A Research Report

IMPROVING THE STUDENTS SPEAKING ABILITY
THROUGH CONTEXTUAL TEACHING AND LEARNING

(CTL) IN THE SECOND GRADE OF SMA N 1 SEDAYU IN
THE ACADEMIC YEAR OF 2013/2014
A RESEARCH REPORT
DESSI ASTHARINA
29002097
ENGLISH LANGUAGE EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
SARJANAWIYATA TAMANSISWA UNIVERSITY
YOGYAKARTA
2013
DECLARATION OF ORIGINALITY
The undersigned below,
Name
: Dessi Astharina
NIM
: 29 002 097
Program
: PBI
Faculty
: FKIP
Tittle
: Improving the students speaking ability through contextual

teaching and learning (CTL) in the second grade of SMA N 1
Sedayu in the academic year of 2013/2014
Hereby declare that the result of this research report is my own work and
the originality is true. All citations and references used in this research report have
been included in the bibliography. If there is a plagiarism of other work found
later, then I am willing to be responsible and to accept the sanction under the rules
of academic discipline in UST.
This statement is made by me consciously and not under pressured by
anyone else.
Writer,
Dessi Astharina
SUBMISSION
A RESEARCH REPORT
Submitted to the English Language Department Faculty of Teacher Training

and Education of Sarjanawiyata Tamansiswa University Yogyakarta as a
partial fulfillment of the requirement for the attainment of Sarjana
Pendidikan Degree in English Language Education
DESSI ASTHARINA
29002097
ENGLISH LANGUAGE EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY
SARJANAWIYATA TAMANSISWA UNIVERSITY
YOGYAKARTA
2013
APPROVAL
A Research Report
Approved to be maintained by the board of research report examiners

On October 25th, 2013
First Consultant
Second Consultant
TMA. Kristanto, S.Pd., M. Hum.
Drs. Priyanto, M.Pd
NIP: 19700523 200501 1 002
NIP: 6287134
RATIFICATION
A Research Report
Accepted by the board of the research report examiners of Department Faculty of
Teacher Training and Education of Sarjanawiyata Tamansiswa University
Yogyakarta as a partial fulfillment of the requirement for the attainment of
Sarjana Pendidikan Degree in English Language Education
On October 25th, 2013

Board Examiners
Chairman
: Drs. Purwanto Hudi, M.Pd
(_____________________)
Secretary
: Jc. Setyo Karjono, S. Pd.
(_____________________)
Member I
: TMA. Kristanto, S.Pd., M. Hum
(_____________________)
Member II
: Drs. Priyanto, M.Pd
(_____________________)
FKIP Sarjanawiyata Tamansiswa University

Dean,
Drs. Bambang Trisilo Dewobroto, M. Sn.

NIP: 5584075/0525065501
MOTTO
What is with you must vanish: what is with Allah will endure. And we will certainly
bestow, on those who patiently persevere, their reward according to the best of their actions,
(Qs. An Nahl/ 16: 96)
A little thing can make a perfection, but perfection is a little thing

( the writer )
DEDICATION
I dedicate this paper to:

My beloved parents Mrs.Dwi Rusniwati and
Mr.Latif who gave the great love to me and
always supports me in writing this paper
My brother Mas Wawan and my sisters
Fika and Arba. I love you all
Mukton Kamal who always support me
ABSTRACT
Dessi Astharina. 29 002 097. Improving the students speaking ability through
contextual teaching and learning (CTL) in the second grade of SMA N 1 Sedayu
in the academic year of 2013/2014. A research report: The English Language
Department Faculty of Teacher Training and Education of Sarjanawiyata
Tamansiswa University Yogyakarta, 2013.
The objectives of this research are (1) to improve the students speaking
ability through Contextual Teaching and Learning, and (2) to explain the strengths
and weaknesses of Contextual Teaching and Learning in teaching speaking in the
second grade of SMA N 1 Sedayu.
This research is a classroom action research and the research population
involved the second grade students of SMA N 1 Sedayu class XI IPA 1. The data
of this study were collected through observation, interview with the English
teacher and the students, questionnaire, and speaking test. The analysis technique
of this research is descriptive qualitative such as: reduction, display, and
conclusion.
The writer conducted the research in two cycles. In applying CTL, the
writer used three stages of teaching; they are pre-teaching, while-teaching, and
post-teaching. The writer applied the principles of CTL in while-teaching stage.
The result of this research is that CTL have strengths, they are; (1) the students
were more active and very enthusiastic in learning speaking, (2) they were more
brave and confidents to present their tasks, (3) they got more motivation in
learning speaking, (4) it was easier for the students to comprehend the lesson. The
weakness of CTL is that the teacher was difficult to control the students affective
one by one
Key words: action research, contextual teaching and learning, speaking
ACKNOWLEDGEMENTS
In the Name of Allah the Beneficent and the Merciful. Praise be to Allah
Lord of the world who has bestowed upon the writer in completing this
research report. Peace and blessing upon our prophet Muhammad SAW, his
families, his companion and his followers.
This thesis submitted as a Partial Fulfillment of the requirements for the
attainment of a Sarjana Pendidikan Degree in English Language Education
This thesis cannot be completed without a great deal of help from many
people
Furthermore, the researcher also would like to thank and extend her sincere
gratitude to :
1. Drs. Pardimin, M.Pd. Rector of Saarjanawiyata Tamansiswa University
2. Drs.Bambang Trisislo Dewobroto, M.Sn. Dean of the Teacher training and
Educacion Faculty of Saarjanawiyata Tamansiswa University.
3. Dra. Rr. Hasti Robiasih, M.Pd. Head of Department of Language and Art
Education of Saarjanawiyata Tamansiswa University.
4. Drs. Priyanto, M.Pd the second consultan who has help in correcting this
thesis and for guidance
5. Mr. TMA. Kristanto, S.Pd., M.Hum the first consultant who always gives
their valuable help, guidance, correction and give suggestion for the
completion of this thesis
6. Drs. Ir. H Joko Kustanta, M. Pd the headmaster of SMA N 1 Sedayu

7. Drs. Adi Prabowo the English teacher of SMA N 1 Seadyu especially of
the second grade students of science program.
8. All her friends of 09.
9. Member of SOKLE Production, Ikak, Prety, Yuni, Restu, Desi, Zha,
Puguh, Mb Yanti.
Finally, the researcher hopes that this thesis will be useful for the reader.
The researcher realizes that this thesis still far from being perfect.
Therefore, the
welcomes criticism and suggestions for the improvement of this thesis.
Yogyakarta, October 21th, 2013
Writer
TABLE OF CONTENTS
TITLE...............................................................................................
DECLARATION OF ORIGINALITY .
SUBMISSION
APPROVAL .................................................................................
RATIFICATION.............................................................................
MOTTO............................................................................................
DEDICATION.................................................................................
ABSTRACT
ACKNOWLEDMENT....................................................................
TABLE OF CONTENTS.................................................................
i
ii
iii
iv
v
vi
vii
viii
ix
xi
CHAPTER I. INTRODUCTION
A. Background of the Study ...
B. Identification of the Problem .
C. Focus of the Research
D. Formulation of the Problem ...
E. Objective of the Study ...
F. Benefit of the Study ..
1
5
5
5
6
6
7
CHAPTER II. LITERATURE REVIEW

A. Theoretical description ..
1. Speaking ..
2. The Kinds of Speaking Activities
3. Factor Affecting Students Speaking Ability ..
4. The Assessment Grading Scale of Speaking ...
5. Teaching Speaking in KTSP ....
8
8
8
9
13
16
22
B. Contextual Teaching and Learning ....

1. The Definition of CTL .
2. The Implementation CTL in KTSP .
3. The Characteristics of CTL .
4. The Principles of CTL .
5. The Procedures CTL in Teaching Speaking
C. Conceptual Framework ..
D. Previous Study ...
26
26
28
29
31
35
37
40
CHAPTER III. RESEARCH METHOD

A. Place and Time of the Research
B. Object of the Research ...
C. Research Instruments .
D. Data Collection Techniques ...
42
46
47
47
49
E. Data Analysis Technique ...
51
CHAPTER IV. FINDING AND DISCUSSION

A. Problems .
1. Identification of the problem
2. The Result of Interview
3. The Weighting of the Problem .
4. The selection of the Field Problem ..
B. The Implementation of CTL ..
C. Discussion ..
53
53
53
55
56
60
61
77
CHAPTER V. CONCLUSIONS AND SUGGESTION

A. Conclusions ...
B. Suggestions
80
81
82
BIBLIOGRAPHY ..
83
CHAPTER I
INTRODUCTION
A. Background of the Study
English has been decided as one of local-content subject at the elementary
school in the fourth since 1994, fifth and sixth year (Depdikbud, 1994:30) In line
with GBPP (Garis- Garis Besar Pedoman Pengajaran/ The General Instruction of
Teaching), the teaching-learning process of English language is focus on the four
skills, that are; listening, speaking, reading, and writing.One of the four skills
above which plays a significant role in mastering English is speaking. As a skill,
speaking is the most used skill by people rather than the three other skills.
According to Jack Richards (2007:1), learners consequently often evaluate their
success in language learning as well as the effectiveness of their English course
on the basis of how well they feel they have improved in their spoken proficiency.
From the statement, the writer can say that most language learners study
English in order to develop proficiency in speaking. Besides, many language
learners regard speaking ability as the indicator of mastering language. These
learners regard speaking as the most important skill they can acquire, and they
assess their progress in terms of their accomplishments in spoken communication.
Even, one of current models in literary of language education stated that language
is a communication, not only a set of rules. It means that government and school
with the model of language competences should prepare learners to communicate
with the language in order to participate in the target language community itself.
In teaching English at the second grade of SMA N 1 Sedayu, the teacher

teaches the students traditionally. It could be seen from several teaching technique
implemented in classroom teaching. The teacher often applied the drill technique
in presenting speaking material before practicing the conversation on English text
book also, the students were encouraged to memorize the dialogue in pair and
then they performed it in front of the class. Besides, the teacher seems to be the
central in teaching learning process and students just received what the teacher
taught.
They let the students only memorize the vocabulary, instead of using it.
Then, the teacher asks the students to write down the words without asking the
students to use it in the communication, yet some of the students do not know the
function of this language exercise. This teacher-centered technique makes the
student passive in learning English. The traditional method influences the
teaching of speaking in which there are many problems appear. First, it relates to
the condition of students who are lack of vocabulary which will make them
unable to say words during speaking class. Second, the students get used to speak
their Javanese language. Third, they rarely practice to use English to
communicate. Fourth, most of the students are not confident to use English in
speaking class.
For instance, when the teacher asks them to come forward to have a
conversation with their friends, they refuse it. They are shy to perform English
conversation in front of their friends. Finally, the students are not interested in the
material given to them. The teacher is also having difficulties to teach in large
class. The main problem is the way to manage it. During the teaching hours the
teacher should make the students pay attention to the materials given to them. It
needs hard work for getting the students attention. Lack of control also occurs
when they teach in the large class. Therefore, it is difficult to implement the
individual control for each student. Thus, the teacher cannot evaluate each
students proficiency.
There are many factors that make students speaking skill is low. It could
cause by internal factors and external factors. Motivation, interest, and
intelligence are the examples of internal factors. The economic background,
learning materials and teachers, their performance including teaching methods are
the example of external factors. There are many methods of language teaching
that may be selected for teaching speaking skill. One of them that are appropriate
in developing speaking skill is Contextual Teaching and Learning (CTL).
According to Johnson (2002:25):
CTL is an educational process that aims to help student see meaning in the
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, and
collaborating, critical and creative thinking, nurturing the individual,
reaching high standards, and using authentic assessments.
From the statement above, it can be said that CTL is the method that helps
students relate subject matter content to real world situations and motivate
students to make connections between knowledge and its applications to their
lives as family members, citizens, and workers and engage in the hard work that
learning requires. In such an environment, student will discover meaningful
relationship between abstract ideas and practical applications in the context of the
real world. Concept is internalized through process of discovering, reinforcing and
relating. In other word, this method is regarded as the effective method in
teaching speaking.
Method used by teacher in the classroom teaching is often assumed as the
factor that causes the students speaking problem. The method used by the teacher
has often been said to be the cause of success or failure in language learning for it
is ultimately the method that determines what and how of language instructions.
From the problems that explain before, the writer tries to give a solution
for the teacher to implement one of teaching methods. There is a method of
teaching learning method which is interesting and liveliness, namely Contextual
Teaching and Learning (CTL) method. In teaching learning theory, this method is
based on constructivism ideology. In teaching and learning model, students
construct their own knowledge by testing ideas based on prior knowledge and
experience, applying these ideas to a new situation, and integrating the new
knowledge gained with preexisting. Constructivism calls for active participation
in problem solving and critical thinking regarding an authentic learning activity
that students find relevant and engaging intellectual constructs.
There are the reasons of choosing topic:
1. Speaking should be mastered as one of the four language skills and must be
taught effectively through the classroom activities.
2. Teaching speaking should apply some good techniques to make students
speak English well.
3. There should be effort to eliminate the students problem in speaking

B. Identification of the Problem
Based on the background of the study above, the researcher identifies some
problems as follows:
1. How to improve the students speaking ability through Contextual
Teaching and Learning?
2. What are the obstacles of the implementation of Contextual Teaching and
Learning?
3. What are the strengths and weaknesses of the implementation of
Contextual Teaching and Learning in teaching speaking?
4. What are the students responses of the implementation of Contextual
Teaching and Learning in teaching speaking?
C. Focus of the Research
There are four language skills in learning English, they are listening,
speaking, reading, and writing. Teaching English is hard because the teacher must
be active and interactive. Because there are many problems in teaching and
learning speaking, the teacher must make an interesting way to attract the students
to be enthusiastic in learning speaking. In this paper, the researcher limits the
subject matters because of the limited of time, knowledge, energy, and fund. The
researcher will only focus on improving the students speaking ability through
CTL in the second grade of SMA N 1 Sedayu and to find the strengths and
weaknesses of the implementation of Contextual Teaching and Learning in
teaching speaking in the second grade of SMA N 1 Sedayu.
D. Formulation of the Problem

