Teaching Speaking Trough Contextual Teaching Learning At Second Grade Student Of SMPN 01 Tanjung Raja North Lampung ( A Classroom Action Research)

  

ABSTRACT

Teaching Speaking Trough Contextual Teaching Learning At Second Grade

Student Of SMPN 01 Tanjung Raja North Lampung

( A Classroom Action Research)

  

By

YULIKA NORMALIA

  Contextual Teaching Learning as the teaching method has seven steps that provide students a good opportunity for speaking exercises. Most of the students still have a low speaking ability especially in fluency, accuracy and comprehensibility due to the inappropriateness of teaching technique used by the teacher. Therefore, Diknas suggests the teacher to implement it as a teaching method. The aims of this research are to find out whether Contextual Teaching Learning can increase the students speaking ability in terms of fluency, accuracy and comprehensibility and to find out whether Contextual Teaching Learning can improve the quality of learning process of speaking. This is a Classroom Action Research and the subject is the students of second year at

  th nd

  SMPN 01 Tanjung Raja. This research lasted from 26 of April 2010 till 2 of May 2010. The results of this research prove that there are some improvements in the students speaking ability in terms of fluency, accuracy, and comprehensibility that described as follow, fluency from 24,3% to 62,2%, in term of accuracy is 35,1% to 48,7% and for comprehensibility is 54,1% to 89,2% and consequently improve students speaking score from 63,9% to 83,8%. For the quality of learning process, the improvement is from 63,9% to 90, 1%, as a Contextual Teaching Learning gave students a lot of opportunities to practice their speaking in form of discussions in small group. Based on the data, it is concluded that Contextual Teaching Learning is applicable to be used as teaching method in teaching speaking. However, teacher should select the text that is suitable to the condition of students and familiar in helping them to have broader information to be discussed in the process of teaching learning.

ADMITTED BY

  1. Examination Committee Chairperson : Drs. Herry Yufrizal, M.A.,Ph.D. .............................

  Examiner : Prof. Dr. Cucu Sutarsyah , M.A. ............................. Secretary : Drs. Huzairin, M.Pd. .............................

  The Dean of Teacher Training and Education Faculty Dr. Bujang Rahman, M.Si.

  NIP 19600315 198503 1 003 Graduated on: 15 November 2010

  Research Title : TEACHING SPEAKING THROUGH CONTEXTUAL

  “ TEACHING LEARNING AT SECOND GRADE STUDENT OF SMPN 01 TANJUNG RAJA NORTH LAMPUNG ”

  : Yulika Normalia Student’s Name : 0543042057 Student’s Number

  Department : Language and Arts Program : English Faculty : Teacher Training and Education

APPROVED BY

  Advisory Committee

  Advisor I Advisor II Drs. Herry Yufrizal ,M.A.,Ph.D. Drs. Huzairin, M.Pd.

  NIP 19600719 198511 1 001 NIP 19580704 198503 1 006 The Chairperson of Language and Arts Education Department Drs. Imam Rejana, M.Si.

  NIP 19480421 197803 1 004

  

LIST OF TABLES

Table 4.1. Table of Students Fluency, Accuracy and Comprehensibility Achievement in Cycle 1 ........................................................

  41 Table 4.2 . Table of Frequency of Students’ Speaking Score in Cycle 1 44 Table 4.3.

  Table of Students’ activities Observation Sheet in Cycle 1 .. 46

Table 4.4 Table of Frequency of Students Fluency, Accuracy and

  Comprehensibility Achievement in Cycle 2 .......................... . 54

Table 4.5. Table of Frequency of Students’ Speaking Score in Cycle 2 57

  Table 4 .6 Table of Students’ activities Observation Sheet in Cycle 2 .. 58 Table 4.7.

  Comparison of Students’ Speaking Ability in Cycle 1 and Cycle 2 ……………………………………………………...

  61 Table 4.8.

  Students’ Speaking Score in Cycle 1 and 2 .......................... 64

Table 4.9. Table of S tudents’ activities Observation Sheet in Cycle 1 and Cycle 2 .............................................................

