Using contextual teaching and learning to improve speaking skills of XG students in SMA N 1 Kasihan Bantul.

vi ABSTRACT

Sari, Fidelis Permana. 2012.Using Contextual Teaching and Learning to Improve Speaking Skills of XG Students in SMA N 1 Kasihan Bantul. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Speaking is an important skill that should be mastered by students in senior high school level. However, the students of XG in SMA N 1 Kasihan Bantul found difficulty when they did speaking practice in front of the class. When they were asked to have speaking practice using their own dialogue in front of the class, they used the dialogue given by the teacher. They also looked confused and diffident to speak English in class because they could not relate the expression with daily life context and were afraid of making mistakes.

This research was conducted to overcome the problem faced by XG students of SMA N 1 Kasihan Bantul. This research used contextual teaching and learning (CTL) as a solution since the focus of this method is to relate subject matter content to real context in order to help the students relate and apply their knowledge in their daily life. The problem formulation stated in this research was to what extent does the use of contextual teaching and learning help XG students in SMA N 1 Kasihan Bantul academic year 2011/2012 improve their speaking skill?

The research method used in this research was classroom action research. The research participants were 32 students of XG class in SMA N 1 Kasihan Bantul academic year 2011/2012. There were two cycles of this research. The first cycle was conducted in two meetings. Meanwhile, the second cycle was conducted in three meetings. The research instruments used in this research were observation sheets, field notes, questionnaires, speaking rubric, and interview.

The result of the research showed that the use of CTL helped the students of XG of SMA N 1 Kasihan Bantul improve their speaking skill. The use of CTL in teaching and learning process could help them to be more creative in making a dialogue. The use of CTL in teaching and learning process also made them more confident in speaking English. It could be seen from the percentage of the students who passed the passing grade of English subject increased. Furthermore, it motivated the students to learn English. The use of CTL also helped the students to relate subject matter content with their daily life context. Moreover, it made the students happy in learning English. Teachers are suggested to use CTL in speaking class. Teachers may use various interesting activities and media in the teaching-learning process.

Keywords: speaking skill, contextual teaching and learning, classroom action research

vii ABSTRAK

Sari, Fidelis Permana. 2012.Using Contextual Teaching and Learning to Improve Speaking Skills of XG Students in SMA N 1 Kasihan Bantul. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Berbicara merupakan ketrampilan penting yang harus dikuasai oleh siswa di level sekolah menengah atas. Namun siswa XG di SMA N 1 Kasihan Bantul menghadapi kesulitan ketika melakukan praktek berbicara. Ketika mereka diminta melakukan praktek berbicara di depan kelas menggunakan dialog yang mereka buat sendiri, mereka menggunakan dialog yang diberikan oleh guru. Mereka juga terlihat bingung dan kurang percaya diri dalam berbicara bahasa Inggris di kelas karena mereka tidak dapat menghubungkan ekspresi yang telah dipelajari dengan konteks kehidupan sehari-hari dan takut melakukan kesalahan.

Penelitian ini dilakukan untuk mengatasi permasalahan yang dihadapi siswa XG SMA N 1 Kasihan Bantul. Penelitian ini menggunakan pembelajaran kontekstual sebagai solusi karena fokus dari metode ini yaitu menghubungkan isi materi dengan konteks realita dalam rangka membantu siswa menghubungkan dan mengaplikasikan pengetahuan mereka dalam kehidupan sehari-hari. Rumusan masalah yang dirumuskan dalam penelitian ini adalah sejauh mana penggunaan pembelajaran kontekstual dapat membantu siswa kelas XG SMA N 1 Kasihan Bantul tahun akademik 2011/2012 meningkatkan keterampilan berbicara mereka?

Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas. Responden penelitian ini adalah 32 siswa kelas XG SMA N 1 Kasihan Bantul tahun ajaran 2011/2012. Penelitian ini terdiri dari dua siklus. Siklus pertama dilakukan dalam dua pertemuan. Sedangkan siklus kedua dilakukan dalam tiga pertemuan. Instrumen yang digunakan dalam penelitian ini yaitu lembar observasi, catatan lapangan, kuesioner, rubrik berbicara, dan wawancara.

Hasil penelitian ini menunjukkan bahwa penggunaan pembelajaran kontekstual membantu siswa XG SMA N 1 Kasihan Bantul meningkatkan keterampilan berbicara mereka. Penggunaan pembelajaran kontekstual dalam proses belajar-mengajar dapat membantu mereka lebih kreatif dalam membuat dialog. Penggunaan pembelajaran kontekstual dalam proses belajar-mengajar membuat mereka lebih percaya diri berbicara bahasa Inggris. Hal tersebut dapat dilihat dari persentase jumlah siswa yang lulus kriteria ketuntasan minimal pelajaran bahasa Inggris mengalami peningkatan. Lebih jauh lagi penggunaan pembelajaran kontekstual dalam proses belajar-mengajar memotivasi mereka untuk belajar bahasa Inggris. Penggunaan pembelajaran kontekstual dalam proses belajar-mengajar juga membantu siswa menghubungkan isi materi pelajaran dengan kehidupan sehari-hari mereka serta membuat siswa senang belajar bahasa Inggris. Para guru disarankan untuk menggunakan pembelajaran kontekstual dalam kelas berbicara. Selain itu, para guru dapat menggunakan bermacam-macam aktivitas yang menarik dan media dalam proses belajar-mengajar.

Kata kunci: keterampilan berbicara, pembelajaran kontekstual, penelitian tindakan kelas

i

USING CONTEXTUAL TEACHING AND LEARNING TO

IMPROVE SPEAKING SKILLS OF XG STUDENTS IN

SMA N 1 KASIHAN BANTUL

ASARJANA PENDIDIKANTHESIS

Presented as Partial Fulfillment of the Requirements to Obtain theSarjana PendidikanDegree

in English Language Education

By

Fidelis Permana Sari Student Number: 081214028

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

iii

ASarjana PendidikanThesis on

USING CONTEXTUAL TEACHING AND LEARNING TO

IMPROVE SPEAKING SKILLS OF XG STUDENTS IN

SMA N 1 KASIHAN BANTUL

By

Fidelis Permana Sari Student Number: 081214028

Approved by

Advisor

Date

iii

ASarjana PendidikanThesis on

USING CONTEXTUAL TEACHING AND LEARNING TO

IMPROVE SPEAKING SKILLS OF XG STUDENTS IN

SMA N 1 KASIHAN BANTUL

By

Fidelis Permana Sari Student Number: 081214028

Defended before the Board of Examiners On December 5, 2012

And Declared Acceptable

Board of Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. __________________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. __________________ Member : Ag. Hardi Prasetyo, S.Pd., M.A. __________________ Member : Drs. Bambang Hendarto, M.Hum. __________________ Member : C. Tutyandari, S.Pd., M.Pd. __________________

Yogyakarta, December 5, 2012

Faculty of Teachers Training and Education Sanata Dharma University

Dean,

iv

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, December 5, 2012

The Writer

Fidelis Permana Sari 081214028

v

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Fidelis Permana Sari Nomor Mahasiswa : 081214028

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

USING CONTEXTUAL TEACHING AND LEARNING TO IMPROVE SPEAKING SKILLS OF XG STUDENTS IN SMA NEGERI 1 KASIHAN

BANTUL

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 5 Desember 2012 Yang menyatakan

vi ABSTRACT

Sari, Fidelis Permana. 2012.Using Contextual Teaching and Learning to Improve Speaking Skills of XG Students in SMA N 1 Kasihan Bantul. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

Speaking is an important skill that should be mastered by students in senior high school level. However, the students of XG in SMA N 1 Kasihan Bantul found difficulty when they did speaking practice in front of the class. When they were asked to have speaking practice using their own dialogue in front of the class, they used the dialogue given by the teacher. They also looked confused and diffident to speak English in class because they could not relate the expression with daily life context and were afraid of making mistakes.

