THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND
LEARNING IN TEACHING ENGLISH SPEAKING SKILL
ABSTRACT
PENERAPAN KONTEXTUAL TEACHING AND LEARNING DALAM PENGAJARAN KETERAMPILAN BERBICARA SISWA DALAM
BAHASA INGGRIS
ABSTRAK
CHAPTER I
INTRODUCTION
This chapter presents the general issues related to the present study. The first section started with the background of the study that mainly deals with the issue for conducting this study. This section is followed by research questions and the purpose of the study. The next section presents the scope of the study, the significances of the study, clarification of terms and the organization of the thesis.
1.1Background of the Study
Speaking skill is very important in learning English, especially in junior high school. However, there are some factors affecting students of English as a foreign language (EFL) negatively in their speaking activities during the teaching and learning process (Johnson, 2002). First, students fail to relate what they have learnt to how to use the language in their real life communication. This failure can be caused by the inappropriate method used by teachers in the classroom. Based on pre survey, in practice, teachers tend to use the traditional method while students need innovative methods that can help them perform their speaking skill well.
Second, normally students do not want to let their mistakes and weaknesses be laughed. For this reason, they will be reluctant to take part in the classroom oral English activities. Consequently, the less they practice, the less they improve their speaking skill, and the more they are afraid of doing so. It is in line with what Harmer (1998) states that many speaking activities do not work in class because they may prevent students from speaking English. Students are afraid of making mistakes, of being laughed at by his or her friends and of having lack of confidence in their ability.
not study the correct materials. The teacher gives lesson in front of the class and sometimes does not care whether the students understand and are interested in the material. Therefore, many students think that English is boring. They learn many difficult materials, memorize them and use them in examinations. After the examinations, they will just forget everything about them (Rahmawati, 2012). One of the solutions that teachers can choose to overcome the problem is they are requested to provide students with a different, interesting teaching and learning method that will enable their students to connect the English instruction they have in the classroom to their real life situation context.
Related to these matters, ideas to motivate students to perform better in the speaking classroom have to be developed. Therefore, it is necessary to find
appropriate teaching and learning methods that may improve the students’
speaking performance. Based on the pre-observation at junior high schools, many teachers implemented GBA as a method in teaching English skills. However, teachers still have many problems with this method and the students still find difficulties in speaking. There are many generic structures that they have to pay attention. Therefore in the present study, the researcher wants to conduct another method, the alternative is contextual teaching and learning (henceforth mentioned as CTL) in teaching speaking that was discovered by Johnson (2002). In the current curriculum, 2013 curriculum, the teacher is given the freedom to use any method that is relevant to the 2013 curriculum.
3
of school assignments if they can relate new information with the background of the their knowledge.
In other words, we can say that CTL occurs when students apply the experience what is being taught by referencing to real problems associated with their roles and responsibilities as family members, citizen, students and workers (http://www.cew.wisc.edu/ teach net/ctl/). Moreover, there are seven components in CTL that must be developed by teachers. They are constructivism, inquiry, questioning, learning community, modeling, reflection and authentic assessment (Rusman, 2011). Those components are applicable and it is in line with one of the competent standards in the Junior High School Curriculum.
In Indonesia, a lot of researcher on the implementation of CTL has been carried out at the level of junior high school and senior high school as well.
Zauharin (2008) in her research on the “The Implementation of Contextual Teaching Learning (CTL) Approach in Teaching and Learning of English” found
that the implementation of CTL was not optimal because some of CTL components were neglected. From research on the implementation of CTL for the English teaching. Mushthoza (2009) found that CTL approach was effective to be
implemented for teenagers’ English classroom, especially Junior High School.
Meanwhile, Hafidz (2010) has conducted research on the implementation of
contextual teaching and learning method in improving students’ speaking skill at
senior high school”. Based on the result of his research, the teaching and learning
process in implementing the components (Constructivism, Questioning, Inquiry, Modeling, Reflection and Authentic assessment) of CTL method is effective
enough, especially in improving students’ English speaking skill because most
students are motivated to speak highly.
Based on the background presented above, this study has its primary aim to investigate the ways speaking is taught through CTL method, to investigates
teacher’s opinions to the implementation of CTL and to find teacher’s difficulties
1.2 Research Questions
This research attempts to address the following research questions. 1. How is speaking taught through CTL?
