ABSTRACT
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE
OF SMA NEGERI 5 BANDAR LAMPUNG
By
FERAYANI ULRICA
Speaking is one of the central forms of communication. Many language learners regard speaking ability as the measurement of knowing a language. Therefore, a good method in teaching speaking is needed to encourage students in practicing speaking. The aims of this research were to investigate the implementation of contextual teaching and learning in teaching speaking skills and what were the strengths and the weaknesses of CTL in teaching speaking at SMAN 5 Bandar Lampung. This research was qualitative descriptive research.
The population of this research was the second grade students of SMA Negeri 5 Bandar Lampung. There were ten classes of the second grade and each class consisted about 38 students. The researcher took class XI IPA 1 as the pre observation class and XI IPA 5 as the sample where the research would be conducted. This research lasted from 18th of January to 1st of February 2013. In collecting the data, the researcher observed the implementation of seven components of CTL to see student’s involvement during teaching learning activities and distributed questionnaires to the students. The result of observation shows that almost all components of CTL were well implemented. Students’ involvement can be seen during the process of speaking class. From pre activities, while activities, and post activities, there were more than 65% of students who were involved actively and enthusiastically enough. While from the questionnaires, there were also more than 65% of students who agreed that they were involved in learning process. Furthermore, the teacher faced some problems such as the big size of the class and also the question that are difficult to be answered by the students.
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE
OF SMA NEGERI 5 BANDAR LAMPUNG
By:
FERAYANI ULRICA
A Script
Submitted in a Partial Fulfillment of The Requirements for S-1 Degree
At
The Language and Arts Department of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY BANDAR LAMPUNG
THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE
OF SMA NEGERI 5 BANDAR LAMPUNG (A Script)
By:
FERAYANI ULRICA
LAMPUNG UNIVERSITY BANDAR LAMPUNG
Research Title : THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE OF SMA NEGERI 5 BANDAR LAMPUNG
Student’s Name : Ferayani Ulrica Student’s Number : 0913042086
Department : Language and Arts Education Study Program : English Education
Faculty : Teacher Training and Education
APPROVED BY
Advisory Committee
Advisor 1 Co-Advisor
Prof. Dr. Patuan Raja, M.Pd. Drs. Sudirman, M.Pd.
NIP 19620804 198905 1 001 NIP 19550712 198603 1 003
The Chairperson of
Language and Arts Education Department
ADMITTED BY
1. Examination Committee
Chairperson : Prof. Dr. Patuan Raja, M.Pd. ………
Examiner : Dr. Muhammad Sukirlan, M.A. ……….
Secretary : Drs. Sudirman, M.Pd. ……….
2. The Dean of Teacher Training and Education Faculty
Dr. H. BujangRahman, M.Si.
NIP 19600315 198503 1 003
ACKNOWLEDGEMENT
The writer would like to acknowledge her countless thank to the Most Gracious and
the Most Merciful, ALLAH SWT. Shalawat and salaam are addressed to the Prophet Muhammad SAW and his family. This research report, entitled “The Implementation
of Contextual Teaching and Learning in Teaching Speaking at The Second Grade of SMA Negeri 5 Bandar Lampung”, is submitted to fulfill one of the requirements in
accomplishing the S-1 Degree Program at the Department of Language and Arts
Education of Teacher Training and Education Faculty, University of Lampung.
There are many individuals who have generously contributed to complete this
research report. First of all the writer would like to express her sincere gratitude and
respect to the first advisor, Prof. Dr. Patuan Raja, M.Pd., and the second advisor,
Sudirman, M.Pd., who have contributed and given their invaluable evaluations,
comments, and suggestions during the completion of this research report. The writer
also would like to express the deepest gratitude and respect to Dr. Muhammad
Sukirlan, M.A., as her examiner who has given suggestions and critics to the research
report. It will be hard for the writer to make the research report better without his
Most importantly, the writter dedicates her deepest gratitude to her beloved parents,
Drs. Fauzan, S.H. and Dra. Maryani, her sister, Fenny Andriani, S.H. her brother,
Ferdy Andrian, S.H. and her big family, for their biggest support and prayers for her
success.
The writer wants to extend her appreciation to her friends, Yusni Triana, Bassma
Baligrna, Jessy Yunita Fadmadi, Resta Putri Yan Asmoro, Siti Mardeliza Dea,
Fatimah Mulya Sari, Desi Setianingrum, Dwi Fitrianingsih, Ayuning Palupi, Tri
Lestari, Desi Pertiwi, Chairunnisa, Ni Wayan Drestiani, Siska Novita Sari, and Clara
Inka Mayang.
