Rc18-The Effectiveness of Contextual Teaching and Learning in Teaching Speaking

THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN TEACHING SPEAKING

(An Experimental Study at the First Grade Students of SMAN 1 Ciputat

Academic Year 2007/2008)

A Paper

Presented to the Faculty of Tarbiyah and Teachers Training

In Partial Fulfillment of the Requirement

For the Degree of S.Pd (Bachelor of Arts) in English Language Education

By

Wendi Wijarwadi

NIM : 103014027024

DEPARTMENT OF ENGLSIH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2008

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ACKNOWLEDMENT �Bismillahirrahmaanirrahiim�

All praises be to Allah, the universal lord who has bestowed his blessing upon the

writer in completing this paper. Peace and Blessing be upon Prophet Muhammad SAW,

his families, his companions and his followers.

This paper is presented to the English Education Department of the Faculty of

Tarbiya and Teachers Training, State Islamic University Syarif Hidayatullah Jakarta as a

partial fulfillment of the requirement for the degree of Strata-1 (S-1)

The writer would like to express his great honor and deepest gratitude to his

Beloved Mother (Wiwi Hermawati), his father (Drs.H.Muzar Burhanuddin), his beloved

uncles (Tatang, Usep Saefuddin, Ade, Nana Supriatna and Tedi Supriadi), his lovely cute

little cousins (M.Alif and Mohammad Didan) and all families who always give support,

motivation and moral encouragement to finish his study.

The writer would like to express his thanks and gratitude to his advisor

Drs.Bahrul Hasibuan, M.Ed for his valuable help, guidance, correction, and suggestions

for the completion of this paper.

His gratitude also goes to:

1. Prof.DR.Dede Rosyada, The dean of faculty of Tarbiyah and Teacher Training

2. Dr.Syauki, M.Pd, The Head of English Education Department

3. Neneng Sunengsih S.Pd, The secretary of English Education Department

4. All lecturers of English Education Department for their encouragement to the

writer

5. Drs.Akhmad Sopandi M.Pd, the Principle of SMAN 1 Ciputat Ciputat

6. Afif Fauzi S.Pd, The teacher of English Language at SMAN 1 Ciputat, for

giving the chance and help to conduct the research

7. All His Beloved friends in English Education Department (Mulkillah, Dade

Pamungkas, Irman Muchtar S.Pd, Ahmad Nurul Furqon S.Pd, Erwan, and

Supenih), Thanks for everything


8. Miftahul Huda, Abdullah Al-Wazin, Akhmad Hairul Umam S.Pd, M.Fikri Arif, M.Bahrul Ilmi S.Pd and all friends of Initiatives of Change (IofC) Indonesia for their guidances and patience in giving the writer many experience

9. All the friends of Zakat Executive Development Program (ZEDP) 2 of Dompet

Dhuafa Republika for their amazing brotherhood and encouragement to the

writer in finishing his study

10. Ratu Euis Nuryanti, Euis Rahmini, Ratna, Abdul Syukurillah, Bambang

Rismayanto, Acep Heri Rizal, Erlangga Budi Patria and Abdul Ghafur for gving

support and spirit to the writer in completing his study

11. All Friend that cannot mention them one by one who always hel and give the

support, time and love during the study at UIN Jakarta.

May Allah, the Almighty bless them all, Amen.

Finally, the writer realizes that this paper is not perfect yet. Therefore, the writer

would like to welcome and constructive suggestion and criticism to make this paper

better.

Jakarta, April 9, 2008-08-10

\

The Writer

TABLE OF CONTENTS The Legalization of Advisor

The Legalization of Committee

Acknowledgement �� i

Table of Content �� iii CHAPTER I INTRODUCTION

A. The Background of Study �� 1

B. The Limitation and the Formulation of Problem ��. 5

C. The Objective of Study �� 6

D. The Method of Research ��. 6

E. The Organization of Writing ��... 6 CHAPTER II THEORITICAL FRAMEWORK

A. Speaking

1. The Understanding of Speaking �� 7

2. The Functions of Speaking ��... 9

3. The Kind of Speaking Activity ��. 12

4. Factor Affecting Student�s Speaking Ability �� 15

5. The Assessment Grading Scale of Speaking �� 17.

6. Teaching Speaking in KTSP ��. 21

B. Contextual Teaching Learning (CTL)

1. The Understanding of CTL ��. 23

2. The Characteristic of CTL �� 26

3. The Principle of CTL ��... 27

4. The Procedure of CTL in Teaching Speaking �� 31

C Audio Lingual Method

1. The Understanding of Audio-Lingual Method ��.. 32

2. The Characteristics of Audio-Lingual Method �� 34

3. The Procedure of Audio-Lingual Method ��... 35

iii


D. Thinking Framework ��. 36

E. Hypothesis ��. 37 CHAPTER III Research Methodology and Findings

A Methodology of Research

1. The Place and Time of Research ��.. 38

2. The Objective of Research �� 38

3. The Population and Sample ��. 38

4. The Techniques of Data Collecting ��. 38

5. The Techniques of Data Analysis �� 39

6. The Procedure of Research ��. 40

B. Finding of Research

1. The Description of Data ��.. 41

2. The Analysis of Data ��.. 43

3. The Test of Hypothesis ��... 45

4. The Interpretation and Discussion of Data ��. 46

CHAPTER IV Conclusion and Suggestion

A. Conclusion ��. 47

B. Suggestion ��. 47

BIBLIOGRAPHY �� 49

iv

CHAPTER I

INTRODUCTION

A. Background of the Study

It is an evitable fact that English language is the most widely used

language around the world. In current situation, four big countries in the world

use English language as their national language that are United Kingdom, United

States, Canada and Australia. Besides, all commonwealth countries also speak

English as their second language. English is also used as one of the formal

languages in United Nation. From the facts, we can imagine how big the influence

of English language in current global situation.

Indonesia government absolutely realizes with this situation, so that, they

decide English language as a compulsory subject to learn in formal school. Even,

since 1994, English has been decided as one of local-content subject at the

elementary school in the fourth, fifth and sixth year.1 In line with GBPP (Garis-

Garis Besar Pedoman Pengajaran/ The General Instruction of Teaching), the

teaching-learning process of English language concentrates 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 C. Richards, �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 proficiency2�. From the statement, 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 measure of knowing a language.

These learners define fluency as the ability to converse with others, much more

1 Anonymous, Kurikulum Muatan Lokal untuk Sekolah Dasar, (Jakarta: Depdikbud, 1994), p. 30

2 Jack C. Richards, Developing Classroom Speaking Activities: From Theory to Practice, Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.1. Accessed on November 1, 2007

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than the ability to read, write, or comprehend oral language. They 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 rule. 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.

