THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE OF SMA NEGERI 5 BANDAR LAMPUNG

ABSTRACT

THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE

OF SMA NEGERI 5 BANDAR LAMPUNG By

FERAYANI ULRICA

Speaking is one of the central forms of communication. Many language learners regard speaking ability as the measurement of knowing a language. Therefore, a good method in teaching speaking is needed to encourage students in practicing speaking. The aims of this research were to investigate the implementation of contextual teaching and learning in teaching speaking skills and what were the strengths and the weaknesses of CTL in teaching speaking at SMAN 5 Bandar Lampung. This research was qualitative descriptive research.

The population of this research was the second grade students of SMA Negeri 5 Bandar Lampung. There were ten classes of the second grade and each class consisted about 38 students. The researcher took class XI IPA 1 as the pre observation class and XI IPA 5 as the sample where the research would be conducted. This research lasted from 18th of January to 1st of February 2013. In collecting the data, the researcher observed the implementation of seven components of CTL to see student’s involvement during teaching learning activities and distributed questionnaires to the students. The result of observation shows that almost all components of CTL were well implemented. Students’ involvement can be seen during the process of speaking class. From pre activities, while activities, and post activities, there were more than 65% of students who were involved actively and enthusiastically enough. While from the questionnaires, there were also more than 65% of students who agreed that they were involved in learning process. Furthermore, the teacher faced some problems such as the big size of the class and also the question that are difficult to be answered by the students.

Based on the data, the components of CTL were implemented successfully enough. It can be concluded that CTL is applicable method to be used in teaching speaking. The teacher should also make maximal preparation before conducting the teaching learning process.

THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE

OF SMA NEGERI 5 BANDAR LAMPUNG

By:

FERAYANI ULRICA

A Script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

At

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY BANDAR LAMPUNG

THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE

OF SMA NEGERI 5 BANDAR LAMPUNG (A Script)

By:

FERAYANI ULRICA

LAMPUNG UNIVERSITY BANDAR LAMPUNG

Research Title : THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING SKILLS AT THE SECOND GRADE OF SMA NEGERI 5 BANDAR LAMPUNG

Student’s Name : Ferayani Ulrica Student’s Number : 0913042086

Department : Language and Arts Education Study Program : English Education

Faculty : Teacher Training and Education

APPROVED BY

Advisory Committee

Advisor 1 Co-Advisor

Prof. Dr. Patuan Raja, M.Pd. Drs. Sudirman, M.Pd.

NIP 19620804 198905 1 001 _NIP 19550712 198603 1 003

The Chairperson of

Language and Arts Education Department

Dr. Muhammad Fuad,M.Hum. NIP. 19590722 198603 1 003

ADMITTED BY

1. Examination Committee

Chairperson : Prof. Dr. Patuan Raja, M.Pd. ………

Examiner : Dr. Muhammad Sukirlan, M.A. ……….

Secretary : Drs. Sudirman, M.Pd. ……….

2. The Dean of Teacher Training and Education Faculty

Dr. H. BujangRahman, M.Si. NIP 19600315 198503 1 003

ACKNOWLEDGEMENT

The writer would like to acknowledge her countless thank to the Most Gracious and the Most Merciful, ALLAH SWT. Shalawat and salaam are addressed to the Prophet Muhammad SAW and his family. This research report, entitled “The Implementation of Contextual Teaching and Learning in Teaching Speaking at The Second Grade of SMA Negeri 5 Bandar Lampung”, is submitted to fulfill one of the requirements in accomplishing the S-1 Degree Program at the Department of Language and Arts Education of Teacher Training and Education Faculty, University of Lampung.

There are many individuals who have generously contributed to complete this research report. First of all the writer would like to express her sincere gratitude and respect to the first advisor, Prof. Dr. Patuan Raja, M.Pd., and the second advisor, Sudirman, M.Pd., who have contributed and given their invaluable evaluations, comments, and suggestions during the completion of this research report. The writer also would like to express the deepest gratitude and respect to Dr. Muhammad Sukirlan, M.A., as her examiner who has given suggestions and critics to the research report. It will be hard for the writer to make the research report better without his contributions.

Most importantly, the writter dedicates her deepest gratitude to her beloved parents, Drs. Fauzan, S.H. and Dra. Maryani, her sister, Fenny Andriani, S.H. her brother, Ferdy Andrian, S.H. and her big family, for their biggest support and prayers for her success.

The writer wants to extend her appreciation to her friends, Yusni Triana, Bassma Baligrna, Jessy Yunita Fadmadi, Resta Putri Yan Asmoro, Siti Mardeliza Dea, Fatimah Mulya Sari, Desi Setianingrum, Dwi Fitrianingsih, Ayuning Palupi, Tri Lestari, Desi Pertiwi, Chairunnisa, Ni Wayan Drestiani, Siska Novita Sari, and Clara Inka Mayang.

Last but not least, her appreciation also goes to her friends at the English Education Study Program Department 2009, for their supports and friendship.

Hopefully, this script would give a positive contribution to the educational development of those who want to carry out further research.