Last but not least, her appreciation also goes to her friends at the English Education
Study Program Department 2009, for their supports and friendship.
Hopefully, this script would give a positive contribution to the educational
development of those who want to carry out further research.
Bandar Lampung, March 2013
CURRICULUM VITAE
The writer’s name is Ferayani Ulrica. She was born in Bandar Lampung on January
17th, 1991. She is the youngest daughter of Drs. Fauzan, S.H., and Dra. Maryani. She has one elder sister, Fenny Andriani, S.H., and one elder brother, Ferdy Andrian, S.H.
She joined Kartika II-6 Kindergarten in 1996. Then she entered Elementary School
SD Kartika II-5 in 1997 and graduated in 2003. She continued her study in SMPN 25
Bandar Lampung and graduated in 2006. After that, she was registered at Senior High
School in SMAN 5 Bandar Lampung and graduated in 2009. She joined the S1
program at the English Education Study Program of the Teacher Training and
Education Faculty (FKIP) at Lampung University in 2009. From July to September
2012 she did the Teaching Practice Program (PPL) at SMPN 3 Jati Agung, Lampung
MOTTO
“Yesterday’s the past, tomorrow's the future, but today is a gift. That's why it's
called the present."
DEDICATION
This script is fully dedicated to:
My beloved parents: Drs. Fauzan, S.H., and Dra. Maryani
My Sister and Brother: Fenny Andriani, S.H. and Ferdy Andrian, S.H.
Students of English Department ‘09
TABLES
Table Pages
1. Specification of the observation sheet for students……… 24
2. Specification of the observation sheet for teacher.……… 25
3. Specification of the questionnaire ………. 26
4. Observation sheet for students in the first meeting……….... 37
5. Observation sheet for students in the second meeting……… 40
6. Observation sheet for teacher……….. 41
APPENDICES
Appendix Page
1. Research Schedule……….. 55
2. Lesson Plan 1 ………. 56
3. Lesson Plan 2………... 63
4. Observation sheet 1………. 71
5. Observation sheet 2………. 76
6. Transcription………... 81
1
I. INTRODUCTION
This chapter mainly discusses several points, i.e. introduction that deals with
background of the problem, research problem, objective of the research, uses of the
research, scope of the research, and definition of term.
1.1 Background of the Problem
Language is a tool that human use to communicate with other people in the world.
Language can be used in oral and written communication. There are a lot of
languages in the world because every country has different mother tongue. So, as a
media of communication, human being has to use the language that can be
understood in every country. Language will make people easier to have relation with
other people from different place. Moreover, English nowadays is acknowledged as
an international language because many people from different countries used it as a
means of communication. As an International language, English becomes very
important for our life not only as a communication but also as a way to transfer
knowledge and technology, economic affairs and culture. Therefore, English is taught
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English has two basic majors, i.e. skill and component. The basic skills are listening,
reading, speaking, and writing while the basic components are vocabulary, structure,
pronunciation, and spelling. Byrne (1984) says that our concern as language teacher
is not to inform our students about the language, but to develop their ability to use
language. Based on the statement above, we can get a point that the important of
language is how to use and apply it.
According to Richards (1990), “Learners consequently often evaluate their success in
language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken proficiency”. From the
statement, it can be said that most language learners study English in order to develop
proficiency in speaking. Besides, many language learners regard speaking ability as
the indication that learner are able to use the language. They regard speaking as the
most important skill that they can acquire, and they assess their progress in terms of
their accomplishments in spoken communication.
Bygate (1987:3) states that the basic problem in foreign-language teaching is to
prepare the students to use the language. How the preparation is done successfully
depends very much on how we as teachers understand the aim of teaching. It means
that a good method in teaching speaking will encourage students to practice speaking.
One of the methods that is suitable for teaching English especially speaking skill is
3
According to Johnson as quoted by Alwasilah (2009: 19), CTL is an educational
process that aims to help student see meaning in the academic subject with the
context of their daily lives, that is, with the context of their personal, social, and
cultural circumstances. To achieve this aim, the system encompasses the following
eight components: making meaningful connections, doing significant work,
self-regulated learning, collaborating, critical and creative thinking, nurturing the
individual, reaching high standards, and using authentic assessments. CLT relates to
subject matter content to real world situation that is needed during the teaching
learning process so the students know the benefit of learning.
To make the students speak in the classroom is not easy. The difficulties of students
to speak may be caused by some backgrounds such as students’ reluctance, lack of
motivation, uninteresting teaching technique, fault method in teaching speaking, etc.
