AN ANALYSIS OF IMPLEMENTING CONTEXTUAL TEACHING AND LEARNING (CTL) COMPONENTS IN TEACHING SPEAKING
AT THE FIRST GRADE OF SMA AL-KAUTSAR
BANDAR LAMPUNG
NUR SARTIKA PUTRI
0743042028
ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF LAMPUNG
2011
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I. INTRODUCTION
A. Background of the Problem
English is the first foreign language in Indonesia. It has become a compulsory subject that is taught and learnt at some elementary schools up to university level. English teachers have an important role in successful teaching learning process, especially the way teacher delivered the materials in the classroom. Teacher depends on the textbook and it becomes the only source in the classroom. Learning speaking becomes a matter of book-based activities and emphasizes largely on grammar rules instead of giving speaking practice. As a result, speaking target will not be accomplised and the students will not learn to communicate orally because language is solely from a book and written task.
Speaking is one of the important skills that the students have to master. By speaking, we can convey information and ideas, and maintain social relationship by communicating with others. The ability to communicate is the primary goal of foreign language instruction that speaking is put ahead on the other skills. in addition a large percentage of the world’s language learners study English in order to be able to communicate fluently.
Many language learners regard speaking ability as the measure of knowing a language. That is why the main purpose of language learning is to develop proficiency in speaking and communicative efficiency. They regard speaking as the most important skill they can acquire and asses their progress in terms of their accomplishment in spoken communication. On the contrary, for most students, speaking is the most difficult part when they learn a foreign language.
The philosophy of contextual technique is emphasized on the students’ interest and their experience. Contextual Teaching and Learning is a concept of learning which help teacher to relate the materials being taught to the students’ real world and encouragement for students to relate their knowledge in their daily activity, therefore, the students have more time to expose their skill in the classroom with the result that their speaking achievement to increase.
Contextual Teaching and Learning (CTL) is aimed at building knowledge and skills in meaningful way by engaging students’ real life or authentic context. By implementing all seven components in Contextual Teaching and Learning, students are expected to produce English better, especially in speaking skill, since CTL emphasizes on students’ productive skill. The seven components are Constructivism, Inquiry, Questioning, Learning community, Modeling, Reflection, and Authentic Assessment.
During being a part-time teacher at SMA Al-Kautsar Bandar Lampung, the researcher found that most of the students have low ability in English spoken skill, reluctant to speak and have low motivation in speaking, because they think that speaking is difficult. That is why their speaking scores has not been achieved the standard applied in the school yet.
B. Formulation of Problem
Based on the background discussed above, the researcher formulated problem as follows:
Are the seven components of CTL (Constructivism, Inquiry, Questioning, Learning community, Modeling, Reflection, and Authentic Assessment) implemented successfully in teaching speaking at the first grade of SMA Al-Kautsar Bandar Lampung?
C. Objectives of Research
In relation to the statement of the problem, the researcher wants to find out whether the seven components of CTL (Constructivism, Inquiry, Questioning, Learning community, Modeling, Reflection, and Authentic Assessment) are implemented successfully in teaching speaking at the first grade of SMA Al-Kautsar Bandar Lampung.
D. Uses of Research
The uses of the research are:
1. Theoretically, this research is expected to show whether the result is relevant or not to the previous theories. Moreover, this research also to be used as a reference for the next researcher who will concentrate on the similar scope of research.
2. Practically, this research hopefully can be the consideration in teaching speaking and can inform the teacher about the process and benefit of Contextual Teaching and Learning.
3.
E. Scope of the Research
The research focused on process of teaching learning speaking through CTL. This research was quantitative descriptive because the writer tried to analyze and describe the implementation of seven components of CTL in teaching speaking at the first grade of SMA Al-Kautsar. The researcher conducted classroom observation, distributed questionnaire to students, and interviewed the teacher to get the data needed. The data were collected at SMA Al-Kautsar Bandar Lampung with one class had chosen randomly as sample of the research. The chosen class was X4 which consisted of 44 students.