This research was conducted to overcome the problem faced by XG students of SMA N 1 Kasihan Bantul. This research used contextual teaching and learning (CTL) as a solution since the focus of this method is to relate subject matter content to real context in order to help the students relate and apply their knowledge in their daily life. The problem formulation stated in this research was to what extent does the use of contextual teaching and learning help XG students in SMA N 1 Kasihan Bantul academic year 2011/2012 improve their speaking skill?

The research method used in this research was classroom action research. The research participants were 32 students of XG class in SMA N 1 Kasihan Bantul academic year 2011/2012. There were two cycles of this research. The first cycle was conducted in two meetings. Meanwhile, the second cycle was conducted in three meetings. The research instruments used in this research were observation sheets, field notes, questionnaires, speaking rubric, and interview.

The result of the research showed that the use of CTL helped the students of XG of SMA N 1 Kasihan Bantul improve their speaking skill. The use of CTL in teaching and learning process could help them to be more creative in making a dialogue. The use of CTL in teaching and learning process also made them more confident in speaking English. It could be seen from the percentage of the students who passed the passing grade of English subject increased. Furthermore, it motivated the students to learn English. The use of CTL also helped the students to relate subject matter content with their daily life context. Moreover, it made the students happy in learning English. Teachers are suggested to use CTL in speaking class. Teachers may use various interesting activities and media in the teaching-learning process.

Keywords: speaking skill, contextual teaching and learning, classroom action research

vii ABSTRAK

Sari, Fidelis Permana. 2012.Using Contextual Teaching and Learning to Improve Speaking Skills of XG Students in SMA N 1 Kasihan Bantul. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Berbicara merupakan ketrampilan penting yang harus dikuasai oleh siswa di level sekolah menengah atas. Namun siswa XG di SMA N 1 Kasihan Bantul menghadapi kesulitan ketika melakukan praktek berbicara. Ketika mereka diminta melakukan praktek berbicara di depan kelas menggunakan dialog yang mereka buat sendiri, mereka menggunakan dialog yang diberikan oleh guru. Mereka juga terlihat bingung dan kurang percaya diri dalam berbicara bahasa Inggris di kelas karena mereka tidak dapat menghubungkan ekspresi yang telah dipelajari dengan konteks kehidupan sehari-hari dan takut melakukan kesalahan.

Penelitian ini dilakukan untuk mengatasi permasalahan yang dihadapi siswa XG SMA N 1 Kasihan Bantul. Penelitian ini menggunakan pembelajaran kontekstual sebagai solusi karena fokus dari metode ini yaitu menghubungkan isi materi dengan konteks realita dalam rangka membantu siswa menghubungkan dan mengaplikasikan pengetahuan mereka dalam kehidupan sehari-hari. Rumusan masalah yang dirumuskan dalam penelitian ini adalah sejauh mana penggunaan pembelajaran kontekstual dapat membantu siswa kelas XG SMA N 1 Kasihan Bantul tahun akademik 2011/2012 meningkatkan keterampilan berbicara mereka?

Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas. Responden penelitian ini adalah 32 siswa kelas XG SMA N 1 Kasihan Bantul tahun ajaran 2011/2012. Penelitian ini terdiri dari dua siklus. Siklus pertama dilakukan dalam dua pertemuan. Sedangkan siklus kedua dilakukan dalam tiga pertemuan. Instrumen yang digunakan dalam penelitian ini yaitu lembar observasi, catatan lapangan, kuesioner, rubrik berbicara, dan wawancara.

Hasil penelitian ini menunjukkan bahwa penggunaan pembelajaran kontekstual membantu siswa XG SMA N 1 Kasihan Bantul meningkatkan keterampilan berbicara mereka. Penggunaan pembelajaran kontekstual dalam proses belajar-mengajar dapat membantu mereka lebih kreatif dalam membuat dialog. Penggunaan pembelajaran kontekstual dalam proses belajar-mengajar membuat mereka lebih percaya diri berbicara bahasa Inggris. Hal tersebut dapat dilihat dari persentase jumlah siswa yang lulus kriteria ketuntasan minimal pelajaran bahasa Inggris mengalami peningkatan. Lebih jauh lagi penggunaan pembelajaran kontekstual dalam proses belajar-mengajar memotivasi mereka untuk belajar bahasa Inggris. Penggunaan pembelajaran kontekstual dalam proses belajar-mengajar juga membantu siswa menghubungkan isi materi pelajaran dengan kehidupan sehari-hari mereka serta membuat siswa senang belajar bahasa Inggris. Para guru disarankan untuk menggunakan pembelajaran kontekstual dalam kelas berbicara. Selain itu, para guru dapat menggunakan bermacam-macam aktivitas yang menarik dan media dalam proses belajar-mengajar.

Kata kunci: keterampilan berbicara, pembelajaran kontekstual, penelitian tindakan kelas

viii

ACKNOWLEDGEMENTS

First of all, I would like to thank Jesus Christwho has given me strength and capability in doing this thesis. Without His blessing, I could not finish this thesis.

I am very much grateful to my supervisor, Ag. Hardi Prasetyo, S. Pd., M.A. for his knowledge, patience, suggestion, guidance and sharing during the process of the research and writing process. My thankfulness also goes to all lecturers for their lessons and values they gave to me.

I would like to thank BAPPEDA Kab. Bantulthat gave me permission to conduct this research. I am also very much grateful to Bu Arsianti Widyaningsih, S.Pd., the English teacher ofSMA Negeri 1 Kasihan Bantul, who permitted me to conduct this research. I also would like to thank all the students of XG ofSMA Negeri 1 Kasihan Bantul for their participation as participants in this research.

My deepest gratitude go to my beloved parents,Pak Heri_andBu Siti_who always give me support, motivation, encouragement and prayer. I would like to thank my beloved brother Jati for his support and prayer. I also thank my grandmothers, Mbah Kas and Mbah Harjofor their sincere prayer. I love them all.

I would like to thank Rm. Budi Santoso, SJ., for his patience, suggestion, guidance and sharing during the process of writing this thesis. I also would like to

ix

thank Mba Sophi and Lando for their support. I am very happy and lucky to know them inLembaga Studi Realino.

I would also thank all of my best friends, Jessy, Prisca, Stella, Desya, Pita, Clara, Bella, Rey, Siwi, Weni, Elista and Sr. Clarina. They always give me support, care, happiness, and sincerity.

My great thanks go to my beloved family in Cana Community (Galih, Mary, Safe, Sisil, Angga, Anggi, Nico, Yesi, Judith, Mba Gaby, Mas Putra, Theo, Indro, and Matius) and English Mass Community (Topan, Marsel, Arin, Brian, Yuan, Ika, Bang Franky, Gustin, Mba Wichan, Mba Pipit, Mas Fendi, and Mas Dwi). My great thanks also go to Mba Tata and Oik. They have been part of my life. I will never forget them. Lastly, I thank everyone, whom I cannot mention one by one, for their help and support during the process of writing this thesis.

x

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

LEMBAR PERNYATAAN PUBLIKASI_{... v}

ABSTRACT ... v

ABSTRAK_{... vi}

ACKNOWLEDGEMENTS ... vii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Problem ... 5

C. Problem Limitation ... 5

D. Research Objective ... 5

E. Research Benefits ... 6

F. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. Speaking Skills ... 9

a. The Nature of Speaking ... 9

b. Teaching Speaking ... 10

2. Contextual Teaching and Learning ... 11

a. Definition of Contextual Teaching and Learning ... b. Characteristics of Contextual Teaching and Learning 11 12 c. Teaching Methods Associated with Contextual Teaching and Learning ... 13

xi

3. Classroom Action Research ... 17

a. Definition of Classroom Action Research ... 17

b. Characteristics of Classroom Action Research ... 18

c. Model of Classroom Action Research ... 19

B. Theoretical Framework ... 20

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 22

B. Research Setting ... 23

C. Research Participants ... 24

D. Instruments and Data Gathering Technique ... 24

E. Data Analysis Technique ... 27

F. Research Procedure ... 28

CHAPTER IV. RESEARCH RESULTS AND DISCUSSIONS A. Implementation of Contextual Teaching and Learning in the First Cycle ... 30