2. What are the teacher’s opinions toward the implementation of CTL in teaching speaking skill?
3. What are students’ difficulties in speaking class through CTL?
1.3The Purpose of the Study
This study is intended to portray the efforts made by the teacher in the
classroom when teaching speaking through CTL and to report the students’
responses. Therefore, this study aims:
1. to describe how speaking skill is taught through CTL.
2. to investigate teacher’s opinions of the implementation CTL in teaching speaking.
3. to find out the students difficulties in speaking class through CTL.
1.4 The Scope of the Study
This study elaborates the classroom interaction performed by a teacher and his class of grade eight students in one Junior High School in Bandung. The study focus on how the teacher teaches EFL speaking skill using CTL and to see the
teacher’s opinion to the implementation of CTL in teaching speaking skill and to
find students’ difficulties in speaking English by CTL. The teaching program of this study is based on syllabus of junior high school at the eighth grade for the first semester.
1.5Significance of the Study
The study is considered to be significant for some reasons.
5
2. This study is expected to enrich the literature on teaching method in EFL contexts.
3. This study provides one of the appropriate approach for English
teachers in improving students’ speaking ability.
4. This study provides information about the difficulties faced by the students in learning speaking.
1.6 Clarification of the Terms
1. CTL is a method that helps students to relate academic material with their daily life and try to connect the new information with their background knowledge (Johnson, 2002; Indrawati, 2012; Alwasilah, 2007). In this study, CTL is the method that is used to teach speaking in the experimental group.
2. Speaking refers to ways to communicate what people think, feel, and need (Cameron, 2001). In this study, speaking is used by the teacher and the students to express some expressions of transactional and interpersonal conversation in the teaching learning process.
1.7Organization of the Thesis
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of this study. It also spells out some recommendations for further studies regarding the teaching of spoken genre. These conclusions of the study are built up based on the data analysis which is discussed in previous chapter. Some recommendations are proposed here in order to give information as well as guidance to conduct further research concerning the same field or issue.
5.1Conclusions
This study investigates the implementation of CTL in teaching speaking,
teacher’s opinion in teaching speaking using CTL and students’ difficulties in
speaking through CTL. The major conclusions of the study can be described below.
First, it was found that the implementation of the components (Making meaningful Connection, Doing significant work, Self regulated meaning, Collaborating, Critical and creative thinking, Nurturing the individual, Reaching the high standard and Authentic assessment (Johnson, 2002) of CTL is effective enough in teaching speaking. this method was beneficial to improve student’s speaking ability.
Second, there were some advantages of CTL in teaching speaking: (1)
increasing students’ motivation to participate actively in speaking class; (2) helping the students to catch the academic material easily and keep them in long term memory; (3) Providing ways for students to discuss and interact with their friends; (4) Helping the students to summarize and reflect the academic material.
5.2 Recommendations
Based on the finding and conclusion of this research, there are three suggestion that could hopefully help and beneficial to the teachers and next research.
First, it is recommended that teachers keep implementing CTL method to help students easily to catch the academic material and keep the knowledge in their mind for long term memory. Besides that, it is also expected to contribute to
the development of students’ speaking in English.
Second, as the teacher suggests, should be able to create a supporting atmosphere in the classroom so that all students are brave to speak English.
References
Alwasilah, C. A. (2006). Contextual Teaching and Learning Menjadikan Kegiatan Belajar dan Mengajar Mengasikkan dan Bermakna. Bandung:
Mizan Learning Center.
Alwasilah. C.A. (2008). Pokoknya BHMN. (2008). Bandung: Lubuk Agung. Alwasilah, C.A. (2009). Pokoknya Kualitatif. Jakarta: Dunia Pustaka Jaya.
Asniatih, S.T. (2009). Teaching speaking through storytelling: Principles and
Techniques. A Master’s Thesis. School of Post Graduate UPI: Bandung.
Borich, G. D and Tombari, M. L. (1997). Educational Psychology: A Contempory Approach. New York: Addison Wesley Longman
Brand, B. (2003). Essentials of High School Reform: New form of Assessment and Contextual Teaching and Learning. Washington: American Youth Policy
Forum.
