II.

LITERATURE REVIEW

2.1. Concept of Contextual Teaching Learning

The majority of students in our school are not able to make connections between

what they are learning and how that knowledge should be used. This is because

the way they process information and their motivation for learning are influenced

by the traditional methods of classroom teaching. Therefore, the English teacher

should make an effort on searching and creating a new model in presenting

materials in order to reinforce, expand and apply students’ academic knowledge

and skills in a variety of in-school and out-school settings in order to solve

simulated or real-world problems.

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 memberss, citizens, and workers and engage in the hard work that

learning requires (Berns and Erickson : 2001).

According to contextual learning theory, learning occurs only when students

process new information or knowledge in such as that it makes sense to them in

thier own frames of reference (their own inner worlds of memory, experience, and
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response). This approach to learning and teaching assumes that the mind naturally

seeks meaning in context by searching for relationships that make sense and

appear useful. Contextual teaching and learning is considered as the convincing

alternatives in English teaching (Diknas: 2002).

This idea is supported by previous study done by Flora (2003) that relating subject

content to real world situation is extremely needed during the teaching learning

processs so that the students know the benefits of learning in the classroom. John

Dewey (1916) in Laily (2006) further states that Contextual Teaching Learning is

emphasized on the students’ interest and their experiences.

Meanwhile Johnson (2002) defines CTL is an educational process that aims to

help students see meaning in the academic material they are studying by

connecting academic subjects with the context of their daily lives, that is, with

context of their personal, social, and cultural circumstance.

Contextual teaching and learning is a concept of learning which help teachers

relate the materials being taught to the students real world and encouraging the

students relate their knowledge in their daily lives by implementing all seven main

elements in the teaching learning process (Diknas; 2002). The seven elements are

constructivism, questioning, inquiry, learning community, modelling, self

reflection, and authentic assessment.

2.2. The elements of Contextual Teaching and Learning

Depdiknas (2002) defines each element of contextual teaching and learning as

follows:
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1. Constructivism

Knowledge is found and built by oneself or by the students themselves not just

the knowledge given by another person that is ready to be memorized. This

point claims that knowledge is not a set of facts or concepts of rules that come

accidentally. Knowledge grows through exposure and the understanding

becomes deeper and stronger if one test is againts new encounters. It means

that in this stage students are actively involved in learning process based on

the previous knowledge (entry behaviour). They will achieve goal based on

their prior knowledge and use their own styles to achieve the goal.

2. Inquiry

Inquiry is the core in contextual teaching learning activities. It is a cycling

process of observing, questioning, investigating, analyzing, and concluding. In

other words, it can be said that the students find out something by themselves.

In this process the students have chance to observe the phenomenon. They try

to explain and decribe the phenomenon being observed. Then, based on their

observation, they try to test what they have observed and finally make

conclusion.

3. Questioning

In contextual teaching and learning the questioning should not be dominated

by the teacher. In teaching and learning process, questioning is seen as

teacher’s activity to motivate, provide, and asses thinking ability. The teacher

should provide or create situation that makes the students to have curiosity.

Curiosity leads automatically to a live teaching learning atmosphere because

students are supposed to ask question either to their teacher or friends. The
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process of questioning can be created between teacher to the students, students

to teacher and students to students.

4. Learning Community

The principle of learning community is that learning ingroup will give better

result than learning alone since students will share their knowledge to help

other friends who have difficulties.it is suggested by Falsetti (1986) in Laily

(2006) that group should be of mixed abilities, so that beginning students can

learn from more advanced ones. By sharing knowledge, the student who

knows will tell the others who do not know and the students who do not will

ask the students who knows. In line with this, Freeman (1986) states that in

group, students can learn from each other as well as the teacher. Coorporation

is encouraged.

5. Modelling

Giving example plays or that we called as modeling is an important role in

teaching learning process. Modelling can be in the form of something that can

be imitated by the students (Diknas, 2002), for example do the task by what

the teacher already give the example for them. Contextual teaching and

learning requires either the teacher or the students themselves to be the models

at the classroom activities. It means that the teacher is not the only person who

is responsible for giving the model or the example.

6. Reflection

Reflection is a way of thinking about what we have learnt. Students and

teacher review and respond the events, activities, and experiences. They also

record what they have learnts, felt and appeared new ideas. This element
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usually occurs in post activities. Self assessment (to borrow Underhill’s term

of reflection) occurs to enable learners to take more responsibility to help their

progress. Further, Underhill (1987:23) states that self assessment can be

introspective, where the learner is asked back on his foreign language

experience and rate him self againts some kind of state.