B. Research Finding in the First Cycle ... 39

C. Implementation of Contextual Teaching and Learning in the Second Cycle ... 45

D. Research Finding in the Second Cycle ... 54

E. The Improvement of Students’ Speaking Skill ... 59

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 66

B. Recommendations ... 67

REFERENCES ... 68

xii

Table Page Table 4.1. Students’ Score in the First Cycle ... 40 Table 4.2. Students’ Score in the Second Cycle ... 56 Table 4.3.Student’s Scores in Preliminary Study, Cycle One and Two ... 61

xiii

Figure Page Table 2.1.Kemmis and McTaggart’s Model of Classroom Action Research... 19 Table 4.1. The Improvement of Students’ Scores ... 62

xiv

Appendix Page

Appendix 1 Covering Letter for the Governor of DIY ... 71

Appendix 2 Permission Letter from the Governor of DIY ... 73

Appendix 3 Permission Letter fromBAPPEDA_{Bantul ... 75}

Appendix 4 Lesson Plan and Teaching Materials of Cycle One ... 77

Appendix 5 Field Notes of Cycle One ... 87

Appendix 6 Observation Sheet of Cycle One ... 92

Appendix 7 Lesson Plan and Teaching Materials of Cycle Two ... 97

Appendix 8 Field Notes of Cycle Two ... 107

Appendix 9 Observation Sheet of Cycle Two ... 113

Appendix 10 Questionnaire ... 120

Appendix 11 The Raw Data of Questionnaire in Cycle One ... 123

Appendix 12 Sample of Student’s Questionnaire in Cycle One ... 127

Appendix 13 The Raw Data of Questionnaire in Cycle Two ... 132

Appendix 14 Sample of Student’s Questionnaire in Cycle Two ... 136

Appendix 15 Interview Guide ... 141

Appendix 16 Interview Transcripts ... 143

Appendix 17 Sample of Students’ Dialogue in Cycle One ... 147

Appendix 18 Sample of Students’ Dialogue in Cycle Two ... 149

Appendix 19 Students’ Score in Preliminary Study, Cycle One, and Cycle Two ... 151

1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the research background, the problem formulation, the problem limitation, the research objective, the research benefits and the definition of terms used in his research.

A. Research Background

English as international language plays an important role in global communication. Realizing the importance of using English in global communication, the Indonesian government implements an education curriculum that places English as a compulsory subject to learn in formal schools. English in Indonesia is considered as a foreign language.

The teaching-learning process of English requires students to master four skills namely: listening, speaking, reading, and writing. Nunan (2003), states that “speaking skill in a new language is more difficult than other skills” (p. 48). It is not easy to speak English because it happens in real time. It happens naturally and directly, thus, the speakers cannot easily revise what they have said. Therefore, it is a challenge for English teachers to teach the students to be able to use the language in real communication.

Based on the researcher’s observation while doing teaching practice in SMA Negeri 1 Kasihan Bantul, the students of XG academic year 2011/2012 had difficulty in speaking skill. While learning speaking in the class, the students only

learned about the expressions and the responses taught by the teacher based on the topic listed in the syllabus of English subject. They were encouraged to memorize the expressions and the responses in the form of a list of expressions and responses. The teacher taught the expressions and the responses to the students without giving an opportunity for the students to relate it with the daily life context. Therefore, the students were not able to understand the importance of learning some partucular expressions. When they were asked to have speaking practice using their own dialog in front of the class, they used the dialog given by the teacher. The students were not able to express the expressions and the responses they had learned in a conversation.

When the researcher had an informal interview with XG students in SMA Negeri 1 Kasihan Bantul about why they used the dialog given by the teacher instead of making a dialog based on their own ideas, all of them said that it was difficult to make their own dialog based on their own ideas. Based on the observation, the students were not encouraged to share their own ideas, opinions, or feelings in a conversation. The students could not build their own creativity in making a conversation. The students also tended to be passive in the teaching-learning process because they had little motivation in teaching-learning English. Therefore, when they were asked to share their own ideas, opinions, or feeling in front of the class, they looked confused and diffident to speak because they could not relate the expressions with daily life context. They were also afraid of making mistakes. It was ironic because as Franke (1884) as cited by Richard (2001) explains that in teaching a new language teacher should use it actively in the classroom (p. 11). It

means that the teacher should ensure that the classroom condition provides safe and comfortable atmosphere to learn English. Therefore, the students will have much opportunity to speak in the classroom without any fear of making mistakes.

Based on the competence standard of speaking skill point 9 in School-Based Curriculum (2006) for senior high school, students must be able to respond to the meaning in transactional and interpersonal conversation in daily life context. In order to be able to give appropriate responses to particular expressions, the students need to know the contextual meaning of the expression first. Therefore, learning speaking is not only about learning the expressions or the structural system, but also learning to relate the expressions in daily life context then the students will be able to respond to the expressions in conversation. Therefore, a teaching approach that can connect the subject material in the class with daily life context is needed. Based on the problem faced by the students of XG in SMA Negeri 1 Kasihan Bantul academic year 2011/2012, the researcher conducted classroom action research to help the students improve their speaking skill by using Contextual Teaching and Learning (CTL).

CTL is an approach of teaching and learning that helps the teachers relate subject materials to the real world situation and motivates the students to make connections between knowledge and its application to their daily life. According to Johnson (2005):

CTL is an educational process that aims to help student see meaning in the academic material they are studying by connecting academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances. To achieve this aim, the system encompasses the following eight components: making meaningful connections, doing significant work, self-regulated learning, collaborating, critical and creative

thinking, nurturing the individual, reaching high standards, and using authentic assessments. (p. 25)

From the statement, the essence of CTL is that the teacher as a facilitator in class motivates the students to find contextual meaning by letting the students to experience the subject material by themselves. Subject material presented by the teacher should include contextual meaning for the students so that the students do not only memorize the knowledge but also construct it. The teacher as a facilitator in classroom gives learning activities that can relate the subject material with the real word situation, so that the students can apply their ideas to the real situation. The students will also find the subject material meaningful, relevant, and interesting.

CTL is seen as the solution for the students to help them relate the subject material with life contexts so that they can build their own ideas, opinions, or feelings in making a conversation. As Berns and Erickson (2001) states:

Contextual teaching and learning helps students connect the content they are learning to the life contexts in which that content could be used. Students then find meaning in the learning process. As they strive to attain learning goals, they draw upon their previous experiences and build upon existing knowledge. By learning subjects in an integrated, multidisciplinary manner and in appropriate contexts, they are able to use the acquired knowledge and skills in applicable contexts (as cited by Hudson & Dennis, p. 2)

By using contextual teaching and learning, the students can build their own ideas, opinions, or feelings in creating a conversation based on their own experiences. Then, they can apply it in the real situation. Therefore, the use of contextual teaching and learning can be a good solution to help the students improve their speaking skill.

B. Research Problem

Based on the problem, the researcher formulates a research question as follows.To what extent does the use of contextual teaching and learning help XG students in SMA Negeri 1 Kasihan Bantul academic year 2011/2012 improve their speaking skills?

C. Problem Limitation

The limitation of the research is the subject of the study is limited to the XG students in SMA Negeri 1 Kasihan Bantul academic year 2011/2012. The purpose of the research is to overcome the problem faced by the students of XG of SMA N 1 Kasihan Bantul in speaking skills. The use of CTL in teaching-learning process is offered as the solution to overcome the problem. Therefore, the researcher limits this research into a study of speaking using CTL for the students of XG of SMA N 1 Kasihan Bantul.

D. Research Objective

This study aims to help XG students of SMA Negeri 1 Kasihan Bantul academic year 2011/2012 to improve their speaking skills. The solution is taken by using CTL in teaching-learning process. The aim of this implementation is to find out to what extent the use of CTL helps the students of XG of SMA N 1 Kasihan Bantul improve their speaking skills.

E. Research Benefits

The researcher hopes that this research is useful for XG students in SMA N 1 Kasihan Bantul, English teacher, and other researchers. This research has some benefits as follows.

