Designing a set of instructional speaking materials using contextual teaching and learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

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DESIGNING A SET OF INSTRUCTIONAL SPEAKING

MATERIALS USING CONTEXTUAL TEACHING AND

LEARNING FOR THE EIGHTH GRADE STUDENTS OF

SMPN 2 PONJONG GUNUNGKIDUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjanaPendidikan Degree

in English Language Education

By

YulitaDwiPuspasari Student Number: 071214096

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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Hidup adalah soal keberanian menghadapi yang tanda tanyatanpa kita bisa mengerti tanpa kita bisa menawar.

Terimalah, dan hadapilah. ~Soe Hok Gie~

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ABSTRACT

Puspasari, Yulita D. 2014. Designing a Set of Instructional Speaking MaterialsUsing Contextual Teaching and Learning for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul.Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The existing English textbook and learning situation in SMPN 2 PonjongGunungkiduldo not support the students to develop their speaking skills. The content of the existing materials in the textbook is still based on the students’ needs in general, uses general themes and contexts which are not related to the students’ daily life and experience, and does not provide enough contextual activities. Thus, Contextual Teaching and Learning is important to be applied since this approach enables the students to discover meaning by connecting the content of academic subjects with the context of their lives.

This study aimed at designing a set of instructional speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul by implementing Contextual Teaching and Learning approach. The problems formulation of this study were: (1) “How a set of instructional English speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul using Contextual Teaching and Learning is designed?” and (2) “What does a set of instructional English speaking materials for the eighth grade students of SMPN 2 PonjongGunungkidul look like?”

In order to answer the first question, the writer created seven stages for designing the materials by combining the instructional designed models of Kemp and Yalden and adopting the five stages of Research and Development (R&D) cycle. Those stages were: (1) Carrying out needs analysis, (2) Listing standard competence, basic competence, and determining topics, (3) Determining indicators, (4) Selecting the teaching and learning activities, (5) Material development, (6) Evaluation, and (7) Revision. The writer also implemented the seven principles of Contextual Teaching and Learning to develop the designed materials. The findings of evaluation stage showed degree of agreement valued> 3. It was concluded that the designed materials were ideal and applicable for the eighth grade students of SMPN 2 PonjongGunungkidul.

Answering the second question, the writer presented the final version of the designed materials after conducting the revision based on the feedback from evaluation stage. The revised version consisted of four units, namely: (1) How much does it cost?, (2) I love being me, (3) Follow me!, and (4) My amazing village. There were five phases in every unit. The five phases were: (1) Let’s dig, (2) Let’s plant, (3) Let’s fertilize, (4) Let’s grow, and (5) Let’s harvest.

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ABSTRAK

Puspasari, Yulita D. 2014. Designing a Set of Instructional Speaking Materials Using Contextual Teaching and Learning. for the Eighth Grade Students of SMPN 2 Ponjong Gunungkidul. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Buku pelajaran Bahasa Inggris dan situasi belajar di SMPN 2 Ponjong Gunungkidul tidak mendukung siswa untuk mengembangkan kemampuan Bahasa Inggrisnya. Isi materi masih berdasarkan kebutuhan siswa secara umum, menggunakan tema dan konteks yang tidak berhubungan dengan kehidupan sehari-hari dan pengalaman siswa, dan tidak menyediakan cukup aktivitas yang kontekstual. Oleh karena itu pengajaran dan pembelajaran kontekstual penting untuk diaplikasikan karena pendekatan ini membantu siswa untuk menemukan makna dengan menghubungkan isi pada mata pelajaran dengan konteks pada kehidupan mereka.

Penelitian ini bertujuan untuk merancang satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul dengan menerapkan pendekatan pengajaran dan pembelajaran kontekstual. Rumusan masalah dalam penelitian ini adalah: (1) “Bagaimanakah satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul menggunakan pendekatan pengajaran dan pembelajaran kontekstual dirancang?” dan (2) “Seperti apa bentuk satu set materi Bahasa Inggris untuk siswa kelas delapan SMPN 2 Ponjong Gunungkidul menggunakan pendekatan pengajaran dan pembelajaran kontekstual itu?”.

Untuk menjawab pertanyaan pertama, penulis membuat tujuh tahapan perancangan materi dengan mengkombinasikan model perancangan materi Kemp dan Yalden dan mengadopsi kelima langkah siklus penelitian dan pengembangan. Tujuh tahapan tersebut adalah: (1) Melaksanakan analisis kebutuhan, (2) Mencatat standar kompetensi, kompetensi dasar dan menentukan topik, (3) Menentukan tujuan, (4) Memilih kegiatan belajar dan mengajar, (5) Pengembangan materi, (6) Evaluasi, dan (7) Revisi. Penulis juga menerapkan ketujuh prinsip pendekatan pengajaran dan pembelajaran kontekstual untuk mengembangkan materi. Hasil pada tahapan evaluasi menunjukan tingkat kesetujuan bernilai > 3. Maka, dapat disimpulkan bahwa materi yang dirancang ideal dan dapat diterapkan pada siswa kelas delapan SMPN 2 Ponjong Gunungkidul.

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ACKNOWLEDGEMENTS

First and foremost, I would like to thank the Almighty God “Jesus Christ”. He has taught me to be grateful for every single thing in my life. He has given me power to believe and pursue my dreams. He has convinced me to believe in myself. I could never have done this thesis without His blessing.

I acknowledge, with gratitude, my deepest thanks to Veronica Triprihatmini, S.Pd.,M.Hum., M.A., my thesis advisor, for her support, patience, advice, guidance, valuable comments and suggestions. I thank her for being a mother to me who always gives me endless love, care and help. I also wish to express my sincere thanks to LaurentiaSumarniS.Pd., M.Trans.St.,Monica Ella Harendita M.Ed. and Sr. Margaret O’Donohue, FCJ., for their willingness to evaluate the designed materials. I offer my profound grateful to all PBI lectures for sharing precious moments and knowledge.