Based on the limitation of the problem above, this research studies the
implementation of Contextual Teaching and Learning in teaching speaking.
Therefore formulation of the problem in as follows:
1. How to improve the students speaking ability through Contextual Teaching
and Learning in the second grade of SMA N 1 Sedayu?
2. What are the strengths and weaknesses of the implementation of Contextual
Teaching and Learning in teaching speaking in the second grade of SMA N 1
Sedayu?
E. Objectives of the Study
In line with the formulation of the problem, the objectives of the study
are stated as follows:
1. To describe the improvement of students speaking ability through
Contextual Teaching and Learning in the second grade of SMA N 1 Sedayu
2. To explain the strengths and weaknesses of the implementation of Contextual
Teaching and Learning in teaching speaking in the second grade of SMA N 1
Sedayu
F. Benefit of the Study

This research is expected to give benefits and contributions as follows:
1. Theoretical Benefit
a. The result of the research can be useful for students on pronunciation,

memorize the vocabulary in implementation of Contextual teaching and
Learning.
b. The result of the research can be useful for English teacher in
implementation of Contextual teaching and Learning to improve the
speaking mastery.
c. The result of the research can be used as the reference for those who want
to conduct a research of students speaking mastery using Contextual
teaching and Learning.
2. Practical Benefit
a. The result will help the teacher to improve the students speaking mastery.
b. The result will help the students in increasing their speaking mastery and
to increasing their speaking ability in interaction with each other.
c. The result will give the information to the teacher in the way in carrying
out the Contextual teaching and Learning on teaching speaking to increase
the students speaking mastery.
CHAPTER II
LITERATURE REVIEW
A. Theoretical Description
1. The Definition of Speaking

Speaking is significant to an individuals living processes and
experiences as are the ability of seeing and walking. Speaking is also the most
natural way to communicate. Without speaking, people must remain in almost
total isolation from any kind of society. For most people, the ability to speak a
language is the same with knowing a language since the speech is the most
basic means of human communication. When we speak, a great deal more than
just mouth is involved such as nose, pharynx, epiglottis, trachea, lungs and
more. Cornblet (2001:17) said that speaking isnt just making sound. Birds,
animals, babies make sound and though it may be communication of sorts, its
not speaking.
Actually, what is the meaning of speaking? In the process of writing
this paper, the writer has tried to find out the meaning of speaking as one of
skills in English language. He has finally found several resources that explain
speaking as follows. Meanwhile, Tarigan (1981:15) defines that, speaking is a
skill of conveying words or sounds of articulation to express or to deliver
ideas, opinions, or feelings. Byrne (1998:8) states that, oral communication (or
speaking) is a two way process between speaker and listener and involves the
productive skill of speaking and the receptive skill of understanding.
Based on the previous four definitions, it can be synthesized that
speaking is the process of sharing with another person, or with other persons,
ones knowledge, interests, attitudes, opinions or ideas. Delivery of ideas,
opinions, or feelings is some important aspects of the process of speaking

which a speakers idea become real to him and his listeners.
Meanwhile, in the process of writing this paper, writer has found some
different terms that are associated with speaking from several resources that are
talks, speech, oral communication oral language, and spoken language. That is
why the writer sometimes used that one of those five terms when explaining
speaking theory in this chapter. Basically, all the four terms have similar
meaning with term speaking.
2. The Kinds of Speaking Activities
To help students develop communicative efficiency in speaking, there
are some activities are used in the classroom to promote the development of
speaking kills in our learners. The discussions below centers on the major
types of speaking (Harmer, 2001:271-274):
a. Acting from a script.
In this section the teacher asks the students to perform the play
based on the dialogue in the script. Thus, the teacher as the director
and the students perform the dialogue.
b. Communication Games
A game is one of activities that can help students relaxed in
learning the language. This technique is particularly suitable for the
children in mastering the language. It is designed to provoke
communication between students, so that the students has to talk to a
partner in order to solve a puzzle, draw a picture, puts the things in

right order, and differences between picture.
c. Discussion
Discussion is probably the most commonly used in the speaking
skills classroom activity. It is a common fact that discussion really
useful activity for the teacher in order to activate and involve student in
classroom teaching. Typically, student are introduced to a topic via
reading, listening passage, or a video tape and are then asked to get into
pairs or groups to discuss a related topic in order to come up with a
solution, a response, or the like. Normally, people need time to
assemble their thought before any discussion and that is something
needs to consider. So, Teacher must take care in planning and setting up
a discussion activity.
According to Murcia (2001:6), there are several steps that
should be done by the teacher before starting the discussion activity,
that are: first, planned (versus random) grouping or pairing of students
may be necessary to ensure a successful discussion outcome. Second,
students need to be reminded that each person should have a specific
responsibility in the discussion, whether it is kept on time, take note or
report results. And finally, students need to be clear about what they are
to discuss, why they are discussing it, and what outcome is expected. In
order to manage a good discussion activity, the writer concludes that
the steps above are really important to do because most teachers hope
that they will be able to organize discussion session in their classroom,

particularly if the exchanges of opinions provoke spontaneous fluent
language use.
d. Information gap/problem solving
According to Harmer (2002:275), one type of speaking activity
involves the so called information gap where two speakers have
different parts of information making up a whole. Because they have
different information, there is a gap between them. In this activity,
students are supposed to be working in pairs. One student will have the
information that other partner does not have and the partners will share
the information. Information gap activities serve many purposes such as
solving a problem or collecting information. Also, each partner plays an
important role because the task cannot be completed if the partners do
not provide the information the others need.
An example of an information gap principle is using the jigsaw
material McDonough and Christopher Shaw (1993:165) said that, in a
jigsaw activity, each partner has one or a few pieces of the "puzzle,
"and the partners must cooperate to fit all the pieces into a whole
picture. The puzzle piece may take one of several forms. It may be one
panel from a comic strip or one photo from a set that tells a story. It
may be one sentence from a written narrative. It may be a tape
recording of a conversation, in which case no two partners hear exactly
the same conversation.
From the statement above, the writer can say that information
gap and jigsaw activity are effective because everybody has the
opportunity to talk extensively in the target language and they can
exchange information each other because of the gap between them.
e. Role plays
One way of getting student to speak in different social context
and to assume varied social roles is to use role-play activities in the
classroom. Role plays can be performed from prepared scripts, created
from a set of prompt and expression or written using and consolidation
knowledge gained from instruction or discussion of the speech act and
its variations prior to the role plays themselves (Marianne, 2001:106).
Because socio cultural are so crucial in the production of speech acts, it
is suggested that discourse rating task, in which students rate dialogues
or scenarios on various continual of formality and they can raise
awareness about language and can help transfer this knowledge to
production activities such as role plays. Besides, the social interaction
activities, on the others hand, also requires the learner to pay more
attention to the establishment and maintenance of social relationships.
Meanwhile, two things can be added to this description. Firstly,
the teacher could make the role-play a whole-class activity by having
all the students act out a public meeting with many speakers. Secondly,
not all role-play a party situation, for example, all you might need to do
is set the party scene and then tell student to go either as themselves or
as a living or dead person they would like to be (Harmer, 1990:91).

Role play is more than just play-acting. It offers chances for rehearsal
and engagement that some others activities fail to give.
3. Factor Affecting Students Speaking Ability
According to Richards and Renandya (2007:205-206), there are four
factors that affect student oral communication ability that are age or
maturational constraints, aural medium, socio-cultural factors and affective
factors. Below are the explanations of the four factors that affect students
speaking skills.
a. Age or Maturational Constraints
Age is one of the most commonly cited determinant factors of
success or failure in foreign language learning. Several experts such
as Krashen and Scarcella (2007:206) argue that acquires who begin
learning a second language in early childhood through natural
exposure achieves higher proficiency than those beginning as adults.
Many adults fail to reach native-like proficiency in a second
language. Their progress seems to level off at certain stage. This fact
shows that the aging process itself may affect or limit adult learners
ability to pronounce the target language fluently with native-like
pronunciation.
b. Aural Medium
The central role of listening comprehension in foreign language

acquisition process in now largely accepted. It means that Listening
plays an extremely important role in the development of speaking
abilities. Speaking feeds listening, which precede it. So speaking is
closely related to or interwoven with listening which is the basic
mechanism through which the rules of language are internalized
c. Socio-cultural Factors
Many cultural characteristics of a language also affect foreign
language learning. From a pragmatic perspective, language is a form
of social action because linguistic communication occurs in the
context of structured interpersonal exchange and meaning is thus
socially regulated. Thus, to speak a language, one must know how
language is used in a social context. It is well known that each
language has its own rules of usage as to when, how, and what degree
a speaker may impose a given verbal behavior of their conversational
partner. In addition, oral communication involves every powerful
nonverbal communication system which sometimes contradicts the
messages provided through the verbal listening channel. Because of a
lack of familiarity with nonverbal communication system of target
language, EFL learners usually do not know how to pick up nonverbal
cues. So, it is an important point to understand that socio cultural
factor is another aspect that great affect oral communication.
d. Affective Factors
The affective side of the learner is probably one of the most

important influences on language learning success or failure. The
affective factors related to foreign language learning emotions,
self-esteem, empathy, anxiety, attitude and motivation. Foreign
language learning is a complex task that is supportable to human
anxiety which is associated with feeling of uneasiness, frustration,
self-doubt and apprehension. Speaking a foreign language in
public, especially in front of native speakers, is often anxiety
provoking.
These four factors play an important role in determining the
success and the failure of student in learning speaking. Learning to
speak a foreign language requires more that knowing its
grammatical and semantic rules. Factors affecting Adult EFL
learners oral communication is the thing that need to be consider
by EFL teacher in order to provide guidance in developing
competent speaker of English. Once the EFL teachers are aware of
these things, he will teach in more appropriate way and it will help
them to develop student speaking skill.
4. The Assessment Grading Scale of Speaking
As most people say that testing speaking is the most complex to assess
with precision. Many of teachers often feel uncomfortable when handling
speaking test since it is often difficult to be objective and consistent when
testing a large number of students. But it doesntt mean that speaking test
cant be measured in correct way. In the interaction with peers, two or more
students may be asked to discuss a topic. The problem with this format is that
the performance of one student may be affected by that of others.
One student might dominate the conversation. Therefore, Heaton
(1989:98) said that it is important to make pair students with similar level of
language proficiency. Meanwhile, determining the rating scale used is the
next step to do in assessing speaking skill. Writer found various books that
presented the sample of an oral English rating scale. J.B. Heaton in his book,
Writing English Language Test, examined rating scale of six-point range.
Besides, Harris in his book Testing English as a Second Language examined
rating scales of five-point range.
In this paper, the writer quoted the one that is used by Harris (1969:25)
as it is the most applicable to our speaking class rating system, since we
would have 1-10 or 10-100 range of point as stated in the guidelines of
scoring speaking skill in 2004 curriculum. According to Harris (1969:25),
speaking is a complex skill requiring the simultaneous use of different
abilities which often develop at different rates.
Five components are generally recognized in analyses of speech
process that are pronunciation, grammar, vocabulary, fluency and
comprehension. Harris presented the sample of an oral English rating scale
that used 1-5points. Below is the frame of Harriss oral English rating scale.
Rating
No
Criteria
Comments
Scores
1.
Pronunciation
Has few traces of foreign language
Always intelligible, thought one is conscious

of A definite accent
Pronunciation problem necessities

concentrated listening and occasionally lead
to Misunderstanding
Very
hard
to
understand
because
of
Pronunciation problem, most frequently be

asked to repeat
1
Pronunciation problem to serve as to make

speech virtually unintelligible
2.
Grammar
Make few (if any )notice able errors of

grammar and word order
Occasionally makes grammatical and word.