1. The Students of XG of SMA N 1 Kasihan Bantul

By conducting this research, the students are expected to improve their skills in learning English especially speaking skills.

2. The English Teachers in SMA N 1 Kasihan Bantul

This research is also expected for the English teachers in SMA N 1 Kasihan Bantul to improve their teaching method in teahing English. Moreover, the teachers in SMA N 1 Kasihan Bantul can help their students improve their speaking skills.

3. The Other Researchers

The researcher hopes that the results of this research enrich knowledge to the other researchers who want to know and analyze an approach of teaching language especially speaking. The other researchers who want to conduct similar research may use the results of this research as their research background or reference.

F. Definition of Terms

There are some terms used in this research which should be defined. They are speaking skill, Contextual Teaching and Learning, and Classroom Action Research.

1. Speaking Skills

Speaking is one of the language skills that is important because the objective of learning English is to use it in real communication. According to Lado (1962), “speaking ability is described as the ability to express oneself in life situations or the ability to report acts or situations in precise words, or the ability to converse, or to express the sequences of ideas fluently” (p. 240). Therefore, the learners were encouraged to be able use the language in the life situation. 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). Hence, speaking is produced directly. The aim of this research is to improve speaking skills of XG students in SMA Negeri 1 Kasihan Bantul.

2. Contextual Teaching and Learning According to Berns and Erickson:

Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations and motivates 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 (n.d.).

Contextual teaching and learning is the way of teaching that helps teacher and students to relate subject matter to real life situation. It means that teacher should include students’ real world to the classroom so that students can apply the knowledge in a real situation. In this research, the researcher uses contextual teaching and learning as an approach to teach speaking skill in order to solve the problem faced by XG students in SMA N 1 Kasihan Bantul.

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.

9

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

the language itself so they can express what they want to say. The meaning

depends on the context based on the purpose of the speaking.

According to Lado (1962), “speaking ability is described as the ability to

express oneself in life situations or the ability to report acts or situations in precise

words, or the ability to converse, or to express the sequences of ideas fluently.

People need to pronounce the words precisely” (p. 240). However, in speaking

foreign language, it is not enough to make the communication going smoothly.

People also need to have communication competence. According to Lado (1961),

“speaking ability as the ability to use in essentially normal communication

situations the signaling systems of pronunciation, stress, intonation, grammatical

structure, and vocabulary of foreign language at a normal rate of delivery for

native speakers of the language” (p. 241). Therefore, the speaker of foreign

language should be able to speak with good pronunciation, stress, intonation,

grammatical structure, and vocabulary of target language.

b. Teaching Speaking

Rivers (1970) states that “The teaching of the speaking skill is more

demanding on the teacher than the teaching of any other language skill. To teach

the speaking skill it is necessary to have a clear understanding of the processes

involved in speech” (p. 160). The teacher gives more opportunity to the students

to practice speaking so that the students would have clear understanding towards

the processes of speaking. Rivers (1968) also explains that in speaking, the

encourage and motivate the students to use the language actively with their friends

in situational contexts.

In teaching speaking, the teacher becomes the facilitator for the students.

The teacher creates effective activities to encourage the students to use English in

the classroom with the teacher and their friends. According to Davies (1988),

there are four characteristics of successful speaking activity. First, the students

have the chance to talk as much as possible in the limited time given. Second, all

the students should participate actively in speaking without being dominated by

talkative students. Third, the interesting and new topic will be delivered in

learning speaking, to draw students’ attention and interest to speak. Fourth, the

level of relevancy, accuracy, and comprehension are required for the effectiveness

of speaking.

2. Contextual Teaching and Learning

This part discusses the theory of Contextual Teaching and Learning. There

are three things related to the theory. They are definition of contextual teaching

and learning, characteristics of contextual teaching and learning, and strategies of

contextual teaching and learning.

a. Definition of Contextual Teaching and Learning

According to Johnson (2002), “Contextual teaching and learning enables

students to connect the content of academic subjects with the immediate context

of their daily lives to discover meaning” (p. 24). Contextual teaching and learning

relates subject material learned by the students with their daily lives in order to

Blanchard, Berns and Erickson (2001), as cited by Komalasari (2010)

explain that contextual teaching and learning is a teaching and learning concept to

help the teacher relate subject material with real world situation and encourage the

students to make connections between knowledge and the application in their lives

as family members, citizens, and workers. The teacher as a facilitator in the

classroom helps the students to relate subject material with real world situation by

providing material which is related to the students’ lives, so that they will not

have abstract ideas toward the subject material.

b. Characteristics of Contextual Teaching and Learning

There are seven characteristics of contextual teaching and learning

according to Muslich (2007), first is learning in real life setting. It means that the

learning process is conducted in authentic context. In the learning process, the

students can make meaningful connections between school and other context in

their real lives as family members, citizens, and workers. Second is meaningful

learning. The students have the opportunity to do meaningful task. Third is

learning by doing. The students are given a chance to experience the subject

material in classroom. Fourth is learning in a group. Learning is conducted

through group work, discussion, and giving peer feedback. The teacher also helps

the students to work in group effectively. The teacher helps the students to

communicate and work together. Fifth is learning to know each other deeply.

Learning gives an opportunity to the students to create togetherness among others

through working together and knowing each other deeply. Sixth is learning to ask,

productively. Seventh is learning as an enjoyable activity. Learning is conducted

in an enjoyable situation.

c. Teaching Methods Associated with Contextual Teaching and Learning

According to Berns and Erickson (2001) as cited by Komalasari (2010: 23)

there are teaching methods to implement Contextual Teaching and Learning as

follows.

1) Problem-Based Learning

According to Bern and Erickson (2001) as cited by Komalasari (2010),

problem-based learning is a teaching method that engages students to solve the

problem by connecting and integrating some concepts and skills from any

knowledge (p. 58). This method includes collecting and constructing the

information, and then presenting the finding. Problem-based learning helps the

students build creative thinking. The students are encouraged to identify and seek

the solution to the problem by relating some concept and skill they have learned.

Then the students will present their idea toward the problem. Cockrell, Caplow,

and Donalson (2000) as cited by Shamsid (2006) concluded, “Some of the skills

the students developed from cooperatively solving problems were a better grasp of

the information, improved critical thinking skills, and the ability to work better

with others” (p. 16). It becomes the purpose of this method, which is to help the

students develop their thinking and problem solving skills.

The problem-based learning method requires the teacher’s role as a

facilitator. The teacher provides real world problems, asks questions as a bridge to

problem on their own. Therefore, the students will be able to use their knowledge

learned in the class to solve problems in other settings.

2) Cooperative Learning

Bern and Erickson (2001) as cited by Komalasari (2010) states that

cooperative learning is a teaching method that organizes teaching and learning

activity using small group, so that the students can work together to achieve the

learning goals (p. 62). The students work together with their friends as a group

consisting of two to four people. The cooperative learning method helps the

students increase their success. The students have opportunity to ask each other in

the group when they do not understand the materials. The students can gain

feedback from their group members.

According to Slavin (1995) there are three concepts of cooperative

learning. First, the students are rewarded as a team but are graded individually.

This method contributes team work. Thus, all of the appreciation goes to the team

not individual. However, each member of the team has different level of ability,

knowledge and social skill, thus the teacher will grade the students as individual

based on their ability, knowledge, and their contribution to the team. Second, the

team’s success is not conditionally based on the individual performance of one

student. All students must help each other to achieve learning goals. Third, all

students are expected to improve based on their own previous performance. Thus,

d. Components of Contextual Teaching and Learning

Muslich (2007), states that there are seven components of CTL to

implement CTL in the classroom as follows.

1) Constructivism

Constructivism is the foundation of CTL. Constructivism emphasizes that

the students actively and creatively build their knowledge regarding their previous

experiences. The students are expected to construct their knowledge based on

their experiences. Based on constructivism, there are aspects that the teacher

should take into consideration. First, teaching and learning process is more

important than the result of the teaching and learning. Second, meaningful

information that is relevant to the students’ real world is more important than

verbal information. Third, the students have opportunity to construct and apply

their idea to new situations.