Bandar Lampung, March 2013

CURRICULUM VITAE

The writer’s name is Ferayani Ulrica. She was born in Bandar Lampung on January 17th, 1991. She is the youngest daughter of Drs. Fauzan, S.H., and Dra. Maryani. She has one elder sister, Fenny Andriani, S.H., and one elder brother, Ferdy Andrian, S.H. She joined Kartika II-6 Kindergarten in 1996. Then she entered Elementary School SD Kartika II-5 in 1997 and graduated in 2003. She continued her study in SMPN 25 Bandar Lampung and graduated in 2006. After that, she was registered at Senior High School in SMAN 5 Bandar Lampung and graduated in 2009. She joined the S1 program at the English Education Study Program of the Teacher Training and Education Faculty (FKIP) at Lampung University in 2009. From July to September 2012 she did the Teaching Practice Program (PPL) at SMPN 3 Jati Agung, Lampung Selatan.

MOTTO

“Yesterday’s the past, tomorrow's the future, but today is a gift. That's why it's called the present."

DEDICATION

This script is fully dedicated to:

My beloved parents: Drs. Fauzan, S.H., and Dra. Maryani

My Sister and Brother: Fenny Andriani, S.H. and Ferdy Andrian, S.H. Students of English Department ‘09

TABLES

Table Pages

1. Specification of the observation sheet for students……… 24

2. Specification of the observation sheet for teacher.……… 25

3. Specification of the questionnaire ………. 26

4. Observation sheet for students in the first meeting……….... 37

5. Observation sheet for students in the second meeting……… 40

6. Observation sheet for teacher……….. 41

APPENDICES

Appendix Page

1. Research Schedule……….. 55

2. Lesson Plan 1 ………. 56

3. Lesson Plan 2………... 63

4. Observation sheet 1………. 71

5. Observation sheet 2………. 76

6. Transcription………... 81

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I. INTRODUCTION

This chapter mainly discusses several points, i.e. introduction that deals with background of the problem, research problem, objective of the research, uses of the research, scope of the research, and definition of term.

1.1 Background of the Problem

Language is a tool that human use to communicate with other people in the world. Language can be used in oral and written communication. There are a lot of languages in the world because every country has different mother tongue. So, as a media of communication, human being has to use the language that can be understood in every country. Language will make people easier to have relation with other people from different place. Moreover, English nowadays is acknowledged as an international language because many people from different countries used it as a means of communication. As an International language, English becomes very important for our life not only as a communication but also as a way to transfer knowledge and technology, economic affairs and culture. Therefore, English is taught from elementary school level to university level.

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English has two basic majors, i.e. skill and component. The basic skills are listening, reading, speaking, and writing while the basic components are vocabulary, structure, pronunciation, and spelling. Byrne (1984) says that our concern as language teacher is not to inform our students about the language, but to develop their ability to use language. Based on the statement above, we can get a point that the important of language is how to use and apply it.

According to Richards (1990), “Learners consequently often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how well they feel they have improved in their spoken proficiency”. From the statement, it can be said that most language learners study English in order to develop proficiency in speaking. Besides, many language learners regard speaking ability as the indication that learner are able to use the language. They regard speaking as the most important skill that they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.

Bygate (1987:3) states that the basic problem in foreign-language teaching is to prepare the students to use the language. How the preparation is done successfully depends very much on how we as teachers understand the aim of teaching. It means that a good method in teaching speaking will encourage students to practice speaking. One of the methods that is suitable for teaching English especially speaking skill is CTL ( Contextual Teaching and Learning).

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According to Johnson as quoted by Alwasilah (2009: 19), CTL is an educational process that aims to help student see meaning in the academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances. To achieve this aim, the system encompasses the following eight components: making meaningful connections, doing significant work, self-regulated learning, collaborating, critical and creative thinking, nurturing the individual, reaching high standards, and using authentic assessments. CLT relates to subject matter content to real world situation that is needed during the teaching learning process so the students know the benefit of learning.

To make the students speak in the classroom is not easy. The difficulties of students to speak may be caused by some backgrounds such as students’ reluctance, lack of motivation, uninteresting teaching technique, fault method in teaching speaking, etc. For this, the teachers are supposed to be creative in developing their teaching learning process and being appropriate in using method to create good atmosphere and good students’ speaking skill.

Some researchers such as Sister (2004), and Hidayah (2009) in their research found that it is possible to apply CTL in teaching of speaking. Moreover, students are actively involved during teaching and learning process since the teacher performed throughout aspects of CTL in teaching speaking so that the students’ speaking achievement were increased.

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Based on the background above, the writer tried to conduct research in which CTL was used as the foundation to support modification and using of teaching-learning process. The writer conducted the research in order to know the procedure of CTL in teaching speaking. Therefore this research is entitled The Implementation of Contextual Teaching and Learning in Teaching Speaking Skills at the Second Grade of SMA N 5 Bandar Lampung.

1.2 Research Problem

The problem of this research isformulated as follow:

1. How is the implementation of teaching speaking by using CTL at second grade students of SMA Negeri 5 Bandar Lampung?

2. What are the stengths and weaknesses of teaching speaking by using CTL at second grade students of SMA Negeri 5 Bandar Lampung?

1.3 Objective of the Research

In relation of the problems above, the objectives of the research are:

1. To find out the implementation of teaching speaking by using CTL at the second grade of SMA Negeri 5 Bandar Lampung.

2. To find out the stengths and weaknesses of teaching speaking by using CTL at the second grade of SMA Negeri 5 Bandar Lampung.