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II. LITERATURE REVIEW
A. Concept of Speaking
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 the idea of the speaker. Through these processes, people interact with other.
Speaking must fulfill these following aspects, they are:
1. Fluency
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 appropriate grammatical form in appropriate ones.
3. Vocabulary
One cannot communicate effectively or express ideas in oral form if they do not have sufficient vocabulary. Therefore, vocabulary means the appropriate diction which is used in communication.
4. Pronunciation
Pronunciation refers to the ability to produce easily comprehensible articulation (Syakur: 1987). Meanwhile Harris (1974: 81) defines pronunciation as the intonation patterns.
5. Comprehension
Comprehensibility denotes the ability of understanding the speakers’ intention and general meaning (Heaton, 1991: 35). This idea means that if a person can answer or express well and correctly, it shows that he/she comprehends or understands well.
B. Types of Classroom Speaking Performance
In speaking, there are some types of speaking performance. Brown (2001) provides types of classroom speaking performance, they are:
1. Imitative
A very limited portion of classroom speaking time may legitimately be spent generating” human tape-recorder” speech, where for example, learner practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is focusing on some particular element of language form.
2. Intensive
Intensive speaking goes one-step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language.
3. Responsive
A good dealt of student speech in the classroom is responsive short replies to teacher-or-students-initiated questions or comments.
4. Transactional Dialogue
Transactional dialogue, which is carried out for the purposes of conveying or exchanging specific information is an extended form of responsive language.
5. Interpersonal Dialogue
Interpersonal dialogue carried out more for maintaining social relationships than for the transmissions of facts and information. The conversations are a little trickier for learners because they can involve some or all of the following factors:
A casual register Slang
Colloquial language Ellipsis
Emotionally charged language Sarcasm
6. Extensive Monologue
Finally, students at intermediate to advanced level are called on to give extended monologues in the forms of oral reports, summaries, or perhaps short speeches. In this, the register is more formal and deliberative. This monologue can be planned or impromptu.
In this study, the researcher used the third type of the speaking performance, i.e. responsive. When someone asked a question to his/her friend, the other directly responded by giving possible answer depended on the real situation of the matter.
C. 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 reason, 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 pronunciation, grammar, or vocabulary and to observe the social and cultural rules that apply in each communication situation.
D. Concept of Contextual Teaching Learning
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 (Depdiknas: 2002). The seven components are constructivism, Questioning, Inquiry, Learning community, Modelling, Self Reflection and Authentic Assessment.
E. The Components of Contextual Teaching Learning
Depdiknas (2002) defines each element of contextual teaching and learning as follows:
1. Constructivism
2. Inquiry
3. Questioning
4. Learning community
5. Modeling
6. Reflection
7. Authentic assessment
F. Teaching Speaking Through CTL
Teaching speaking through CTL is the way the teacher teaches the students how to communicate efficiently 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 through 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 be give a model about the material. In inquiry, the students have chance to find out something related to the material by them. 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.
III. RESEARCH METHOD
A. Research Design
Descriptive method was applied in this qualitative research, in which the researcher looked at and described the phenomenon that occurred in the teaching learning process when the teacher applied Contextual Teaching Learning in teaching speaking skills. The researcher used qualitative method because in this research, the data, especially from questionnaires and observation are represented in some numerical data and then measured and described in sentences-form report. His research focused on the process of teaching learning process. In this research, the researcher was a non-particapant observer. He observed the implementation of CTL components and explored the information about the whole problems found during the process of teaching and learning activities. He didn’t teach the students.
