Community Language Learning to Improve Students’ Speaking Skill

ENGLISH EDUCATION
English Journal for Teaching and Learning
Vol. 07 No. 02 December 2019 pages 252-261
http://jurnal.iainpadangsidimpuan.ac.id/index.php/EEJ

Community Language Learning to Improve Students’

Speaking Skill
Eny Gufrina Daulay

SMA Negeri 2 Siabu

e-mail: enygufrina@gmail.com

Abstract The aim of this research is to find out the improvement of students’
speaking skill by using community language learning. Classroom
action research was used to conduct this research with 20 participants
of students XII IPS-2 at SMA N 2 Siabu in Academic Year 2019/2020.
The data were collected from speaking test, observation and
interview in cycle one and cycle two. The indicators of students’
speaking skill are measured from accent, grammar, vocabulary,
fluency and comprehension. The result of this research showed that
the improvement of mean score of the students’ speaking skill from
cycle 1 into cycle 2 was categorized into very good category.
Key Words: Community Language Learning; Speaking Skill;
Teachers’ Strategy; Vocabulary; Accent.

Abstrak Tujuan dari penelitian ini adalah untuk membuktikan peningkatan

keahlian berbicara siswa dengan menggunakan community language
learning. Penelitian tindakan kelas yang terdiri dari dua siklus
diaplikasikan pada penelitian ini dengan 20 siswa kelas XII IPS 2
sebagai partisipan di SMA N 2 Siabu tahun ajaran 2019/2020. Data
dikumpulkan dari hasil tes berbicara, observasi, dan wawancara
pada siklus 1 dan siklus 2. Indikator yang digunakan untuk evaluasi
adalah aksen, tata bahasa, kosa kata, kemahiran dan pemahaman.
Hasil penelitian ini menunjukkan bahwa peningkatan rata-rata skor
tes berbicara siswa dari siklus 1 dan siklus 2 dikategorikan pada
kategori sangat bagus.
Kata Kunci : Community Language Learning; Keahlian Berbicara;
Strategi Guru; Kosakata Siswa; Pengucapan.

E-ISSN : 2579-4043 P-ISSN: 2338-8781

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 252

 Community Language Learning to Improve Students’ Speaking Skill

INTRODUCTION
Speaking is a crucial problem for almost students as a foreign language in
English teaching learning process. The students face some difficulties when they
communicate in English. Speaking as interactive process to conduct the meaning
involve producing, receiving and processing information (Nation, 2009). The
process of speaking builds the interaction to express idea and feeling to receive of
others. Speaking skill is very important as an essential tool for communication
because English is a priority for much second language (Richard, 2001);
Bahadorfar & Omidvar, 2014; Maharani, 2016). So, the essential case of speaking
made student to improve their skill and fluency while they as a foreign language.
Speaking is a productive skill that can be directly and empirically observed,
those observations are invariably colored by the accuracy and effectiveness of a
test-takers listening skill, which necessarily compromises the reliability and
validity of an oral production test (Brown, 2008). This is one case that make
speaking is difficult for students as a foreign language. The teacher or lecturer
need mastering speaking well in the classroom to get success in teaching learning
speaking process (Siregar, 2019). It needs evaluation and measure to get the
ability and fluency of students in speak.
It can be state that speaking is not easy (Halimah, 2018; Al Harbi, 2015). The
students speaking skill evaluate by using some indicators such as accent,
grammar, fluency, comprehension, vocabulary, and pronunciation (Halimah,
2018; Leong & Ahmadi, 2017; Akhyak & Indramawa, 2017). All these indicators
need to be mastered by the students in order to examine their ability in speaking.
In line with the statement that speaking is not easy activities for students as
a foreign language, the students in SMA N 2 Siabu faced the same case. They
have some problems in speaking skill and it influences their score in English. The
first problem came from the students’ anxiety to speak. They have kept in mind
that speaking English is difficult so the interest to speak English was low.
Besides, the problems come from the students’ pronunciation and accent. The
students at this school used Bahasa Indonesia and their mother tongue. The
students speaking in English influence of their dialect from daily native
language. Moreover, the students’ problems came from vocabulary mastery. The