Brookfield, S.D. (1987). Developing Critical Thinkers. California: Open University Press.
Brooks. J.G & Brooks. M. G. (1993). In search of understanding: The case for constructivism classroom. Alexandria. VA: Association for Supervision and Curriculum Development. Brown, Gillian and Yole, G. (1983). Teaching the Spoken Language: Cambridge University Press.
Brown, Gillian and Yole, G. (1983). Teaching the Spoken Language. USA: Cambridge University Press
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (Second Edition). San Francisco: Longman.
Brown, S. (2005). How Can Research Inform Ideas of Good Practices in Speaking?. The Contribution of Some Officials Initiatives in the U.K. Cambridge Journal of Education. Volume 35 no I
84
Cohen, L., Manion,L., and Morrison,K. (2007). Research Methods in Education. Sixth Edition. New York: Routledge.
Cresswell, J. W. (1994). Research Design Qualitative & Quantitative Approach. California: SAGE Publication.
Cresswell, J. W. (2008). Educational Research: planning, conducting and evaluating quantitative and qualitative research. Third Edition. Pearson
International Edition. New Jersey: Pearson Education, Inc.
Crowford, L.M. (2001). Teaching Contextually: Research, Rationate and Technigues for Improving Student Motivation and Achievement Texas: CCI Publishing, Inc
Darney, Z. (2003).Questionnaires in Second Language Research.New Jersey: Laurence Fribaunm Associates, Inc,publisher.
Depdiknas (2001). Badan Penelitian dan Pengembangan Pusat Kurikulum. Kurikulum Berbasis Kompetensi. Mata Pelajaran Bahasa Inggris. Untuk:
Sekolah Menengah Tingkat Pertama. Jakarta. Depdiknas.
Depdiknas. (2002). Pendekatan Contextual Teaching and Learning (CTL). Jakarta: Direktorat Pendidikan Lanjutan Pertama.
Depdiknas (2003). Pendekatan Kontextual. Jakarta: Depdiknas.
Dewey. J. (1996). Democracy and Education: An Introduction to the Philosophy of Education. New York: Free Press.
Dornyei, Z. (2003). Questionnaires in Second Language Research. New Jersey: Lawrence Erlbaum Association.inc
Dornyei, Z. (2007). Research Method in Applied Linguistic, Quantitative, Qualitative and Mix Methodology. Oxford: Oxford University Press.
Dowson. C. (2009). Introduction to Research Method: a Practical Guide for Anyone Undertaking a Research Project. Oxford: How to books ltd
Chaffee, J. (2000). Thinking Critically. New York: Houghton Miffin Company Emilia, E. (2005). A Critical Genre- Based Approach to Teaching Academic
Writing in a Tertianary EFL Context in Indonesia (a thesis, vol. 1).
Melbourne: Deakin University.
Emilia, E. (2008). Menulis Thesis danDisertasi. Bandung: Alpha Beta.
Emilia, E and Satriani, I.(2012). Contextual Teaching and Learning Approach to Teaching Writing. Indonesian Journal of Applied Linguistics. Volume 2 no I.10-21
Fathulloh. (2010). Developing Students’ Speaking Skill Through Role Play.
Unpublished Thesis: Upi.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam books.
Hadley, O.A. (2001). Teaching Language in Context (3rd. Ed). Boston: Heinle and Heinle.
Hafidz. M. (2010). The Implementation of Contextual Teaching and Learning in improving students speaking skill at Senior High School of Alfalah Sumber gayam Kadur Pamekasan. http:/cak.umam. Blogspot. Html. Accessed on 14th October, 2012.
Harmer, J. (1998). How to Teach English. England: Pearson Longman.
Hughes, R. (2002). Teaching and Researching Speaking. United Kingdom: Pearson Education.
http://www.cew.wisc.edu/ teach net/ctl/.
Indrawati. S. (2012). Pembelajaran Contektual Teaching and Learning (CTL). http: //pustaka ilmu. Indrawati.blogspot.com.2012.pembelajaran contextual teaching and learning. Accessed on 19th December, 2012.
Johnson, B. E. (2002). Contextual Teaching and Learning. California: Corwin Press.