Orders errors that do not, however obscure
meaning
Make frequent errors of grammar and word

order, which occasionally obscure meaning
Grammar and word order errors make

Comprehension
difficult
,must
often
rephrases sentence and or restrict himself to

basic pattern
1
Errors in grammar and word order so, severe

as to make speech virtually unintelligible
3.
Vocabulary
Use of vocabulary and idioms is virtually

that of native speaker
Sometimes uses in appropriate terms and

must rephrases ideas because of lexical and
equities
Frequently
uses
the
wrong
words
conversation somewhat limited because of

inadequate vocabulary
2
Misuse of words and very limited vocabulary

makes comprehension quite difficult
Vocabulary limitations extreme as to make

conversation virtually impossible
4.
Fluency
Speech as fluent and efforts less as that of

native speaker
Speed of speech seems to be slightly affected

by language problem
Speed and fluency are rather strongly

affected by language problem
Usually hesitant, often forced into silence by

language limitation
Speech is so halting and fragmentary as to

make conversation virtually impossible
5.
Comprehension
Appears to understand everything without

difficulty
Understand nearly everything at normal

speed although occasionally repetition may
be necessary
Understand most of what is said at slower

than normal speed without repetition
Has great difficulty following what is said

can comprehend only .social conversation.
Spoken slowly and with frequent repetition
Cannot be said to understand even simple

conversational English
The oral ability test divided into five elements; pronunciation,

grammar, vocabulary, fluency, and comprehension. Each elements
characteristics are then defined into five short behavioral statements as
stated in the frames above. This helps to make the test reliable, since it
avoids subjectivity because it provides clear, precise and mutually
exclusive behavioral statements for each point of the scale. The writer will
objectively see the characteristics of each students speaking ability
whether they achieve 1,2,3,4 or 5 score. Then, it can easily calculate the
score. The amount of maximum scores gained is 25. It is gained from the
five elements of speaking as stated above. This amount of score can be
described as follow.
Pronunciation
:5
Grammar
:5
Vocabulary
:5
Fluency
:5
Comprehension
:5
25 x 4 = 100
Since our speaking class rating system is used the range of point
1-10 or 10-100, then, to make it easier to calculate, the score is converted
into 100 point scale by multiplying it with 4. The rating system used here
is based on the rounding off system. It is clearly seen that the writer
modify the range score because the need of the scoring system as stated in
the previous page. According to the rounding off system, writer concludes
that 100 point is the highest score gained by a student and 20 point is the
lowest score gained by a student.
5. Teaching Speaking in KTSP ( Kurikulum Tingkat Satuan Pendidikan)

Speaking is one of skills that taught in English language material.
KTSP is current curriculum applied by Indonesian government. KTSP is
similar with KBK or curriculum-based competence in several ways. The
differencess are that KTSP give more space to the school to determine basic
competency (kompetensi dasar) and indikator (indikator) based on the
situation of the school. So, the government only determined the standar of
competency and then it is interpreted by each school.
a. The Standard Competence
To implement KTSP (Kurikulum Tingkat Satuan Pendidikan,)
the local government now has right to improve more how to
implement it in school level. It is obviously stated on the government
decree number 19 year 2005 about National Standard Education:
1) Sekolah dan komite sekolah, atau madrasah dan komite
madrasah,
mengembangkan
pendidikan
dan
silabusnya
kaurikulum
tingkat
satuan
berdasarkan
kerangka
dasar
kurikulum dan standar kompetensi lulusan di bawah supervisi

Dinas Pendidikan Kabupaten/Kota yang bertangung jawab
terhadap pendidikan untuk SD, SMP, SMA, dan SMK, serta
Departemen yang menangani urusan pemerintahan di bidang
agama untuk MI, MTs, MA, dan MAK ( Pasal 17 Ayat 2)
2) Perencanan proses pembelajaran meliputi silabus dan rencana
pelaksanan pembelajaran yang memuat sekurang-kurangnya
tujuan pembelajaran, materi ajar, metode pengajaran, sumber
belajar, dan penilaian hasil belajar (Pasal 20)
So it is understood that school could explore and modify KTSP

according to schools need and its vision and mission. Furthermore,
KTSP implementation is also stated on National Education Ministers
decree number 22 and 23 year 2006. In implementing KTSP, one of the
points that need to be considered is how to develop the syllabus. In
English subject, the syllabus is designed based on Standar Isi which is
consist of subject, identity, competence standard and basic competence,
main learning material, learning activity, and indicators, assessment, time
allocations and learning resource. So, the government has defined
standard competence for speaking in the second year grade (kelas
sebelas) at first semester of senior high school level as follows:
a) Mengungkapkan makna dalam teks percakapan transaksional

dan interpersonal resmi dan berlanjut (sustained) dalam
konteks kehidupan sehari-hari
b) Mengungkapkan makna dalam teks fungsional pendek dan
monolog yang berbentuk report, narrative, dan analytical
exposition dalam konteks kehidupan sehari-hari.
b. The Basic Competence
The basic competence is the minimum competence that needs
to be mastered by the students in achieving reading skill; it is the
modification of the standard competence. The basic competence for
speaking skill in the first semester of second grade student at SMAN 1
Sedayu are:
1)
Mengungkapkan makna dalam percakapan transaksional (to get

things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(sustained) dengan menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dan
melibatkan tindak tutur: menyampaikan pendapat, meminta
pendapat, menyatakan puas, dan menyatakan tidak puas
2)
Mengungkapkan makna dalam percakapan transaksional (to get

things done) dan interpersonal (bersosialisasi) resmi dan berlanjut
(sustained) dengan menggunakan ragam bahasa lisan secara akurat,
lancar dan berterima dalam konteks kehidupan sehari-hari dan
melibatkan tindak tutur: menasehati, memperingatkan, meluluskan

permintaan, serta menyatakan perasaan relief, pain, dan pleasure.
3)
Mengungkapkan makna dalam teks lisan fungsional pendek resmi

dan tak resmi secara akurat, lancar dan berterima dalam berbagai
konteks kehidupan sehari-hari
4)
Mengungkapkan makna dalam teks monolog dengan

menggunakan ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dalam teks
berbentuk: report, narrative, dan analytical exposition
6. Stages in Teaching-learning Process

Teaching is giving knowledge and information to the students about
the culture, science and experience. In the teaching learning process,
teacher uses some stages. There are three stages in teaching learning
process, they are: Pre teaching, while teaching, and post teaching
(Brown, 2001:149)
a. Pre- teaching
It is the stage of interaction between teacher and students in
introducing the topic in the classroom activities. It is the point
at which overall knowledge of the culture and social context
of the topic is build and develop.
b. While- teaching
In while teaching, the teacher applies Contextual Teaching
and Learning (CTL) to teach speaking in the classroom.
c. Post- teaching
The teacher gave summary about the topic and then gave
them task to develop the activities at earlier stages.
B. Contextual Teaching and learning (CTL)

1. The Definition of CTL
The philosophy of CTL was rooted from progressivisms of Nurhadi
(2004:8), an expert of classical education proposed the theory of curriculum
and teaching methodology related to the students experience and interest.
Principally, the students will learn effectively if they can make a connection
between what they are learning with the experience they had, and also they
actively involved in learning process in the classroom. John Dewey, as quoted
by Donald freeman (1999:34), said that what an individual has learned in the
way of knowledge and skills in one situation becomes an instrument of
understanding and dealing effectively with the situation which follows. The
process goes on as long as life and learning continue.
The theory of cognitive also influenced the philosophy of CTL. The
students will learn so well if they actively involved in the classroom activities
and have a chance to inquiry it by themselves. Students will show their
learning achievement through the real things that they can do. Learning is
regarded as an effort or intellectual activity for developing their idea through
introspection activity.
Based on two theories above, the CTL philosophy was developed. CTL
is a proven concept that incorporates much of the most recent research in
cognitive science. It is also a reaction to the essentially behaviorist theory that
have dominated American education for many decades. CTL is promoted as
the alternative for the new learning strategy. CTL emphasize the learning
process through .constructing not memorizing and teaching is interpreted as an
activity of inquiring process not only transferring knowledge to the students. In
CTL, student are expected to develop their own understanding from their past
experience or knowledge (assimilation). It is important because our brain or
human mind functioned as the instrument for interpreting knowledge so that it
will have a unique sense.
Meanwhile, several attempts have been made to define the meaning of
CTL method. In the process of searching the meaning of CTL, writer has found
several definitions about it from different resources.
Johnson (2002:25) defines CTL as follows:
CTL is an educational process that aims to help student see meaning
in the 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.
In addition, Berns and Errickson ( 2007:27) stated that,
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.
Meanwhile, The Washington State Consortium for Contextual Teaching

and Learning, as cited in Nurhadi (2004:12), formulate the definition of CTL
as follows:
Contextual teaching is teaching that enables students to reinforce,
expand, and apply their academic knowledge and skills in a variety of inschool and out-of school settings in order to solve the stimulated or real-world
problems.
Based on the previous four definitions, the writer concludes that CTL is
the way or the concept of teaching that help teacher and students to relate
subject matter to the real life situation and motivate student to connect and
apply all aspect of learning into their role in real life. When we talked about
context, most people say that it related to their social life. In the classroom
teaching, CTL means teacher should present the student real world inside the
classroom.
2. The Implementation of CTL in School Based Curriculum
From the explanation about teaching speaking in KTSP and the
understanding of Contextual Teaching and Learning, the researcher assumes
that Contextual Teaching and Learning (CTL) method can be applied in KTSP.
It can be seen in the definition of CTL itself, that CTL is a method that help
teacher and students to relate subject matter to the real life situation and
motivate student to connect and apply all aspect of learning into their role in
real life or in the context situations. It is appropriate with the Standard
Competence (SK) and Basic Competence (KD). In the Standard Competence
and the Basic Competence, the students should express the transactional (to get
things done) and interpersonal conversation texts and the functional texts in a
real context.
3. The Characteristics of CTL
As quoted by Nurhadi (2004:10), characterizes CTL into eight important
elements as follows:
a. Meaningful Connections
Students can organize themselves as learners, who learn actively in
improving their interest individually, person who can work individually or
collectively in a group, and a person who can do learning by doing.
b. Doing Significant Work
Student can make relationship among schools and the various existing
contexts in the real world as business maker and as a citizen.
c. Self-Regulated Learning
Students do the significant work; it has purpose, it has connection with
others, it has connection with decision making and it has the concrete
results or products.
d. Collaborating
Students are able to work together. The teacher helps students in order
to work effectively in a group and teacher helps them to understand the
way how to persuade and communicate each others.
e. Critical and Creative Thinking
Students are able to apply higher level thinking critically and
effectively. They are able to analyze, to synthesize, to tackle the
problem, to make a decision and to think logically.
f. Nurturing the Individual
Students carry on their selves, understand, give attention, possess high
wishes, motivate and empower themselves. Students cant get the
success without the support from adult people. Students should respect
their companion and adult person.
g. Reaching High Standards
Students know and reach the high standard. It identifies their purposes
and motivates them to reach it. Teacher shows to students how to reach
what called excellent.
h. Using Authentic Assessments
Students use academic knowledge in the real world context to the
meaningful purposes. For example, students may describe the academic
information that have learnt in subject of science, health, education, math, and
English subject by designing a car, planning the school menu, or making the
serving of human emotion or telling their experience.
These eight characteristics make CTL different from other methods. It

became the main components in applying CTL method. It is also clearly seen
that these eight characteristics asks the students for actively involving in
classroom activity. Collaborating, nurturing the individual and creative and
critical Thinking ask the students to responsible for their own learning. The
role of teacher in CTL is to facilitate student to find the fact or the meaning,
concept, or principles for their selves. Once these eight characteristics applied
in classroom, it will help both student and teachers in creating a good
atmosphere where the learners have a great responsibility in achieving their
success in leaning.
4. The Principles of CTL
a. Constructivism
Constructivism is the foundation of CTL. The basic premise is that
an individual learner must actively build knowledge and skills. However, all
advocates of constructivism agree that it is the individuals processing of
stimuli from the environment and the resulting cognitive structure that
produce adaptive behavior rather than the stimuli themselves. In the
classroom teaching learning process, the application of constructivism are
applied in five step of learning that are activating knowledge, acquiring
knowledge, understanding knowledge, applying knowledge and reflecting
on knowledge. The constructivism paradigm has led us to understand how
learning can be facilitated through certain types of engaging, constructive
activities. This model of learning emphasizes meaning making through
active participation in situated context socially, culturally, historically, and

politically.
b. Inquiry
Basically, inquiry is a complex idea that means many things to many
people in any contexts. Inquiry is asking, asking something valuable that
related to the topic discussed. Inquiry is defined as .a seeking for truth,
information or knowledge. Seeking information by questioning in applying
inquiry activity in the classroom teaching, there are several steps that should
be followed that are formulating problem, collecting data through
observation, analyzing and presenting data (through written form, picture,
report and table) and finally, communicating and presenting the result of
data to the readers, classmates, and the other audients.
c. Questioning
Questioning is the mother of contextual teaching and learning, the
beginning of knowledge, the heart of knowledge and the important aspect of
learning. Sadker as quoted by Nurhadi (2004: 12), mentioned the important
of questioning technique in classroom teaching. He said,
To question well is to teach well. In the skillful use of the question
more than anything else lies fine art of teaching; for in it we have the
guide to clear and vivid ideas, and the quick spur of imagination, the
stimulus to thought, the incentive to action. Whats in a question, you
ask everything. It is the way of evoking stimulating response or
stultifying inquiry. It is in essence, the very core of teaching. The art
of questioning is the art of guide learning.
Sometimes, the teacher asks to the students before, during and after the
lesson. At other times, they are posed effectively by the students to focus
their own lesson, keep them engaged and help them monitor their
understanding of what was learned. In a productive teaching learning,
questioning activity are useful for checking students comprehension, solving
problem faced by students, stimulating responses to the students, measuring
students curiosity, focusing student attention, and refreshing students prior
knowledge.
d. Learning Community
In learning community, the result of learning can be gotten from
gathering others and also can be taken from sharing with friends, other
groups, and between make out person and not. Actually, learning
community has the meaning as follows: 1).Group of learning which
communicate to share the idea and experience, 2).Working together to solve
the problem and 3).The responsibility of each member of learning group.
It is sometimes forgotten that language classes operate as
communities, each within its own collection of shared understandings that
have been build up over time. The overall character or each language class
is created, developed, and maintained by everyone in room. Each class
member has a specific role to play, even those with ostensibly low profile
such as observer.
e. Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates to
students to study and acting what the teacher need to be implemented by
students. Modeling activity can be summarized into demonstrates the
teachers opinion and demonstrates how does the teacher want the student to
learn.
f. Reflections
Reflection is the ways of thinking about what the students have
learned and thinking about what the students have done in the past.
Reflection is figuration of activity and knowledge that just have received.
Teacher need to do the reflections in the end of teaching learning process. In
the end of teaching learning process, teacher spends a little time and ask
student to do the reflection. The realization of reflection can be done by
giving direct statement about the information that acquired in the lesson,
some notes or journal on student book, some impression and suggestion
from students about the learning process and discussion.
g. Authentic Assessment
According to Harmer (2002:100), authentic assessment is a procedure
of achievement in the CTL. Assessments of students performance can come
from the teacher and the students. Authentic assessment is the process of
collecting the data that can give the description of student learning
development. In the process of learning not only the teacher that can be
placed to provide accurate assessments of students performance, but also
students can be extremely effective at monitoring and judging their own
language production. They frequently have a very clear idea of how well
they are doing or have done, and if we help them to develop this awareness,
we can greatly enhance learning. Meanwhile, authentic assessment has some

