88.5

94.5

Figure 4.6. Polygon and Histogram of Data A1B1 6. The data of the students having low self confidence who were taught using Community Language Learning (A1B2) The score of the students having low self confidence who were taught using Community Language Learning are: 65, 68, 70, 71, 74, 76, 77, 79, 79, 79, 81, 83, 84, 84, 86, 86, 86, 90, 93. .Based on the calculation result of scores of the students who had low self confidence taught using Community Language Learning, the highest score achieved by the students is 93 and the lowest score is 65. The range is 28. The number of class used is 5, and the class width (interval) is 6. The mean is 79.55, the mode is 81.93, the median is 82.10, and the standard deviation is 8.58. Then, the frequency distribution, histogram, and polygon can be seen in the table 4.7.

commit to user



Table 4.7 Frequency Distribution of Data A1B2 Class limits

Class Boundaries

Frequency (fi)

Midpoint (Xi)

Percentage

65 - 71

64.5 - 71.5

5

68

25.00

72 - 78

71.5 - 78.5

3

75

15.00

79 - 85

78.5 - 85.5

7

82

35.00

86 - 92

85.5 - 92.5

4

89

20.00

93 - 99

92.5 - 99.5

1

96

5.00

Sum

20

100

9 8 7 6 5 4 3 2 1 0

64.5

71.5

78.5

85.5

92.5

99.5

Figure 4.7. Polygon and Histogram of Data A1B2 7. The data of the students having high self confidence who were taught using Situational Language Teaching (A2B1) The score of the students having high self confidence who were taught using Situational Language Teaching are: 61, 68, 68, 76, 76, 76, 76, 76, 76, 76, 76, 78, 79, 79, 79, 79, 83, 83, 83, 84. Based on the calculation result of scores of the students who had high self confidence taught using Situational Language Teaching, the highest score achieved by the students is 84 and the lowest score is 61. The range is 23. The number of class used to is user is 5, and the class width commit (interval) 5. The mean is 76.60, the mode is



78.50, the median is 82.60, and the standard deviation is 5.60. Then, the frequency distribution, histogram, and polygon can be seen in the table 4.8. Table 4.8 Frequency Distribution of Data A2B1 Class limits

Class Boundaries

Frequency (fi)

Midpoint (Xi)

Percen tage

60 - 65

59.5 - 65.5

1

62.5

5.00

66 - 71

65.5 - 71.5

2

68.5

10.00

72 - 77

71.5 - 77.5

7

74,5

35.00

78 - 83

77.5 - 83.5

9

80.5

45.00

84 - 89

83.5 - 89.5

1

86.5

5.00

Sum

20

100

12 10 8 6 4 2 0 59.5

65.5

71.5

77.5

83.5

89.5

Figure 4.8. Polygon and Histogram of Data A2B1 8. The data of the students having low self confidence who were taught using Situational Language Teaching (A2B2) The score of the students having low self confidence who were taught using Situational Language Teaching are: 36, 36, 43, 47, 47, 50, 54, 58, 58, 58, 58, 58, 61, 65, 65, commit 65, 68, 68, 72. Based on the calculation result of to user



scores of the students who had low self confidence taught using Situational Language Teaching, the highest score achieved by the students is 72 and the lowest score is 36. The range is 36. The number of class used is 5, and the class width (interval) is 8. The mean is 57.10, the mode is 58.50, the median is 57.50, and the standard deviation is 10.07. Then, the frequency distribution, histogram, and polygon can be seen in the table 4.9. Table 4.9 Frequency Distribution of Data A2B2 Class limits

Class Boundaries

Frequency (fi)

Midpoint (Xi)

Percentag e

36 - 44

35.5 - 44.5

3

40

15.00

45 - 53

44.5 - 53.5

3

49

15.00

54 - 62

53.5 - 62.5

8

58

40.00

63 - 71

62.5 - 71.5

5

67

25.00

72 - 80

71.5 - 80.5

1

76

5.00

Sum

20

Figure 4.9. Polygon and Histogram of Data A2B2 commit to user

100



C. Normality and Homogeneity Test 1. Normality Test a. Normality test of the students who are taught using Community Language Learning (A1) Based on the calculation result of scores of the students who are taught using Community Language Learning, the highest value of Lo (L obtained) is 0.0607. From the table of critical value of Liliefors test with the students’ number (N) = 40 at the significance level  =0.05, the score of Lt is 0.140. Because Lo is lower than Lt or Lo (0.0607)< Lt (0.140), it can be concluded that the data are in normal distribution. b. Normality test of scores of the students who are taught using Situational Language Teaching (A2) Based on the calculation result of scores of the students who are taught using Situational language teaching, the highest value of Lo (L obtained) is 0.097. From the table of critical value of Liliefors test with the students’ number (N) = 40 at the significance level  =0.05, the score of Lt is 0.140. Because Lo is lower than Lt or Lo (0.097)< Lt (0.140), it can be concluded that the data are in normal distribution. c. Normality test of scores of the students having high self confidence (B1) commit to user



Based on the calculation result of scores of the students who had high self confidence, the highest value of Lo (L obtained) is 0.097. From the table of critical value of Liliefors test with the students’ number (N) = 40 at the significance level  = 0.05 , the score of Lt is 0.40. Because Lo is lower than Lt or Lo (0.097)< Lt (0.140), it can be concluded that the data are in normal distribution. d. Normality test of scores of the students having low self confidence (B2) Based on the calculation result of scores of the students who had low self confidence, the highest value of Lo (L obtained) is 0.067. From the table of critical value of Liliefors test with the students’ number (N) = 40 at the significance level  = 0.05, the score of Lt is 0.140. Because Lo is lower than Lt or Lo (0.067) < Lt (0.140), it can be concluded that the data are in normal distribution. e. Normality test of score of the students having high self confidence who are taught using Community Language Learning(A1B1) Based on the calculation result of scores of the students who are taught using Community Language Learning, the highest value of Lo (L obtained) is 0.118. From the table of critical value of Liliefors test with the students’ number (N) = 20 at the significance level  = 0.05, the score of Lt is 0.190. Because Lo is lower than Lt or Lo (0.118) < Lt (0.190) , it can be concluded that the data are in normal distribution. commit to user



f. Normality test of scores of the students having low self confidence who are taught using Community Language Learning (A1B2) Based on the calculation result of scores of the students who are taught using Community Language Learning, the highest value of Lo (L obtained) is 0.094. From the table of critical value of Liliefors test with the students’ number (N) = 20 at the significance level  =0.05, the score of Lt is 0.190. Because Lo is lower than Lt or Lo (0.094) < Lt (0.190), it can be concluded that the data are in normal distribution. g. Normality test of scores of the students having high self confidence who are taught using Situational Language Teaching (A2B1) Based on the calculation result of scores of the students who are taught using Situational Language Teaching, the highest value of Lo (L obtained) is 0.121. From the table of critical value of Liliefors test with the students’ number (N) = 20 at the significance level  =0.05, the score of Lt is 0.190. Because Lo is lower than Lt or Lo (0.121) < Lt (0.190), it can be concluded that the data are in normal distribution. h. Normality test of scores of the students having low self confidence who are taught using Situational Language Teaching (A2B2) Based on the calculation result of scores of the students who are taught using Situational Language Teaching, the highest value of Lo (L obtained) is 0.079. From the table of critical value of commit to user



Liliefors test with the students’ number (N) = 20 at the significance level  = 0.05, the score of Lt is 0.190. Because Lo is lower than Lt or Lo (0.079) < Lt (0.190), it can be concluded that the data are in normal distribution. Table 4.9. Summary of Normality test No

Data

No. of Sample

(Lo)

(Lt)

(α)

Status

1

A1

40

0.0607

0.140

0.05

Normal

2

A2

40

0.097

0.140

0.05

Normal

3

B1

40

0.097

0.140

0.05

Normal

4

B2

40

0.067

0.140

0.05

Normal

5

A1B1

20

0.118

0.190

0.05

Normal

6

A1B2

20

0.094

0.190

0.05

Normal

7

A2B1

20

0.121

0.190

0.05

Normal

8

A2B2

20

0.079

0.190

0.05

Normal

2. Homogeneity Test Homogeneity test was conducted to know whether or not the data are homogenous. The data can be said as homogenous if o2 is lower than t2 (0.05). Result of the data analysis can be seen in table 4.10. Table 4.10. Summary of Homogeneity test SAMPLE

df

1/(df)

si²

log si²

(df)log si²

1

19

0,05

38,32632

1,5835

30,09

2

19

0,05

62,47105

1,7957

34,12

3

19

0,05

33,41842

1,5240

28,96

4

19

0,05

105,6289

2,0238

38,45

∑

76

0,21

131,61

Based on the result of homogeneity test above, it can be seen that the score of o2 is 6.24. From the table of Chi-Square distribution with the commit to user



significance level  = 0.05, the score of t2 0.95 (3) is (7.815). Because o2 (6.24) is lower than t2 (0.95) (7.815) or o2 <t2 (6.24<7.815), it can be concluded that the data are homogenous. D. Testing Hypothesis The calculation of data which is conducted by using Multifactor Analysis of Variance (ANOVA) 2x2 is done after the result of normality and homogeneity test are calculated and fulfilled. In ANOVA, Ho is rejected if Fo is higher than Ft (Fo>Ft) which also means that there is a significance difference. Furthermore, to test the significance difference of each mean, the researcher uses Tukey test. This test is used to know the difference between the two groups. To know which group is better, the mean scores of the group are compared. The 2x2 ANOVA test can be seen in table 4.11. Table 4.11 Multifactor Analysis of Variance Fo

Ft₍₀,₀₅₎

2964,612

49,44

3,92

1

2030,112

33,86

2343,61

1

2343,613

39,09

Between groups

4103,85

3

1367,95

Within groups

4557,05

76

59,96

Total

8660,9

79

Source of Variance

SS

df

Between columns (method) Between rows (self confidence) Columns by rows (interaction)

2964,61

1

2030,11

commit to user

MS



Table 4.12 Table of Mean of Scores Teaching method (A) Self-Confidence (B) High self-confidence (B1) Low self-confidence (B2)

CLL (A1)

SLT (A2)

78.30

76.95

77.62

79.05

56.05

67.55

Total

78.67

66.5

From the computation result of ANOVA test, it can be concluded that: 1. The score of Fo between columns (Methods) is 49.44 and the score of Ft at the level of significance = 0.05 is 3.92. Because Fo > Ft or Fo (49.44) is higher than Ft (3.92), the difference between columns is significant. In other words, there is significant different on students’ speaking skill between those who are taught using community language learning and those taught using situational language teaching. Based on calculation on the mean score, the mean scores of the students who are taught using community language learning (78.675) is higher than that of those who are taught using situational language teaching (66.5). Thus, it can be concluded that Community Language Learning is more effective than Situational Language Teaching. 2. The score of Fo between rows (Self confidence) is 33.86 while the score of Ft at the level of significance  =0.05 is 3.92. Because Fo > Ft(0.05) or Fo (33.86) is higher than Ft (3.92), the difference between rows is significant. Thus, it can be concluded that there is significant difference on the students’ speaking skill between those who have high self confidence and those whotohave commit userlow self confidence. Based on the



calculation of the mean score, the mean scores of the students who have high self confidence (77.625) is higher than that of those who have low self confidence (67.55). Thus, it can be concluded that the students who have high self confidence have better speaking skill than those who have negative attitude. 3. The score of Fo columns by rows (Interaction) is 39.69 and the score of Ft at the level of significant  =0.05 is 3.92. Because Fo>Ft or Fo (39.69) is higher than Ft (3.92), it means that Ho is rejected and it can be said that there is an interaction between two variables, approaches, and students self confidence to teach speaking. In other words, it can be said that the effect of teaching approaches on the students’ speaking skill depends on the students’ degree of self confidence. The use of Community Language Learning in speaking class explore students’ speaking ability particularly the students with high self-confidence because they can encourage themselves in the learning process to speak up more. Furthermore, the researcher used Tukey’s test to see the difference of each mean. The following is the result of analysis of the data using Tukey’s test. It can be seen in table 4.13. Table 4.13The Summary of Tukey Test No 1 2 3 4

Data A1 and A2 B1 and B2 A1B1 and A2B1 A1B2 and A2B2

Sample 80 80 40 40

Qo 14.15 11.71 7.02 -119.52

commit to user Based on the table, it can be known that:

qt 2.80 2.80 2.86 2.86

 0.05 0.05 0.05 0.05

Status Significant Significant Significant Not Significant



1. The score of qo between columns is 14.15 and the score of qt of Tukey’s table at the level of significance  = 0.05 is 2.80. Because qo>qt or qo (14.15) is higher than qt (0.05) = (2.80), it means that Ho is rejected and it can be concluded that there is significant difference on the students’ speaking skill between those who are taught using community language learning and those who are taught using situational language teaching. Meanwhile, based on the calculation result, the mean of the students who using community language learning (78.675) is higher than that of those who are taught using situational language teaching (66.5). It can be concluded that community language learning is more effective than situational language teaching in teaching speaking. 2. The score of qo between rows is 11.71 and the score of qt of Tukey’s table at the level of significance  = 0.05 is 2.80. Because qo>qt or qo (11.71) is higher than qt (0.05) = (2.80), it means that Ho is rejected and it can be concluded that there is a significant difference on the students speaking skill between those who have high self confidence and those who have low self confidence. Based on the calculation result, the mean of the students who have high self confidence (77.625) is higher than that of those who have low self confidence (67.55). Thus, it can be concluded that the students who have high self confidence have better speaking skill than those who have low self confidence. commit to user



3. The score of qo between cells A1B1 and A2B1 is 7.02 and the score of qt of Tukey’s table at the level of significance  =0.05 is (2.86). because qo>qt or qo (7.02) is higher than qt (2.86), it means that Ho is rejected and it can be concluded that using community language learning differs significantly from using situational language teaching in teaching speaking for the students who have high self confidence toward English. Moreover, the means scores of A1B1(78.3) is higher than A2B1 ( 76.95), so it can be concluded that community language learning is more effective than situational language teaching in teaching speaking for the students who have high self confidence. 4. The score of qo between cells A1B2 and A2B2 is -119.52 and the score of qt of Tukey’s table at the level of significance  = 0.05 is (2.86). Because qo