Competence Based-Curriculum or 2004 curriculum as current

curriculum applied by Indonesian Government becomes such a bridge to achieve

communicative competence (CC) especially speaking skill. Canale and Swain, as

cited in Mariane Celce-Murcia, proposes that the ability to communicate in a

language comprises four dimension namely Grammatical Competence (Including

rules of phonology, orthography, vocabulary, word formation and sentences

formation), Sociolinguistic Competence (rules for the expression and

understanding of appropriate social meanings and grammatical forms in different

context), Discourse Competence (rules of both cohesion-how sentences elements

are tied together in repetition, synonymy, etc-and coherence-how texts are

constructed), and finally, Strategic Competence (a repertoire of compensatory

strategies that help with a variety of communication difficulties)3. This four

competences show the abilities underlying speaking proficiency and it is also

really important elements in the process of developing speaking ability. In line

with CC, one of the learning objectives of English language in 2004 curriculum is

to improve CC including spoken communication. That objective is stated as

follows: �Mengembangkan kemampuan berkomunikasi dalam bahasa Inggris,

dalam bentuk lisan atau tulisan. Kemampuan berkomunikasi ini meliputi

mendengarkan, berbicara, membaca dan menulis�4.

3 Marianne Celce-Murcia, Teaching English As A Second or Foreign Language (Boston: Heinly and Heinle, a Division of Thomson Learning,inc.2001) p.104

4 Depatemen Pendidikan Nasional, Kurrikulum 2004, Standar Kompetensi Bahasa Inggris, Sekolah Menengah Atas dan Madrasah Aliyah, (Jakarta:2003), p.14

2

(Developing the ability to communicate in English in the form of spoken or

written. The ability involves the four skills that are listening, speaking, reading

and writing).

Even though one of learning objectives of English language above is

directed to improve student speaking skill, but it has been put into effect in the

classroom teaching learning process. It can be seen by the low levels student�s

speaking skill. It can be seen from the writer�s experience when teaching Practice

at SMAN 1 Ciputat. Only few students can speak English well, some of students

can�t speak English well and even some others can�t speak English at all.

There are many factors that make student speaking skill is low. It could be

caused by internal factors and external factors. Motivation, interest, and

intelligence are the examples of internal factors. Meanwhile, economic

background, learning materials and teachers� performance including their teaching

methods are the example of external factors.

Method used by teacher in the classroom teaching is often assumed as the

factor that causes the student�s 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 �the what� and �the how� of language

instructions5. Based on the writer experience when doing teaching practice at

SMAN 1 Ciputat, the writer assumed that Audio-Lingual Method is the method

used by the teacher. 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.

From that matter of facts, it is clearly seen that the method used by the

teacher, in this case is Audio Lingual Methods, became the causes of students

speaking problem. Eventough this assumption needs to be approved through this

5 William F. Mackey, Language Teaching Analysis, (London: Longman, Green and Co. Ltd, 1966), p. 138.

3

research, actually it�s not easy to teach language especially speaking without

using suitable method because a large number of methods are based on ideas of

how languages are learned. Therefore, the research is done in order to know the

effectiveness of the method in teaching speaking.

There are many methods of language teaching that may be selected for

teaching speaking skill. One of them that is appropriate in developing speaking

skill is Contextual Teaching and Learning (CTL). According to Johnson:

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 assessments6

From the statement, the writer says 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.

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

6 Elaine B.Johnson, Contextual Teaching and Learning: What It Is and Why It�s Here to Stay (Thousand Oaks: Corwin Press, Inc, 2002) p.25

4

thinking regarding an authentic learning activity that students find relevant and

engaging intellectual constructs.

Even though CTL and ALM are regarded as the appropriate methods in

teaching speaking skill, both methods have its advantages and disadvantages as

the method used for achieving communicative skill including speaking ability.

Therefore, in this paper, the writer would like to use Contextual Teaching and

Learning in teaching speaking in order to know the effectiveness in developing

student speaking ability as to compare with Audio Lingual Method.

B. The Limitation and the Formulation of Problem

1. The Limitation of Problem

In this paper, the writer limits the subject matters to discuss the

effectiveness of teaching speaking through Contextual Teaching and Learning as

to compare with Audio-Lingual Method at the first year students of SMAN

(Stated Senior High School) 1 Ciputat

2. The Formulation of Problem

To make this research more focus, the writer formulates research question as

follows:

�Does the use of Contextual Teaching and Learning in teaching speaking

improve student speaking ability rather than Audio Lingual Method at the first

grade student of SMAN 1 Ciputat?�

C. The Objective of Study

This study aims to know the influence of optimizing of Contextual Teaching

and Learning in student speaking improvement. The writer hopes this research

may become supporting material to get a better way of language teaching

D. The Method of Research

This research will be done by using experimental method. The writer will do

field research by teaching two different classes using two different methods. In the

5

beginning and in the end of the experiment, the students� speaking ability is tested

using the same instruments of speaking test. Then, the data will be analyzed by

using product moment theory.

E. The Organization of Writing

This paper consists of four chapters that are:

The first chapter is introduction which describes the background of study, the

limitation and formulation of problem, the objective of study, the method of

research and the organization of writing.

The second chapter is theoretical frame-work which explains three matters.

First, it explains the Understanding of speaking, the functions of speaking, the

kinds of speaking activity, Factor Affecting Student Speaking Ability and the

assessment grading scale of speaking. Second, it explains the understanding of

Contextual Teaching and Learning (CTL), characteristics of CTL, the application

of CTL in the classroom teaching and the procedure of CTL in classroom

teaching. Third, it explains the understanding of Audio Lingual Method (ALM),

the characteristics of ALM and the procedure of ALM in classroom teaching.

The Third chapter is the discussion about research methodology and findings.

Methodology of research explains the purpose of research, place and time of

research, techniques of sample taking, techniques of data collecting, techniques of

data analysis and procedure of research. Finding of research explains the

description of data, the analysis of data, the test of hypothesis, the interpretation

and discussion of data.

Finally, the fourth chapter is conclusion and suggestion

6

7

CHAPTER II

THEORETICAL FRAMEWORK.

A. Speaking

1. The Understanding of Speaking

Speaking is significant to an individual�s 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. But, speaking isn�t just

making sound. Birds, animals, babies make sound and though it may be

communication of sorts, it�s not speaking.1

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.

According to Noah Webster, speaking has a variety of meanings:

a. To tell, to say, to make known or as by speaking, to declare; to

announce

b. To proclaim; to celebrate

c. To use or be able to use (a given language) in speaking

d. To address2

In addition, Oxford Dictionary states that "speaking is to make use of

language in an ordinary, not singing, to state view, wishes etc or an act of

spokesman3�.

1 Sandra Cornbleet and Ronald Carter , The Language of Speech and Writing, (London: Routledge publisher, 2001) p.17

2 Noah Webster, Webster�s New Twentieth Century Dictionary, 2nd Edition, (New York: William Collins Publishers, 1980), p.1980


8

Meanwhile, Henry G. Tarigan defines that, ��speaking is a skill of

conveying words or sounds of articulation to express or to deliver ideas, opinions,

or feelings4�.

Don Bryne 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 understanding5�.