I owe a debt of gratitude to the big family of SMPN 2 PonjongGunungkidul, for allowing me to feel the atmosphere of my old school and giving me a chance to conduct this study. I would like to deliver my gratitude to my teachers in SMPN 2 PonjongGunungkidul, especially for TitikPurwanti, S.Pd.,M.Hum., and BambangEkonoWarjianto, S.Pd,for their support, prayer, patience and guidance in completing the designed materials.

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financial support, and Maria Kristianawati, A.Md, for her help. I thank deeply my twin sisters, Dina Lestari Pamungkas and Diana RahayuPamungkas, for giving me power through their cheerfulness. I also thank TatikSusiawati and PancaPrabowo for giving me unceasing encouragement. I would like to express my gratitude to SetroTaruno’s family, PawiroDimedja’s family, and NotoSuwarno’s family especially for my late Mbah Ti and Mbah Kung, Bapak, Mak’e, Budhe Mar, Mamo, PakdeMarno, BudheMarik, PakdeGito, Pakde Gino, MbakSuzi, MbakRegi, Mas Dimas, and DekLega for their tremendous care, support and prayer.

I would like to say thanks to all PBI’07 family, especially for Ika, Edha, Gabey, Reko, Indah, Asti, Galih, Asep and Bretya for the great support and the precious moments we shared together. Thanks for being you guys! I also thank my beloved friends, Adit, Afi, Rurun, Vian, Ferry, and Venda, for always being there when I needed a shoulder to cry on.

I offer my special thanks to AdiSetyanto, S.Pd, for his love and never-ending support. I thank him for always standing beside me throughout the hardest moments in writing this thesis. Words cannot express how grateful I am to be in his life.

Finally, I express my biggest gratitude to all people, directly and indirectly, who have given me help during the process of finishing this thesis.

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LIST OF TABLES

Table

2.1.Yalden’sModel ... 14

4.1. The Interview’s Findings (Teacher’s Background) ... 49

4.2. The Interview’s Findings (Students’ Background) ... 49

4.3. The Interview’s Findings (Materials and Teaching Activities’ Background) 50 4.4. The Questionnaires’ Findings (Students’ Background) ... 53

4.5. The Questionnaires’ Findings (Students’ Opinion on Speaking Activities in the Classroom) ... 54

4.6. The Questionnaires’ Findings (Problem Faced by the Students in Speaking Activities) ... 55

4.7. The Questionnaires’ Findings (Speaking Activities which Expected by the Students) ... 56

4.8. Standard Competences and Basic Competences ... 60

4.9. Topics ... 61

4.10. Indicators ... 62

4.11. Materials Evaluation (Part 1) ... 68

4.12. Materials Evaluation (Part 2) ... 71

4.13. Revision ... 73

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CHAPTER I

INTRODUCTION

This section introduces the study. It is divided into six parts: research background which describes the background of this study, problem formulation which formulates the questions which will be answered in this study, problem limitation which contains the scopes and the focuses in this study, research objectives which explain the expectations of the result, research benefits which explains the benefits of the study, and definition of terms which defines the concepts of the title which is aimed to avoid misunderstanding and misinterpretation when reading this study.

A. Research Background

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students’ daily life and experience. For example, the theme in unit 2 (Let’s Talk textbook) is about holiday but the context of the exercises present the pictures of the foreign’ famous places. The most learners will master the content of the materials easily if the materials themselves relate their themes and contents to the students’ real life and real experience. Third, it does not provide enough activities which are contextually able to encourage the students to reconstruct and construct their previous knowledge, new knowledge and meaningful learning experiences. The writer focuses on designing speaking materials because most of students have some problems in speaking. The designed materials are developed to help students overcome their speaking problems.

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face the problem, try to express and develop their idea. Contextual Teaching and Learning also empowers the writer to design the materials contextually based on the students’ needs, the students’ real life, the students’ experience, the students’ previous knowledge, the students’ new knowledge and the students’ meaningful learning experience. Hence, the concepts of Contextual Teaching and Learning are considered as the important aspect in designing a set of instructional English speaking materials in this study.

To sum up, this study aims to produce English speaking material based on Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul to help them to develop their English speaking skill. The concepts of Contextual Teaching and Learning intend to create the meaningful English speaking learning process for students.

B. Research Problem

This study intends to find out the answers of the problems which are stated as follows:

1. How is a set of instructional speaking materials using Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul designed?

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C. Problem Limitation

In this study, the writer focuses on designing a set of instructional English speaking materials. The designed materials are especially prepared for the first semester of the eighth grade students of SMPN 2 Ponjong Gunungkidul. It is not implemented in the classroom to find out its effectiveness. It is developed based on the principles of Contextual Teaching and Learning.

D. Research Objectives

There are two main objectives of this study. They are stated as follows: 1. To find out how a set of instructional speaking materials using Contextual

Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul is designed.

2. To present the designed materials.

E. Research Benefits

This study aims to dedicate its benefits to: 1. English Teachers

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2. The Eighth Grade Students of SMPN 2 Ponjong Gunungkidul

By learning speaking through these designed materials, the students will realize that speaking is easy to be learned. The activities which are designed based on the principles of Contextual Teaching and Learning is expected to enable the students in developing their speaking skill. The students are expected having a meaningful English learning experience especially in speaking.

3. The Further Researchers

Hopefully this study can be used as a reference for those who want to conduct research in designing a set of instructional English speaking material based on Contextual Teaching and Learning. The approach of Contextual Teaching and Learning is appropriate to develop the materials since this approach has some benefits to students. This study still requires some revisions and evaluations which will be useful for the other researchers to produce better designed materials in the future.

F. Definition of Terms

The following are some terms of the title which need to be defined in order to avoid misunderstanding and misinterpretation:

1. Instructional Materials

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and the purpose is to help the students achieve the objectives. The contents of the materials are adjusted with the students’ level needs.

2. Speaking

Nunan (2003) said that speaking is the productive aural or oral skill which consists of producing verbal utterance to convey meaning (p. 48). Speaking in this study is defined as a communicative competence which means being able to deliver and apply the knowledge in real context in the form of speech production communicatively. Speaking encourages students to express their idea fluently and meaningfully in their daily life.