Here, the researcher concerned with the process rather than the product. Therefore, the research used descriptive method in order that the data will be able to be focused on the teaching learning process and described extensively based on the real situation of teaching learning process. In other words, the researcher didn’t prove or disapprove hyphotesis. Related to descriptive characteristics of qualitative, the researcher described the process of teaching speaking through CTL. In this way, the data had been gathered from students and analyzed in order to draw conclusion. The researcher finished the observation, gave questionnaire and conducted interview to find out the information about the implementation of CTL components in teaching speaking and explored the problems that found by the teacher and students during teaching and learning activities, then suggested the proper solution.
B. Subjects of the Research
The subjects of this research were the students of the first grade of SMA Al-Kautsar Bandar Lampung. Since this research was focused on the process of teaching learning activities, the teacher and the students, as well as the students’ responses toward any teaching stage became the source of data. Besides, it had been explored about the problems and obstacles found in implementing CTL in speaking class from the teacher.
C. Source of Data
In this research the data were the classroom observation during teaching and learning process, interviewing the teacher and giving questionnaire to the students. Primary data were taken from classroom observation, classroom after activities of teaching-learning process; interview the teacher about the problems faced by the teacher and also the questionnaire given to the students.
D. Data Collecting Technique
In collecting the data , the researcher used the following intruments as follows:
1. Observation
In this observation, the researcher was a non-participant observer. He asked the English teacher who had been previously confirmed by him to teach speaking skills through Contextual Teaching Learning (CTL). Then, the researcher and other rater observed teaching learning process based on the seven components of CTL which has been provided in the observation sheet.
Table 1. Sample of obervation sheet of students’ involvement during teaching speaking
| No | Students’ Activities | Rater | Researcher | ||
| Total of Students Involved | % of Students Involved | Total of Students Involved | % of Students Involved | ||
| 1. | Pre-Activities · Interested in the opening of the class. | | | | |
| | · Responding to the teacher’s questions about the topic enthusiastically. | | | | |
| 2. | While-Activities · Responding to the topic enthusiastically. | | | | |
| · Following inquiry steps enthusiastically. | | | | | |
| · Actively involved in the questioning as the data gathering. | | | | | |
| · Actively involved in the group discussion. | | | | | |
| · Following teacher’s modeling enthusiastically. | | | | | |
| · Actively presenting the results of group discussion in front of the class. | | | | | |
| · Actively involved in doing what have been learned.(reflection) | | | | | |
| 3. | Post-Activity · Doing the speaking task. | | | | |
| Average | | | | | |
The criteria of successful teaching-learning process:
40% – 59% : Poor
60% – 69% : Enough
70% – 79% : Good
80% – 100% : Very Good
Table 2. Observation sheet of implementation of CTL components duringthe teaching learning process
| No | Components | Implementations |
| 1 | Constructivism | |
| 2 | Inquiry | |
| 3 | Questioning | |
| 4 | Learning community | |
| 5 | Modeling | |
| 6 | Reflection | |
| 7 | Authentic assessment | |
2. Questionnaire
The researcher has given a set of questionnaire to the students after the teaching learning process. In this quantitative descriptive research, the researcher used close-ended questions (yes/no questions) in order to make the same perception among the students in answering the questions. The items for qestionnaire developed based on the context (Setiyadi, 2006). Furthermore, Setiyadi says that close-ended questionnaire can be used to help the researcher in selecting data in order for the researcher not to get irrelevant data.
Setiyadi (2006: 54) describes close-ended questions as questionnaire that can be used to help the researcher in selecting the data, so that the researcher will not waste the time to analyze the data which is irrelevant with his/her research objectives.
The items of questionnaire in this research covered the students’ opinion about their class experience and also their difficulties during teaching learning within the implementation of CTL. Those items would be organized based on modification of other CTL research.
The criteria of successful teaching-learning process as stated below:
40% – 59% : Poor
60% – 69% : Enough
70% – 79% : Good
80% – 100% : Very Good
3. Interview
The interview has done in order to get valid data and to find out the students’ and the teacher’s perception about the teaching learning process. These inteviews are aimed in getting an accurate data from both sides, and it will be very useful to be as a media cross check on both students’ and teacher’s opinion about the implementation of CTL.
