Tugas Akhir metlit

Name : Alwi Maulana

Class : VI A

Reg. Number : 106014000365

Lesson : Research Methodology

THE EFFECTIVENESS OF USING CONTEXTUAL TEACHING AND LEARNING IN

TEACHING SPEAKING (COMPARING WITH AUDIO-LINGUAL METHOD)(An Experimental Study at the First Grade Students of Senior High School)

CHAPTER I

INTRODUCTION

A. Background of the study

According to 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.1

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 proficiency”2. 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

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

1 Anonymous, Kurikulum Muatan Lokal untuk Sekolah Dasar, (Jakarta: Depdikbud,1994), p. 302 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

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.

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 assessments.3

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

3 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

integrating the new knowledge gained with preexisting. Constructivism calls for active

participation in problem solving and critical thinking regarding an authentic learning

activity that students find relevant and engaging intellectual constructs.

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 Senior High School.

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 Senior

High School?”

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 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.

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.4

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 address5

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 spokesman”.6 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 feelings7”.

4 Sandra Cornbleet and Ronald Carter , The Language of Speech and Writing, (London:

Routledge publisher, 2001) p.17

5 Noah Webster, Webster’s New Twentieth Century Dictionary, 2nd Edition, (New York:

William Collins Publishers, 1980), p.1980

6 AS Hornby, Oxford Advance Learner’s Dictionary. (Oxford: Oxford University Press,

Sixth Edition, 1987) p.827

7 Henry G. Tarigan, Berbicara Sebagai Suatu Ketrampilan Berbahasa, (Bandung:

Angkasa, 1981), p. 15

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 understanding8”.

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 approaches9”. Below are the

explanations of the functions of speaking:

a. Talk as Interaction

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

8 Donn Byrne, Teaching Oral English (New York: Longman, 1998) p.8

9 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

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 others10

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 interact socially with each other11. 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.

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

10 Jack C Richards, Developing Classroom…, p.2-3

11 Jack C Richards, Developing Classroom…, p.3

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 comparisons12

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

12 Jack C Richards, Developing Classroom…, p. 4

Maintaining audience engagement

Using correct pronunciation and grammar

Creating an effect on the audience

Using appropriate vocabulary

Using appropriate opening and closing13

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

activity14. 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.

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 them15.

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.

d) Role plays

13 Jack C Richards, Developing Classroom…, p.6

14 Marianne Celce-Murcia, , Teaching English As A Second or Foreign Language

(Boston: Heinly and Heinle, a Division of Thomson Learning,Inc.2001)p.10615 Jeremy Harmer, How To Teach English (New York:Longman, 1990) p.9116 Marianne Celce-Murcia, Teaching English As…, p.107

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.

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

communication18.

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:

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

pronunciation19.

b) Aural Medium

17 Marianne Celce-Murcia, Teaching English As…, p.10718 Marianne Celce-Murcia, Teaching English As…, p.10819 Jack C.Richards and Willy A.Reynanda, Methodology in …, p.205

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 internalized20.

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.

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-

provoking21.

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 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

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

21 Jack C.Richards and Willy A.Reynanda, Methodology in …, p.206

ability that are interview, interaction with peers and responses to tape recording22.

Interaction with peers is the technique that will be used by writer to assess speaking

ability.

B. Contextual Teaching and learning (CTL)

1. The Understanding of CTL

The philosophy of CTL was rooted from progressivisms of John Dewey23. John

Dewey, an expert of classical education proposed the theory of curriculum and teaching

methodology related to the student’s experience and interest. Principally, the students

will learn effectively if they can make a connection between what they are learning with

the experience they had, and also they actively 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 continue24”.

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 activity25.

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

22 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

23 Nurhadi,Dkk., Pembelajaran Kontextual (Contextual Teaching and Learning/CLT) dan Penerapannya

Dalam KBK (Malang: Penerbit Universitas Negeri Malang, 2004), p.8

24 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

25 Nurhadi,Dkk., Pembelajaran Kontextual…, p.9

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.

2. The Characteristics of CTL

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

as follows:

1. Making Meaningful Connections

2. Doing Significant Work

3. Self-Regulated Learning

4. Collaborating

5. Critical and Creative Thinking

6. Nurturing the Individual

7. Reaching High Standards

8. Using Authentic Assessments

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..

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 behavior rather than the

stimuli themselves26.

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

26 www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on January 1 2008

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,

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

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.

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.

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.

2. Do the inquiring activity to achieved desired competences in speaking activity

3. Create learning community or learning in groups

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

5. Do the reflection in the end of learning to make student feel that they have learned

something.

C. Audio-Lingual Method

1. The Understanding of Audio-Lingual Method

The Audio-lingual method is the product of three historical circumstances. 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 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 languages27. Grammar-translation had been used to teach for

thousands of years, but the method was perceived as taking too long for learners to be

27 Susan Kifuthu, Background and Characteristics of the Audio-Lingual Method,

www.caridulu.com, it was retrieved on November 1 2007

able to speak in the target language. The Audio-Lingual method set out to achieve quick

communicative competence through innovative methods.

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 content28.

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.

D. Thinking Framework

28 Douglas H.Brown, Principles of Language Learning and Teaching (Englewood

Cliffs:: Prentice Hall Regent, 1994) p.57

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 reasons 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 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”

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 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.

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.

B. The Finding of Research

1. The description of data

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

b.). the control class using audio-lingual method (ALM)

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:

3. The Test of Hypotheses

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 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.