  54 Table 4.10.Table Of Students’ Speaking Achievement at First Semester 86

  TABLE OF CONTENT

  Abstract .................................................................................................. .... i Curriculum Vitae .................................................................................... .... ii Dedication .............................................................................................. .... iii Motto ...................................................................................................... .... iv Acknowledgements ................................................................................ .... v I.

  Introduction 1.1 Background of Problem ........................................................................

  1 1.2 Research Problem .................................................................................

  6 1.3 Objective of the Research .....................................................................

  6 1.4 Uses of the Research ............................................................................

  6 1.5 Scope of the Research ..........................................................................

  7 1.6 Definition of Terms ...............................................................................

  7 II.

   Frame of Theories 2.1 Concept of Speaking ............................................................................

  9 2.2 Types of Classroom Speaking Performance ........................................

  10 2.3 Notion of Teaching Speaking ...............................................................

  13 2.4 Concept of Contextual Teaching Learning ..........................................

  15 2.5 Teaching Speaking Through Contextual Teaching Learning ...............

  20 2.6 Advantage Of Using CTL In Teaching ................................................

  23

  III. Research Method 3.1 Setting ...................................................................................................

  25 3.2 General Description .............................................................................

  25 3.3 Research Procedure ..............................................................................

  26 3.4 Target of Research ................................................................................

  31 3.5 Instrument .............................................................................................

  32 3.6 Data Analysis .......................................................................................

  33 IV. Result and Discussion 4.1 Result of Cycle 1 ...................................................................................

  36 4.2 Result of Cycle 2 ...................................................................................

  50 4.3 Comparison of Result of Cycle 1 and Result of Cycle 2 ......................

  60 4.4 Discussion .............................................................................................

  63 V. Conclusion and Suggestion 5.1 Conclusion ............................................................................................

  66 5.2 Suggestion .............................................................................................

  68 References

1. INTRODUCTION

1.1 Background of Problem

  Speaking is one of the important aspects for human to live in a community because people should communicate their ideas or opinion to other people to get their need. Tarigan (1982:18) said that speaking is an ability to produce articulation sounds or words to express feelings, ideas and opinions. Therefore it is really important for student not only to be able to listen, read and write English well but also to be able to speak English well. Besides, speaking is a compulsory subject for junior high school students.

  th

  Based on School Based Curriculum (KTSP) for the 8 grade of junior high school, students are expected to be able to comprehend and express the meaning of simple transactional and interpersonal conversation to interact with the society.However, based on researcher’s the interview with the English teacher of

  SMPN 01 Tanjung Raja it is found that most of students of VIII B’ speaking ability was low. It also can be seen from their low mark at first semester examination in year 2009-2010. From 40 students of second grade of junior high school of SMPN 01 Tanjung Raja, 21 students or 52,5 % got score fewer than 60 or under the minimum passing goal(KKM) in first semester. Besides, they still

  Considering the fact in the school the researcher is interested in carrying a classroom action research to improve the condition. In addition, there is no classroom action research in English lesson has been conducted in this school. The problem above is also supported by the result of pre observation done by researcher at the first semester. She found that when the students were asked to present the dialogue, they got some difficulties in expressing their ideas so the listener can not receive the message in communication well. There are lots of fillers, such as umm and err, in accuracy, there are many ungrammatical disorder such as you is my friend and

  she don’t know. In other words, their speaking was

  not comprehendible even though they have learned English since they were students of elementary school. Their ability to express their mind or ideas is still too limited. This fact was found when their speaking was rated; most of students failed to pass the standard goal that is 65.

  In pre observation, the researcher also found the inappropriate way of teaching used by the teacher. The teacher taught speaking by explaining the form of sentence, drilling it to students and asking students to do some written exercises at students’ work sheet or LKS (Lembar Kerja Siswa). This made the students passive and the students only knew the form of sentences but they were not able to implement it in their real world. They were able to write well but cannot implement it orally when it is needed. So, speaking class became writing class and students did not have enough chance to speak. students’ performance at speaking presentation in front of the class worse. The presenter could not deliver their material well because they were not able to speak and the listener also could not respond to it well because first, listener did not get the point of material and secondly because they could not express their idea either.