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 253

 Community Language Learning to Improve Students’ Speaking Skill

students have limited vocabulary so they cannot express their idea to speak
English.
The students’ problem need to solve by the researcher as a teacher also to
improve their fluency in speaking English in daily teaching learning process. The
researcher used a method to manage the class in speaking. There are many
methods that suitable for increasing students speaking skill. The researcher has
chosen community language learning (CLL) to apply in the classroom speaking
class because the first thing that should be done for students was to increase their
confidence in speaking English. Deal with the important one, community
language learning can be solve the problems because the method is one of
teaching method that used by teachers, lecturers or practitioners to build the
confidence of students as a foreign language and can help them in speaking
English.
Community language learning is a method came from Charles Curran
which concerns with counseling technique where the teacher has a role as a
counselor who helps the students in every activity of learning process if they face
some difficulties to speak in English (Brown, 2008). As same with (Richard, 2002)
community language learning (CLL) is based on the view that language is vehicle
for realization of interpersonal relation and performance of social transaction
between individuals.
Deal with this theory; some previous researchers have applied community
language learning to students speaking skill. The first research has found that
community language learning effective for teaching skills (Masbiran & Fauzi,
2017). They applied community language learning into two classes and one class
who got community language learning resulted significant effect for their
speaking ability. Community language learning has significant effect for
achievement students’ speaking (Azam & Siti, 2014 ; Irwandi & Eka
Sukmawati,2015 ). It can be proved by the increasing speaking result of students’.
That is because based on the observation, knowing that the students’ can’t
express their ideas in foreign language and pronounce the words correctly and
all of that caused of less vocabulary.
The other research have found that community language learning was
better than lecture strategy in speaking class and the method increase students

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 254

 Community Language Learning to Improve Students’ Speaking Skill

motivation and interest to speak in English (Abdullah, 2017). She found that
the use of community language learning improved the students’ ability of
speaking; it was proved by the mean score of posttest of students. Then, using
community language learning enhances the students’ interest in learning
speaking.
The use of community language learning showed the students’ success in
speaking (Halimah, 2018). The students enjoyed their lessons more, and were
more motivated, interested and confident during the teaching learning sessions.
It is suggested that the findings of this study could be applied regularly and
continuously or developed by the English teachers to have a better teaching
speaking (Fauziyah, 2018).
The previous finding was the fact from other researcher to apply the
community language learning in teaching speaking. The researcher convinced
that the method also can improve students speaking skill of the students in SMA
N 2 Siabu especially for XII IPS 2. Therefore, this research applied community
language learning to find out the improvement of students’ speaking skill and to
find out the factors that influence the speaking.

METHOD
This research classified into classroom action research with two cycles.
Each cycle consisted of two meetings and test at the end of each. The research
was done at SMA N 2 Siabu with 20 students as participants from XII IPS 2 in
academic yeas 2019/2020. The researcher collected the data by using instruments
such as observation sheet, interview, and speaking test (oral test).
Speaking test is used to get the students’ score in their speaking ability. The
speaking test evaluate by the researcher from their accent, grammar, vocabulary,
fluency, and comprehension. Observation sheet was used to observe teaching
learning activities in the classroom. Researcher observed students’ activities and
teachers’ activity during the teaching-learning process and the factors which
influence the teaching-learning process.
The interview concerned with findings of the observation sheet to get more
information and clarification of the findings from the students. Besides, the
researcher have used interview to identify the students’ problems in speaking

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 255

 Community Language Learning to Improve Students’ Speaking Skill

skill by using community language learning. The data which have been collected
analyzed to get students’ mean score and category in their speaking fluency.

RESULT AND DISCUSSION

The result of this research showed that community language learning can
improve students speaking skill at XII IPS 2 SMA N 2 Siabu. The research was
conducted into two cycles. Each cycle had four stages; plan, action, observation,
and reflection. The two cycles consisted of four meetings. At the end of meetings,
the students were given test to measure their achievement in speaking test.
The first result was gotten from students’ speaking test (oral test). The test
was scored by using scoring rubric from five indicators such accent, grammar,
fluency, comprehension and vocabulary. The maximum score was 5 and the
minimum was 1. Based on their result of speech, it was found that the students’
speaking skill improved within each cycles. All the students improved from cycle
one into cycle two.
The students mean score at the first cycle were 65.58 and the second cycle
students’ mean score were 78.6. From the students’ percentage, the first cycle,
there were 9 students got up 84 points (35.7%) and in second cycles there were 18
students got up 84 points ( 78.9%). To explain the extent of the students’ speaking
skill by using community language learning, the researcher presented through
diagrams. The diagram shows the mean score of students’ speaking skill in all
indicators in each meeting from cycle one until cycle two.