For this, the teachers are supposed to be creative in developing their teaching learning
process and being appropriate in using method to create good atmosphere and good
students’ speaking skill.
Some researchers such as Sister (2004), and Hidayah (2009) in their research found
that it is possible to apply CTL in teaching of speaking. Moreover, students are
actively involved during teaching and learning process since the teacher performed throughout aspects of CTL in teaching speaking so that the students’ speaking
4
Based on the background above, the writer tried to conduct research in which CTL
was used as the foundation to support modification and using of teaching-learning
process. The writer conducted the research in order to know the procedure of CTL in
teaching speaking. Therefore this research is entitled The Implementation of
Contextual Teaching and Learning in Teaching Speaking Skills at the Second Grade
of SMA N 5 Bandar Lampung.
1.2 Research Problem
The problem of this research isformulated as follow:
1. How is the implementation of teaching speaking by using CTL at second
grade students of SMA Negeri 5 Bandar Lampung?
2. What are the stengths and weaknesses of teaching speaking by using CTL at
second grade students of SMA Negeri 5 Bandar Lampung?
1.3 Objective of the Research
In relation of the problems above, the objectives of the research are:
1. To find out the implementation of teaching speaking by using CTL at the
second grade of SMA Negeri 5 Bandar Lampung.
2. To find out the stengths and weaknesses of teaching speaking by using CTL
5
1.4 Uses of the Research
The uses of the research are:
1. Theoretically
The result of this research is expected to support the previous theories dealing
with the theories of Contextual Teaching Learning (CTL) in teaching
speaking. Moreover, this research also to be used as a reference for the next
researcher who will concentrate on the similar scope of research.
2. Practically
This research was hoped useful for English teacher to implement CTL in
teaching speaking. This research may also contribute some information about
understanding language learning. Furthermore, this research can be used as
logical consideration for the next research.
1.5 Scope of the Research
This research was conducted at SMAN 5 Bandar Lampung. The subject of this
research was second grade students of the school. The sample was randomly chosen,
since the researcher decided that second grade classes have the same appropriate
materials related to the issue of this research. The chosen class was XI IPA 5 which
consisted of 38 students. The researcher tried to analyse and describe the
implementation of CTL in teaching speaking at the second grade of SMAN 5 Bandar
Lampung. The researcher conducted classroom observation and distributed
questionnaire to students to get the data needed. The researcher also analyzed the
6
The researcher wanted to know students’ response with the teacher’s questions by
giving the possible answer depended on the real situation of the matter.
1.6 Definition of Terms
Speaking
It is a two-way process between speaker and listener and involves productive and
receptive skill of understanding (Byrne, 1984:81). It means speaking is a way for
communication to send our messege or idea to other people.
Contextual Teaching and Learning
CTL is a concept of teaching and learning which helps teacher to relate the material
to the students’ real world situations and motivates students to be more active in
connecting their knowledge and its application to their real lives (Depdiknas, 2002).
Teaching
It is showing and helping someone to learn how to do something by giving
instruction, guiding in the study of something with knowledge causing to know or
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II. FRAME OF THEORIES
This chapter discusses several points, i.e. literature review that deals with definition
of speaking, aspects of speaking, function and purpose of speaking, type of classroom
speaking performance, delivery and assessment method of speaking, concept of
contextual teaching and learning, seven components of CTL, teaching speaking
through CTL, and procedure of teaching speaking through CTL. They are explained
in the subtopics a follows.
2.1 Speaking
Speaking is one of the central forms of communication. It is a skill that needs special
attention and interaction. Speaking is productive skill in which the speaker produces
and uses language by expressing a sequence of ideas and at the same time she/he
tries to get the ideas or the message across. In this case, there is a process of giving
message, which is called the encoding process. At the same time, there is a process of
understanding the message of the first speaker.
According to Webster (1841), speaking has a variety of meanings:
a. To tell, to say, to make known or as by speaking, to declare; to announce
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c. To use or be able to use (a given language) in speaking
d. To address
As one of the language skills, speaking has a tight connection to life and human
activities because it is one of the main element of communication. According to Lado
(1961: 35) speaking is a productive skill in which the speaker produce and uses the
language by expressing a sequence of ideas and at the time she/he tries to get ideas or
the message accross. Meanwhile, Bryne (1984) states that, oral communication (or
speaking) is a two way process between speaker and listener and involves the
productive skill of speaking and the receptive skill of understanding.