E. Discussion Based on the hypothesis testing, the results can be explained as follows: 1. The difference between community language learning and situational language teaching in teaching speaking. The result of the hypothesis test shows that community language learning is more effective than Situational language teaching. Community language learning is considered to be an interesting method because it was not designed by a language teacher. Instead it was created by a counselor who was also a therapist and a priest. The design of this method is based on a therapeutic approach in order to facilitate the learners of a new language to enter their independent and high level of trust in the target language. Since the counseling techniques are applied on this method, it is also well-known by the name of counseling learning. It is stated by Chimombo and Moira (1993: 87-93) that The philosophy behind Community Language Learning and its implementation in the classroom are examined to show how the teacher using this method relinquishes control over three of the four traditionally teacher-directed variables, syllabus, materials production, and evaluation, to the learners, and maintains control only over methodology. The use of counseling techniques is based on the assumption that counseling relationship without threat or unwanted force can create an optimum environment for the learners in target commit to user



language. This is also supported by relevant research conducted by Nagaraj, P. (2009: 180) stated that applying community language learning today to teach language broadens its appeal. There are some different techniques that have surfaced, such as learners in conversation circle, transcription of students-generated text using technology, small group task, reflecting on experience, listening sessions,

recording

of

students-generated

conversation,

and

transcription, games and songs complement these activities. The humanistic of community language learning which views learners and teacher as a community, and the teacher as a facilitator more than teacher fits in nicely with current trends in education. Also Maley (2009: 2) states the enduring value of CLL has been its emphasis on whole person learning; the role of a supportive, nonjudgmental teacher, the passing of responsibility for learning to the learners (where it belong); and the abolition of a pre-planned syllabus. Robert, Steve (2012:1-6) entitle community language learning says that the procedure showed us how motivating it can be, as well as a great way to introduce variety and innovation into our classes. Situational language teaching or oral approach makes the students become dependent. The characteristic of this approach concerns with the mastery of basic structure, drilling in oral production and reception, building of accurate and fluent linguistics habits. In addition, Hutchinson and Waters (1987:204) state that learning is a mechanical commit to user



process of habit formation and proceeds by means of the frequent reinforcement of a stimulus and response sequence. Thus, the speaking ability of the students is monotonous because of the restricted chance given to them. Therefore, community language learning is more effective than situational language teaching or oral approach in teaching speaking. 2. The difference between students having high self confidence and those having low self confidence. The result of the second hypothesis testing shows that the students having high self confidence have better speaking skill than those having low self confidence. The students who have high self confidence have better attitudes in joining teaching and learning process. They have high interest to give their attention to the teacher and the activities which are done in the classroom. The high self confidence students’ are eager to learn something new for them including learning new language. It can be concluded that students who have self confidence will give better performance in speaking class. The students having high self confidence will have higher oral or spoken performance. It is stated by Anthony (2003: 5) that unless you get rid of your guilt feelings and cease belittling yourself for your imagined inadequacies, you will be one of those who continue the fruitless struggle to attain total self-confidence and personal freedom. commit to user



On the contrary, the students who have low self confidence usually do not have enough interest in joining the learning process. They have little attention to the teacher and the material that is given. They are passive to speak and to learn in the classroom. The students with low self confidence tend to feel more comfortable and safe when they keep silent and give no opinion. Brown (2001: 62) states that learners’ belief that they indeed are fully capable of accomplishing a task is at least partially a factor in their eventual success in attaining the task. This is the reason why students with low self confidence have low achievement in speaking than those with the high self confidence students. 3. Interaction between teaching approaches and students’ self confidence in teaching speaking. The result of third hypothesis test (using ANOVA) shows that there is an interaction between two variables, students’ self confidence and teaching approaches in teaching speaking. In other words, generally it can be concluded that the effect of teaching approaches on the students speaking ability depends on the students’ level of self confidence. When further test was conducted (using Tukey Test), the result shows that community language learning is in fact cover both for students with high and low self confidence. There is no significant difference, it means that SLT is not better than CLL to teach students with low self-confidence. The finding can be related to one of CLL’s commit to user



characteristics which touches the psychological aspect of the students with low self-confidence and encourage them to be brave to express their opinion because they are comfortable with the teacher’s role as a counselor. Such role enables the students to become more open and less hesitated to speak up due to no pressure from the teacher and less fear/doubt from the students. Ultimately, all of this leads to the improvement of students’ speaking skill. For students with low self confidence, community language learning provides them with supportive learning environment by its counseling-like nature. It identifies that students need to be psychologically comfortable so that learning process can go on well (see Nunan, 1998: 236). This type of characteristic supports students having low confidence to do well in lessons. In community language learning class, the students are encouraged and motivated to be active students. They are given several tasks based on teaching steps of community language learning in the classroom. In conducting classroom activities, the students are free to explore their speaking ability, given opportunity to speak up without being afraid of making mistake. Curran (1972: 90) in Richards and Rodgers (2001: 92) comments the Community Language Learning view of learning is a holistic one since ‘true’ human learning is both cognitive and affective. This is termed whole-person learning. Such learning takes place in a communicative situation where teachers and commit to user



learners are involved in an interaction in which both experiences a sense of their own wholeness. By using community language learning, the students with high self confidence can encourage themselves more in learning process to speak up in speaking class. The students with high self confidence always enjoy joining the class and being fun of any classroom activities given by the teacher. So it can be concluded that community language learning is more effective to teach speaking for students with high self confidence. Situational language teaching or oral approach does not give the students chance to explore their speaking ability, because the materials have been restricted by the teacher. This approach really pays much attention more on accuracy. Errors must be avoided as much as possible, so that the teacher plans for what are going to be conversed. It is stated by Pitmann in Richard and Rodgers (2002:40) “Our principle classroom activity in teaching of English structure will be the oral practice of structures. This oral practice of controlled sentence patterns should be given in situation designed to give the greatest amount of practice in English speech to the pupils.” The students with low self confidence which do not encourage themselves in learning will be comfortable when they are in such situation. They might not be interested in language teaching activities, so they prefer sitting and waiting for the teacher’s instructions and guidance. commit to user



Based on the explanations above, it can be concluded that there is an interaction between teaching approaches and students’ self confidence (that the effectiveness of an approach depends on the psychological aspect of students). But further test shows that, compared to situational language teaching, community language learning is not only effective for students with high self confidence, it is also more effective for students having low self confidence.

CHAPTER V CONCLUSION, IMPLICATION commit to userAND SUGGESTION



A. Conclusion Based on the data analysis, the researcher findings are: 4. The students who taught using Community Language Learning have better Speaking skill than those who are taught using Situational Language Teaching. In other words, Community Language Learning is more effective than Situational Language Teaching for teaching speaking at the second grade Students of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya. 5. The students who have high self confidence have better speaking skill than those who have low self-confidence at the second grade Students of Nursing Department Stikes Bakti Tunas Husada Tasikmalaya. 3. There is an interaction between teaching approaches and students’ self confidence (that the effectiveness of an approach depends on the psychological aspect of students). But further test shows that, compared to Situational Language Teaching, Community Language Learning is not only effective for students with high self confidence, it is also more effective for students having low self confidence. B. Implication and Suggestion The following section discusses about the implication and suggestion of the research. 1. CLL is an effective method to teach speaking. commit to user



Considering the first conclusion of this research, there are some implications and suggestions addressed to English Teachers, school, and graduate students. a. English Teacher The research finding implies that CLL can affect students’ speaking skill. It is so because Community language learning uses psychological aspect which students consider as whole person. It mentions before that Whole person learning means that teachers consider not only their students’ intellect, but also have some understanding of the relationship among students’ feelings, physical reactions, instinctive protective reactions, and desire to learn. Since CLL is an effective teaching method to teaching speaking, English teacher can implement this teaching method in the classroom. To be able to implement this method, teacher should follow some preparation. First, teacher should understand the concept of the strengths and the weaknesses of this teaching method. They should know the procedure of the teaching method properly. Second, analyze the syllabus to be able to design lesson plan covering the appropriate materials and evaluation. And third, before implementing this teaching method teacher should read and learn from any other sources like journal article, book or workshop.

b. School

commit to user



By knowing that CLL is an effective method, the school should facilitate and support the English teachers by providing them with many sources deal with the procedure of the method. c. graduate school students For graduate school students who are interested in conducting the research in more detail to know the effect of community language learning in teaching speaking, the writer hopes that these research findings can be used as starting point and also as a reference for the future research. 2. Students having high self-confidence have better speaking skill than those having low self-confidence. a. English Teacher Self-confidence plays an important role for students to achieve their succeed in learning process. The teacher should encourage the students as their client and understand what they feel and they need. b. Student Having the knowledge of their own self-confidence level is very important. By knowing their level of self-confidence, students can be easily motivated and get higher achievement of speaking. c. Environment A good high self-confidence is the foundation for the positive development of a child. It is also has better chance to reach hiss full potential. He will enjoy learn new things and try new activities. From commit to user



that reason, school environment is very important to improve students’ self-confidence. 3. There is an interaction between teaching methods and student’s level of self-confidence. Based on the last conclusion, the researcher describes the implication and suggestion for English teacher, school, and other researchers. a. English teacher In teaching speaking, teacher should be able to select the most appropriate teaching method based on students’ condition. Selfconfidence becomes one of the important psychological aspects in teaching speaking because students with high self-confidence are brave to speak. Thus, teacher should understand whether the selected teaching method can facilitate the students having high and low self-confidence to practice their speaking. b. School School as the official institution should involve and pay more attention on students’ self-confidence. Since self-confidence is regarded as one of psychological aspects to have a good speaking skill and any other subjects. c. Other researchers other researchers are also supposed to conduct such kind of research to know the effectiveness of community language learning viewed from other psychological aspect such as: creativity, risk-taking, commit to user



anxiety and so on or use this approach to teach other English skill such as reading, writing and listening. They may also make some expansion on the number of sample with the hope that the further result of the research can support and complete this research.

BIBLIOGRAPHY commit to user



Anthony, Robert. 2003. The Ultimate Secrets of Total Self-Confidence. Brisbane: Total Success Publishing. Ary, Donald et.al. 2010. Introduction to Research in Education. California. Nelson Education, Ltd. Boonkit, Kamonpan. 2010. Enhancing the development of speaking skills for non-native speakers of English. Procedia Social and Behavioral Sciences 2. 1305–1309.

Brown. H. Douglas. 2007. Principles of Language Learning and Teaching. New Jersey: Prentice Hall Inc. _________.2004. Language Assessment: Principles and Classroom Practice. New York: Pearson Education, Inc. _________.2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, Second Edition. New York: Addison Wesley Longman. Inc. Chimombo, Moira .1993.Counseling-Learning/Community Language Learning A Method of Learner Directed Language Teaching. Southern African Journal of Applied Language Studies. Fraenkle, E. Jack and Wallen, E Norman. 1993. How to Design and Evaluate Research in Education: Mc. Graw Hill International Edition. Hatch, E., and Anne Lazarton. 1991. The Research Manual: Design Statistics for Applied Linguistics. California: Heinle and Heinle Publishers. Harris, David P. 1968. Testing English as a Second Language. New York: McGraw Hill. Harmer, Jeremy. 2007. The Practice of English Language Teaching. England: Pearson Education Limited Hughes, Arthur. 2004. Testing for Language Teachers. United Kingdom: Cambridge University Press. Hull V. Philip. 1984. Community Language Learning: Is a Method?. RECL Journal. Hutchinson, T., and A. Waters. 1987. English for Specific Purposes. Cambridge: Cambridge University Press. Koba, et al. 2000. Using the Community Language Learning Approach to Cope with Language Anxiety. TESL Journal. commit to user



Krueger,

Pat.2007. Factors Influencing Self Confidence. http://www.ehow.com/about5285235factorsinfluencingselfconfidence.h tml

La Forge, Paul. 1971. Community language Learning : A Pilot Study. Http:// http://onlinelibrary.wiley.com/doi/10.1111/j.14671770.1971.tb00489.x/abstract. ________. 1979. The Epigenetic Principle in Community Language Learning. JALT Journal - Issue 1.1; November 1979 Larsen, Diane., and Freeman.2000. Techniques and Principles in Language Teaching. New York: Oxford University Press. Littlewood, William. 1981. Communicative Cambridge University Press.

Maley,

Language

Teaching,

Cambridge:

Alan. 2009. Methodology: Community Language Learning. http://www.onestopenglish.com/support?metodology-communitylanguage-learning/146410.article.

Nagaraj, P. 2009. Application of Community Language Learning for Effective Teaching. ISSN 0974-8741 MJAL. Nunan, David. 2000. Language Teaching Methodology: A textbook for teachers.Essex: Pearson Education. Parker, Ray. 1991. Two Case Studies of Community Language Learning with Possible Implications for the Natural Order Hypothesis. TESOL Centre, Sheffield City Polytechnic. Preston, David Lawrence. 2001. 365 Steps to Self-Confidence. United Kingdom: How To Books Ltd. Richards, Jack C., and Rodgers, Theodore S. 2001. Approaches and Methods in Language Teaching, Second Edition. Melbourne: Cambridge University Press. Routledge.2011. Promoting Community Language Learning in the United Kingdom. Language Learning Journal. Shannon, John.1994. Experimenting with a Community Language Learning Principle in an English as a Second Language Writing Class. TESL Canada Journal. commit to user



Taylor, Linda. 2003. The Cambridge approach to speaking assessment. Research Notes. Retrieved from: http://www.CambridgeESOL.org/researchnotes

Thomas,

Mathew. 2011.The Path to Inner Self-Confidence. www.outofstress.com/confidence-the-path-to-inner-self

Thornbury, Scott.2005. How to Teach Speaking. Endinburgh: Longman Limited. Wright,

H. Judy. 2007. Characteristics of High Self-Confidence. http://www.selfgrowth.com/articles/Characteristics_of_High_Self_Conf idence.htmlCharacteristics Of High Self Confidence

Appendix 1.1 : The Syllabus of Community Language Learning commit to user



SILABUS BAHASA INGGRIS KEPERAWATAN STIKES BAKTI TUNAS HUSADA 2011/2012 Nama Sekolah Program Studi Mata Kuliah Jumlah SKS Kelas / Semester Dosen

I.