  So, discussion ran so slow and boring. The last, speaking goals could not be reached.

  Concerning to the use of teaching aid, the teacher only used the text book. S tudents’ speaking ability became worse because they did not have sufficient sources as references. They just focused on the example provided in their text book. meanwhile the successful language learner needed lots of chance to exercise as Richard cited in Jones (1996:12) states in speaking and listening we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together.

  Due to the results of pre observation, the researcher discussed with the teacher about the problems in the classroom and researcher assumed that the students ’ problems were fear of being blamed, little chance for exercising, little sources, and boredom and in appropriate way of teaching. By taking look the problems of the students, the researcher together with the teacher triggered to implement contextual teaching learning in classroom action research due to its benefits to improve students speaking ability. A classroom action research that had been done is a way for the instructor in this situation, thus allowing informed decisions about teaching ( Mettetal, 2003 in Merry Novita : 2010).

  The previous class room action research in implementing CTL in teaching speaking was done by Helda Irianto(2007) who says that this concept of teaching provided teacher how to make the teaching learning becomes meaningful for student. That is first, by relating their experience or existing knowledge toward their new knowledge by constructing the importance of new knowledge into a problem that is needed to be solved. When students felt that the lesson is important for them, they will be more eager to learn (constructivism). Second, by gathering information from the real world around them by observing or questioning so they could explore their world (inquiry and questioning). These steps gave benefit to student that they would find more impressive facts that would be remembered longer than they got from teacher and provide lot of chances to exercise their speaking. This finding is also supported by previous research that also implemented the CTL in junior and senior high school in Georgia done by Nancy Knapp(2002)who found that students enjoy more to learn when they engaged to the lesson.

  Third, by drafting their finding about the problem that they have constructed in the early lesson, the data they got, then made a hypothesis about the answer together with their friend that would help them to decrease their fear of being blamed because of doing or expressing something wrongly. Next step was sharing and discussing the finding. When students had came to the finding the teacher learning(modeling and Authentic Assessment). Students were demanded to show their ability through demonstration so that all aspects of speaking ability would be shown clearly. Reflection would adjust students’ finding without making students feel blamed because of mistakes that they have made. Next step was authentic assessment that would make students focus on accuracy and the comprehensibility because they wanted their audience understand the material that was presented.

  According to Howey’s (1998) contextual teaching enables learning in which students employ their academic understandings and abilities in a variety of in and out of school contexts to solve simulated or real world problems, both alone and with others. Activities in which teachers use contextual teaching strategies help students make connections with their roles and responsibilities as family members, citizens, students, and workers. Learning through and in these kinds of activities is commonly characterized as problem based, self regulated, occurring in a variety of contexts including the community and work sites, involving teams of learning groups, and responsive to a host of diverse learners needs and interests. Furthermore, contextual teaching and learning emphasizes higher-level thinking, knowledge transfer, and the collection, analysis, and synthesis of information from multiple sources and viewpoints. Contextual teaching learning includes authentic assessment, which is derived from multiple sources, ongoing, and blended with instruction.

  By analyzing the problems in the classroom and the benefits of contextual learning in teaching speaking. Hopefully this research can improve not only students speaking ability but also the teaching process in the classroom.

  1.2 Research Problems

  In this research, the researcher proposed the research problems as follow: 1.

  Can contextual teaching learning improve students speaking ability? 2. How can contextual teaching learning influence the quality of teaching learning process of speaking at SMPN 01 Tanjung Raja North Lampung?

  1.3 Objective of Research

  The objectives of this research are: 1.

  To investigate how Contextual Teaching Learning can improve students’ speaking ability in teaching learning process.

  2. To find out whether there is an improvement in quality of teaching learning process of speaking in the classroom after being taught through Contextual Teaching Learning.

  1.4 Uses of Research

  The uses of this research are: 1.

  Theoretically speaking ability and their mastery of lesson and to support the previous theory about contextual teaching learning. This research is also expected to show whether there is an improvement in students speaking ability after taught with contextual teaching learning.