2) Questioning

Questioning aims to check the students’ understanding and gain

information about the lesson. The teacher’s questions are used to lead, guide and

evaluate the students’ understanding. Meanwhile, the students’ curiosity will

lead them to ask questions. Therefore, in this stage the teacher encourage the

students to ask questions.

3) Inquiry

Inquiry is a process that proceeds from observations to understanding a

understand the knowledge. The teacher is a facilitator that provides meaningful

material in which the students need to analyze it by their selves.

4) Learning Community

In learning community, the students obtain the knowledge by working

together with their friends to solve problems. There are aspects that the teacher

should take into consideration to conduct learning community in the classroom.

First, the students who participate in the leaning community can be the source of

information. Therefore, the teacher is not the only one who gives information in

the classroom. Second, the teacher as facilitator monitors the community learning

process.

5) Modeling

Modeling in CTL is a process of demonstrating how the teacher requires

the students to learn the topic material. The aim of modeling is to help the

students get clear understanding on the lesson. The teacher is not the only one

model in the classroom. The teacher can involve the students or the experts to be

the model in the classroom.

6) Authentic Assessment

O’Malley and Pierce (1996) as cited by Brown (2004), explain that

authentic assessment refers to the real world tasks that students have had time to

develop (p. 255). The students are able to perform the skills and knowledge that

they have mastered. Therefore, authentic assessment focuses on both process and

7) Reflection

Reflection aims to help the students reflect on what they had learned and

done in the teaching and learning process. In the end of teaching and learning

process, the teacher spends a little time and asks the students to do the reflection.

Reflection can be done by giving direct statement about the information obtained

in the lesson and discussing what the students had learned and how they felt

during the teaching and learning process.

3. Classroom Action Research

This part discusses theory of Classroom action research. There are three

things presented here. They are definition of classroom action research,

characteristics of classroom action research, and model of classroom action

research.

a. Definition of Classroom Action Research

According to Rapoport (1970), as cited by Hopkins (1993), “action

research aims to contribute both to the practical concerns of people in an

immediate problematic situation and to the goals of social science by joint

collaboration within a mutually acceptable ethical framework” (p. 44).

Kemmis (1983), adds that:

Action research is simply a form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practices, their understanding of these practices and the situations in which the practices are carried out. It is most rationally empowering when undertaken by participants collaboratively, though it is often undertaken by individuals, and sometimes in cooperation with ‘outsiders’. In education, action research has been employed in school-based curriculum development, professional development, school improvement programs, and system planning and policy development.

Elliot (1991), as cited by Hopkins (1993: 45), “action research might be

defined as the study of a social situation with a view to improving the quality of

action within it”. Based on the definitions above, it can be concluded that action

research is done systematically and planned. Classroom action research is done in

order to investigate and solve the problem in classroom and to improve learning

quality.

b. Characteristics of Classroom Action Research

There are some characteristics of classroom action research. According to

Muslich (2009) there are four characteristics of classroom action research. First,

classroom action research is based on problem in class. Second, classroom action

research aimed to improve learning practice. Third, classroom action research is

collaboraitive study. Fourth, classroom action research is a study which

implements such kind of treatment to improve teaching-learning process in class.

Kemmis and McTaggart (1992) as cited by Cohen, Manion, & Morrison

(2003: 227) distinguish action research from the everyday actions of teachers as

follows.

1. Action research is more systematic and collaborative in collecting evidence on which to base rigorous group reflection.

2. Action research involves problem-posing, not just problem-solving. It does not start from a view of ‘problems’ as pathologies. It motivated by a quest to improve and understand the world by changing and learning how to improve it from the effects of the changes made. 3. Action research is research by particular people on their own work, to

help them improve what they do, including how they work with and for others.

4. Action research is not the scientific method applied to teaching.

c. Model of Classroom Action Research

Kemmis and McTaggart as cited by Nunan (1989: 12) states that, there are

four developmental phases for carrying out action research. As seen in figure 2.1.

They are planning, acting, observing, and reflecting.

Figure 2.1:Kemmis and McTaggart’s Model of Classroom Action Research (Kusumah & Dwitagama, 2010: 21)

According to Kemmis and McTaggart as cited by Nunan (1989: 12), figure

2.1 illustrates the way those four phases recycle to form an action research spiral

as follow.

Phase I Develop a plan of action to improve what is already happening.

Phase II Act to implement the plan.

Phase III Observe the effects of action in the context in which it occurs.

Phase IV Reflect on these effects.

In order to conduct classroom action research, the researcher will follow those

four phases in every cycle.

B. Theoretical Framework

In this part the researcher relates the theory with this research. According

to Nunan (1991: 43), speaking consists of producing systematic verbal utterance

to convey meaning. The speakers should know and understand the language and

relate to the context. According to Rivers (1970: 160-162) “The teaching of the

speaking skill is more demanding on the teacher than the teaching of any other

language skill. To teach speaking skill it is necessary to have a clear

understanding of the processes involved in speech.” The teacher should give more

opportunity to the students to practice speaking. However, based on the

observation, XG students of SMA Negeri 1 Kasihan Bantul had difficulty in

speaking. They could not build their own ideas to make a conversation. Therefore,

the researcher would use contextual teaching and learning to solve the problem.

Contextual teaching and learning helps students relate subject material with their

real world. Teaching and learning activities in the classroom were developed from

CTL. The activities used in the classroom must be interesting which could activate

students’ motivation to learn. The lesson plans used in this research in the first

and second cycle were in accordance with seven components of CTL namely:

constructivism, inquiry, learning community, modeling, authentic assessment, and

reflection. Based on CTL, the researcher provided problem-based learning and

in this research were chosen based on the topic listed in the syllabus of English

subject.

The researcher would conduct classroom action research to investigate and

solve the problem. The researcher conducted classroom action research based on

Kemmis and McTaggart’s model (1989). Classroom action research consists of

some stages. They are planning, acting, observing, and reflecting. In the planning

stage, the researcher would make materials, lesson plans and media for speaking

skills based on characteristics, methods, and components of contextual teaching

and learning. After that, the researcher would implement the plan into action.

During the implementation, the researcher also would observe what is going on in

the class. Then, the researcher would make reflection based on the observation in

order to answer the problem formulation that is to what extent the use of

contextual teaching and learning help XG students of SMA Negeri 1 Kasihan

22 CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher presents the research method, the research setting and participants, the research instruments, the data gathering technique, the data analysis technique, and the research procedure.

A. Research Method

Having identified the problem faced by XG students of SMA N 1 Kasihan Bantul,the researcher aimed to help the students to improve their speaking skill. Hence, in this research, the researcher used classroom action research (CAR) as the research method. According to Hopkins (1993), “action research is a process designed to empower all participants in the educational process with the means to improve the practices conducted within the educational experience.” In accordance with Ebbutt (1985) as cited in Hopkins (1993) says, “action research is the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions.” It means that the aim of action research is to improve educational practice based on the implementation and reflection on the actions.

In conducting this research, the researcher used Kemmis and McTaggart model (1988). Based on Kemmis and McTaggart model, there are four steps in conducting classroom action research. The first step is planning. The researcher

identified the problem faced by the XG students of SMA Negeri 1 Kasihan Bantul when having her teaching practice. The researcher observed the teaching-learning activity in the class to find the problem. Having found the problem, the researcher tried to find a solution to the problem.

The second step is acting. In this step the researcher implemented the solution. While implementing the solution, the researcher did the observation. The researcher observed the teaching-learning process. The researcher also asked for help from an outside observer. The outside observer would make field notes and fill an observation sheet.

The fourth step is reflecting. The researcher reflected on what worked well and did not work well in the teaching-learning process. Based on the reflection, the researcher could prepare the next implementation for the next cycle. From the reflection, the researcher could conclude whether or not the use of contextual teaching and learning helped the XG students of SMA Negeri 1 kasihan Bantul improve their speaking skills.

