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problem. In this cycle, the students had enough time to practice some dialogues, learn new vocabulary, and make their dialogue.
D. Research Findings in the Second Cycle
The result of the research in cycle two was very satisfying because there were 26 students 81.3 who passed the passing grade for English subject. The
passing grade for English Subject in SMA N 1 Kasihan Bantul was 75. All of the students 100 made progress in their performances. Moreover, the class
average in the preliminary study was 63.6. Meanwhile, the class average in the second cycle was 80.9. Table 4.2. showed students’ scores in the preliminary
study and cycle two based on their performances. The scores in the preliminary study were taken before the implementation
in cycle one using the same speaking rubric. The scores in cycle two were taken based on the students’ performance in the last meeting of cycle one. The
researcher asked for help to the English teacher of XG in SMA N 1 Kasihan Bantul to give score based on the students’ performance. The researcher also gives
score based on the students’ performance. Both the researcher and the English teacher used the same speaking rubric. The researcher compared both scores from
the English teacher’s scores and the researcher’s scores, and then chose the best score for each student. It aimed to establish validity.
Moreover, the use CTL helped XG students of SMA N 1 Kasihan Bantul to improve their speaking skill could be seen from the result of questionnaire. All
of the students liked speaking English. There were 20 students 62.5 who
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agreed and 12 students 37.5 who strongly agreed that they liked speaking English.
Table 4.2. Students’ Score in the Second Cycle Student
Score in Preliminary
Study Score in Cycle 2
Note
1 54.2
75 2
62.5 79.2
3 79.2
91.7 4
50 79.2
5 66.7
87.5 6
79.2 91.7
7 50
75 8
54.2 79.2
9 66.7
83.3 10
54.2 66.7
Failed 11
50 70.8
Failed 12
45.8 75
13 62.5
87.5 14
54.2 66.7
Failed 15
62.5 70.8
Failed 16
62.5 75
17 75
83.3 18
91.7 95.8
19 79.2
87.5 20
66.7 83.3
21 75
83.3 22
41.7 70.8
Failed 23
66.7 87.5
24 45.8
79.2 25
66.7 83.3
26 75
83.3 27
70.8 91.7
28 70.8
83.3 29
83.3 95.8
30 58.3
70.8 Failed
31 54.2
79.2 32
58.5 79.2
Average 63.6
80.9
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However, there were 15 out of 32 students who found difficulties in speaking English and only 17 students 53.1 who did not find difficulties in
speaking English. It meant that 46.9 of the students still found difficulty in speaking English. Most of the students stated that lack of grammar and
vocabulary were their obstacles in speaking English. In the questionnaire in the second cycle, there were 20 students 62.5
who agreed that CTL could help them speak English. Furthermore, there were 11 students 35.5 who strongly agreed that CTL could help them speak English.
There was only one student 3.1 who did not agree that CTL could help them speak English. Some students in the interview stated that CTL could help them
speak English. Student 3: “Saya pikir ini sangat membantu, di dalam kondisi yang tidak terlalu
tegang tapi materi malah banyak masuk ke dalam. Apalagi yang di sini kan yang lebih ditekankan adalah prakteknya.”I think it is very
helpful. The condition is not really stressful but the material can be absorbed. Moreover, practice is the focus here
Student 6:
“
Sangat membantu sih. Kalo aku dulu kalo belajar bahasa Inggris itu pasti praktek. Kalo mempelajari dalam materi buku malah susah,
kalau praktek malah lebih gampang kaya di kehidupan sehari-hari juga.” It is helpful. I used to learn English by practicing a lot. If I
learned English using textbook, it would be difficult. Different from learning by practicing, it is easier like in our daily life
The use of CTL in teaching and learning process could help them to be more creative in making a dialogue. There were 22 of 32 students 68.8 who
agreed that the use of CTL in teaching and learning process could help them to be more creative in making a dialogue. There were 10 of 32 students 31.3 who
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strongly agreed that the use of CTL in teaching and learning process could help them to be more creative in making a dialogue.
From the questionnaire, there were seven students 21.9 who strongly agreed that the use of CTL in teaching and learning process improved their
confidence in speaking English. There were 24 students 75 who agreed that the use of CTL in teaching and learning process improved their confidence in
speaking English. There was only one student 3.1 who strongly disagreed that the use of CTL in teaching and learning process improved her confidence in
speaking English. Some students in the interview stated that the use of CTL in teaching and learning process improved their confidence in speaking English.