2. Practically a.

  Student : this research hopefully can help student improve their speaking ability b.

  Teacher : this research hopefully can be the consideration in teaching speaking skill and can inform the teacher about the process and benefit of contextual teaching Learning.

  c. : this research hopefully can be consideration of all aspects of school School in determining the strategy for running the successful English learning.

1.5 Scope

  This classroom action research was focused on teaching speaking by using contextual teaching learning. The speaking ability here focused on fluency, accuracy and comprehensibility. Condition of speaking here was transactional. Material was about

  One’s Biography in presentation form. This material based on Curriculum of SMP (learning competence-based curriculum). The research used a week for doing first cycle that contains preparation/planning, dealing schedule and task, and preparing instrument, action, data analysis, and reflection.

1.6 Definition of Terms 1.

  Contextual Teaching Learning : Contextual Teaching Learning is a concept that helps teachers to tie the materials with real world situations and encourage students to make the relationship between students' speaking with the implementation in daily life through the involvement of seven major components (constructivism, inquiry, questioning, learning community, modeling and authentic assessment).(DIKNAS:2004)

TEACHING SPEAKING TROUGH CONTEXTUAL TEACHING LEARNING AT SECOND GRADE STUDENT OF SMPN 01 TANJUNG RAJA NORTH LAMPUNG

  

(A Script)

By

Yulika Normalia

Submitted in a Partial Fulfillment of the Requirement for Bachelor Degree in Language and Arts Department of Faculty of Teacher Training and Education

ENGLISH EDUCATION STUDY PROGRAM

II. FRAME OF THEORIES

2.1 Concept of Speaking

  Tarigan (18:1982) said that speaking is an ability to produce articulation sounds or words to express feelings, ideas and opinions. It means that to express feelings, to share or to deliver idea and to express opinion people has to be able to produce articulation sounds or words known as speaking to interact in their community.

  Irawati (2003: 7) states that speaking is one of the central elements of communication of an interactive process in which an individual alternately takes the roles of speakers and listeners used to communicate an information, ideas, and emotions to others using oral language. This statement also is in line with statement of Mulgrave in Tarigan (1985:5) who states that speaking is an instrument that reveals to the listener whether the speaker understand or not the material being explained; whether the speaker on calm position and integrate, when he deliver his ideas; and whether he is aware and enthusiastic or not. So, the situation of student’s emotions affects their quality of speaking, whether it is fluency or structure. A main goal of speaking is to communicate. So, to deliver the idea effectively the speaker has to understand the meaning of all things that will be delivered; she/he has to evaluate the effect of communication toward the

  According to Byrne (1984) speaking is oral communication. It is a two-way process between speaker and listener and involves productive and receptive skills of understanding. From the statements above, we can conclude that speaking is an ability to produce articulation sounds or words to express feelings, ideas and opinion. The goal of speaking is to communicate to get the need. In speaking process, there will be two-way process and two roles they are as speaker and listener and involve productive and receptive skill of understanding to make the communication run well.

2.2 Types of Classroom Speaking Performance

  In speaking, there are some types of speaking performance. Brown (2000) provides six types of classroom speaking performance, they are:

2.2.1 Imitative

  A very limited portion of classroom speaking time may legitimately be spent generating” human tape-recorded” speech, where for example, learner practices an intonation contour to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.

  T :Shoes (s ∫u:s) S :Shoes(s ∫u:s) T : I want to buy a shirt,….a shirt(ә s∫ә:t)

  2.2.2 Intensive

  Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair work activities

  , where learners are “going over” certain forms of language.

  2.2.3 Responsive

  Many of students speech in the classroom is responsive short replies to teacher-or- students-initiated questions or comments. These replies are usually sufficient and do not extend into dialogues. Such speech can be meaningful and authentic:

  T : How are you today? S : Pretty good, thanks, and you? T : What is the main idea of this essay? S : The United Nations should have more authority. T : So, what did you write for question number one? S : Well, I was not sure, so I left it blank.

  2.2.4 Transactional (dialogue)

  Transactional dialogue, which is carried out for the purposes of conveying or exchanging specific information is an extended form of responsive language.

