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3. Classroom Action Research
According to Hopkins 1993, as cited by Muslich 2009: 8, “classroom action research is a reflective study done by participants to improve rational
stability on their own practices and understanding toward situation of educational practices.” Ebbutt 1985, as cited by Hopkins 1993: 45, writes that “action
research is a systematic study to improve educational practice by participants through their own practical actions and their own reflection upon the effects of
those actions.” In this research, the terms classroom action research and action research are used interchangeably. In this research, classroom action research is a
research which is aimed to solve the problem faced by XG students in SMA N 1 Kasihan Bantul through action and reflection.
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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher presents the theoretical description and the theoretical framework of this research.
A. Theoretical Description
Theoretical description contains theories which are relevant to the research. The theories are Speaking Skills, Contextual Teaching and Learning,
and Classroom Action Research.
1. Speaking Skills
This part will discuss the theory of speaking skills. There are two things presented here. They are the nature of speaking and teaching speaking.
a. The Nature of Speaking
According to Bygate 2001, “Speaking is physically situated face to face interaction: usually speakers can see each other and so can refer to the physical
context and use a number of physical signals to indicate, for instance, attention to interaction, their intention to contribute and their attitude towards what is being
said” p. 16. It means that the speaker has to be able to think and understand what he wishes to say. Speaking happens in real time, so the speaker cannot carefully
edit and revise what had been said. Nunan 1991 states that speaking consists of producing systematic verbal
utterance to convey meaning p. 43. The speakers should know and understand
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