Based on the previous four definitions, it can be synthesized that speaking

is the process of sharing with another person, or with other persons, one�s

knowledge, interests, attitudes, opinions or ideas. Delivery of ideas, opinions, or

feelings is some important aspects of the process of speaking which a speaker�s

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

�talk�, �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 Functions of Speaking

Several language experts have attempted to categorize the functions of

speaking in human interaction. According to Brown and Yule, as quoted by Jack

C. Richards, �The functions of speaking are classified into three; they are talk as

interaction, talk as transaction and talk as performance. Each of these speech

activities is quite distinct in term of form and function and requires different

teaching approaches6�. Below are the explanations of the functions of speaking:

3 AS Hornby, Oxford Advance Learner�s Dictionary. (Oxford: Oxford University Press, Sixth Edition, 1987) p.827

4Henry G. Tarigan, Berbicara Sebagai Suatu Ketrampilan Berbahasa, (Bandung: Angkasa, 1981), p. 15

5 Donn Byrne, Teaching Oral English (New York: Longman, 1998) p.8 6 Jack C.Richard, Developing Classroom Speaking Activities; From Theory to Practice,

Http://www.professorjackrichard.com/developing-classoom-speaking-activities.pdf, p.2, It was retrieved on November 1 2007

9

a. Talk as Interaction

Being able to interact in a language is essential. In fact, much of our daily

communication remains interactional. This refers to what we normally mean by

�conversation�. The primary intention in talk as interaction is to maintain social

relationship.

Meanwhile, talk as interaction has several main features as follows:

Has a primarily social function Reflects role relationships Reflects speaker�s identity May be formal or casual Uses conversational conventions reflects degrees of politeness Employs many generic words Uses conversational register

Some of the skills (involved in using talk as interaction) are:

Opening and closing conversation Choosing topics Making small-talk Recounting personal incidents and experiences Turn-taking Using adjacency pairs Interrupting Reacting to others7

Mastering the art of talk as interaction is difficult and may not be a priority

for all learners. In talk as interaction, the ability to speak in natural way is required

in order to create a good communication. That is why some students sometimes

avoid this kind of situation because they often lose for words and feel difficulty in

presenting a good image of them selves. This can be a disadvantage for some

learners where the ability to use talk as interaction can be important.

b. Talk as Transaction

This type of talk or speaking refers to situations where the focus is on what

is said or done. The message is the central focus here and making oneself

understood clearly and accurately, rather than the participants and how they

7 Jack C Richards, Developing Classroom�, p.2-3

10

interact socially with each other8. In transaction, talk is associated with other

activities. For example, student may be engaged in hand-on activities (e.g. in

language lesson) to explore concept associated with tenses and derivations.

Anne Burns, as cited in Jack C. Richards, distinguishes talk as transaction

into two different types. One is a situation where the focus is on giving and

receiving information and where the participants focus primarily on what is said

or achieved. Accuracy may not be a priority as long as information is successfully

communicated or understood. The second type is transactions which focus on

obtaining goods or services, such as checking into a hotel9. In this type of spoken

language, students and teachers usually focus on meaning or on talking their way

to understanding.

Meanwhile, talk as transaction has several main features as follows:

It has a primarily information focus The main focus is the message and not the participants Participants employ communication strategies to make themselves

understood There may be frequent questions, repetitions, and comprehension checks There may be negotiation and digression Linguistic accuracy is not always important

Some of the skills involved in using talk for transactions are :

explaining a need or intention describing something Asking questioning Confirming information Justifying an opinion Making suggestions Clarifying understanding Making comparisons10

Compared with talk as interaction, talk as transaction is easier for some

student because it only focuses on messages delivered to the others. Also, talk as

interaction is more easily planned since current communicative materials are a

rich resource of group activities, information-gap activities and role plays. It can

8Jack C Richards, Developing Classroom�, p.3 9 Jack C Richards, Developing Classroom�, p.3 10 Jack C Richards, Developing Classroom�, p. 4

11

provide a source for practicing how to use talk fro sharing and obtaining

information as well as for carrying out the real-world transactions.

C. Talk as Performance

This refers to public talk or public speaking, that is, talk which transmits

information before an audience such as morning talks, public announcements, and

speeches. Talk as performance tends to be in the form of monolog rather than

dialog. Often follows a recognizable format and is closer to written language than

conversational language. Similarly it is often evaluated according to its

effectiveness or impact on the listener, something which is unlikely to happen

with talk as interaction or transaction. Examples of talk as performance are giving

a class report about a school trip, conducting a class debate, making a sales

presentation, and giving a lecture.

The main features of talk as performance are:

There is a focus on both message and audience It reflects organization and sequencing Form and accuracy is important Language is more like written language It is often monologic

Some of the skills involved in using talk as performance are:

Using an appropriate format Presenting information in an appropriate sequence Maintaining audience engagement Using correct pronunciation and grammar Creating an effect on the audience Using appropriate vocabulary Using appropriate opening and closing11

It is clearly seen from the features and skill involved in using talk as

performance that initially talk as performance needs to be prepared in much the

same way as written text. Therefore, this kind of talk requires a different teaching

strategy. This involves providing examples or models of speeches or oral

11Jack C Richards, Developing Classroom�, p.6

12

presentation. Therefore, question such as the following are needed in order to

guide this process:

What is the speaker purpose? Who is the audience? What kind of information does the audience expect Is any special language used?

3. 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

skills in our learners. The discussions below centers on the major types of

speaking activities that can be implemented as follows:

a) Discussion

Discussion is probably the most commonly used in the speaking skills

classroom activity12. 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 Marianne Celce-Murcia, 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

12 Marianne Celce-Murcia, , Teaching English As A Second or Foreign Language (Boston: Heinly and Heinle, a Division of Thomson Learning,Inc.2001)p.106

13

expected.13 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.

b) Information gap/problem solving

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 them14. 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 their

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 . Jo McDonough and Christoper Shaw 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.15

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 others

because of the gap between them.

13 Marianne Celce-Murcia, Teaching English As�, p.107 14 Jeremy Harmer, How To Teach English (New York:Longman, 1990) p.91 15 Jo McDonough and Christopher Shaw, Material and methods in ELT; a Teacher�s

Guide (Oxford: Blackwell Publishers Ltd, 1993) p.165

14

c) Speeches

Another common activity in the oral skills class is the prepared speech.