Validity of the Data
In order to have more valid data, the researcher employed triangulation method. Triangulation is a manner of collecting the data by combining two or more methods in order to have more accurate conditions. (Setiyadi, 2006:11). Therefore, the researcher used time triangulation. Time triangulation is used to collect the same data which is the teaching learning process occurred in the implementation of CTL in teaching speaking skills at different time but in the same class.
E. Reliability of the Data
To keep the reliability of the data of this quantitative descriptive research, another rater was involved in observing the teaching learning process occurred in the class.
F. Research Procedure
To achieve the best result of the research, the researcher will plan the procedure of the research on these following steps:
- Formulating the research question and determining the focus of the research. The formulation of the research question is really needed at the basic or first step of the research.
- Determining the case, the way of collecting and analyzing the data as well as the way of reaching the conclusion.
- Referring the instruments of collecting the data. The instruments of collecting the data are very important in a research. Therefore, the researcher has to be able to select the instruments which are appropriate to gather the data. Here, researcher used observation sheets, questionnaires and interview in collecting the data.
- Determining the class which will become the subject of the research.
- Discussing with the teacher about the materials taught. The materials taught should be appropriate with the objective of the research.
- Observing the teaching-learning process conducted by the teacher. Here, the researcher will find out the necessity of the research using the appropriate instruments. In this process, the researcher will observe the implementation of seven components of CTL in teaching speaking during two times of classroom interactions by using observation sheets.
- Distributing questionnaires to the students after the instruction to get more accurate data. After the process of teaching and learning, the researcher distributes questionnaires to 44 students of a class as the subject of research. The purpose is to get more valid data.
- Conducting an interview to the teacher as the supporting data.
- Documenting the collecting data.
- Analyzing the data to come at the fixed result of the research.
- Reporting the result of the data analysis to induce the research finding.
G. Data Analysis
Data analysis in this study means the process of systematically searching and arranging the transcript of classroom activities and interview with teacher and also other materials that will be accumulated during data collection process. This data analysis will be done to create understanding of the data and to enable the researcher to present the result of the study to the readers.
1. Data Reduction
Data reduction is basically the process of selection, simplification, abstraction and transformation of raw data from filed-notes, interviews and recordings. Data reduction actually begins at data collection, such as summarizing, coding, thematic examination, making classification. This transformation process takes place continually after field analysis to final report stage. Data reduction is not separated from other analyses. At this stage, the recorded data from interview and will be selected. Not all information is considered as data of students’ perception of English teacher’s performance. The result of data reduction is a number of selected data on teacher’s performance and also teacher’s and students’ perception of the teaching and learning process through CTL will be displayed based on their classification and on research question.
2. Data display
Data display is actually a collection of information that is arranged systematically that helps and enables the researcher to interpret or draw a tentative conclusion for verification. This data is in the form of narrative text concerning the students’ perception of English teacher’s performance. The data will be displayed in the form of table and scheme. This process will guide the researcher as he makes data reduction to reach final conclusion. The data that will be displayed directs the researcher to verify whether the hypotheses are true or not. This data display eventually changes the hypotheses becoming theses and is called conclusion. However, if the verification failed there will appear new hypotheses with new data display or may even begin with data reduction. This is the process of data display to make conclusion in data analysis.
3. Data Verification
The third important analysis is drawing conclusion and data verification. This conclusion is of open-ended in nature in that there is still possibility to change the conclusion by having some verification. After verification, the hypotheses become theses and ready for drawing conclusion in the form of general statement of classroom activities in teaching speaking using CTL.
