20 In order to conduct classroom action research, the researcher will follow those
four phases in every cycle.
B. Theoretical Framework
In this part the researcher relates the theory with this research. According to Nunan 1991: 43, speaking consists of producing systematic verbal utterance
to convey meaning. The speakers should know and understand the language and relate to the context. According to Rivers 1970: 160-162 “The teaching of the
speaking skill is more demanding on the teacher than the teaching of any other language skill. To teach speaking skill it is necessary to have a clear
understanding of the processes involved in speech.” The teacher should give more opportunity to the students to practice speaking. However, based on the
observation, XG students of SMA Negeri 1 Kasihan Bantul had difficulty in speaking. They could not build their own ideas to make a conversation. Therefore,
the researcher would use contextual teaching and learning to solve the problem. Contextual teaching and learning helps students relate subject material with their
real world. Teaching and learning activities in the classroom were developed from CTL. The activities used in the classroom must be interesting which could activate
students’ motivation to learn. The lesson plans used in this research in the first and second cycle were in accordance with seven components of CTL namely:
constructivism, inquiry, learning community, modeling, authentic assessment, and reflection. Based on CTL, the researcher provided problem-based learning and
cooperative learning as the methods used in the classroom. Topic materials used
21 in this research were chosen based on the topic listed in the syllabus of English
subject. The researcher would conduct classroom action research to investigate and
solve the problem. The researcher conducted classroom action research based on Kemmis and McTaggart’s model 1989. Classroom action research consists of
some stages. They are planning, acting, observing, and reflecting. In the planning stage, the researcher would make materials, lesson plans and media for speaking
skills based on characteristics, methods, and components of contextual teaching and learning. After that, the researcher would implement the plan into action.
During the implementation, the researcher also would observe what is going on in the class. Then, the researcher would make reflection based on the observation in
order to answer the problem formulation that is to what extent the use of contextual teaching and learning help XG students of SMA Negeri 1 Kasihan
Bantul improve their speaking skills.
22
CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher presents the research method, the research setting and participants, the research instruments, the data gathering technique, the
data analysis technique, and the research procedure.
A. Research Method
Having identified the problem faced by XG students of SMA N 1 Kasihan Bantul, the researcher aimed to help the students to improve their speaking skill.
Hence, in this research, the researcher used classroom action research CAR as the research method. According to Hopkins 1993, “action research is a process
designed to empower all participants in the educational process with the means to improve the practices conducted within the educational experience.” In
accordance with Ebbutt 1985 as cited in Hopkins 1993 says, “action research is the systematic study of attempts to improve educational practice by groups of
participants by means of their own practical actions and by means of their own reflection upon the effects of those actions.” It means that the aim of action
research is to improve educational practice based on the implementation and reflection on the actions.
In conducting this research, the researcher used Kemmis and McTaggart model 1988. Based on Kemmis and McTaggart model, there are four steps in
conducting classroom action research. The first step is planning. The researcher