characteristics that are :(a) Involves real world experience, (b) Allows
access to information, (c) Encourages the use of computer, dictionary and
human resources, (d) Engages the students by relevance, (e) Uses openended format, (f) Includes self-assessment and reflection, (g) Warrant effort
and practice, (h) Identifies strength to enable students to show what they can
do and (i) Make assessment criteria clearer to student. Essentially, the
question that needs to answer by authentic assessment is. Do the students
learn something, what have they already known? So, the students are
assessed through many ways, not only assessed their examination test.
5. The Procedure of CTL in Teaching Speaking
Seven main components of CTL that explained above are the main
requirements in classroom teaching learning process. Below are the procedure
shows to apply CTL, including speaking class activity, in the classroom
teaching learning process.
a. Improve the understanding that student will learn more effectively
through self-learning, self-inquiring, and self-constructing using their
own knowledge and experience.
First, Teacher need to encourage student to actively involved in
learning process and use the students idea and experience to conduct
the learning and whole learning unit
b. Do the inquiring activity to achieved desired competences in speaking
activity.
In this step, the teacher presents the speaking material (e.g in the
form of certain pictures or visual aid that describes some activities) in
which the student need to analyze it by their self. Try to challenge the
students with their own ideas and conceptions to interpret it. Allow
them to present their own idea and encourage them to apply their own
ideas, experience and interest to direct learning process.
c. Create learning community or learning in groups
This step will help student to improve their leadership and their
cooperation among the student. In this step, the students discuss the
material with their friends and then they present it in front of the class.
To make the learning process more effective, teacher need to
encourage the students to express their own ideas before the teacher
did it.
d. Questioning as a learning tool. it is useful for improving students
curiosity
The teachers allow the students to ask something related to the
material after the discussion and presentation session finished. It will
give them more understanding in material discussed.
e. Do the reflection in the end of learning to make student feel that they
have learned something.
Provide enough time to reflect, analyze, and respect all ideas
that are expressed by all students. Teacher need to engage the students
in searching the information that can be applied in solving the problem

in their own life. So, the learning process will give them many benefits
in their real life.
B. Conceptual Framework
It has been mentioned before in the above discussion that CTL is one of the
methods to promote speaking. The writer believes that Contextual Teaching and
Learning can be a suitable solution to tackle the problems in teaching speaking.
The goal of CTL are to improve the students understanding that they will learn
more effectively through self-learning, self-inquiring, and self-constructing using
their own knowledge and experience, achieve desired competences in speaking
activity, improve their leadership and their cooperation among the students,
improve students curiosity, make students feel that they have learn something.
In a CTL learning environment, students can discover meaningful
relationship between abstract ideas and practical applications in a real world
context. Meanwhile, CTL also encourages teacher to design learning environment
that incorporate many kinds of experiences to achieve the desired outcomes. The
writer believes that the application of CTL in English language teaching will help
student in developing their proficiency in speaking and also encourage them to
learn well because taught how to use the method in their learning process in
classroom teaching. In the process of speaking class, the teacher has a planning,
what will be taught in the class then make a draft about it, it means that what is
the method that will be used to teach the students and after taught the students, the
teacher revising and editing it to make a better than before.
The researcher hope that the students can achieve these important elements,
the elements include: the students can organize themselves as learners, who learn
actively in improving their interest individually, person who can work
individually or collectively in a groups, and a person who can do learning by
doing. They can make relationship among schools and the various existing
contexts in the real world as business maker and as a citizen. They do the
significant work that it has a purpose, it has connection with others, it has
connection with decision making and it has the concrete results or products. They
are able to work together. The teacher help students in order to work effectively in
groups and teacher help them to understand the way how to persuade and
communicate each others. They are able to apply higher level of thinking
critically and effectively. They are able to analyze, synthesize, tackle the problem,
make a decision and think logically. And they carry on themselves, understand,
give attention, possess high wishes, motivate and empower themselves. It can be
seen in the following frame.
Teaching and Learning Process
Pre-teaching
While-teaching
Introducing learning Materials
Implementation of CTL
activities
Applying the principles of CTL
Post-teaching
Closing learning
Constructivism
Inquiry
Questioning
Learning
Modeling
Community
Reflection Authentic
Assessment
Building of Learning by Asking to

Knowledge finding
other
students
Working
together
Giving
example
Do a
Asses the
reflection
The Students Activities
Generally, there are several reasons of choosing CTL, they are as follows:
a. Students accept more responsibility of their own learning
b. Students enjoy a positive interaction
c. CTL creates a team that enliven learning process
d. Students are encouraged to explore their potency
e. Students are the center of learning process
C. Previous Study
There are some discussing analysis about Contextual Teaching and
Learning. First the analysis of Contextual Teaching and Learning (CTL) written
by Wendy Wijarwadi (2008) from Syarif Hidayatullah State Islamic University
Jakarta entitled: The Effectiveness of Contextual Teaching and Learning in
teaching speaking. In his paper, he analyzed the effectiveness of Contextual
Teaching and Learning as a comparison with Audio Lingual Method (ALM) and
show how is the significant difference between the students speaking scores
taught by Contextual Teaching Learning and taught by Audio-Lingual
Method and he concluded that the students speaking
scores
that taught by
Contextual Teaching Learning are better than those which are taught by AudioLingual Method.
The result is the researcher used quantitative analysis, he found the value of
t observation is 3,27 and the value of t table from the df (58) on degree of
significance of 5 % and 1 %, are 2.00 and 2,65. It means that the value of t
observation
is bigger than the value of t table. Therefore, the alternative
hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected, or it can be

said that there is a significant influence of using Contextual Teaching Learning
in teaching speaking.
The second analysis about Contextual Teaching and Learning is written by
Sudarta. He was one of Sarjana Wiyata Tamansiswa University student. He took
the study of Improving the Students Speaking skill Through Contextual
Teaching and Learning (CTL) Technique to the Eight Grade Students of SMP N 1
Semanu in Academic Year 2011/1012. In his thesis, the objective of study were
to know the students problems and the improvement in learning speaking. The
steps to conduct the problem were used questionnaire and interview and then he
identifies, heightens and select the problem. He used stages on tips from spartt
(2005:61) The stages in teaching speaking are Presentation. Practice and
Production.
The result is the teacher had mostly applied Contextual Teaching and
Learning (CTL) in the teaching and learning activities. Nevertheless, there were
three activities that were not concerned with CTL. There were (a) the students
didnt practice intonations of some statements, (b) the students didnt make some
questions based on the dialogue they had practiced with the partners, and (c) the
teacher didnt ask the students to make some questions related to the dialogue.
CHAPTER III
RESEARCH METHOD
A. Research Design
In this research, the writer used classroom action research (CAR). Mc
Niff (1988:27) in Arikunto (2006:102) states that action research is a form of
self-reflective inquiry undertaken by participants in a social (including
educational) situation in order to improve the rationality and justice of their own
social or educational practices as well as their understanding of these practices
and the situations in which these practices are carried out. It consists of
planning, acting/implementing, observing, and reflecting.
Furthermore,
Kasbolah (2001:15-17) states that there are four characteristics of action

research; first, the action research is carried out by practitioners rather than
outside researcher. In this research, the classroom action research was carried
out by the researcher and English teacher as the collaborator. Second, action
research is the systematic study attempting to overcome real problems.
This classroom action research (CAR) was an attempt to overcome
students problem in speaking mastery. Third, the action research is intended to
change thing to be better than before. In this research, the class action research
(CAR) was intended to change the students ability in speaking mastery to be
better than before. Fourthly, action research is a kind of collaborative research,
it means that the research take participants in the form of a team consisting of
insider and outsiders. Then insiders were some teachers who want to do action
research and outsiders were the researchers in their field. In this research, the
classroom action research (CAR) was done by the writer and the English
teacher.
In this Classroom Action Research (CAR), the writer used the CAR
principles to collect the data. The research consists of two cycles in which each
cycle consist of four elements. The writer described the cycles through the
scheme of action research steps and each of the phases can be explained briefly
as follows:
0. Problems
1. Planning I
2. Acting and Observing I
3. Reflecting I
4. Revised Planning
5. Acting and observing II
6. Reflecting II
The cycle of Classroom Action

Research (Kemmis & Taggart)
Based on the process of the action research above, the procedure of this research
is described as follows:
1. Problems
In this case, the researcher tried to find the problems by using
questionnaire and interview, and then the researcher identified weighted and
selected the problem. In this research, the aim of the questionnaire is to
recognize the effectiveness of using contextual teaching and learning to

improve speaking ability. Then, the researcher made a list of problems
according to the result of questionnaire and interview. The problems were
listed based on their levels of difficulties. The problems were divided into
three categories; they are serious, fair and unserious.
2. Planning
After identified the problems, the researcher conducted some activities in the
planning stage. The planning activities are:
Preparing materials, making lesson plan, and designing the steps in
conducting the actions.
a. Preparing sheet for classroom (to know the situations of teaching and
learning process when the method is applying in the classroom)
b. Preparing teaching aids (games or yells)
3. Acting and Observing I

a. Acting
In the teaching process, the researcher asked the students to interact with
other students and let them practice speaking English in class and
observed them directly.
b. Observing
The researcher used questionnaire guidelines to observe the activities of
teaching learning processes in the class.
2. Reflecting I
Reflection was done in order to recognize the result of the students

speaking ability. The researcher evaluated the teaching based on the data in
the interview was given before. The researcher reflected the action in the
cycle I and planned the activities that would be done in cycle II.
3. Revised Planning
To make a change between cycle I and cycle II, the researcher revised
the planning based on the reflection I. The revised planning was used to
support the action in cycle II.
4. Acting and Observing
a. Acting
In this action, the researcher did cycle II based on the revised
planning. The researcher tried to make cycle II better than cycle I. The
students practiced speaking English for several times.
b. Observing
The researcher used questionnaire guidelines to observe the
activities of teaching learning processes in the class and to check their
understanding whether the students use the strategies or not.
5. Reflecting II
Based on the observation in cycle II, the researcher reflected the
result of teaching and learning process.
B. Place and Time of the Research

The place of the research was SMA N 1 Sedayu. The reason is that
the teacher has not implemented Contextual Teaching and Learning (CTL) in
teaching speaking. Therefore, the researcher was interested in conducting the

research in this place. The research was done on August up to September 2013.
The time of research is illustrated below.
Research
Time of the Research ( 2013 )
Activities
July
Weeks
August
2
September
3
October
4
Preparations
Data Collections
Data Analysis
Report Writing
C. Object of the Research

The object of the study was the second grade students of SMA N 1
Sedayu, especially class XI IPA 1, consist of 30 students.
D. Research Instrument
Arikunto (2010:192) states, Instrument penelitian adalah alat yang
digunakan pada waktu penelitian dengan menggunakan suatu metode untuk
mendapatkan data. It means that research instrument is a tool or facility that is
used by the researcher by using certain method in collecting the data in order to
get the easier and better research. The instruments that are used in this research
are explained in the following:
a. Observation Guidelines
Observation is one of the ways in collecting the data. It is a process
of measurement or evaluation directly. The researcher conducted the
observation guidelines in order to get the original data and observed the
teaching learning process based on the real conditions in the class. Besides
that, the observation helped the researcher in determining the problems that
would be solved in teaching learning process. The data that was resulted
from the observation was used as primary datas supporter.
b. Interview Guidelines
Interview is direct interaction. Through interview, the researcher got
the detail reaction emotion, and so on. Interview was used to get more detail
information from the respondents. From the interview, the researcher
collected information about the way of teaching to the English teacher as
collaborator and asked the students as respondents to the some suggestions
for the researchers teaching in teaching speaking skill through Contextual
Teaching and Learning by using interview guidelines as the instrument.
c. Questionnaire
According to Arikunto (2010:194), questionnaire is a set of questions
given to a sample of people. The purpose is to gather information about the
peoples attitudes, thought, behaviors, and so on.
In this research, the questionnaire focused on the students. The
questions on the questionnaire were 17 questions. It was given to the
students in order to get the factual data about the second grade students of
Senior High School in SMA N 1 Sedayu in attending and following

speaking teaching learning process. The students were required to choose
one answer of two options provided each item Ya or Tidak. The questions
related to the speaking activities in their class.
d. Speaking Test
The speaking test was intended to know the students speaking ability.
The speaking test was done before conducting the cycle I, and after
conducting the cycle II. The purpose of speaking test was to measure the
improving students speaking skill before and after taught by Contextual
Teaching and Learning.
E. Data Collection Techniques

The researcher will collect the data from classroom observation,
interview, questionnaire, and speaking test. Techniques of collected the data
about the implementation of Contextual Teaching and Learning in the teaching
speaking were as follows:
a. Observation Guidelines
Observation is one of the ways in collecting the data. It is a process
of measurement or evaluation directly. The researcher conducted the
observation guidelines in checklist form in order to get the original data and
observed the teaching learning process based on the real conditions in the
class.
b. Interview Guidelines
Interview is direct interaction and was used to get more detail
information from the respondents. From the interview, the researcher
collected information about the way of teaching to the English teacher as
collaborator and asked the students as respondents to the some suggestions
for the researchers teaching in teaching speaking skill through Contextual
Teaching and Learning by using interview guidelines as the instrument. The
researcher interviewed the teacher before the action to know the students
difficulties in learning speaking and interviewed the students to know the
problem in learning speaking.
c. Questionnaire
In this research, the questionnaire focused on the students in the
second grade of Senior High School in SMA N 1 Sedayu in attending and
following speaking teaching learning process. The questions on the first
questionnaire were 17 questions and the second questionnaires were 11
questions. The first questionnaire was given before conducting cycle I, and
the second questionnaire was given after conducted cycle II. The students
were required to choose one answer of two options provided each item Ya
or Tidak. The questions related to the speaking activities in their class.
d. Speaking Test
The speaking test was intended to measure the students speaking
ability. The speaking test was done before conducting the cycle I, it called
pre-test, and after conducting the cycle II or post-test. The purpose of
speaking test was to measure the improving students speaking skill before
and after taught by Contextual Teaching and Learning
F. Data Analysis Technique

The researcher conducts the action research of teaching speaking using Contextual
Teaching and Learning in the second grade of SMA N 1 Sedayu.
These are steps in analyzing the data based on Miles and Huberman (1984: 170).
1. Reducting the data
This is the first component in analyzing the data that contains
selection process, focusing, and summarizing data from field notes. In this
step, the researchers selects, limits, and summarize the data from the
implementation of Contextual Teaching and Learning
2. Displaying the data
The second step of analyzing the data is describing the data in
narrative which the research conclusion will be possible to be done. This
step is describing the result of the research which is described in
systematic and logic sentence, therefore the result is understandable the
form of displaying is not always in the sentences, but can displayed in
table form which supports the narrative data.
3. Drawing Conclusion
The last step is the researcher makes conclusion of the research.