Diagram 1. Students’ mean Score in Cycle 1 and Cycle 2

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 256

 Community Language Learning to Improve Students’ Speaking Skill

Based on the diagram, it can be seen that the students result increase from
cycle one into cycle two. From the fifth indicators, in the first cycle the highest
mean score was in grammar and the lowest score was in accent, while in the
second cycle showed that the highest mean score was in fluency and the lowest
mean score was in accent. The students speaking skill by using community
language learning categorized into good.
The second result was taken from observation sheet. In the first cycle, the
condition of students in the classroom was no conducive. The students like their
habitual action have a little motivation to study and didn’t give full attention to
the materials. The researcher asked them to speak but they gave a shy response.
Solving these problems, the researcher and the collaborator discussed about the
implementation of action, analyzed the finding of observation, reflecting the
students’ learning activity to determine the followed up of activity.
Moreover, in the second cycle there was an improvement of students in
learning process. Some students who are not ready to study in the first cycle,
they had been ready to start the study. But in this meeting, researcher also had
problems in neatness control because some students sometimes could not be
forbidden throwing papers and some students also made noise in. Based on the
observation sheet, the teacher could explain the material better than the previous
cycle even though there were some indicators had not been applied well. Thus, to
make the students more active in practicing the expressions, the researcher gave
the other examples of dialogue about the topic. Then, the researcher evaluated
the students and monitored all the learning activities.
The students’ speaking score in first cycle and second cycle, there were
many problems that found in every meeting until to get the improvement of
students’ speaking skill from first cycle and second cycle. The problems were
appeared because some factors that influenced students. The factors are accent,
grammar, vocabulary, fluency and comprehension. The result of the interview,
the students said that the difficulties of speaking English as foreign language
because of their mother tongue. Their tongue was stiff. The students were
difficult to pronounce the words so that they often wrong in pronouncing the
English word. They were very rarely in using English in daily environment.

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 257

 Community Language Learning to Improve Students’ Speaking Skill

Besides, the students’ problems in grammar were in building words

because they were less in mastering words and patterns used to form the
utterances. Students’ mistakes in grammar were in using ‘to be’ in nominal
sentences, in using to be ‘is’, in using to be ‘are’, in using ‘because’, in using
preposition ‘in’ to show place, in using negative sentences, in using plural noun,
in using past sentences, in arranging sentences, in using ‘have’, and in using
possessive pronoun.
In addition, the students’ problems were difficulty in searching adequate
words. Because, when the researcher gave questions about how often they learn
vocabularies at their home, nobody answered the questions. It means that, they
just learned vocabularies at school and they would forget it after they went
home. So, students were still low in vocabulary. In order to make vocabularies of
students improved, the researcher had to give some vocabularies which are
related to the topic. The researcher tried to memorize their vocabularies by using
pictures and key words to practice at school or in the house and researcher gave
some vocabularies related to the learning material before starting learning
process for the next meeting.
The other problems faced by students were in their fluency. Most of
students had disjoined sentences and restricted in length, slower caused by word
searching. Halting and fragmentary were frequently occured while producing
some difficult words to pronounciation. Some students felt something blocked
their mouth has a result heavily to speak. For solving the concerning problems,
there are some actions conducted by the researcher in second cycle. Some actions;
researcher motivated them to train their speaking and to record their speech so
that they could know about their ability. The last problems faced by students
were in their comprehension even the words were familiar. The researcher
motivated students to memorize more vocabularies.
The result of the research compared with previous research. Community
language learning improves students speaking skill in all indicators although it
was not significant for counting mean score. Similar with the result of previous
research, the use Community Language Learning could improve the students’
behavior in learning especially in speaking ability (Sari, Jismulatif, Syarfii, 2015).
They are more active and have a great motivation during the process of teaching

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 258

 Community Language Learning to Improve Students’ Speaking Skill

and learning since they are free to explore their idea and share to their friends. In
addition, applying story telling technique could also improve students’ ability to
speak English in terms of grammar, vocabulary, pronunciation, fluency, and
comprehension.
Community language learning has an effect to students’ ability in speaking.
The technique can help students make their own conversation in English and
develop the speaking ability they have (Zaswita, 2019). Based on the result of the
data analysis and the research finding that was conducted at grade XI Social
Science of SMAN 6 Kerinci, it can be concluded that conversation circle technique
of CLL produces better speaking ability of the students than memorization
technique. It was proven by the analysis of mean scores and total scores in both
groups and also the result of first hypothesis testing. Conversation circle
technique assists students reduce their anxiety in speaking English, so that they
can get better ability of speaking, particularly in creating a short conversation
than those are in memorization technique. The research before have enhance the
students speaking skill through community language learning by implemented
one of CLL drill which that conversation circle technique. While the result of this
research, the researcher used dialogue in students conversation to improve their
speaking ability.
Community Language Learning (CLL) method increase students
participationand achievement in English conversation in English class
(Nurussofa, 2017). The findings showed that the improvement of students
participation in English conversation activity in English class is significant after
students got CLL method. It could be seen from the comparison between all the
score of cycle I, cycle II. The findings displayed that students participation in
English conversation activity in English class increased from Pre to Post- test able
to develop students participation in English conversation activity in English
class. The findings have same materials presented by conversation given to
students in improving their speaking skill.