In addition, Scott in Johnson and Morrow (1981) typifies speaking as an activity
involving two (or more) people, in which the participants are both hearers and
speakers having to react to what they hear and make the contributions at high speed.
In other words, each participant must have an intention or set of intentions she/he
wants to achieve in the interaction. Each participant has to be able to interpret what is
said to him, and reply with the language he/she has which reflects his own intention.
From the explanation above, it can be concluded that speaking is the process of sharing with other person, one’s knowledge, interests, attitudes, opinions or ideas.
Delivery of ideas, opinions, or feelings are some important aspects of the process of
9
2.2Aspects of Speaking
Harris (1974: 45) says that speaking has some aspects as described below. All of
which must be learned intensively to improve students’ ability in speaking English.
1. Fluency
Richards, Platt, and Weber (1985: 108) define fluency as follows: "the features
which give speech the qualities of being natural and normal, including native-like
use of pausing, rhythm, intonation, stress, rate of speaking, and use of
interjections and interruptions." Fluency is the smoothness or flow with which
sounds, syllables, words and phrases are joined together when speaking. It means
that, fluency is needed to produce speech in the language and be understood by
the speakers.
2. Grammar
Heaton (1978) defines grammar as a students’ ability to manipulate stucture and
to distinguish appropriate grammatical from in approriate ones. Meanwhile,
Coghill and Magendanz (2003) define grammar of a language as the set of rules
that govern its structure. Grammar determines how words are arranged to form
meaningful units.
3. Vocabulary
Hornby (2005: 1707), gives definition that vocabulary is as a collection or list of
words with brief explanations of their meanings. If we have learned and known
the meaning of word, the sentences is easy to understand but when we never
10
4. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation
(Syakur:1987). Meanwhile Harris (1974:81) defines pronunciation as the
intonation patterns.
5. Comprehension
Syakur (1987) defines comprehension for oral communication that require a
subject to respon to speech as well as initiate it. It means that if the person can
answer or express well and correctly, it shows that he/she comprehends or
understand well.
So, the researcher tried to analyze whether the teacher considers these aspects or not
such as grammar. The researcher analyzed how the teacher made the students aware
in grammar during learning speaking.
2.3 Function and Purpose of Speaking
a. Speaking as a Language Skill
Language skill is human ability to produce, receive and use a language properly
through five senses which is processed in human brain. It can only be achieved
through training and practice. Human speaking skill is influenced by many
factors, such as the development of vocabulary acquired, listening activity, and
reading activity. According to Tarigan (1981) speaking ability is acquired
naturally after infants have listening ability then people commonly acquired
11
b. Speaking as Communication Tool
To be realized or not, people in the world are living in scope of language.
Everything in the world is defined and communicated by language. Imagine if
there is no language, we can not buy rice in market, we can not call a thing or say
a name, we can not build relationship or get a help. As social member, human
need each other to survive. One of tools for people to survive is maintaining a
relationship, in which they need language there.
As one of communication tools, speaking is happened when people in contact.
The communication is success when someone who has intention decides to
express or share his/her feeling orally then it is received or understood by listener.
Basically the main purpose of speaking is for comunication. To encourage and to
achieve the speaking purposes. It is needed for speaker to understand what they
want to speak. On the other hand, hearers also have to understand what they have
listened. So the speakers and the hearers should at least know the principal of
speaking genarally or personally.
2.4 Types of Classroom Speaking Performance
In speaking there are some types of speaking performance, Brown ( 2001) provides
12
1. Imitative
Teachers usually ask students to drill word, phrase or sentence when teaching
speaking. For example, students practice an intonation form or try to pinpoint
a certain vowel sound which aimed at focusing some particular elements of
language forms.
2. Intensive
It is one step beyond imitative. It is designed to practice some phonological or
grammatical aspects of language. It can be conducted by self-initiated or pair
work activity.
3. Responsive
A good deal of student speech in the classroom is responsive short replies to
teacher-or-students-initiated questions or commans. These replies are usually
sufficient and do not extend into dialogues. For example:
T: “How are you today?” S: “I’m fine, thanks.”
T: “What is the title of the short story?” S: “the cracked pots”
4. Transactional (dialogue)
Transactional dialogue, which is carried out for the purposes of conveying or
exchanging specific information is an extended form of responsive language.
Conversation, for example, may have more of a negotiate nature to them then
does responsive speech e.g.:
13
T: “I see. As in our city, there are many state universities like Unila, UBL, Teknokrat, Darmajaya and other reliable one.
