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
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.
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.
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