: Stikes Bakti Tunas Husada : Keperawatan : English for Nursing : 2 SKS : 2/4 : Ratu Sarah. PS, S.Pd.

DESKRIPSI MATA KULIAH Mata kuliah ini bertujuan untuk mengembangkan kemampuan komunikasi siswa yang berkaitan dengan pelayanan medis. Ini adalah jenis keterampilan yang terintegrasi yang menggabungkan speaking, listening, reading dan writing termasuk aspek tata bahasa dan kosa kata yang berhubungan dengan bidang medis. Setelah menyelesaikan mata kuliah ini, mahasiswa diharapkan memiliki kemampuan yang baik untuk berkomunikasi dalam bahasa Inggris untuk penggunaan komunikasi keperawatan. Kegiatan kelas lebih menekankan kemandirian dan partisipasi aktif dari mahasiswa.

II. STANDAR KOMPETENSI MATA KULIAH Tujuan dari mata kuliah ini untuk mengaktifkan mahasiswa untuk: 1. Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan 2. Memahami makna dalam teks percakapn transactional dan interpersonal resmi dan berlanjut dalam konteks bahasa inggris untuk kegiatan keperawatan. 3. Memahami makna teks fungsional pendek dan teks tulis esei berbentuk procedure, explanation dalam konteks bahasa inggris untuk kegiatan keperawatan. 4. Mengungkapkan makna teks tulis monolog/esei yang berbentuk Procedure, explanation dan discussion secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan. III. KOMPETENSI DASAR Setelah menyelesaikan mata kuliah ini, mahasiswa dapat: 1. Mengungkapkan makna dalam teks fungsional pendek transactional dan interpersonal resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris commit to user untuk kegiatan keperawatan.



2.

Merespon makna dalam percakapan transactional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut ( sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks bahasa Inggris untuk kegiatan keperawatan dan melibatkan tindak tutur: Introduction, asking personal information, giving instruction, giving advices, asking permission, asking for patient history. Merespon makna dalam teks fungsional pendek transactional dan interpersonal resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan. Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan dalam teks berbentuk: procedure, explanation.

3.

4.

IV. SUMBER MATERI 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2.

Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders

3. 4.

Prawira.LS (2000).Understanding Speaking Nursing. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press.

5. 6. 7.

V.

EVALUASI NO 1 2 3 4 5 TOTAL

ASSESSMENT A quiz test A midterm test A final test Assignments Class activities

SCORE 15 points 25 points 30 points 10 points 20 points 100 points

Note: The minimum attendance is 80% to join Final examination. VI.

MATERI AJAR

Meeting

Topic

commitText to user

Language Function

Language



Focus I

General Communication for Nursing

Interpersonal

II

Handling admission 1(Making the Beds)

Transactional

III

Handling admission 2 (Mobilization and Positioning the patient) Handling admission 3 (Body Care) Handling admission 4 (Skin Care) Handling admission 5 (Genital Hygiene) Mid test Hospital Taking the patient’ temperature Prevention Blood Pressure Checking the vital sign Asking and telling past activities Asking and telling past activities

Transactional

-Giving Instruction -Asking Permission

Transactional

-Giving Instruction -Asking Permission -Giving Instruction -Asking Permission -Giving Instruction -Asking Permission

XV

Understanding Medical instrument

Genre Explanation : Nursing Documentation

XVI

Final Examination

IV V VI VII VIII IX X XI XII XIII XIV


Introducing self and other people, exchanging personal information. Giving Instruction


Giving Instruction Asking for Patient History


Asking for Patient History Asking for Patient History Past tense Perfect tense

Appendix 1.2: The Lesson Plan of Community Language Learning commit to user LESSON PLAN 1

Present continuous tense Passive Sentence



EXPERIMENTAL CLASS Community Language Learning A. Identitas 1. Satuan Pendidikan 2. Prodi 3. Mata Pelajaran 4. Tingkat/Semester 5. Topik 6. Teks 7. Pertemuan ke8. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : General Communication for Nursing :Transactional and Interpersonal :1 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendektransactional dan interpersonal resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Greeting, Introduction dan Asking for Personal Information. D. Indikator 1. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan Greeting, Introduction, Asking for Personal Information. 2. Menyatakan kalimat- kalimat berupa Greeting, Introduction dan Asking forPersonal Information. 3. Berkomunikasi dengan menggunakan ungkapan tentang Greeting, Introducting dan Asking for Personal Information.

E. Materi Pembelajaran General communication for Nursing( Greeting, Introduction, dan Asking for Personal Information) -Attachment 1 General Communication for Nursing (Greeting and Introduction,Asking for Personal Information) F. Metode Pembelajaran

commit to user



Community Language Learning G. Prosedur Pembelajaran Introduction Activities a. Opening Build Relationship; Explain the Procedure; Set Time Limit  Guru memberi salam, berdoa, mengecek kehadiran siswa, dan menjelaskan prosedur pembelajaran: 1. Mahasiswa menyebutkan ungkapan/percakapan tentang personal information and self introduction dalam bahasa inggris dengan bantuan guru (+time limit(1520 minutes) 2. Ungkapan/ percakapan tentang personal informasion atau self introduction yang diucapkan mahasiswakemudian direkam melalui tape-recorder/ mobile phone. 3. Mencatat ungkapan yang di ucapkan siswa d white board. 4. Melakukan berbagai macam aktifitas dengan menggunakan bahasa Inggris (Target Language) dalam transcript, seperti : a. Mahasiswa melafalkan ungkapan tentang personal information dan self introduction (Human Computer yang berarti bantuan dari guru sebagai penasihat). b. Mahasiswa membuat kalimat dengan menggunakan ungkapan General conversation for Nursing seperti Personal Information dan self introduction. Lesson Presentation Post-Activities Language for Communication; Human Computer; Native Language and Translation. 1. Guru memberikan petunjuk yang jelas tentang penggunaan kalimat bahasa inggris dengan menggunakan ungkapan personal information and self introduction dalam konteks Nursing conversation. ex:Good Morning! This is Nurse Sarah, May I help you. 2. Dalam community (komunitas) kelompok terdiri dari (5-9 orang) Mahasiswa mengangkat tangannya dan guru datang menghampiri d belakang siswa untuk memberikan bantuan commit to usertentang personal information dengan mengucapkan ungkapan


3. 4.

5.

6.

7.

8.


dan self introduction jika mahasiswa mendapatkan kesulitan (Human Computer) Mahasiswa merekam ungkapan yang diucapkan dalam bahasa inggris. Mahasiswa dan guru mendengarkan ungkapan tentang personal information dan self introduction dari hasil rekaman dalam bahasa Inggris, Guru menanyakan pengalaman dari proses pembelajaran pada siswa apa yang mereka rasakan.(question may be given as in attachmen 3) Guru memutarkan kembali rekaman dan menuliskan kalimatkalimat ungkapan bahasa inggris tentang personal information dan self introduction di white board dan menuliskan terjemahannya. Mahasiswa diminta untuk relax dan hanya mendengarkan ungkapan tentang personal information dan self introduction sementara guru membaca ungkapan danartinya selama 3 kali. Mahasiswa membuat ungkapan kalimat-kalimat baru berdasarkan topic pembelajar yaitu personal information and self introductiondan general communication.

Closure Activities 1. Guru memberikan feedback pada students’ group work. 2. Meminta pada mahasiswa untuk menceritakan pengalaman dalam proses pembelajaran. 3. Mahasiswa menyakan pertanyaan-pertanyaan. 4. Berdoa dan salam penutup.

ASSESSMENT Oral Interview(Attachment 2) G. Visual Aids/Learning Media Tape recorder/mobile phone, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. commit to user



2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. 5. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press. I. Evaluation 1. Kind of Assessment: Oral Test in Group 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric: 5. Name : _____________ NIM No

Group:________

: _____________ Testing Component

1

Fluency

2

Grammar

3

Vocabulary

4

Pronunciation

5

Comprehension

Score

Total Score Examiner: …………………….

Scale 1-5 Note: Score from 1-5 based on the scoring criteria.

Attachment 1 Topic for the lesson commit to user

Notes





INTRODUCTION AND GREETING

Examples: Hello! Good Morning! Good Evening! How are you? I hope you’ll get well soon! Speedy recovery! How are you? Good Night! Sleep well! Good bye! Have a nice time! Nice to meet you!

Formal to Informal Greetings and Introductions Formal

Introducing Introducing others Responding to an yourself introduction  How do you  Mrs Handi,  Pleased to do? My may I meet you name is introduce my Mrs Hand. Nurse relative, Mr Handi. Smith.

On Leaving 

Goodbye . It's a pleasure to have met you.



Hello, Lynne Handi. I'm the nurse of this ward.



Lynne, I'd like you to meet John Smith, our relative. John, this is Lynne Hand.



Pleased to meet you Lynne.



Goodbye . Nice to have met you.



Lynne Hand.



Lynne, meet John, my husband. John, this is my nurse lynne



Hi, Lynne. How are you?



Bye. It was nice to meet you.

Informal commit to user



Subsequent meetings Formal

Possible Greetings  Hello, Mrs Hand. It's nice tosee you again.

Possible responses  What a pleasant surprise! How are you? It's been a while.



Good morning Mrs Handi. How are you today?



I'm very well thank you. And you?



Good afternoon, Mrs Hand. It's good to see you.



Thank you. It's nice to see you too. How are you?



Hello Lynne. How are you doing?



Fine thanks. What's new with you?



Hi, Lynne! How's it going? Hi, Lynne. How are things?



Not too bad, busy as ever. Oh fine. You know how it is.





Personal Information What’s your name? Peter

How old are you? Twenty./ I’m twenty years old.

Where are you from?/ Where do you come from? I’m from……./I come from………

When/Where were you born? I was born on August 2nd,1993/ Seattle What’s your marital status?/ are you married? I’m single.

What’s your surname/family name? What do you do?/ what’s your job/occupation? Smith. I’m a student at college/ University students. commit to user



What’s your first name? Tom.

How many brother or sister do you have? I have one brother and two sisters.

What’s your address? 7865 NW Sweet Street.

Can you speak English? Yes, I can speak English fluently.

Where do you live? I live in San Diego. What’s your telephone number? 209-786-9845

Interview your friend! Student A (Nurse) Student B (Patient)

; What’s your complete name? : My complete name is …………

Student A Student B

: What’s your first name? : …………………..

Student A again? Student B

: Could you tell me your surname

Student A Student B

: How do you spell your name? : ……………..

Student A Student B

: Where do you live? : I live on ……

Student A Student B

: What’s your telephone number? : My phone number is ……….

Student A Student B

: What’s your occupation? : I am a/ an ………

Student A Student B

: Where do you come from? : I come from ………….

Student A Student B

: Thank you very much. : yOu are welcome.

: ………………

commit to user



Attachment 2 Task 1 (Assessment) Work with the group using Community Language Learning, 612 students sit in the circle and practice how to greet the patient. PRACTICE SENTENCES 1) Good Morning 2) How are you? 3) I’m fine , thank you /I’m not well 4) Why? 5) Because I get a headache 6) Do you need some aspirin? 7) Yes, thank you nurse … 8) Would you like me to help you to get up? 9) No, thanks. 10) Do you feel better now? 11) Yes nurse 12) Ok, please ring the bell if you feel bad! Task 2 1. Work in group Practice the sentences :  How to greet the patient  How to give farewell expression for the patient

LESSON PLAN commit to user 2 EXPERIMENTAL CLASS



Community Language Learning A. Identitas 1.Satuan Pendidikan 2.Prodi 3.Mata Pelajaran 4.Tingkat/Semester 5.Topik 6.Text 7.Pertemuan ke8.Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 1 (Making the Beds) : Transactional :2 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Giving Instruction.

D. Indikator 1. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Giving Instruction dalam prosedur keperawatan Making the Beds. 2. Berkomunikasi dengan menggunakan ungkapan tentang Giving Instruction dalam prosedur keperawatan Making the Beds.

E. Materi Pembelajaran Making The Beds (Giving Instruction) (Attchment 1)

F. Metode Pembelajaran Community Language Learning G. Prosedur Pembelajaran Introduction

commit to user



Activities a. Opening Build Relationship; Explain the Procedure; Set Time Limit 1. Guru memberi salam, berdoa, mengecek kehadiran siswa, dan menjelaskan prosedur pembelajaran: 2. Mahasiswa menyebutkan ungkapan/percakapan tentang Asking for details dalam prosedur keperawatan Making the Beds dalam bahasa inggris dengan bantuan guru (+time limit(15-20 minutes) 3. Ungkapan/ percakapan tentang Asking for details dalam prosedur keperawatan Making the Bedsyang diucapkan mahasiswa kemudian direkam melalui tape-recorder/ mobile phone. 4. Mencatat ungkapan yang di ucapkan siswa d white board. 5. Melakukan berbagai macam aktifitas dengan menggunakan bahasa Inggris (Target Language) dalam transcript, seperti : a. Mahasiswa melafalkan ungkapan tentang Asking for details dalam prosedur keperawatan Making the Beds(Human Computer yang berarti bantuan dari guru sebagai penasihat). b. Mahasiswa membuat kalimat dengan menggunakan ungkapan Asking for details dalam prosedur keperawatan Making the Beds. Lesson Presentation Post-Activities Language for Communication; Human Computer; Native Language and Translation. 1. Guru memberikan petunjuk yang jelas tentang penggunaan kalimat bahasa inggris dengan menggunakan ungkapan Asking for details dalam prosedur keperawatan Making the Bedsdalam konteks Nursing conversation. ex:Could you please lift your buttocks a little so that we can better secure the intermediate mat? 2. Dalam community (komunitas) kelompok terdiri commit to user dari (5-9 orang) Mahasiswa mengangkat tangannya



3.

