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would discuss some pictures in their group. The aim of this activity was to make all of the students participate in the teaching-learning process.
The students paid attention to the researcher’s story when the researcher told them about cultural differences between American and Indonesian in giving
and responding to compliment. This activity helped the students to get better understanding toward the topic material. As the observer wrote in the field note:
“The students listened to her story and responded to her questions. By paying attention to the teacher’s story, the students knew the difference
between eastern and western culture about giving compliments. The teacher also related her story with Javanese culture, so that the students
could understand it better.”
Field note of the second meeting of the first cycle, see appendix 5
The main challenge in this research was time allocation. There were some activities that took much time. Therefore, the students did not have enough time to
practice some dialogues, learn new vocabulary, and make their dialogue. In the second cycle, the researcher planned to have three meetings to conduct the second
cycle.
B. Research Findings in the First Cycle
The result of the research in cycle one was satisfying because there were 18 of 32 students 56.6 who passed the passing grade for English subject. The
passing grade for English Subject in SMA N 1 Kasihan Bantul was 75. There were 28 students 87.5 who made progress in their performances. Moreover,
the class average in the preliminary study was 63.6. Meanwhile, the class average
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in the first cycle was 72.3. Table 4.1. below showed students’ scores in the preliminary study and cycle one based on their performances.
Student Score in
Preliminary Study
Score in Cycle 1 Note
1 54.2
62.5 Failed
2 62.5
75 3
79.2 83.3
4 50
66.7 Failed
5 66.7
79.2 6
79.2 87.5
7 50
62.5 Failed
8 54.2
62.5 Failed
9 66.7
79.2 10
54.2 54.2
Failed 11
50 58.3
Failed 12
45.8 58.3
Failed 13
62.5 79.2
14 54.2
62.5 Failed
15 62.5
62.5 Failed
16 62.5
75 17
75 83.3
18 91.7
91.7 19
79.2 83.3
20 66.7
75 21
75 83.3
22 41.7
58.3 Failed
23 66.7
75 24
45.8 62.5
Failed 25
66.7 75
26 75
79.2 27
70.8 83.3
28 70.8
79.2 29
83.3 91.7
30 58.3
62.5 Failed
31 54.2
62.5 Failed
32 58.5
58.5 Failed
Average 63.6
72.3
Table 4.1. Students’ Score in the First Cycle
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The scores in the preliminary study were taken before the implementation in cycle one using the same speaking rubric. The scores in cycle one were taken
based on the students’ performance in the last meeting of cycle one. The researcher asked for help to the English teacher of XG in SMA N 1 Kasihan
Bantul to give score based on the students’ performance. The researcher also gives score based on the students’ performance. Both the researcher and the English
teacher used the same speaking rubric. The researcher compared both scores from the English teacher’s scores and the researcher’s scores, and then chose the best
score for each students. It aimed to establish validity. Table 4.1. indicated that the use CTL helped XG students of SMA N 1
Kasihan Bantul improve their speaking skill. The researcher also analyzed the data from the questionnaire in order to establish validity. The use of CTL which
helped XG students of SMA N 1 Kasihan Bantul improve their speaking skill could be seen from the students’ opinion taken from the questionnaire. There were
20 students 62.5 who agreed that CTL could help them in speaking English. Furthermore, there were 10 students 31.3 who strongly agreed that CTL could
help them in speaking English. There were only 2 students 6.3 who did not agree that CTL could help them in speaking English. Based on the English
teacher’s comment on the observation sheet, there were some students who did not pay attention to the lesson. It could be the cause why there were two students
who did not agree that CTL could help them in speaking English. Using CTL in learning English created a pleasant atmosphere in classroom, so the students were
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encouraged to speak English without fear of making mistakes. Some students in the questionnaire stated that CTL could help them in speaking English.
Student 3: “Membantu saya berbicara dalam bahasa Inggris karena tidak takut salah ngomong.” It helps me in speaking English because I am not
afraid of making mistake
Student 22: “Ya membantu karena saya jadi lebih gampang untuk memahami percakapan orang dalam bahasa Inggris.” Yes, it is helpful
because I can understand easily people’s conversation in English
The use of CTL in teaching and learning process could help them to be more creative in making a dialogue. Some groups made creative dialogues and
performances. As the observer wrote in her field note: “Some groups were very creative performing their performance in front of
the class. It could be seen from their topic of the dialogue and the length of the dialogue. It seemed that some groups could develop their idea in
making dialogues well.” Field note of the second meeting of the first cycle, see appendix 5
Student 17 wrote in the questionnaire: “Pembelajaran kontekstual membuat saya lebih kreatif dalam
merangkaimenyusun dialog.” Contextual teaching and learning makes me become more creative in making a dialogue
Besides, there were 9 students 28.1 who strongly agreed that the use of CTL in teaching and learning process could help them to be more creative in
making a dialogue. There were 22 students 68.8 who agreed that the use of CTL in teaching and learning process could help them to be more creative in
making a dialogue. There was only a student 3.1 who did not agree that the use of CTL in teaching and learning process could help them to be more creative
in making a dialogue.