Student 6:“Kalo sebelum-sebelumnya kalo dari sekolah sendiri kan belajarnya pake tulisan pake praktek ada tapi sedikit. Nah kemarin-kemarin sama
mbaknya belajar pake metode ini jadi manfaatnya itu sekarang aku jadi lebih PD kalo ngomong bahasa Inggris di depan public.”Before
using this method, learning English in school was less of practice. There is more in writing. Using this method in learning English make
me become more confident in speaking English in front of many people
Student 29:“Dalam 2 minggu ini kan kita belajarnya kaya praktek-praktek gitu. Yang saya dapat itu saya lebih confident dalam berbicara kaya
dialog itu lebih berani dari pada sebelumnya.” These 2 weeks, there is more practice in learning English. I become more confident
in speaking English and performing the dialogue than before
The use of CTL in teaching and learning process motivated the students to learn English. It could be seen from the questionnaire. There were 13 out of 32
students 40.6 who strongly agreed that the use of CTL in teaching and learning process motivated them to learn English. There were 19 out of 32
students 59.4 who agreed that the use of CTL in teaching and learning process motivated them to learn English. Some students wrote in the questionnaire:
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Student 19: “Lebih memudahkan dalam belajar bahasa Inggris dan lebih menarik untuk dipelajarin karena tidak terpaku hanya pada buku saja. Jadi
punya motivasi buat belajar bahasa Inggris. Perasaan saya sangat senang.”It makes me feel learning English is easy. Learning English
becomes more interesting because it is not stuck in textbook. So, I have motivation to learn English. I am very happy
Student 12: “Setuju dengan pembelajaran ini. Kedepannya akan lebih termotivasi belajar bahasa inggris.” I agree with this. In the future I will be more
motivated in learning English
The use of CTL helped the students to connect the material with their daily life context. There were 7 students 21.9 who strongly agreed. There were 25
students 78.1 who agreed that the use of CTL helped them to connect the material with their daily life context.
Student 3:“Membuat saya lebih kreatif dalam membuat dialog dan kalimat untuk diterapkan dalam percakapan sehari-hari.”It makes me become
more creative in making dialogues and sentences to be applied in daily conversation
The use of CTL made the students happy in learning English. There were 17 out of 32 students 53.1 who strongly agreed that the use of CTL made them
happy in learning English. There were 15 out of 32 students 46.8 who agreed that the use of CTL made them happy in learning English. Some students wrote in
their questionnaire: Student 10: “Belajar bahasa Inggris lebih menyenangkan, tidak menjadi bosan di
dalam kelas”English subject becomes more interesting. Learning English in classroom is not boring
Student 30: “Senang karena saya bisa lebih aktif di kelas” I am happy because I become more active in class
The material which used CTL was interesting. There were 22 of 32 students 68.8 who agreed and 8 of 32 students 25 who strongly agreed that
the material which used CTL was interesting. It was good because more than half
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of students had positive thought toward the use of CTL in English subject especially in speaking. However, there were two students 6.3 who did not
agree that the material which used CTL was interesting.
E.
The Improvement of Students’ Speaking Skills
The use of CTL improved students’ speaking skill could be clearly seen from their scores in the preliminary study and the first and second cycles based on
the students’ performances. The scores in the first and second cycle were taken based on the students’ dialogue performances. The scores in the preliminary study
were taken before the action implementation. Table 4.3. below showed students’ scores in the preliminary study, cycle one, and two based on their performances.
From table 4.3. it could be seen that in the preliminary study the students who could pass the passing grade for English subject were only seven students
21.9. It showed that there were not more than half of the students passed the passing grade for English subject. The passing grade for English subject in SMA
N 1 Kasihan Bantul was 75. However, in cycle one, there were 18 of 32 students 56.6 who passed
the passing grade for English subject. It showed that more than half of the students passed the passing grade. The percentage increased 37.8 from the
percentage of preliminary study. There were 28 students 87.5 who made improvement in their performances. Moreover, the class average in the
preliminary study was 63.6. Meanwhile, the class average in the first cycle was 72.3.
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Student Score in
Preliminary Study
Score in Cycle 1
Score in Cycle 2
1 54.2
62.5 75
2 62.5
75 79.2
3 79.2
83.3 91.7
4 50
66.7 79.2
5 66.7
79.2 87.5
6 79.2
87.5 91.7
7 50
62.5 75
8 54.2
62.5 79.2
9 66.7
79.2 83.3
10 54.2
54.2 66.7
11 50
58.3 70.8
12 45.8
58.3 75
13 62.5
79.2 87.5
14 54.2
62.5 66.7
15 62.5
62.5 70.8
16 62.5
75 75
17 75
83.3 83.3
18 91.7
91.7 95.8
19 79.2
83.3 87.5
20 66.7
75 83.3
21 75
83.3 83.3
22 41.7
58.3 70.8
23 66.7
75 87.5
24 45.8
62.5 79.2
25 66.7
75 83.3
26 75
79.2 83.3
27 70.8
83.3 91.7
28 70.8
79.2 83.3
29 83.3
91.7 95.8
30 58.3
62.5 70.8
31 54.2
62.5 79.2
32 58.5
58.5 79.2
Average 63.6
72.3 80.9
Percentage of students
who passed the passing
grade
21.9 56.6
81.3
62
20 40
60 80
100
Preliminary Study
Cycle One Cycle Two
Students who passed the
passing grade
Students who did not pass the
passing grade
The Percentage of Students
Table 4.3. Student’s Scores in the Preliminary Study, Cycle One and Two
In cycle two, there were 26 students 81.3 who passed the passing grade for English subject. The percentage increased 24.7 from the percentage of cycle
one. All of the students 100 made progress in their performances. Moreover, the class average increased 8.6 became 80.9 from the average of cycle one.