B. Research Setting

This research was conducted on April 11, 12, 20, 23, and 26, 2012, in XG class in SMA Negeri 1 Kasihan Bantul academic year 2011/2012. There were two cycles in this research. Cycle one was conducted in two meetings. Cycle two was conducted in three meetings.

C. Research Participants

The participants were XG students of SMA Negeri 1 Kasihan Bantul academic year 2011/2012. The students consisted of 32 students. Twenty one of them were girls and 11 of them were boys. They were in the even semester academic year 2011/2012. The students in class XG still found difficulty when they did speaking practice. Therefore, the researcher chose this class to help the students improve their speaking skill.

D. Instruments and Data Gathering Technique

The instruments used in this research were observation sheet, field notes, questionnaires, and interview.

1. Observation Sheet

Observation sheet was used to know the situation in classroom during the implementation. Observation sheet was also used to gain feedback and comment from the observers toward the teaching learning process. The observers were the English teacher of class XG and an outside observer.

2. Field Notes

Field notes were used to know the teaching-learning process during the implementation. An outside observer made field notes based on the observation during the teaching-learning process. Field notes helped the researcher to reflect on the condition of the teaching-learning process during the implementation.

3. Speaking Rubric

Speaking rubric was used to help the researcher to see the improvement of the students’ speaking skill while they perform. The researcher used a rubric taken from A Collection of Performance Task and Rubrics: Foreign Languages (see Appendix 20). The researcher observed the progress of the students speaking skills using speaking rubric included several assessment categories, i.e. task completion, comprehensibility, fluency, pronunciation, vocabulary, and grammar. The minimum score for each category was 1 and the maximum score was 4. The total score was calculated using the following formula.

∑x= the total score of all categories

4. Questionnaire

Questionnaire was used to help the researcher to know the students’ opinion on the use of CTL to improve their speaking skill or not. The questionnaire usedLikert Scaleand also open-ended questions. Questionnaire was given twice after the implementation in cycle one and cycle two. The researcher distributed the questionnaire to all of the students of class XG.

5. Interview

Interview was used to support the result of the research whether or not the use of CTL could improve students’ speaking skill. The researcher interviewed

∑xx 100 24 Total Score =

five students. Five students were chosen randomly. The types of the questions were open-ended questions.

The researcher gathered the data in several steps of two cycles. First, the researcher identified the problem faced by XG students in SMA N 1 Kasihan Bantul through observation and preliminary study. Having identified the problem faced by the students, the researcher tried to find a solution to overcome the problem.

After that, the researcher planned teaching learning activities and then implemented it in the class. In this stage, the researcher used some instruments to gather data. The first instrument was observation sheet. The researcher gave the observation sheet to the English teacher of class XG and an outside observer during the implementation in cycle one and cycle two. Observation sheet in cycle one and cycle two was the same. The observer observed what was going on in the classroom during the teaching learning process and wrote it down in the field notes. The researcher asked for help from an outside observer to write field notes in all meetings to avoid bias. Field notes helped the researcher to observe many aspects of her teaching. Field notes also helped the researcher to reflect the action during the implementation in cycle one and two.

In the last meeting of each cycle, the students performed their performance in front of their friends. In this activity, the researcher used speaking rubric to help her see the improvement of the students’ speaking skill during the implementation. After the implementation in cycle one and cycle two, the researcher distributed questionnaires to all of the students. Questionnaires helped

the researcher to know the students’ opinion whether the use of contextual teaching and learning could improve their speaking skill or not. After that the researcher conducted interview to five students in the last meeting of the second cycle.

After the first cycle ended, the researcher reflected on what went well and did not go well in teaching-learning process. Based on the reflection on the implementation in the first cycle, the researcher planned and prepared the next action in the next cycle. At the end of the second cycle, the researcher concluded to what extent the use of contextual teaching and learning helped the students to improve their speaking skill.

E. Data Analysis Technique

The researcher analyzed the data in order to answer the question contrived in problem formulation. The researcher triangulated all of the data gathered. Fraenkel and Wallen (2008) explain that triangulation is used to establish validity by comparing some sources of information.

The researcher analyzed the data from the observation sheet and field notes by summarizing them into the form of description. The description would help the researcher to know whether her implementation of the action was based on the plan or not. If the implementation of the action was based on the plan, it could be concluded that the implementation of using contextual teaching and learning in speaking class was successfully done.

The researcher also analyzed the data from the questionnaire and the interview. Questionnaire and interview were also analyzed by summarizing them into description form. The researcher would compare the data gathered from questionnaire and interview to support the result of the research whether the use of contextual teaching and learning improves the students’ speaking skill or not.

In order to see the improvement of students speaking skill, the researcher used speaking rubric. The researcher observed the progress of the students speaking skill including task completion, comprehensibility, fluency, pronunciation, vocabulary, and grammar. If the students’ performance in the first cycle was better than the students’ performance in the preliminary study, and the students’ performance in the second cycle was better than the students’ performance in the first cycle, it could indicate that the students made good progress.

F. Research Procedure

There were five steps conducted by the researcher. First, the researcher observed and did preliminary study in class XG of SMA Negeri 1 Kasihan Bantul to identify problems faced by the students. Second, the researcher planned some strategies in teaching related to contextual teaching and learning which would be conducted in order to solve the problems. Third, the researcher asked for permission from BAPPEDA Bantul. Fourth, the researcher prepared instruments used in the research to collect the data. Fifth, the researcher analyzed and interpreted the data to draw a conclusion to answer the research problem that is to

what extent the use of contextual teaching and learning help students XG of SMA Negeri 1 Kasihan Bantul improve their speaking skills.

30 CHAPTER IV

RESEARCH RESULTS AND DISCUSSIONS

This chapter discusses the implementation of CTL in the first and second cycle, the findings in cycle one and two, and the improvement in the first and second cycles. The findings of this study were based on the result of action implemented in XG of SMA N 1 Kasihan Bantul. In conducting the research, the researcher played teacher’s role in the class. This chapter consists of the implementation of CTL in the first cycle, research finding in the first cycle, the implementation of CTL in the second cycle, research finding in the second cycle, and the improvement of students’ speaking skill.

A. The Implementation of Contextual Teaching and Learning in the First Cycle

The use of Contextual Teaching and Learning (CTL) in teaching and learning process in the first cycle was conducted in two meetings on Wednesday, April 11, 2012 and Thursday, April 12, 2012. The first meeting was conducted in forty five minutes. The second meeting was conducted in ninety minutes. There were 32 students who joined the class. The topic in the first cycle was giving and responding to compliment. The researcher chose the topic based on the topic listed in the syllabus of English subject.

1. Planning

Having identified speaking problem faced by XG students of SMA N 1 Kasihan Bantul, the researcher began to do classroom action research to help XG students of SMA N 1 Kasihan Bantul improve their speaking skill using CTL. In this step, the researcher prepared the lesson plan and the materials. The lesson plan was based on seven components of CTL namely: constructivism, inquiry, learning community, modeling, authentic assessment, and reflection.

a. Constructivism

In this stage, the researcher planned to make clues about today’s topic. The researcher planned to give compliments to the students about their appearances and surrounding things. These activities aimed to give the students view about what they were going to do in class.

b. Inquiry

In this stage, the researcher planned to show pictures of famous artists. Then the researcher asked the students’ opinion about the pictures. The researcher also planned to give cultural differences between American and Indonesian in giving and responding to compliments. The aims of these activities were to help the students relate the material with their real world context and build their knowledge about giving and responding to compliments.

c. Learning Community

In this stage, the researcher planned to ask the students to work in pairs. In learning community, the researcher tried to apply cooperative learning and problem-based learning. The students were encouraged to work together with their

partner to solve the problem relating to the topic material which was giving and responding to compliments.

d. Modeling

The researcher planned to give model of the dialogue expressing and responding to compliments. The aims of these activities were to help the students have clearer understanding toward the dialogue and the expression used in giving and responding to compliments. The researcher was not the only one model. In this stage, the researcher involved the students to be model in modeling the dialogue.

e. Questioning

In this stage, the researcher tried to encourage the students to ask questions in order to gain information. In post activities, the researcher planned to have questions and answer session. It was to ensure that the students had understood the topic material.

f. Authentic Assessment

The researcher planned to ask the students to make a dialogue with their partner and perform it in the next meeting. This activity aimed to encourage the students to work with their partner. In the next meeting, the students would perform the dialogue they had made. While one group performed in front of the class, the other groups would take note about the performance. After one performance ended, one group would give comment related to the performance that had been seen. The group who would give comment was chosen randomly. The aims were to make the students pay attention to their friends’ performances

and encourage them to participate in assessing their friends’ performance. The best pair performance would receive a prize. This aimed to motivate the students to do their best in making and performing their dialogue. The best performance was chosen by class.

g. Students’ Reflection

In this stage, the researcher planned to distribute reflective questions to the students at the end of this cycle. There were three questions. Namely: what did the students get from the topic material? Were there any new experiences or things that the students got from the lesson? and how did the students feel during the lesson? Reflective questions aimed to help the students reflect on what they had learned.