Topics for speeches will vary depending on the level of the students and the focus

of the class, but in any case, students should be given some leeway in determining

the content of their talks16. In order words, the teacher can provide the structure

for the speech-its theoretical genre and its time restrictions. For example asking

students to �tell us about an unforgettable experience you had�. Allow them to

talk about something that is personally meaningful while at the same time

encourages narration and description. Speeches can be frightening for the speaker

and after while boring for the listeners, so it is a good idea to assign the listeners

some responsibilities during the speeches. It is an excellent time to require peer

evaluation of classmate�s speech.

d) 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

themselves17. Because sociocultural 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 continua of formality and the like, 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

16 Marianne Celce-Murcia, Teaching English As�, p.107 17 Marianne Celce-Murcia, Teaching English As�, p.107

15

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

be18. Role play is more than just play-acting. It offers chances for rehearsal and

engagement that some others activities fail to give.

e) Conversations

One of the recent trends in oral skills pedagogy is the emphasis on having

students analyze and evaluate the language that they or others produce. In other

word, it is not adequate to have students produce lots of language; they must

become more metalinguistically aware of many features of language in order to

become competent speakers and interlocutors in English. One speaking activity

which is particularly suited to this kind of analysis is conversation, the most

fundamental form of oral communication19. One way to approach this activity is

to assign students to find a native speaker (or near-native speaker) they know and

arrange to tape-record a 20-30 minutes interaction with this person. Of course, not

all of the discourse that results from this encounter will be truly �natural

conversation-the native may fall into the role of �interviewer and ask all questions

while the non-native merely responds; therefore the instructor may want to

encourage the learner beforehand to come up with a few questions to ask native

speaker. In any case, the resulting interaction will provide a sample of

spontaneous from (and for) the learner to analyze. In a variation of the

conversation, learners are required to tape-record an interview with native speaker

on a topic of their choices and then repot the result to the class .

4. Factor Affecting Student Speaking Ability

According to Jack C. Richards and Willy A. Reynanda, 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 student speaking skill.

18 Jeremy Harmer, How To Teach�, p.91 19 Marianne Celce-Murcia, Teaching English As�, p.108

16

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 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

learner�s ability to pronounce the target language fluently with native-like

pronunciation20.

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 internalized21.

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 a

very powerful nonverbal communication system which sometimes

20 Jack C.Richards and Willy A.Reynanda, Methodology in �, p.205 21 Jack C.Richards and Willy A.Reynanda, Methodology in �, p.205

17

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 communication22.

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 supectible 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-

provoking23.

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.

5. 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 doesn�t mean that speaking test can�t be

22 Jack C.Richards and Willy A.Reynanda, Methodology in �, p.206 23 Jack C.Richards and Willy A.Reynanda, Methodology in �, p.206

18

measured in correct way. Writer has found several resources that explain about the

way to assess speaking test and its technique. Hughes, as quoted by Endang

Fauziati, listed three general formats for testing speaking ability that are interview,

interaction with peers and responses to tape recording24. Interaction with peers is

the technique that will be used by writer to assess speaking ability. 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

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. In addition, Ingram and Elaine

Wylie, in their article �Assessing Speaking Proficiency in the International

English Language Testing System examined rating scale of nine-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 used by Harris 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, speaking is a complex skill requiring the

simultaneous use of different ability which often develops at different rates. Five

components are generally recognized in analyses of speech process that are

pronunciation, grammar, vocabulary, fluency (the ease and speed of the flow of

the speech) and comprehension (an understanding of what both the tester and the

testee are talking about or the ability to respond to speech as well as to initiate

24 Endang Fauziati, Testing Speaking Skill, A paper of the49th International TEFLIN Conference, English :A Prerequisite for Global Communication (Denpasar: English Department, Faculty of Letters, University Of Udayana), p.4

19

it)25. Harris presented the sample of an oral English rating scale that used 1-5

points. Below is the frame of Harris�s oral English rating scale

No Criteria Rating Scores Comments 1. Pronunciation 5 Has few traces of foreign language

4 Always intelligible, thought one is conscious of a definite accent

3 Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding

2 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 5 Make few (if any) noticeable errors of grammar and word order

4 Occasionally makes grammatical and or word orders errors that do not, however obscure meaning

3 Make frequent errors of grammar and word order, which occasionally obscure meaning

2 grammar and word order errors make comprehension difficult, must often rephrases sentence and or rest rich himself to basic pattern

1 Errors in grammar and word order, so, severe as to make speech virtually unintelligible

3. Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker

4 Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities

3 Frequently uses the wrong words conversation somewhat limited because of inadequate vocabulary

2 Misuse of words and very limited vocabulary makes comprehension quite difficult

1 Vocabulary limitation so extreme as to make conversation virtually impossible

4. Fluency 5 Speech as fluent and efforts less as that of native speaker

4 Speed of speech seems to be slightly affected by language problem

3 Speed and fluency are rather strongly affected by language problem

2 Usually hesitant, often farced into silence by language limitation

1 Speech is so halting and fragmentary as to make conversation virtually impossible

5. Comprehension 5 Appears to understand everything without

25 David P.Harris, Testing English as A Second Language, (New York: McGraw-Hill Book Company,1969),p.

20

difficulty 4 Understand nearly everything at normal speed

although occasionally repetition may be necessary

3 Understand most of what is said at slower than normal speed without repetition

2 Has great difficulty following what is said can comprehend only �social conversation� spoken slowly and with frequent repetition

1 Can not be said to understand even simple conversational English

The oral ability test divided into five elements; pronunciation, grammar, vocabulary, fluency, and comprehension. Each element�s 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 student�s 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 follows:

Pronunciation : 5 Grammar : 5 Vocabulary : 5 Fluency : 5 Comprehension : 5

25 Since our speaking class rating system is used the range of point 1-10 or 1-

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 also in line with the statement from Hazell. Hazell, as cited in Endang

Fauziati article, stated that teachers could modify the range point scale based on

their need. So, 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.

21

6. Teaching speaking in KTSP (Kurikulum tingkat satuan pendidikan)

Speaking is one of skills that taught in english language material. KTSP is

curret curriculum applied by indonesian government. KTSP is similar with KBK

or curriculum-based competence in several ways. The differentiates 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:

Sekolah dan komite sekolah, atau madrasah dan komite madrasah, mengembangkan kaurikulum tingkat satuan pendidikan dan silabusnya 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)

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 school�s need and its vision and mission. Furthermore, KTSP implementation is also stated on National Education Minister�s 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, assesment, time alocation and learning resource.

So, the goverment has defined standard competence for speaking in the first

year grade (kelas sepuluh) at second semester of senior high school level as

follows:

22

1. Mengungkapkan makna dalam percakapan transaksional dan interpersonal

dalam konteks kehidupan sehari-hari

2. Mengungkapkan makna dalam teks fungsional pendek dan monolog

sederhana berbentuk narative, descriptif, dan news item dalam konteks

kehidupan sehari-hari

2. 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 second

semester of first year grade student at SMAN 1 Ciputat are:

1. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara

akurat, lancar berterimakasih dengan menggunakan ragam bahasa lisan

sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak

tutur:berterimakasih, memuji dan mengucapkan selamat.

2. Mengungkapkan makna dalam percakapan transaksional (to get things

done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara

akurat, lancar berterimakasih dengan menggunakan ragam bahasa lisan

sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak

tutur: menyatakan rasa terkejut, rasa tak percaya, serta menerima

undangan, tawaran dan ajakan.

3. mempergunakan makna dalam bentuk teks lisan fungsional pendek

(misalnya pengumuman, iklan, undangan dll) resmi dan tak resmi

dengan menggunakan ragam bahasa lisan sederhana dalam berbagai

konteks kehidupan sehari-hari

4. mengungkapkan makna dalam teks monolog sederhana dengan

menggunakan ragam bahasa lisan secara akurat, lancar dan berterima

dalam konteks kehidupan sehari-hari dalam teks berbentuk:narative,

descriptive dan news item.