84
Kellough,R.D, and Kellough, N.G. (2008). Teaching young Adolescents: Method and Resources for Middle Grades Teaching. Upper Saddle River: Pearson Merill Prentice Hall
Komalasari, K. (2011). Pembelajaran Kontextual. Bandung: Rafika Aditama Kvale, S. (1996). Interviews: An introduction to quliatative research Interviewing.
USA: Sage publication, inc.
Lewin, L and Shoemarker, B.J. (1998). Great Performance: Creating Classroom Assessment tasks. Alexandria: Association for suspension Curriculum Revelopment
Louma.S. (2004). Assessing Speaking. United Kingdom: Cambridge University Press.
Margulis, L, and Sagan, D. (1995). What is life? New York: Cimon Schurter Meriam, S. (1998). Case Study Reseach in Education. A Qualitative Approach.
San Fransisco: Jersey publisher.
Mushthoza. A. D (2009). A case Study of” CTL” approach implementation for the
English teaching in SMPN Gresik. http: digilib. Sunan Ampel/ac.id./files/disk 1/Jibtain/dinaamali=8346-1akripsi-pdf. Accessed on 14th October, 2012.
Mustafa, B. (2001) Communicative Language Teaching in Indonesia: Journal of Southeast Asian Education. No 2. December 2012.
Nunan, D (1992). Research Methods in Language Learning. New York: Cambridge University Press.
Oppenheim, A.N. (1992). Questionnaires Design and Attitude Measurement. London: Heinnman Educational Books ltd.
Partin, Ronald L. (2009). The classroom teacher’s Survival Guide: Practical Strategies, Management Techniques, and Reproducible for new and
Experience teacher. Third Edition.USA: Jossey Bass A Willey Imprint.
Pinter, A. (2006). Teaching Young Learners. Oxford University Press.
Powell, E.T. and Runner, M. (2003). Program Development and Evaluation Analyzing Qualitative Data. Madison: University of Wisconsin, US
Rahmawati, M. (2012). Contextual Teaching and Learning in Teaching English:
Why It Must Here to Stay. http://welovewriting.wordpress
com./2012/05/25/contextual-teaching-and learning. Accessed on 19th December 2013.
Richards, J.C. (1990). Conversationally Speaking. New York: Cambridge University Press.
Richards, J.C. (2002). Curriculum Development in Language Teaching. London: Cambridge University Press.
Rost. M. (2002). Teaching and Researching Listening. London.UK: Longman. SAGE.
Rusman,(2011). Model – Model Pembelajaran: Mengembangkan Profesionalisme Guru. Jakarta: Rajawali Pers.
Ryan, R.M., and Deci, E.L. (2002). Overview of Self Determination Theory: An Organismic Dialectical Perspective. Rochester: The University of
Rochester Press.
Scale, P.C. (2003). Characteristic of Young Adolescents In National Middle School Assocition. Waterveil: National Middle School Association
Sears, S. (2002). Contextual Teaching and Learning: A Primer for Effective Instruction. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Shabir, M. (2012). Action Research on Improving Students’ Motivation in
84
Stake, E. (1985). ‘Case study.’In Nisbed, J., and Nisbed, S (1985). (Eds). Word Year book of Education 1985. Research, policy and politic. London:
Nicholas Publishing Company
Stake, R.E. (1995). The art of Case Study. Thousand Oaks: SAGE Publications. Sugiyono. (2008). Memahami Penelitian Kualitatif. Bandung: CV. Alfa.
Thomas, R. M. (2003). Blending Qualitative and Quantitative Research Methods in Theses and Dissertation. California: Corwin Press.Inc.
Thornbury, S.(2005). How to Teach Speaking. England: Longman.
Van Lier, L. (1998). The classroom and the Language Learner.Etnography and Second- Language Classroom Research New York: Longman Inc.
Woodside, G.A. (2010). Case Study Research. USA: Emeral Group.
Woodward, Tessa. (2009). Planning Lesson and Course: Designing Sequences of Work for the Languages Classroom. New York. Cambridge University
Press.
Zauharin, I. (2008). The Implementation of Contextual Teaching and Learning approach in the Teaching English at SMPN 6 Malang.http://karya-ilmiah.um.ac.id/ndex.php/sastra Inggris/article/view 65. Accessed on 14th
