Teaching Speaking Trough Contextual Teaching Learning At Second Grade Student Of SMPN 01 Tanjung Raja North Lampung
( A Classroom Action Research)
By
YULIKA NORMALIA
Contextual Teaching Learning as the teaching method has seven steps that provide students a good opportunity for speaking exercises. Most of the students still have a low speaking ability especially in fluency, accuracy and comprehensibility due to the inappropriateness of teaching technique used by the teacher. Therefore, Diknas suggests the teacher to implement it as a teaching method. The aims of this research are to find out whether Contextual Teaching Learning can increase the students speaking ability in terms of fluency, accuracy and comprehensibility and to find out whether Contextual Teaching Learning can improve the quality of learning process of speaking.
This is a Classroom Action Research and the subject is the students of second year at SMPN 01 Tanjung Raja. This research lasted from 26th of April 2010 till 2nd of May 2010.
ADMITTED BY
1. Examination Committee
Chairperson : Drs. Herry Yufrizal, M.A.,Ph.D. ...
Examiner : Prof. Dr. Cucu Sutarsyah , M.A. ...
Secretary : Drs. Huzairin, M.Pd. ...
The Dean of Teacher Training and Education Faculty
Dr. Bujang Rahman, M.Si. NIP 19600315 198503 1 003
STUDENT OF SMPN 01 TANJUNG RAJA NORTH LAMPUNG”
Student’s Name
: Yulika Normalia
Student’s Number
: 0543042057
Department
: Language and Arts
Program
: English
Faculty
: Teacher Training and Education
APPROVED BY
Advisory Committee
Advisor I Advisor II
Drs. Herry Yufrizal ,M.A.,Ph.D. Drs. Huzairin, M.Pd.
NIP 19600719 198511 1 001 NIP 19580704 198503 1 006
The Chairperson of
Language and Arts Education Department
LIST OF TABLES
Table 4.1. Table of Students Fluency, Accuracy and Comprehensibility Achievement in Cycle 1 ... 41 Table 4.2. Table of Frequency of Students’ Speaking Score in Cycle 1 44 Table 4.3. Table of Students’ activities Observation Sheet in Cycle 1 .. 46 Table 4.4 Table of Frequency of Students Fluency, Accuracy and
Comprehensibility Achievement in Cycle 2 ... . 54 Table 4.5. Table of Frequency of Students’ Speaking Score in Cycle 2 57 Table 4.6 Table of Students’ activities Observation Sheet in Cycle 2 .. 58 Table 4.7. Comparison of Students’ Speaking Ability in Cycle 1 and
Cycle 2………... 61
Table 4.8. Students’ Speaking Score in Cycle 1 and 2 ... 64 Table 4.9. Table of Students’ activities Observation Sheet in
TABLE OF CONTENT
Abstract ... .... i
Curriculum Vitae ... .... ii
Dedication ... .... iii
Motto ... .... iv
Acknowledgements ... .... v
I. Introduction 1.1 Background of Problem ... 1
1.2 Research Problem ... 6
1.3 Objective of the Research ... 6
1.4 Uses of the Research ... 6
1.5 Scope of the Research ... 7
1.6 Definition of Terms ... 7
II. Frame of Theories 2.1 Concept of Speaking ... 9
2.2 Types of Classroom Speaking Performance ... 10
2.3 Notion of Teaching Speaking ... 13
2.4 Concept of Contextual Teaching Learning ... 15
2.5 Teaching Speaking Through Contextual Teaching Learning ... 20
3.1 Setting ... 25
3.2 General Description ... 25
3.3 Research Procedure ... 26
3.4 Target of Research ... 31
3.5 Instrument ... 32
3.6 Data Analysis ... 33
IV. Result and Discussion 4.1 Result of Cycle 1 ... 36
4.2 Result of Cycle 2 ... 50
4.3 Comparison of Result of Cycle 1 and Result of Cycle 2 ... 60
4.4 Discussion ... 63
V. Conclusion and Suggestion 5.1 Conclusion ... 66
5.2 Suggestion ... 68
1. INTRODUCTION
1.1 Background of Problem
Speaking is one of the important aspects for human to live in a community because people should communicate their ideas or opinion to other people to get their need. Tarigan (1982:18) said that speaking is an ability to produce
articulation sounds or words to express feelings, ideas and opinions. Therefore it is really important for student not only to be able to listen, read and write English well but also to be able to speak English well. Besides, speaking is a compulsory subject for junior high school students.