Then the researcher also verifies the conclusion the technique is by
discussing the research conclusion with the collaborator of the research.
This step is very important to be done in order to get good research
conclusion.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Problems
1. Identification of the Problems
The identification of the problems is important in this study. The
researcher used observation, interview, questionnaire, and speaking test to
know the problem faced by the students. In identifying the problems, the
researcher used questionnaire and interview accumulate the data about the
problems in teaching and learning process. The purpose was to identify the
problems of the students, teacher. Here, the researcher identified the problems
into two categories. They were difficulties in speaking and teaching method.
However, the result of the identification of the problems can be shown in the
following table.
Table 1. The Identification of the problem

No
Problems
1.
The students were not interested in learning speaking in the
Code
TM
class
2.
The students seldom practiced speaking English in the class
3.
The students seldom practiced speaking English outside the
class
4.
The students were afraid to speak English because of their
less vocabulary
5.
The students did not want to speak English because they were
afraid of making mistakes

6.
The students found difficulties to find the meaning of words
in the dialogue
7.
The students found difficulties in making sentences with the
right grammar
8.
The students found difficulties in making dialogue with the
right grammar
9.
The students had less chance to practice speak English in the
TM
class
10.
The minimum facilities to support the students speaking
TM
ability
11.
The students found difficulties in speaking English with the
right grammar
12.
The students had difficulties to express the idea of dialogue
13.
The teacher did not support the students to speak English
TM
14.
The teacher seldom use variation techniques in teaching
TM
speaking
15.
The teacher seldom taught English speaking skill well
TM
16.
The material was only focus on the grammar
TM
17.
The teacher seldom gave a home work to the students
TM
Note
: Difficulties in speaking
TM
: Teaching Method
In the table 1, the researcher identified the problems into two

categories. They were difficulties in speaking symbolized by D and teaching
method symbolized by TM. They were taken from the questions in the
questionnaire. From the identification above, the researcher found that the
source of difficulties is commonly from internal factors of the students. They

had lack speaking ability and less practiced in speaking English. The
researcher also found some problem s in teaching method. The application of
Contextual Teaching and Learning was believed that it could motivate the
students to speak English actively in teaching and learning process.
2. The Result of Interview

a. The Teacher
From the result of interviewed the teacher, the researcher got the data
about the students in learning speaking. The researcher found that they
didnt really enthusiastic in learning speaking. They had difficulties in
grammar, vocabulary, pronunciation, intonations.
b. The students
From the interviewed the students, the researcher found the students
difficulties in learning speaking. Most of them said that they didnt really
like the teachers method and they had problems in grammar, lack of
vocabulary, and pronounce the words in English.
3. The Weighting of the Field Problem

a. The result and Categorizing of the Field Problem
Based on the identification of the problems above, the problems was
from the students it selves and the teacher in teaching speaking. The
identification of the problem was taken from the first questionnaire as one
of instruments of the research. The researcher categorizing the problems

into three categories, they are serious, fair, and unserious problem. The
purpose was to understand the questions in the questionnaire.
To know the weighting of the problem, the researcher explained it in the
following table.
Table 2: The weighting of the problem
No
Problems
1.
The students were not interested in learning speaking in the
Code
UP
class
2.
The students seldom practiced speaking English in the class
SP
3.
The students seldom practiced speaking English outside the
SP
class
4.
The students were afraid to speak English because of their
SP
less vocabulary
5.
The students did not want to speak English because they were
FP
afraid of making mistakes

6.
The students found difficulties to find the meaning of words
SP
in the dialogue
7.
The students found difficulties in making sentences with the
SP
right grammar
8.
The students found difficulties in making dialogue with the
SP
right grammar
9.
The students had less chance to practice speak English in the
UP
class
10.
The minimum facilities to support the students speaking
SP
ability
11.
The students found difficulties in speaking English with the
SP
right grammar
12.
The students had difficulties to express the idea of dialogue
FP
13.
The teacher did not support the students to speak English
UP
14.
The teacher seldom use variation techniques in teaching
SP
speaking
15.
The teacher seldom taught English speaking skill well
FP
16.
FP
17.
The teacher seldom gave a home work to the students
FP
Note :
SP: Serious problem

FP: Fair Problem
UP: Unserious Problem
b. The order of the Field Problem

After the weighted of the problem, the writer ordered the field of
problems. The order of the field problems as follows.
Table 3. The order of the Field Problem
Percentage
No
Problems
code
Yes
1.
The students found difficulties in making
No
SP
76,67 %
23,33 %
SP
76,67 %
23,33 %
SP
73,33 %
26,67 %
SP
70 %
30 %
SP
60 %
40 %
sentences with the right grammar

2.
The students seldom practiced speaking

English outside the class
3.
The students found difficulties in speaking

English with the right grammar
4.
The students found difficulties in making

dialogue with the right grammar
5.
The students were afraid to speak English
because of their less vocabulary

6.
The teacher seldom use variation techniques
SP
76,67 %
23,33 %
SP
53,33 %
46,67 %
SP
73,33 %
26,67 %
SP
73,33 %
26,67 %
FP
46,67 %
53,33 %
in teaching speaking
7.
The students seldom practiced speaking

English in the class
8.
The students found difficulties to find the

meaning of words in the dialogue
9.
The minimum facilities to support the

students speaking ability
10.
The teacher seldom taught English speaking

skill well
11.
FP
43,33 %
56,67 %
12.
The teacher seldom gave a home work to the
FP
40 %
60 %
FP
30 %
70 %
FP
30 %
70%
UP
53,33 %
43,33 %
UP
26,67 %
73,33 %
UP
16,67 %
83,33 %
students
13.
The students did not want to speak English

because they were afraid of making mistakes
14.
The students had difficulties to express the

idea of dialogue
15.
The teacher did not support the students to

speak English
16.
The students had less chance to practice speak

English in the class
17.
The students were not interested in learning

speaking in the class
4. The Selection of the Field Problem

The researcher selected field problems based on the level of urgency of
the problems that would be solved. Based on the weighting of the problem,
there were nine problems that belong to serious problem. The researcher
decided to solve five problems because in this researcher only focused on the
students difficulties in learning speaking. The problems were:
a. The students found difficulties in speaking English with the right
grammar
b. The students found difficulties in making sentences and dialogue with
the right grammar
c. The students were afraid to speak English because of their less
vocabulary
d. The students seldom practiced speaking English in the class
e. The students found difficulties to find the meaning of words in the
dialogue
B. The Implementation of Contextual Teaching and Learning

Based on the interview from the English teacher of SMA N 1 Sedayu, the
students were not really interested in learning English. They were difficult to learn
the English lesson, specially speaking. Their score of the English test was poor.
They felt the way to teach English was monotonous or not interesting. They
needed a method to make them pay attention to the English lesson. They had
limited vocabulary, they like to use their native language more than English to
express their opinion, and they had less motivation in speaking activity. The
teacher had some problems when taught in class. The problem was the teacher
also had a difficulty in handing the passive students during the teaching learning
process. To overcome the problem in that school, the researcher used Contextual
Teaching and Learning to support the teaching-learning process. The researcher

taught the students
using Contextual Teaching and Learning as a technique of
teaching the students. The topics which were used in this research were Giving
Advice and Expressions of relief, pain, and pleasure.
In this research implementation, the researcher arranged speaking test 1 and
speaking test 2. Speaking test 1 was held before conducting cycle I and speaking
test 2 was held after conducted cycle II. The test is aimed to know the students
ability in speaking. The speaking test 1 was telling their favorite movie and the
speaking test 2 was making a dialogue about expressing relief, pain, and pleasure.
In the first speaking test, the students tell their favorite movie individually. They
come in front of class. The aspects to measure speaking ability are; pronunciation,
grammar, vocabulary, fluency, and comprehension. The rating scale that used is
1-5 points (Harris 1969:25). The result of speaking test 1 is as follows:
The result of speaking test 1 can be seen in the following table:
No
Name
1.
Adjie Alfiathur Nugroho
P
2
G
2
V
2
F
2
C
1
2.
Alif Herlina
3.
Andreas Adi Pradityo
4.
Erlinda Lestari
5.
Fajar Ardiansah
6.
Galensia Maya Madisa
7.
Hesti Lestari
8.
Nina Anggraeni
9.
Ninda Eka Puspitasari
10.
Pangestu Titan Mahayasa
Notes:
P: Pronunciation
F: Fluently
G: Grammar
C: Comprehension
V: Vocabulary
Based on the result of speaking test 1, most of the students had difficulties in
pronounce the English word fluently, using the appropriate grammar. They also
had less vocabulary, it make them didnt understand the lesson. After knowing the
students speaking ability is still low, that can be seen in the result of the first
speaking test 1.
The researcher prepared two cycles. Each cycles consist of four steps, they
were planning, acting, observing, and reflecting. After each cycle was done the
researcher conducted second speaking test, the aim was to know the improving of
students speaking ability. The description of each cycle can be explained as
follows.
1. Cycle I
This research was held in SMA N 1 Sedayu on August 26th until
September 9th in two cycles. Every cycle was conducted in two meetings:
Monday and Wednesday.
c. Planning
To know the students speaking ability, the researcher gave the
pre-test before conducting cycle I. In cycle I, the researcher prepared one
lesson plan in cycle I based on the School Based Curriculum. The

material in this cycle was Giving Advice.
d. Acting and Observing I

In the implementing phase, the teacher did action by teaching the
second grade students of SMA N 1 Sedayu using Contextual Teaching
and Learning. The teacher explained the topic giving advice briefly and
speaking activity about the lesson material the researcher sat down in the
back row or sometime in front of class, in order to make easy in
observing the activities during the action, and also not disturb the
teaching learning process. In this phase, the teacher used three steps in
each cycle. In line with the theoretical review, the stages of teaching are:
pre, while, and post teaching. The description of those stages were stated
below
1) Pre-teaching
In this time, the researcher tried to focus the students attention
on the goal of learning process. The researcher came to the class,
greeted and asked the students about their condition. The preteaching activity was stated below:
Teacher
Students
Teacher
Students
: Assalamualaikum wr wb
: Waalaikumsalam wr wb
: Good afternoon students!
: Good afternoon!
Teacher
Students
Teacher
: How are you?

: Im Fine Thanks, Alhamdulillah, and you?
: Im Fine too.
Usually, the teacher took about 5-10 minutes for opening the
class, greeting and motivating them.
2) While-teaching
In while teaching, there were six steps according to Contextual
Teaching
and
Learning.
The
steps
in
these
stages
were
constructivism, modeling, inquiry, learning community, questioning,

and reflection. The steps were stated below.
1. Constructivism
In line with theoretical review, constructivism is the
individuals processing of stimuli from the environment and the
resulting cognitive structure that produce adaptive behavior
rather than the stimuli themselves. The result of observing
constructivism was stated below.
Teacher
: students, have you ever advise someone?
Students
:Yes
Teacher
: advise what?
Students
: Itu Sir, ketika teman gak ngerjain PR kan
biasanya nyontek..lha tak suruh ngerjain sendiri apa
ngerjain bareng gitu..
Teacher
: thats right. Itu adalah contoh situasi
menasehati seseorang. Any other example?
In line with the description above, the teacher tried to ask
the students about their experience in giving advice to someone.
It was the way to construct the students understanding,
emphasized meaning making through active participation in

situated context social. By asking them about their experiences, it
would help the students easier to relate the subject in the real
context.
2. Modeling
After the teacher did the constructivism step, the teacher
gave the example situation and expressions of giving advice in
English. The result of observation of modeling was stated bellow.
Teacher
: ok students, I will give you the example

of giving advice.
Ling Ling : How about going out to night?