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IV. RESEARCH FINDING AND DISCUSSIONS
The research on the analysis of implementation of seven components of Contextual Teaching Learning in speaking class had been carried out to the first grade students of SMA Al-Kautsar Bandar Lampung. It was carried out for about two weeks. Actually there are eight classess of the first grade in this school. On the beginning of this research, the researcher attended and observed the teaching learning process. He followed the teacher when the teacher taught in X3. The observations were aimed at finding out the whole learning activities in general. Besides, researcher wanted to more familiar with the students’ behavior. It was done as pre- research. Researcher made a note for this situation. It showed that in general students’ interactions and class activities in this class were limited, since the teacher dominated the class. It is indicated from the teacher’s way of teaching. When the teacher thought such conversation, the teacher directly explained the theme and whole situation of the interlocution without letting the students to analyze the script previously. On the contrary, some students even ignored the teacher’s commands.
After attending and observing this class, random sampling by using lottery was employed to get a sample where the research would be conducted. The researcher employed random sampling under the consideration that in order to make those eight classes get the same chance to be chosen as the subjects of this research. Finally, X4, consisted of 44 students, was chosen as the subject. In this research, the teaching learning process was conducted in normal schedule of English subject at that class. the researcher and other rater observed the process of teaching learning speaking skill through Contextual Teaching and Learning (CTL) in the class. It dealt with the whole activities done by the teacher and the students as well as their interaction during the on going process. While observing, the researcher and the second rater who had conducted research of CTL made notes of implementation of CTL components and filled the observation sheet that he provided before. After that, the researcher gave comments and compared it with the other rater’s sheet of observation.
Finally, the entire activities done by both teacher and students were observed by using observation sheets. After the teaching learning process, the researcher continued gathering the data by giving the students questionnaire sheets to be filled. The questionnaire consisted of 5 close-ended (yes-no) questions for each of seven components of CTL modified from other CTL research. Those questions mainly asked about students’ opinions and feeling toward the teaching learning process they just experienced.
To cross check students’ questionnaire answers the researcher also conducted an interview to the teacher. The interview was aimed at knowing his impressions toward his students’ participation during the on going process itself. It was also aimed at finding out his difficulties in carrying the materials out to the students, how he maintained his class atmosphere and how he kept motivating his students to participate in all activities, including how he implemented the same technique into different topic, and what problems he faced when teaching using CTL approach. The data from observation sheet of students’ activities and questionnaire were the main source in building this research finding and the data from interview as the supporting result of the observation.
Research Findings
It was mentioned before, this research focused in analyzing the implementation of seven components of CTL in speaking class in on going process. Observation sheets related to classroom interaction activities were fulfilled during observation. After analyzing the data taken from the observation sheets and notes of both the first and second meeting, the writer concludes that all seven components of CTL, namely Constructivism, Inquiry, Questioning, Modeling, Learning Community, Self Reflection, and Authentic Assessment were implemented successfully in teaching learning process during speaking class. They were elaborated during the three teaching learning phases: Pre-activities, While activities, and Post-activities. The findings of this classroom interaction research arranged by the researcher are showed in :
Implementation of CTL components occurred during the teaching learning process (from the first and second meeting)
| Components | Implementations |
| 1. Constructivism | Constructivism occurred from the very beginning of the classroom activity where the students construct their own sense of meaning from new experiences based on their prior knowledge. Unfortunately, When the teacher asked students about their own information related to the topic being discussed. For example, the questions addressed to students” What do you do at 6 o’clock in the morning?”, “where are you at 6 o’clock in the morning? What do you like? Very view students paid attention to the teacher, and answer teacher’s questions by saying: “I’m home, I am get up, saya sarapan. I like apple, I am like banana, etc.”. Some of them were busy with themselves talking about another topic, and the rest, just kept silent and became the viewer of their friends. |