Based on School Based Curriculum (KTSP) for the 8th grade of junior high school, students are expected to be able to comprehend and express the meaning of simple transactional and interpersonal conversation to interact with the
society.However, based on researcher’s the interview with the English teacher of
SMPN 01 Tanjung Raja it is found that most of students of VIII B’ speaking ability was low. It also can be seen from their low mark at first semester
Considering the fact in the school the researcher is interested in carrying a classroom action research to improve the condition. In addition, there is no classroom action research in English lesson has been conducted in this school. The problem above is also supported by the result of pre observation done by researcher at the first semester. She found that when the students were asked to present the dialogue, they got some difficulties in expressing their ideas so the listener can not receive the message in communication well. There are lots of fillers, such as umm and err, in accuracy, there are many ungrammatical disorder such as you is my friend and she don’t know. In other words, their speaking was not comprehendible even though they have learned English since they were students of elementary school. Their ability to express their mind or ideas is still too limited. This fact was found when their speaking was rated; most of students failed to pass the standard goal that is 65.
In pre observation, the researcher also found the inappropriate way of teaching used by the teacher. The teacher taught speaking by explaining the form of sentence, drilling it to students and asking students to do some written exercises at students’ work sheet or LKS (Lembar Kerja Siswa). This made the students passive and the students only knew the form of sentences but they were not able to implement it in their real world. They were able to write well but cannot implement it orally when it is needed. So, speaking class became writing class and students did not have enough chance to speak.
students’ performance at speaking presentation in front of the class worse. The
presenter could not deliver their material well because they were not able to speak and the listener also could not respond to it well because first, listener did not get the point of material and secondly because they could not express their idea either. So, discussion ran so slow and boring. The last, speaking goals could not be
reached.
Concerning to the use of teaching aid, the teacher only used the text book. Students’ speaking ability became worse because they did not have sufficient sources as references. They just focused on the example provided in their text book. meanwhile the successful language learner needed lots of chance to exercise as Richard cited in Jones (1996:12) states in speaking and listening we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together.
Due to the results of pre observation, the researcher discussed with the teacher about the problems in the classroom and researcher assumed that the students’ problems were fear of being blamed, little chance for exercising, little sources, and boredom and in appropriate way of teaching. By taking look the problems of the students, the researcher together with the teacher triggered to implement contextual teaching learning in classroom action research due to its benefits to improve students speaking ability.
situation, thus allowing informed decisions about teaching ( Mettetal, 2003 in Merry Novita : 2010).
The previous class room action research in implementing CTL in teaching speaking was done by Helda Irianto(2007) who says that this concept of teaching provided teacher how to make the teaching learning becomes meaningful for student. That is first, by relating their experience or existing knowledge toward their new knowledge by constructing the importance of new knowledge into a problem that is needed to be solved. When students felt that the lesson is
important for them, they will be more eager to learn (constructivism). Second, by gathering information from the real world around them by observing or
questioning so they could explore their world (inquiry and questioning). These steps gave benefit to student that they would find more impressive facts that would be remembered longer than they got from teacher and provide lot of chances to exercise their speaking. This finding is also supported by previous research that also implemented the CTL in junior and senior high school in Georgia done by Nancy Knapp(2002)who found that students enjoy more to learn when they engaged to the lesson.
learning(modeling and Authentic Assessment). Students were demanded to show their ability through demonstration so that all aspects of speaking ability would be shown clearly. Reflection would adjust students’ finding without making students
feel blamed because of mistakes that they have made. Next step was authentic assessment that would make students focus on accuracy and the comprehensibility because they wanted their audience understand the material that was presented.