Bram
: I'd love to, but my mother advised me

not to go out tonight.
Modeling activity can be summarized into demonstrates the

teachers opinion and demonstrates how did the teacher want
the student to learn.
3. Inquiry
The next step was applied by the teacher was inquiry.
Inquiry is the step which emphasized that the knowledge and
ability is getting from discovering. The inquiry process can be
seen in the following.
Teacher : Students, please find the other expressing
of giving advice.
Students : may I use internet Sir?
Teacher : yes, you may. You may use other sources.
Students : Yeeee..asiiik.
In the result observation of inquiry, the students tried to

find the material from internet. They used mobile phone as the
media. It means that learning is not only from book but also other
source.
4. Learning Community
In learning community, the result of learning can be gotten
from gathering others and also can be taken from sharing with
friends or other groups. The observation of learning community
steps was stated below.
Teacher : Tugasnya tadi dikerjakan secara
berkelompok. Satu kelompok tiga orang.
Students : Kelompoknya cari sendiri apa dipilihin
Pak?
Teacher : Pilih sendiri aja. Ben gampang.
Students : Haaaiya pak..
Teacher :Nanti setelah tugas kalian selesai, dibacakan
di depan. Saya beri waktu 20 menit untuk
mengerjakan.
In description above, the result of learning community was
the students work together with their friends and they presented
their task in front of the class. In this step, the students could learn
or communicate with other to share the idea and experience, work
together to solve the problem and the responsibility of each
member of learning group, but actually they felt shy to read it and
they had less confidence.
5. Questioning
Questioning is the mother of contextual teaching and
learning, the beginning of knowledge, the heart of knowledge and
the important aspect of learning. From the result of observation,
the students did the questioning. They did it with their friend to
solve the problem (the task from teacher)
6. Reflection
After all of the students performed their task in front of the
class. The teacher gave a reflection. Reflection is the way of
thinking about what the students have learned and thinking about
what the students have done in the past and figuration of activity
and knowledge that just have received. The reflection step was
stated below.
Teacher
: ok students, kalian sudah maju semua ya,
mempresentasikan hasil kerja kalian. Jadi apa yang
kalian pelajari untuk hari ini?
Students : menasehati Pak..
Teacher
: Iya, hari ini kita mempelajari tentang
menasehati or giving advice. Apa saja ungkapan giving
advice?
Students : I advise you, I suggest that you, why dont
you
Teacher
: ya sudah betul, tapi pengucapannya kurang
tepat
( then the teacher gave the right examples pronunciation
of giving advice and the students repeat it) it is
understood ??
Students : Yess
From the description above, the teacher did the reflection. It

used to check the students understanding about the materials
what they have learnt.
3) Post-teaching
Post-teaching is the last process of teaching. In this stage, the
teacher closed the meeting. The teacher gave a motivation to the
students in order to study hard. The post-teaching stage was stated
below.
Teacher
: I think it is enough for today. Bapak harap
kalian belajar yang rajin.
Students
: Yeees Sir..
Teacher
: See you.
Students
: See you
e. Reflecting I
The students responses in the cycle 1 were not too good. Some of
students still looked confused, and afraid to speak up in front of class.
Some of students still got difficulties to pronounce the word. After
analyzed the data and evaluated the result of observation of teaching
learning process in cycle 1, the teacher should give more attention and
keep approaching the students in order to make them braver and more
confident to speak in English. The teacher should be able to recognize
the students who get difficulty to understand and often produced
incorrect speaking.
2. Cycle II
a. Planning
The lesson is expressing relief, pain, and pleasure. The researcher
prepared the materials. Here, the researcher tried to learn outside the class.
The researcher hopes that it would make the students more relax and enjoy
while doing the task. The second cycle was carried out to solve the
problem in cycle 1; the students were low in speaking ability.
b. Acting and Observing
The implementing phase, the teacher did action by teaching the
second grade students of SMA N 1 Sedayu using Contextual Teaching
and Learning. The teacher explained about relief, pain, and pleasure
expressions briefly and speaking activity about the lesson material the
researcher sat down in the back row or sometime in front of class, in order
to make easy in observing the activities during the action, and also not
disturb the teaching learning process. In this phase, the teacher used three
steps in each cycle. In line with the theoretical review, the stages of
teaching are: pre, while, and post teaching. The descriptions of those
stages were stated below.
1) Pre-teaching
In this time, the researcher tried to focus the students attention
on the goal of learning process. The researcher came to the class,
greeted and asked the students about their condition.
teaching activities was stated below.
The pre
Teacher
: Assalamualaikum wr wb
Students : Waalaikumsalam wr wb
Teacher
: Good afternoon students!
Students : Good afternoon Miss!
Teacher
: How are you today?
Students : Im fine, thank you, and you?
Teacher : Im fine too, thank you. Students today we will
learn about expressions. Sebelum saya mulai
pelajaran hari ini, minggu lalu kita mempelajari
ungkapan apa? Ada yang masih ingat?
Student
: Ya.tentang ungkapan menasehati.
Teacher
: Good.
In this section the teacher gave the apperception by asking them
the previous lesson. After that, the teacher gave the explanation about
the purpose of the study that would be achieved.
Usually, the teacher took about 5-10 minutes for doing the preteaching
2) While-teaching
In while teaching, there were six steps according to Contextual
Teaching
and
Learning.
The
steps
in
these
stages
were
constructivism, modeling, inquiry, learning community, questioning,

and reflection. The steps were stated below.
1. Constructivism
In line with theoretical review, constructivism is the
individuals processing of stimuli from the environment and the
resulting cognitive structure that produce adaptive behavior
rather than the stimuli themselves. The result of observing
constructivism was stated below.
Teacher
Students
Teacher
Students
Teacher
: Ada yang pernah mengungkapkan

perasaan ketika senang, sedih atau lega?
: Ya pak,,senang ketika diberi hadiah
: What did you say when you have a gift?
: Asiik,,,yaaa gitu Pak..
: Ok
That was the example conversation of constructivism. In that

step, the teacher asked the students about their experience in
expressing relief, pain, and pleasure, and the students were very
enthusiastic answered the teachers questions.
The purposes of constructivism are constructing the students
understanding, emphasized meaning making through active
participation in situated context social. By asking them about
their experiences, it would help the students easier to relate the
subject in the real context.
2.
Modeling
After the teacher did the constructivism step, the teacher
gave the example situation and expressions of relief, pain, and
pleasure in Indonesian. The teacher used Indonesian language as
the example because to help the students easier to understand
before the teachers give the lesson material.
3. Inquiry
The next step was applied by the teacher was inquiry.
Inquiry is the step which emphasized that the knowledge and
ability is getting from discovering. The teacher divided the
students into six groups, and then the teacher gave them a task.
He told to them that the answers can from anything sources. The
inquiry process can be seen in the following.
Teacher
Students
Teacher
: Students, let us go to library. Kalian

dapat menggunakan fasilitas yang ada,
buku dan internet, atau sumber lain.
: Wah kesel Pak ke perpus e.
:Ya yang penting kalian kerjakan dulu
tugasnya.
In the result observation of inquiry, the students tried to find the

material from internet, book, and other sources like asked their
friends.
4.
Learning Community
In learning community, the result of learning can be
gotten from gathering others and also can be taken from sharing
with friends or other groups. In the result of observation, the
students were active in doing the task, they discussed with their
friends. In this step, the students could learn or communicate
with other to share the idea and experience, work together to
solve the problem and the responsibility of each member of
learning group.
5.
Questioning
Questioning is the mother of contextual teaching and
learning, the beginning of knowledge, the heart of knowledge
and the important aspects of learning. From the result of
observation, the students asked to the teacher if they have

difficulties and they asked with their friends to solve the problem
(task from teacher)
6.
Reflection
After all of the students performed their task in front of the
class. The teacher gave a reflection. Reflection is the way of
thinking about what the students have learned and thinking about
what the students have done in the past and figuration of activity
and knowledge that just have received. The reflection step was
stated below.
Teacher
: Sudah paham tentang apa yang kalian
kerjakan tadi? What expressions you have written?
Students
: ungkapan perasaan senang, sedih dan lega
Teacher
: Yes, senang itu pleasure, sedih or pain, and
relief or lega.
From the discussion above, the teacher gave the summary of the
lesson.
7.
Authentic Assessment
Authentic assessment is the process of collecting the data
that can give the description of student learning development. In
the process of learning not only the teacher that can be placed to
provide accurate assessments of students performance, but also
students can be extremely effective at monitoring and judging
their own language production.
3) Post-teaching
Post-teaching is the last process of teaching. In this stage, the

teacher closed the meeting. The teacher gave a motivation to the
students in order to study hard. The post-teaching stage was stated
below.
Teacher
Teacher
Students
: I think it is enough for today.

: See you.
: See you
c. Reflecting II
Based on the result of the observation, the researcher evaluated the
students speaking as well as the action procedures of teaching learning
process that she carried out. The result implied that the students got more
progress in teaching speaking using Contextual Teaching and Learning.
They were braver, easy to understand, easy to memorize, full of
concentration and confident. To know the improving students speaking
ability, the researcher did the speaking test 2. The aspects to measure
speaking ability are; pronunciation, grammar, vocabulary, fluency, and
comprehension. The rating scale that used is 1-5 points (Harris 1969:25).
The result of speaking test 2 is as follows:
No
Name
1.
Adjie Alfiathur Nugroho
P
2
G
2
V
3
F
2
C
3
2.
Alif Herlina
3.
Andreas Adi Pradityo
4.
Erlinda Lestari
5.
Fajar Ardiansah
6.
Galensia Maya Madisa
7.
Hesti Lestari
8.
Nina Anggraeni
9.
Ninda Eka Puspitasari
10.
Pangestu Titan Mahayasa
Notes:
P: Pronunciation
G: Grammar
V: Vocabulary
F: Fluency
C: Comprehension
Based on the result of speaking test 2, the students had progress in

their speaking ability after taught by Contextual Teaching and Learning
method.
Their progresses in vocabulary mastery also help them to
comprehend the lesson. But, some of the students still got difficulties in
using appropriate grammar to make sentences, and pronounce the English
words fluently because they seldom practice speak English neither inside
nor outside the class.
C. Discussions
In discussion, there were the problems faced by the second grade of SMA
N 1 Sedayu in speaking. The problem faced by the students in learning speaking
were: (a) The students found difficulties in speaking English with the right
grammar, (b) The students found difficulties in making sentences and dialogue
with the right grammar, (c) The students were afraid to speak English because of
their less vocabulary, (d) The students seldom practiced speaking English in the
class, (e) The students found difficulties to find the meaning of words in the
dialogue. The researcher used three steps in applied CTL in teaching speaking, the
steps were pre-teaching, while-teaching, and post-teaching. The description each
steps can be seen as follows.
1. Pre-teaching
In this step, the teacher greeted the students, check the students attendance list
and start the lesson by praying together.
2. While-teaching
In while teaching, the teacher applied the CTL method. In applying CTL, the
teacher used the principles of CTL as a guide in teaching process. They are
constructivism, modeling, inquiry, learning community questioning, reflecting,
and authentic assessment. Those are the stages in while teaching:
a. Constructivism
In this stage, the teacher constructs the students knowledge by asked them
about their experience which is appropriate with the lesson materials.
b. Modeling
In modeling stage, the teacher gave the example of learning materials.
c. Inquiry
In this stage, the teacher gave students a task as lesson materials, and told
them that they could use any sources to answer it.
d. Learning community
In learning community, the students work with their group. The aim of this
activity is they could solve the problem together and work together.
e. Questioning
In solving the problem, the students could ask their friends. It means that
they shared their idea. In questioning, they students also ask teacher if they
had difficulties.
f. Reflection
Teacher did a reflection by a make conclusion from the result of
discussion.
g. Authentic assessment
The teacher not only assesses the students work sheet but also the
students activity in doing the task.
3. Post- teaching
Post teaching is the last steps in teaching and learning process. In this step, the
teacher closed the activity by praying and greeting.
CTL also have strengths and weaknesses. The strengths and weaknesses were
stated below.
4. The Strengths of CTL
a. The students more active in learning speaking. It could be seen in the
activity, they were very enthusiastic doing the task from teacher.
b. The students more brave to present their task, they felt confident.
c. The students got more motivation in learning speaking.
5. The weaknesses of CTL
a. Difficult to control the students affective one by one, because they leant
by themselves. It means that they learnt through discovering and
searching by themselves.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
The researcher is able to answer the statement of the problem in chapter I

based on the result of this research as explained in the previous chapter. From the
data collections, the researcher answer the statements of the problem are as
follows.
A. CONCLUSION
1. The Implementation of Contextual Teaching and learning
This research is collaborator action research and the researcher as
the collaborator. The researcher made the lesson plan and the teacher
applied it in the class. During the action research, the researcher observed
the condition of class. In this research, the researcher used three steps in
teaching speaking using CTL, they were pre-teaching, while-teaching, and
post-teaching. In pre-teaching, the learning process was greeting to the
students, in while-teaching, it was the stages which applied Contextual
Teaching and Learning (CTL) method. There were seven steps in applying
to teach speaking in the second grade of SMA N 1 Sedayu, they were
constructivism, inquiry, questioning, learning community, modeling,
reflection, and authentic assessment. In post-test activity, the teacher closed
the teaching and learning process by praying and greeting to the students.
2. The Strengths and Weaknesses of the Implementation of Contextual