3. Contextual Teaching and Learning

According to Johnson (2007), Contextual Teaching and Learning enables students to connect the content of academic subjects with the immediate context of their lives to discover meaning (p. 88). In this study, Contextual Teaching and Learning helps students to have a meaningful learning process. Contextual Teaching and Learning is used as a basis to design the speaking materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This section discusses some relevant literatures which are used to answer two main problems in the problem formulation. It is divided into two parts: theoretical description and theoretical framework. The theoretical description states some related literature which is useful in designing the materials. The theoretical framework explains the use of some theories in theoretical description in designing a set of instructional speaking materials using Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

A. Theoretical Description

This section explains the description of theories which are namely: Instructional Design Model, Teaching Speaking, Contextual Teaching and Learning, and Kurikulum Tingkat Satuan Pendidikan (KTSP). These theories are used as the guidelines in designing a set of instructional speaking materials. Further descriptions of each theory explain in the following sections.

1. Instructional Design Model

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a. Kemp’s Model

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Based on figure 2.1., there are four elements which are included in the analysis process. They are Instructional Problem, Learner Characteristic, Task Analysis and Instructional Objective. The following is the explanation of those elements:

1) Instructional Problem

Instructional problem as the first element requires the designer to identify problems and specify goals. According to Kemp (2011), instructional designer can use three different approaches to identify instructional problems: needs assessment, goal analysis, and performance assessment (p. 31). Needs assessment is used as a tool to identify the problems in an organization. The designer can first identify aims, and then establish, refine, and prioritize the goal in goal analysis.

2) Learner Characteristic.

In this element, learners’ characteristic and background knowledge are examined. Kemp (2011) stated three categories of learner traits are general characteristics (gender, age, ethnicity), specific entry characteristic (prerequisite skill for the instruction), and learning styles (preferred ways of learning) (p. 69). The understanding of learners’ characteristics can be used as valuable basis in designing the materials.

3) Task Analysis

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on determining learning context and performance context in this third element.

4) Instructional Objective

The last element in this analysis process is Instructional Objective. Objectives has an important function for instructional designer as Kemp (2011) stated they offer a means for the instructional designer to design appropriate instruction, specifically to select and organize instructional activities and resources that facilitate effective learning (p. 108).

There are another three elements which focus on designing process. They are namely: Content Sequencing, Instructional Strategies and Designing the Message. Those three elements are defined as follows:

5) Content Sequencing

Posner and Strike (1976) as cited by Kemp (2011), suggested three sequencing strategies based on how objects or events occur in the real world, concepts and their relationships to other concepts, and the interests and needs of the learner (p. 144). By organizing the content based on those strategies, it can help the designer to meet the learners’ expectations.

6) Instructional Strategies

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7) Designing the Message

In this third element of designing process, the designer has to decide how to introduce the “message” to the learners. Prior to instruction, conduct a pre-test, state the objectives to the learners, and present and overview to the learners.

The rest two elements are under the developing and evaluating process. Development of Instruction concentrates on developing process while Evaluation Instruments requires an evaluating process. Further understandings of those elements are explained as follows:

8) Development of Instruction

This element of developing process encourages the designer to conduct the selection of resources and learning activities. Kemp (2011) stated in developing the instruction, it is important to stay focused on solving the performance problem (p. 204). Notice the objectives support the resolution for the instructional problem.

9) Evaluation Instruments

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The nine elements of Kemp’s instructional design process are enclosed in two ovals, the outer oval and the inner oval. The outer oval consists of Planning, Project Management, Support Services and Implementation. In project management, the designer drives on how he or she manages an instructional design project. Kemp (2011) explained that the project management process is divided into two major parts, applicable to both large and small projects: project planning and process management activities (p. 426). Support services include budgets, facilities, equipments and time which are used in the overall process of designing a set of materials. The implementation stage requires an infrastructure to implement and deliver instruction. It includes instructional delivery, instructional materials, scheduling, and instructors.

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data-gathering instruments, such as questionnaires, interviews, performance assessments, self-reports, and knowledge test (p. 276).

In this study, the writer adopts Kemp’s model because of its strengths. Kemp’s model has an idea of flexibility. Its cyclical figure gives freedom to the designer addressing any of the elements at any time. It allows the designer to decide what elements they need and skip some that he or she does not. This model also emphasizes that revision is encouraged throughout the process.

b. Yalden’s Model

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Table 2.1.Yalden’s Model (1987: 88)

Stage Description 1 Needs survey

Need survey should be conducted at the beginning of the instructional design. The purpose is to find out the information about the students’ need including their backgrounds and interests.

2 The Description of Purposes

Description of purposes in terms of students’ characteristics and students’ skill on entry to and exit from the program. After the designer conducted the needs survey, the teacher should identify the purpose of the students’ needs.

3 Selection of syllabus type

The selection of syllabus type is based on the students’ needs and the teaching and learning activities which will be applied.

4 Production of proto syllabus

This stage explores the description of language and language use to be covered in the program. After the teacher has decided what syllabus type will be used, he or she should go ahead to the description of the contents that will be included by the syllabus.

5 Production of a pedagogical syllabus

This stage covers the development of teaching, learning and testing approaches.

6 Development and implementation of classroom procedures

This stage includes selection of exercise types, preparation of lesson plans and weekly schedules and teaching techniques. It also includes teacher training in briefing on principles, desired outcomes and exploitation of teaching materials.

7 Evaluation

This stage includes the evaluation of students, program and teaching. 8 Recycling stage

This stage contains three main parts. First, determining the fit between goal set and students’ performances. Second, reconsidering the content. Third, revising the materials and methodological procedures.

c. The Writer’s Model

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applied as guidelines in designing a set of speaking instructional materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul. The stages of the writer’s model are explained as follows:

Figure 2.2. The Writer’s Model

Stage1. Carrying out needs survey

This stage is adopted from Yalden model. The purpose of conducting needs survey is to find out the learners’ need, motivation and their opinion about

Carrying out needs analysis

Listing standard competences, basic competences, and

determining topics

Determining indicators

Selecting the teaching and learning activities

Material development

Evaluation

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learning English especially in speaking. The writer distributes questionnaires to the eighth grade students of SMPN 2 Ponjong Gunungkidul and conduct an informal interview for the eighth grade English teacher of SMPN 2 Ponjong Gunungkidul. The result of needs survey is useful as the basis in designing the materials.