23

Further detailed of basic competence operational in speaking skill for

senior high school in first year students (tenth year) at second semester will be

explained in the indicator of learning out come.

C. The Indicator

The learning outcome or the indicator indicates some areas that need to

be gained by the students in achieving speaking skills. Below are the learning

outcome at second semester:

1. students are able to use and respond the expression of gratitude, praising,

and congratulate to other

2. students are able to use and respond the expression of surprise, disbelieve

annd offering

3. students are able to announce in the form of spoken language

4. students are able to deliver verbal invitation

5. students are able to act the monolog to advertise something

6. students are able to use oral language

7. students are able to use simple present tense in describing something or

someone

8. students are able to do monolog to deliver an information and to describe

something

9. students are able to tell the story in the form of oral language

10. students are able to be a reporter and story teller

B. Contextual Teaching and learning (CTL)

1. The Understanding of CTL

The philosophy of CTL was rooted from progressivisms of John Dewey26.

John Dewey, an expert of classical education proposed the theory of curriculum

and teaching methodology related to the student�s experience and interest.

26 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan Penerapannya Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004), p.8

24

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 involve in learning process in the classroom. John Dewey, as quoted by

Donald freeman, 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 continue27�

The theory of Cognitivisme also influenced the philosophy of CTL. The

students will learn so well if they actively involve in the classroom activities and

have a chance to inquiry it by their selves. 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

activity28.

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.

27 Donald Freeman, Changing Teaching: Insight Into Individual Development In The Contexts Of School, On Christopher Ward and Willy Reynanda (Ed.), Language Teaching, a New Insights For The Language Teacher (Singapore: SEAMEO Regional Language Center, 1999), p.34

28 Nurhadi,Dkk., Pembelajaran Kontextual�, p.9

25

Johnson 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 assessments29

In addition, Berns and Errickson 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.30.

Meanwhile, The Washington State Consortium for Contextual Teaching

and Learning, as cited in Nurhadi, 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 in-school and out-of school settings in order to solve the stimulated or real-world problems.31

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.

29 Elaine B.Johnson, Contextual Teaching and Learning: What It Is and Why It�s Here to Stay (Thousand Oaks: Corwin Press,Inc,2002) p.25

30 Robert G. Berns and Patricia M. Erickson, Contextual Teaching and Learning:Preparing Students for the New Economy. www.nccte.com, it was retrieved on November 1 2007.


http://www.nccte.com

26

2. The Characteristics of CTL

Johnson, as quoted by Nurhadi, characterizes CTL into eight important

elements as follows:

1. Making Meaningful Connections

Students can organize them selves 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

2. 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

3. 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

4. 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.

5. 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.

6. Nurturing the Individual

Students carry on their selves, understand, give attention, posses high

wishes, motivate and empower themselves. Students can�t get the

success without the support from adult people. Students should respect

their companion and adult person

27

7. 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�

8. 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

experience32

These eight characteristics make CTL different from other methods. These

Characteristics 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.

3. The Principle of CTL

1. 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 individual�s processing of stimuli

from the environment and the resulting cognitive structure that produce adaptive


28

behavior rather than the stimuli themselves33. 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 knowledge34. 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.

2. 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

3. 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 and Sadker, as quoted by Nurhadi, mentioned the important of

questioning technique in classroom teaching. They 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. What�s in a question, you ask?

2008

33 www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on January 1 34 Nurhadi,Dkk., Pembelajaran Kontextual�,p.33

http://www.chiron.valdosa.edu/whuitt/cogys/construct.html

29

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 learning35

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 student�s curiosity, focusing

student attention, and refreshing students prior knowledge.

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, 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 �onlooker� or �observer� (noticing

what is going on), �knower� (being privy to shared class understanding) and

follower (reacting in the same way as everyone else to certain teacher or student

initiatives).

35 Nurhadi,Dkk., Pembelajaran Kontextual�,p.45

30

5. 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 teacher�s opinion and

demonstrates how does the teacher want the student to learn

6. 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.

7. Authentic Assessment

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 learning36. 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

36 Jeremy Harmer, The Practice of English Language Teaching, the Third Edition (Longman, 2002), p. 100

31

resources, (d) Engages the students by relevance, (e) Uses open-ended 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 students37

Essentially, the question that needs to answer by authentic assessment is

�Does the students learn something?� not �What have they already known?� So,

the students are assessed through many ways, not only assessed their examination

test.

3. 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 procedures

how to apply CTL, including speaking class activity, in the classroom teaching

learning process.

1. 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 involve in learning

process and use the student�s idea and experience to conduct the learning

and whole learning unit

2. 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.

37 Nurhadi,Dkk., Pembelajaran Kontextual�,p.43

32

3. 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.

4. Questioning as a learning tool. it is useful for improving student�s

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.

5. 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.

C. Audio-Lingual Method

1. The Understanding of Audio-Lingual Method

The Audio-lingual method is the product of three historical

circumstances38. For its views on language, Audio-Lingualism drew on the work

of American linguists such as Leonard Bloomfield. The prime concern of

American linguistics at the early decades of the 20th century had been to

document all the indigenous languages spoken in the USA. However, because of

the dearth of trained native teachers who would provide a theoretical description

of the native languages, linguists had to rely on observation. For the same reason,

a strong focus on oral language was developed. At the same time, Behaviorists

38 Audio-Lingual Method, From Wikipedia; the Free Encyclopedia. www.wikipedia.com, it was retrieved on November 1 2007

http://www.wikipedia.com

33

psychologists such as B.F. Skinner were forming the belief that all behaviour

(including language) was learnt through repetition and positive or negative

reinforcement. The third factor that enabled the birth of the Audio-Lingual

Method was the outbreak of World War II, which created the need to post large

number of American servicemen all over the world. At that time, there was a need

for people to learn foreign language rapidly for military purposes. Because of the

influence of the military, early versions of the Audio-Lingualism came to be

known as the �Army Method�.

This method also was developed as a reaction to the grammar-translation

method of teaching foreign languages39. Grammar-translation had been used to

teach for thousands of years, but the method was perceived as taking too long for

learners to be able to speak in the target language. The Audio-Lingual method set

out to achieve quick communicative competence through innovative methods.

Audio-Lingual Method which based on Behaviorism was also one of the

basic contributions of linguistics to the teaching of modern foreign language in the

1940�s40. Modern linguistic science maintains that language is behavior. The

Audio-Linguists maintain that only classroom procedures which include behavior

in the classroom will develop the terminal behavior desired.

Meanwhile, Wikipedia, the free encyclopedia in internet, define Audio-

Lingual Method as follows:

The Audio-Lingual Method, or the Army Method or also the New Key, is a style of teaching used in teaching foreign languages. It is based on behaviorist ideology, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement�correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback41.