  Conversation, for example, may have more of a negotiate nature to them than does responsive speech e.g.:

  T : What is the main idea of this essay? S : The United States Nations should have more authority. T : More authority than what? S : Than it does right now. T : What do you mean?

S : Well, for example, the UN should have the power to force a country like

   Iraq to destroy its nuclear weapons. T : You don’t think the UN has that power now? S : Obviously not. Iraq is still manufacturing nuclear bombs.

2.2.5 Interpersonal (dialogue)

  Interpersonal dialogue carried out more for maintaining social relationships than for the transmissions of facts and information. The conversations are a little trickier for learners because they can involve some or all of the following factors:

   A casual register  Colloquial language  Emotionally-charged language  Slang  Ellipsis  Sarcasm  A convert” agenda”

  e.g: Amy : Hi Bob how’s it going? Bob : Oh, so-so

  Amy : Not a great weekend, huh?

  Amy : Oh, that….how come you get so bent out of shape over something like that? Bob : Well, whose fault was it, huh?

  Amy : Oh, wow, this is great, wonderful. Back to square one. For crying out loud, bob, I thought we’d settled this before. Well, what more can I say?

2.2.6 Extensive (Monologue)

  Finally, students at intermediate to advanced level are called on to give extended monologues in the forms of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.

  In this research researcher will use transactional types of classroom performance for her research

2.3 Notion of Teaching Speaking

  In teaching speaking teacher should know the types of spoken language that will make teaching activity easier. According to Nunan (1991b:20-21) spoken language is drawn as such: Monologues: 1. Planned Dialogue: 1. Interpersonal: familiar and unfamiliar

  2. Unplanned

  2. Transactional: familiar and unfamiliar In monologues when one speaker uses spoken language for any length of time, as in speeches, lectures, readings, news broadcast, and the listener must process long

   Planned usually manifest little redundancy and are therefore relatively difficult to comprehend.

   Unplanned exhibit more redundancy, which makes ease in comprehension, but the presence of more performance variables and other hesitations, can help or hinder comprehension.

  Dialogues involve two or more speakers and can be exchanged that promote social relationships (interpersonal) and those for which the purpose is to convey propositional or factual information (transactional). In this case, after researcher found that the learner is going to live in their environment the researcher intended to choose transactional types for her research. Teaching speaking also needed the determination of which aspect of speaking will be focused to make speaking skills easier to be measured and in order to make the learning speaking in transactional form easier to be planned. In speaking there are some components to be considered. According to Haris(1974:84) there are five components they are, pronunciation, fluency, grammar, vocabulary and comprehension. Meanwhile in transactional speaking the components that can be reached according to Richards (2008:35) that an issue that arises in practicing talk as transaction using different kinds of communicative tasks is the level of linguistic accuracy that students achieve when carrying out the tasks is accuracy. This statement also supported by Higgs and Clifford (1982:78) who states transactional speaking develops accuracy and fluency. We can see that if the

  According to Richards (2008:35) teaching speaking with transactional types can be arranged by determining the goal of speaking skill that consists of:

   Mechanics (pronunciation, grammar, and vocabulary): Using the right

  words in the right order with the correct pronunciation

   Functions (transaction and interaction): Knowing when clarity of message

  is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)

   Social and cultural rules and norms (turn-taking, rate of speech, length of

  pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.

2.4 Concept of Contextual Teaching Learning

  Here is the explanation of contextual teaching learning that will be used by researcher in solving students’ speaking ability. According to Howey’s (1998) operational definition of CTL is: Contextual teaching enables learning in which students employ their academic understandings and abilities in a variety of in and out of school contexts to solve simulated or real world problems, both alone and with others. Teachers use contextual teaching strategies that helped students to make connections between their roles and responsibilities as family members, citizens, students, and workers. Learning through and in these kinds of activities is commonly characterized as a host of diverse learners needs and interests. Furthermore, contextual teaching and learning emphasizes higher-level thinking, knowledge transfer, and the collection, analysis, and synthesis of information from multiple sources and viewpoints. CTL includes authentic assessment, which is derived form multiple sources, ongoing, and blended with instruction In short, Contextual Teaching and Learning (CTL) helps us to associate subject matter content to real world situations and motivate students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning requires.

