CHAPTER I

INTRODUCTION
A. Background of Study

Education is one effort which can help develop the potential and achievements
of students. In the world of education it is also certain that there is a system to carry it
out, the education system has been written in UU No. 20 of 2003 article 1 paragraph
(1) which states that education is a conscious and planned effort to create a learning
process and create a good and active learning atmosphere to develop the potential of
students as religious spiritual strengthening, self-control, personality, intelligence, have
noble character, and have skills and innovation which are needed for oneself, society
and the nation and state.

In an education, it is certain that there is learning to be carried out, the word

learning itself is taken from the word Teaching then becomes learning. According to
Brown, learning is the retention of information or skill active, conscious focus on and
acting upon events outside or inside the organism 1. Teaching can not be separated from
the learning process. Teaching is guiding and facilitating learning, directly invite the
students to learn, and set the condition of learning. The teacher can help create the
conditions that will make students interesting in learning. This could be by enabling
students to work at their speed and discuss the material with their friends, by not giving
long explanations, give feedback on students' questions and complaints, and
encouraging them to participate and interact during the learning process.

There are several learning strategies, one of which is using the community
language learning method, community language learning method is Community
Language Learning is a method that designed to reduce anxiety when learning a foreign
language and covers all aspects of student personality. Community Language Learning
(CLL) is an example of application the concept of psychotherapy in teaching language
(Hardini, 2018). Teacher Understand students' fears and difficulties in mastery foreign
language Understanding students' feelings of fear and sensitivity, Teachers can change
negative energy into positive energy and Arouse students' enthusiasm for learning. The
main role of the teacher is as Teacher, meaning that the teacher recognizes the threat of

1
Brown, H. Douglas. Principles of Language Learning and Teaching. (USA: Pearson Education),
 new learning situations that may arise for students so that the teacher can understand
and give Support students in their quest to master the language.

English in Indonesia as foreign language. For some people, learning English can
be challenging because they believe they do not need to use it for communication and
typically speak in their native tongue (Gusviyani et al., 2022). The skill that students
need to work on the most is speaking. The more they speak English fluently, the better.
They must establish effective communication to express their ideas.

Acording to (Nunan, 1999) "language is called the habit of keeping orally clear
communication is good for that purpose transactional or interpersonal"2. Speaking can
be turned into fluency by learning and practicing. Teaching English can use both
methods and video media as additional learning media for students; there are several
advantages of using the method for learning. First, video can provide imitating and
being able to imitate real role models for students through role play raise cultural
awareness by teaching something important and suitable for students. Second, if
students watch the video, students can feel it more curious and intellectually enhanced.
Watch videos in English with enable students to master English easily realized because
students hear sounds in English so pay attention to the text that defines the learner
understand the information obtained from watching the video. Especially in this modern
era students are more proficient and know various kinds of good technology such as
smartphones, tablets, laptops and various applications contained therein.

The most crucial component of learning a foreign language is developing one's

speaking abilities, which are assessed by one's capacity to carry on a conversation in
that language. (Nunan, 1991). In academic interests at the college or university, and in
any profession based on such studies, effective communication skills are essential.
However, many students entering higher education after more than 12 years of
education are unable to communicate their ideas in their native tongue. Some students
are unable to make the most of their available speaking time in English. After learning
English, they frequently stop practicing more in their daily lives (Hamdani &
Puspitorini, 2022).

2
Nunan, D. (1999). Second Language Teaching & Learning. ERIC
 Today's teachers are led to master technology in terms of teaching so that
students are happier when learning takes place. Digital native students is a word used
for those who were born and grow up in a digital world, where they can interact
regularly using technology regularly using technology from an early age. This
generation is very familiar with terminology in the digital world. Digital refers to a
generation that experiences development and growth in the midst of digital technology
or in an era of rapid technology which can be used in the world of business or education.
Because in the era of 4.0 digital use is already accustomed to digital, especially in the
use of smartphones. There are various types of web, applications that can be used to
assist the learning process that can be accessed by various groups everywhere.

In this case, the researcher designed a Speaking Teaching Strategy Analysis

using the community language learning method. The researcher applied the use of the
community language learning method in class teaching as a means for learning
speaking, the researcher took two class as a forum for testing the community language
learning method in teaching speaking and other class for to be a control class. Then the
class was used as an object for data collection material. The community language
learning method can be used to teach students' speaking skills with the help of
technology that has developed a lot, but the aim of this method is in the form of group
forums which can foster a sense of responsibility in each student to understand the
material being taught.