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 259

 Community Language Learning to Improve Students’ Speaking Skill

CONCLUSION
Based on the result of this research, community language learning can
improve students’ ability in speaking English and their interest to speak also
enhancing. The indicators that influenced their speaking are the method itself,
accent, grammar, fluency, comprehension and vocabulary.

REFERENCES

Abdullah, Mirawati. (2017). Students’ Speaking Skill through Community

Language Learning. English and Literature Journal Vol. 01 No.01,
http://journal.uin-alauddin.ac.id/index.php/elite/article/view/3353 .
Akhyak, & Indramawan, A. (2013). Improving the students’ English speaking
competence through storytelling (A study in Pangeran Diponegoro Islamic
College (STAI) of Nganjuk , East Java , Indonesia ). International Journal of
Language and Literature, 1(2), 18–24.
Alharbi, H. A. (2015). Improving students’ English speaking proficiency in Saudi
public schools. International Journal of Instruction, 8(1), 105–116.
Azam, Ismul & Siti Aisah Ginting. (2014). The Effect of Applying Community
Language Learning Method on the Students’ Achivement in Speaking.
Transform Journal of English Language Teaching and Learning, 3 (4),
https://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/1848/1495
Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill.
Acme International Journal of Multidisciplinary Research, 2(4), 9–13.
Brown, H. Douglas. (2008). Language Assessment. San Francisco: Longman.
Curran, C. A. (1976). Counseling-learning in second languages. Apple River, IL:
Apple River Press.
Fauziyah, Khusna. (2018). The Effectiveness of Using Community Language
Learning (CLL) to Teach Speaking for Transactional Conversation (An
Experimental Study on the Eighth Grade Students of SMP Al-Islam 1
Surakarta in the Academic Year of 2017/2018). http://eprints.iain-
surakarta.ac.id/2146/1/Khusna%20Fauzia.pdf.
Halimah. (2018). Boosting Students’ Ability through Community Language
Learning. Studies in English Language and Education, 5(2), 204-216.
Halimah, Lustyantie, N., & Ibrahim, G. A. (2018). Students’ perception on the
implementation of ORAI applications in CLL method in teaching speaking.
Journal of English Education and Linguistics Studies, 5(1), 1-21.
Irwandi & Eka Sukmawati. (2015). The Use of Community Language Learning in
Teaching Speaking. Linguistics and ELT Journal, 3 (1),
http://journal.ummat.ac.id/index.php/JELTL/article/view/309/327.
Leong, L.-M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’
English speaking skill. International Journal of Research in English Education,
2(1), 34–41.
Maharani, S. (2016). The Use of Puppets: Shifting Speaking Skill from the Perspective of
Students’ Self-Esteem. Register Journal, Language & Language Teaching
Journals, 9(101–126).

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 260

 Community Language Learning to Improve Students’ Speaking Skill

Masbiran, Gunaldi & Andi, Fauzi. (2017). Speaking Skill in Using Community
Language Learning. Indosian Journal of Integrated English Language
Teaching, Vo. 03, No.02 December.
Nation, I.S.P.(2009). Jonathan Newton, Teaching ESL/EFL Listening and Speaking.
New York: Routledge.
Nurussofa, Ira. (2017). The Use of Community Language Learning (CLL) Method
to Increase Students Participation and Achievement in English
Conversation Activity in English Class for the First Year Students of SMK
Plus Al Madinah Pabelan Semarang District in The Academic Year
2016/2017.http://Erepository.Perpus.Iainsalatiga.Ac.Id/1647/1/Ira%20nu
russofa%2011312039.Pdf.
Richards, Jack C. and Willy A. Renandya. (2001). Methodology in Language
Teaching An Anthology of Current Practice, Cambridge: University Press.
Sari, N.K, Jumulatif, & M.Syarfii. (2015). The Use of Community Language Learning
Method to Improve Speaking Ability of The Second Year Students of SMP
Muhammadiyah 2 Pekanbaru.
https://media.neliti.com/media/publications/184590-EN-the-use-of-
community-language-learning-m.pdf.
Siregar, F. R. (2019). How to Enhance Lecturers’ Speaking Skill?. English
Education: English Journal for Teaching and Learning, 7(01), 15-28.
http://jurnal.iain-padangsidimpuan.ac.id/index.php/EEJ/article/view/1648/1402.
Zaswita, Hermi. (2019). Conversation Circle Technique of Community Language
Learning (CLL) for Better Speaking Ability. Curricula: Journal of Teaching
and Learning Vol 4 No 1,
https://ejournal.kopertis10.or.id/index.php/curricula/article/view/3573
/pdf21.

Eny Gufrina Daulay/ EEJ/Vol. 07 No. 02 December 2019 Page 261