  According to education council of Indonesia in Explaining Contextual approach (DEPDIKNAS 2005: 5) The fact of contextual (Contextual Teaching And Learning) is a concept that helps tie between teachers who taught the materials with real world situations and encourage students to make the relationship between students' knowledge of them with the implementation in daily life with the involvement of seven major components of effectiveness, here are the explanations: a.

   Constructivism

  Constructivism is a platform thinking (philosophy) of CTL approach, a knowledge that is built by human little by little, and the result is expanded.

  Knowledge is not a set of facts or concepts that are ready to rule and to use.

  Preferred strategies to obtain more than how much students gain knowledge and remembrance. For that, the task of teachers is to facilitate the process by:

  1. Making knowledge meaningful and relevant for students 2.

  Providing students the opportunity to find and implement their own idea.

  3. Ordering students to apply strategies in their own learning.

  b . Inquiry

  Inquiry is a part of the core activities of learning-based CTL. Knowledge and skills that students are not expected considering the facts, but find the results of its own.

   Observation (observation)  Ask (questioning)  hypotheses  The data (date gathering)  Conclusion

c. Questioning

  Knowledge that belongs to someone from the beginning is got thorough questioning. Questioning is the main strategy of CTL. Asking question to the teacher is seen as the activities to encourage, guide, and assess students' ability to think.

  Questioning for student activities is an important part in implementing the learning-based inquiry, digging information, confirming what already known and directing attention to the aspects that have not known yet. Questioning can be applied, among:

   Students with student  Teachers with teacher  Students with teachers  Students with the people who is brought to class  And so forth.

  d. Learning Community

  The concept of community learning is learning from the cooperation with other people. Community learning can occur when there is a two-way communication process. In the CTL classroom, the learning always holds in the study groups.

  e. Modeling

  in a learning, modeling is a particular skills or knowledge of any model that can be imitated. In CTL approach, teachers are not the only model. Model can be designed by involving the students or bringing from outside the class.

  f. Reflection

  Reflection is a way of thinking about what is new to learn or recall on what we students settle in the marrow. Students record what have been learned and how to feel the new ideas.

g. Authentic Assessment

  Assessment is the process of collecting data that can give a description of student learning activity. Assessment is done together with the learning activities, the emphasis on the learning process. Therefore, the data collected must be obtained from activities that are students done during the learning process.

  Study assessed the progress of the process, not only results, and in many ways, only one test. That is the assessment of the actual substance.

  With authentic assessment, questions to be answered are "whether the children learn?" What is done? ". So the students assessed the ability in many ways, not only from the written test results (Contextual approach DEPDIKNAS 2005: 5). Researcher focused her research in measuring students’ speaking achievement through authentic assessment. According to Masnur there are some applicative authentic assessments that can be used in the classroom they are:

  1. performance assessment

  Performance assessment is based on student’s activities in classroom. The assessment usually used to assess ability of student in public speaking, poem,

  2. Class project assessment

  Project assessment is assessment to describe the whole abilities contextually toward students’ competence in application of a concept or understanding of the course. Assessing towards an assessment that contains investigation activity should be finished at certain time. The assessment contains some steps they are; planning, data gathering, data processing, and data delivery.

  3. Product assessment

  This assessment is a ssessing students’ work, especially in controlling process and using material to produce something, practical work or esthetical quality of work from things that are produced.

  4. Paper test

  This assessment is assessing students’ ability through written test. A test where questions and answers are given to student inform of written.

  5. Portfolio

  A portfolio is the whole work of students gathered in a circumstance of time. In other word, a portfolio is a private collection of studen ts’ work that reflects the achievement, learning activity, strength, and best work of the student.

  (Masnur: 95:2007)

  From some assessments above the appropriate kinds of assessment is individual performance that can inform the ability of students in transactional types of speaking.