4.

5.

6.

7.

8.

dan guru datang menghampiri d belakang siswa untuk memberikan bantuan dengan mengucapkan ungkapan tentang Asking for details dalam prosedur keperawatan Making the Bedsjika mahasiswa mendapatkan kesulitan (Human Computer) Mahasiswa merekam ungkapanAsking for details dalam prosedur keperawatan Making the Bedsyang diucapkan dalam bahasa inggris. Mahasiswa dan guru mendengarkan ungkapan tentang Asking for details dalam prosedur keperawatan Making the Bedsdari hasil rekaman dalam bahasa Inggris, Guru menanyakan pengalaman dari proses pembelajaran pada siswa apa yang mereka rasakan. (question at attachment 3) Guru memutarkan kembali rekaman dan menuliskan kalimat-kalimat ungkapan bahasa inggris tentang Asking for details dalam prosedur keperawatan Making the Bedsdi white board dan menuliskan terjemahannya. Mahasiswa diminta untuk relax dan hanya mendengarkan ungkapan tentang Asking for details dalam prosedur keperawatan Making the Bedssementara guru membaca ungkapan dan artinya selama 3 kali. Mahasiswa membuat ungkapan kalimat-kalimat baru berdasarkan topic pembelajar yaitu Asking for details dalam prosedur keperawatan Making the Beds.

Closure Activities 1. Guru memberikan feedback pada students’ group work. 2.Meminta pada mahasiswa untuk menceritakan pengalaman dalam proses pembelajaran. 3. Mahasiswa menyakan pertanyaan-pertanyaan. 4. Berdoa dan salam penutup.

F. ASSESSMENT Oral Interview(Attachment 2)

commit to user



G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. 5. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press. H. Evaluation 1. 2. 3. 4.

Kind of Assessment: Oral Test in Group Technique of Assessment: Role Play Material of Assessment: Enclosed Scoring Rubric: Name : _____________ Group :________ NIM

: _____________

No

Testing Component

1

Fluency

2

Grammar

3

Vocabulary

4

Pronunciation

5

Comprehension Total Score

Examiner: …………………….

Note: Score from 1-5 based on the scoring criteria.

Attachment 1

commit to user

Score



Topic for the Lesson Topic 1 Expression Giving Instruction in Nursing Procedure: Making the Beds We would like to make the beds, please get up. Please sit in the chair; we will be finished in a minute Do you want me to close the window so you will not catch a cold? Can you get up alone? We would like to change your bedclothes, please get up. Please move over a little, we would like to change the sheet. Do not be afraid, you cannot fall out of the bed, I’m holding you Could you please lift your buttocks a little so that we can better secure the intermediate mat? Attachment 2 Task 2 Work with the group using Community Language Learning, 6-12 students sit in the circle and practice the expression in how making the beds.

LESSON PLAN 3 commit to userCLASS EXPERIMENTAL



Community Language Learning A. Identitas 1. Satuan Pendidikan 2. Prodi 3. Mata Pelajaran 4. Tingkat/Semester 5. Topik 6. Text 7. Pertemuan ke8. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 2(Mobilization and Positioning the patient) :Transactional :3 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional transactional dan interpersonal pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Giving Instructions, Asking permission. D. Indikator 1. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan Giving Instruction, Asking Permissions dalam prosedur keperawatan Mobilization and Positioning the Patients. 2. Menyatakan kalimat berupa Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients. 3. Berkomunikasi dengan menggunakan ungkapan tentang Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients. E. Materi Pembelajaran Mobilization and Positioning the Patients (Giving Instructions). -Attachment 1

F. Metode Pembelajaran

commit to user



Community Language Learning G. Prosedur Pembelajaran Introduction Activities a. Opening Build Relationship; Explain the Procedure; Set Time Limit 1. Guru memberi salam, berdoa, mengecek kehadiran siswa, dan menjelaskan prosedur pembelajaran: 2. Mahasiswa menyebutkan ungkapan/percakapan tentang Giving Instructions, Asking Permission dalam prosedur keperawatan Mobilization and Positioning the Patients dalam bahasa inggris dengan bantuan guru (+time limit(15-20 minutes) 3. Ungkapan/ percakapan tentang Giving Instructions, Asking permission dalam prosedur keperawatan Mobilization and Positioning the Patients.yang diucapkan mahasiswa kemudian direkam melalui taperecorder/ mobile phone. 4. Mencatat ungkapan yang di ucapkan siswa di white board. 5. Melakukan berbagai macam aktifitas dengan menggunakan bahasa Inggris (Target Language) dalam transcript, seperti : a. Mahasiswa melafalkan ungkapan tentang Giving Instructions, Asking permission dalam prosedur keperawatan Mobilization and Positioning the Patients. (Human Computer yang berarti bantuan dari guru sebagai penasihat). b. Mahasiswa membuat kalimat dengan menggunakan ungkapan General conversation for Nursing seperti Giving Instructions, Asking permission dalam prosedur keperawatan Mobilization and Positioning the Patients.

Lesson Presentation

commit to user



Post-Activities Language for Communication; Human Computer; Native Language and Translation. 1. Guru memberikan petunjuk yang jelas tentang penggunaan kalimat bahasa inggris dengan menggunakan ungkapan Giving Instructions, asking permission dalam prosedur keperawatan Mobilization and Positioning the Patients. dalam konteks Nursing conversation. ex:Please ring the bell if you feel bad! 2. Dalam community (komunitas) kelompok terdiri dari (5-9 orang) Mahasiswa mengangkat tangannya dan guru datang menghampiri d belakang siswa untuk memberikan bantuan dengan mengucapkan ungkapan tentang Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients. jika mahasiswa mendapatkan kesulitan (Human Computer) 3. Mahasiswa merekam ungkapan yang diucapkan dalam bahasa inggris. 4. Mahasiswa dan guru mendengarkan ungkapan tentang Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients.dari hasil rekaman dalam bahasa Inggris, 5. Guru menanyakan pengalaman dari proses pembelajaran pada siswa apa yang mereka rasakan. 6. Guru memutarkan kembali rekaman dan menuliskan kalimat-kalimat ungkapan bahasa inggris tentang Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patientsdi white board dan menuliskan terjemahannya. 7. Mahasiswa diminta untuk relax dan hanya mendengarkan ungkapan tentang Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients sementara guru membaca ungkapan dan artinya selama 3 kali. 8. Mahasiswa membuat ungkapan kalimat-kalimat baru berdasarkan topic pembelajar yaitu Giving Instructions keperawatan commitdalam to user prosedur Mobilization and Positioning the Patient.




ASSESSMENT Oral Interview G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. 5. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press.

I. Evaluation 1. Kind of Assessment: Oral Test in Group 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric: Name : _____________ NIM No

: _____________

commit to user

Testing Component

Group:________

Score



1

Fluency

2

Grammar

3

Vocabulary

4

Pronunciation

5

Comprehension



Attachment 1 Topic for the Lesson Topic 1 Giving Instruction in Nursing Procedure Mobilization and Positioning the Patients. Please remain in the armchair until after lunch. I will put a pillow behind your back to make you more comfortable. Please ring the bell if you feel bad. Hold your head up. Look straight ahead. Please help me to get up.

Topic 2 Asking Permission in Nursing Procedure Mobilization and Positioning the Patients. Where is your dressing gown? Do you want me to help you to getcommit up? to user



Do you want me to help you put on your slippers? Are you feeling dizzy? Are you feeling better today? I would like to get up Nurse, I feel much too weak to get up! Nurse, I feel dizzy

Topic 3 Positioning the patient Expression of Giving Instruction used by the nurse: Please lift your head. Please pull up your legs and bend your knees. Please hold tight. Nurse, I am not comfortable. This position is painful for me. Please lift your legs. Is this comfortable for you? Where does it hurt? Is it still painful?

Attachment 2 Task 1 Work with the group using Community Language Learning, 6-12 students sit in the circle and practice the expression Mobilization and Positioning the patient. LESSON PLAN 4 EXPERIMENTAL CLASS Community Language Learning A.

Identitas 1.Satuan Pendidikan 2.Prodi 3.Mata Pelajaran 4.Tingkat/Semester

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4commit to user



5.Topik 6.Text 7.Pertemuan ke8.Alokasi Waktu

: Handling Admission 3 (Body Care) : Transactional :4 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks transactional dan interpersonal fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Asking Permission . D. Indikator 1. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Asking Permission dalam prosedur keperawatan Body Care. 2. Menyatakan kalimat berupa ungkapan Asking Permission dalam prosedur keperawatan Body Care. 3. Berkomunikasi dengan menggunakan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Care. E. Materi Pembelajaran Body Care(Asking Permission) -Attachment 1 F. Metode Pembelajaran Community Language Learning

G. Prosedur Pembelajaran Introduction

commit to user



Activities a. Opening Build Relationship; Explain the Procedure; Set Time Limit 1. Guru memberi salam, berdoa, mengecek kehadiran siswa, dan menjelaskan prosedur pembelajaran: 2. Mahasiswa menyebutkan ungkapan/percakapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Caredalam bahasa inggris dengan bantuan guru (+time limit(15-20 minutes) 3. Ungkapan/ percakapan tentangAsking Permission dalam prosedur keperawatan Body Careyang diucapkan mahasiswa kemudian direkam melalui tape-recorder/ mobile phone. 4. Mencatat ungkapan yang di ucapkan siswa d white board. 5. Melakukan berbagai macam aktifitas dengan menggunakan bahasa Inggris (Target Language) dalam transcript, seperti : a. Mahasiswa melafalkan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Care (Human Computer yang berarti bantuan dari guru sebagai penasihat). b. Mahasiswa membuat kalimat dengan menggunakan ungkapan General conversation for Nursing seperti ungkapan Asking Permission dalam prosedur keperawatan Body Care.

Lesson Presentation Post-Activities Language for Communication; Human Computer; Native Language and Translation. 1. Guru memberikan petunjuk yang jelas tentang penggunaan kalimat bahasa inggris dengan menggunakan ungkapan ungkapan Asking Permission dalam prosedur keperawatan Body Caredalam konteks Nursing conversation. ex:Good Morning! This is Nurse Sarah, May I help you. 2. Dalam community (komunitas) kelompok terdiri commit to user dari (5-9 orang) Mahasiswa mengangkat



3. 4.

5.

6.

7.

8.

tangannya dan guru datang menghampiri d belakang siswa untuk memberikan bantuan dengan mengucapkan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Care jika mahasiswa mendapatkan kesulitan (Human Computer) Mahasiswa merekam ungkapan yang diucapkan dalam bahasa inggris. Mahasiswa dan guru mendengarkan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Caredari hasil rekaman dalam bahasa Inggris, Guru menanyakan pengalaman dari proses pembelajaran pada siswa apa yang mereka rasakan.(Attachment 3) Guru memutarkan kembali rekaman dan menuliskan kalimat-kalimat ungkapan bahasa inggris tentang ungkapan Asking Permission dalam prosedur keperawatan Body Caredi white board dan menuliskan terjemahannya. Mahasiswa diminta untuk relax dan hanya mendengarkan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Care.sementara guru membaca ungkapan dan artinya selama 3 kali. Mahasiswa membuat ungkapan kalimat-kalimat baru berdasarkan topic pembelajar yaitu ungkapan Asking Permission dalam prosedur keperawatan Body Care.

Closure Activities 1.Guru memberikan feedback pada students’ group work. 2.Meminta pada mahasiswa untuk menceritakan pengalaman dalam proses pembelajaran. 3. Mahasiswa menyakan pertanyaan-pertanyaan. 4. Berdoa dan salam penutup.

ASSESSMENT Oral Interview

commit to user



G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. 5. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press.

I. Evaluation 1. Kind of Assessment: Oral Test in Group 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric: Name : _____________ Group:________ NIM

: _____________

No

Testing Component

1.

Fluency

2.

Grammar

3.

Vocabulary

4.

Pronunciation

5.

Comprehension

Total Score

Examiner: ……………………. Note: Score from 1-5 based on the scoring criteria.

Attachmen 1 Topic for the Lesson

commit to user

Score



Body care Asking Permission in Body Care Nursing Procedure Do you want to use the wash basin? Do you need a fresh towel? Do you need a fresh nightshirt/nightdress? Where have you put your toilet bag? Do you want me to wash your back (legs)? Is the water warm enough? Hold tight, please. Do you want to shave on your own or do you want me to help you? Attachment 2 Task 1 Work with the group using Community Language Learning, 6-12 students sit in the circle and practice the expression Body care.

LESSON PLAN 5 EXPERIMENTAL CLASS Community Language Learning commit to user



A. Identitas 1. Satuan Pendidikan 2. Prodi 3. Mata Pelajaran 4. Tingkat/Semester 5. Topik 6. Text 7. Pertemuan ke8. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 4 (Skin Care) : Transactional :5 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendektransactional dan interpersonal resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Asking Permission. D. Indikator 1. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Asking Permission dalam prosedur keperawatan Skin Care. 2. Menyatakan kalimat berupa ungkapan Asking Permission dalam prosedur keperawatan Skin Care. 3. Berkomunikasi dengan menggunakan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Skin Care. B. Materi Pembelajaran Handling Admission 4( Skin Care) -Attachment 1

C. Metode Pembelajaran Community Language Learning

D. Prosedur Pembelajaran Introduction

commit to user



Activities a. Opening Build Relationship; Explain the Procedure; Set Time Limit 1. Guru memberi salam, berdoa, mengecek kehadiran siswa, dan menjelaskan prosedur pembelajaran: 2. Mahasiswa menyebutkan ungkapan/percakapan tentang Asking Permission dalam prosedur keperawatan Skin Caredalam bahasa inggris dengan bantuan guru (+time limit(15-20 minutes) 3. Ungkapan/ percakapan tentang Asking Permission dalam prosedur keperawatan Skin Careyang diucapkan mahasiswa kemudian direkam melalui tape-recorder/ mobile phone. 4. Mencatat ungkapan yang di ucapkan siswa d white board. 5. Melakukan berbagai macam aktifitas dengan menggunakan bahasa Inggris (Target Language) dalam transcript, seperti : a. Mahasiswa melafalkan ungkapan tentang Asking Permission dalam prosedur keperawatan Skin Care (Human Computer yang berarti bantuan dari guru sebagai penasihat). b. Mahasiswa membuat kalimat dengan menggunakan ungkapan General conversation for Nursing seperti Asking Permission dalam prosedur keperawatan Skin Care.

