23 identified the problem faced by the XG students of SMA Negeri 1 Kasihan Bantul
when having her teaching practice. The researcher observed the teaching-learning activity in the class to find the problem. Having found the problem, the researcher
tried to find a solution to the problem. The second step is acting. In this step the researcher implemented the
solution. While implementing the solution, the researcher did the observation. The researcher observed the teaching-learning process. The researcher also asked for
help from an outside observer. The outside observer would make field notes and fill an observation sheet.
The fourth step is reflecting. The researcher reflected on what worked well and did not work well in the teaching-learning process. Based on the reflection,
the researcher could prepare the next implementation for the next cycle. From the reflection, the researcher could conclude whether or not the use of contextual
teaching and learning helped the XG students of SMA Negeri 1 kasihan Bantul improve their speaking skills.
B. Research Setting
This research was conducted on April 11, 12, 20, 23, and 26, 2012, in XG class in SMA Negeri 1 Kasihan Bantul academic year 20112012. There were two
cycles in this research. Cycle one was conducted in two meetings. Cycle two was conducted in three meetings.
24
C. Research Participants
The participants were XG students of SMA Negeri 1 Kasihan Bantul academic year 20112012. The students consisted of 32 students. Twenty one of
them were girls and 11 of them were boys. They were in the even semester academic year 20112012. The students in class XG still found difficulty when
they did speaking practice. Therefore, the researcher chose this class to help the students improve their speaking skill.
D. Instruments and Data Gathering Technique
The instruments used in this research were observation sheet, field notes, questionnaires, and interview.
1. Observation Sheet
Observation sheet was used to know the situation in classroom during the implementation. Observation sheet was also used to gain feedback and comment
from the observers toward the teaching learning process. The observers were the English teacher of class XG and an outside observer.
2. Field Notes
Field notes were used to know the teaching-learning process during the implementation. An outside observer made field notes based on the observation
during the teaching-learning process. Field notes helped the researcher to reflect on the condition of the teaching-learning process during the implementation.
25
3. Speaking Rubric
Speaking rubric was used to help the researcher to see the improvement of the students’ speaking skill while they perform. The researcher used a rubric taken
from A Collection of Performance Task and Rubrics: Foreign Languages see Appendix 20. The researcher observed the progress of the students speaking
skills using speaking rubric included several assessment categories, i.e. task completion, comprehensibility, fluency, pronunciation, vocabulary, and grammar.
The minimum score for each category was 1 and the maximum score was 4. The total score was calculated using the following formula.
∑x = the total score of all categories
4. Questionnaire
Questionnaire was used to help the researcher to know the students’ opinion on the use of CTL to improve their speaking skill or not. The
questionnaire used Likert Scale and also open-ended questions. Questionnaire was given twice after the implementation in cycle one and cycle two. The researcher
distributed the questionnaire to all of the students of class XG.
5. Interview
Interview was used to support the result of the research whether or not the use of CTL could improve students’ speaking skill. The researcher interviewed
∑x x 100 24
Total Score =
26 five students. Five students were chosen randomly. The types of the questions
were open-ended questions. The researcher gathered the data in several steps of two cycles. First, the
researcher identified the problem faced by XG students in SMA N 1 Kasihan Bantul through observation and preliminary study. Having identified the problem
faced by the students, the researcher tried to find a solution to overcome the problem.
After that, the researcher planned teaching learning activities and then implemented it in the class. In this stage, the researcher used some instruments to
gather data. The first instrument was observation sheet. The researcher gave the observation sheet to the English teacher of class XG and an outside observer
during the implementation in cycle one and cycle two. Observation sheet in cycle one and cycle two was the same. The observer observed what was going on in the
classroom during the teaching learning process and wrote it down in the field notes. The researcher asked for help from an outside observer to write field notes
in all meetings to avoid bias. Field notes helped the researcher to observe many aspects of her teaching. Field notes also helped the researcher to reflect the action
during the implementation in cycle one and two. In the last meeting of each cycle, the students performed their performance
in front of their friends. In this activity, the researcher used speaking rubric to help her
see the improvement of the students’ speaking skill during the
implementation. After the implementation in cycle one and cycle two, the researcher distributed questionnaires to all of the students. Questionnaires helped
27 the researcher to know the students’ opinion whether the use of contextual
teaching and learning could improve their speaking skill or not. After that the researcher conducted interview to five students in the last meeting of the second
cycle. After the first cycle ended, the researcher reflected on what went well and
did not go well in teaching-learning process. Based on the reflection on the implementation in the first cycle, the researcher planned and prepared the next
action in the next cycle. At the end of the second cycle, the researcher concluded to what extent the use of contextual teaching and learning helped the students to
improve their speaking skill.
E. Data Analysis Technique
The researcher analyzed the data in order to answer the question contrived in problem formulation. The researcher triangulated all of the data gathered.
Fraenkel and Wallen 2008 explain that triangulation is used to establish validity by comparing some sources of information.
The researcher analyzed the data from the observation sheet and field notes by summarizing them into the form of description. The description would
help the researcher to know whether her implementation of the action was based on the plan or not. If the implementation of the action was based on the plan, it
could be concluded that the implementation of using contextual teaching and learning in speaking class was successfully done.
28 The researcher also analyzed the data from the questionnaire and the
interview. Questionnaire and interview were also analyzed by summarizing them into description form. The researcher would compare the data gathered from
questionnaire and interview to support the result of the research whether the use of contextual teaching and learning improves the students’ speaking skill or not.
In order to see the improvement of students speaking skill, the researcher used speaking rubric. The researcher observed the progress of the students
speaking skill
including task
completion, comprehensibility,
fluency, pronunciation, vocabulary, and grammar. If the students’ performance in the first
cycle was better than the students’ performance in the preliminary study, and the students’ performance in the second cycle was better than the students’
performance in the first cycle, it could indicate that the students made good
progress.
F. Research Procedure