5. Interpersonal (dialogue)
Interpersonal dialogue is aimed at maintaining social relationships than for the
transmission of facts and informations. These exchanges are little tricker for
students because it includes the following factor: a casual register, colloquial
language, emotionally charged language, slang, ellipsis and sarcasm. For
example:
Ami : “Hi Bob what’s going on?” Bob : “Oh nothing”
Ami : “Not a great weekend, huh?”
Bob : “Well, far be it for me to critics, but I am pretty miffed about last week.” Ami : “What are you talking about?
Bob : “I think you know perfectly well what I am talking about.”
Ami : “Oh, that…how come you get so bent out of shape over something like that?”
Bob : “Well, whose fault was it, huh?”
Ami : “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?”
6. Extensive Monologue
Finally, students at intermediate to advanced level are called on to give
extended monologues in the forms of oral reports, summaries, or perhaps
short story or speech. Here, the register is more formal and deliberative. These
monologue can be planned or impromptu.
The six types of the classroom speaking performance help the teacher to analyze the students’ performance in speaking, i.e. responsive. When someone asked a question
to his/her friend, the other directly responds by giving possible answer depended on
14
2.5 Contextual Teaching and Learning
According to Zahorik (1995), knowledge is constructed by the humans. Kowledge is
not a set of facts, concepts, or laws waiting to be discovered, it is not something that
exsist independently of a knower. Human create a construct knowleged as they
attempt to bring meaning to their experience But the majority of students in Indonesia
have difficulty to make connection between what they are learning and how the
knowledge to be used.
Contextual teaching and learning involves making learning meaningful to students by connecting to the real world. It draws upon students’ diverse skills, interests,
experiences, and cultures and integrates these into what and how students learn and
how they are assessed. In other words, contextual teaching situates learning and
learning activities in real-life and vocational contexts to which students can relate, incorporating not only content, the “what” of learning but the reasons why that
learning is important.
According to contextual teaching theory, learning occurs only when students process
new information or knowledge in such away that it makes sense to them in their own
frames of reference (their own inner worlds of memory, experience, and response).
This method to learning and and teaching assumes that the mind naturally seeks
meaning in context by searching for relationships that make sense and appear useful.
Contextual teaching and learning is considered as a convincing alternatives in English
15
According to Johnson (2002) on her book “Contextual Teaching and Learning” states
that CTL as a learning system is working as nature does, it is appropriate to human
inner which always try to find meaning. CTL also can satify brain needs in
connecting new information with an available knowledge with stimulates the physical
brain improvement in order to respond environment.
Contextual teaching and learning is a concept of learning which help teachers relate
the materials being taught to the students real world and encouraging the student
relate their knowledge in their daily life by implementing seven main elements in the
teaching learning proccess (Depdiknas, 2002: 34). There are constructivism, inquiry,
questioning, learning community, modelling, reflection, authentic assessment.
2.6 Seven Components of CTL
Depdiknas (2002) defines each element of contextual teaching and learning as
follows:
a. Constructivism
Constructivism is building a knowledge known by the student. Education is
student-centered; students have to construct knowledge themselves.
Constructivism is a theory, a tool, a lens for examining educational practices.
The characteristic of constructivism learning is active students, they involve
in learning process depend on their ability, knowledge and style of learning.
They are guided by teachers as a fasilitator; teacher will help them if they get
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b. Inquiry
Inquiry is the core in contextual teaching learning activities. It is a cycling
process of observing, questioning, investigating, analyzing and concluding. In
other words, it can be said the students find out something by themselves. In
this process the students have chance to observe the phenomenon. They try to
explain and describe the phenomenon being observed. Then, based on their
observation, they try to test what they have observed and finally make
conclusion.
c. Questioning
In contextual teaching and learning, the questioning should not be dominated
by the teacher. In teaching and learning process, questioning is seen as teacher’s activity to motivate, provide and asses thinking ability. The teacher
should provide or create situation that makes the students to have curiosity.
Curiosity leads automatically to have a live teaching learning atmosphere
because students are supposed to ask questions either to their teacher or
friends. The process of questioning can be created between the teacher to the
students, students to the teacher, and students to students.
d. Learning Community
The concept of learning community is that learning in group will give better
result than learning alone. The result of teaching and learning is gained in
17
friends. Students will interact with one another in sharing the
information/ideas that they get from the text, or the students who do not know
will ask the students who know. Cooperative is encouraged here.
e. Modeling
Modeling is one of the components of CTL method in learning skill or
specific knowledge. Modeling is offering behaviour for imitation. In any
certain lessons there is a model to be imitated by students. For example, in
English speaking lesson, teacher is not the only one source or model. Students
can imitate or learn speaking from other students or source in or out of class.
f. Reflection
Self assessment (self reflection) can be introspective where the students are
asked to reflect back on their foreign language experience and rate themselves
against some kind of scale. Reflection is a way of thinking about what
students have learnt. Teacher and students review and respond the activities
and experiences they have done. They also record what they have learnt, how
they feel, and appeared new ideas.
g. Authentic Assessment
In this process the teacher collect the data to get information about the students’ development in learning. It is used to describe students’ real
18
provide valid information about the students’ progress and evaluate the students’ activities in a real world context. Authentic assessment can be
described as the result of students learning and motivation. It motivates
students to be able to use their knowledge achievement in a real life.
