CHAPTER I
INTRODUCTION
This
chapter presents the discussion on the background of the study, statement of
the problems, objective of the study, scope and limitation of the study,
significance of the study, assumption of the study, hypothesis of the study,
and definition of key terms.
1.1 Background
of the Problem
There
are many languages used as a means of communication by people all over the
world. One of them is English, which has a role as an international language.
It is known as the first foreign language taught in Indonesia. It is started
from Elementary School up to University, because it is important for developing
the science.
Many
students in Indonesia do not like English. They get difficulties, boredom and
confusing in learning it, because it is not their mother tongue. English
teacher should be able to motivate the learners in learning this foreign
language. Harmer (1993: 3) states motivation means a kind of drive that
encourages somebody to pursue a course action. It should be done by every
English teacher in order that the students are interested to learn this
language. English teacher must be able to manage the teaching by using certain
method in the teaching-learning process, so that the students will like it
without boring and despair.
Communicative
Language Teaching (CLT) started developing in Great Britain in the 1960s, when
British applied linguists began to question the assumptions underscoring Situational
Language Teaching. Noam Chomsky was among the first ones to demonstrate that
standard structural theories of language were incapable of accounting for the
creativ-ity and uniqueness of individual sentences. Therefore, there was a
shift from the insis-tence on the mere mastery of grammatical structures to the
emphasis on communicative proficiency.
In
learning English there are four skills which are necessary to be mastered by
the learners. Those skills are listening, speaking, reading and writing.
Referring to the title, the writer limits the explanation to the listening
only. Speaking skill is very important skill that must be mastered by every
language learners, because one is called mastering a language when he/she is
able to demonstrate the speaking skill. In order to master this skill, a
teacher as an educator have to use good method in teaching learning process. In
this case, the researcher concerns with the effectiveness of CLT toward
students’ listening ability an experimental for eight grade students of SMP
because so far CLT has not been practiced in the field by most English
teachers.
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INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU KLIK PEMESANAN
INFO LEBIH LANJUT SILAHKAN KONTAK ADMIN ATAU KLIK PEMESANAN