From the explanation above, the researcher wants to take research at the Al-
Hasyimiyah modern Islamic boarding school, with the reason of choosing the Al-
Hasyimiyah modern Islamic boarding school because the researchers want to know the
effect of using the community language learning method for teaching English,
especially in speaking skills. The learning method is a very important method for
providing a deeper understanding of students and it can be seen what kind of method is
more suitable and effective in learning English during these activities, especially in this
modern era, students are smarter and more creative in thinking so that teaching uses the
learning method. Unique and fun is needed in ongoing learning. So this problem is
interesting for researchers to study by taking the title "The use of community language
learning method for teaching speaking to digital native students"

B. Identification of Problem
 Based on the explanation of the background study above, the identification of the
problem is following below :

1. Teachers need learning methods as an effort to help the smooth teaching of

speaking.
2. Students are not sure whether to speak english and how influential the use of
community language learning for teaching especially in speaking to digital
native students.

C. Scopes and Limitation of Research

The issues to be discussed are not too broad. Researchers will find out how to
use the community language learning method in teaching speaking and how effective
this method is for teaching English, especially for digital native students. The place will
be taken at the modern Islamic boarding school Al-Hasyimiyah Cilegon. The scope of
speaking lessons in this case is seven grade students who will apply the community
language learning method to teaching speaking in an effort to increase comprehension,
vocabulary, as well as being able to speak English well as an effort to prepare for the
future in this digital age.

D. Research Question
Based on the problem background above, the problem can be identified as follow :
1. How is the speaking skills of the Seventh Grade Junior High School in the Al-
Hasyimiyah Modern Islamic Boarding School?
2. How is the effectiveness of community language learning method in teaching
speaking for seventh grade of Junior High School in Al-Hasyimiyah Modern
Islamic Boarding School ?
E. The Objective of The Study
Based on the problem mentioned above, the objective that wants to be achieved by the
researcher in these study are :
1. To know students speaking skill for Seventh Grade of Junior High School in
Al-Hasyimiyah Islamic Modern Bording School.
2. To know the effectiveness of using Community language learning for speaking
classes for Seventh Grade of Junior High School in Al-Hasyimiyah Modern
Islamic Boarding School ?
F. Previous Research

So far, researchers have found out what the study is related to. Can be explained as
follows:

1. SEESAW MEDIA : Digital Natives’ Preference in 4.0 Speaking Learning Class

The authors of this study is Muhammad Rauuf Oktavian Nur and krar
Genidal Riadil. Universitas Tidar Magelang. The purpose of this study is to
know the impact of the habit of the digital native that mostly access seesaw
media in their speaking class. The research methodology is action research
research. The researcher used observation, questionnaires. From this study it is
known that the The use of Seesaw application can facilitate digital native
students’ learning activity that made the activity more interesting especially in
speaking class . This research cannot be separated both have similarities and
differences.

Similarity :

a. Focus on teaching speaking strategies

b. Focus on digital native students.

Difference :

a. Student in semester 2-6 of English department

b. Qualitative method

2. Boosting Students' Speaking Ability through Comunity Language learning

The authors of this study is Halimah Universitas Suryakancana Cianjur
from the Department of English Education. The purpose of this study is to find
out whether the community language learning method can improve students'
EFL speaking skills. The research methodology is action research research.
Halimah used observation, questionnaires and tests. From this study it is known
that the community language learning method can improve students' speaking
skills and make learning interesting and teaching activities run enjoyable. This
research cannot be separated both have similarities and differences
Similarity:
 a. Focus on Teaching Speaking Strategies
b. Focus on the CLL learning method
Difference:
a. English Department a private university
b. Action research method
3. The Effectiveness of Using Community Language Learning (CLL) To Improve
Learners Mastery of Speaking Skills
The author of this study is limawadda A, from the Department of English
Education, Muhammadiyah University of Makassar. The purpose of this study
is to investigate whether the use of the community language learning model is
effective for teaching language classes. The research methodology is
quantitative research. Researchers used observation, and test. From this study it
is known that the community language learning method is effective in
improving students' speaking skills, this method it is suggested to teachers to
apply this method as an alternative teaching methods in the speaking class. This
research can not be separated both have similarities and differences.
Similarity :
a. Focus on Teaching Speaking Strategies
b. Focus on CLL learning methods
c. Quantitative method using an experimental research approach
Difference :
a. Grade 8 junior high school students
b. Improve speaking fluency

G. Organization of The Study

The researcher will arrange three chapters and each chapter consist some points
to explain the chapter.
Chapter I is Introduction. This chapter contain of : background of study,
identification of problem, scopes and limitation of the research, research question, the
objective of study, the previos research, and the organization of the study.
Chapter II is Theoritical Framework. This chapter consist of : definition of
community language learning, learning procedure ofcommunity language learning, the
implementation of community language learning method, definition of speaking,
teaching speaking, types of speech performance, assesment of speaking, and definition
of digital native student.
Chapter III is Research Methodology. This chapter consist of : the
methodology of research which includes of research method,research design, location
and time,population and sample, techinique of collecting data and instrument,
technique of data analysist data and data source.
Chapter IV is Finding and Discussion. This chapter presents the result of data
analysist of effectiveness of using community language learning in teaching speaking.
Chapter V is Conclusion and Suggestion. This chapter present the
conclusions of the overall content of the research and suggestion given by the researcher
to the readers.
 CHAPTER II
THEORETICAL FOUNDATION