Teaching and Learning in teaching speaking in the second grade of SMA N
1 Sedayu.
The strengths of CTL based on the research are:
a. The students were active in learning speaking. It could be
seen in the activity, they were very enthusiastic doing the task
from teacher.
b. The students were brave to present their task, they felt
confident.
c. The students got more motivation in learning speaking
d. The students were easy to comprehend the lesson
Contextual Teaching and Learning also has a weakness based on the

research. The weakness of Contextual Teaching and Learning is:
a. Difficult to control the students affective one by one,
because they learnt by themselves. It means that they learnt
through discovering and searching by themselves.
B. SUGGESTIONS
The researcher would like to propose some suggestions that might be useful for
English teacher, the students and the ELT researchers.
1. For the English teacher
The researcher hopes that the research findings can give reference to the
English teacher in teaching speaking especially through CTL. English
teacher should make an interesting atmosphere to attract the students in
learning English.
2. For the students
The students can participate actively without any worry of being a failed
English leaner. The students are hoped not to be shy in practicing dialogue
or task from teacher, and they should ask the teacher if they had find
difficulties or something that they dont understand regarding CTL method.
3. For the ELT researcher
The researcher suggests other researchers to know the way how to improve
the students speaking skill especially through Contextual Teaching and
Learning as the method.
BIBLIOGRAPHY
AS. Hornby. 1987. Oxford Advance Learners Dictionary. Oxford: Oxford

University Press.
Berns , Robert G. and Patricia M. Erickson. 2007. Contextual Teaching and
Learning: Preparing
Logman
Students
for
the
New
Economy. New York.
B. Miles Matthew and Michael Huberman.1994. Qualitative data Analysis..New

Delhi: Sage Publication
Cornbleet, Sandra and Ronald Carter. 2001. The Language of Speech and Writing.
London: Routledge publisher.
Depdikbud. 1994. Kurikulum Muatan Lokal untuk Sekolah Dasar. Jakarta:
PT. Bumi Aksara
Donn, Byrne. 1998. Teaching Oral English. New York: Longman.
Elaine B.Johnson. 2002. Contextual Teaching and Learning: What It Is and Why
Its Here to Stay. Thousand Oaks: Corwin Press, Inc.
Freeman, Donald. 1999. Insight Into Individual Development In The Contexts
Of School. Singapore: SEAMEO Regional Language Center.
Harmer, Jeremy 1990. How To Teach English. New York: Longman.
_____________ 2002. The Practice of English Language Teaching. New
York: Longman.
Harris, David P. 1969. Testing English as A Second Language. New York:
McGraw-Hill Book Company.
Jack C Richard and Willy A Renandya. 2007. Methodology in Language

Teaching: An Anthology of Current Practice. Amerika: Cambridge
University Press.
J.B. Heaton.1989. Writing English Language Test. London and New York:
Logman Pop Group
Macky, William F. 1966. Language Teaching Analysis. London: Longman.

McNiff, Jean. 1988. Action Research: principles and Practice. Macmillan:
Macmillan Education Ltd
McDonough, Jo and Christopher Shaw. 1993. Material and methods in ELT;
a Teachers Guide. Oxford: Blackwell Publisher.
Murcia, Marianne Celce. 2001. Teaching English As A Second or Foreign
Language. Boston: Heinly and Heinle, a Division of Thomson
Learning,Inc.
Nurhadi,Dkk. 2004. Pembelajaran Kontextual (Contextual Teaching and
Learning/CTL) dan Penerapannya Dalam KBK. Malang: Penerbit
Universitas Negeri Malang.
Tarigan Henry G.1981. Berbicara
Bandung: Angkasa.
Sebagai
Suatu
Ketrampilan
Berbahasa.
Sudarta. 2011. Improving the Students Speaking skill Through Contextual

Teaching and Learning (CTL) Technique to the Eight Grade Students of
SMP N 1 Semanu in Academic Year 2011/1012.A Thesis, unpublished.
Yogyakarta: FKIP UST
Ward,Christopher and Willy Reynanda. 1999. Language Teaching, a New
Insights For The Language Teacher. Singapore: SEAMEO Regional
Language Center.
Interview Guidelines
Teacher
1. Menurut bapak, anak-anak suka tidak dengan pelajaran Bahasa Inggris?
2. Selama ini, bagaimana antusias siswa dalam mngikuti pelajaran Bahasa
Inggris?
3. Metode apa yang Bapak gunakan dalam mengajar speaking?
4. Masalah apa saja yang anda hadapi ketika mengajar speaking?
5. Menurut Bapak, bagaimana kemampuan siswa dalam pelajaran speaking?
6. Usaha apa yang anda lakukan untuk menghadapi masalah tersebut?
7. Apakah bapak pernah mengajar mereka dengan sesuatu yang berbeda,
maksudnya memberi suasana meriah sehingga siswa tidak merasa bosan?
8. Apakah Bapak sudah mengetahui tentang metode Contextual Teaching
and Learning (CTL)?
9. Saya ingin melakukan penelitian dengan metode tersebut, apa saran Bapak
untuk saya?
Students
1. Bagaimana pendapatmu tentang pelajaran Bahasa Inggris, khususnya
speaking?
2. Menurut pendapatmu, bagaimana guru mengajar speaking?
3. Apakah kamu sering berbicara bahasa Inggris? Dengan siapa?
4. Apakah kamu menemukan kesulitan ketika berbicara Bahasa Inggris?
5. Kesulitan apa yang kamu rasakan ketika berbicara Bahasa Inggris?
6. Hal apa yang menurut kamu paling sulit? Kenapa?
Nama
No
Kelas
QUESTIONNAIRE
Isilah pernyataan di bawah ini dengan memberikan tanda centang () pada kolom
yang tersedia.
No
Pernyataan
1.
Siswa kurang tertarik dengan pelajaran speaking di kelas
2.
3.
4.
5.
6.
Siswa jarang berlatih berbicara dalam Bahasa Inggris di kelas

Siswa jarang berlatih berbicara dalam Bahasa Inggris di luar kelas
Siswa takut berbicara Bahasa Inggris karena kosakatanya kurang
Siswa tidak mau berbicara Bahasa Inggris karena takut salah
Siswa kesulitan menangkap apa yang dimaksud ketika mendengarkan
percakapan
Siswa masih sulit membuat kalimat dalam Bahasa Inggris dengan
menggunakan grammar yang tepat
Siswa masih sulit membuat kalimat dalam bentuk dialog dengan
menggunakan grammar yang tepat
Siswa tidak mendapat kesempatan yang cukup untuk berbicara Bahasa
Inggris di kelas
Kurangnya fasilitas untuk meningkatkan kemampuan berbicara siswa
dalam Bahasa Inggris
Siswa kesulitan berbicara dalam Bahasa Inggris dengan menggunakan
grammar yang tepat
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Siswa kesulitan berbicara dalam Bahasa Inggris dalam bentuk dialog

Guru kurang memberi motivasi untuk berbicara dalam Bahasa Inggris
Guru jarang menggunakan teknik yang bervariasi dalam
menyampaikan materi speaking
Guru kurang mengajarkan ketrampilan berbicara dalam Bahasa
Inggris
Pemberian materi pelajaran Bahasa Inggris hanya terfokus pada
grammar
Guru jarang memberikan pekerjaan rumah kepada siswa untuk melatih
speaking siswa
Ya Tidak
Questionnaire setelah penggunaan metode Contxtual Teaching and

Learning ( CTL )
Isilah pernyataan di bawah ini dengan memberikan tanda centang () pada
kolom yang tersedia.
No
1.
2.
Pernyataan
Saya lebih memperhatikan materi yang guru ajarkan
Saya lebih aktif dan percaya diri saat mengucapkan kata dan
kalimat dalam Bahasa Inggris
3.
Motivasi saya untuk mengucapkan kalimat dalam Bahasa

Inggris lebih meningkat
4.
Motivasi saya dalam menghafalkan kata dan kalimat dalam

Bahasa Inggris lebih meningkat
5.
Saya lebih bersemangat mencari kata-kata sukar yang tidak

saya ketahui artinya dari kamus
6.
Saya lebih rajin bertanya jika saya tidak tahu
7.
Saya lebih rajin mencatat yang guru ajarkan
8.
Saya lebih berani bertanya jika saya tidak mengerti
9.
Saya lebih aktif saat pelajaran Bahasa Inggris khususnya

speaking
10. Saya berani berdialog di depan kelas

11. Saya mau jika saya disuruh praktek berbicara Bahasa Inggris
Ya
Tidak
Observation guidelines
Hari/ Tanggal :
No
1
Aspek Kontekstual
Konstruktivisme
Inkuiri
Bertanya
(Questioning)
Pemodelan
(Modelling)
Masyarakat Belajar
(Learning
Community)
Refleksi
(Reflection)
Penilaian Nyata
(Authentic
Assessment)
Waktu :
Deskripsi
Siswa belajar untuk mendapatkan
pengetahuan yang baru melalui berbagai
aktivitas seperti : observasi, diskusi,
atau mencari sumber-sumber lain
dengan bertanya pada guru, teman atau
buku-buku referensi. Bahkan dengan
memadukan
pengetahuan
dan
pengalaman yang sudah dimiliki
Siswa mendapatkan pengetahuan baru
dengan usahanya sendiri dari buku-buku
sumber, melakukan pengamatan, diskusi
dengan
teman-teman,
melakukan
observasi, melakukan penelitian dan
mencari pada buku sumber
Siswa berusaha memecahkan kesulitan
belajarnya dengan cara bertanya pada
guru, teman, nara sumber
Untuk
dapat
menguasai
suatu
kompetensi tertentu, perlu ada contoh
atau model tertentu yang dapat ditiru
siswa
Hasil pembelajaran diperoleh melalui
kerja sama dengan orang lain atau pun
melalui hasil sharing dengan temanteman, contohnya dengan diskusi
Setelah proses pembelajarn selesai,
siswa dapat merenungkan kembali
pelajaran apa yang diperolehnya dengan
cara mencermati kembali
Dalam menilai kemampuan siswa tidak
hanya dari hasil tes tertulis saja, tetapi
lebih ditekankan pada partisipasi siswa
dalam proses pembelajaran, sehingga
aspek afektif, kognitif dan psikomotorik
juga masuk dalam penilaian.
Hasil pengamatan
Rencana Pelaksanaan Pembelajaran ( Cycle I )
Nama Sekolah
Mata Pelajaran
Kelas/Semester
Alokasi waktu
: SMA NEGERI 1 SEDAYU

: Bahasa Inggris
: XI IPA, IPS/1
: 2 x 90 menit
STANDAR KOMPETENSI
3. Mengungkapkan makna dalam teks percakapan transaksional dan
interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan
sehari-hari
KOMPETENSI DASAR
3.2. Mengungkapkan makna dalam percakapan transaksional (to get things
done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained)
dengan menggunakan ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak
tutur: menasehati, memperingatkan, meluluskan permintaan, serta
menyatakan perasaan relief, pain, dan pleasure
Indikator
1. Siswa dapat menjawab pertanyaan secara lisan menggunakan ungkapan
menasehati
2. Siswa dapat membuat percakapan yang mangandung ungkapan
menyatakan menasehati.
A. Tujuan pembelajaran
Siswa dapat memahami percakapan yang berisi ungkapan menyataknan
menasehati
B. Materi pembelajaran
1. ( Modul halaman 4 5
Kreatif XI a Bahasa.Inggris )
2. Advice Forms :
: Giving Advice
a. Must, ought to and should/ should not:

Examples:
You must read this book. Its good
You ought to drink some water
You should buy this book.
b. Had better
Example:
Hed better stop taking those pills
c. If I were you I should/ would :
Example:
If I were you Id buy a car
d. I advise/ would advise you + infinitive:
Example:
I (would) advise you to apply at once
Or I advise/would advise + gerund: I (d) advise
applying at once
e. Why dont you? Can be either advice or suggestion:
Example:
Why dont you wear a jacket?
f. It is time you + past tense:
Example:
It is time you bought new clothes
g. I suggest that you
C. Metode Pembelajaran : CTL ( Contextual teachin and Learning )

D. Teaching learning Process Activities
No.
1.
Contextual
Learning Activities
Stages
Time
Allocations
Pre teaching:
Teacher opening the teaching learning
process by greeting the students, praying and 5 minutes
asking attendance list.
Teacher gives motivation to students, and
focusing the students concentration.
Teacher does the apperception by asking

students about the previous lesson.
2.
Constructivism
and
modeling
stages
While teaching
a. Students
listen
to
the
teachers
explanation about the purpose of the

study that would be achieved.
b. Teacher asks questions about students
experience about giving advice. The
students pay attention and answer the 75 minutes
teacher question.
c. Teacher gives an example dialog of
giving advice
d. The students are divided into 10 groups,
each group consists of 3 students.
Teacher gives explanation about CTL
model in the study.
e. Each group has a task from teacher to
discuss and work together with their
group about relief, pain, and pleasure
expression.
Inquiry,
a. Asks the students to give argument to
learning
find the solution of the problem or task
community,
that given by the teacher then write the
and
result of discussion in discussion report.
questioning
Teacher gives directions to students to
stages
find the solution of the problem.

b. The
teacher
controls
the
students
activity in the class

c. Each group has spokesman to present the
result of discussion. Teacher controlled
the discussions situation.
d. Other groups give suggestions to the
group which have been reported the
discussion.
The teacher guides the students in order
to active in giving question to the other
group.
Reflection
stage
a. Teacher discusses every question which

is in students worksheet and gives
explanation in the real context. Students
pay attention to the teachers explanation
and ask if it is not clear.
b. Teacher and students make conclusion
from the result of discussion.
3.
Post teaching
a. Teacher
asks
the
students
to
make
conclusions about what they have learnt 10 minutes

today. Students can ask questions about the
materials if they still have difficulties.
b. Teacher closes the meeting and asks
students to pray together.
E. Penilaian Hasil Belajar

1. Teknik
: Penugasan, Pengamatan
2. Bentuk
: Tertulis, Lisan
3. Soal/ Instrumen
: Instruksi lisan
F. Sumber Belajar :
1. Modul kratif XI a Bahasa Inggris
2. Buku pelajaran Bahasa inggris lain yang relevan
3. Any other resources
Mengetahui.
Guru Mata pelajaran
Sedayu, 28 Agustus 2013

Mahasiswa Penelitian
Drs. Adi Prabowo

NIP. 195709291979031005
Dessi Astharina
NIM. 29 002 097
Lampiran
Activity 1
Answer the following questions
Students, have you ever advise someone? Why?
1. What do you say if your friend often comes late?
2.
What do you say if you see a little boy playing with fire in his
bedroom?
3. What do you say if your younger brother or sister is lazy about

studying?
Activity 2
Dialog 1
Modul Kreatis XI a Bahasa Inggris hal 4 ( Look at the dialogue below )
Dialog 2
Mrs Nuke
: Dino, come here.
Dino
: Yes, Mom. What's the matter?
Mrs Nuke
: Your mark is still low. Why don't you study hard?
Dino
: Alright. I'll try to do the best.
Mrs Nuke
: Okay. Good luck.
Dialog 3
Ling Ling
: How about going out to night?
Bram
: I'd love to, but my mother advised me not to go out
tonight.
Dialog 4
Danu is in Mrs Hutabarat's room. She is giving advice to Danu.
Mrs Hutabarat : Danu, Mrs Etty told me that you didn't attend her lesson
six times. Is that right?
Danu
: Yes, Ma'am.
Mrs Hutabarat : Why didn't you study with her properly? She is a
qualified teacher here. Many students like her very much
because she is also a patient teacher.
Danu
: Actually I like her lessons. But the way she explains is

so fast that I cannot follow the lesson.
Mrs Hutabarat : You should not do that, you should ask her to explain the
lesson more slowly.
Danu
: But I'm ashamed to tell her.
Mrs Hutabarat : Alright, I'll accompany you to talk to her.