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1.4 Uses of the Research

The uses of the research are: 1. Theoretically

The result of this research is expected to support the previous theories dealing with the theories of Contextual Teaching Learning (CTL) in teaching speaking. Moreover, this research also to be used as a reference for the next researcher who will concentrate on the similar scope of research.

2. Practically

This research was hoped useful for English teacher to implement CTL in teaching speaking. This research may also contribute some information about understanding language learning. Furthermore, this research can be used as logical consideration for the next research.

1.5 Scope of the Research

This research was conducted at SMAN 5 Bandar Lampung. The subject of this research was second grade students of the school. The sample was randomly chosen, since the researcher decided that second grade classes have the same appropriate materials related to the issue of this research. The chosen class was XI IPA 5 which consisted of 38 students. The researcher tried to analyse and describe the implementation of CTL in teaching speaking at the second grade of SMAN 5 Bandar Lampung. The researcher conducted classroom observation and distributed questionnaire to students to get the data needed. The researcher also analyzed the third type of the classroom performance (responsive) that was used by the teacher.

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The researcher wanted to know students’ response with the teacher’s questions by giving the possible answer depended on the real situation of the matter.

1.6 Definition of Terms Speaking

It is a two-way process between speaker and listener and involves productive and receptive skill of understanding (Byrne, 1984:81). It means speaking is a way for communication to send our messege or idea to other people.

Contextual Teaching and Learning

CTL is a concept of teaching and learning which helps teacher to relate the material to the students’ real world situations and motivates students to be more active in connecting their knowledge and its application to their real lives (Depdiknas, 2002).

Teaching

It is showing and helping someone to learn how to do something by giving instruction, guiding in the study of something with knowledge causing to know or understanding (Brown, 1987:7).

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II. FRAME OF THEORIES

This chapter discusses several points, i.e. literature review that deals with definition of speaking, aspects of speaking, function and purpose of speaking, type of classroom speaking performance, delivery and assessment method of speaking, concept of contextual teaching and learning, seven components of CTL, teaching speaking through CTL, and procedure of teaching speaking through CTL. They are explained in the subtopics a follows.

2.1 Speaking

Speaking is one of the central forms of communication. It is a skill that needs special attention and interaction. Speaking is productive skill in which the speaker produces and uses language by expressing a sequence of ideas and at the same time she/he tries to get the ideas or the message across. In this case, there is a process of giving message, which is called the encoding process. At the same time, there is a process of understanding the message of the first speaker.

According to Webster (1841), speaking has a variety of meanings:

a. To tell, to say, to make known or as by speaking, to declare; to announce b. To proclaim; to celebrate

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c. To use or be able to use (a given language) in speaking d. To address

As one of the language skills, speaking has a tight connection to life and human activities because it is one of the main element of communication. According to Lado (1961: 35) speaking is a productive skill in which the speaker produce and uses the language by expressing a sequence of ideas and at the time she/he tries to get ideas or the message accross. Meanwhile, Bryne (1984) states that, oral communication (or speaking) is a two way process between speaker and listener and involves the productive skill of speaking and the receptive skill of understanding.

In addition, Scott in Johnson and Morrow (1981) typifies speaking as an activity involving two (or more) people, in which the participants are both hearers and speakers having to react to what they hear and make the contributions at high speed. In other words, each participant must have an intention or set of intentions she/he wants to achieve in the interaction. Each participant has to be able to interpret what is said to him, and reply with the language he/she has which reflects his own intention.

From the explanation above, it can be concluded that speaking is the process of sharing with other person, one’s knowledge, interests, attitudes, opinions or ideas. Delivery of ideas, opinions, or feelings are some important aspects of the process of speaking which a speaker’s idea become real to him/her and his/her listeners.

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2.2Aspects of Speaking

Harris (1974: 45) says that speaking has some aspects as described below. All of which must be learned intensively to improve students’ ability in speaking English.

1. Fluency

Richards, Platt, and Weber (1985: 108) define fluency as follows: "the features which give speech the qualities of being natural and normal, including native-like use of pausing, rhythm, intonation, stress, rate of speaking, and use of interjections and interruptions." Fluency is the smoothness or flow with which sounds, syllables, words and phrases are joined together when speaking. It means that, fluency is needed to produce speech in the language and be understood by the speakers.

2. Grammar

Heaton (1978) defines grammar as a students’ ability to manipulate stucture and to distinguish appropriate grammatical from in approriate ones. Meanwhile, Coghill and Magendanz (2003) define grammar of a language as the set of rules that govern its structure. Grammar determines how words are arranged to form meaningful units.

3. Vocabulary

Hornby (2005: 1707), gives definition that vocabulary is as a collection or list of words with brief explanations of their meanings. If we have learned and known the meaning of word, the sentences is easy to understand but when we never heard, seen and learned the vocabulary, it will be difficult to understand.

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4. Pronunciation

Pronunciation refers to the ability to produce easily comprehensible articulation (Syakur:1987). Meanwhile Harris (1974:81) defines pronunciation as the intonation patterns.

5. Comprehension

Syakur (1987) defines comprehension for oral communication that require a subject to respon to speech as well as initiate it. It means that if the person can answer or express well and correctly, it shows that he/she comprehends or understand well.