2.5 Teaching Speaking Through Contextual Teaching Learning

  According Richard in Jones (1996:12) in speaking and listening we tend to get something done, explore the ideas, work out some aspects of the world, or simply being together. In writing, we may create a record; commit events or moments to paper. This statement showed that in teaching speaking we should consider that in mastering the speaking skill we need to provide students a lot chance to practice, and also to collaborate or immerse in real aspect of students world since in speaking is the ability that we built is to express the feeling, share opinion and ideas. In line with this, contextual teaching learning with its concept that is to connect academic understanding to their real world whether it is in the class or in their society can provide students the lot of chance to practice.

  William in Woolfolk (2004) says children and adults who learn language successfully outside of classroom context seem to share certain similarities. First of all, they are usually exposed to language which they more or less understand even if, sometimes, they can't produce the same language spontaneously by themselves. Second, they are motivated to learn the language in order to be able to communicate and a communication is mainly a matter of oral skill. Finally, they have opportunities to use the language they are learning. Thus, checking their own higher-level thinking, knowledge transferring, and the collecting, analyzing, and synthesizing of information from multiple sources and viewpoints.

  (Howey: 1998) states that CTL includes authentic assessment, which is derived from multiple sources, ongoing, and blended with instruction. So, it can be assumed that contextual teaching learning helps teacher and students to run teaching learning in speaking class by providing many opportunities to practice and allowing students to gather the data from any sources. Then, the problem that merely happened in school that concerns with limited facility can be solved.

  From those explanations researcher synthesizes that teaching speaking through contextual teaching learning can help in teaching speaking for it provides the students chance to practice English well, flexibility in using resources, and it is able to connect the real context in classroom and out of classroom.

  Teaching speaking through CTL in this research can be arranged as such: 1.

   Pre activity

  Teacher came to the class and greet student. Then, teacher asked students daily routines and recalled the last material. So, the teacher gave the trigger to student about new topic that is My Favorite Artist by showing the students a picture of an artist. Teacher asked student to give the example of an artist that they have ever seen and known. Then, teacher mentioned the objective of the lesson and gave them brief apperception about class project assessment as the step of

  2. Whilst activity

  Teacher lists student s’ findings about example of biography on the whiteboard. Then, teacher gave them the adjustment about biography. Teacher just led the student findings into the conclusion as inquiry and modeling. Then, teacher asked students to make groups; each group consisted of four students in each group. Teacher gave them the class project. Teacher monitored student work and kept the student work to reach the objective of the lesson as the learning community and questioning. Student presented their group findings in front of the class and teacher became the resource if the students get rid of error or difficult question.

  The other students wrote the information and new words that they found based on question words. Teacher and student arranged the assessment rubrics. The last, teacher led students to write the news briefly.

  3. Post activity

  Teacher led students to discuss about their mistakes along the class project as reflection. Then teacher drew the conclusion as reflection. Then teacher gave other project that presented as the assessment.

2.9 Advantages of Using Contextual Teaching Learning In Teaching

a. Advantages of Contextual Teaching Learning

  Contextual Teaching and Learning (CTL) has many advantages, they are:  Showing learning process occurs faster and more thoroughly when what is

   Introducing academic materials / lessons to students so that the students can acquire knowledge or the whole meaning of the lesson.

   Eliminating the duality of the concept and implementation, theory and practice, thought and action; that is not in accordance with the purpose of education to develop a competent person in the field, independent, responsible, happy, and different taste.

   Helping students to have broader idea in expressing their ideas.  Maximizing students’ chance to discover themselves without being forced by dogma from book.

   Activating students’ critical thinking.  Helping students to build loyalty and cooperation between students and their environment.

   Making the class more alive.  Giving a lot of chance to student in improving self assessment and peer assessment.

   Making experience and lesson lasted longer.  Building higher interaction among student and providing larger chance to speak.

III.RESEARCH METHODS

  3.1 Setting of the Research

  This is a classroom action research. The research was done at SMPN 01 Tanjung Raja. The school condition is in the remote area of North Lampung district. The distance to the nearest city, Kotabumi, is 40 km. Because of its remoteness, the facility of teaching learning especially for language such video, cassette, and English books including articles and magazines in this school were not sufficient.