A. Theory of Community Languagge Learning Methode

1. Definition of Community Languagge Learning Methode
Community Language Learning (CLL) is the name of a method
developed by Charles A. Curran and his associates. Curran was a specialist in
counseling and a professor of psychology at Loyola University, Chicago. His
application of psychological counseling techniques to learning is known as
Counseling-Learning. Community Language Learning represents the use of
Counseling-Learning theory to teach languages. The basic procedures of
community language learning can thus be seen as derived from the counselor-
client relationship. Consider the following community language learning
procedures: A group of learners sit in a circle with the teacher standing outside
the circle; a student whispers a message in the native language (L1); the teacher
translete it into the foreign language (L2); the student repeats the message in the
foreign language into a cassette; students compose further massages in the
foreign language with the teacher's help; students reflect about their feelings we
can compare the client-counselor relationship with psychological counseling
with the learner- knower relationship in community language learning3.
Community language learning is designed to reduce anxiety in learning
foreign language and to involve all existing personality aspects on tudents.
Teachers understand students' fears and difficulties in the struggle to master a
foreign language by understanding fearful and sensitive feelings of students, a
teacher can change negative energy becomes positive energy and generates
enthusiasm student learning.
The process of learning a new language is therefore like regeneration
and the development of a new personality, with all the trials and challenges that
come with birth and maturity. Successful language learning is attributed to good
learner-teacher and learner-learner relationships, as language learning is
believed to develop through the building of social relationships. "Learning is

3
Richards, Jack C. 1986. Approaches and Methods in Language Teaching, (New York: Cambridge University
Press), p. 113
 seen as an integrated personal and social experience." Learners "are no longer
seen as isolated and in competition with other learners" (Curran 1972: 11-12)4.
Curran in many places discusses what he calls "consensual validation,"
or "convalidatioll," in which mutual warmth, understanding, and a positive
evaluation of the other person's worth develops between the teacher and the
learner. A relationship characterized by convalidation is considered essential to
the learning process and is a key element of community language learning
classroom procedures. A group of ideas concerning the psychological
requirements for successful learning are collected under the acronym SARD, S
stands for Security, A stands for Attention and Aggresion, R stands for
Retention and Reflection, and D stands for Discrimination (Curran 1976:6) 5
which can be explained as follows.
1. S stand for security. If learners don't feel safe, they'll find it out
having a successful learning experience is hard.
2. A stands for alertness and aggression. In community language
learning, it is recognized that loss of attention should be viewed
as an indication that the learner is not engaged in learning. This
means that a variety of task options increases learners' attention
and facilitates learning.
3. R stands for retention and reflection. When the whole human
being is involved in the learning process, what is retained is
internalized and becomes part of the learner's new persona in the
foreign language. Reflection is a deliberate period of silence in
the classroom that allows students to "focus on their learning
performance of the past hour, assess their current developmental
level, and reassess their future goals.".
4. D stands for discrimination. Learners “have memorized a set of
content and are ready to organize it and see how one thing relates
to another.” It effectively enables students to use the language

4
Curran, C.A. 1972. Counseling-Learning: A Whole· Person Model for Education, (New York: Grune and
Stratton), p. 11-12
5
Curran, C. 1976. Counseling-Learning in Second Languages, (Apple River, Ill.: Apple River Press), p.6
 for communicative purposes outside the classroom (la Forge
1983:68-69)6.
2. Learning Procedure of Community Language Learning Method
Dieter Stroinigg (in Stevick 1980: 185-186) presents a protocol about
the first day of class CLL., which is outlined as follows:
1. Saying greetings informally and self-introductions
2. The teacher explains the purpose and contract of learning.
3. Have a conversation in a foreign language
4. Students then participated in a period of reflection, during which
they were asked to express their feelings about previous
experiences honestly.
5. From the materials that have been recorded, the instructor
chooses sentences to write on the board that highlight the
grammatical, spelling, and oddities of capitalization.
6. Students are encouraged to ask questions about any of the items
the teacher has provided
7. Students are encouraged to copy sentences from the board with
notes on meaning and usage. It became "their textbook for home
study.