So, the researcher tried to analyze whether the teacher considers these aspects or not such as grammar. The researcher analyzed how the teacher made the students aware in grammar during learning speaking.

2.3 Function and Purpose of Speaking

a. Speaking as a Language Skill

Language skill is human ability to produce, receive and use a language properly through five senses which is processed in human brain. It can only be achieved through training and practice. Human speaking skill is influenced by many factors, such as the development of vocabulary acquired, listening activity, and reading activity. According to Tarigan (1981) speaking ability is acquired naturally after infants have listening ability then people commonly acquired reading and writing ability orderly in formal study.

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b. Speaking as Communication Tool

To be realized or not, people in the world are living in scope of language. Everything in the world is defined and communicated by language. Imagine if there is no language, we can not buy rice in market, we can not call a thing or say a name, we can not build relationship or get a help. As social member, human need each other to survive. One of tools for people to survive is maintaining a relationship, in which they need language there.

As one of communication tools, speaking is happened when people in contact. The communication is success when someone who has intention decides to express or share his/her feeling orally then it is received or understood by listener. Basically the main purpose of speaking is for comunication. To encourage and to achieve the speaking purposes. It is needed for speaker to understand what they want to speak. On the other hand, hearers also have to understand what they have listened. So the speakers and the hearers should at least know the principal of speaking genarally or personally.

2.4 Types of Classroom Speaking Performance

In speaking there are some types of speaking performance, Brown ( 2001) provides types of classroom speaking performance, there are:

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1. Imitative

Teachers usually ask students to drill word, phrase or sentence when teaching speaking. For example, students practice an intonation form or try to pinpoint a certain vowel sound which aimed at focusing some particular elements of language forms.

2. Intensive

It is one step beyond imitative. It is designed to practice some phonological or grammatical aspects of language. It can be conducted by self-initiated or pair work activity.

3. Responsive

A good deal of student speech in the classroom is responsive short replies to teacher-or-students-initiated questions or commans. These replies are usually sufficient and do not extend into dialogues. For example:

T: “How are you today?” S: “I’m fine, thanks.”

T: “What is the title of the short story?” S: “the cracked pots”

4. Transactional (dialogue)

Transactional dialogue, which is carried out for the purposes of conveying or exchanging specific information is an extended form of responsive language. Conversation, for example, may have more of a negotiate nature to them then does responsive speech e.g.:

T: “Some people in the small villages tend to study in the city. What do you think? S: “You are right. I think they want to studyin the city for some reasons for example, there are many state universities and many accesses to get information then in village.

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T: “I see. As in our city, there are many state universities like Unila, UBL, Teknokrat, Darmajaya and other reliable one.

5. Interpersonal (dialogue)

Interpersonal dialogue is aimed at maintaining social relationships than for the transmission of facts and informations. These exchanges are little tricker for students because it includes the following factor: a casual register, colloquial language, emotionally charged language, slang, ellipsis and sarcasm. For example:

Ami : “Hi Bob what’s going on?” Bob : “Oh nothing”

Ami : “Not a great weekend, huh?”

Bob : “Well, far be it for me to critics, but I am pretty miffed about last week.” Ami : “What are you talking about?

Bob : “I think you know perfectly well what I am talking about.”

Ami : “Oh, that…how come you get so bent out of shape over something like that?”

Bob : “Well, whose fault was it, huh?”

Ami : “Oh wow, this is great, wonderful. Back to square one. For crying out loud, Bob, I thought we’d settled this before. Well, what more can I say?”

6. Extensive Monologue

Finally, students at intermediate to advanced level are called on to give extended monologues in the forms of oral reports, summaries, or perhaps short story or speech. Here, the register is more formal and deliberative. These monologue can be planned or impromptu.

The six types of the classroom speaking performance help the teacher to analyze the students’ performance in speaking, i.e. responsive. When someone asked a question to his/her friend, the other directly responds by giving possible answer depended on the real situation of the matter.

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2.5 Contextual Teaching and Learning

According to Zahorik (1995), knowledge is constructed by the humans. Kowledge is not a set of facts, concepts, or laws waiting to be discovered, it is not something that exsist independently of a knower. Human create a construct knowleged as they attempt to bring meaning to their experience But the majority of students in Indonesia have difficulty to make connection between what they are learning and how the knowledge to be used.

Contextual teaching and learning involves making learning meaningful to students by connecting to the real world. It draws upon students’ diverse skills, interests, experiences, and cultures and integrates these into what and how students learn and how they are assessed. In other words, contextual teaching situates learning and learning activities in real-life and vocational contexts to which students can relate, incorporating not only content, the “what” of learning but the reasons why that learning is important.

According to contextual teaching theory, learning occurs only when students process new information or knowledge in such away that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This method to learning and and teaching assumes that the mind naturally seeks meaning in context by searching for relationships that make sense and appear useful. Contextual teaching and learning is considered as a convincing alternatives in English teaching (Depdiknas, 2002).

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According to Johnson (2002) on her book “Contextual Teaching and Learning” states that CTL as a learning system is working as nature does, it is appropriate to human inner which always try to find meaning. CTL also can satify brain needs in connecting new information with an available knowledge with stimulates the physical brain improvement in order to respond environment.