Lesson Presentation Post-Activities Language for Communication; Human Computer; Native Language and Translation. 1. Guru memberikan petunjuk yang jelas tentang penggunaan kalimat bahasa inggris dengan menggunakan ungkapan Asking Permission dalam prosedur keperawatan Skin Caredalam konteks Nursing conversation. ex: 2. Dalam community (komunitas) kelompok terdiri dari (5-9 orang) Mahasiswa mengangkat tangannya dan guru datang menghampiri d belakang siswa untuk memberikan bantuan dengan mengucapkan commit to user ungkapan tentangAsking Permission dalam



3. 4.

5. 6.

7.

8.

prosedur keperawatan Skin Carejika mahasiswa mendapatkan kesulitan (Human Computer) Mahasiswa merekam ungkapan yang diucapkan dalam bahasa inggris. Mahasiswa dan guru mendengarkan ungkapan tentang Asking Permission dalam prosedur keperawatan Skin Caredari hasil rekaman dalam bahasa Inggris, Guru menanyakan pengalaman dari proses pembelajaran pada siswa apa yang mereka rasakan. Guru memutarkan kembali rekaman dan menuliskan kalimat-kalimat ungkapan bahasa inggris tentang Asking Permission dalam prosedur keperawatan Skin Caredi white board dan menuliskan terjemahannya. Mahasiswa diminta untuk relax dan hanya mendengarkan ungkapan tentang Asking Permission dalam prosedur keperawatan Skin Caresementara guru membaca ungkapan dan artinya selama 3 kali. Mahasiswa membuat ungkapan kalimat-kalimat baru berdasarkan topic pembelajar yaitu Asking Permission dalam prosedur keperawatan Skin Care.


ASSESSMENT Oral Interview G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. commit to user



H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. 5. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press. I. Evaluation 1. Kind of Assessment: Oral Test in Group 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric:

Name : _____________ Group:________ NIM

: _____________

No

Testing Component

1.

Fluency

2.

Grammar

3.

Vocabulary

4.

Pronunciation

5.

Comprehension



Attactment 1

commit to user

Score



Topic for the Lesson Skin care Expression Asking Permission used by the nurse: Do you want me to cut your nails? Do you want me to comb (brush) your hair Expression used by the patient (Giving Instruction) Nurse, could you please put cream on my back (legs)? Nurse. I would like to wash my hair I have not washed my hair for two weeks, can you please wash my hair? May I wash my hair now? Nurse, I cannot cut my nails. Please help me!

Attachment 2 Task 1 Work with the group using Community Language Learning, 6-12 students sit in the circle and practice the expression Skin care.

LESSON PLAN commit to user 6 EXPERIMENTAL CLASS



Community Language Learning A. Identitas 1. Satuan Pendidikan 2. Prodi 3. Mata Pelajaran 4. Tingkat/Semester 5. Topik 6. Text 7. Pertemuan ke8. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 5(Genital Hygiene) : Transactional :6 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek transactional dan interpersonal resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Asking Permission and Giving Instruction D. Indikator 1. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Asking PermissiondanGiving Instructiondalam prosedur keperawatan Genital Hygiene. 2. Menyatakan kalimat berupa ungkapan Asking Permissiondan Giving Instructiondalam prosedur keperawatan Genital Hygiene. 3.Berkomunikasi dengan menggunakan ungkapan tentang ungkapan Asking Permissiondan Giving Permissiondalam prosedur keperawatan Genital Hygiene. E. Materi Pembelajaran Handling Admission 4( Genital Hygiene) -Attachment 1

F.

Metode Pembelajaran

commit to user



Community Language Learning

G. Prosedur Pembelajaran Introduction Activities a. Opening Build Relationship; Explain the Procedure; Set Time Limit 1. Guru memberi salam, berdoa, mengecek kehadiran siswa, dan menjelaskan prosedur pembelajaran: 2. Mahasiswa menyebutkan ungkapan/percakapan tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene dalam bahasa inggris dengan bantuan guru (+time limit(1520 minutes) 3. Ungkapan/ percakapan tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygieneyang diucapkan mahasiswa kemudian direkam melalui tape-recorder/ mobile phone. 4. Mencatat ungkapan yang di ucapkan siswa d white board. 5. Melakukan berbagai macam aktifitas dengan menggunakan bahasa Inggris (Target Language) dalam transcript, seperti : a. Mahasiswa melafalkan ungkapan tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene (Human Computer yang berarti bantuan dari guru sebagai penasihat). b. Mahasiswa membuat kalimat dengan menggunakan ungkapan General conversation for Nursing seperti Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene. Lesson Presentation Post-Activities Language for Communication; Human Computer; Native Language and Translation. 1. Guru memberikan petunjuk yang jelas tentang penggunaan kalimat bahasa inggris dengan menggunakan ungkapan Asking Permission dan commit Giving to Permission dalam prosedur user keperawatan Genital Hygiene dalam konteks



Nursing conversation. ex: 2. Dalam community (komunitas) kelompok terdiri dari (5-9 orang) Mahasiswa mengangkat tangannya dan guru datang menghampiri d belakang siswa untuk memberikan bantuan dengan mengucapkan ungkapan tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene jika mahasiswa mendapatkan kesulitan (Human Computer) 3. Mahasiswa merekam ungkapan yang diucapkan dalam bahasa inggris. 4. Mahasiswa dan guru mendengarkan ungkapan tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene dari hasil rekaman dalam bahasa Inggris, 5. Guru menanyakan pengalaman dari proses pembelajaran pada siswa apa yang mereka rasakan. 6. Guru memutarkan kembali rekaman dan menuliskan kalimat-kalimat ungkapan bahasa inggris tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene. di white board dan menuliskan terjemahannya. 7. Mahasiswa diminta untuk relax dan hanya mendengarkan ungkapan tentang Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene sementara guru membaca ungkapan dan artinya selama 3 kali. 8. Mahasiswa membuat ungkapan kalimatkalimat baru berdasarkan topic pembelajar yaitu Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene. Closure Activities 1. Guru memberikan feedback pada students’ group work. 2. Meminta pada mahasiswa untuk menceritakan pengalaman dalam proses pembelajaran. commit to user 3. Mahasiswa menyakan pertanyaan-pertanyaan.



4.

Berdoa dan salam penutup.

ASSESSMENT Oral Interview G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 4. Ardi, Havid. 2006. English for Nursing: Elementary. Padang: Balai Bahasa UNP. 5. Austin, David & Tim Crosfield. 1989. English for Nurse. Hongkong: Longman. 6. Glendinning. Eric H and Beverly A.S H. 1999. English in Medicine 2 nd. Cambridge: Cambridge University Press. 7. Jack C. Richard. New Interchange. Hongkong: Cambridge University Press. I. Evaluation 1. Kind of Assessment: Oral Test in Group 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric:

Name : _____________ NIM No

Group:________

: _____________ Testing Component commit

to user

Score



1.

Fluency

2.

Grammar

3.

Vocabulary

4.

Pronunciation

5.

Comprehension



Attachment 1 Topic for the Lesson Genital hygiene Giving Instruction Expressions used by the nurse: Please turn to the side so that I can clean your buttocks. Could you please lift your buttocks so that I can put the bedpan under you? Please use the bidet if you have used the toilet. Please rinse yourself every time after using the toilet ( in the shower or bidet) I will give you diapers so you do not have to be nervous when you take a little walk. I’ll give you some protective cream so the skin on your buttocks won’t get red. Expressions used by the patient Nurse, quick, I need the bedpan! I’m sorry, I’ve soiled the sheets! Attachment 2 Task 1 Work with the group using Community Language Learning, 6-12 students sit in the circle and practice the expression Genital hygiene. Appendix 1.3 : The Syllabus of Situational Language Teaching SILABUS BAHASA INGGRIS KEPERAWATAN to HUSADA user STIKES BAKTIcommit TUNAS 2011/2012



SITUATIONAL LANGUAGE TEACHING

Nama Sekolah Program Studi Mata Kuliah Jumlah SKS Kelas / Semester Dosen VII.

: Stikes Bakti Tunas Husada : Keperawatan : Bahasa Inggris : 2 SKS : 2/4 : Ratu Sarah. PS, S.Pd.

DESKRIPSI MATA KULIAH This course is aimed at developing the students’ English Speaking skill and competence in engaging in Nursing conversation. The focus is on fluency, accuracy and appropiateness. Topics to be covered are formal and Informal daily conversation between nursing and patient. The sequence of activities are listening practice, choral imitation, individual imitation, isolation, Elicitation, substitution drilling, question-answer drilling and correction.

VIII. STANDARDISASI KOMPETENSI Listening 1. Mahasiswa dapat memahami makna dalam teks percakapan transactional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari. 2. Mahasiswa dapat memahami makna dalam teks fungsional pendek dan esei berbentuk procedure , explanation dan discussion dalam konteks kehidupan sehari-hari. Speaking 1. Mahasiswa dapat berkomunikasi baik secara lisan atau tulisan dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari. 2. Mahasiswa dapat berkomunikasi baik secara lisan atau tulisan dengan dalam teks fungsional pendek dan esei berbentuk procedure, explanation dan discussion dalam konteks kehidupan sehari-hari. Reading 1. Mahasiswa dapat memahami makna teks fungsional pendek dan teks tulis esei berbentuk procedure, explanation and discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan. Writing

commit to user



1. Mahasiswa dapat mengungkapkan makna dalam teks tulis monolog/esei yang berbentuk procedure, explanation and discussion secara akurat, lancer dan berterima dalam konteks kehidupan sehari-hari.

IX.

KOMPETENSI DASAR 1. Mahasiswa dapat merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut secara akurat, lancar, dan berterima dalam konteks kehidupan sehari –hari dan melibatkan tindak tutur; mengusulkan, memohon, mengeluh, membahas kemungkinan atau untuk melakukan sesuatu, dan memerintah. 2. Mahasiswa dapat merespon makna teks fungsional resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari. 3. Mahasiswa dapat berkomunikasi dengan menggunakan ragam bahasa tulisan secara akurat, lancar, dan berterima dalam kontek kehidupan sehari-hari dalam teks berbentuk procedure, explanation dan discussion.

X.

SUMBER BACAAN 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 8. Prawira.LS (2000).Understanding Speaking Nursing.

XI.

EVALUASI NO ASSESSMENT A quiz test 1. A midterm test 2. A final test 3. Assignments 4. Class activities 5. TOTAL

XII.

SCORE 15 points 25 points 30 points 10 points 20 points 100 points

SKEMA KERJA MEETING 1

TOPIC commit to user General Communication for Nursing

TIME 120 Minutes



2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Making the Beds Mobilization and Positioning Body Care Skin Care Genital Hygiene Oral Hygiene and Special Care MID-TEST Eating and Drinking Prophylactic care (Prevention) Taking the patient’ temperature Checking the vital sign Blood Pressure Handling Drugs Nursing Documentations FINAL TEST

120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes 120 Minutes

Appendix 1.4 : The Lesson Plan of Situational Language Teaching LESSON PLAN 1 commit to CLASS user CONTROL



Situational Language Teaching H. Identitas 9. Satuan Pendidikan 10. Prodi 11. Mata Pelajaran 12. Tingkat/Semester 13. Topik 14. 15. Pertemuan ke16. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : General Communication for Nursing Major skill : Introduction and Greeting, Asking for Personal Information :1 : 2 x 60 menit (1 pertemuan)

I. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan J. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Introduction and Greeting, Asking for Personal Information. K. Indikator 4. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan Greeting, Self Introduction, Personal Information. 5. Menyatakan kalimat- kalimat berupa Self Introduction dan Personal Information. 6. Berkomunikasi dengan menggunakan ungkapan tentang Self Introductingdan Personal Information.

L. Materi Pembelajaran General communication for Nursing( Personal Information and Self Introduction) -Attachment 1 (Greeting and Introduction, General Communication for Nurse) M.

Metode Pembelajaran

Situational Language Teachingcommit to user



N. Prosedur Pembelajaran 1. First Activities a. Memberi salam b. Berdoa (optional) c. Mengecek Kehadiran siawa d. Menjelaskan silabus e. Memulai topic pembelajaran f. Menjelaskan Tujuan Pembelajaran g. Menjelaskan Manfaat Pembelajaran 2. Main Activities Activities Main Activities  Guru Meminta Mahasiswa untuk membuka materi unit Making the Beds (Asking Permission). Attachment 1  Guru membacakan frase dan kosa kata yang berhubungan dengan topic pada peretemuan (Listening Practice)  Guru meminta mahasiswa bersama-sama untuk mengulangi frase atau kosakata yang baru saja dikatakan (Choral Imitation)  Guru meminta beberapa mahasiswa beberapa mahasiswa untuk mengulangi apa yang sudah diberikan oleh guru.(Individual Imitation)  Guru memisahkan suara, kata-kata atau kelompok kata yang bermasalah dan menggunakan teknik 1-3 sebelum menggantinya ke dalam kontek (Isolation)  Guru meminta mahasiwa untuk berkerjasama in pairs  Guru memberikan teks dialog tentangMaking the beds, Asking Permissionantara perawat dan pasien  Gur u meminta mahasiwa untuk berlatih dialog/percakapan dengan pasangannya(Building up to a new model)  Guru meminta mahasiswanya untuk bertanya, membuat pernyataan atau memberikan contoh kalimat baru yang sesuai dengan pola. (Elicitation)  Guru meminta mahasiswa untuk mengganti beberapa kalimat dalam dialog dengan frase yang sudah diberikan sebelumnya. (Substitution Drilling)  Guru meminta siswa untuk membuat latihan tanya-jawab dengan menggunakan dialog yang sudah mereka rubah. (Question-answercommit drilling)to user





Sementara mahasiswa sedang berlatih dialog, guru memberikan koreksi langsung dengan memberikan tanda atau indikasi benar atau salah melaui anggukan atau mengulangi kalimat yang salat, dll.(Correction)

3. Last Activities a. Meringkas materi b. Melakukan refleksi c. Mempersiapkan materi untuk minggu depan d. Penutup G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 8. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 9. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 10. Prawira.LS (2000).Understanding Speaking Nursing. I. Evaluation 6. Kind of Assessment: Oral Test in pairs 7. Technique of Assessment: Role Play 8. Material of Assessment: Enclosed 9. Scoring Rubric: Name : _____________ NIM

: _____________

No Testing Component 1 Fluency 2 Grammar 3 Vocabulary 4 Pronunciation 5 Comprehension Total Score Examiner: …………………….