7. Authentic Assessment

Authentic assessment is the multiple form of assessment that reflects students’

learning achievement on instructionally relevant classroom activities

(Suyanto:2002). It is used to describe the real competence of students to

subject matter. Contextual teaching learning is intended to build knowledge or

skill in meaningful ways by engaging students in real life, or authentic

context. Authentic assessment aims at evaluating students’ ability in real

world context. Authentic assessment is a kind of effective assessment since it

is not only done at the period, but it also integrated together with teaching and

learning activities. There are many ways how to do authentic assessment. For

example, discussion or debates, expressing idea of the text, project.

From the seventh elements of CTL described above, the teacher was only focused

the research by emphasizing two of them, they were learning together and inquiry.

It was done since the researcher wanted to focus the research into more specific

area. It does not mean that other elements were not used in this research, but the

percentage of the usage is emphasized more on learning community and inquiry.

2.3. Approaches for implementing CTL

To implement CTL, a variety of teaching approaches may be used (Berns and

Erickson:2001). Over the years, five teaching approaches have emerged that

include context as a critical component. They engage students in an active

learning process. These approaches are not discrete. They can be used individually

or in conjunction with one or more of the others. Although varying in the

literature, the following definitions are intended to capture the essence of the

concepts as means for implementing CTL:

1. Problem-based learning. It is an approach that engages learners in problem

solving investigations that integrate skills and concepts from many content

areas. This approach includes gathering information around a question,

synthesizing it, and presenting findings to others (Moffitt in Berns and

Erickson:2001)

2. Cooperative learning. Cooperative learning is defined as an approach that

organizes instruction using small learning groups in which students work

together to achieve learning goals (Holubec in Berns and Erickson: 2001).

3. Project-based learning. Project-based learning is an approach that focuses on

the central concepts and principles of a discipline, involves students in

problem-solving investigations and other meaningful tasks, allows students to

work autonomously to construct their own learning, and culminates in

realistic products (Buck Institute for Education in Berns and Erickson:2001).

4. Sevice learning. It is an approach that provides a practical application of

newly acquired (or developing) knowledge and skills to needs in the

community through projects and activities (McPherson in Berns and

Erickson:2001).

5. Work-based learning. It can be defined as an approach in which workplace, or

workplace-like, activities are integrated with classroom content for the benefit

of students an often business (Smith in Berns and Erickson:2001).

In this research, the researcher chose Cooperative learning as the approach for

implementing CTL. The researcher focused the lesson plan on cooperative

learning strategy. The strategy of cooperative learning that was chosen is Learning

Together (LT). Then the researcher picked one or more competence that could be

implemented by using this strategy. In other words, the researcher emphasized

Learning Together strategy in doing the research since learning together is

appropiate with the elements of CTL that were chosen by the teacher, they were

learning community and inquiry.

2.4. Concept of Speaking

Speaking is a productive skill in which the speaker produces and uses the

language by expressing a sequence of ideas and at the time she/he tries to get

ideas or the message across. In this case, there is a process of giving message,

which is called as the encoding process. At the same time, there is a process of

understanding the message of the first speaker.

Scott in Johnson and Morrow (1981) typifies speaking as an activity involving

two (or more) people, in which the participants are both hearers and speakers

having to react to what they hear and make the contributions at high speed. In
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other words, each participant must have an intention or set of intentions he wants

to achieve in the interaction. Each participant has to be able to interpret what is

said to him, and reply with the language he has which reflects his own intention.

Speaking is the instrument of language and primary aim of speaking is for

communication (Tarigan, 1987:5). From this definition, it is clear that the students

learn to speak in order to be able to communicate. Language is for

communication, and in communication, a speaker has a choice not only about

what to say but also how to say it (Freeman, 1986:130).

We try to communicate with each other and use our language to make other

people understand. Byrne (1984:81) says that speaking or oral communication is a

two-way process between speaker and listener and involves productive and

receptive skills of understanding. It means that we try to communicate with each

other and use our language to send our message to others (listener). Webber

(1981;3) defines speaking as an expressive sound counterpart to audience which

requires somewhat more complex abilities. He adds that oral language of speaking

is the immediate communication.

Meanwhile, Lado (1961:240) describes speaking as the ability to express oneself

in life situation, or the ability to report acts or situations in precise words, or the

ability to converse, or to express a sequence of ideas fluently.