Stage 2. Listing standard competences, basic competences, and determining

topics

This stage is adopted from Kemp’s model. After carrying out needs survey, the writer lists standard competences, basic competences, and determines topics. Kurikulum Tingkat Satuan Pendidikan (KTSP) is used to determine and develop standard competences and basic competences. Topics are chosen based on the necessity to achieve goals.

Stage 3. Determining indicators

This stage is adopted from Kemp’s model. The writer specifies the indicators to know whether the basic competence has been achieved or not. Then, the writer makes a list of what the learners have to learn in every meeting. The learners are expected to be able to achieve the indicators completely.

Stage 4. Selecting the teaching and learning activities

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Stage 5. Materials Development

In this stage, the writer begins to design the materials. The materials are designed based on what have been discussed in stage 2, 3 and 4 (Kemp and Yalden models). The materials are developed underlying the principles of Contextual Teaching and Learning.

Stage 6. Evaluation

This stage is adopted from Kemp and Yalden models. The evaluation is done by three English lectures of Sanata Dharma University. They analyze and give some feedback to the designed materials.

Stage 7. Revision

The findings of evaluation stage are used in this stage. The feedback and suggestions from the English lectures are useful to revise the designed materials. The purpose of revision is to improve the final version of the designed materials (Kemp and Yalden models).

2. Teaching Speaking

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a. The Nature of Speaking

According to Nunan (2003), speaking is a productive aural/oral skill (p. 48). It involves the production of verbal utterance to grasp meaning. Bygate states as cited by Louma (2004), the special features of speaking result from two sets of conditions under which people speak: processing and reciprocity (p. 104). Processing means that speaking involving action which simultaneously happens. Reciprocity means what a speaker says according to what his or her listener’s reactions. It also means that the speaker has to adapt and pay attention to his or her listener.

In this study, speaking means the students’ capability to deliver and apply their knowledge in real context communicatively in form of speech production. Speaking is the students’ capability to express their thought confidently, fluently, and meaningfully in their daily life. Speaking is expected can be used in students’ practical needs and daily activities.

b. The Importance of Teaching Speaking

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achieve the benefits of speaking if they are given the feedback of their performance by the teacher and focus on improving their communication problems.

Harmer (2007) said that teaching speaking provides opportunities for rehearsal give both teacher and students feedback and motivate students because of their engaging qualities (p. 123). Appropriate feedback engages students to modify their speaking problem effectively. This speaking material design hopefully can help the students to be able to produce language automatically. It means that the students will be able to use words and phrases fluently.

c. The Techniques in Teaching Speaking

In speaking, there are some activities that can be used to provoke speaking as a skill. Those activities can be used to help and motivate students to practice and improve their speaking skills. The followings are activities in teaching speaking:

1) Discussion

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2) Role-plays

According to Harmer (2007), role-plays simulate the real world in the same kind of way, but the students are given particular roles-they are told who they are and often what they think about a certain subject (p. 125). In this activity, the students have to speak and act from their new character’s point of view. Role-plays encourage students to develop their creativity and imagination. 3) Problem solving activities

In problem solving activities, the learners are given a task to solve a problem using their opinions. Teacher describes a problem to students orally or in a written form. Students try to answer the problems given.

4) Simulation

Harmer (2007) said in simulations, students act as if they were in a real-life situation (p. 125). In this activity, the students are able to present their opinion although they have been given a role and its information. Simulation provokes students to improve their speaking skill trough their environment contexts.

5) Information gap

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6) Jigsaw activities

According to Nunan (2003), jigsaw activities are a bidirectional or multidirectional information gap (p. 56). The teacher gives the members of group separate and different parts of the whole to learn, and they have a responsibility to teach what they have learned to the other members of the group. No one member is given sufficient information to solve the problem or complete the questions. The information should be put together by listening and understanding to every member’s explanation.

7) Speeches

Speeches are a common activity in oral skill. According to Celce-Murcia (2001), topics for speeches will vary depending on the level of the student and the focus of the class, but in any case, students should be given some leeway in determining the content of their talks (p. 106). The students are asked to prepare the speech. The topics are chosen based on a particular context.

3. Contextual Teaching and Learning

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Gunungkidul. The theories of Contextual Teaching and Learning are explained as follows:

a. The Nature of Contextual Teaching and Learning

Muslich (2007) defines the foundation of philosophy in Contextual Teaching and Learning (CTL) is constructivism, which emphasizes that learning is not only memorizing but also reconstructing or constructing new knowledge and new competence through facts or proportion which they experience in their life (p. 41). The knowledge and the competence can be constructed maximally if the learning process is done contextually. Johnson (2002) described CTL as system of instruction based on the philosophy that students learn when they see meaning in academic materials and they see meaning in schoolwork when they can connect the new information with their prior knowledge in their own pace (p. 3). According to Muslich (2007), CTL is a learning concept which helps the teachers in relating the materials and the students’ real life and encourages the students to make a relation between their existing knowledge and its application in their daily life (p. 41).

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1) Relating is learning through the real life and real experience contexts. Learning should be used to relate daily life situation and new information to be understood or solved.

2) Experiencing is learning in the exploration contexts, discovery, and creating. It means knowledge which has been gotten is based on a critical thinking process through inquiry cycle.

3) Applying is learning in the form of applying the learning result to application and practical needs. The learners apply the concept and information to their future life.

4) Cooperating is learning in the form of sharing various information and experiences, responding, and communicating.

5) Transferring is the learning activity which uses knowledge and experience based on new context to get new knowledge and new learning experience.