Thus, it can be concluded that Audio-lingual method is followed

behaviorists theory. This method is an interpretation of language learning in terms

39Susan Kifuthu, Background and Characteristics of the Audio-Lingual Method, www.caridulu.com, it was retrieved on November 1 2007

40 Kenneth Chastain, �The Audio-Lingual Habit Theory The Cognitive Versus The Cognitive Code Learning Theory: Some Considerations� on Robert C.Lungton and Charles H.Heinle (ed.), Toward a Cognitive Approach to Second-Language Acquisition (Philadelphia: The Center For Curriculum Development, Inc, 1971,) p.113

41 www.wikipedia.com , the Free Encyclopedia. It was retrieved on November 1 2007.

http://www.caridulu.com

http://www.wikipedia.com

34

of stimuli and response, operant conditioning and reinforcement with emphasis on

successful error-free learning. In this method, language is primarily spoken and

only secondarily written. Therefore, it is assumed that speech has priority in

language teaching.

2. The Characteristics of ALM

Brown has summarized the Characteristics of Audio-Lingual Method as follows:

1. New material is presented in dialog form. 2. There is dependence on mimicry, memorization of set phrases, and over-

learning. 3. Structures are sequenced by means of contrastive analysis and taught one

at a time. 4. Structural patterns are taught using repetitive drills. 5. There is little or no grammatical explanation. Grammar is taught by

inductive analogy rather than deductive explanation. 6. Vocabulary is strictly limited and learned in context. 7. There is much use of tapes, language labs, and visual aids. 8. Great importance is attached to pronunciation. 9. Very little use of the mother tongue by teachers is permitted. 10. Successful responses are immediately reinforced. 11. There is great effort to get students to produce error-free utterances. 12. There is a tendency to manipulate language and disregard content42.

This is useful for the teacher of speaking skills in the classroom to look at the

characteristics of Audio-Lingual Method in order to present this method in the

correct way. From the characteristics above, it can be seen that this method is

primarily concern with the speaking skill. This method is really concerned about

the pronunciation in producing words because it is important o prevent learners

from making errors. It is also clearly seen that one of the language teacher�s major

roles is a model of the target language. Teacher should provide students with a

native-speaker-like model. By listening to how it is supposed to sound and

students should be able to mimic the model.

42 Douglas H.Brown, Principles of Language Learning and Teaching (Englewood Cliffs:: Prentice Hall Regent, 1994) p.57

35

3. The Procedure of Audio-Lingual Method in teaching speaking

Since Audio-Lingualism is primarily an oral approach to language

teaching, it is not surprising that the process of teaching involves extensive oral

instruction. As far as possible, the target language is used as the medium of

instruction, and translation or use of native tongue is discouraged. Classes of ten

or less are considered optimal, although larger classes are often the norm. Brooks,

as cited in Richards and Rodgers, list the procedures that the teacher should adopt

in using Audio-Lingual Method that are:

Lesson begins with the modeling of the speaking material by the teacher

and the students follow what the teacher said. Then, the students repeat each line

of the dialogue, individually and in chorus. While the students are producing the

dialogue, the teacher pays attention to pronunciation, intonation and fluency. If

there is any mistake, the teacher needs to correct the mistakes directly and

immediately. Then, the students memorize the dialogue gradually and line by line.

After they have memorized it, the dialogue is read aloud in chorus, one half

saying one speaker and the other half responding. The students are really not

allowed to open their book or read the dialogue throughout this phase.

After that, to make the learning process more interesting and effective, the

dialogue is then adapted to the student�s interest or situation, through changing

certain key words or phrases. This phase is acted out by students.

The teacher may select certain key structures or sentences from the

dialogue and use as the basis for pattern drills of different kinds. The selection is

based on the current speaking material that is being learned in class. Then, these

are practiced in chorus and the individually.

After all this process, the students should memorize certain key sentences

or structure from the dialogue. Then, the last process of speaking activity is that

the teacher divides the student into a group of two and asks them to practice all

the dialogue from the text book in front the class.43

43 Jack C. Richards and Theodore S. Rodgers, Approaches And Method.., p.58

36

D. Thinking Framework

The research is done in order to know the effectiveness of CTL in teaching

speaking. The writer is interested in this topic because of several facts that found

in classroom teaching when doing teaching practice at SMAN 1 Ciputat. The

students speaking ability is still low and even there are some students who can�t

speak English language at all. Ideally, the students of second year of Senior high

school should have a good ability in English language or at least, they can speak

in a simple conversation. As we know, that English has been decided as the

compulsory subject to learn since 4th year�s grade of elementary school. It means

that they have been learning English language for six years.

One of the reason of that problem is because the majority of students in the

schools are unable to make connections between what they are learning and how

that knowledge will be used. This is because the way they process information

and their motivation for learning are not touched by the traditional methods of

classroom teaching. Audio-Lingual Method, which is often considered as the

traditional method, plays a significant role in this matter. In ALM, the students are

not fully involved in classroom teaching and they are just functioned as the

receiver of knowledge transferred by the teacher. Many time, this situation made

them feel boring in facing the English language subject. As a result, the students

have a difficult time in understanding academic concepts of English language as

they are commonly taught (that is, using an abstract, lecture method), and they

feel difficult to understand the concepts as they relate to the real live situation and

to the larger society in which they will live and work. Traditionally, students have

been expected to make these connections on their own live and outside the

classroom. These facts make them difficult in developing their English language

ability.

The writer believes that Contextual Teaching and Learning can be a

solution to tackle the problem in learning speaking. In a CTL learning

environment, students can discover meaningful relationship between abstract

37

ideas and practical applications in a real world context. Meanwhile, CTL also

encourages teacher to design learning environment that incorporate many kind of

experiences to achieve 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 they are

held accountable in their learning process in classroom teaching.

Generally, there are several reasons to choose CTL as follows:

1. Students accept more responsibility of their own learning

2. Students enjoy a positive interaction

3. CTL creates a team that enliven learning process

4. Students are encouraged to explore their potency

5. Student are the center of learning process

E. Hypotheses

This research is to answer the question about the significance different

between teaching speaking using Contextual Teaching Learning and teaching

speaking using Audio-Lingual Method. Therefore, writer proposed hypotheses as

follows:

Alternative Hypothesis (Ha):

�There is a significant difference between the students� speaking scores

taught by contextual Teaching Learning and taught by Audio-Lingual

Method�,

Null Hypothesis (Ho):

�There is no significant difference between the students� speaking scores

taught by contextual Teaching Learning and taught by Audio-Lingual

Method�

38

38

CHAPTER III

RESEARCH METHODOLOGY AND FINDINGS

A. The Methodology of Research

1. The Place of The Research

The research of this study was held at SMAN 1 Ciputat. The writer

conducted the research about three weeks. It was begun by observation and

finished by giving the test in speaking ability. From 15th February up to 8th march

2008, the writer did the research for seven meeting. It consisted of giving pre-test,

presenting lesson and giving post-test.