3. The Implementation of Community Languagge Learning Method

The CLL method does not use a traditional language curriculum which
focuses on grammar, vocabulary, and other teaching elements and the order in
which they are discussed. However, this method refers to topic-based
developments in which students express what they want to say to other students.
The responsibility of the teacher is to convey the meaning of the expression
according to the level of ability of the student. The CLL method is born from
the interaction between students and teachers and combines modern and
traditional learning tasks and activities. So that in its implementation this
method can be implemented as follows:

1. Translation.

6
La Forge, P. G. 1983, Counseling and Culture in Second Language Acquisition, (Oxford:Pergamon), p.68-69
 Students form small circles and discuss using L1 language. Then
the student whispers the message or meaning to be expressed, the
teacher translates the student's expression into the target language,
and the student repeats the teacher's translation.
2. Work in group.
Students can participate in a variety of group assignments, such
as small discussions, preparing conversations, preparing topic ideas
to present to other groups, and preparing stories to tell to teachers
and other class members.

3. Notes.
Students record conversations in the target language and write
vocabulary they don't already know.
4. Transcription.
Students write down their spoken speech and record their
conversations to practice and analyze language forms. Then
Students analyze and study the transcript of the sentence.
5. Target language.
Focus on the use of certain vocabulary or the application of
certain grammatical rules.
6. Reflection and Observation.
Students report their learning experiences in class or groups. It
usually consists of expressing feelings to each other, reacting to
silence, and worrying about whether or not to say something.
7. Litening.
The student listens to the teacher's monologue and includes
elements that he or she may encounter or hear during freedom of
speech in class. Silwa talked freely with the teacher and other
students. This may include a discussion of what they are going
through and how they feel.
In the early stages of learning, the teacher plays a supporting role
by providing translations and models in the target language that can
be imitated by students. Students can then initiate dialogue, and
teachers monitor student conversations and provide on-demand
 assistance. As students progress, students become able to accept
criticism, and teachers can intervene directly to correct unusual
speech patterns, idioms, and suggestions regarding grammar and
syntax use. The role of the teacher was originally described as a
parent. As the skills of workers continue to improve and the nature of
relationships changes, the position of the teacher to some extent
becomes dependent on the learner. In this regard, textbooks are not
considered an important element, since knowledge is key in
interacting with society. As the discussion progresses, the teacher
may develop teaching materials. Conversations can be transcribed
and distributed for study and analysis, and students can also work in
groups to create their own teaching materials, such as conversations
and mini-drama.

B. Theory of Speaking
1. Definition of speaking
Speaking is a tool to communicate ideas that are arranged and developed
according to the listener's need. For many foreign language students, learning
how to speak is very challenging. Most people believe that mastering speaking
is the most important aspect of learning a second or foreign language, and that
one's ability to hold a conversation in that language determines success (Nunan,
1991). Furthermore, in the study discussed it was stated that some difficulties
were faced by students when learning speaking like pronunciation, fluency,
intonation, word fillers, and accuracy, shy and not confident7.
2. Teaching Speaking
Teaching speaking is to facilitate the speech process easy for students to
understand and supporting them in developing their speaking skills in a
systematic and theoretically sound way. Language teaching is not just about
dividing learners into pairs or groups and giving them the opportunity to
communicate with each other in the target language. Giving students the
opportunity to practice does not automatically lead to mastery of the skills and
language necessary to speak effectively. According to the sociocultural context

7
Fitria, A., Dwimaulidiyanti, A., & Sapitri, S. N. M. (2021). The Implementation of Cake Application in
Learning English Speaking Skills, (International Conference on Education of Suryakancana), P.120.
 (Burns 1998). Speakers should use grammars that support the production and
structure of their respective genres8. For example, the various forms of the past
tense are most common when creating spoken narratives and narratives, but
imperative forms of verbs should be used to give instructions or instructions
(such as instructions).

3. Types of Speech Performances

There are types of speech performance in the classroom. Six categories
similarly apply to the types of speech production students are expected to do in
class(Brown)9.

a. Intensive
Intensive speech goes beyond imitation and includes all
speech performances aimed at practicing some phonological or
grammatical aspect of speech. Intensive speaking can be
initiated alone or even as part of pair work in which students
"discuss" certain forms of language.
b. Responsive
Most of what students say in class is reactive like short
answers to questions or comments from teachers or students.

c. Transactional (dialogue)

Transactional languages whose purpose is to transfer or

exchange specific information are advanced forms of responsive
languages.

d. Interpersonal (dialogue)

Interpersonal dialogue serves to maintain social

relationships rather than convey facts and information. And this
dialogue mostly uses everyday language.

e. Extensive (Monologue)

8
Burns, A. (1998). Teaching speaking, (Annual Review of Applied Linguistics), 18 , P.102–123.
9
Brown, H. Douglas (2004). Language assessment: Principles and classroom practices, (White Plains,
NY:Pearson education)
 Finally, Intermediate and Advanced students are asked to
make a long monologue in the form of an oral report, summary
or maybe a short speech. Here the register is more formal and
discreet. This monologue can be planned or improvised.