In this study, Contextual Teaching and Learning is an approach which is used to help the eighth grade students of SMPN 2 Ponjong Gunungkidul to connect their recent information and their previous knowledge then apply them in the real context in form of communicative speaking.

b. The Principles of Contextual Teaching and Learning

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1) Constructivism

Constructivism is the foundation of thinking philosophy in CTL. It emphasizes on the construction of the learners’ understanding which is done actively, creatively, and productively not only based on their knowledge and their previous knowledge but also from their meaningful learning experiences. The learners need to be accustomed to solving problems, find something which is useful for themselves, and develop their own ideas. 2) Questioning

Questioning is a learning strategy in CTL. In CTL, learning is the teachers’ effort in encouraging the students to understand something, guiding the students to find out the information, and knowing the development of the students’ thinking capability. Questioning activity is useful for: (1) digging information, (2) checking the students’ understanding, arousing the students’ responds, (3) knowing the level of the students’ curiosity, (4) knowing things which are known by the students, (5) focusing the students’ attention on things which are required by the teacher, (6) arousing more questions for the students, and refreshing the students’ knowledge.

3) Inquiry

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formulating the problems, (2) observing and doing observation, (3) analyzing and presenting the result in the written, picture, report, diagram, table, and other work forms, (4) communicating and presenting the result to the other people (readers, classmates, teachers, the other audiences). The steps above encourage students discovering problems to formulating conclusions. It can stimulate students’ creativity and thought development.

4) Learning community

This concept suggests that the result of learning is better gained from cooperation with other people. It means that the result of learning is gained from sharing with friends, groups and people who know and do not know about things which can be done inside or outside the classroom. Learning which is packaged in the form of group discussion (heterogenic members and various amounts) supports this concept very much.

5) Modeling

This component suggests that the learning of particular knowledge and competence followed with models can be imitated by the learners. The models which are intended can be in form of giving examples of doing things. Modeling can be more understood by the students than explaining without giving models or examples.

6) Reflection

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if needed, the learners are going to realize that the knowledge which they have got is the revision of their previous knowledge. The awareness of reflecting on things is important to help the learners to welcome new knowledge.

7) Authentic assessment

Authentic assessment is the main characteristic of CTL. It is a process of collecting any kind of data which can give description or information about the development of the learners’ learning experiences. Those descriptions or information should be known by the teachers to determine the validity of the learners’ learning process. Authentic assessment is intended to the process of observing, analyzing, and interpreting the collected data or the learners’ learning process. It gives the learners a chance to develop self assessment and peer assessment. The teachers are the constructive evaluators.

In this study, the materials will be designed based on the principles of CTL. The purposes are to help the students to: construct their understanding of information, encourage them to find out and know information, discover a phenomenon, cooperate with other people, learn from some modeling, reflect what they have learned and assess their learning process.

c. The Strategies of Contextual Teaching and Learning

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1) Learning based on problem

Before beginning the learning process, the learners are asked to observe a phenomenon. Afterwards, they are asked to write down the problems which appear. The teacher has some responsibilities in guiding the learners to ask question, proving an assumption, and listening to their different perspective. 2) Using the learner’s environment to gain the learning experience

The teacher gives an assignment which can be done in various contexts such as in school, family, and society. The assignment is given by the teacher to give the learners a chance to learn outside the class. The expectation is the learners acquire experience based on what they are learning directly.

3) Giving a group activity

This activity can broaden perspective and develop the interpersonal capability. The teacher can arrange the group which consists of three, five or eleven students based on the difficulty level of the assignment.

4) Creating an independent learning activity

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5) Creating a collaboration learning activity with society

The collaboration can be done with the learners’ parents, institution, company, and people who have good achievements in the society. This activity can motivate the learners to ask questions and learn through the society’s experience.

6) Applying an authentic assessment

In CTL, authentic assessment can help the learners to apply the academic information and the capability which they get in a real situation for a particular purpose. According to Johnson (2002), authentic assessment can give the learners a wide chance to show what they have learned in the learning process (p. 165). The assessment forms which can be used by the teacher include portfolio, group activity, demonstration, and written report. d. The Definition of Learning Context in Contextual Teaching and

Learning

Context in contextual teaching and learning means giving meaning, relevancy and benefit for the learning. According to Nurhadi (2004) the term of “context” should cover cultural, social, economic, political, and personal context (p. 4). The followings are the explanations of those contexts:

1) Cultural context

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2) Social, economic and political context

These contexts help the students to increase their understanding on social, economic and political issues which happened in their society. These contexts also encourage the students to provide solution to the problems that occur. 3) Personal context

This context helps the students to improve their communication skill and have a good interaction as a part of society.

This study enhances the students to deal with the contexts above. By involving those contexts in the material design, not only do the students understand the issues which are happening in their circumstance but they also have a capability to make a conclusion as on the meaning, relevancy and benefits by learning those contexts for their lives. The contexts in this study are based on the students’ need and the issues that are happening in the students’ society. e. Approaches in Implementing Contextual Teaching and Learning

According to Berns and Erickson as cited by Nurhadi (2004), there are some approaches that can be implemented in Contextual Teaching and Learning (p. 19). The followings are the explanations of two approaches namely problem-based learning and cooperative learning:

1) Problem-Based Learning

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students to process the information in their mind and construct their own knowledge about the society.

a) The Characteristics of Problem-Based Learning

There are seven characteristics of problem-based learning according to Amir (2009, p. 22). Firstly, problems are used as the beginning of learning. Secondly, usually problems which are used are problem in the real world and being served in ill-structured. Thirdly, problems usually pursue the multiple perspectives with interdisciplinary contexts. Fourth, problem encourages the students to get learning in the new learning context. Fifth, it focuses on self-directed learning. Sixth, it uses various knowledge sources. Seventh, the learning is collaborative, communicative, and cooperative. The students work in groups, have an interaction with one another, have a peer teaching, and have a presentation. All of those characteristics should be covered in problem-based learning.

b) The Purposes of Problem-Based Learning

There are three purposes of problem-based learning. Firstly, it helps the students in developing their thinking skills and solving problem skills. Secondly, it helps the students to learn the roles of adult. Thirdly, it helps the students to be autonomous.

c) The Benefits of Problem-Based Learning

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knowledge, encouraging thinking, developing teamwork, leadership and social skills, developing life-long learning skills and motivating the students.

d) The Steps of Problem-Based Learning

The process of problem-based learning is going to work well if the teacher has already prepared all of the instruments which are needed. The students should understand the process, and form small groups. Usually every group conducts the seven steps as follows: clarifying the definition and the concept which are unclear, formulating problem, analyzing problem, arranging ideas and analyzing them systematically and deeply, formulating learning objectives, looking for additional information from other sources, and compiling and testing the new information then making the report for the teacher.