Assessment places the need of students at the center of teacher’s planning.
These seven components make CTL different from other methods. It is also clearly
seen that these seven components asks the students for actively involving in
classroom activity. Collaborating, nurturing the individual, being creative and critical
thinking, asking the students to be responsible for their own learning. The role of
teacher in CTL is to facilitate student to find the fact or the meaning, concept or
principles for theirselves. Once these components applied in classroom, it will help
both student and teachers in creating a good atmosphere where the learners have a
great responsibility in achieving their success in leaning.
2.7 Teaching Speaking Through CTL
Teaching means giving the instruction to a person or giving a person knowledge skill,
etc. While, Speaking means use the words in ordinary voice. So, teaching speaking is
giving instruction to a person in order to communicate.
Tarigan (1990: 3-4) states that speaking is a language skill that is developed in child
19
means that speaking is the basic language. The process of speaking skill has
happened for speaking ability.
Dougill and Jones (1987) agree that CTL is “mirror real life” and “reality of function in a simulated and stuctured environment”. Which means that CTL is not a real life; it
is only a type of simulating real life in a simulated environment.
Before applying CTL, the teacher should prepare Lesson Plans. According to Rusman
(2008), there are some steps to develop each components of CTL: First, developing students’ thinking to make learning more meaningful. Second, doing inquiry
activities for all topics taught, developing students' curiosity through questions,
creating a learning community, such as through group discussion and presenting
model as an example of learning. Third, doing reflection of learning activity that has
been performed and doing authentic assessment to measure students’ ability.
From the statements above, it can be concluded that teaching speaking through CTL
is the way of the teacher teaches the students how to communicate by using simulated
situation and environment through the elements of CTL itself. When teaching the
students, the teacher connects the material given with the students daily life by
dealing the students with it through constructivism, and then the teacher let the
students to do the learning community in order to make them easy in mastering
material. Here, the teacher also give model to the students. But the model is not only
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inquiry, the students have chance to find out something related to the material by them. In learning process to CTL there is questioning that is seen as a teacher’s
activity to motivate, provide and assess thinking ability. Then the teacher and the
students can reflect what they have learnt in reflection. This activity usually occur in
post activity. The last the teacher can describe the real competence of students
through authentic assessment. Authentic assessment is not only done at the end of
period but also integrated together with teaching learning activities.
2.8 Procedure of Teaching Speaking Through CTL
According to Johnson (2002), there are several procedures that should be done to
implement CTL in teaching speaking by the teacher. Each step contains some
elements,which is relating each other. Below are the procedures how to apply CTL,
including speaking class activity, in the classroom teaching learning process.
Activities:
Pre activity
a. Teacher greets the students.
b. Teacher checks the attendents list.
c. Teacher gives some question about the topic that will be learnt.
(Constructivism, Questioning)
While activity
a. Teacher asks the students to read the book and write down the information
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b. Teacher gives sheet of dialogue and read the dialogue that related with the
topic. (Modeling)
c. Teacher asks the students to read the dialogue with their friends. (Learning
Community)
d. Teacher invites students to correct their friends’ wrong pronunciation if it
happends. (Learning community, Modeling).
e. Teacher asks the students to do the tasks by the teacher already give the
example for them. (Modeling)
f. Teacher asks the students to practice the tasks given with their friends.
(Learning community)
g. Teacher asks the students to tell their own information and their friends’
information about the topic being learnt today. (Authentic assessment)
h. Teacher asks students to make their own dialogue with their friend.
(Learning Community, Auhentic Assessment)
Post activity
a. Teacher asks the students’ difficulties during the learning process.
b. Teacher gives comment and conclude the material (reflection).
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III. RESEARCH METHOD
This chapter discusses several points, i.e. research method deals with research design,
subjects of the research, data collecting technique, validity of the data, reliability of
the data, research procedure and data analysis. They are explained in the subtopics as
follows.