Contextual teaching and learning is a concept of learning which help teachers relate the materials being taught to the students real world and encouraging the student relate their knowledge in their daily life by implementing seven main elements in the teaching learning proccess (Depdiknas, 2002: 34). There are constructivism, inquiry, questioning, learning community, modelling, reflection, authentic assessment.

2.6 Seven Components of CTL

Depdiknas (2002) defines each element of contextual teaching and learning as follows:

a. Constructivism

Constructivism is building a knowledge known by the student. Education is student-centered; students have to construct knowledge themselves. Constructivism is a theory, a tool, a lens for examining educational practices. The characteristic of constructivism learning is active students, they involve in learning process depend on their ability, knowledge and style of learning. They are guided by teachers as a fasilitator; teacher will help them if they get learning difficulty.

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b. Inquiry

Inquiry is the core in contextual teaching learning activities. It is a cycling process of observing, questioning, investigating, analyzing and concluding. In other words, it can be said the students find out something by themselves. In this process the students have chance to observe the phenomenon. They try to explain and describe the phenomenon being observed. Then, based on their observation, they try to test what they have observed and finally make conclusion.

c. Questioning

In contextual teaching and learning, the questioning should not be dominated by the teacher. In teaching and learning process, questioning is seen as teacher’s activity to motivate, provide and asses thinking ability. The teacher should provide or create situation that makes the students to have curiosity. Curiosity leads automatically to have a live teaching learning atmosphere because students are supposed to ask questions either to their teacher or friends. The process of questioning can be created between the teacher to the students, students to the teacher, and students to students.

d. Learning Community

The concept of learning community is that learning in group will give better result than learning alone. The result of teaching and learning is gained in students group-working. The product of learning is gained of sharing between

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friends. Students will interact with one another in sharing the information/ideas that they get from the text, or the students who do not know will ask the students who know. Cooperative is encouraged here.

e. Modeling

Modeling is one of the components of CTL method in learning skill or specific knowledge. Modeling is offering behaviour for imitation. In any certain lessons there is a model to be imitated by students. For example, in English speaking lesson, teacher is not the only one source or model. Students can imitate or learn speaking from other students or source in or out of class.

f. Reflection

Self assessment (self reflection) can be introspective where the students are asked to reflect back on their foreign language experience and rate themselves against some kind of scale. Reflection is a way of thinking about what students have learnt. Teacher and students review and respond the activities and experiences they have done. They also record what they have learnt, how they feel, and appeared new ideas.

g. Authentic Assessment

In this process the teacher collect the data to get information about the students’ development in learning. It is used to describe students’ real competency to the subject matter. The aim of authentic assessment is to

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provide valid information about the students’ progress and evaluate the students’ activities in a real world context. Authentic assessment can be described as the result of students learning and motivation. It motivates students to be able to use their knowledge achievement in a real life. Assessment places the need of students at the center of teacher’s planning.

These seven components make CTL different from other methods. It is also clearly seen that these seven components asks the students for actively involving in classroom activity. Collaborating, nurturing the individual, being creative and critical thinking, asking the students to be responsible for their own learning. The role of teacher in CTL is to facilitate student to find the fact or the meaning, concept or principles for theirselves. Once these components applied in classroom, it will help both student and teachers in creating a good atmosphere where the learners have a great responsibility in achieving their success in leaning.

2.7 Teaching Speaking Through CTL

Teaching means giving the instruction to a person or giving a person knowledge skill, etc. While, Speaking means use the words in ordinary voice. So, teaching speaking is giving instruction to a person in order to communicate.

Tarigan (1990: 3-4) states that speaking is a language skill that is developed in child life, which is preceded by listening skill, and at that period speaking skill is learned. It

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means that speaking is the basic language. The process of speaking skill has happened for speaking ability.

Dougill and Jones (1987) agree that CTL is “mirror real life” and “reality of function in a simulated and stuctured environment”. Which means that CTL is not a real life; it is only a type of simulating real life in a simulated environment.

Before applying CTL, the teacher should prepare Lesson Plans. According to Rusman (2008), there are some steps to develop each components of CTL: First, developing students’ thinking to make learning more meaningful. Second, doing inquiry activities for all topics taught, developing students' curiosity through questions, creating a learning community, such as through group discussion and presenting model as an example of learning. Third, doing reflection of learning activity that has been performed and doing authentic assessment to measure students’ ability.

From the statements above, it can be concluded that teaching speaking through CTL is the way of the teacher teaches the students how to communicate by using simulated situation and environment through the elements of CTL itself. When teaching the students, the teacher connects the material given with the students daily life by dealing the students with it through constructivism, and then the teacher let the students to do the learning community in order to make them easy in mastering material. Here, the teacher also give model to the students. But the model is not only coming from the teacher, the students is also can be give a model about material. In

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inquiry, the students have chance to find out something related to the material by them. In learning process to CTL there is questioning that is seen as a teacher’s activity to motivate, provide and assess thinking ability. Then the teacher and the students can reflect what they have learnt in reflection. This activity usually occur in post activity. The last the teacher can describe the real competence of students through authentic assessment. Authentic assessment is not only done at the end of period but also integrated together with teaching learning activities.

