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REVIEW ON DRA. RR. DYAH RETNOWATI'S CLASSROOM ACTION RESEARCH

IMPROVING STUDENTS' SPEAKING COMPETENCE THROUGH COMMUNICATIVE

LANGUAGE TEACHING (CLT) INLEARNING PROCESS IN GRADE XI IPS-3 SMA

NEGERI 13 SURABAYA SEMESTER 1 OF SCHOOL YEAR 2009 / 2010

By Semino 117835074

The Classroom Action Research (CAR) under its title as stated above is carried out to fulfill the

requirements of rank promotion from IV-a to IV-b. This review will be based on Susanto's

Concept of Classroom Action Research and Its Application (2010). It focuses on the research

questions, review on related literature, research method, action plan / lesson plan, observation,

instrumentation and report-wring.

A. Research Questions and Working Hypothesis (Chapter 1)

The research questions of CAR:

1. Can Communicative Language Teaching(CLT) application in the learning process

improve the students' speaking competence?

2. How is CLT implemented so as to improve the students' communicative competence?

The objectives of CAR:

1. To find out the students' speaking competence after CLT is applied in the learning

process.

2. To find out the application of CLT so that it can improve the students' speaking

competence.

The working hypothesis:

The application of CLT can improve students' speaking competence in English learning process.

Comments: Since there are two research questions, there should be two working hypothesis.

B. Review of related Literature (Chapter 2)

Taxonomy Bloom is explained I details, raging from cognitive aspect (covering 6 levels of

cognitive competence: knowledge, comprehension, application, and analysis, synthesis, and

evaluation), affective aspect , up to psychomotoric aspect (covering 7 level of competence).

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Literature related to CLT is presented to define CLT.

Comments:

The review of the literature should establish a theoretical framework for the problem. The

detailed explanation is not relevant because the focus should be on the topic of CLT andspeaking competence. No theoretical frame of speaking competence is presented. More

literature describing how to improve speaking competence, but speaking competence profile is

of no information. The theoretical basis on which speaking competence assessment is

constructed is inadequate. And there is no reference showing the construct and principles of

communicative teaching methodology.

C. Research Method

It is started with problem identification, checking the setting, action plan, action

implementation, observation, analysis-reflection, and revision. It is planned to carry out 3

cycles. Each cycle

Comment:

CAR should not have fixed plan of 3 cycles.

D. Action Plan

From cycle 1 to cycle 2, or from cycle 2 to cycle 3, lesson plans are made different. The first

focuses on the topic ofembarrassment, relief, pain & pleasure, the second focuses on the topic

ofgiving advice, permission, sadness,love, anger & fear. The third is on the topic ofwarning

and prohibition.

Comment:

In action plan, lesson plan for cycle 2 and 3 are completely different plan, so neither of them

show any improvement of the previous lesson plan. The change for improvement is not

identified. The question is what the next cycle is for?

D. Observation

Observation is carried out by recording the number of students who ask questions, the number

of those who give responses and the number of those who answer the teacher's questions. It is

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stated that those numbers are used to show level of participation.

Comments:

1. The quantifying students' behavior is not supported with strong theoretical basis in the

review of related literature.2. The teacher is the observer himself.

E. Instrumentation

The instruments of the research are the researcher as key instrument, observation sheet, test and

document. The observation sheet focuses on quantitative data, it is in the form of a table

showing how many students ask questions, give responses, and answer questions. The speaking

competence assessment is oral test.

Comments:

1. Reflexive notes are not attached, so the descriptive data are not available.

2. How the test is developed is not operationalized, and attached to the report.

3. The data of document are not communicated.

F. Report Writing

Standard format is used, but not all instruments are attached.

Comments:

Citation is not properly applied.

(Sindhunata, 2000:218) is not found in references.

PennyUr (1996:228) is not found in references.

Dorney and Thurell (1995) is not found in references.

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Summary of Chapter 4 of Principles of Language Learning and Teaching

HUMAN LEARNING

by Semino 117835074

This summary will deal with how human learns. There are several theories of learning, and eachsupport the development of learning theories. Perspectives of learning can be broadly divided

into three mainstreams: behavioristic, cognitive, and constructive perspectives.

Firstly, theory of behaviorism began in the early of the twenty century. There were two pioneers

promoting that theory. The traditional one is from Rusia,name Pavlov who conduted an

experiment called classical conditioning. The popular term is stimulus- response (S--> R)

theory. Then Skinner published his book,Behavior of Organisms. His popular theory is

operant conditioningor R S theory.

Secondly, cognitive theory followed the behaviorism. Ausubel stated that learning happened

through meaningful process or conscious process in mind not just explicit response. According

to him, memorizing is to master separate units, whereas meaningful learning is a process of

combining separate units into one construct.

Thirdly, came constructivism. Roger promoted humanistic psychology. It is commonly called

constructive learning. The focus is on the shift from teaching to learning. He stressed on context

rather than cognitive. Language is seen as function in community context.

Those theories influence language teaching and learning. Gagne (1965) summarized several

kinds of learning. The most popular ones in language teaching areas follows:

1. Stimulus -response finally led to the birth of Audiolingual Approach.

2. Cognitive learning finally led to the birth of transformational grammar method.

3. Constructivism finally led to communicative approach or pragmatic method.

References:

Brown H.D. (2007) Principles of language Learning and Teaching: Pearson education, Inc.

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