For CTL to be effective, all strategies must be present in the teachinglearning experience. Implementation of CTL may not require drastic
changes in practice for all educators. It may require enhancement of practice in one characteristic and not another. Continual use and reflection on CTL processes
broadens and deepens educators‟ knowledge and ability to facilitate learning.
CHAPTER III RESEARCH METHODOLOGY
A. The Subject of research
The subject of this research is the students of VIII grade of MTs Unwaanunnajah, Pondok Aren, Tangerang. The number of the students is 38.
B. Place and Time
The writer conducts the research at MTs Unwaanunnajah, class 8A. The research is started from January until March 2011.
C. Research Design
The research method which is used is classroom action research. Classroom Action Research CAR is a type of classroom research carried out by
the teacher in order to solve problems or to find answers toward context-specific issues.
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This research focuses on contex tual teaching and learning on students‟
motivation in learning speaking. The CAR procedure used in this research is Kemmis‟ and Taggart‟s design. Design of classroom action research which is used
is described as follow:
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Michael J. Wallace, Action Research for Language Teachers, Cambridge: Cambridge University Press, 2006, p. 5
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Figure 3. 1 Stephen Kemmis’ and Taggart’s Design
Adopted from Wijaya Kusuma and Dedi Dwitagama, 2009
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Wijaya Kusumah dan Dedi Dwitagama. Mengenal Penelitian Tindakan Kelas Jakarta: Indeks, 2009, p. 21
Based on design above, the writer describes her research design below:
CYCLE I
CYCLE II
Cycle II
Figure 3. 2 Design of research cycles
Adopted from Kemmis‟ and Taggart‟s design
Reflecting I: 1.
Evaluating teaching and learning process
2. Analyzing students‟ motivation
3. Discussing with English teacher
Observing I: 1.
Observing the student activity in the class
2. Giving questionnaire
3. Analyzing the data
Planning I: 1.
Making lesson planning 2.
Preparing observation form and observation
instrument Acting I:
1. Learning speaking by using
CTL 2.
Discussing and performing by the student
Evaluating all cycles
Introduction:
1.
Observing to school
2.
Interviewing the English teacher
3.
Giving the questionnaire to the students
Reflecting II: 1.
Evaluating teaching and learning process
2. Analyzing students‟ motivation
3. Discussing with English
teacher Planning II:
1. Identifying the problem
in cycle I 2.
Revising lesson planning 3.
Preparing observation
form and observation instrument
Observing II: 1.
Observing the student activity in the class
2. Giving questionnaire
3. Analyzing the data
Acting II: 1.
Learning speaking by using CTL
2. Discussing and performing by
the student