According to Howey’s (1998) contextual teaching enables learning in which
students employ their academic understandings and abilities in a variety of in and out of school contexts to solve simulated or real world problems, both alone and with others. Activities in which teachers use contextual teaching strategies help students make connections with their roles and responsibilities as family
members, citizens, students, and workers. Learning through and in these kinds of activities is commonly characterized as problem based, self regulated, occurring in a variety of contexts including the community and work sites, involving teams of learning groups, and responsive to a host of diverse learners needs and
interests. Furthermore, contextual teaching and learning emphasizes higher-level thinking, knowledge transfer, and the collection, analysis, and synthesis of information from multiple sources and viewpoints. Contextual teaching learning includes authentic assessment, which is derived from multiple sources, ongoing, and blended with instruction.
learning in teaching speaking. Hopefully this research can improve not only students speaking ability but also the teaching process in the classroom.
1.2 Research Problems
In this research, the researcher proposed the research problems as follow:
1. Can contextual teaching learning improve students speaking ability? 2. How can contextual teaching learning influence the quality of teaching
learning process of speaking at SMPN 01 Tanjung Raja North Lampung?
1.3 Objective of Research
The objectives of this research are:
1. To investigate how Contextual Teaching Learning can improve students’ speaking ability in teaching learning process.
2. To find out whether there is an improvement in quality of teaching learning process of speaking in the classroom after being taught through Contextual Teaching Learning.
1.4 Uses of Research
The uses of this research are:
1. Theoretically
This research is expected to be able to show the process of how the
speaking ability and their mastery of lesson and to support the previous theory about contextual teaching learning. This research is also expected to show whether there is an improvement in students speaking ability after taught with contextual teaching learning.
2. Practically
a. Student : this research hopefully can help student improve their speaking ability
b.Teacher : this research hopefully can be the consideration in teaching speaking skill and can inform the teacher about the process and benefit of contextual teaching Learning.
c. School : this research hopefully can be consideration of all aspects of school in determining the strategy for running the successful English learning.
1.5 Scope
This classroom action research was focused on teaching speaking by using contextual teaching learning. The speaking ability here focused on fluency, accuracy and comprehensibility. Condition of speaking here was transactional. Material was about One’s Biography in presentation form. This material based on
1.6 Definition of Terms
1. Contextual Teaching Learning : Contextual Teaching Learning is a concept that helps teachers to tie the materials with real world situations and encourage students to make the relationship between students'
TEACHING SPEAKING TROUGH CONTEXTUAL TEACHING LEARNING AT SECOND GRADE STUDENT OF SMPN 01 TANJUNG
RAJA NORTH LAMPUNG (A Script)
By Yulika Normalia
Submitted in a Partial Fulfillment of the Requirement for Bachelor Degree
in
Language and Arts Department of Faculty of Teacher Training and Education
ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS DEPARTMENT
EDUCATION FACULTY UNIVERSITY OF LAMPUNG
II. FRAME OF THEORIES
2.1 Concept of Speaking
Tarigan (18:1982) said that speaking is an ability to produce articulation sounds or words to express feelings, ideas and opinions. It means that to express feelings, to share or to deliver idea and to express opinion people has to be able to produce articulation sounds or words known as speaking to interact in their community.
Irawati (2003: 7) states that speaking is one of the central elements of
communication of an interactive process in which an individual alternately takes the roles of speakers and listeners used to communicate an information, ideas, and emotions to others using oral language. This statement also is in line with
According to Byrne (1984) speaking is oral communication. It is a two-way process between speaker and listener and involves productive and receptive skills of understanding.
From the statements above, we can conclude that speaking is an ability to produce articulation sounds or words to express feelings, ideas and opinion. The goal of speaking is to communicate to get the need. In speaking process, there will be two-way process and two roles they are as speaker and listener and involve productive and receptive skill of understanding to make the communication run well.
2.2 Types of Classroom Speaking Performance
In speaking, there are some types of speaking performance. Brown (2000) provides six types of classroom speaking performance, they are:
2.2.1 Imitative
A very limited portion of classroom speaking time may legitimately be spent generating” human tape-recorded” speech, where for example, learner practices an
intonation contour to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
T :Shoes (s∫u:s) S :Shoes(s∫u:s)
2.2.2 Intensive
Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activities, where learners are “going over” certain forms of language.
2.2.3 Responsive
Many of students speech in the classroom is responsive short replies to teacher-or-students-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic:
T : How are you today?
S : Pretty good, thanks, and you?
T : What is the main idea of this essay?
S : The United Nations should have more authority.
