Meaning: We have not sent a messenger except in the language of his people to clarify the 'message' to them. Robith Qosidi, L.c as the Director of Nuris High School who has given permission to carry out this research. One of the innovations applied by Nuris High School is the Contextual Teaching and Learning Strategy which helps the teacher a lot.
Here is the research focus that researcher comes up in this study 1) What are the objectives of teaching speaking skill through contextual teaching and learning strategy at tenth grade level at SMA NURIS Senior High School Jember?.
INTRODUCTION
- Background of the Research
- Research Question
- Research Objective
- Significance of the Research
- Definition of Key Term
Because the researcher makes use of Contextual Teaching and Learning Strategy which has certain steps that must be implemented by the teacher. Chance to exchange ideas, provide feedback and response, iteration, etc.). the example of interactive speaking is face to face dialogue and telephone calls. Contextual Teaching and Learning is a flexible strategy that must be implemented for both the teacher and student.
The materials used by the teacher during the implementation of contextual teaching and learning are Simple Past Tense and Simple Perfect Tense.
LITERATURE REVIEW
Previous Study
Contextual Teaching and Learning: An Alternative Method for Teaching Speaking” Journal written by Urip Widodo. EG is using Contextual Method of Teaching and Learning, CG is using conventional method (Audio lingual). The previous study was the focus on the reading area, while this study will focus on the students' speaking ability.
Contextual Teaching and Learning as the mediator or example to make the student's attitude better based on religious values.
Theoretical Frame work
- The Concept of Implementation
- The Concept of Strategy
- The Concept of Teaching
- The Concept of Contextual Teaching and Learning
- The Concept of Speaking
The game can convince the student that learning is not just listening to the teacher's explanations. This type of learning allows the student to have two points of view regarding the types of strategies used by the teacher. This strategy may consist of a task or project done by the student to deepen certain material.
Based on Satriani says that Contextual Teaching and learning as a philosophy is to emphasize the student's interest and experience26. In addition, the understanding from a different overview gives plus point from the teacher to the student. In this case, the researcher focuses on how she gives recent strategy innovation that needs to be tested to the student on Contextual Teaching and Learning Strategy.
Research Subject
It means that the unit of analysis is a group of students or a set of all students in a certain class. Because out of the whole class from X class social 1 which means it will help a lot if the researcher provides group/team work in the classroom.
Data Collection Technique
The researcher notes that the material the teacher uses is Simple Past and Simple Perfect Tense. The core activity is for the teacher to start teaching the material using the step from the Contextual Teaching and Learning Strategy, which consists of 7 steps. The researcher discovered that the most important step or the most observable step through CTL is putting together the material yourself and learning as a team.
The researcher notes that the assessment made by the teacher is when the material is done. From several steps above, the researcher concludes that the observation is to get the result of the study of 4 research focuses in this paper. Because before it is executed, the researcher has a list of questions that later she or he will automatically use the question that will be asked for the sample.
The researcher interviews Mr. Syaiful Anam as English teacher of group of speaking skills. The researcher interviews the informant and gets the data on what is the purpose of this strategy, what is the material discussed in it, how it works, and finally how the assessment takes place at the end of the meeting.
In this part, the researcher offers some documents to be shown and proves how this research is really going. The researcher consults with the teacher about which document reviews are needed in this research.
Data Analysis
When presenting data, it needs the activity of displaying data to the researcher, to display the data in a short description (this is most commonly used for qualitative research), graphs, charts, matrix, relationships between the categories , flowchart and so on. Displaying the data simply allows the researcher to determine what to do next.
Validity of Data
The teacher's interview can be compared to the student's interview with Leando Farel A.A said that most of the student's level of understanding of English is basic. If the student is offered a common strategy that is usually implemented by the teacher, it cannot be maximal in implementation. We hope that by using the strategy of contextual teaching and learning, she will be able to encourage the student to always pay attention and do what the teacher leads him to do.