2. Action and Observation

The action and the observation in cycle one were conducted in two meetings on Wednesday, April 11, 2012 and Thursday, April 12, 2012. The researcher asked for help from an outside observer and the English teacher of the class to observe the teaching-learning process during the implementation.

a. Constructivism

In this stage, the researcher began the class by greeting the students. The students responded the teacher’s greeting enthusiastically. The researcher asked the students about the topic of previous lesson. Some of the students answered that they had learned about describing people. Then, the researcher tried to recall the students’ knowledge about describing people. After that, the researcher

complimented some students on their appearances and their surrounding things. Some of the students looked happy because the researcher gave them some compliments like “you look beautiful with your glasses”, “you look good with your new hair style”, and “your pen is cute”. They responded to the compliments well. However, some of the students looked as if they did not know what to do when the researcher gave them compliments. They just shook their head. After that, the researcher asked the students to guess what they were going to do today. The students answered it enthusiastically.

b. Inquiry

In this stage, the researcher showed 3 pictures of famous artists. The students were happy because those artists were their favorite artists. Then the researcher asked the students’ opinion about the pictures. The students gave their opinion enthusiastically. Most of the students could state their opinion about the pictures. However, some students who sat at the back could not state their opinion well because they could not see the pictures clearly. Those students were doing something else which was not related to the topic material. The researcher asked the students to imagine those artists were in front of them, and then the students were asked to give compliments to those artists. The students were very happy to give compliments to the pictures. They were very active giving compliments to those artists. After that, the researcher and the students discussed the aim of learning expressing and responding to compliments. The researcher asked the students about why we needed to give compliments and respond to the compliments well. The students looked confused. The researcher could assume

that the students had not known about why they needed to give compliments and respond to the compliments well.

This stage was continued in the second meeting of the first cycle. The researcher explained about cultural differences between American and Indonesian in giving and responding to compliments. The researcher told them about her past experiences dealing with Americans. Americans tended to express admiration by giving compliments and accepting the compliments. For Indonesians, it was common to see people refusing compliments. Based on the observation, the students paid attention to the story.

c. Learning Community

The researcher asked the students to work in pairs. They should find 5 good things about their partner and try to compliment their partner. The partner should respond to the compliments given. Then, the researcher asked some students to present it. After that, the researcher asked the students how they felt after their friends gave compliments to them. Most of them said they were very happy. Then the researcher asked again about why we needed to give compliments and respond to the compliments well. Most of the students answered it in Indonesian, and then the researcher reminded them to answer it in English. They answered the questions enthusiastically. Their answers were “to make people happy”, “it could give positive energy”, and “to express sincerity”. After the students had enough knowledge about the importance of giving and responding to the compliments, the researcher explained how to give and respond to compliments. Based on the observation, some students who were sitting at the

back were busy with their own activities. Therefore, the researcher sometimes asked questions to those students in order to get their attention.

d. Modeling

After that, the researcher gave a model of the dialogue giving and responding to compliments. When the researcher asked one of the students to be her partner in modeling the dialogue, there were no students who raised their hand to become a volunteer. Hence, the researcher chose one student based on the date of the day and student’s number. Based on the observation, all of the students paid attention to the models.

e. Questioning

Then, the researcher asked the students to study and practice the dialogue with their partner. The researcher moved around to check their pronunciation and expression. Some students asked how to pronounce some certain words and wrote the correct pronunciation under the words. It could indicate that the students were serious in learning English.

The researcher reviewed what the students had learned by asking and answering questions. At that time, no one asked question. Therefore, the researcher asked the students about why we needed to give and respond to compliments. Based on the observation, the students answered the questions actively.

f. Authentic Assessment

After the students understood and had enough knowledge about how to give and respond to compliments, the researcher asked the students to make a

dialogue of giving and responding to compliments with their partner to be performed in the next meeting. When the researcher announced that the best performance would receive a prize, the students were very happy. They did the task enthusiastically. The researcher moved around to check students’ understanding and help them if they had difficulties. Based on the observation, most of the students were able to develop their idea in making a dialogue. However, there were some students who had difficulty in finding topic for their dialogue. Some students also had limited English vocabulary.

This stage was continued in the second meeting of the first cycle. The researcher asked the students to prepare their dialogue with their partner. The students seemed busy preparing their dialogues. After 10 minutes, the researcher asked the students to perform their dialogue in front of the class. There was no group who wanted to be the first performance. Therefore, the researcher randomly chose one group to be the first to perform. While one group performed in front of the class, the other groups took note about the performance. After the group finished their performance, one group gave comment related to the performance they had seen. After all of the groups had performed their dialogue, the researcher asked all groups to choose the best performance. Based on the observation, it was not difficult for them to choose the best performance.

g. Students’ Reflection

This stage was conducted in the second meeting of the first cycle. The researcher distributed reflective questions to the students. The students filled the reflective question well. They also had some discussion with their friends about

the reflective question. The researcher also asked the students’ feelings about joining the class. All of the students said that they were happy joining the class.

Based on the reflective question filled by the students, most of them were happy about joining English class. The students also had interesting experience during the teaching-learning process. Some students wrote in the reflective question.

Student 18: “Pengalaman hari ini membuktikan bahwa kerja keras yang maksimal dapat menghasilkan hal yang manis.” (Today’s experience proves that hard work would bear something good) Student 4: “Berdialog dengan bahasa Inggris saya sudah berkali-kali

melakukan, tetapi ini dialog yang menurut saya sangat menyenangkan, karena vocab yang saya dapat juga baru.” (Having English dialogue is common to me, but this dialogue is very interesting because I get new vocabulary)

3. Reflection based on the Implementation

Based on the implementation of CTL in the first cycle, the researcher could reflect what went well and did not go well in teaching-learning process. The use of artists’ pictures helped the students build their idea on how to give compliment. The activity also made the students to be not afraid of giving their opinion about the picture. However, the pictures were not too big so that the students who sat at the back could not see the pictures clearly so they were doing something else which was not related to the lesson. Moreover, not all of the students participated in giving their opinion toward the pictures. Some shy students could not have opportunity to deliver their opinion. Therefore in the second cycle, the researcher planned to make them work in group of four so they

would discuss some pictures in their group. The aim of this activity was to make all of the students participate in the teaching-learning process.

The students paid attention to the researcher’s story when the researcher told them about cultural differences between American and Indonesian in giving and responding to compliment. This activity helped the students to get better understanding toward the topic material. As the observer wrote in the field note:

“The students listened to her story and responded to her questions. By paying attention to the teacher’s story, the students knew the difference between eastern and western culture about giving compliments. The teacher also related her story with Javanese culture, so that the students could understand it better.”

(Field note of the second meeting of the first cycle, see appendix 5)

The main challenge in this research was time allocation. There were some activities that took much time. Therefore, the students did not have enough time to practice some dialogues, learn new vocabulary, and make their dialogue. In the second cycle, the researcher planned to have three meetings to conduct the second cycle.