Attachment 1 Topic for the lesson Task 1

commit to user

Score



Study and listen carefully the following expressions about General Communication for Nursing. 

INTRODUCTION AND GREETING

Examples: Hello! Good Morning! Good Evening! How are you? I hope you’ll get well soon! Speedy recovery! How are you? Good Night! Sleep well! Good bye! Have a nice time! Nice to meet you! Formal to Informal Greetings and Introductions Formal

Introducing Introducing others Responding to an yourself introduction  How do you  Mrs Handi,  Pleased to do? My may I meet you name is introduce my Mrs Hand. Nurse relative, Mr Handi. Smith.

On Leaving 

Goodbye. It's a pleasure to have met you.



Hello, Lynne Handi. I'm the nurse of this ward.



Lynne, I'd like you to meet John Smith, our relative. John, this is Lynne Hand.



Pleased to meet you Lynne.



Goodbye. Nice to have met you.



Lynne Hand.



Lynne, meet  John, my husband. John, this is my nurseto user commit Lynne.

Hi, Lynne. How are you?



Bye. It was nice to meet you.



Informal Subsequent meetings Formal 

Possible Greetings Hello, Mrs Hand. It's nice tosee you again.



Possible responses What a pleasant surprise! How are you? It's been a while.



Good morning Mrs Handi. How are you today?



I'm very well thank you. And you?



Good afternoon, Mrs Hand. It's good to see you.



Thank you. It's nice to see you too. How are you?



Hello Lynne. How are you doing?



Fine thanks. What's new with you?



Hi, Lynne! How's it going?



Not too bad, busy as ever.



Hi, Lynne. How are things?



Oh fine. You know how it is.

Personal Information What’s your name? Peter

How old are you? Twenty./ I’m twenty years old.

Where are you from?/ Where do you come from? I’m from……./I come from………

When/Where were you born? I was born on August 2nd,1993/ Seattle

What’s your surname/family name? Smith. What’s your first name? Tom. What’s your address?

What’s your marital status?/ are you married? I’m single. What do you do?/ what’s your job/occupation? I’m a student at college/ University commit to user students.



7865 NW Sweet Street. Where do you live? I live in San Diego.

How many brother or sister do you have? I have one brother and two sisters.

What’s your telephone number? 209-786-9845

Can you speak English? Yes, I can speak English fluently.

Interview your friend! Student A (Nurse) ; What’s your complete name? Student B (Patient) : My complete name is ………… Student A Student B Student A Student B

: What’s your first name? : ………………….. : Could you tell me your surname again? : ………………

Student A Student B Student A Student B

: How do you spell your name? : …………….. : Where do you live? : I live on ……


: What’s your telephone number? : My phone number is ………. : What’s your occupation? : I am a/ an ………


: Where do you come from? : I come from …………. : Thank you very much. : yOu are welcome.

Task 2 Study the following dialogues and its responses and practice it! Dialogue 1: Nurse

commit to user : Good morning, Mrs. Endang.



Patient

: Good morning, Nurse.

Nurse

: How are you this morning?

Patient

: I’m fine, thank you.

Nurse

: Do you want me to help you to get up?

Patient

: No thanks, I can do it by myself

Nurse

: How was your sleep?

Patient

: I slept tight last list

Nurse

: Do you need something, sir?

Patient

: No, thanks

Nurse

: Ok, I’ll be back to the nursing room, please ring the bell if you feel bad!

commit to user



LESSON PLAN 2 CONTROL CLASS Situational Language Teaching A. Identitas a. Satuan Pendidikan b. Prodi 11. Mata Pelajaran 12. Tingkat/Semester 13. Topik 14. Major skill 15. Pertemuan ke16. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 1 (Making the Beds) : Asking for details :2 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Asking for details. D. Indikator 3. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Asking for details dalam prosedur keperawatan Making the Beds. 4. Berkomunikasi dengan menggunakan ungkapan tentang Asking for details dalam prosedur keperawatan Making the Beds.

E. Materi Pembelajaran Making The Beds (Asking for Details) (Attchment 1)

F. Metode Pembelajaran Situational Language Teaching commit to user



G. Prosedur Pembelajaran 1. First Activities a. Memberi salam b. Berdoa (optional) c. Mengecek Kehadiran siawa d. Menjelaskan silabus e. Memulai topic pembelajaran f. Menjelaskan Tujuan Pembelajaran g. Menjelaskan Manfaat Pembelajaran 2. Main Activities Activities Main Activities  Guru Meminta Mahasiswa untuk membuka materi unit General Communication.  Guru membacakan frase dan kosa kata yang berhubungan dengan topic pada peretemuan (Listening Practice)  Guru meminta mahasiswa bersama-sama untuk mengulangi frase atau kosakata yang baru saja dikatakan (Choral Imitation)  Guru meminta beberapa mahasiswa beberapa mahasiswa untuk mengulangi apa yang sudah diberikan oleh guru.(Individual Imitation)  Guru memisahkan suara, kata-kata atau kelompok kata yang bermasalah dan menggunakan teknik 1-3 sebelum menggantinya ke dalam kontek (Isolation)  Guru meminta mahasiwa untuk berkerjasama in pairs  Guru memberikan teks dialog tentangGeneral Communication antara perawat dan pasien  Gur u meminta mahasiwa untuk berlatih dialog/percakapan dengan pasangannya(Building up to a new model)  Guru meminta mahasiswanya untuk bertanya, membuat pernyataan atau memberikan contoh kalimat baru yang sesuai dengan pola. (Elicitation)  Guru meminta mahasiswa untuk mengganti beberapa kalimat dalam dialog dengan frase yang sudah diberikan sebelumnya. (Substitution Drilling)  Guru meminta siswa untuk membuat latihan tanya-jawab dengan menggunakan dialog yang sudah mereka rubah. (Question-answer drilling) commit to user  Sementara mahasiswa sedang berlatih dialog, guru



memberikan koreksi langsung dengan memberikan tanda atau indikasi benar atau salah melaui anggukan atau mengulangi kalimat yang salat, dll.(Correction)


: _____________

No

Testing Component

1

Fluency

2

Grammar

3

Vocabulary

4

Pronunciation

5

Comprehension


Note: Score from 1-5 based on the scoring criteria. Attachment 1

commit to user

Score



Topic for the Lesson Task 1 Study and listen carefully the following expressions about Making the Beds. Terms:                 

Bed Bed cover Making the Beds Wheel locking device Bedspread Intermediate mat Disposable mat (blue mat) Suspension bar (trapeze) Bell Rubber mat Sheet Mattress Protective sheet for the mattress Pillow Pillowcase Backrest Removable grate

Explanation and Procedure in Making the Bedserms: 

The nurse makes the beds every morning



He/she turns the mattresses over



Then he/she puts the protective cover over the mattress



Then he/she smoothes the sheet



The rubber mat is used for incontinent patient



An intermediate mat is placed and secured above the rubber mat



The disposable mat (blue mat) is put on top



commit to user A bedspread is put on the bed cover; the pillow is put inside the pillowcase





Then the nurse puts the backrest a little upright



He/she positions a suspension bar (trapeze) above the bed



The nurse places the bell beside the trapeze so that the patient will have easy access to call the nurse



The patient must press a button to call the nurse



The removable grate prevents the patient from falling out of the bed



The wheels can be locked to prevent the bed from rolling about.

Asking for Details Expressions used by the nurse : We would like to make the beds, please get up! Please sit in the chair; we will be finished in a minute Do you want me to close the window so you will not catch a cold? Can you get up alone? We would like to change your bedclothes Please move over a little, we would like to change the sheet. Do not be afraid, you cannot fall out of the bed, I’m holding you Do you need another blanket Have you rang for me? What’s happened? What can I do for you? Do you want me to help you? Could you please lift your buttocks a little so that we can better secure the intermediate mat? Expressions used by the patient: Nurse, please get me another blanket, I am cold. Nurse, please pull the backrest up a little! I want to talk to a doctor! Task 2 Practice the dialogue in pairs related to the topic Making the beds!

LESSON PLAN commit to user 3 CONTROL CLASS



Situational Language Teaching A. Identitas a. Satuan Pendidikan b. Prodi c. Mata Pelajaran d. Tingkat/Semester e. Topik f. Major skill g. Pertemuan keh. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 2 (Mobilization and Positioning the Patients) : Giving Instruction :3 : 2 x 60 menit (1 pertemuan)

H. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. I. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Giving Instruction. J. Indikator 4. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients. 5. Menyatakan kalimat berupa Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients. 6. Berkomunikasi dengan menggunakan ungkapan tentang Giving Instructions dalam prosedur keperawatan Mobilization and Positioning the Patients. K. Materi Pembelajaran Mobilization and Positioning the Patients (Giving Instructions). -Attachment 1

L. Metode Pembelajaran

Situational Language Teachingcommit to user



M. Prosedur Pembelajaran 1. First Activities a. Memberi salam b. Berdoa (optional) c. Mengecek Kehadiran siawa d. Menjelaskan silabus e. Memulai topic pembelajaran f. Menjelaskan Tujuan Pembelajaran g. Menjelaskan Manfaat Pembelajaran 2. Main Activities Activities Main Activities  Guru Meminta Mahasiswa untuk membuka materi unit Mobilization and Positioning the Patients (Attachment 1)  Guru membacakan frase dan kosa kata yang berhubungan dengan topic pada peretemuan (Listening Practice)  Guru meminta mahasiswa bersama-sama untuk mengulangi frase atau kosakata yang baru saja dikatakan (Choral Imitation)  Guru meminta beberapa mahasiswa beberapa mahasiswa untuk mengulangi apa yang sudah diberikan oleh guru.(Individual Imitation)  Guru memisahkan suara, kata-kata atau kelompok kata yang bermasalah dan menggunakan teknik 1-3 sebelum menggantinya ke dalam kontek (Isolation)  Guru meminta mahasiwa untuk berkerjasama in pairs  Guru memberikan teks dialog tentangMobilization and Positioning the patients (Giving Instruction)antara perawat dan pasien  Gur u meminta mahasiwa untuk berlatih dialog/percakapan dengan pasangannya(Building up to a new model)  Guru meminta mahasiswanya untuk bertanya, membuat pernyataan atau memberikan contoh kalimat baru yang sesuai dengan pola. (Elicitation)  Guru meminta mahasiswa untuk mengganti beberapa kalimat dalam dialog dengan frase yang sudah diberikan sebelumnya. (Substitution Drilling)  Guru meminta siswa untuk membuat latihan tanya-jawab dengan menggunakan dialog yang sudah mereka rubah. (Question-answercommit drilling)to user





Sementara mahasiswa sedang berlatih dialog, guru memberikan koreksi langsung dengan memberikan tanda atau indikasi benar atau salah melaui anggukan atau mengulangi kalimat yang salat, dll.(Correction)


: _____________

No

Testing Component

1

Fluency

2

Grammar

3

Vocabulary

4

Pronunciation

5



Note: Score from 1-5 based on the scoring criteria. Attachment 1 commit to user Topic for the Lesson

Score



Topic 1 Study and listen carefully the following paraphrasing below! Terms:  

To sit up in bed To sit in the armchair



To walk with the help of various walking aids (walking frame, walking stick, crutches, walking aid on casters



To be mobile



To sit across the bed

Explanation of the terms: The nurse helps the patient to sit up in bed Then the patient lets his/her legs dangle from the bedside (sitting across the bed) One day later, he/she may sit in the armchair As soon as the patient is better, he/she may use the walking frame Patients requiring no help in getting up and walking are called “mobile” Giving Instruction Expression used by the nurse: I will take your blood pressure before you get up Please remain in the armchair until after lunch I will put a pillow behind your back to make you more comfortable Please ring the bell if you feel bad! Hold your head up! Look straight ahead! Expression used by the patient: commit to user



Nurse, I would like to get up! Please help me to get up! Nurse, I feel much too weak to get up! Nurse, I feel dizzy. Topic 2 Positioning the patient Terms:  Positioning the patient at a 30˚angle  Positioning the patient at a 90˚angle  Positioning the patient on the stomach  Gel cushion  Positioning aid  Air cushion bed (Mediscus bed)  Horsehair cushion (hard cushion)  Supine position  Sandbag  Sheepskin  Mattress made of cellular material  Lateral positioning  Chaff cushion  Synthetic fleece Explanation of the terms: Positioning aids are used by the nurse to position the patient Immobile patients are repositioned by the nurse every four (two) hours. This repositioning is to ease the strain on one half of the body. There are two types of lateral positioning: at 30˚ and 90˚ The 30˚ position puts very little strain on the patient Sometimes the patient may also rest on his/her back For eating, the nurse puts the backrest in an upright position Some patients prefer to lie on their stomachs commit to user The so-called mediscus bed is a special bed for soft positioning.



Giving Instruction Expression used by the nurse: Is this comfortable for you? Where does it hurt? Is it still painful? Please lift your head! Please pull up your legs and bend your knees! Please hold tight! Expression used by the patient: Nurse, I am not comfortable! This position is painful for me! Nurse, I can’t lift my legs! Task 3 Practice the dialogue in pairs related to the topic Mobilization and Positioning the patients!