The technique of determining data obtained from the same source but using different techniques. To compare the data obtained by both teacher and student, the researcher made the data accurate by using the power between observation and document review which all supported each other. Based on the researcher's observation, the researcher found that the teacher enters the classroom on time.
It is said that the function of teaching speaking skill through Contextual Teaching and Learning Strategy using Simple Past Tense and Simple Perfect is the implementation of social function, Text structure, language feature of spoken and written transactional interaction that includes giving and request status-related information. action, and an activity done in the past based on the context46. By using the contextual teaching and learning strategy, the student hopes to be able to understand and apply the purpose of English learning, how to learn and deepen the material given by the teacher, how the steps are, and how the teacher evaluates the student's reflection.
Research Procedure
It allows any college student who wants to study the problem within the school setting and furthermore within the classroom. So, from the research it is hoped that the student will be better after completing this research. For conducting the research, the researcher needs to get a lot of information to be written and discussed in the study.
The literature may exist before the research takes place, during the research or even when the research is almost completed. When she obtains a lot of information, this becomes the reason why the researcher uses SMA NURIS as a research location.
RESEARCH FINDING AND DISSCUSSION
Description and Research Object
- The History of the Object
- Identity of Object
- Headmaster Identity
- Vision and Mission of SMA Nuris
- Profile of SMA Nuris
Analysis Research Finding
The teacher implements the material and steps based on the syntax from the syllabus. The researcher observes that the teacher most often cites other examples related to the student's name and habit. Based on the researcher's observation, the second time the teacher is divided into 6 groups.
In the middle of the learning process when the teacher tells anything about the material (including observing the material), one of the students asks about their problems. Furthermore, when the teacher is ordered to make a dialogue using simple past tense and simple perfect tense, they have a lot of confusion. The teacher gives time for students to make a dialogue that is satisfied with simple perfect tense and simple past tense.
The conclusion of the researcher is that the teacher sometimes evaluates the student as far as he wants. The researcher also comes to the conclusion that the evaluation that the teacher uses does not always follow the time of. He does the evaluation every time the student is ready and so is the teacher.
It is supported by the observation inside the classroom, the researcher observed that the teacher evaluates the student according to performance. Then the student asked the teacher about the content of the text they wrote in pairs.
Research Discussion
Sumber Belajar 3.1 Menerapkan fungsi sosial. struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi terkait identitas dan hubungan keluarga, tergantung konteksnya. Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan yang meminta dan memberikan informasi mengenai identitas dan hubungan keluarga. Merefleksikan proses belajar dan hasil belajar 3.3 Menerapkan fungsi sosial. struktur teks, dan unsur kebahasaan teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi mengenai maksud melakukan suatu tindakan/aktivitas, tergantung konteksnya.
Mengidentifikasi fungsi sosial, struktur tekstual, dan unsur kebahasaan yang menanyakan dan memberikan informasi relevan mengenai niat melakukan suatu tindakan/kegiatan. Mengidentifikasi fungsi sosial, struktur teks dan unsur kebahasaan, menanyakan dan memberikan informasi yang relevan tentang tempat wisata atau bangunan bersejarah yang terkenal. Membedakan fungsi sosial, struktur teks, dan elemen. bahasa untuk menanyakan dan memberikan informasi yang relevan tentang tempat wisata atau bangunan bersejarah yang terkenal.
Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan yang memerlukan dan memberikan informasi relevan tentang tindakan/peristiwa di masa lalu.
CONCLUSION AND SUGGESTION
Conclusion
The teacher says a simple sentence orally, then the student has to guess what time the sentence is. In this case, when the researcher observes inside the class, the teacher uses a simple model. Because the teacher rarely gives material from other sources in an interview with one of the students.
Based on the steps taken by the researcher, it proves that the material chosen by the teacher follows the syllabus in that semester. It is appropriate when the teacher applies Contextual Teaching and Learning which is hoped to go well because of the certain purpose above. The third is Application; the teacher sometimes guides the student and uses a certain model within the classroom.
This is the time for the student to apply what the teacher suggests to them. The fourth is Collaborative, when the teacher divides a group, the student can work with a team.
Suggestion