2 Source: Students’ accumulated score of grade X students at SMA N 1 GALANG


A. Conclusions

Based on the research finding, the research concludes that there is a significant effect of using Contextual Teaching and Learning CTL on students’ speaking achievement. This can be seen from the result of the data, it can be seen that the highest score of experimental group was 90 and the lowest score was 65 in post-test. Meanwhile, the highest score of control group was 75 and the lowest score was 44 in post-test. Having analyzed the data, calculation of t-test at the level significance µ = 0.05, t-observed value 8.108 is higher than t-table 2000 with the degree of freedom df = 62. Thus, the null hypothesis Ho is rejected and consequently the alternative hypothesis Ha is accepted. This means that Contextual Teaching and Learning Method s ignificantly affect students’ achievement in speaking than using Lecturing Method. Therefore, the alternative hypothesis that formulated as “there is a significant effect of using Contextual Teaching and Learning CTL Method on students’ speaking achievement” is accepted.

B. Suggestions

The result of this study shows that the use of Contextual Teaching and Learning CTL Method could increase students’ speaking achievement. The following suggestions are offered: 1 The English teachers are suggested to apply Contextual Teaching and Learning CTL Method to increase students’ speaking achievement in teaching speaking process by choosing interesting topics and helping students to construct their speaking. 2 Students are suggested to use this strategy in speaking test. The strategy in CTL is able to improve the speaking achievement, work together, solve their problems, providing ways for discuss with their friends to summarize the lesson and students have more skills to explain the text fluently and meaningful. 3 Researchers who want to develop all information and knowledge for those who have interest in doing research areadvised to conduct further studies related to Contextual Teaching and Learning CTL Method. 57 REFERENCES Ampa, A. T., D, M. B., Andriani, A. A. 2013. The Development of Contextual Learning Materials for the English Speaking Skills.International Journal of Education and Research, Vol. 1, No. 9. Amertei, A. M. 2014. Students’ perception about the lecture as a method of teaching in tertiary institutions. Views of students from college of technology eduction, kumasi coltek. International Journal of Education and Research, Vol. 2, No. 6. Arikunto, Suharsimi. 2002. ProsedurPenelitian :SuatuPendekatanPraktik edisirevisi VI. Jakarta: RienekaCipta. Ary, Donald et al. 2002.Introduction to Research in Education. 6 th ed.. New York: Wordsworth Group. Bashir, M., Azeem, M., Dogar, A. H. 2011.Factor Effecting Students’ English Speaking Skills.British Journal of Arts and Social Sciences, Vol. 2,No. 1, 2046 – 9578. Retrieved from http: www.bjournal .co.ukBJASS.aspx Brown, H. D. 2000. Principles Language Learning and Teaching 4 th edition.San Francisco: Longman. Brown, H. D. 2001. Teaching by Principles 2 nd edition. San Francisco: Longman. David, N. 1999. Second Language Teaching Learning.Hongkong: Longman. Efrizal, D. 2012. Improving Students’ Speaking through Communicative Language Teaching Method at MtsJa-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia.International Journal of Humanities and Social Science, Vol. 2, No.20. Fulcher, G. 2003. Testing Second Language Speaking.London: Longman. Harmer, J. 1998.How to Teach English: an Introduction to the Practice of English Language Teaching. New York: Longman. Harmer, J. 2003.The Practice of English Language Teaching 3th edition. Cambridge: Longman. Hudson, C. C., Whisler, V. R. Systemics, Cybernetics and Informatics: Contextual Teaching and Learning for Practitioners. Vol. 6, No. 4, 1690- 4524. Hughes, R. 2002. Teaching and Researching Speaking. London: Longman.