No matter how good a student is at listening and speaking, That

doesn't mean he speaks well. Discrimination Ringing ears don't always
produce a flowing tongue. It has It also trains productive language skills.
Of In many cases, listening should naturally lead to speaking. This is
especially true at the phonological level Essential for developing the
ability to anticipate sounds Crafting success is possible. The rest of this
section is mostly concerned. With verbal control grammatical and
lexical problems communication, but much of what is said is similar
Applies to phonological problems. Many things have already been
pointed out listening receptive skills and Productive skills in reading and
speaking and writing. Has a controlled, guided and free production
phase Both oral and written works. Speech created by Students should
first be strictly controlled by teachers, Then as progress is seen it
shouldn't be too serious Guidance for students to culminate in free
situations Speak according to the situation of Progression applies to all
instruction points at all levels Accomplis 10hed, although clearly at the
beginner's stage Focuses on control and guided practice, etc. More
freedom for advanced users country11.

4. Assesment of speaking
According to Arthur Huges there are five component of speaking
assesment 12. To measure score speaking they are :
1. Pronounciation
a. Pronunciation is often unintelligible
b. The biggest mistake that often occurs in heavy pronunciation is
that it is difficult to understand and requires frequent repetition.

11
Geoffrey Broughton (2003). Teaching english as a foreign language, (NY: Routladge Education), p.76
12
Arthur Hughes,Testing For Languagge Teacher, (New York: Cambridge University Press,21) P. 131-132
 c. Pronunciation requires concentrated listening and errors in
pronunciation can cause misunderstandings in grammar or
vocabulary.
d. Clear pronunciation cannot interfere with understanding.
2. Grammar
a. The grammar of the phrase is almost entirely imprecise or
inaccurate.
b. Grammatical errors demonstrate little control over key patterns
and often hinder communication.
c. Errors that often occur indicate that the sample size is not
controlled and sometimes gives rise to misunderstandings.
d. Occasional errors indicate imperfect control of some samples,
but do not result in misunderstandings.
e. Little error, nothing looks like there is an error.
3. Vocabulary
a. Vocabulary is inadequate for even the simplest conversation.
b. Vocabulary is limited to basic areas of personal life and survival.
c. Word choice is sometimes wrong, and limited vocabulary can
affect discussion of some topics in both professional and general
social discussions.
d. Providing enough to discuss specific interests, a general
vocabulary can enable careful discussion of any non-technical
topic.
e. Professional and accurate vocabulary.
4. Fluency
a. Speaks very slowly and irregularly, except in short or irregular
sentences.
b. Speech is often hesitant and jerky, and sentences may be
incomplete.
c. The pronunciation is easy and fluent, but there is clearly a lack
of pronunciation clarity and uniformity.
d. Although his speech is easy and fluent, his accent is clear.
 e. Speeches on all technical and general topics as easily and
fluently as native speakers. Speech on all professional and
general topics is as easy and smooth as a native speaker.
1. Comprehension
a. Little understanding of the simplest types of conversation.
b. Understand slow and very simple conversations about general
social and travel topics; so it requires constant repetition and
rearrangement
c. Understands the conversation carefully and can simplify the
conversation during dialogue, but may require a lot of repetition
and rearrangement.
d. Comprehension requires stopping normal conversation when
engaging in dialogue, but requires occasional repetition or
rearrangement.
e. Understand everything in normal conversation except very
colloquial or low frequency speech, or very fast or slurred
speech.

C. Theory of Digital Native Students

1. Definition of Digital Native Students

Digital native is a term that is often referred to for members of

Generation Z13. Digital native is the first generation to experience the
sophistication of internet technology since birth. Both from various
kinds of ICT (information and communication technology) equipment
that are already connected to the internet network or not yet connected
which have familiarized young Generation Z even before they received
formal education at school. They have become citizens of the virtual
world in the sophistication of digital technology. The technology makes
individuals connected and connected globally.

13
Hasanuddin Ali and Lilik Purwandi, Indonesia 2020: The Urban Middle Class Millenials (Jakarta: Alvara
Reseacrh Center, 2016),27. https://www.slideshare.net/hasanuddinali/white-paper-indonesia-2020-the-urban-
middleclass-millennials.
 This digital native does not only describe the current generation
but describes the way of learning, interests, and the mindset of children
who are born in this digital state. As described by Hameed, Badii, &
Cullen (2008) explains that the concept of digital teaching and learning
or it can be said that technology-based learning is carried out by using
technological assistance in the learning process and to find out
information both in types of computer-based learning, web, online
classes, to collaborative learning between previous generation.

The digital natives have a dissimilar combination of intellectual

skills compared to the digital immigrants, especially due to the mixture
of neuroplasticity and malleability phenomenon, being brought up in a
generation of technology thus we can observe that the interest of the
digital natives toward traditional paper back and blackboard, chalk
teaching that doesn't encompass interactivity and digital technology has
diminished. The new digital technology has limited students from the
old, traditional way of thinking and perceiving a written text narrowing
the time and opportunity for reflection.