LESSON PLAN 4 CONTROL CLASS Situational Language Teaching commit to user



A. Identitas i. Satuan Pendidikan ii. Prodi iii. Mata Pelajaran iv. Tingkat/Semester v. Topik vi. Major skill vii. Pertemuan keviii. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 3 (Body Care) : Asking Permission :4 : 2 x 60 menit (1 pertemuan)

H. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. I. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Asking Permission. J. Indikator 9. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Asking Permission dalam prosedur keperawatan Body Care. 10. Menyatakan kalimat berupa ungkapan Asking Permission dalam prosedur keperawatan Body Care. 11. Berkomunikasi dengan menggunakan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Body Care. K. Materi Pembelajaran Body Care(Asking Permission) -Attachment 1 L. Metode Pembelajaran Situational Language Teaching

M. Prosedur Pembelajaran 1. First Activities

commit to user



a. Memberi salam b. Berdoa (optional) c. Mengecek Kehadiran siawa d. Menjelaskan silabus e. Memulai topic pembelajaran f. Menjelaskan Tujuan Pembelajaran g. Menjelaskan Manfaat Pembelajaran 2. Main Activities Activities Main Activities  Guru Meminta Mahasiswa untuk membuka materi unit Body Care.(Attachment 1)  Guru membacakan frase dan kosa kata yang berhubungan dengan topic pada peretemuan (Listening Practice)  Guru meminta mahasiswa bersama-sama untuk mengulangi frase atau kosakata yang baru saja dikatakan (Choral Imitation)  Guru meminta beberapa mahasiswa beberapa mahasiswa untuk mengulangi apa yang sudah diberikan oleh guru.(Individual Imitation)  Guru memisahkan suara, kata-kata atau kelompok kata yang bermasalah dan menggunakan teknik 1-3 sebelum menggantinya ke dalam kontek (Isolation)  Guru meminta mahasiwa untuk berkerjasama in pairs  Guru memberikan teks dialog tentangBody Care (Asking permission , attachment 1)antara perawat dan pasien  Gur u meminta mahasiwa untuk berlatih dialog/percakapan dengan pasangannya(Building up to a new model)  Guru meminta mahasiswanya untuk bertanya, membuat pernyataan atau memberikan contoh kalimat baru yang sesuai dengan pola. (Elicitation)  Guru meminta mahasiswa untuk mengganti beberapa kalimat dalam dialog dengan frase yang sudah diberikan sebelumnya. (Substitution Drilling)  Guru meminta siswa untuk membuat latihan tanya-jawab dengan menggunakan dialog yang sudah mereka rubah. (Question-answer drilling)  Sementara mahasiswa sedang berlatih dialog, guru memberikan koreksi langsung dengan memberikan tanda atau indikasi benar atau salah melaui anggukan atau commit userdll.(Correction) mengulangi kalimat yang to salat,



3. Last Activities a. Meringkas materi b. Melakukan refleksi c. Mempersiapkan materi untuk minggu depan d. Penutup G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. I. Evaluation 1. Kind of Assessment: Oral Test in pairs 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric: Name : _____________ NIM : _____________ No

Testing Component

1.

Fluency

2.

Grammar

3.

Vocabulary

4.

Pronunciation

5.




Task 1 Study and listen the following terms and paraphrasing below! commit to user

Score



Body care Terms: 

Bath towel



Shaving foam



Bathtub



Shaving kit



Brush\



Soap (cleansing lotion}



To take a shower



Mirror



To take a bath (cleansing bath)



Toilet bag



Sponge bath



Wash basin



Towel



Washcloth



Comb



Wash bowl



Patient lifter



Tooth brush



Care utensil



Tooth paste



Electric razor



Dental plate



Disposable razor



Toothbrush glass

Explanation of the terms: The nurse must sponge-bathe severally ill patients who are unable to get up If the patient is able to sit at the edge of the bed, he/she should use the wash bowl The nurse prepares the necessary utensils for the patient’s body care For washing, the nurse prepares one (two) washcloths and soap (cleansing lotion is liquid and are preferable for hygienic reasons) For dental hygiene, the nurse prepares a toothbrush, toothpaste and toothbrush glass and, if necessary, a glass for the dental plate. In addition, the patient needs a hair comb and brush Men need a mirror for shaving andcommit a shaving kit (electric razor for dry shaving: to user razor and shaving foam for wet shaving)



Most patients store their body care utensils in a toilet bag placed inside the bedside cabinet. Towel and bath towels are usually brought by the patient to the hospital but there are also hospital towels. As soon as the patient can get up, he/she should use a wash basin. If the patient has no wound, he/she may also use the shower Some patients may take a bath in the tab (a full bath) Very old and weak patients are moved from the bed into the tub by means of a patient lifter. Expression used by the nurse: Do you want to use the wash basin? Do you need a fresh towel? Do you need a fresh nightshirt/nightdress? Where have you put your toilet bag? Do you want me to wash your back (legs)? Is the water warm enough? Hold tight, please! Do you want to shave on your own or do you want me to help you? Expressions used by the patient: Nurse, please clean my dental plate (dentures) Nurse, can you get my toothbrush set? I would like to freshen up a bit, please go with me to the bathroom! Task 2.Practice the dialogue related to the topic Body Care! LESSON PLAN 5 CONTROL CLASS Situational Language Teaching commit to user



A.

Identitas a. Satuan Pendidikan b. Prodi c. Mata Pelajaran 2. Tingkat/Semester 3. Topik 4. Major skill 5. Pertemuan ke6. Alokasi Waktu

: STIKES Bakti Tunas Husada : Keperawatan : English for Nursing : 2/4 : Handling Admission 4(Skin Care) : Asking Permission :5 : 2 x 60 menit (1 pertemuan)

E. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. F. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Asking Permission.

G. Indikator 9. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Asking Permission dalam prosedur keperawatan Skin Care. 10. Menyatakan kalimat berupa ungkapan Asking Permission dalam prosedur keperawatan Skin Care. 11. Berkomunikasi dengan menggunakan ungkapan tentang ungkapan Asking Permission dalam prosedur keperawatan Skin Care. H. Materi Pembelajaran Handling Admission 4( Skin Care) -Attachment 1 I. Metode Pembelajaran Situational Language Teaching

J. Prosedur Pembelajaran 1. First Activities

commit to user



a. Memberi salam b. Berdoa (optional) c. Mengecek Kehadiran siawa d. Menjelaskan silabus e. Memulai topic pembelajaran f. Menjelaskan Tujuan Pembelajaran g. Menjelaskan Manfaat Pembelajaran 2. Main Activities Activities Main Activities  Guru Meminta Mahasiswa untuk membuka materi unit Skin Care.(Attachment 1)  Guru membacakan frase dan kosa kata yang berhubungan dengan topic pada peretemuan (Listening Practice)  Guru meminta mahasiswa bersama-sama untuk mengulangi frase atau kosakata yang baru saja dikatakan (Choral Imitation)  Guru meminta beberapa mahasiswa beberapa mahasiswa untuk mengulangi apa yang sudah diberikan oleh guru.(Individual Imitation)  Guru memisahkan suara, kata-kata atau kelompok kata yang bermasalah dan menggunakan teknik 1-3 sebelum menggantinya ke dalam kontek (Isolation)  Guru meminta mahasiwa untuk berkerjasama in pairs  Guru memberikan teks dialog tentangSkin Careantara perawat dan pasien  Gur u meminta mahasiwa untuk berlatih dialog/percakapan dengan pasangannya(Building up to a new model)  Guru meminta mahasiswanya untuk bertanya, membuat pernyataan atau memberikan contoh kalimat baru yang sesuai dengan pola. (Elicitation)  Guru meminta mahasiswa untuk mengganti beberapa kalimat dalam dialog dengan frase yang sudah diberikan sebelumnya. (Substitution Drilling)  Guru meminta siswa untuk membuat latihan tanya-jawab dengan menggunakan dialog yang sudah mereka rubah. (Question-answer drilling)  Sementara mahasiswa sedang berlatih dialog, guru memberikan koreksi langsung dengan memberikan tanda atau indikasi benar atau salah melaui anggukan atau mengulangi kalimat yang salah, dll.(Correction) commit to user



3. Last Activities a. Meringkas materi b. Melakukan refleksi c. Mempersiapkan materi untuk minggu depan d. Penutup

G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. 1.

I. Evaluation 1. Kind of Assessment: Oral Test in pairs 2. Technique of Assessment: Role Play 3. Material of Assessment: Enclosed 4. Scoring Rubric: Name : _____________ NIM

: _____________

No

Testing Component

1.

Fluency

2.

Grammar

3.

Vocabulary

4.

Pronunciation

5.

Comprehension



Attachment 1 Topic for the Lesson Study and listen the following terms and paraphrasing below! Skin care

commit to user

Score



Terms: 

Pallor



To wash the patient’s hair



To cut the patient’s nail



To apply cream



Skin color



Hairdryer



Skin tension



Skin change



Body lotion



Redness of the skin

Explanation of the terms: During body care, the nurse must check whether there are any skin change (pallor, redness, yellowness of the skin etc) The nurse checks the skin tension (flaccid, tense, presence of edemas, defect etc) After washing, the nurse applies body lotion to the patient’s skin to avoid dryness The nurse regularly cuts the patient’s nails The patient’s hair is washed one a week and dried with the hairdryer.

Asking Permission Expression used by the nurse: Do you want me to cut your nails? to user Do you want me to comb (brush) commit your hair?



Expression used by the patient: Nurse, could you please put cream on my back (legs)? Nurse. I would like to wash my hair I have not washed my hair for two weeks, can you please wash my hair? May I wash my hair now? Nurse, I cannot cut my nails. Please help me!

Task 2 Practice the dialogue in pairs related to the topic Skin Care!

LESSON PLAN 6 CONTROL CLASS Situational Language Teaching A. Identitas a. Satuan Pendidikan b. Prodi

: STIKES Bakti Tunas Husada commit to user : Keperawatan



c. d. e. f. g. h.

Mata Pelajaran Tingkat/Semester Topik Major skill Pertemuan keAlokasi Waktu

: English for Nursing : 2/4 : Handling Admission 5 (Genital Hygiene) :Giving Instruction :6 : 2 x 60 menit (1 pertemuan)

B. Standar Kompetensi Berbicara Mengungkapkan makna formal dan informal dalam teks percakapan transactional dan interpersonal dan berlanjut (sustained) untuk berkomunikasi dalam konteks bahasa Inggris untuk kegiatan keperawatan. C. Kompetensi Dasar Mengungkapkan makna dalam teks fungsional pendek resmi tak resmi dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks bahasa inggris untuk kegiatan keperawatan yang melibatkan tindak tutur: Giving Instruction. D. Indikator 4. Menggunakan kata-kata dan frase yang tepat untuk mengekspresikan ungkapan Giving Instruction dalam prosedur keperawatan Genital Hygiene. 5. Menyatakan kalimat berupa ungkapan Giving Instruction dalam prosedur keperawatan Genital Hygiene. 6.Berkomunikasi dengan menggunakan ungkapan tentang ungkapan Asking Permission dan Giving Permission dalam prosedur keperawatan Genital Hygiene. E. Materi Pembelajaran Handling Admission 4( Genital Hygiene) -Attachment 1

F. Metode Pembelajaran Situational Language Teaching

G. Prosedur Pembelajaran 1. First Activities

commit to user



a. Memberi salam b. Berdoa (optional) c. Mengecek Kehadiran siawa d. Menjelaskan silabus e. Memulai topic pembelajaran f. Menjelaskan Tujuan Pembelajaran g. Menjelaskan Manfaat Pembelajaran 2. Main Activities Activities Main Activities  Guru Meminta Mahasiswa untuk membuka materi unit Genital Hygiene.  Guru membacakan frase dan kosa kata (attachment1)yang berhubungan dengan topic pada pertemuan (Listening Practice)  Guru meminta mahasiswa bersama-sama untuk mengulangi frase atau kosakata yang baru saja dikatakan (Choral Imitation)  Guru meminta beberapa mahasiswa beberapa mahasiswa untuk mengulangi apa yang sudah diberikan oleh guru.(Individual Imitation)  Guru memisahkan suara, kata-kata atau kelompok kata yang bermasalah dan menggunakan teknik 1-3 sebelum menggantinya ke dalam kontek (Isolation)  Guru meminta mahasiwa untuk berkerjasama in pairs  Guru memberikan teks dialog tentang(attachment 1)antara perawat dan pasien  Gur u meminta mahasiwa untuk berlatih dialog/percakapan dengan pasangannya(Building up to a new model)  Guru meminta mahasiswanya untuk bertanya, membuat pernyataan atau memberikan contoh kalimat baru yang sesuai dengan pola. (Elicitation)  Guru meminta mahasiswa untuk mengganti beberapa kalimat dalam dialog dengan frase yang sudah diberikan sebelumnya. (Substitution Drilling)  Guru meminta siswa untuk membuat latihan tanya-jawab dengan menggunakan dialog yang sudah mereka rubah. (Question-answer drilling)  Sementara mahasiswa sedang berlatih dialog, guru memberikan koreksi langsung dengan memberikan tanda atau indikasi benar atau salah melaui anggukan atau mengulangi kalimat yang salat, dll.(Correction) commit to user



3. Last Activities a. Meringkas materi b. Melakukan refleksi c. Mempersiapkan materi untuk minggu depan d. Penutup G. Visual Aids/Learning Media Tape recorder, Laptop/notebook, LCD projector, screen,and work sheet. H. Learning Sources 1. Barron’s (2000),Student I Choice TOEFL 7th Ed. Jakarta: Bina Aksara. 2. Sieh, A and Brentin, L.(1997). The nurse Communicates. Philadelphia: WB Saunders 3. Prawira.LS (2000).Understanding Speaking Nursing. I. Evaluation 1. Kind of Assessment: Oral Test in pairs 2. Technique of Assessment: Role Play 3.

Material of Assessment: Enclosed

4.

Scoring Rubric: Name : _____________ NIM

: _____________

No

Testing Component

1.

Fluency

2.

Grammar

3.

Vocabulary

4.

Pronunciation

5.

