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

USING CONTEXTUAL TEACHING AND LEARNING TO

  i

  IMPROVE SPEAKING SKILLS OF XG STUDENTS IN SMA N 1 KASIHAN BANTUL

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree 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 2012

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  A Sarjana Pendidikan Thesis 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

  Ag. Hardi Prasetyo, S.Pd., M.A. November 16, 2012 iii

  iii A Sarjana Pendidikan Thesis 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, Rohandi, Ph.D.

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STATEMENT OF WORK’S ORIGINALITY

  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

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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  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 (Fidelis Permana Sari)

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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

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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

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ACKNOWLEDGEMENTS

  First of all, I would like to thank Jesus Christ who 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. Bantul that gave me permission to conduct this research. I am also very much grateful to Bu Arsianti

  

Widyaningsih, S.Pd., the English teacher of SMA Negeri 1 Kasihan Bantul, who

  permitted me to conduct this research. I also would like to thank all the students of

  

XG of SMA Negeri 1 Kasihan Bantul for their participation as participants in this

research.

  My deepest gratitude go to my beloved parents, Pak Heri and Bu 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 Harjo for 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 viii

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  thank Mba Sophi and Lando for their support. I am very happy and lucky to know them in Lembaga 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.

  Fidelis Permana Sari ix

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

  c. Teaching Methods Associated with Contextual Teaching and Learning ...............................................

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  11

  b. Characteristics of Contextual Teaching and Learning

  11 a. Definition of Contextual Teaching and Learning .......

  10 2. Contextual Teaching and Learning .................................

  9 b. Teaching Speaking ......................................................

  9 a. The Nature of Speaking ..............................................

  9 1. Speaking Skills ................................................................

  6 F. Definition of Terms ..............................................................

  

TABLE OF CONTENTS

  5 E. Research Benefits .................................................................

  5 D. Research Objective ..............................................................

  5 C. Problem Limitation ..............................................................

  1 B. Research Problem ...........................................................

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

  ....................................................................................................... vi ACKNOWLEDGEMENTS ........................................................................... vii TABLE OF CONTENTS ............................................................................... x LIST OF TABLES ......................................................................................... xii LIST OF FIGURES ....................................................................................... xiii LIST OF APPENDICES ................................................................................ xiv

  ABSTRAK

  .......................................................... v ABSTRACT ................................................................................................... v

  LEMBAR PERNYATAAN PUBLIKASI

  Page TITLE PAGE ................................................................................................. i APPROVAL PAGES ..................................................................................... ii STATEMENT OF WORK’S ORIGINALITY .............................................. iv

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  d. Components of Contextual Teaching and Learning ...

  15 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 APPENDICES ...............................................................................................

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LIST OF TABLES

  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 .................

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LIST OF FIGURES

  Figure Page Table 2.1. Kemmis and McTaggart’s Model of Classroom Action Research ........

  19 Table 4.1. The Improvement of Students’ Scores ..........................................

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LIST OF APPENDICES

  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 from BAPPEDA 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 Appendix 20 Speaking Rubric .................................................................. 153

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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

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  2 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 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

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  3 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

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  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.

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  5 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.

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  6 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.

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  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.

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3. Classroom Action Research

  According to Hopkins (1993), as cited by Muslich (2009: 8), “classroom action research is a reflective study done by participants to improve rational stability on their own practices and understanding toward situation of educational practices.” Ebbutt (1985), as cited by Hopkins (1993: 45), writes that “action research is a systematic study to improve educational practice by participants through their own practical actions and their own reflection upon the effects of those actions.” In this research, the terms classroom action research and action research are used interchangeably. In this research, classroom action research is a research which is aimed to solve the problem faced by XG students in SMA N 1 Kasihan Bantul through action and reflection.

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CHAPTER II REVIEW OF RELATED LITERATURE In this chapter, the researcher presents the theoretical description and the theoretical framework of this research. A. Theoretical Description Theoretical description contains theories which are relevant to the

  research. The theories are Speaking Skills, Contextual Teaching and Learning, and Classroom Action Research.

1. Speaking Skills

  This part will discuss the theory of speaking skills. There are two things presented here. They are the nature of speaking and teaching speaking.

a. The Nature of Speaking

  According to Bygate (2001), “Speaking is physically situated face to face interaction: usually speakers can see each other and so can refer to the physical context and use a number of physical signals to indicate, for instance, attention to interaction, their intention to contribute and their attitude towards what is being said” (p. 16). It means that the speaker has to be able to think and understand what he wishes to say. Speaking happens in real time, so the speaker cannot carefully edit and revise what had been said.

  Nunan (1991) states that speaking consists of producing systematic verbal utterance to convey meaning (p. 43). The speakers should know and understand

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  10 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 teacher is supposed to create conducive situation (p. 160). The teacher can

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  11 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 discover meaning for their lives.

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  12 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, to inquire, and to work together. Learning is conducted actively, creatively, and

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  13 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 help the students solve the problem, and encourages the students to solve the

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  14 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, the teacher encourages the students to do their best.

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  15

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