T : So, what did you write for question number one?
S : Well, I was not sure, so I left it blank.
2.2.4 Transactional (dialogue)
e.g.:
T : What is the main idea of this essay?
S : The United States Nations should have more authority. T : More authority than what?
S : Than it does right now. T : What do you mean?
S : Well, for example, the UN should have the power to force a country like Iraq to destroy its nuclear weapons.
T : You don’t think the UN has that power now?
S : Obviously not. Iraq is still manufacturing nuclear bombs.
2.2.5 Interpersonal (dialogue)
Interpersonal dialogue carried out more for maintaining social relationships than for the transmissions of facts and information. The conversations are a little trickier for learners because they can involve some or all of the following factors:
A casual register
Bob : Well, far be it from me to critize, but I’m pretty miffed about last week.
Amy : What are you talking about?
Amy : Oh, that….how come you get so bent out of shape over something like that?
Bob : Well, whose fault was it, huh?
Amy : 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?
2.2.6 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 speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.
In this research researcher will use transactional types of classroom performance for her research
2.3 Notion of Teaching Speaking
In teaching speaking teacher should know the types of spoken language that will make teaching activity easier. According to Nunan (1991b:20-21) spoken language is drawn as such:
Monologues: 1. Planned Dialogue: 1. Interpersonal: familiar and unfamiliar
2. Unplanned 2. Transactional: familiar and unfamiliar
Planned usually manifest little redundancy and are therefore relatively
difficult to comprehend.
Unplanned exhibit more redundancy, which makes ease in comprehension,
but the presence of more performance variables and other hesitations, can help or hinder comprehension.
Dialogues involve two or more speakers and can be exchanged that promote social relationships (interpersonal) and those for which the purpose is to convey propositional or factual information (transactional). In this case, after researcher found that the learner is going to live in their environment the researcher intended to choose transactional types for her research.
Teaching speaking also needed the determination of which aspect of speaking will be focused to make speaking skills easier to be measured and in order to make the learning speaking in transactional form easier to be planned. In speaking there are some components to be considered. According to Haris(1974:84) there are five components they are, pronunciation, fluency, grammar, vocabulary and
comprehension. Meanwhile in transactional speaking the components that can be reached according to Richards (2008:35) that an issue that arises in practicing talk as transaction using different kinds of communicative tasks is the level of
According to Richards (2008:35) teaching speaking with transactional types can be arranged by determining the goal of speaking skill that consists of:
Mechanics (pronunciation, grammar, and vocabulary): Using the right
words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message
is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
2.4 Concept of Contextual Teaching Learning
Here is the explanation of contextual teaching learning that will be used by researcher in solving students’ speaking ability. According to Howey’s (1998)
operational definition of CTL is:
a host of diverse learners needs and interests. Furthermore, contextual teaching and learning emphasizes higher-level thinking, knowledge transfer, and the collection, analysis, and synthesis of information from multiple sources and viewpoints. CTL includes authentic assessment, which is derived form multiple sources, ongoing, and blended with instruction
In short, Contextual Teaching and Learning (CTL) helps us to associate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires.
According to education council of Indonesia in Explaining Contextual approach (DEPDIKNAS 2005: 5) The fact of contextual (Contextual Teaching And Learning) is a concept that helps tie between teachers who taught the materials with real world situations and encourage students to make the relationship between students' knowledge of them with the implementation in daily life with the involvement of seven major components of effectiveness, here are the explanations:
a. Constructivism
Preferred strategies to obtain more than how much students gain knowledge and remembrance. For that, the task of teachers is to facilitate the process by:
1. Making knowledge meaningful and relevant for students
2. Providing students the opportunity to find and implement their own idea. 3. Ordering students to apply strategies in their own learning.
b. Inquiry
Inquiry is a part of the core activities of learning-based CTL. Knowledge and skills that students are not expected considering the facts, but find the results of its own.
Observation (observation)
Ask (questioning)
hypotheses
The data (date gathering)
Conclusion
c. Questioning
Questioning for student activities is an important part in implementing the learning-based inquiry, digging information, confirming what already known and directing attention to the aspects that have not known yet.