3.1 Research Design
In this research, the researcher used the qualitative approach. It was carried out to see
and find out the result of implementing CTL in improving students’ speaking skills.
Bogdan and Taylor (1998) state the qualitative approach is a research procedure that
produces a descriptive data such as written and oral words of people or direct object.
Descriptive data were aimed to describe, find out, analyze and interpret the
phenomena that occurred in the teaching learning process through Contextual
Teaching Learning in teaching speaking skills.
The researcher focused on the process of teaching learning process. The researcher
observed the implementation of CTL components and explored the information about
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Therefore, the researcher used the descriptive method to describe a condition
character that occurred when the research was going on and checking current aspects,
the research type used was a field research that oriented to the empiric data collection
in the field based on the object study including social research that form education
research. The researcher did the observation and gave the questionnaire to find out
the implementation of CTL in teaching speaking and explore the problem that found
by the teacher and students during teaching and learning activities.
3.2 Subject of the Research
The subjects of the research were the second grade students of SMA Negeri 5 Bandar
Lampung consisting of ten classes. The researcher used one class, XI IPA 5
consisting of 38 students as the sample where the research would be conducted. This
research was focused on the process of teaching learning activities. The teacher and the students, as well as the students’ responses toward any teaching stage, became the
source of data. Besides, it had been explored about the problems and obstacles found
in the implementation of CTL in teaching speaking class from the teacher. The
researcher conducted classroom observation and distributed questionnaire to students
to get the data needed.
3.3 Data Collecting Technique
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a. Observation
Observation was investigated and noticed systematically to indication that appeared
in the research object. By using observation technique, directly the writer knew a real
description about teaching and learning method in presenting English speaking
material at Senior High School of SMA Negeri 5 Bandar Lampung. This observation
was done as pre research, and after it had been decided or rendomize, the researcher
focused the observation to gain information about the process of teaching learning
[image:36.612.113.534.363.698.2]based on the seven components of CTL in improving English speaking skill.
Table 1. Sample of observation sheet of students’ involvement during teaching
learning process
No Students’ Activity Researcher Rater
Total of students involved % of students involved Total of students involved % of students involved 1 Pre Activities
Interested in the opening of the class. (Constructivism) Responding to topic
enthusiastically. (Constructivism) 2 While Activity
Following the teacher’s instruction (work in group). (Inquiry), (Learning Community)
Paying attention to the teacher’s explanation. (Inquiry)
Responding to the teacher’s questions (Questioning) Following teacher’s modeling enthusiastically. (model)
Actively presenting the results of group discussion in front of the class. (Learning community) 3 Post Activity
Actively involved in doing what have been learned. (Reflection) Doing the speaking task. (Authentic Assessment)
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The criteria of successful teaching learning process: 40% - 59% : Poor
60% - 69% : Enough 70% - 79% : Good 80% - 100% : Very Good
Table 2. Observation sheet of implementation of CTL components during the teaching learning process
No Components
Implementation
Yes No
1 Constructivism
Ask previous experiences related to the material. Review the previous topic.
2 Inquiry
Ask to find and choose the topic of conversation. Ask to create simple dialogue.
Ask to present the dialogue in front of the class. 3 Questioning
Invite questions during the learning process. Give chance to ask anything about conversation. 4 Learning Community
Give a chance to sharing ideas. Give time for discussion.
Ask to find problem based learning. 5 Modeling
Teacher as a model or source. Ask the student to be a model.
Ask the students to imitate or learn from the source or model.
6 Reflection
Review the lesson. Motivate the students. 7 Authentic Assessment
Monitor the students’ activity.
Follow up by giving direction or task as a remedy
b. Questionnaire
The researcher gave a set of of questionnaire to the students after the teaching
learning process. In this qualitative descriptive research, the researcher used
[image:37.612.110.534.215.569.2]26
the students in answering the question. Close-ended questions as a questionnaire that
can be used to help the researcher in selecting the data in order for the researcher not
to get irrelevant data (Setiyadi, 2006). The questionnaire would be done in order to
get valid data and to find out the students’ perception about the learning process.
These questionnaires were aimed in getting an accurate data about students’ speaking
[image:38.612.109.536.284.595.2]skill.