This idea means that, speaking emphasizes more to the ability of an individual to

convey something whether it is in the form of exspression, report, etc with the

language he has.
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From the definition above, it can be said that speaking is two-way process

between speaker and listener and it involves both encoding and decoding process.

The former leads to the process of giving idea or making the listener understand,

while the latter leads to the process of getting idea of the speaker. Through these

processes, people interact with other.

Speaking must fulfill these following aspects, they are :

1. Fluency

Fluency can be defined as the ability to speak fluently and accurately. Signs

of fluency include a reasonable fast speed of speaking and only a small

numbers of pauses. Fluency refers to the ease and speed of the flow of the

speech (Harris, 1974:81). Fluency is the smoothness or flow with which

sounds, syllables, words and phrases are joined to other when speaking. It

means that when a person makes a dialogue with another person, the other

person can give respond well without difficulty.

2. Grammar

Heaton (1978:5) defines grammar as the students’ ability to manipulate

structure and to distinguish appropiate grammatical form in appropiate ones.

Meanwhile, Syakur (1987) defines grammar as a correct arrangement

sentence in conversation.

3. Vocabulary

One cannot communicate effectively or express ideas in oral form if they do

not have sufficient vocabulary. Therefore, vocabulary means the appropiate

diction which is used in communication as what is stated by Syakur (1987).

4. Pronounciation

Pronounciation refers to the ability to produce easily comprehensible

articulation (Syakur:1987). Meanwhile Harris (1974:81) defines

pronounciation as the intonation patterns.

5. Comprehension

Syakur (1987) defines comprehension for oral communication that requires a

subject to respond to speech as well as to initiate it. Comprehensibility

denotes the ability of understanding the speakers’ intention and general

meaning (Heaton, 1991:35). This idea means that if person can answer or

express well and correctly, it shows that he/she comprehends or understands

well.

2.5. Concept of Teaching Speaking

Teaching speaking is the way for students to express their emotions,

communicative needs, interact to other person in any situation, and influence the

others. For this resaon, in teaching speaking skill it is necessary to have clear

understanding involved in speech.

Teaching speaking means teaching how to use language for communication, for

transferring ideas, thought or even feeling to other people. The goal of teaching

speaking skills is to communicate efficiency. Learners should be able to make

themselves understood, using their current proficiency to the fullest. They should

try to avoid confusion in the message due to faulty pronounciation, grammar, or

vocabulary and to observe the social and cultural rules that apply in each

communication situation (Burnkat, 1998:2).

Moreover, Japerson in Marians (1978) says thay the essence of human language is

human activity on the part of the individual to make him understand by another

and activity on the part of understands what was on the first. Then, he adds that

the language as an activity that permits people to communicate with each other.

So it is clear that language is very important. We cannot only teach what will be

spoken but also the situation what we deal with. The teacher teaches speaking by

carrying out the students in certain situation when the topic is being talked about.

The topic must be familiar with the students so what the ideas have an oral

command of the language need to describe the topic.

2.6. Teaching Speaking Through CTL

Teaching means giving the instruction to a person or give a person knowledge

skill, etc. While speaking means to make use of words in an ordinary voice. So,

teaching speaking is giving instruction to a person in order to communicate.

Tarigan (1990:3-4) defines that speaking is a language skill that is developed in

child life, which is preceded by listening skill, and at that period speaking skill is

learned. It means that speaking is the basic language. The process of speaking

skill has happened or preceded by listening skill. Increasing listening skill is very

beneficial for speaking ability.

The goal of teaching speaking skills is to communicate efficiency. Learners

should be able to make themselves understood, using their current proficiency to

the fullest.
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According to contextual learning theory, learning occurs only when students

(learners) process new information or knowledge in such a way that it makes

sense to them in their own frames of reference (their own inner worlds of

memory, experience, and response). This approach to learning and teaching

assumes that the mind naturally seeks meaning in context-that is, in relation to the

persons’s current environment-and that it does so by searching for relationships

that make sense and appear useful.

From the statements above, it can be concluded that teaching speaking through

CTL is the way the teacher teaches the students how to communicate by relating

the material given to the students’ inner world of memory, experience, and

response. Teaching speaking by using CTL means the way the teacher instruct the

students’ mind through the elements of CTL itself. When teaching the students,

the teacher connects the material given with the students daily live by dealing the

students with it trough constructivism, and then the teacher let the students to do

the learning community in order to make them easy in mastering material. Here,

the students also give model to the students. But the model, is not only coming

from the teacher, the students is also can give a model about the material. In

inquiry, the students have chance to find out something related to the material by

themselves. In teaching learning process through CTL there is questioning that is

seen as teacher’s activity to motivate, provide and assess thinking ability. Then

the teacher and the students can reflect what they have learnt in reflection. This

activity usually occurs in post activity. The last the teacher can describe the real

competence of students to the subject matter through authentic assessment.