Questioning can be applied, among:
Students with student
Teachers with teacher
Students with teachers
Students with the people who is brought to class
And so forth.
d. Learning Community
The concept of community learning is learning from the cooperation with other people. Community learning can occur when there is a two-way communication process. In the CTL classroom, the learning always holds in the study groups.
e. Modeling
in a learning, modeling is a particular skills or knowledge of any model that can be imitated. In CTL approach, teachers are not the only model. Model can be designed by involving the students or bringing from outside the class.
f. Reflection
students settle in the marrow. Students record what have been learned and how to feel the new ideas.
g. Authentic Assessment
Assessment is the process of collecting data that can give a description of student learning activity. Assessment is done together with the learning activities, the emphasis on the learning process. Therefore, the data collected must be obtained from activities that are students done during the learning process.
Study assessed the progress of the process, not only results, and in many ways, only one test. That is the assessment of the actual substance.
With authentic assessment, questions to be answered are "whether the children learn?" What is done? ". So the students assessed the ability in many ways, not only from the written test results (Contextual approach DEPDIKNAS 2005: 5). Researcher focused her research in measuring students’ speaking achievement through authentic assessment.
According to Masnur there are some applicative authentic assessments that can be used in the classroom they are:
1. performance assessment
2. Class project assessment
Project assessment is assessment to describe the whole abilities contextually toward students’ competence in application of a concept or understanding of the
course. Assessing towards an assessment that contains investigation activity should be finished at certain time. The assessment contains some steps they are; planning, data gathering, data processing, and data delivery.
3. Product assessment
This assessment is assessing students’ work, especially in controlling process and using material to produce something, practical work or esthetical quality of work from things that are produced.
4. Paper test
This assessment is assessing students’ ability through written test. A test where questions and answers are given to student inform of written.
5. Portfolio
A portfolio is the whole work of students gathered in a circumstance of time. In other word, a portfolio is a private collection of students’ work that reflects the achievement, learning activity, strength, and best work of the student.
(Masnur: 95:2007)
From some assessments above the appropriate kinds of assessment is individual performance that can inform the ability of students in transactional types of speaking.
2.5 Teaching Speaking Through Contextual Teaching Learning
According Richard in Jones (1996:12) in speaking and listening we tend to get something done, explore the ideas, work out some aspects of the world, or simply being together. In writing, we may create a record; commit events or moments to paper. This statement showed that in teaching speaking we should consider that in mastering the speaking skill we need to provide students a lot chance to practice, and also to collaborate or immerse in real aspect of students world since in speaking is the ability that we built is to express the feeling, share opinion and ideas. In line with this, contextual teaching learning with its concept that is to connect academic understanding to their real world whether it is in the class or in their society can provide students the lot of chance to practice.
William in Woolfolk (2004) says children and adults who learn language
higher-level thinking, knowledge transferring, and the collecting, analyzing, and synthesizing of information from multiple sources and viewpoints.
(Howey: 1998) states that CTL includes authentic assessment, which is derived from multiple sources, ongoing, and blended with instruction. So, it can be assumed that contextual teaching learning helps teacher and students to run teaching learning in speaking class by providing many opportunities to practice and allowing students to gather the data from any sources. Then, the problem that merely happened in school that concerns with limited facility can be solved.
From those explanations researcher synthesizes that teaching speaking through contextual teaching learning can help in teaching speaking for it provides the students chance to practice English well, flexibility in using resources, and it is able to connect the real context in classroom and out of classroom.
Teaching speaking through CTL in this research can be arranged as such:
1. Pre activity
Teacher came to the class and greet student. Then, teacher asked students daily routines and recalled the last material. So, the teacher gave the trigger to student about new topic that is My Favorite Artist by showing the students a picture of an artist. Teacher asked student to give the example of an artist that they have ever seen and known. Then, teacher mentioned the objective of the lesson and gave them brief apperception about class project assessment as the step of
2. Whilst activity
Teacher lists students’ findings about example of biography on the whiteboard.
Then, teacher gave them the adjustment about biography. Teacher just led the student findings into the conclusion as inquiry and modeling. Then, teacher asked students to make groups; each group consisted of four students in each group. Teacher gave them the class project. Teacher monitored student work and kept the student work to reach the objective of the lesson as the learning community and questioning. Student presented their group findings in front of the class and teacher became the resource if the students get rid of error or difficult question. The other students wrote the information and new words that they found based on question words. Teacher and student arranged the assessment rubrics. The last, teacher led students to write the news briefly.