In this era it has become commonplace for students to learn and

understand the uses that exist with the help of technology, starting from
multimedia, internet, even games with educational content. As for
infrastructure such as computers, smartphones, and internet connections
no longer seem to be a problem because there is internet connection in
all areas. As stated by Prensky (2001), this phenomenon illustrates that
the development of the times has given birth to new humans with new
needs. Current generation often referred to as digital natives, namely the
generation that grew up and grew up in the middle world of digital
technology. In terms of learning, digital native also has differences from
previous generations.

Digital natives have characteristics in terms of learning and

thinking because digital native students have a tendency to prefer
something instant and prefer to watch, search in learning from reading
 books. This opinion is supported by Hameed, Badii and Cullen (2008)
explains some of the characteristics of digital native learners, namely:

1) Likes the rapid receipt of information from various sources and

media,

2) Learning and operation running concurrently in parallel,

3) Favoring fans using media in the form of images, audio and

video compared to text,

4) Digital native students prefer to work in groups,

5) Study when the opportunity arises

6) Like feedback in the form of prizes/prizes for what has been

achieved,

7) Choose learning materials that are fun, useful and relevant to

their needs14.

2. Digital Native Students' Learning Styles

Lancaster and Stillman (2002) in Reilly (2012) explain that the
learning style of the digital generation, namely:
a. Learning from Experiments, the digital generation prefers to
learn by experimentation in other words digital students prefer
to find and act the learning that is being broadcast directly rather
than just reading textbooks or listening to explanations, they
prefer to learn while acting it. They can shop the internet and
use various IT devices easily because digital students are very
familiar with the latest electronic devices such as mobile
phones, iPods, and MP3 players. Students therefore love these
tools because they can touch them and play with them. They
enjoy surfing the internet to discover new things, make new
friends, create photo albums, or create blocks, and more. Brands

14
Hameed, S., Badii, A., & Cullen, A. J. (2008). Effective e-learning integration with traditional learning in a
blended learning environment, (European and Mediterranean Conference on Information Systems), p. 25-26.
 love to learn on their own and take the initiative to learn new
things.
b. Prefer visual learning. Because they are accustomed to
technology in their lives, this generation feels comfortable in a
media-filled environment, surrounded by various types of
digital devices such as computers, LCD projectors, PDAs,
iPods, MP4s and iPhones. Living in this multimedia
environment, they want to show themselves with interactive
computers such as games and movies both at home and at
school. TV and computers provide a lot of visual effects.
c. Like to work in groups. They like teamwork with their peers
because students generally prefer to learn in a supportive
environment for group work. This characteristic of learning fits
with Vygotsky's theory, the zone of proximal growth theory.
They achieve confidence and support when working with peers
and sharing knowledge. There is no shame when they don't
understand something new, instead they are happy to share it in
their group.
d. Have short attention spans and multi-task well. The media-
filled environment of generations Y and Z has made them seem
less attentive. If told to do the same job for a long time, they
may be overwhelmed or frustrated. They may enjoy the
activities more if they get multiple tasks simultaneously
because they can usually move from one task to another
quickly. Therefore, teachers should not be surprised when they
see their students listening to songs, playing the internet, calling
someone while doing assignments.
e. Edutainment. The word "Edutainment" is a combination of two
words: education and entertainment, which refers to
educational entertainment or fun education. The content of the
product provides users with specific skill development or
reinforcement of learning in an entertainment setting. For the
digital generation, learning is considered an interactive activity
and must involve calming activities. Instead, learning is
 considered interactive and involves fun activities. They want
teachers or educators to include fun games and activities in
curriculum15.

15
Peter, Relly 2012. Understanding and Teaching Generation Y. English Teaching Forum. Number 1 year
2012.
 CHAPTER III
METHOD OF THE RESEARCH

1. Research Methods

This research will be conducted using quantitative methods.

Quantitative research is a means for testing objective theories by examining the
relationship among variables. These variables, in turn can be measured,
typically on instruments, so that numbered data can be analyzed using statistical
procedures (Craswel 2008). In this study using experimental research design.
Experimental research is a type of quantitative research and is particularly
suitable for measuring cause-and-effect relationships. The data used in the
quantitative approach of analysis is numerical. Sugiyono say (2014, p. 107)
explains experimental research methods as research methods used to study the
effect of a particular treatment on other treatments under controlled conditions.
The general objective of experimental research is to study the effect of a
particular activity on the symptoms of a particular group which compares with
other activities that use different treatments. While design research
experimental research According to Sugiyono (2011:73) There are several
forms of experimental design, namely : (1) pre-experiment (no design) with a
shot case study, one group pretest posttest, intec-group comparison; (2) Real-
experimental, including posttest-only, pretest control design steering group
design; (3) experimental factors; and (4) quasi-experimental, including time
series design and non-equivalent control group plannin16. Researchers use
quasi-experimental methods because they want to see the extent of the influence
of using the Community Langugge Learning method in learning speaking for
digital native children.In this study, researchers will also used the collecting
data by questionnaires and tests to measure how much influence the use of the
tested method has for the development of speaking learning.