e) The Roles of Teachers in Problem-Based Learning

Teachers have three main roles in problem-based learning. Firstly, the teacher facilitates the problem-based learning process. It begins with changing the learner’s thinking framework, developing the skills of questioning, and helping the students to get involved in group learning. Secondly, the teacher encourages the students to get the solving problem strategies. It begins with deep reasoning then critical thinking. Thirdly, the teacher mediates the process of finding information. It begins with looking for information sources, making a relation between one source with other sources, then giving clues.

f) The Assessment and Evaluation of Problem-Based Learning

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assignments which are based on their own observation output. There are some elements which are important in the assessment and evaluation in problem-based learning. They are: the group discussion activeness process in the classroom, the learning group process outside the classroom, and the presentation of the report and the paper. Some variations can be made to those elements for example: self-assessment, teacher self-assessment, and peer assessment.

2) Cooperative Learning

According to Richards and Rodgers (2001) cooperative learning is an approach to teaching that makes maximum use of cooperative activities involving pairs and small groups of the learners in the classroom (p. 192). The purposes are to encourage cooperation, to develop critical thinking skills, and to develop communicative competence through socially structured instruction activities. a) The Purposes of Cooperative Learning

According to Johnson & Johnson as cited in Trianto (2009), the main purpose of cooperative learning is to maximize the students learning in improving the academic achievement and the individual and group understanding (p. 93). This approach helps students to work cooperatively in a group. The group ensures all members master the assigned materials.

b) The Principles of Cooperative Learning

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and small group skills, and the process in the group. Those five principles should be covered in cooperative learning.

c) The Steps of Cooperative Learning

There are six steps in implementing cooperative learning. Firstly, the teacher extends the learning objectives which are going to be achieved and motivates the students to learn. Secondly, the teacher provides information to the students through demonstrations or literatures. Thirdly, the teacher explains to the students how to form a learning group and helps every group so they can do transition efficiently. Fourth, the teacher guides the learning groups when they are doing the assignment. Fifth, the teacher evaluates the learning output or every group presents their project. Sixth, the teacher finds out the ways to give some appreciations on the individual and group’s learning output.

d) The Methods of Cooperative Learning

Methods which can be used in cooperative learning are: STAD (Student Teams Achievement Divisions), jigsaw, group investigation, and structural method. In STAD, the students can use worksheets and help one another to complete the learning materials. In jigsaw, the students learn the material in an expert group then help the origin group learn that material. In group investigation, the students solve the complex inquiry. In structural method, the students do the assignment socially and cognitively.

e) The Roles of Teachers in Cooperative Learning

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Secondly, the teacher has a role as a creator who produces any kind of activities and brings atmosphere in the classroom. Third, the teacher has a role as an observer who observes the student’s interests, needs and understands the learning materials. Fourth, teacher has a role as a facilitator who facilitates the students to learn. Fifth, teacher has a role as an agent of change who has to change and control the class.

f) The Assessment and Evaluation of Cooperative Learning

Group assessment and cooperative self-assessment are used to assess and evaluate the learning process in cooperative learning. It aims to help the teacher find a way to improve the students’ learning and help the students to communicate what they have done to the group and the teacher in order to get the feedback which is important as their learning improvement.

Problem-Based Learning and Cooperative Learning are going to be used as scaffolding approaches in conducting Contextual Teaching and Learning. Their kind of activities and assessments are combined and modified. Both approaches are expected to help the teacher in producing successful activities and achievement of speaking.

4. Kurikulum Tingkat Satuan Pendidikan (KTSP)

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Depdiknas (2006), the following is the overview of the objectives and materials scope of English language subject based on KTSP (p. 14):

a. The Objectives of English Language Subject based on KTSP

English language subject based on KTSP has three objectives. Those objectives present the expected outcomes that should be achieved by the students. The objectives are explained as follows:

1) To develop communicative competence both orally and written in a simple form to achieve the functional literary level.

2) To develop the awareness about the nature and the importance of English to access knowledge and to increase the national competitiveness in the global society.

3) To develop the understanding of the learners about the relationship between language and culture.

b. The Material Scopes of English Language Subject based on KTSP

KTSP states some materials scopes in English language subject. Those materials scopes should be mastered by students. The material scopes of English language subject can be summarized as follows:

1) Discourse competency which involves four skills (listening, speaking, reading, and writing).

2) Supporting competence, namely linguistic competence, factional competence, socio cultural competence, and strategic competence.

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B. Theoretical Framework

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CHAPTER III

METHODOLOGY

This section presents the methods of the research and analysis, outlines the procedure in gathering and analyzing the data, and reveals the boundaries of the research. It is divided into six parts namely: research method, research setting, research participants, instruments and data gathering technique, data analysis technique, and research procedures.

A. Research Method

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In order to answer the two main problems in this study, the writer employed the five stages below:

1. Research and Information Collecting

According to Borg and Gall (1983), research and development collecting includes review of literature, classroom observations, and preparation of report of state of the art (p. 775). In this stage, the writer reviewed some relevant literatures to determine the state of knowledge in the study of concerned. Some educational books and a guideline of KTSP were used to help the writer achieve the goal. Borg and Gall (1983) also stated that interviews and direct field observations have also been useful supplements to the research literature in providing us with a foundation of knowledge upon which to develop a given educational product (p. 778). Based on such explanation, an observation was done to find out as much information as possible about the students’ social and cultural circumstances. Questionnaires were distributed to the eighth grade students of SMPN 2 Ponjong Gunungkidul to find out the students’ needs and interest. An informal interview was also conducted with the English teachers of SMPN 2 Ponjong Gunungkidul to find out how the speaking class activity was usually done and they were expected to give some information about the students’ needs, interests and difficulties. 2. Planning

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basic competences and determining topics. The writer used KTSP to determine and develop standard competences and basic competences. Topics were created based on the necessity to achieve the goals. Indicators were specified to know whether the basic competence had been achieved or not. Besides, the writer decided what the students had to learn in every meeting. All of the aspects above were useful to design appropriate syllabus and lesson plans to teach speaking for the eighth grade students of SMPN 2 Ponjong Gunungkidul.