2. The Objective of Research

As mentioned in chapter one that the objective of research is to know the

influence of Contextual Teaching and Learning (CTL) in optimizing student

speaking improvement and also to find out whether there is any significance effect

in speaking achievement of the students who are taught using CTL method and

those who are taught using Audio Lingual Method

3. The Population and Sample

The population of the study is 315 students from the first year of SMAN

1 Ciputat which consists of eight classes. The writer only took two classes that are

X.8 and X.7 and taught these two classes using CTL (for experiment class) and

ALM (for control class). The writer took 58 students where 29 students are from

experiment class and the rest are from control class. The sample was taken

purposive using random sample technique.

4. The Technique of Data Collecting

The writer used the test to collect the data. The pre-test and post test were

administered to both classes. The pre-test was done before the teaching learning

process and the post-test was done after teaching learning process. The pre test


39

was done in order to know the homogeneity of the two classes in speaking skill

and the post-test was done in order to know the influence and the effectiveness of

using CTL and ALM in teaching speaking skill.

In collecting the data, writer has designed the items for speaking test. As

stated in previous chapter, the writer used the interaction with peer technique. In

this technique, the writer divided the student into a group of two and then they�re

asked to discuss a certain topic. Meanwhile, in determining the score gained by

the student, the writer used an oral rating scale that proposed by David P. Harris

as stated in chapter two.

5. The Technique of Data Analysis

Data analysis is the last step in the procedure of research. In analyzing the

data from the pre-test and post test, the writer used the statistical calculation of T-

test. T-test is used in order to find out the differences of the result/score of

student�s achievement in studying speaking by using CTL and ALM.

After getting the data, they are proceeded and analyzed through the

following steps:

a. Seeking gained score from student�s speaking test and describing

it in the tables. The gained scores of experiment class are variable

I that symbolized by X and the gained scores of control class are

variable II that symbolized by Y.

b. Determining mean of variable of experiment class with formula

MX= ∑X N

c. Determining mean of variable of control class with formula

MY= ∑Y N

d. Determining deviation score of variable X with formula

÷ = X-MX

Sum of ÷ or ∑ ÷ must equal to null. From the square of ÷, the

writer found out ∑ ÷2

40

e. Determining deviation score of variable Y with formula

y = Y-MY

Sum of y or ∑ y must equal to null. From the square of y, the

writer found out ∑ y2

f. Analyzing the result by using statistic calculation of T-Test

to =_ MX-My_________

( ∑ ÷2 + ∑ y2 ) . ( NX + NY)

( NX + NY - 2) (NX . NY)

g. Giving Interpretation

6. The Procedure of Research

Before doing the research, the writer observed the location and population

were carried out. The research was done in two classes namely experiment class

and control class. Before treating the students using CTL and ALM, the writer

administered the pre-test to the students in both classes with the same instrument

to know the homogeneity of student�s speaking skill.

The next step was the treatment, where the Class of X.8 as the experiment

class was taught using CTL and class of X.7 as the control class was taught using

ALM. The presentation of the lesson was done by the writer.

Then, post-test was administered after finishing the treatment. The writer

used the same format of question that was administered in the pre-test. Even

though the test instrument was the same, students didn�t realize that it would be

examined again later. Finally, the writer made a calculation of the result from both

test. The further explanation will discuss later.

41

B. The Finding of Research

1. The description of data

The writer conducted field research. The writer held this research by

teaching learning process that was done at two classes that are X.7 as control class

and X.8 as experiment class. And the writer got the data from pre-test and post

test. The pre-test was given before the lesson began and the post-test was given

after the lesson finished.

The result of data analysis can be described as follows:

a). the experiment class using contextual teaching learning (CTL)

The result of pre-test is gained with range score between 20 and 88 and

the mean score is 40.83. Meanwhile in the post-test, the range score is between 32

and 92 and the mean score is 59.45.

The result of data analysis, both data calculation and raw scores, can

be described as follows:

Table1. The score of pre-test and post-test of experiment class

No Pre-test Post-test Gained Score

1 40 52 12

2 60 52 -8

3 40 72 32

4 88 92 4

5 60 64 4

6 48 60 12

7 40 56 16

8 40 56 16

9 6 0 64 4

10 52 56 4

11 40 40 0

12 88 92 4

13 40 32 -8

14 40 56 16

15 40 72 32

16 20 60 40

17 20 48 28

18 56 68 12

19 28 52 24

20 28 56 28

42

21 28 56 28

22 44 64 20

23 40 56 16

24 40 60 20

25 20 60 40

26 40 56 16

27 40 64 24

28 44 60 16

29 20 48 28 ∑ ÷1 = 1184

M ÷1 = 40.83

∑ ÷2 = 1724 M ÷2 = 59.45

∑X = 480

MX = 16.55

b.). The Control Class Using Audio-Lingual Method

The result of pre-test is gained with range score between 20 and 92 and

the mean score is 49.53. Meanwhile, the result of pre-test is gained with range

score between 20 and 92 and the mean score is 55.73.

The result of data analysis, both data calculation and raw scores, can

be described as follows:

Table 2. The score of pre-test and post-test of control class

No Pre-test Post-test Gained Score

1 82 92 10

2 80 84 4

3 56 60 4

4 60 60 0

5 20 48 28

6 40 60 20

7 60 60 0

8 64 76 12

9 60 64 4

10 44 68 24

11 72 64 -8

12 40 60 20

13 40 60 20

14 40 44 4

15 40 44 4

16 52 56 4

17 48 40 -8

18 92 80 -12

19 24 40 16

43

20 40 40 0

21 72 76 4

22 40 56 16

23 40 36 -4

24 60 64 4

25 60 60 0

26 40 40 0

27 40 40 0

28 20 20 0

29 20 40 20 ∑ y1 = 1446

M y1 = 49.86

∑ y2 = 1632 M y2 = 56.28

∑Y = 186 MY = 6.41

2. The Analysis of Data

After writing the comparison between the score of experiment and the

control class, the writer calculates the deviation and square deviation for two

classes as follows:

Table 3. The comparison of scores of each student in experiment class

and control class

No X Y × y ÷ ² y²

1 12 10 -4.55 3.59 20.72 12.86

2 -8 4 -24.55 -2.41 602.79 5.83

3 32 4 15.45 -2.41 238.65 5.83

4 4 0 -12.55 -6.41 157.55 41.14

5 4 28 -12.55 21.59 157.55 465.96

6 12 20 -4.55 13.59 20.72 184.59

7 16 0 -0.55 -6.41 0.30 41.14

8 16 12 -0.55 5.59 0.30 31.21

9 4 4 -12.55 -2.41 157.55 5.83

10 4 24 -12.55 17.59 157.55 309.27

11 0 -8 -16.55 -14.41 273.96 207.76

12 4 20 -12.55 13.59 157.55 184.59

13 -8 20 -24.55 13.59 602.79 184.59

14 16 4 -0.55 -2.41 0.30 5.83

44

15 32 4 15.45 -2.41 238.65 5.83

16 40 4 23.45 -2.41 549.82 5.83

17 28 -8 11.45 -14.41 131.06 207.76

18 12 -12 -4.55 -18.41 20.72 339.07

19 24 16 7.45 9.59 55.48 91.90

20 28 0 11.45 -6.41 131.06 41.14

21 28 4 11.45 -2.41 131.06 5.83

22 20 16 3.45 9.59 11.89 91.90

23 16 -4 -0.55 -10.41 0.30 108.45

24 20 4 3.45 -2.41 11.89 5.83

25 40 0 23.45 -6.41 549.82 41.14

26 16 0 -0.55 -6.41 0.30 41.14

27 24 0 7.45 -6.41 55.48 41.14

28 16 0 -0.55 -6.41 0.30 41.14

29 28 20 11.45 13.59 131.06 184.59

∑X= 480

MX=16.55

∑Y =186

MY= 6.41 ∑ ÷ =0 ∑ y=0 ∑÷2=4567.17 ∑y2=2939.03

From the table at the page above, the writer has got the result of

∑X=480, ∑Y=186, ∑ ÷2=4567.17 and ∑ y2=2939.03, while each NX and NY is 29.