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From the questionnaire, there were 21 students 65.6 who strongly agreed that the use of CTL in teaching and learning process improved their
confidence in speaking English. There were nine students 28.1 who agreed that the use of CTL in teaching and learning process improved their confidence in
speaking English. There was only one student who strongly disagreed that the use of CTL in teaching and learning process improved their confidence in speaking
English. To be more confident in speaking English, the students needed more practice in order to be accustomed to English. However the students did not had
enough time to practice because of the limit of time. The use of CTL in teaching and learning process motivated the students to
learn English. It could be seen from the result of questionnaire. There were 9 students 28.1 who strongly agreed that the use of CTL in teaching and
learning process motivated them to learn English. There were 22 students 68.7 who agreed that the use of CTL in teaching and learning process motivated them
to learn English. There was only one student 3.1 who strongly disagreed and a student 3.1 disagreed that the use of CTL in teaching and learning process
motivated them to learn English. Based on the field note written by the outside observer, some students kept talking to their friends about something which did
not have any relation with subject material. It meant that some students did not really pay attention to the lesson because they had little motivation in learning
English. Some students wrote in the questionnaire: Student 12: “Membuat saya lebih termotivasi untuk belajar bahasa Inggris,
ternyata bahasa Inggris itu gampang”It motivated me to learn English more. English is easy
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Student 16: “Sangat mendukung dan bersemangat, ingin belajar bahasa Inggris terus” It supports us in learning English. Enthusiastic to learn
English
The use of CTL helped the students to connect the material with their daily life context. There were seven students 21.9 and 23 students 71.9 who
strongly agreed and agreed that the use of CTL helped the students to connect the material with their daily life context. There was only a student 3.1 who
strongly disagreed that the use of CTL helped the students to connect the material with their daily life context. There was only a student 3.1 who disagreed that
the use of CTL helped the students to connect the material with their daily life context. Based on the result of the questionnaire, it indicated that most of the
students could achieve the goal of learning English subject especially speaking skill as stated in the competence standard of speaking skill number 9 in School-
Based Curriculum 2006 for senior high school, students are able to respond to the meaning in transactional and interpersonal conversation in daily life context.
The use of CTL made the students happy in learning English. There were eight students 25 who strongly agreed that the use of CTL made them happy
in learning English. There were 21 students 65.6 who agreed that the use of CTL made them happy in learning English. There were two students 6.3 and a
student 3.1 who disagreed and strongly disagreed that the use of CTL made them happy in learning English. Based on the field note written by the outside
observer, some students kept talking to their friends about something which did not have any relation with subject material. Those students did that because they
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did not really enjoy the class so that they were unhappy about joining teaching- learning process. Some students wrote in their questionnaire:
Student 5: “Pelajaran bahasa Inggris di kelas jadi lebih menarik dan tidak membosankan, lebih menyenangkan”English subject is more
interesting and enjoyable
Student 17: “Sekarang saya senang dengan pelajaran bahasa Inggris di kelas karena menyenangkan dan santai tapi masih dalam konteks
belajar”Now, I am happy about learning English subject in class because it is enjoyable but still in learning context
The material which used CTL was interesting. There were 22 students 68.8 who agreed and five students 15.6 who strongly agreed that the
material which used CTL was interesting. It was good because more than half of students had positive thought toward the use of CTL in English subject especially
in speaking. However, there were five students 15.6 who did not agree that the material which used CTL was interesting. Based on the observation, there were
some students who were busy with their own activity which was not related to the lesson. That was why they did not feel that the material which used CTL was
interesting. All of the students liked speaking English. There were 22 students 68.8
who agreed and 10 students 31.3 who strongly agreed that they liked speaking English. However, there were 20 students 62.5 who had difficulties in
speaking English and only 12 students 37.5 who did not had difficulties in speaking English. Based on the data, most of the students still found difficulty in
speaking English.
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C. The Implementation of Contextual Teaching and Learning in the Second Cycle