3. Development of Preliminary Forms of Product

According to Borg and Gall (1983), development of preliminary forms of product includes the preparation of instructional materials, handbooks, and evaluation devices (p. 775). The writer selected teaching and learning activities based on the principles of CTL and the students’ needs and interests. Borg and Gall (1983) added that an important principle that should be observed in developing the preliminary form of an educational product is structure the product so as to permit obtaining as much feedback as possible from the field test (p. 781). Based on such explanation, later the writer designed the materials to gain as much feedback as possible. The feedback was going to be used to evaluate and revise the materials design.

4. Preliminary Field Testing

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Questionnaires were distributed to English lecturers. Those questionnaires were used to gain as much feedback as possible to revise the material design.

5. Main Product Revision

According to Borg and Gall (1983), revision of product is done as suggested by the preliminary field-test results (p. 775). After getting the feedback and suggestions from the lectures, the writer revised the material design. The material design was revised based on what the lectures recommended to produce a good final product.

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Figure 3.1: The Writer’s Model Related to R & D Cycle

B. Research Setting

This section included some information about when and where the study was conducted. The explanation about this section was divided into two parts namely: setting of time and setting of place. The following is the explanation of those parts:

R & D Cycle The Writer’s Model

Stage 1

Carrying out needs analysis

Stage 2 Listing standard competences, basic

competences, and determining topics

Stage 3

Determining Indicators

Stage 4

Selecting the teaching and learning activities

Stage 5 Material Development

Stage 6 Evaluation

Stage 7 Revision Stage 1

Research and information collecting

Stage 2 Planning

Stage 3

Development of preliminary forms of product

Stage 4

Preliminary field testing

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1. Setting of Time

This study was conducted in December 2012. The research and information collecting questionnaires were distributed on December 12th, 2012. The interview was also conducted on the same day. The preliminary field testing questionnaires were distributed on April 1st, 2014 to obtain the feedback and evaluations from the participants.

2. Setting of Place

This study was conducted in SMPN 2 Ponjong Gunungkidul. It is located in Bedoyo Wetan, Bedoyo, Ponjong, Gunungkidul, Yogyakarta. It is situated in a karsts mountain area. It is about 58 kilometers from the city of Yogyakarta.

C. Research Participants

This section elaborated the participants in this study. The information about the students’ needs and evaluation for the designed materials in this study were obtained from the research and information collecting participants and the preliminary field testing participants. Further explanation about the participants is summarized as follows:

1. Research and Information Collecting Participants

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2. Preliminary Field Testing Participants

The participants in this section were three lecturers of Sanata Dharma University. They have been teaching English for long years. Their opinions, comments, feedback and evaluations were used to revise the final product.

D. Instruments and Data Gathering Techniques

This section elaborates the instruments and data gathering technique used in this study. It was divided into two parts namely: research and information collecting instrument and data gathering techniques, and preliminary field-testing instrument and data gathering techniques. The followings are the description of instruments and data gathering techniques in this study:

1. Research and Information Collecting Instrument and Data Gathering

Techniques

In the research and information collecting instrument, the writer used semi-open questionnaires which consisted of the checklist question with a number of possible answers. These questionnaires would discover the students’ needs. An interview was also conducted in the research and information collecting. The questions used were open-ended questions. The interview discussed the teacher’ experiences, her opinion on teaching speaking including the teaching approaches, materials, strategies, topics, teaching activities and the problem faced by the students.

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as possible about their needs. The interview involved the eighth grade student’s English teacher of SMP N 2 Ponjong. The interviewee was expected to give as much information as needed. Library study was also conducted to find some sources which were related to the study.

2. Preliminary Field Testing Instrument and Data Gathering Techniques

The instruments used in the preliminary field testing were closed and open questionnaires. The closed questionnaires were intended to obtain the opinions and comments on the materials design. The open questionnaires aimed to gain the feedback and evaluations to the materials design.

The questionnaires were distributed to three English lectures of Sanata Dharma University. The purpose of distributing questionnaires was to obtain as much as feedback and suggestions. The results of the questionnaires were used to revise and improve the designed materials.

E. Data Analysis Techniques

This section discussed the techniques of analyzing the data. There are two parts in this section: research and information collecting data analysis technique, and preliminary filed-testing data analysis technique. The data analysis techniques are explained as follows:

1. Research and Information Collecting Data Analysis Techniques

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concluded used a particular formula. The following is the formula that used to calculate the data:

X = mean

∑ n = the number of the students who have the same answers N = the total number of the students

2. Preliminary Field Testing Data Analysis Techniques

This section is divided into two parts. First, the participants’ opinions and comments were summarized and concluded in the statistics form. Second, the participants’ feedback and evaluations on the materials design were explained in the descriptive form. The post design data analysis techniques were described as follows:

a) The statistic description of the participants’ opinions and comments

The questionnaires were shown in the column and raw data. A formula was used to analyze the data. The following is the explanation of the formula:

X = mean

∑ n = the participants’ answers

N = the total number of the participants

=

∑

100%

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b) The descriptive form of the participants’ feedback and evaluations

After getting feedback and evaluations from the participants, the data were analyzed. The data were reported and interpreted in sentences. The data gathered were used to improve the final product.

F. Research Procedures

In this section, the stages taken in conducting this study were summarized. The writer employed eighth stages in conducting this study. Those stages are summarized as follows:

1. Asking permission for conducting the research 2. Collecting the information

3. Listing the competencies standard, the basic competence and determining the topics

4. Formulating the indicators

5. Selecting the teaching learning strategies 6. Designing the materials

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CHAPTER IV

RESULTS AND DISCUSSION

The research findings and the analysis of those findings are discussed in this section. The writer presents the rationale on answering the problems formulation which was stated in Chapter I by modifying the instructional design model of Kemp and Yalden in the scope of Contextual Teaching and Learning’s principles. The problems are: “How is a set of instructional speaking materials using Contextual Teaching and Learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul designed?” and “What does a set of instructional speaking materials for the eighth grade students of SMPN 2 Ponjong Gunungkidul look like?”