Comprehension


Note: Score from 1-5 based on the scoring criteria. Attachment 1 Topic for the Lesson Study and listen the following terms and paraphrasing below! Genital hygiene Terms:

commit to user

Score


          


Bidet Permanent catheter Incontinence Genital zone Bedpan Disposable oilcloth Skincare foam Sense of modesty Napkin Diaper set Cellulose pads

Explanation and Procedure in Genital Hygiene: When assisting in genital hygiene, the nurse must take care not to offend the patient’s sense of modesty For genital hygiene, the nurse uses skincare foam, oilcloth and cellulose pads for primary cleansing Then she/ he washes the patient, applies protective cream to the buttocks and wraps the patient in diapers. The nurse must be especially careful when extending genital care to a patient using a permanent catheter. If a patient needs diapers, these must be changed frequently. Patient unable to hold back urine or stools are called incontinent.

Giving Instruction Expressions used by the nurse: Please turn to the side so that I can clean your buttocks! Could you please lift your buttocks so that I can put the bedpan under you? Please use the bidet if you have used the toilet! commit to user



Please rinse yourself every time after using the toilet ( in the shower or bidet) I will give you diapers so you do not have to be nervous when you take a little walk! I’ll give you some protective cream so the skin on your buttocks won’t get red!

Expressions used by the patient: Nurse, quick, I need the bedpan! I’m sorry, I’ve soiled the sheets!

Task 2 Practice the dialogue in pairs related to the topic Genital Hygiene!

Appendix 1.5: Blue Print of Self-confidence (Try Out)

SELF-CONFIDENCE QUESTIONNAIRE Based on the construct of self-confidence, the writer finds that self-confidence is an attitude that is characterized by a positive belief, the abilities to understand and loving yourself, being assertive. commit to user



No. 1.

Indicators

Item Number

Total Item

Positive Believe Positive : 1,2,4,10,20,25 10 Negative : 8,16,19,30

2.

The abilities to understand and loving yourself

Positive : 3,6,7,20,22 10 Negative : 12,13,15,18,29

3.

Being assertive Positive : 5,21,23,27,28 10 Negative : 6,11,14,17,26 Total

30

Appendix 1.6. Self-Confidence Questionnaire (Try out) NAMA NPM

: ……………………………………. : …………………………………….

QUESTIONNAIRE FOR SELF-CONFIDENCE Berilah tanda ceklis (√) pada jawaban yang menurut anda sesuai dengan diri anda! commit to user Pilihan Jawaban:



SS S TS STS

: Sangat Setuju :Setuju :Tidak Setuju :Sangat Tidak Setuju

No. Instruments Saya yakin bisa berbicara bahasa inggris dengan 1. pasih 2.

Saya percaya pada kemampuan diri dan bahwa bahasa inggris itu mudah

3.

Saya yakin segala sesuatu bisa dipelajari dan dikuasai oleh diri saya sendiri begitu juga bahasa inggris

4.

Saya percaya bahwa jika saya berpikir saya bisa berbicara bahasa inggris maka saya pasti bias

5.

Saya yakin dengan usaha dan belajar yang sungguh-sungguh dan berdisiplin saya bisa berbicara bahasa inggris

6.

Saya yakin dengan kondisi apapun saya bisa belajar dengan baik termasuk belajar berbicara bahasa inggris

7.

Lingkungan yang mendukung saya untuk bisa berbicara bahasa inggris membuat diri saya terpacu untuk bias berbahasa inggris dengan baik

8.

Saya tidak punya rasa percaya diri untuk berbicara bahasa inggris karena saya takut salah Mengucapkan kata dan kalimat dalam bahasa inggris itu sulit sehingga saya tidak percaya diri untuk berbicara bahasa inggris

9.

10.

Saya bisa berbicara bahasa inggris dengan baik walaupun lingkungan saya tidak mendukung, saya percaya pada kemampuan diri saya sendiri

11.

Saya membiarkan hidup saya mengalir tanpa ada usaha dan kerja keras untukcommit belajartoterutama user berbicara bahasa inggris

SS

S

TS

STS


12.

Saya selalu membandingkan diri saya dengan orang lain dalam kemampuan saya berbahasa inggris

13.

Kadang, saya merasa tidak ada hal yang bisa dibanggakan dalam diri saya

14.

Kata-kata orang lain mempengaruhi kepercayaan diri saya dalam belajar berbicara bahasa inggris

15.

Saya merasa tertekan untuk belajar bahasa inggris karena saya beranggapan bahasa inggris itu sulit.

16.

Saya merasa saya tidak memiliki kemampuan untuk belajar berbicara bahasa inggris

17.

Saya tidak memiliki ketegasan untuk meluangkan sebagian besar waktu saya untuk belajar

18.

Saya sering menyalahkan diri saya sendiri apabila melakukan sebuah kesalahan.

19.

Kadang saya merasa gagal sebelum segala sesuatu dicoba terutama dalam berbicara bahasa inggris

20.

Saya memahami kebutuhan saya dalam belajar sehingga saya yakin saya bisa belajar dengan baik termasuk berbicara bahasa inggris

21.

Saya sangat ingin diri saya maju sehingga saya selalu mencoba belajar dengan sungguh-sungguh termasuk dalam belajar berbicara bahasa inggris

22.

Saya tahu benar kemampuan saya sehingga saya yakin saya pasti bisa belajar berbicara bahasa inggris walaupun kadang ini sulit

23.

Ada ataupun tidak ada sangsi dari guru, saya akan selalu belajar dan mengerjakan tugas bahasa inggris dengan baik.

24.

Kadang, saya tidak tahu apa yang harus saya lakukan ketika menemukan kesulitan dalam berbicara bahasa inggris sehingga memilih commit saya to user diam.




25.

Setiap yakin setiap orang mempunyai kemampuan yang sama untuk berbahasa inggris selama ada kemampuan yang kuat.

26.

Bila saya belum memahami penjelasan dari guru, maka saya memilih diam saja dan berpura-pura faham.

27.

Saya selalu berusaha tegas pada diri saya untuk mengerjakan tugas-tugas bahasa inggris

28.

Demi mengerjakan tugas bahasa inggris saya bersedia mengorbankan waktu luang saya

29.

Tekad yang kuat selalu membuat saya percaya diri apapun yang saya lakukan termasuk berbicara bahasa inggris

30.

Saya merasa tidak ada yang peduli pada kemampuan saya sehingga saya merasa malas untuk berbicara bahasa inggris

Appendix 1.7: Blue Print of Self-confidence (After Being Try Out) SELF-CONFIDENCE QUESTIONNAIRE Based on the construct of self-confidence, the writer finds that self-confidence is an attitude that is characterized by a positive belief, the abilities to understand and loving yourself, being assertive. No. 1.

Indicators Positive Believe

Item Number commit to user

Total Item



Positive : 1,4,10,20, 8 Negative : 8,16,19,30 2.

The abilities to understand and loving yourself

Positive : ,6,7,20,22 9 Negative : 12,13,15,18,29

3.

Being assertive Positive : 5,21,23,27,28 10 Negative : 6,11,14,17,26 Total 27

Appendix 1.8. Self-Confidence Questionnaire (After Being Tried out) NAMA NPM

: ……………………………………. : …………………………………….

QUESTIONNAIRE FOR SELF-CONFIDENCE Berilah tanda ceklis (√) pada jawaban yang menurut anda sesuai dengan diri anda! Pilihan Jawaban: commit to user



SS S TS STS

: Sangat Setuju :Setuju :Tidak Setuju :Sangat Tidak Setuju

No. 1.

Instruments Saya yakin bisa berbicara bahasa inggris dengan pasih

2.

Saya percaya bahwa jika saya berpikir saya bisa berbicara bahasa inggris maka saya pasti bias

3.

Saya yakin dengan usaha dan belajar yang sungguh-sungguh dan berdisiplin saya bisa berbicara bahasa inggris

4.

Saya yakin dengan kondisi apapun saya bisa belajar dengan baik termasuk belajar berbicara bahasa inggris

5.

Lingkungan yang mendukung saya untuk bisa berbicara bahasa inggris membuat diri saya terpacu untuk bias berbahasa inggris dengan baik

6.

Saya tidak punya rasa percaya diri untuk berbicara bahasa inggris karena saya takut salah Mengucapkan kata dan kalimat dalam bahasa inggris itu sulit sehingga saya tidak percaya diri untuk berbicara bahasa inggris

7.

8.

Saya bisa berbicara bahasa inggris dengan baik walaupun lingkungan saya tidak mendukung, saya percaya pada kemampuan diri saya sendiri

9.

Saya membiarkan hidup saya mengalir tanpa ada usaha dan kerja keras untuk belajar terutama berbicara bahasa inggris

10.

Saya selalu membandingkan diri saya dengan orang lain dalam kemampuan saya berbahasa inggris

11.

Kadang, saya merasa tidak ada hal yang bisa dibanggakan dalam diri saya commit to user

SS

S

TS

STS


12.

Kata-kata orang lain mempengaruhi kepercayaan diri saya dalam belajar berbicara bahasa inggris

13.

Saya merasa tertekan untuk belajar bahasa inggris karena saya beranggapan bahasa inggris itu sulit.

14.

Saya merasa saya tidak memiliki kemampuan untuk belajar berbicara bahasa inggris

15.

Saya tidak memiliki ketegasan untuk meluangkan sebagian besar waktu saya untuk belajar

16.

Saya sering menyalahkan diri saya sendiri apabila melakukan sebuah kesalahan.

17.

Kadang saya merasa gagal sebelum segala sesuatu dicoba terutama dalam berbicara bahasa inggris

18.

Saya memahami kebutuhan saya dalam belajar sehingga saya yakin saya bisa belajar dengan baik termasuk berbicara bahasa inggris

19.

Saya sangat ingin diri saya maju sehingga saya selalu mencoba belajar dengan sungguh-sungguh termasuk dalam belajar berbicara bahasa inggris

20.

Saya tahu benar kemampuan saya sehingga saya yakin saya pasti bisa belajar berbicara bahasa inggris walaupun kadang ini sulit

21.

Ada ataupun tidak ada sangsi dari guru, saya akan selalu belajar dan mengerjakan tugas bahasa inggris dengan baik.

22.

Kadang, saya tidak tahu apa yang harus saya lakukan ketika menemukan kesulitan dalam berbicara bahasa inggris sehingga saya memilih diam.

23.

Bila saya belum memahami penjelasan dari guru, maka saya memilih diam saja dan berpura-pura faham.

24.

Saya selalu berusaha tegas pada diri saya untuk mengerjakan tugas-tugas bahasa inggris commit to user




25.

Demi mengerjakan tugas bahasa inggris saya bersedia mengorbankan waktu luang saya

26.

Tekad yang kuat selalu membuat saya percaya diri apapun yang saya lakukan termasuk berbicara bahasa inggris

27.

Saya merasa tidak ada yang peduli pada kemampuan saya sehingga saya merasa malas untuk berbicara bahasa inggris

commit to user



Appendix 1.9: Readibility of Speaking Test

Question of readability: No

Item

1.

Can you understand the instruction?

2.

Do you find some difficult vocabularies for the instruction?

3.

Do you know what you should do with the instruction?

commit to user

Yes

No



Appendix 1.10. Scoring Rubric of Speaking According to Harris (1968: 84) the following scoring rubric illustrates his idea: Pronunciation Score Criteria Has few traces of foreign accent 5 Always inteligible, though one is concious of a definite accent 4 Pronunciation problems necessitate concentrated listening and 3 ocasionally lead to misunderstanding Very hard to understand because of pronunciation problem. Must 2 frequently be asked to repeat Pronunciation problems so severe as to make speech virtually 1 unintelligible

Grammar Score Criteria Makes few (if any) noticeable errors of grammar or word order 5 Ocasionally makes grammatical and/or word-order-errors which do not, however, obscure meaning 4

3

2 1

Makes frequent errors of grammar and word order which ocasionally obscure meaning Grammar and word-order-errors make comprehension difficult. Must often rephrase sentences and/or restrict himself to basic patterns Errors in grammar and word order so severe as to make speech virtually uninteligible

Vocabulary Score Criteria Use vocabulary and idioms is virtually that of a native speaker 5 Sometimes uses inapproproate terms and/or must rephrase ideas 4 because of lexical inadequancies Frequently uses the wrong words; conversation somewhat limited 3 because of inadequate vocabulary Misuse of words and very limited vocabulary make 2 comprehension quite difficult Vocabulary limitations so extreme as to make conversation 1 virtually impossible commit to user



Score 5

Fluency Criteria Speech as fluent and effortless as that of a native speaker

4

Speed of speech seems to be slightly affected by language problems

3

Speed of fluency are rather strongly affected by language problems

2 1

Score 5 4 3 2 1

Usually hesitatnt; often forced into silence by language limitations Speech is so halting and fragmentary as to make conversation vitually impossible

Comprehension Criteria Appears to understand everything without difficulty Understand nearly everything at normal speed, although occasional repetition may be necessary Understands most of what is said at slower-than-normal speed with repetitions Has great difficulty following what is said. Can comprehend only “social conversation” spoken slowly and with frequent repetitions Cannot be said to understand even simple conversational English

commit to user



Appendix 1.11. Speaking Test Test 1 Work in pair (two students) to make conversation between Nurse and Patient and choose one of the topics of Nursing Procedure. 1. Making the beds 2. Positioning the patient 3. Body Care 4. Skin Care 5. Genital Hygiene 6. Oral Hygiene and Special Care 7. Eating and Drinking 8. Prophylactic Care (Prevention) 9. Taking The patient’s Temperature 10. Checking the Vital Signs & Blood Pressure 11. Handling Drugs Rules of Conversation: 1. Work in pair (two students) one become a nurse and the other become a patient 2. There are eleven topics of nursing procedures that have been prepared 3. Each group chooses one topic randomly 4. The examiner will give five minutes to think what are going to say 5. After five minutes, the examinees have been ready to do examination.

commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user



commit to user

A THESIS. Presented as a Partial Fulfillment of Requirement for the Master Degree in English Language Teaching

Recommend Documents