Conclusions Basic Competence: Expressing the meaning in Teaching Strategies Cooperative learning, Problem-based learning Indicators: By the end of the meeting students are able to:

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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts. They are conclusions and recommendations. The conclusions contain the summary of the research. The recommendations are for English teachers and future researchers.

A. Conclusions

The problem formulation stated in this research is to what extent the use of contextual teaching and learning helps XG students of SMA Negeri 1 Kasihan Bantul academic year 20112012 improve their speaking skill. The aim of this research is to know to what extent the use of contextual teaching and learning CTL improves the students’ speaking skill. The researcher conducted classroom action research to solve the problem. There were two cycles in this research. Based on the result of the research, the researcher concluded that the use of CTL helped XG students of SMA Negeri 1 Kasihan Bantul improve their speaking skill. The use of CTL in the teaching- learning process could help them to be more creative in making a dialogue. The use of CTL in the teaching-learning process also made them more confident in speaking English. Furthermore, the use of CTL in the teaching-learning process motivated the students to learn English. The use of CTL also helped the students to relate the material with their daily life context. Moreover, the use of CTL made the students happy in learning English. 67

B. Recommendations

The research recommends some suggestions for English teachers and future researchers who want to conduct similar research.

1. For English Teachers

The researcher suggested that CTL be used in speaking class. CTL can be used as an effective method to improve students’ speaking skill which has been explained in chapter IV. However, the teachers should check the students’ participation in the group activity. Some students might tend to be passive in the group activity. The teachers are also suggested to use various interesting activity and media in the teaching-learning process because the students can be bored if the activity is monotonous.

2. For Future Researchers

For future researchers who want to conduct similar research, the data on this research can be used as a reference to support the research. Future researchers are suggested checking the students’ participation in the group activity. Moreover, some topic related to CTL can be developed not just in speaking skill but also in writing, reading, and listening skill. 68 REFERENCES Berns, R. G., Erickson, P. M. n.d.. Contextual teaching and learning. Retrieved September 15, 2011, from http:www.cew.wisc.eduteachenetctlhtml Blaz, D. 2001. A collection of performance task and rubrics: Foreign Languages. New York: Eye On Education, Inc. Brown, H. D. 2004. Language assessment: Principles and classroom practices. New York: pearson education, Inc. Burns, A. 1999. Collaborative action research for English language teacher. Cambridge: Cambridge Uniersity Press. Bygate, M. 2001. The Cambidge guide to teaching English to speakers of other languages Carter, R., Nunan, D., Eds.. Cambridge: Cambridge Uniersity Press. Coffey, H. n.d.. Cooperative learning. Retrieved September 16, 2012, from http:www.learnnc.orglppages4653 Hopkins, D. 1993. A teacher’s guide to classroom research. Buckingham: Open University Press. Hudson, C. C., Dennis, D. H. n.d.. Addressing accountability via contextual teaching and learning. Retrived July 16, 2012, from http:www.wtamu.eduwebresFileJournalsMCJVolume2addressing _accountability.pdf Hughes, R. 2002. Teaching and researching speaking. London: Pearson Education. Jacobs, G. M., Goh, C. C. M. 2007. Cooperative learning in the language classroom. Singapore: SEAMEO Regional Language Centre. Johnson, E. B. 2002. Contextual teaching and learning: Menjadikan kegiatan belajar-mengajar mengasyikan dan bermakna. Bandung: Penerbit Kaifa. Kemmis, S., McTaggart, R. 1988. The action research planner 2 nd ed.. Geelong: Deakin University Press. Kemmis, S., McTaggart, R. 1988. The action research planner 3 rd ed.. Geelong: Deakin University Press. 69 Komalasari, K. 2010. Pembelajaran kontekstual: Konsep dan aplikasi. Bandung: PT Refika Aditama. Kramsch, C. 1993. Context and culture in language teaching. New York: Oxford University Press. McNiff, J., Whitehead, J. 2002. Action research: Principle and practice 2 nd ed.. London: RoutledgeFalmer. Muslich, M. 2009. Melaksanakan PTK itu mudah: Pedoman praktis bagi guru profesional. Jakarta: PT Bumi Aksara. Nunan, D. 1989. Understanding language classrooms: A guide for teacher- initiated action. Cambridge: Cambridge University Press. Nunan, D. 2003. Practical English language teaching. New York: McGraw-Hill Company, Inc. Rivers, W. M. 1968. Teaching foreign-language skills. Chicago: University of Chicago. Shamsid, I. 2006. Contextual teaching and learning practices in the family and consumer sciences curriculum. Family and Costumer Science Education, 241, 14-27. Retrieved September 4, 2012, from http:www.natefacs.orgJFCSEv24no1v24no1.htm Wallace, M. J. 1998. Action research for language teachers. Cambridge: Cambridge University Press. 70 APPENDICES 71 Appendix 1 Covering Letter for the Governor of DIY 72 73 Appendix 2 Permission Letter from the Governor of DIY 74 75 Appendix 3 Permission Letter from BAPPEDA Bantul 76 77 Appendix 4 Lesson Plan and Teaching Materials of Cycle One 78 LESSON PLAN Cycle One School : SMA Negeri 1 Kasihan Bantul Subject : English ClassSemester : X 2 Skill Focus : Speaking Time Allocation : 3 X 45 minutes A. Competence Standard: Responding to the meaning in transactional to get things done and interpersonal conversation to socialize formally and informally by using various verbal language accurately, fluently, and acceptably in daily life context.

B. Basic Competence: Expressing the meaning in

transactional to get things done and interpersonal conversation to socialize formally and informally by using various verbal language accurately, fluently, and acceptably in daily life context in the form of expressing and responding to compliments.

C. Teaching Strategies Cooperative learning, Problem-based learning

D. Indicators: By the end of the meeting students are able to:

1. Students are able to use the expression expressing compliments. 2. Students are able to use the expression responding to compliments. 3. Students are able to make conversation about expressing and responding to compliments creatively.

E. Classroom Activities: 1. Meeting 1