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A. How a set of instructional speaking materials using Contextual Teaching

and Learning for eighth grade students of SMPN 2 Ponjong

Gunungkidul is designed

The writer states seven stages in answering the first problem. The following are those stages:

1. Carrying Out Needs Analysis

This first stage focuses on indentifying problems and finding out the respondents’ characteristics, backgrounds, needs and desires. The respondents of this study were an English teacher of SMPN 2 Ponjong Gunungkidul and twenty eight eighth grade students of SMPN 2 Ponjong Gunungkidul. In order to gain information, the writer conducted interview and distributed questionnaires. The writer classifies the findings in two sections. The explanation of each finding is described below:

a) The Findings of the Interview for the English Teacher of SMPN 2 Ponjong Gunungkidul

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Table 4.1. The Interviews’ Findings (Teacher’s Background)

The two answers to teacher’s background proved that the eighth grade English Teacher of SMPN 2 Ponjong Gunungkidul had a good basic education on English teaching. She had been teaching quite a long time in that junior high school. This case indicated that she had a lot of experience in teaching English in SMPN 2 Ponjong Gunungkidul.

Table 4.2. The Interviews’ Findings (Students’ Background)

The questions number 3 and 4 showed the students’ background especially about their speaking ability. The students’ English speaking ability did not meet the requirement of the curriculum standard. It was because they faced problems such as being afraid and ashamed to deliver an idea in English. They were not confident with their English ability. Those problems were concluded as their English speaking problems.

No Questions Answers

1 What is your educational background?

S1English Language Education Study Program of UNY

2 How long have you been teaching? It’s about 15 years. I’ve been

teaching English in this school since 1997.

No Questions Answers

3. How is the students’ English speaking ability?

The students’ English speaking ability is far from the curriculum expectation. It is far from what I expected.

4. What is the most difficult problem faced by the students in speaking?

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Table 4.3. The Interview’s Findings (Materials and Teaching Activities’ Background)

No Questions Answers

5. What topics do you use in teaching activity?

It is varied. I adopt the topics from textbooks.

6. Are the topics familiar and interesting for the students?

Not at all. 7. Can the students relate the topic to

their daily life?

Yes, but only the interesting ones. 8. Can the topics help the students to

think critically?

Yes, but not all topics. 9. Can the topics give the students a

new knowledge?

Yes, it can give the students a new knowledge.

10. Can the topics be used for practical needs or daily activities in the real life?

Yes, but not all topics can be used for students’ practical needs. 11. What kind of group activities do

you use in teaching speaking?

Sharing an idea in a small or large group discussion.

12. Are the group activities interesting for the students?

Yes, they are interesting for the students.

13. What kind of models do you use to help the students understand the topics better?

The models are about giving more examples of dialogue, how to use any kind of expressions, my opinion on the intended topic etc. 14. Can the models be understood by

the students?

Yes, of course. 15. Do you ask the students to reflect

on what they have learned?

Yes, I always ask them what they have learned and what their difficulties in learning. 16. How important is a reflection after

the learning activity?

It is very important to measure the students’ understanding on the materials.

17. Do you use authentic assessment? Yes, I do. 18. What kind of authentic assessment

do you use?

I conduct an oral practice, include the students in a group activity, and ask them to make a written report.

19. What kind of activities do you use in teaching speaking?

Dialogue, discussion and game. 20. Do you use materials related to the

issue of local culture in Yogyakarta or in any other parts of Indonesia? Can you give some examples?

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21. Do you use materials related to the issue of local social in Yogyakarta or in any other parts of Indonesia? Can you give some examples?

Yes, I do it sometimes. For example: the poverty in Gunungkidul,

22. Do you use materials related to the issue of local politic in Yogyakarta or in any other parts of Indonesia? Can you give some examples?

Yes, I use it sometimes. Example: the corruption issue in

Gunungkidul 23. Do you use materials related the

personal issue? Can you give some examples?

Yes, I use it sometimes. For Example: My hobby 24. If the materials cover cultural,

social, economic, political, and personal contexts, what will the approach be called? Have you ever applied it in the classroom?

It is Contextual Teaching and Learning. I have ever applied that approach in the classroom but not organized well. Sometimes I apply the approach spontaneously without any preparation. I still find some difficulties in creating appropriate topics and materials.

The finding above explained the teacher’s assumption on materials and teaching activities. The questions were classified into seven points of subject namely topic, group activity, model, reflection, authentic assessment, teaching activity and materials’ context. Questions number 5 up to number 10 focused on topic. The answers to those numbers identified the teacher using varied topic according to what was written in the textbook. It seemed not all of the topics were familiar and interesting for the students. There were only several topics which were related to the students’ daily life, helped to think critically and used for their practical needs. Nevertheless, those topics could enrich the students’ knowledge.

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in the group activity. Next, number 13 and 14 asked about the models which were used by the teacher. The teacher gave more examples as appropriate models for the students. The activity of modelling helped the students to understand the topics better. The models gave examples of dialogues and how to use any kind of expressions and delivered the teacher’s opinion on an intended topic.

Number 17 and 18 observed about authentic assessment. The result showed the teacher used kinds of authentic assessment such as asking the students to make a written report, conducting an oral practice and involving them in a group activity. Teaching activity was only asked in question, number 19. The teacher only developed dialogue, discussion and game activities to teach speaking. She did not apply other teaching speaking activities in the classroom.

The rest of the numbers, 20 up to 24 talked about materials’ context. Some contextual issues of cultural, social, political and personal were sometimes taught in the classroom by the teacher. The teacher also gave some examples of those contextual issues. Contextual Teaching and Learning were implemented by the teacher. However, she did not implement that approach well. She confessed her weakness in producing appropriate topics and materials for the students. b) The Findings of the Questionnaires for the Eighth Grade Students of

SMPN 2 Ponjong Gunungkidul

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Activities in the classroom, Problem Faced by the Students in Speaking A

Designing a set of instructional speaking materials using contextual teaching and learning for the eighth grade students of SMPN 2 Ponjong Gunungkidul.