B. Research Findings in the First Cycle

The result of the research in cycle one was satisfying because there were 18 of 32 students (56.6%) who passed the passing grade for English subject. The passing grade for English Subject in SMA N 1 Kasihan Bantul was 75. There were 28 students (87.5%) who made progress 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. Table 4.1. below showed students’ scores in the preliminary study and cycle one based on their performances.

Student # Score in Preliminary

Study

Score in Cycle 1 Note

1 54.2 62.5 Failed

2 62.5 75

3 79.2 83.3

4 50 66.7 Failed

5 66.7 79.2

6 79.2 87.5

7 50 62.5 Failed

8 54.2 62.5 Failed

9 66.7 79.2

10 54.2 54.2 Failed

11 50 58.3 Failed

12 45.8 58.3 Failed

13 62.5 79.2

14 54.2 62.5 Failed

15 62.5 62.5 Failed

16 62.5 75

17 75 83.3

18 91.7 91.7

19 79.2 83.3

20 66.7 75

21 75 83.3

22 41.7 58.3 Failed

23 66.7 75

24 45.8 62.5 Failed

25 66.7 75

26 75 79.2

27 70.8 83.3

28 70.8 79.2

29 83.3 91.7

30 58.3 62.5 Failed

31 54.2 62.5 Failed

32 58.5 58.5 Failed

Average 63.6 72.3

The scores in the preliminary study were taken before the implementation in cycle one using the same speaking rubric. The scores in cycle one 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 students. It aimed to establish validity.

Table 4.1. indicated that the use CTL helped XG students of SMA N 1 Kasihan Bantul improve their speaking skill. The researcher also analyzed the data from the questionnaire in order to establish validity. The use of CTL which helped XG students of SMA N 1 Kasihan Bantul improve their speaking skill could be seen from the students’ opinion taken from the questionnaire. There were 20 students (62.5%) who agreed that CTL could help them in speaking English. Furthermore, there were 10 students (31.3%) who strongly agreed that CTL could help them in speaking English. There were only 2 students (6.3%) who did not agree that CTL could help them in speaking English. Based on the English teacher’s comment on the observation sheet, there were some students who did not pay attention to the lesson. It could be the cause why there were two students who did not agree that CTL could help them in speaking English. Using CTL in learning English created a pleasant atmosphere in classroom, so the students were

Appendix 18

Sample of Students’ Dialogue in Cycle

Two

150

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Appendix 19

Students’ Score in Preliminary Study,

Cycle One, and Cycle Two

152

Note PS: Preliminary Study C1: Cycle One C2: Cycle Two

Stud ent #

Grammar Task

Completion

Comprehensibility Fluency Pronunciation Vocabulary Score

PS C1 C2 P

S

C1 C2 PS C1 C2 PS C1 C2 PS C1 C2 PS C1 C2 PS C1 C2

1 2 2 3 2 3 3 2 3 3 2 2 3 2 2 3 2 3 3 54.2 62.5 75 2 2 3 3 3 3 4 2 3 3 2 3 3 3 3 3 3 3 3 62.5 75 79.2 3 2 3 3 4 4 4 4 4 4 3 3 3 3 3 4 3 3 4 79.2 83.3 91.7 4 2 2 3 2 3 4 2 3 3 2 2 3 2 3 3 2 3 3 50 66.7 79.2 5 3 3 4 3 4 4 3 3 4 2 3 3 2 3 3 3 3 3 66.7 79.2 87.5 6 3 4 4 4 4 4 3 4 4 3 3 4 3 3 3 3 3 3 79.2 87.5 91.7 7 2 2 3 2 2 3 2 3 3 2 2 3 2 3 3 2 3 3 50 62.5 75 8 2 2 3 3 3 4 2 3 3 2 2 3 2 2 3 2 3 3 54.2 62.5 79.2 9 3 3 3 3 4 4 3 3 4 2 3 3 2 3 3 3 3 3 66.7 79.2 83.3 10 2 2 3 3 3 3 2 2 3 2 2 2 2 2 2 2 2 3 54.2 54.2 66.7 11 2 2 3 2 3 3 2 3 3 2 2 2 2 2 3 2 2 3 50 58.3 70.8 12 2 3 3 2 3 3 2 3 3 1 3 3 2 3 3 2 3 3 45.8 58.3 75 13 2 3 3 3 4 4 3 3 3 2 3 3 2 3 4 2 3 4 62.5 79.2 87.5 14 2 2 3 3 3 3 2 2 3 2 2 2 2 3 3 2 3 2 54.2 62.5 66.7 15 3 3 3 3 2 3 3 3 3 2 2 3 2 2 2 2 3 3 62.5 62.5 70.8 16 2 3 3 3 3 3 2 3 3 2 3 3 3 3 3 3 3 3 62.5 75 75 17 3 3 4 4 4 4 3 4 3 2 3 3 3 3 3 3 3 3 75 83.3 83.3 18 4 3 4 4 4 4 4 4 4 4 4 4 3 3 3 3 4 4 91.7 91.7 95.8 19 3 3 4 3 4 4 4 4 4 3 3 3 3 3 3 3 3 3 79.2 83.3 87.5 20 2 3 3 3 3 4 3 3 4 2 3 3 3 3 3 3 3 3 66.7 75 83.3 21 3 3 4 4 4 4 3 3 3 2 3 3 3 3 3 3 4 3 75 83.3 83.3 22 1 2 3 2 3 3 2 3 3 1 2 2 2 2 3 2 2 3 41.7 58.3 70.8 23 2 3 4 3 3 4 3 3 4 2 3 3 3 3 3 3 3 3 66.7 75 87.5 24 2 2 3 2 3 4 2 3 3 1 2 3 2 3 3 2 3 3 45.8 62.5 79.2 25 2 3 3 3 3 4 3 3 3 2 3 3 3 3 3 3 3 4 66.7 75 83.3 26 2 3 3 4 3 4 3 4 4 2 3 3 3 3 3 3 3 3 75 79.2 83.3 27 3 3 4 3 4 4 3 3 4 2 3 3 3 3 3 3 4 4 70.8 83.3 91.7 28 2 3 3 3 4 4 3 3 4 3 3 3 3 3 3 3 3 3 70.8 79.2 83.3 29 3 4 4 4 4 4 4 4 4 3 4 4 3 3 3 3 3 4 83.3 91.7 95.8 30 2 2 3 3 3 3 3 3 3 2 2 3 2 2 2 2 3 3 58.3 62.5 70.8 31 2 3 3 3 3 4 2 2 3 2 2 3 2 3 3 2 2 3 54.2 62.5 79.2 32 2 2 3 3 3 4 3 2 3 2 2 3 2 3 3 2 2 3 58.3 58.3 79.2

AVERAGE 63.6 72.3 80.9

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Appendix 20

154

Speaking Rubic

Score 1 2 3 4

Task Completion

Minimal attempt to complete the task and/or responses frequently inappropriate. Partial completion of the task, responses mostly appropriate yet undeveloped. Completion of the task, responses appropriately and adequately developed. Superior completion of the task, responds with elaboration. Comprehensibi lity Responses barely comprehensible. Responses mostly comprehensi ble, requiring interpretatio n by the listener. Responses comprehensibl e, requiring minimal interpretation. Responses readily comprehensible .

Fluency Speech halting and uneven with long pauses and/or incomplete thoughts. Speech slow and/or with frequent pauses, few or no incomplete thoughts. Some hesitation but manages to continue and complete thoughts. Speech continuous with little stumbling.

Pronunciation Frequent errors, little or no communication. Occasional problems with communicati on. No interference with communicatio n. Communicatio n with ease.

Vocabulary Inadequate and/or inaccurate use of vocabulary. Somewhat inadequate and/or inaccurate use of vocabulary. Adequate and accurate use of vocabulary.

Rich use of vocabulary with frequent attempts at elaboration.

Grammar Inadequate and/or inaccurate use of basic language structure. Somewhat inadequate and/or inaccurate use of basic language structure. Emerging control of basic language structure.

Good control of basic language structure.

(Taken from: A Collection of Performance Task and Rubrics: Foreign Languages, Blaz, 2001)

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