Authentic assessment is not only done at the end of period but also integrated

together with teaching and learning activities.

2.7. Procedure of Teaching Speaking Through Contextual Teaching and

There are several procedures that should be done to implement CTL in teaching

speaking. Each step contains some elements, which is relating each other. The

procedures of teaching speaking through CTL are as follows:

Activities :

Pre activities :

 Teacher greets the students.

 Teacher checks the students attendant list.

 Teacher asks the students some questions about the topic being learnt at that

day. (questioning, constructivism)

While activity

 Teachers asks students to write down their own information based on the

topics learnt today. (constructivism, Inquiry)

 Teacher gives a sheet of dialogue and reads the dialogue to the students.

(Modeling)

 Teacher asks students to read the dialogue with their friends. (Modeling)

 Teacher invites students to correct their friends’ wrong pronounciation if it

happens. (Learning Community, Modeling)

 Teacher asks the students to do the tasks by what the teacher already give the

example for them. (Modeling)

 Teacher asks the students to practice the tasks given with their friends.

(Learning Community)

 Teacher asks the students to tell their own information and their friend’s

information about the topic being learnt today. (Authentic Assessment)

 Teacher asks the students to make their own dialogue with their friend.

(Learning Community, Authentic Assessment)

Post Activity

 Teacher writes discordered sentences, words that arouse in the teaching

learning process.

 Teacher asks students’ to analyze whether the sentence are correct or not.

(Self Reflection)

 Teacher summarizes the materials by explaining what is being learnt today.

(Reflection)

 Teacher closes the meeting.

2.8. Advantages and Disadvantages of Contextual Teaching Learning (CTL)

As stated before, Contextual Teaching Learning helps the teacher to relate the

material to the students’ inner worlds or contextual situation. However, it also has

some advantages and disadvantages. They will be as follow :

1. The Advantage of Contextual Teaching Learning (TCL)

The advantages of CTL are:

A. The students find the benefit of learning in the classroom because they

can relate the subject to the real situation where they can make
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connections between what they are learning and how that knowledge will

be used.

B. The teaching circumstance will call upon students’ active participation in

the teaching process since the students are actively involved in learning

process by awakening their entry behavior or schemata (previous

knowledge).

C. The students have got no more difficult time in understanding the

materials since they are provided many practices. This may result that the

students are actively engaged and encouraged to speak up since they are

free to say what they have in mind.

D. The students can share with their friends about the topic during the

teaching and learning process in the classroom. Realizing that learning in

group will give better results than learning alone, the students can help

other friends who have difficulties. As a result, learning cooperation is

encouraged.

E. The students have a chance to observe something by themselves and

finally make the conclusion of what they have observes that result in

finding something by themselves.

F. The teacher can find the students’ abilities, problems in acquiring the

knowledge during the teaching learning process so that the teacher can

describe the real competence of students to the subject matter.

2. The Disadvantages of Contextual Teaching Learning (CTL)

The disadvantages of CTL are :

A. Self-discovery will not occur if the whole students in one group consits

of weak students.

B. It forces the teacher to make special preparation before teaching in the

classroom beacuse the teacher needs appropiate kinds of media.

C. It spends much time during teaching learning process.

Finally, the teacher will find it relatively effective to teach a language as means of

communication.

2.9. Theoritical Assumption

Based on the frame theory above, the writer assumes that Contextual Teaching

and Learning (CTL) is a good approach in teaching speaking. By applying

Contextual Teaching Learning, students will get more exposure to the language

beacuse the students become more actively involved during the teaching and

learning by being provided by many speaking models, so that they could interact

communicatively according to the provided models. In CTL, the students are the

center of learning process. CTL requires the students to be more actively involved

in teaching learning process. It will enable the students to comprehend the subject

matter better. In CTL, the students are asked to construct their own sense of

learning from new experience based on prior knowledge and motivates the

students to make connection between knowledge that they get in the class and its

application to the real situation. Moreover, in learning community, the students

will share their knowledge with others. The students will help each other in
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comprehending the subject matter. Therefore, the writer assumes that after doing,

a deep process on the subject matter containts in the text and all seven

components of CTL have been applied in teaching learning process, the students

will get better in speaking mastery and the teaching learning process in the class

will automatically improve.