3. Post activity
Teacher led students to discuss about their mistakes along the class project as reflection. Then teacher drew the conclusion as reflection. Then teacher gave other project that presented as the assessment.
2.9 Advantages of Using Contextual Teaching Learning In Teaching
a. Advantages of Contextual Teaching Learning
Contextual Teaching and Learning (CTL) has many advantages, they are:
Showing learning process occurs faster and more thoroughly when what is
Introducing academic materials / lessons to students so that the students
can acquire knowledge or the whole meaning of the lesson.
Eliminating the duality of the concept and implementation, theory and
practice, thought and action; that is not in accordance with the purpose of education to develop a competent person in the field, independent, responsible, happy, and different taste.
Helping students to have broader idea in expressing their ideas.
Maximizing students’ chance to discover themselves without being forced
by dogma from book.
Activating students’ critical thinking.
Helping students to build loyalty and cooperation between students and
their environment.
Making the class more alive.
Giving a lot of chance to student in improving self assessment and peer
assessment.
Making experience and lesson lasted longer.
III.RESEARCH METHODS
3.1 Setting of the Research
This is a classroom action research. The research was done at SMPN 01 Tanjung Raja. The school condition is in the remote area of North Lampung district. The distance to the nearest city, Kotabumi, is 40 km. Because of its remoteness, the facility of teaching learning especially for language such video, cassette, and English books including articles and magazines in this school were not sufficient. Since the school is far away from the city and the line of telephone has not connected, so, the teacher gets difficulties to provide the students the actual resource for teaching.
The subject for this research was the second grade students of SMPN 01 Tanjung Raja consisted 37 students those were of 20 female and17 male students. This class was chosen because they were the best class (kelas unggulan) but their ability of speaking is too low.
3.2 General Description
do transactional speaking; giving and responding the information. The materials were about the profession and biography.
The students of junior high school aged between 13-14 years old. That age was in the beginning of teenage, they tend to know the real context or real phenomenon around them and discuss it in the class room but most of teachers dislike this because considered out of topics of lesson. The students’ problem was they could not express their idea well due to very little chance to speak up. They were afraid when they were chosen to present something because they fear that teacher will blame them if they make any mistake in their speaking. Their speaking was not comprehendible since the listener could not understand it.
3.3 Research Procedure
In this classroom action research, first cycle arranged based on problem of students and the teacher. The steps taken were arranged as below:
1. Planning
2. Action
In this part, the researcher act as a teacher, as the real teacher that helped the researcher is the English teacher of the school has not followed certification nor attended the short course about CTL, the researcher conducted treatment that is teaching speaking through CTL, teacher plans a lesson based on seventh components of CTL. The real teacher acted as the observer.
In this stage teacher did the lesson plan as follow:
a. First teacher greeted the students and gave apperception to students to construct the point of lesson that needs to be discovered trough the schemata in pre activity and then teacher told the objective of the lesson(constructivism).
b. In while activity, Students might open their handbook to see the story or conversation occurs and then they were grouped into four groups (inquiry and learning community).
c. Teacher modeled good pattern for simple conversation and drill it to students(modeling)
d. Then, teacher lead student to gather data by questioning their friend and other source around the school, after that they listed the activity that they have got (questioning and inquiry).
f. Then, after students have finished their work, they should present a conversation in front of the class (authentic assessment).
g. Teacher gave the correction after the conversation and gave the adjustment of students finding about the way of asking and answering the personal information (reflection).
h. Next step was reflection about what has been learned; teacher discussed the difficulty of lesson(reflection).
i. Teacher asked students to do the individual task by presenting the conversation with their friend. This presentation would be rated by teacher and an observer.(authentic assessment).
j. Finally, the teacher summarized lesson and then close the lesson by greeting to students.
3. Observation
4. Reflection
Reflection means reviewing what has done in the teaching learning process; researcher did analyzing and reflecting about teaching learning process based on observation result, students’ performance, and the recording of students utterance to see the improvement of speaking ability and mastery of lesson. The result of this analysis would show the weaknesses and strength of teaching learning activity, material media, and students speaking improvement.