2. Research Design
This research design used a quasi-experimental design. Craswel says
experimental design is to test the impact of a treatment (or an intervention) on

16
Sugiyono. (2011). Metode Penelitian Kuantitatif Kualitatif dan R&D, (Bandung: Alfabeta)
 an outcome, controlling forall other factors that might influence that outcome
(craswel 137)17. The quasi-experimental research design used is in the form of
nonequivalent control group design which in this design, uses two groups or
classes consisting of a control class and an experimental class. The experimental
class is a class that gets treatment in the form of applying community language
learning methods, while the control class still uses traditional learning. The
experimental and control groups were selected non-randomly. According to
Sugiyono (2018, p. 79), "This design is almost the same as the pre-test-post-test
control group design, except that the pre-experimental and control groups are
not randomly selected"18.
Tabel 3.1
Design nonequivalent group design
Kelompok Pre-test Perlakuan Post-test
Eksperimen Class O1 X O2
Control Class O3 - O4
(Sugiono 2018, p.79)
Keterangan :
O1 : Pre-test given to experimental group before treatment
O3 : Pre-test given to control group before treatment
O2 : Post-test given to experimental group after treatment
O4 : Post-test given to control group after treatment
X :Treatment of experimental class based on Community Languagge
Learning learning method.
In this case, the provision of pre-test is intended to determine the initial
ability of students, while post-test is intended to determine the development of
students in speaking and the level of understanding of the material that has been
taught in class.

3. Location and Time of Research

This research entitled "The use of community language learning method
for teaching speaking to digital native students" will be carried out at the Al-
Hasyimiyah Cilegon modern boarding school. The time that the researcher will

17
Craswel. (2013). Pendekatan Kualitatif Kuantitatif Dan Mixed Method, (Jakarta: Pustaka Belajar)
18
Sugiono (2018) Metode Penelitian Kuantitatif, (Bandung: Alfabeta), p.79
 use to conduct this research is 1 month. At the first meeting the researcher will
observe the learning methods used. Commonly used to prohibit English, then
after that the researcher will apply the use of the community language learning
method in the learning process to find out how much influence the use of this
method has in learning language classes and the last researcher will give a test
as a tool to measure the results of mastery of the material and the effectiveness
of the current language learning going on.

4. Population and Sample

In a study, of course, there is a population that will be used as research
material. The population of this study is student of seventh grade junior high
school of MTsN 2 Kota Cilegon which consist of 30 students from class IV-A
and 30 students from class IV-B.
According to Sugiyono (2017, p. 81) "Samples are a small part of the
number of objects and objects that have the properties and characteristics of the
population". The number and characteristics of the population are not carried
out randomly. The sampling technique used in this study is a non-probability
sampling technique using purposive sampling techniques. According to
Sugiyono (2015, p. 218), "purposive sampling is a method of sampling data
sources from a certain point of view". In determining the sample, researchers
considered the same both in terms of student characteristics, the sample taken
in this study included class IV-A students (total 30 students), as well as
experimental class and class IV-B (total 30 students) as a control class.
5. Technique of Collecting Data and Instrument
Teknik Pengumpulan Data According to sugono (2018:224) this is “the
most strategic step in research because the main purpose of research is to obtain
data”19. So it can be concluded that data collection technique is a technique used
to take data in the field as an effort to answer research questions. The aspect that
is considered in this study is the learning outcomes of students using the
Community Language learning method in learning speaking. In this study, the
data was conducted by observation, interview, test and documentaticon. The
researcher collected data by using a test from the use of the community language

19
Sugiono (2018) Metode Penelitian Kuantitatif, (Bandung: Alfabeta), p.224
 learning method in teaching the material to find out the increase in students’
speaking in learning.
a. Observation
This study used participant observation, where researchers
participated and observed the learning process. Furthermore, Sutrisno
Hadi wrote in Sushiyono (2009, p. 203) that "observation is a complex
process, consisting of various biological and psychological processes".
The two most important mentioned that it is the process of observation
and memory.
b. Interview
Interview are used as data collection technique when you want
to do a preliminary study to clarify the problem to the studied and when
you to get more detailed information about the respondents in the
research and the numer of respondents is small (Sugiono,2018, p.137 )20.
The perpose of interview is to know the level of speaking students and
the methode of teacher teaching material.
c. Test (pre and post)
Test is any procedure for measuring ability, knowladge, or
performance. The purppose of test is to know the effectiveness and level
knowladge of the material that has been presented. The test questions
that will be asked will be in the form of a pre-test conducted before
learning, and a post-test conducted after learning.
Students were given two types of speaking test such as pre-test
and post-test.
d. Documentation
Sugiyono (2009, p. 329) says, "A document is a record of past
events. Documents can be a person's writing, drawings, or monumental
works. And documents. This research documentation is used to report
the results obtained during the study and photographs conducted during
the research which was carried out in the modern Islamic boarding
school Al-Hasyimiyah.
6. Technique of Analysist Data