| 2. Inquiry | This component occurred in both Pre activity and while activity as a set of inquiry-based activity. It was done by both teacher and the students. The teacher did it to guide and assess students’ thinking process and for students to develop their basic understanding among their friends. This activity, as a consequence, brought the students to connect the content they are learning with the usage. Here, students found meaning in the process that the language patterns were then observed, analyzed and finally concluded. |
| 3. Questioning | This component occurred in pre-activity, while activity, and post activity. It was done by both teacher and the students. In the process of teaching learning process, the teacher provided or created situation that made his students had curiosity, and not dominated the questions. Curiosity then leads automatically to live teaching learning atmosphere because the students are supposed to ask questions either to the teacher or among their friends. |
| 4. Modeling | It occurred at some parts of teaching learning process. It was in while activities. The model existed when the teacher distributed a dialogue sheet. It provided on how to ask the partners questions and answer the questions according to the provided models. The teacher also gave model to the students in reading the dialogue and invited students to read in turn. This activity was intended to see students’ pronunciation and fluency right after given modeling. If mispronounced-words emerged, the correction was invited firstly from friends, and let the former student to repeat the words. |
| 5. Learning Community | Learning community occurred in while activity as a part of teaching learning that promoted collaborative learning that resulted on greater achievements than self learning because they could help each other. In the teaching learning process of teaching speaking skills through CTL, learning community occurred as a result of distributing short dialogue. When the teacher invited the students to ask their friends by using expression given in the dialogue with their own answers, it gave the students opportunities to interact communicatively with one another by using expression learnt. This provided a non-threatening environment that encouraged students’ self expressions. How learning would occur through interaction between the ordinary students and more advance ones that learning community would be emerged. |
| 6. Reflection. | The discussion happened during the teaching learning process promoted the occurrences of self reflection where the students could reflect his/ her understanding. It was clearly seen when a student misspelled the word breakfast. At that time, the correction given by her friend made her aware that she was wrong. Other example could be seen when a student used wrong pattern of sentence, like: I am study, then after the discussion among teacher and students, she reflected what she said before and noticed that she was wrong and finally could come to her correct answer: ”I study” without to be am. |
| 7.Authentic Assessment | The teacher measured students’ capability about the subject content during the process of teaching learning. It was done since the very beginning of teaching learning process. Here, the teacher secretly examined each student’s activeness by addressing questions to them. And he also assessed their presentation and focused his assessment on their ability to convey dialogue in the form of simple present form. But, only some students were assessed. |
1. Pre- Activity
The teaching learning process was started by the common activity done before the class began. The students greeted the teacher led by the class leader and he replied their warm greeting. This was followed by the teacher questioning students’ health condition.
Teacher : “How are you today?”
and the students replied by using various answers,
Students : “Fine, thank you, and you?”
Realizing that he was asked by his students, he directly replied by answering
Teacher : “Very well, thank you”.
This was done to maintain good relationship among them. In some extents, it was also aimed at attracting the students’ attention and as the sign that they were ready to study.
After checking the students’ attendance list, and knowing that his students started focusing their attention, then he said,
Teacher : “Right, let’s start our lesson, okay class, where are you at 6 o’clock in the morning?”
The students just kept silent. Then, he pointed one of the students to answer,
Teacher : “Fina, dimana biasanya kamu berada pukul 6 pagi?”,
Student : “Emm…I home mister”
Teacher: “Well, then what do you do at 6 o’clock in the morning?”
“Apa yang biasanya kamu lakukan pada pukul 6 pagi?”
He asked a student and spontaneously the student answered,
Student : “I am get up”,
Then the teacher pointed other student and asked again,
Teacher : “Ok, How about you Deddy? What do you do at 7 o’clock in the morning?”
Firstly, Deddy seemed confused and did not know what he wanted to say, but the teacher clarified his question in Bahasa Indonesia,
Teacher : “Apa yang biasa kamu lakukan pada pukul 7 pagi Deddy?”. Realizing the questions that were addressed to him, Deddy answered by saying,
Student : “saya biasanya sarapan Mister”.
These questions functioned to construct background knowledge of the students and relate material learnt with their real life. However, when the teacher asked some questions to some students, very view students paid attention to the teacher. Some of them were busy with themselves talking another topic. Then the teacher directly jumped into the next steps of teaching process by giving other direction.