Danu
: Thank you, Ma'am.
Mrs Hutabarat : It's alright.

Danu
: Ma'am, I promise to study hard especially in her subject.
Mrs Hutabarat : That's my student.
Activity 3 ( work in pairs )

1. Why should Danu meet Mrs Hutabarat in her room?
2. What did Mrs Hutabarat say when giving a suggestion to Danu?
3. What did Mrs Hutabarat mean by saying you should not do that?
Task 1
Modul Kreatif XI a Bahasa Inggris hal 4-5
LESSON PLAN ( Cycle II )
Class
Semester
Time Allocations
Standard Competence
Basic Competence
: XI
:1
: 2 x 90 minutes
: 3 Mengungkapkan makna dalam teks percakapan

transaksional dan interpersonal resmi dan
berlanjut (sustained) dalam konteks kehidupan
sehari-hari
:3.2 Mengungkapkan makna dalam percakapan
transaksional (to get things done) dan
interpersonal (bersosialisasi)
resmi dan
berlanjut (sustained) dengan menggunakan
ragam bahasa lisan secara akurat, lancar dan
berterima dalam konteks kehidupan sehari-hari
dan melibatkan tindak tutur: menasehati,
memperingatkan, meluluskan permintaan, serta
menyatakan perasaan relief, pain, dan pleasure.
INDICATOR
: Express relief, pain, and pleasure
A. PURPOSE OF THE STUDY

After the students do the discussion about relief expression through book study
and any resources, the students will be able to:
Express relief, pain, and pleasure expression in a correct expressions and
suitable situation
B. Lesson Materials ( see appendix )
Expressing relief, pain, and pleasure
C. Model of the Study : CTL
D. Teaching learning Process Activities

No.
Contextual
Stages
1.
Time
Learning Activities
allocations
Pre teaching:
Teacher opening the teaching learning
process by greeting the students, praying 5 minutes
and asking attendance list.
Teacher gives motivation to students, and
focusing the students concentration.
Teacher does the apperception by asking
students about the previous lesson.
While teaching
2.
Constructivism
and
stages
modeling
f. Students
listen
to
the
teachers
explanation about the purpose of the

study that would be achieved.
g. Teacher asks questions about students
experience in express relief expression.
The students pay attention and answer 55
the teacher question.
h. Teacher gives an example dialog of
relief, pain, and pleasure
i. The students are divided into 6 groups,
each group consists of 5 students.
Teacher gives explanation about CTL
model in the study.
j. Each group has a task from teacher to
discuss and work together with their
group about relief, pain, and pleasure
expression.
minutes
Inquiry,
e. Asks the students to give argument to
learning
find the solution of the problem or task
community,
that given by the teacher then write the
and
result of discussion in discussion report.
questioning
Teacher gives directions to students to
stages
find the solution of the problem.

f. The teacher guides the students to
search and find the information from
books and other sources.
g. Each group has spokesman to present
the
result
of
discussion.
Teacher
controlled the discussions situation.

h. Other groups give suggestions to the
group which have been reported the
discussion.
The teacher guides the students in order
to active in giving question to the other
group.
Reflection
stage
c. Teacher discusses every question which

is in students worksheet and gives
explanation in the real context. Students
pay
attention
to
the
teachers
explanation and ask if it is not clear.

d. Teacher and students make conclusion
from the result of discussion.
3.
Post teaching
c. Teacher
asks
the
students
to
make
conclusions about what they have learnt 30

today. Students can ask questions about the minutes
materials if they still have difficulties.

d. Teacher does the evaluation to measure the
students understanding about the material
by giving post-test. Teacher gives time for
25 minutes to do the post-test.
The post-test is making a conversation in
written form in a group (consists of 3
students). It will be perform in the next
meeting.
e. Teacher closes the meeting and asks
students to pray together.
E. Source of the study

Linked to The World, Window on The World, English for a Better Life,
Look Ahead 2,any resources which taken from internet, LCD, Laptop.
F. Scoring and Grading

1. Technique of scoring
a. Test
: scoring the students cognitif
b. Non test
: scoring the students affective
2. The instrument
a. Cognitive scoring
The result of discussion about relief, pain, and pleasure expression.

Post test
b. Affective scoring
: the students activity while learning process.
3. Example instruments
a. Cognitive scoring
The result of discussions about relief

Number of Task
1.
2.
3.
4.
5.
Total Score
Score
10
10
30
30
20
100
Post test
Pronunciation
:5
Grammar
:5
Vocabulary
:5
Fluency
:5
Comprehension
:5
25 x 4 = 100
Constructivism stage:
1. Peranahkah kalian merasakan perasaan lega, sedih/sakit,
senang?
2. Please give the example!
3. When your friends got an accident, what do you say?
4. When you be a winner in a bicycle competition, what will you
say?
5. What do you say, if your friend is save in the accident?
Expressing relief :
Oh, that's a relief

I'm very relieved to hear that
It's very relaxing.
I'm extremely glad to hear that
Thank goodness for that
Good for you
Thank heavens!
I'm glad it's done
Oh, good!
I'm glad everything is running well
Oh, what a relief!
I feel so relieved
This ointment relieves my pain
Phew !
Expressing Pleasure :
Im glad you like it

Isnt this great?
Im delighted to hear that
It gives me Great pleasure to hear that
Im very pleased with
Im very pleased
Im happy with
How super!
Im happy for
Oh, what a pleasant
-Thats great
-Thats incredible
-Thats fantastic
-Thats good news
-How marvelous!
-How tremendous!
-What luck!
- I love it!
-Its a wonderful
Expressing Pain :
Ouch
I feel sick/ I feel ill
Im sick
b. Affective scoring
No.
Name
A
1
B
3
1 2 3
4 1
Aspects of scoring
C
D
2 3 4 1 2 3
E
4
1 2
Total
Score
F
3 4
1 2
Note:
Score
Category
4
Always
3
Often
2
Sometimes
1
Never
The students activity guidelines:
A.
Give
question
and
argument
The students
asking
question,
giving
argument or
suggestion to
the teacher or
other
students.
No asking
question,
giving
argument or
suggestion to
the teacher or
other
students.
Score
Sometimes
Often (3)
(2)
Asking
Asking
question,
question,
giving
giving
argument or
argument or
suggestion to suggestion to
the teacher or the teacher or
other students other students
just in 1 time. just 2-3 times
B.
Give
responds
Students give
responds to
Students do
not respond
Students give
responds to
No. Indicators
Note
Never (1)
Students give
responds to
Always
(4)
Asking
question,
giving
argument
or
suggestion
to the
teacher or
other
student
more than
4 times
Students
give
to the
questions
and
argument.
C.
Do the
task from
the
teacher.
D.
Do the
discussion
or solve
the
problems.
No.
the question
and argument
from teacher
or other
students.
to the
question and
argument
from teacher
or other
students.
responds
to the
question
and
argument
from
teacher or
other
students.
More than
4 times
Students do
Students do
Just a little
Students do
Students
the task from not do the
task from the half of the
do all of
the teacher
task from the teacher that
task from the the task
that becomes teacher
students do.
teacher.
from
their
teacher in
responsibility.
correct
answer.
Students
Students do
Students
Students
Students
discuss or
not discuss or discuss or
discuss or
do the
work together work together work together work together discussion
or work
with their
with their
with their
with their
friends to
friends to
friends but,
friends, but
together
solve the
solve the
do not solve
still less for
with their
problem
problem.
the problem. helping to
friend and
through
solve the
help to
reading and
problem.
solve the
searching
problem.
other sources.
Indicators
Note
Never (1)
E.
Students
participation
in making
report or
task.
Students do
not be a
participant
in making
report or
task and do
not make
decision
answer.
F.
Students
Students be a
participant in
making
report or task
and make a
decision
answer
which is
correct
according to
them.
Students pay
Do not pay
the question
and argument
from teacher
or other
students. Just
in 1 time
the question
and argument
from teacher
or other
students. Just
2-3 times
Score
Sometimes
Often (3)
(2)
Students be a Students be a
participant in participant in
making
making
report or task, report or task,
but do not
but still less
make
in making
decision
decision
answer.
answer.
Students less
Students pay
Always
(4)
Students
be a
participant
in making
report or
task and
make
decision
answer.
Students
participation
in
presenting
the report or
task.
attention and
listen to the
other friend
who presents
the report or
task. And
students be a
participant in
present their
report or task
and
strengthen
the
argument.
attention
and listen to
the other
friend who
presents the
report or
task. And
do not be a
participant
in present
their report
or task and
strengthen
the
argument.
Mengetahui.
Sedayu, 4 September 2013
Guru Mata pelajaran
Mahasiswa Penelitian
Drs. Adi Prabowo

Dessi Astharina
NIP. 195709291979031005
NIM. 29 002 097
pay attention
and listen to
the other
friend who
presents their
report or task
and also do
not be a
participant in
present their
report or task
and
strengthen
the argument.
attention and
listen to the
other friend
who presents
the report or
task. But still
less
participation
in present
their report or
task.
pay
attention
and listen
to the
other
friend who
presents
the report
or task and
be a
participant
in present
their
report or
task.

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IMPROVING THE STUDENTS SPEAKING ABILITY

THROUGH CONTEXTUAL TEACHING AND LEARNING

ENGLISH LANGUAGE EDUCATION PROGRAM

: Improving the students speaking ability through contextual

Submitted to the English Language Department Faculty of Teacher Training

ENGLISH LANGUAGE EDUCATION PROGRAM

Approved to be maintained by the board of research report examiners

TMA. Kristanto, S.Pd., M. Hum.

Drs. Priyanto, M.Pd

NIP: 19700523 200501 1 002

On October 25th, 2013

: Drs. Purwanto Hudi, M.Pd

: Jc. Setyo Karjono, S. Pd.

: TMA. Kristanto, S.Pd., M. Hum

: Drs. Priyanto, M.Pd

FKIP Sarjanawiyata Tamansiswa University

Drs. Bambang Trisilo Dewobroto, M. Sn.

A little thing can make a perfection, but perfection is a little thing

I dedicate this paper to:

Key words: action research, contextual teaching and learning, speaking

6. Drs. Ir. H Joko Kustanta, M. Pd the headmaster of SMA N 1 Sedayu

CHAPTER II. LITERATURE REVIEW

B. Contextual Teaching and Learning ....

CHAPTER III. RESEARCH METHOD

E. Data Analysis Technique ...

CHAPTER IV. FINDING AND DISCUSSION

CHAPTER V. CONCLUSIONS AND SUGGESTION

In teaching English at the second grade of SMA N 1 Sedayu, the teacher

3. There should be effort to eliminate the students problem in speaking

D. Formulation of the Problem

F. Benefit of the Study

a. The result of the research can be useful for students on pronunciation,

1. The Definition of Speaking

opinions, or feelings is some important aspects of the process of speaking

partner in order to solve a puzzle, draw a picture, puts the things in

that they will be able to organize discussion session in their classroom,

as a living or dead person they would like to be (Harmer, 1990:91).

The central role of listening comprehension in foreign language

The affective side of the learner is probably one of the most

Has few traces of foreign language

Always intelligible, thought one is conscious

Pronunciation problem necessities

Pronunciation problem, most frequently be

Pronunciation problem to serve as to make

Make few (if any )notice able errors of

Occasionally makes grammatical and word.

Make frequent errors of grammar and word

Grammar and word order errors make

rephrases sentence and or restrict himself to

Errors in grammar and word order so, severe

Use of vocabulary and idioms is virtually

Sometimes uses in appropriate terms and

conversation somewhat limited because of

Misuse of words and very limited vocabulary

Vocabulary limitations extreme as to make

Speech as fluent and efforts less as that of

Speed of speech seems to be slightly affected

Speed and fluency are rather strongly

Usually hesitant, often forced into silence by

Speech is so halting and fragmentary as to

Appears to understand everything without

Understand nearly everything at normal

Understand most of what is said at slower

Has great difficulty following what is said