Table 3. Specification of questionnaire
No Components Topics Questions
1 Constructivism Greeting
Ask the students’s previous experiences
5
2 Inquiry Conclude the topic of
conversation
Create simple dialogs
5
3 Questioning Give chance to the students to ask anything about
conversation
Invite questions during teaching learning process
5
4 Learning Community Give time for discussion in a group
Present the dialog in a group
5
5 Modeling Give the example about the expression
Give the example about the intonations, utterances, etc
5
6 Reflection Review the lesson
Motivate the students
5
7 Authentic Assessment Monitor the students’ activity Give assessment at the end of the study session
5
3.4 Validity of the Data
In qualitative research, the researcher employed tringulation method. Trigulation is a
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more accurate conditions. (Setiyadi, 2006: 11). In this research, the writter used time
trigulation. Time tringulation is used to collect the same data which is the teaching
learning process occur in the implementation of CTL in teaching speaking skills at
different time but in the same class. The researcher involved another rater to validate
the data collected. The rater was Jessy Yunita Fadmadi who also conducted a
research about CTL. She made sure whether the teaching learning process used CTL
and its seven components or not by using observation sheet. From the observation,
the researcher and the rater had same assumptions about the situation of the class. It
could be concluded that the data collected was valid. The researcher also used
questionnaire to complete the triangulation.
3.5 Research Procedure
The procedures of the research are such following:
1. Formulating the research question and determining the focus of the research.
The formulating of the reseacher question is the first step of the research.
2. Determining the case, the way of collecting and analyzing the data as well as
the way of reaching the conclusion.
3. Referring the instruments of collecting the data. The researcher has to able to
select the instruments which are appropriate to gather the data. The reseacher
uses observation, questionnaires and interview in collecting the data.
4. Determining the class which became the subject of the research.
5. Discussing with the teacher about the materials. the materials should be
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6. Observing the teaching learning process conducted by the teacher. The
researcher observed the implementation of seven components of CTL in
teaching speaking.
7. Distributing questionnaires to the students after the instruction to get the
accurate data. After the process of teaching and learning, the researcher
distributes questionnaires to the subject of the research. The aim is to get more
valid data.
8. Collecting the data.
9. Analyzing the data to get the fix result of the research.
10.Reporting the result of the data analysis to induce the research finding.
3.6 Data Analysis
This data analysis was done to create understanding of the data and to enable the
researcher to present the result of the study to the readers. As with the nature of the
research, data analysis was done using the procedure suggested by Miles and
Huberman (1984: 43). The procedure consists of three stages, there are, data
reduction, data display, and conclusion. This analysis procedure actually took place
interactively and was done simultaneously with the data collection or after the data
was already collected. This means that data analysis took place at the same time
during the three procedures beginning from data collection until the writing up of the
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The researcher used the observation sheets and questionnaire. The result was
analyzed after teaching learning activities was conducted. The observation and questionnaire was done to observe the students’ activities and also teacher’s
performance (in Appendix 4, 5, and 7). In analyzing the data that was gotten from students’ activities, the steps were as follows:
a. Counting the number of activities done by the students
b. Calculating the percentage of the students’ activities, the following formula is
used:
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V. CONCLUSIONS AND SUGGESTIONS
In line with the result of the research, the conclusions and suggestions are formulated
as follows.
5.1 Conclusions
Referring to the discussions of the research findings, the researcher comes to the
following conclusions:
1. The seven components underlying Contextual Teaching and Learning (CTL)
were implemented well enough by the teacher. Based on the observation that
had been done by the researcher, the components of CTL had reached
gratifying result but in term of questioning, the teacher had been less
successful. The teacher managed the whole process of teaching learning based
on the lesson plan run effectively by providing a sheet of grid and a dialogue
as a trigger to students.
2. The strength of the implementation of CTL in the classroom is learning
community. In this stage, the students worked actively and cooperatively.
Every student had his/her own awareness to get involved in the activity. There
were several weaknesses from this study. First, in term of questioning. It was
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understood and answered. Second, in the teaching learning process by using
CTL, the teacher also had difficulty to monitor each student because of the
large class that consisted of 38 students while time allocation was so limited.
It caused some students to have less attention from the teacher.
5.2Suggestions
Apart of those conclusions, the writer would like to propose some considerable
suggestions:
1. English teacher are recommended to use CTL in teaching their students since
CTL can make the students involve in teaching learning process, enable the
students to be active in the aclassroom activities.
2. In relation to the teacher’s questioning technique, it is suggested that the
teacher should have given a clear question from the very beginning of the lesson to eliminate the students’ hindrance in answering the questions. She
should consider using guided questions to help students to tell their ideas,
since guided questions will help them construct ideas about the materials
being asked. Then English teacher should be controlling the class during
teaching learning process. For example, when the teacher asks a question to
the students, she asks the students to raise their hands first before answering
the question. So, they do not answer the question together. It is done in order