2.8 Procedure of Teaching Speaking Through CTL

According to Johnson (2002), there are several procedures that should be done to implement CTL in teaching speaking by the teacher. Each step contains some elements,which is relating each other. Below are the procedures how to apply CTL, including speaking class activity, in the classroom teaching learning process.

Activities: Pre activity

a. Teacher greets the students. b. Teacher checks the attendents list.

c. Teacher gives some question about the topic that will be learnt. (Constructivism, Questioning)

While activity

a. Teacher asks the students to read the book and write down the information based on the topic learnt. (Inquiry)

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b. Teacher gives sheet of dialogue and read the dialogue that related with the topic. (Modeling)

c. Teacher asks the students to read the dialogue with their friends. (Learning Community)

d. Teacher invites students to correct their friends’ wrong pronunciation if it happends. (Learning community, Modeling).

e. Teacher asks the students to do the tasks by the teacher already give the example for them. (Modeling)

f. Teacher asks the students to practice the tasks given with their friends. (Learning community)

g. Teacher asks the students to tell their own information and their friends’ information about the topic being learnt today. (Authentic assessment) h. Teacher asks students to make their own dialogue with their friend.

(Learning Community, Auhentic Assessment) Post activity

a. Teacher asks the students’ difficulties during the learning process. b. Teacher gives comment and conclude the material (reflection). c. Teacher closes the meeting.

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III. RESEARCH METHOD

This chapter discusses several points, i.e. research method deals with research design, subjects of the research, data collecting technique, validity of the data, reliability of the data, research procedure and data analysis. They are explained in the subtopics as follows.

3.1 Research Design

In this research, the researcher used the qualitative approach. It was carried out to see and find out the result of implementing CTL in improving students’ speaking skills. Bogdan and Taylor (1998) state the qualitative approach is a research procedure that produces a descriptive data such as written and oral words of people or direct object. Descriptive data were aimed to describe, find out, analyze and interpret the phenomena that occurred in the teaching learning process through Contextual Teaching Learning in teaching speaking skills.

The researcher focused on the process of teaching learning process. The researcher observed the implementation of CTL components and explored the information about the whole problems found during the process of teaching and learning activities.

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Therefore, the researcher used the descriptive method to describe a condition character that occurred when the research was going on and checking current aspects, the research type used was a field research that oriented to the empiric data collection in the field based on the object study including social research that form education research. The researcher did the observation and gave the questionnaire to find out the implementation of CTL in teaching speaking and explore the problem that found by the teacher and students during teaching and learning activities.

3.2 Subject of the Research

The subjects of the research were the second grade students of SMA Negeri 5 Bandar Lampung consisting of ten classes. The researcher used one class, XI IPA 5 consisting of 38 students as the sample where the research would be conducted. This research was focused on the process of teaching learning activities. The teacher and the students, as well as the students’ responses toward any teaching stage, became the source of data. Besides, it had been explored about the problems and obstacles found in the implementation of CTL in teaching speaking class from the teacher. The researcher conducted classroom observation and distributed questionnaire to students to get the data needed.

3.3 Data Collecting Technique

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a. Observation

Observation was investigated and noticed systematically to indication that appeared in the research object. By using observation technique, directly the writer knew a real description about teaching and learning method in presenting English speaking material at Senior High School of SMA Negeri 5 Bandar Lampung. This observation was done as pre research, and after it had been decided or rendomize, the researcher focused the observation to gain information about the process of teaching learning based on the seven components of CTL in improving English speaking skill.

Table 1. Sample of observation sheet of students’ involvement during teaching

learning process

No Students’ Activity Researcher Rater

Total of students involved % of students involved Total of students involved % of students involved 1 Pre Activities

Interested in the opening of the class. (Constructivism) Responding to topic

enthusiastically. (Constructivism) 2 While Activity

Following the teacher’s instruction (work in group). (Inquiry), (Learning Community)

Paying attention to the teacher’s explanation. (Inquiry)

Responding to the teacher’s questions (Questioning) Following teacher’s modeling enthusiastically. (model)

Actively presenting the results of group discussion in front of the class. (Learning community) 3 Post Activity

Actively involved in doing what have been learned. (Reflection) Doing the speaking task. (Authentic Assessment)

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The criteria of successful teaching learning process: 40% - 59% : Poor

60% - 69% : Enough 70% - 79% : Good 80% - 100% : Very Good

Table 2. Observation sheet of implementation of CTL components during the teaching learning process

No Components

Implementation

Yes No

1 Constructivism

Ask previous experiences related to the material. Review the previous topic.

2 Inquiry

Ask to find and choose the topic of conversation. Ask to create simple dialogue.

Ask to present the dialogue in front of the class. 3 Questioning

Invite questions during the learning process. Give chance to ask anything about conversation. 4 Learning Community

Give a chance to sharing ideas. Give time for discussion.

Ask to find problem based learning. 5 Modeling

Teacher as a model or source. Ask the student to be a model.

Ask the students to imitate or learn from the source or model.

6 Reflection

Review the lesson. Motivate the students. 7 Authentic Assessment

Monitor the students’ activity.

Follow up by giving direction or task as a remedy

b. Questionnaire

The researcher gave a set of of questionnaire to the students after the teaching learning process. In this qualitative descriptive research, the researcher used close-ended questions (yes or no questions) in order to make the same perception among

26

the students in answering the question. Close-ended questions as a questionnaire that can be used to help the researcher in selecting the data in order for the researcher not to get irrelevant data (Setiyadi, 2006). The questionnaire would be done in order to get valid data and to find out the students’ perception about the learning process. These questionnaires were aimed in getting an accurate data about students’ speaking skill.