  Since the school is far away from the city and the line of telephone has not connected, so, the teacher gets difficulties to provide the students the actual resource for teaching. The subject for this research was the second grade students of SMPN 01 Tanjung Raja consisted 37 students those were of 20 female and17 male students. This class was chosen because they were the best class (kelas unggulan) but their ability of speaking is too low.

  3.2 General Description

  This research was focused on students ’ activities in teaching learning process of speaking. The students were taught speaking through contextual teaching learning do transactional speaking; giving and responding the information. The materials were about the profession and biography.

  The students of junior high school aged between 13-14 years old. That age was in the beginning of teenage, they tend to know the real context or real phenomenon around them and discuss it in the class room but most of teachers dislike this because considered out of topics of lesson. T he students’ problem was they could not express their idea well due to very little chance to speak up. They were afraid when they were chosen to present something because they fear that teacher will blame them if they make any mistake in their speaking. Their speaking was not comprehendible since the listener could not understand it.

3.3 Research Procedure

  In this classroom action research, first cycle arranged based on problem of students and the teacher. The steps taken were arranged as below:

1. Planning

  By considering the problem, researcher arranged the lesson plan, selected material, and determined the instruments that were suitable for students of junior high school such large picture, video slide, flash card, and realia such as music instrument and dresses. The material chosen was

  one’s biography that

  focused on responding to statement and giving agreement. Observation sheet, rating scale sheet and speaking instruction for speaking performance is

2. Action

  In this part, the researcher act as a teacher, as the real teacher that helped the researcher is the English teacher of the school has not followed certification nor attended the short course about CTL, the researcher conducted treatment that is teaching speaking through CTL, teacher plans a lesson based on seventh components of CTL. The real teacher acted as the observer. In this stage teacher did the lesson plan as follow: a.

  First teacher greeted the students and gave apperception to students to construct the point of lesson that needs to be discovered trough the schemata in pre activity and then teacher told the objective of the lesson(constructivism).

  b.

  In while activity, Students might open their handbook to see the story or conversation occurs and then they were grouped into four groups (inquiry and learning community).

  c.

  Teacher modeled good pattern for simple conversation and drill it to students(modeling) d.

  Then, teacher lead student to gather data by questioning their friend and other source around the school, after that they listed the activity that they have got (questioning and inquiry).

  e.

  The students worked and discussed with their groups exercising the conversation. At this stage teacher observed the learning process f.

  Then, after students have finished their work, they should present a conversation in front of the class (authentic assessment).

  g.

  Teacher gave the correction after the conversation and gave the adjustment of students finding about the way of asking and answering the personal information (reflection).

  h.

  Next step was reflection about what has been learned; teacher discussed the difficulty of lesson(reflection). i.

  Teacher asked students to do the individual task by presenting the conversation with their friend. This presentation would be rated by teacher and an observer.(authentic assessment). j.

  Finally, the teacher summarized lesson and then close the lesson by greeting to students.

  3. Observation Observation was done on three parts. First part was when the teaching learning occurs; an observer observed the teaching learning process. Second part was when students work in groups searching data and arranging finding, teacher and an observer observed the learning process. Third when the presentation of findings some students, teacher and an observer were observed the discussion. For individual task performance, teacher and an observer marked it based on analytic rating scale sheet provided. Also, observation of the improvement of students speaking ability utterances was recorded and then writer transcript it.

  4. Reflection Reflection means reviewing what has done in the teaching learning process; researcher did analyzing and reflecting about teaching learning process based on observation result, students’ performance, and the recording of students utterance to see the improvement of speaking ability and mastery of lesson. The result of this analysis would show the weaknesses and strength of teaching learning activity, material media, and students speaking improvement. The second cycle has been arranged as such:

  1. Planning At the second cycle, after discussion the result of first cycle with the teacher the writer arranged the lesson plan refer to the problem and weaknesses from the first cycle. The material chosen in this cycle is the auto biography. The teacher prepared some instruments to students about Indonesian culture such the song of Vidi Aldiano.

  2. Action The teacher conducted the apperception about the ones personal information.