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individual tasks and group discussions tasks. Students wanted to learn speaking by learning through pictures and text. In addition, they preferred the tasks given in
dialogue with picture attached to it. It means that the students were more motivated if there were pictures in tasks
. In the learners‟ role, the students liked to solve their problem by asking their teachers and friends. They were expecting teachers to be the
facilitator in the teaching and learning process.
3. The Characteristics of the Appropriate Supplementary Speaking Materials
Based on the Contextual Teaching and Learning for High School Students.
Based on the result of the product testing, the mean point from the expert
judgment was 3.05 so it can be concluded that the developed English supplementary
speaking materials based on the contextual teaching and learning for High School students was considered as a good book and appropriate. The appropriate
supplementary speaking materials based on the contextual teaching and learning for High School students‟ book that can be applied for tenth students of High School for
the first semester should have the following criteria as presented below. The English supplementary speaking materials based on the contextual
teaching and learning for High School students‟ book consisted of three units. Each of the unit was developed based on the indicator in the basic competence and
standard competence. Each unit of the English supplementary speaking materials based on the contextual teaching and learning for Hig
h School students‟ book consisted of 17 tasks. Unit one explains about expressions of inviting someone to do
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something, accepting invitation and how to respond it; unit 2 explained about the expressions of showing happiness and how to respond it; and unit 3 explained about
the expressions of showing sympathy. There were several parts of the unit, they were the number of the unit, unit title,
let’s remember, let’s try, let’s use, let’s cooperate and let’s share.
The contextual teaching and learning supplementary speaking book was completed with the teacher‟s guide book. Teacher‟s guide book consisted of the
standard operating procedure of the book and the answer key. The standard operating procedure consisted of many instructions used by the teachers to operate the book.
Furthermore, both the students‟ speaking book and teacher‟s guide book had a good
quality of pictures and various fonts.
B. Recommendations of the Product Use
1. For the English Teachers This supplementary English speaking book can be used as the
materials to teach the students in the teaching and learning process. The materials developed in the book are
aimed to improve students‟ speaking skill. Teachers can use contextual based speaking book to teach some expressions
in English used in daily life. Teachers are asked to read the teacher‟s guide
book to know the procedures before using the book. The teachers should explain the students about what they are going to learn in each unit.