Table 3. Specification of questionnaire

No Components Topics Questions

1 Constructivism Greeting

Ask the students’s previous experiences

5

2 Inquiry Conclude the topic of

conversation

Create simple dialogs

5 3 Questioning Give chance to the students to

ask anything about conversation

Invite questions during teaching learning process

5

4 Learning Community Give time for discussion in a group

Present the dialog in a group

5 5 Modeling Give the example about the

expression

Give the example about the intonations, utterances, etc

5

6 Reflection Review the lesson

Motivate the students

5 7 Authentic Assessment Monitor the students’ activity

Give assessment at the end of the study session

5

3.4 Validity of the Data

In qualitative research, the researcher employed tringulation method. Trigulation is a manner of collecting the data by combining two or more methods in order to have

27

more accurate conditions. (Setiyadi, 2006: 11). In this research, the writter used time trigulation. Time tringulation is used to collect the same data which is the teaching learning process occur in the implementation of CTL in teaching speaking skills at different time but in the same class. The researcher involved another rater to validate the data collected. The rater was Jessy Yunita Fadmadi who also conducted a research about CTL. She made sure whether the teaching learning process used CTL and its seven components or not by using observation sheet. From the observation, the researcher and the rater had same assumptions about the situation of the class. It could be concluded that the data collected was valid. The researcher also used questionnaire to complete the triangulation.

3.5 Research Procedure

The procedures of the research are such following:

1. Formulating the research question and determining the focus of the research. The formulating of the reseacher question is the first step of the research.

2. Determining the case, the way of collecting and analyzing the data as well as the way of reaching the conclusion.

3. Referring the instruments of collecting the data. The researcher has to able to select the instruments which are appropriate to gather the data. The reseacher uses observation, questionnaires and interview in collecting the data.

4. Determining the class which became the subject of the research.

5. Discussing with the teacher about the materials. the materials should be appropriate with the objective of the research.

28

6. Observing the teaching learning process conducted by the teacher. The researcher observed the implementation of seven components of CTL in teaching speaking.

7. Distributing questionnaires to the students after the instruction to get the accurate data. After the process of teaching and learning, the researcher distributes questionnaires to the subject of the research. The aim is to get more valid data.

8. Collecting the data.

9. Analyzing the data to get the fix result of the research.

10.Reporting the result of the data analysis to induce the research finding.

3.6 Data Analysis

This data analysis was done to create understanding of the data and to enable the researcher to present the result of the study to the readers. As with the nature of the research, data analysis was done using the procedure suggested by Miles and Huberman (1984: 43). The procedure consists of three stages, there are, data reduction, data display, and conclusion. This analysis procedure actually took place interactively and was done simultaneously with the data collection or after the data was already collected. This means that data analysis took place at the same time during the three procedures beginning from data collection until the writing up of the research report.

29

The researcher used the observation sheets and questionnaire. The result was analyzed after teaching learning activities was conducted. The observation and questionnaire was done to observe the students’ activities and also teacher’s performance (in Appendix 4, 5, and 7). In analyzing the data that was gotten from students’ activities, the steps were as follows:

a. Counting the number of activities done by the students

b. Calculating the percentage of the students’ activities, the following formula is used:

% A = A x 100% N

49

V. CONCLUSIONS AND SUGGESTIONS

In line with the result of the research, the conclusions and suggestions are formulated as follows.

5.1 Conclusions

Referring to the discussions of the research findings, the researcher comes to the following conclusions:

1. The seven components underlying Contextual Teaching and Learning (CTL) were implemented well enough by the teacher. Based on the observation that had been done by the researcher, the components of CTL had reached gratifying result but in term of questioning, the teacher had been less successful. The teacher managed the whole process of teaching learning based on the lesson plan run effectively by providing a sheet of grid and a dialogue as a trigger to students.

2. The strength of the implementation of CTL in the classroom is learning community. In this stage, the students worked actively and cooperatively. Every student had his/her own awareness to get involved in the activity. There were several weaknesses from this study. First, in term of questioning. It was caused by the question of given by the teacher, which is rather hard to be both

50

understood and answered. Second, in the teaching learning process by using CTL, the teacher also had difficulty to monitor each student because of the large class that consisted of 38 students while time allocation was so limited. It caused some students to have less attention from the teacher.

5.2Suggestions

Apart of those conclusions, the writer would like to propose some considerable suggestions:

1. English teacher are recommended to use CTL in teaching their students since CTL can make the students involve in teaching learning process, enable the students to be active in the aclassroom activities.

2. In relation to the teacher’s questioning technique, it is suggested that the teacher should have given a clear question from the very beginning of the lesson to eliminate the students’ hindrance in answering the questions. She should consider using guided questions to help students to tell their ideas, since guided questions will help them construct ideas about the materials being asked. Then English teacher should be controlling the class during teaching learning process. For example, when the teacher asks a question to the students, she asks the students to raise their hands first before answering the question. So, they do not answer the question together. It is done in order to make the class situation more conducive.

the students in answering the question. Close-ended questions as a questionnaire that can be used to help the researcher in selecting the data in order for the researcher not to get irrelevant data (Setiyadi, 2006). The questionnaire would be done in order to get valid data and to find out the students’ perception about the learning process. These questionnaires were aimed in getting an accurate data about students’ speaking skill.