Then, the writer found out the mean score of variable X and Y as follows;

MX=16.55 and MY=6.41. After getting MX, MY, ∑ ÷2, ∑ y2, NX and NY, the

writer calculated them based on the steps of the t-test formula as follows:

a. to = MX-MY___ ____

( ∑ ÷2 + ∑ y2 ) . ( NX + NY) ( NX + NY - 2) (NX . NY)

= _ 16.55-6.41 ________

( 4567.17+ 2939.03 ) . ( 29 + 29) ( 29+29- 2) (29 . 29)

= 10.14 ________ _

45

( 7506.21) . ( 58) ( 56) (841)

= 10.14 __ __

(134.04) . 0.07

= 10.14 ___

9.24

= 9.8 _ = 3.34 3.04

b. df = N1 + N2 -2

= 29+29-2

= 56

There is no degree of freedom from 56, so the writer uses the closer df

and it is 60

c. In degree of significance 5 % (see appendix) from 60 in t t = 2, 00

In degree of significance 1 % (see appendix) from 60 in t t = 2, 65

d. The writer compared to to t table that if to > t table it means that Ho is

rejected and Ha is accepted, but when to < t table it means that Ho is

accepted and Ha is rejected

to : tt = 3.27 > 2.00 in degree of significance 5%

to : tt = 3.27 > 2.65 in degree of significance 1%

3. The Test of Hypotheses

This research is to answer the question about the significance different

between teaching speaking using Contextual Teaching Learning and teaching

speaking using audio-lingual method.

To get the answer of question, the writer should propose alternative

hypothesis (Ha) and null hypothesis (Ho) as below:

46

Ha = �There is a significant difference between the students� speaking

scores taught by contextual Teaching Learning and taught by Audio-

Lingual Method�,

Ho = �There is no significant difference between the students� speaking

scores taught by contextual Teaching Learning and taught by Audio-

Lingual Method�

The criteria of hypothesis presentation states that: If to > tt, Ha is accepted

and Ho rejected; and If to < tt, it Ha is rejected and Ho is accepted.

From the result of the statistic calculation indicates that the value of to is

3.27 and the value of degree of freedom (df) was 58. In this research, the writer

used the degree of significance of 5% and 1%. The writer used df =60 for there is

no df for 56. Meanwhile, the degree of significance of 5 % is 2.00 and for 1% is

2.65

After obtaining to, the writer compared it with each values of the degree of

significance, the result is to: tt= 3.27 > 2.00 in degree of significance 5 % and to: tt=

3.27 > 2.00 in degree of significance 1%.

Since to score is bigger that tt, it means that alternative hypothesis (Ha) of

research is accepted and the null hypothesis (Ho) is rejected. In another words, it

means that there is a significant difference between the students� speaking scores

taught by contextual Teaching Learning and taught by Audio-Lingual Method.

4. The interpretation and discussion of data

As stated above that if to is bigger than tt, so the alternative hypothesis is

accepted. According to the explanation about the analysis of the result on the

tables above, writer can conclude that teaching speaking through Contextual

Teaching Learning is better than teaching speaking through Audio-Lingual

Method at first grade of SMAN 1 Ciputat. It can be seen on the tables above that

the students who learn speaking through Contextual Teaching Learning and who

learn speaking through Audio Lingual Method have a significant different. It

means that there is a significant influence of using the Contextual Teaching

Learning in teaching speaking. So, the students� speaking scores taught by using

47

Contextual Teaching Learning are better than those who were taught by using

Audio-Lingual Method.

However, the writer could not deny that the different score between two

classes is not much, but the speaking improvement in the experiment class has

proven that Contextual Teaching Method can be a good method in developing

speaking ability.

CHAPTER IV

CONCLUSION AND SUGGESTION

A. The Conclusion

According to the result of the analysis of the research, it shows that the

value of �to� (t observation) is 3,27 and the value of �tt� (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 to is bigger than the value of tt. 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.

It can be concluded that teaching speaking through Contextual Teaching

Learning is quite success. It can be seen on the table of the students� speaking

scores that the students who learn speaking through Contextual Teaching

Learning and Audio-Lingual Method have a significant difference. It means that

there is a significant influence of using Contextual Teaching Learning in teaching

speaking.

Therefore, the conclusion is that the students� speaking scores taught by

Contextual Teaching Learning are better than taught by Audio-Lingual Method.

In other words, the use of Contextual Teaching and Learning in teaching speaking

has a significant difference to the student�s achievement in speaking skill at the

first grade of SMAN 1 Ciputat.

B. The Suggestions

Based on the result and the process of research, the writer would like to

give some suggestions as below:

1. To The English Teachers

a) As most people said, that Speaking is the most complicated

skill to master in learning a language. Therefore, teachers

do need to encourage students to practice their speaking

skill in their daily life more and more. It is clear that the

48


more they practice their speaking ability, the better they

will improve in speaking.

b) The teachers need to be a good model in practicing English

languages so that the students will follow what the teachers

have done, especially in practicing speaking language

c) It is proved that CTL is the effective way in developing

speaking skill, thus, the teachers need to create an attractive

learning process, by using various technique and media, not

monotone, to improve student�s speaking skill

d) A peer coaching is one of the techniques used in CTL.

Therefore, the teachers need to classify the students based

on their proficiency in speaking in order to create a good

atmosphere and make an effective teaching learning

process. Also, it will help them in running community

learning as one of the basic principles of CTL

2. To The Students

a) The students need to realize that learning is two way

process, not only teacher-centered. It means that they play a

significant role in achieving their success in study. So, they

need to actively involve in that process

b) Based on the research, the writer found that there are

several students who are quite well in expressing their idea

in written form but they found difficulty when they are

asked to express it in spoken form. Therefore, they do need

to have more practice in order to improve their speaking

ability.

49

50

Rc18-The Effectiveness of Contextual Teaching and Learning in Teaching Speaking

Documents

english language education

method of research

teacher of english language

procedure of research

background of study

objective of study

research methodology

methodology of research