Figure 4.1: The Improvement of Students’ Scores
It indicated that the use of CTL helped the students improve their speaking skill. Figure 4.1. showed the improvement of percentage of students who passed the
passing grade from the preliminary study until cycle two. The use of CTL improved students’ speaking skill could be clearly seen
from the result of questionnaire in cycle one and two. All of the students liked speaking English. In the first questionnaire, there were 22 of 32 students 68.5
who agreed and 10 of 32 students 31.3 who strongly agreed that they liked speaking English. Meanwhile in the second questionnaire, there was an increase in
the number of the students who strongly agreed that they liked speaking English. There were 20 of 32 students 62.5 who agreed and 12 of 32 students 37.5
who strongly agreed that they liked speaking English.
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In the first questionnaire there were 30 of 32 students 93.8 who agreed that CTL could help them in speaking English. There were 20 students 62.5
who agreed and 10 students 31.3 who strongly agreed that CTL could help them in speaking English. Meanwhile, in the second questionnaire there were 31
of 32 students 96.8 who agreed CTL could help them in speaking English. There were 20 students 62.5 who agreed and 11 students 34.4 who
strongly agreed that CTL could help them in speaking English. The students’ opinion toward the use of CTL in teaching and learning
process could help them to be more creative in making a dialogue were positive. It could be seen from the first questionnaire, there were 31 of 32 students 96.8
who agreed that the use of CTL in teaching and learning process could help them to be more creative in making a dialogue. There were 22 students 68.8 who
agreed with it and nine students 28.1 who strongly agreed with it. Meanwhile in the second questionnaire, all of the students 100 agreed that the use of CTL
in teaching and learning process could help them to be more creative in making a dialogue. There were 22 of 32 students 68.8 who agreed that the use of CTL in
teaching and learning process could help them to be more creative in making a dialogue. There were 10 of 32 students 31.3 who strongly agreed that the use
of CTL in teaching and learning process could help them to be more creative in making a dialogue.
From the first questionnaire, 30 of 32 students agreed that the use of CTL in teaching and learning process improved their confidence in speaking English.
There were 21 students 65.6 who agreed with it and nine students 28.1
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strongly agreed with it. In the second questionnaire the number increased. All of the students 100 agreed with it. There were 7 students 21.9 strongly agreed
with it and 24 students 75 agreed with it. The use of CTL in the teaching-learning process motivated the students to
learn English. It could be seen from the first questionnaire. There were 31 of 32 students 96.9 who agreed with it. There were 22 students 68.8 who agreed
with it and nine students 28.1 strongly agreed with it. Meanwhile in the second questionnaire, all of the students 100 agreed with it. There were 13
students 40.6 who strongly agreed with it. There were 19 students 59.4 who agreed that the use of CTL in teaching and learning process motivated them
to learn English. The use of CTL helped the students to connect the material with their daily
life context. In the first questionnaire, there were 30 of 32 students 93.8 who agreed with it. There were 23 students 71.9 who agreed with it and 7 students
21.9 who strongly agreed with it. In the second questionnaire the number increased. There were seven students 21.9 who strongly agreed with it and 25
students 78.1 who agreed that the use of CTL helped them to connect the material with their daily life context.
The use of CTL made the students happy about learning English. In the first questionnaire there were 29 of 32 students 90.6 who agreed with it. There
were 21 students 65.6 who agreed with it and 8 students 25 who strongly agreed with it. Meanwhile in the second questionnaire there were 17 out of 32
students 53.1 who strongly agreed that the use of CTL made them happy in
65
learning English. There were 15 out of 32 students 46.8 who agreed that the use of CTL made them happy in learning English.
The material which used CTL was interesting. In the first questionnaire there were 27 students 84.4 who agreed with it. There were 22 students
68.8 who agreed with it and 5 students 15.6 who strongly agreed with it. Meanwhile in the second questionnaire 30 of 32 students 93.8 who agreed
with it. There were 22 of 32 students 68.8 who agreed and 8 of 32 students 25 who strongly agreed that the material which used CTL was interesting. It
was good because more than half of students had positive thought toward the use of CTL in English subject especially in speaking.
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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.