Table 3. Specification of questionnaire

No Components Topics Questions

1 Constructivism Greeting

Ask the students’s previous experiences

5

2 Inquiry Conclude the topic of

conversation

Create simple dialogs

5

3 Questioning Give chance to the students to

ask anything about conversation

Invite questions during teaching learning process

5

4 Learning Community Give time for discussion in a group

Present the dialog in a group

5

5 Modeling Give the example about the

expression

Give the example about the intonations, utterances, etc

5

6 Reflection Review the lesson

Motivate the students

5 7 Authentic Assessment Monitor the students’ activity

Give assessment at the end of the study session

5

3.4 Validity of the Data

In qualitative research, the researcher employed tringulation method. Trigulation is a manner of collecting the data by combining two or more methods in order to have

more accurate conditions. (Setiyadi, 2006: 11). In this research, the writter used time trigulation. Time tringulation is used to collect the same data which is the teaching learning process occur in the implementation of CTL in teaching speaking skills at different time but in the same class. The researcher involved another rater to validate the data collected. The rater was Jessy Yunita Fadmadi who also conducted a research about CTL. She made sure whether the teaching learning process used CTL and its seven components or not by using observation sheet. From the observation, the researcher and the rater had same assumptions about the situation of the class. It could be concluded that the data collected was valid. The researcher also used questionnaire to complete the triangulation.

3.5 Research Procedure

The procedures of the research are such following:

1. Formulating the research question and determining the focus of the research. The formulating of the reseacher question is the first step of the research.

2. Determining the case, the way of collecting and analyzing the data as well as the way of reaching the conclusion.

3. Referring the instruments of collecting the data. The researcher has to able to select the instruments which are appropriate to gather the data. The reseacher uses observation, questionnaires and interview in collecting the data.

4. Determining the class which became the subject of the research.

5. Discussing with the teacher about the materials. the materials should be appropriate with the objective of the research.

6. Observing the teaching learning process conducted by the teacher. The researcher observed the implementation of seven components of CTL in teaching speaking.

7. Distributing questionnaires to the students after the instruction to get the accurate data. After the process of teaching and learning, the researcher distributes questionnaires to the subject of the research. The aim is to get more valid data.

8. Collecting the data.

9. Analyzing the data to get the fix result of the research.

10.Reporting the result of the data analysis to induce the research finding.

3.6 Data Analysis

This data analysis was done to create understanding of the data and to enable the researcher to present the result of the study to the readers. As with the nature of the research, data analysis was done using the procedure suggested by Miles and Huberman (1984: 43). The procedure consists of three stages, there are, data reduction, data display, and conclusion. This analysis procedure actually took place interactively and was done simultaneously with the data collection or after the data was already collected. This means that data analysis took place at the same time during the three procedures beginning from data collection until the writing up of the research report.

The researcher used the observation sheets and questionnaire. The result was analyzed after teaching learning activities was conducted. The observation and

questionnaire was done to observe the students’ activities and also teacher’s

performance (in Appendix 4, 5, and 7). In analyzing the data that was gotten from

students’ activities, the steps were as follows:

a. Counting the number of activities done by the students

b. Calculating the percentage of the students’ activities, the following formula is used:

% A = A x 100% N

V. CONCLUSIONS AND SUGGESTIONS

In line with the result of the research, the conclusions and suggestions are formulated as follows.

5.1 Conclusions

Referring to the discussions of the research findings, the researcher comes to the following conclusions:

1. The seven components underlying Contextual Teaching and Learning (CTL) were implemented well enough by the teacher. Based on the observation that had been done by the researcher, the components of CTL had reached gratifying result but in term of questioning, the teacher had been less successful. The teacher managed the whole process of teaching learning based on the lesson plan run effectively by providing a sheet of grid and a dialogue as a trigger to students.

2. The strength of the implementation of CTL in the classroom is learning community. In this stage, the students worked actively and cooperatively. Every student had his/her own awareness to get involved in the activity. There were several weaknesses from this study. First, in term of questioning. It was caused by the question of given by the teacher, which is rather hard to be both

understood and answered. Second, in the teaching learning process by using CTL, the teacher also had difficulty to monitor each student because of the large class that consisted of 38 students while time allocation was so limited. It caused some students to have less attention from the teacher.

5.2Suggestions

Apart of those conclusions, the writer would like to propose some considerable suggestions:

1. English teacher are recommended to use CTL in teaching their students since CTL can make the students involve in teaching learning process, enable the students to be active in the aclassroom activities.

2. In relation to the teacher’s questioning technique, it is suggested that the teacher should have given a clear question from the very beginning of the

lesson to eliminate the students’ hindrance in answering the questions. She

should consider using guided questions to help students to tell their ideas, since guided questions will help them construct ideas about the materials being asked. Then English teacher should be controlling the class during teaching learning process. For example, when the teacher asks a question to the students, she asks the students to raise their hands first before answering the question. So, they do not answer the question together. It is done in order to make the class situation more conducive.