20
Sugiono (2018) Metode Penelitian Kuantitatif, (Bandung: Alfabeta), p.137
1. Test Instrument
a. Validity of Question Items
The validity of good evaluation data and in accordance with reality is
called valid data. Arikunto (2009, p.65) says a test is valid if the test
measures what should be measured. According to Sundayana (2016, p.59)
the formula used to measure the validity of the question is:
𝑁 (∑ 𝑋𝑌 ) − (∑ 𝑋)(∑ 𝑌)
𝑟𝑥𝑦 =
√{𝑁(∑ 𝑋 2 ) − (∑ 𝑋)2 } − {𝑁 ∑ 𝑌 2 ) − (∑ 𝑌)2 }

Description :
rxy : Correlation coefficient between variables X dan Y
∑XY : Number of multiplication x and y
N : Number of participants
X : The value of the question item
Y : Question marks.
b. Realibility
Reliability is an assessment tool to measure the accuracy or consistency
of the tool in assessing what is assessed. Reliability will obtain relatively
high school results when measurements are taken several times on the
same sunjek group, as long as the measured aspect of the subject does not
change. To measure the reliability formula, the following is used:
𝑘 𝑆 2 − ∑ 𝑝𝑞
𝑟11 =( )( )
𝑘−1 𝑆2
Description :
r11 : Instrument realibility
k : Lots of question
S² : Standard deviation of the test
∑pq : The sum of the multiplication result between p and q
p : The proportion of sebject who answered correctly
c. Differentiating Power
The differentiating power is the ability of the questions to distinguish
between the group of high-ability test takers and the group of low-ability
test takers. The higher the number, the greater the index of uniqueness of
the question, and the better the question in distinguishing high and low
 groups. To measure the differentiating power can use the following
formula:
𝐽𝐵𝐴 − 𝐽𝐵𝐵
𝐷𝑃 =
JS𝑎
(Sundayana, 2016, p.76)

Description :

DP : Differebtiating power

JBA : The number of participants in the upper group who answered

correctly

JBB : The number of participants in the lowergroup who answered

correctly

JSa : Number of upper group students

Differentiating Power Qualification

Range Description

DP Very Bad

0,00 < DP Bad

0.20 < DP Enough

0,40 < DP Good

0,70 < DP Very Good

d. Difficulty Level
The difficulty level is a comparison of the number of test takers who
answered the question correctly. In other words, the more people who
answer a question correctly, the greater the difficulty index and the easier
the problem. Meanwhile, if there are few test takers who answer the
questions correctly, the questions will be more difficult.
 𝐽𝐵𝐴 + 𝐽𝐵𝐵
𝑇𝐾 =
2. 𝐽𝑆𝑎
Description :

TK : Difficulty level

JBA : The number of participants in the upper group who answered

correctly

JBB : The number of participant in the lower group who answered

correctly

JSa : Number of upper student group.

Difficulty Level Qualification

Range Description

TK Too difficult

0,00 < TK Difficult

0,30 < TK Sedang/Cukup

0,70 < TK Easy

TK = 1,00 Very easy

2. Analysis Plan
e. Normality Test
Normality test is a test carried out with the aim of evaluating the
distribution of data or data in a group of variables, which regardless of
whether the distribution of data is normally distributed or not. The
normality test can help determine whether the data collected is normally
distributed or taken from a normal population.
f. Hypothesis Testing
Hypothesis testing is a decision-making method based on data analysis
obtained from both observation and controlled experiments. In statistics,
 an event is said to be statistically important if an event is caused by random
factors, based on predetermined probability limits.
g. Analysis Corelation
According to Darwis (2005), correlation analysis is a statistical method
to analyze the relationship between two or more quantitative variables. It
can be concluded that correlation analysis is a statistical technique used to
measure and understand the relationship between two or more variables
in one data. The definition of correlation analysis involves measuring the
strength and direction of the relationship between these variables. This
method provides information about how changes in one variable relate to
changes in other variables. By analyzing correlations, you can see if there
is a positive, negative, or no relationship between variables
7. Data Source
The researcher used a sample of Seven Grade at Al-Hasyimiyah islamic
modern boarding school to test the use of community language learning method
in the speaking learning process.
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