The second cycle has been arranged as such:
1. Planning
At the second cycle, after discussion the result of first cycle with the teacher the writer arranged the lesson plan refer to the problem and weaknesses from the first cycle. The material chosen in this cycle is the auto biography. The teacher prepared some instruments to students about Indonesian culture such the song of Vidi Aldiano.
2. Action
The teacher conducted the apperception about the ones personal information. Teacher focused on the use of simple present in introducing or explaining the Indonesian culture. The teacher set the cassette and asked students to listen well. Then, teacher asked students to guess what kinds of song is that as
teacher asked students to seat in a group contains four persons in each groups. Teacher asked students what information they have found and did brain storming. Then teacher modeled the sentence in the blackboard. Then, teacher gave the chance to students for asking question. And as the assessment teacher gave students task.
3. Observation
The observation was done during teaching learning. The main focus was the students’ eagerness in following the lesson, the use of transactional dialog and
the reaching of standard goal. The observer observed based on the criteria that was written in observation sheet consist of students’ presentation, participation and achievement.
4. Reflection
Classroom Action Research model according Arikunto (2006:18)
3.4 Target of the Research
In order to see the improvement of students’ speaking ability and mastery of
lesson taught by CTL, researcher determined the indicators dealing with the learning process and learning products.
a. Learning Process
While the teaching learning process occurs, this research observed the students’ learning activities based on the observation sheet. The indicator
considered successful if 75% students or more participate during the teaching learning process. If 75 % of students are interested and actively involved in teaching learning process, it means that role play improves students’
as the target since according to Arikunto in Thaib ( 2004:7), if more than 75% of students are actively involved in the teaching learning activities, it can be said as a good level. Besides, to set the target the researcher also did a discussion with the English teacher of that school.
b. Learning Product
For learning product, the indicator is based on Standard Goal for Student (KKM) stated that for speaking the standard goal is 60. In this research, the goal is increased 65 considering if the goal is increased 65 in next semester so the 28 students pass the standard goal and Contextual Teaching Learning can still be used in improving students speaking ability. So, researcher determines that if 80% of students get score 65 it is assumed that CTL improves students speaking ability (Diknas 2009).
3.5. Instruments
To gather the data researcher used three kinds of instruments as the source of data. The instruments were speaking test, observation sheet, and tape recorder. The instrument was described as follow:
1. Speaking Test
delivering one’s daily activity. The speaking test inserted in appendices. The
focus of speaking skills that was assessed is fluency, accuracy and
comprehensibility and use speaking criteria proposed by Heaton. The score is in scale 0-6 for each skill. In order to make scoring easier each scale will be multiplied by 5 and plus 10 to make maximum score 100.
Example if student gets 4 for accuracy, 3 for fluency and 4 for comprehensibility so the score will be:
Observation was done by students; teacher; a partner here is English teacher at SMPN 01 Tanjung Raja, the mechanism is the observer will observe when teaching learning occurs based on the criteria that written on the observation sheet. The teacher and also the observer observed the activity of students when students work in group. Then, when the students do individual assessment, the learning product was observed and scored by teacher and the observer based on the speaking rubrics. At individual assessment, students’ utterances will be recorded.
3.6. Data Analysis
interpretation can be defined as a procedure of giving meaning to the result of analytic process.
Data analysis is an effort to choose, examine, eliminate, categorize and arrange the result of research to answer the problem, so the research can be delivered and can be used for the reader (Suhardi 2006:133). In this research, the teacher tried to increase the validity of data and the observation by using triangulation of source that is by gathering data from an observer and students and triangulation of instrument that is by using observation sheet, speaking test and tape recorder as suggested by Suhardjono (2006). The data will be analyzed based on the kinds of data.
1. Learning Product
For speaking ability improvement was analyzed by comparing the mean of score from each cycles and the percentage of high score. If 80% of student has achieved 65 or more then it can be assumed that CTL can be used to improve students speaking ability. To see the percentage of student who gets ≥ 65 the formula is:
Number of students that got score ≥ 65 × 100% Total number of students
2. Learning Process
teacher by encoding it: if more than 75% of students have achieved the indicators means the teaching learning categorized as very good.
REFERENCES
Arianto, Sam. 2008.Pembelajaran Kontekstual (Contextual Teaching Learning).
http://sobatbaru.blogspot.com/2008/05/contextual-teaching-and-learning.html. Retrieved on 10 August 2009.
Arikunto, Suharsimi, Suhardjono and Supardi. 2006. Penelitian Tindakan Kelas. Bumi Aksara.Jakarta.
Brown, Douglas H. 2001. Teaching by Principle an Interactive Approach to Language Paedagogy. Longman.San Fransisco State University.
Brown, Sanborn Robert, and Nation, Paul. 2007. Teaching Speaking Suggestions for Classroom. Kyoto City University of Arts & VictoriaUniversity, Wellington. Http://www.The Language Teacher Online 21_1 Teaching Speaking Suggestions for the Classroom.html. Retrieved on 15
September 2009
Erickson& Berns. 1999. Contextual Teaching Learning.
www.BGSU.edu/organizations/ctl/navigation/resource.html. Retrieved on 10 August 2009
Harmer, Jeremy.2006. The Practice of English Language Teaching. Longman. NewYork.
Heaton, J.B. 1975. Writing English Language Testing. Longman. NewYork.
Irawati, S. 2003. The Use of Newspaper in Teaching Speaking for SMU Students in SMU 97 Jakarta: A Case Study. The University of Jakarta, Jakarta. (Unpublished Script).
Johnson, Elaine B. 2002. Contextual Teaching And Learning:What is it and why
it’s here to stay. Corwin Press,Inc.United States of America.
Mueller, Jonathan. 2005. The Authentics Assessment Toolbox:Enhaching Student Learning Through Online Faculty Development.
http//Jonathan.Mueller.Faculty.noctrl.edu/toolbox/refences.htm#wiggins . Retrieved at 10 August 2009
Muslich, Masnur . 2007. KTSP Pembelajaran Berbasis Kompetensi dan Kontekstual. Bumi Aksara.Jakarta.
Richard, Jack C.2008. Teaching Listening and Speaking From Theory to Practice. Cambridge University Press.NewYork.
Setyadi, Bambang Ag. 2005. Metode Peneletian untuk Pengajaran Bahasa Asing.Graha Ilmu.Jakarta.
Tarigan, Henry Guntur.1982. Berbicara Sebagai Salah Satu Ketrampilan Berbahasa. Rineka Cipta. Jakarta.
V. CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result on the learning product and the learning process in this research, the conclusion can be formulated as follows:
1. Contextual Teaching Learning is applicable to be used as a teaching method in teaching speaking since it can increase students’ speaking ability. The result in learning product improved from 63,9% to 83,8%. The result of the increase of students speaking ability occurs in fluency, accuracy and comprehensibility consequently improves students speaking score. The improvement of students ability for fluency is 24,3% to 62,2%, for accuracy is 35,1% to 48,7%, and for comprehensibility is 54,1% to 89,2% .
2. Contextual teaching learning improves the teaching speaking skill in teaching learning process in the classroom. It can be seen from the improvement of observation result of students’ participation that is from 63,9% to 90, 1%. The improvement of students’
The CTL procedures trigger students to be more active in joining the teaching learning because group work made them freer in expressing their ideas. They also had more chance in practicing their English through the steps of CTL through learning community. Through constructivism and inquiry students experienced the meaningful learning since they are bridged to their real world. The presentation gave them long term memory. By reflection the teacher and learner adjust their new finding. Good selection of material for learning helps students to be more active in following the teaching learning. The test also should be best given in same form of the topic.
5.2. SUGGESTION
Based on the conclusions, it is suggested that:
1. Teacher uses CTL in teaching speaking. Because CTL provides students lot of chances in practicing their English.
2. Teacher maximizes the use of realia and real object around the school that can help students to connect the lesson to the real world.
3. Teacher should select the text that is suitable to the condition of students and make it to be more familiar to help them in having broader information to be discussed in the process of teaching learning.
4. Teacher should ask the students to prepare the questions before conducting the observation for the sake of efficiency. Besides, in group discussion the teacher had better control the class by going around to ensure that discussion runs well. 5. For further researcher, they can use this research as a literature to guide them in