At the second meeting, the pre activities in the teaching learning process run relatively similar. There were questions between teacher and students. The teacher also implemented constructivism in this phase to bridge the lesson learnt on that day. The topic learnt was about likes and dislikes, thus why the teacher started the lesson by asking some questions to the students in turn like:
“What do you like Respati?”,
“What do you like, Bobby?”,
“What do you like students?”.
Some students seemed quiet and some students answered those questions by using various answers,
“I am like music”,
“I like apple”,
“I am like banana” etc.
The activities done in pre- activity might be stated as Questioning in which the teacher asked or questioned the students about their real hobbies in term likes and dislikes.
2. Whilst Activity
In the first meeting, to deal with constructivism component, the teacher showed his students a sheet of grid consisted of time and daily activities. He asked the students to write down their activities in a certain time in the grid. He started the lesson by saying,
Teacher : “Ok class, this is a sheet of grid consisted of time and activities. Now, fill in the grid with what activities you usually do in the morning, afternoon, evening, and at night”.
Some students still did not catch his direction, some students asked in Bahasa Indonesia,
Students : “Gimana Mister?”, “Diisi ya Mister?”.
Then he clarified the direction by giving an example,
Teacher : “Ok, for example Dina”,
He pointed one student at that class, and asked,
Teacher : “What do you usually do at 6 o’clock in the morning?”,
He wrote 6 o clock in the column of time while he asked Dina. Dina answered
Students : “Take a bath Mister”,
Then the teacher said,
Teacher : “Ok write take a bath in the column of activities”
He wrote “Take a bath” in the grid as a model. Then he continued by saying,
Teacher : “Ok, what else? What do you do at 7 o’clock in the morning?”
He wrote 7 o’ clock in the column of time. After Dina answered his questions by saying,
Student : “Go to school”.
The teacher wrote “Go to school” in the column of activities. Most students nodded their heads showing that they understood what they have to do. The components of Questioning, and modeling are existed in this part of teaching learning activities. Then, the students began to complete their own activities by thinking and writing. It was done as inquiry.
After the students finished their job, the teacher shared a dialogue sheet to students as trigger. Then he read the dialogue as modeling to students and the students repeat after him. Some students did not pay attention to him. Therefore, he motivated them and involved them in the class activities by asking them to read the dialogue with their friends. He asked Bobby to read the dialogue with Gibran. Then he asked Putri to read the dialogue with Maharani. While Bobby, Gibran, Putri and Maharani read the dialogue, the rest of students were asked to listen and check their pronunciation. For some extent, these activities were aimed to build questioning and also learning community.
Having asked students to jot down their own information on the grid previously, then the teacher asked the students to ask a friend next to him/ her about their daily activities based on what they have written in the grid before. It took the students’ quite for long time to respond. Not all the students understood what they had to do. Therefore, short guided dialogue was then distributed. It functioned as a model to guide the students easier to do their task because the dialogue consisted of expression used in daily life for asking daily activities. The teacher then asked the students to ask their friend next to him/her by using the expression in the dialogue given, with what they have written in the grid before. The students then follow the models provided on how to ask the partners questions and answer the questions according to the provided models.
The class atmosphere changed to be more active at that time and every student seemed to be involved in the teaching learning process. The teacher asked one student in the class to use expression in the dialogue to strengthen and make sure that their grammatical usages are correct. He asked Rahayu:
Teacher : “Ok, Rahayu, what do you do at 9 o’clock in the morning?” Rahayu said,
Student : “I am study Mister”.
Then the teacher said again,
Teacher : ”Which one is correct? I am study or I study?”.
Some students said ‘I am study’ while other students said ‘I study’. Then the teacher clarified indirectly by asking students to look at the model dialogue.
Teacher : “Well, look at the dialogue between A and B (in task 2). B said I watch TV and water the flower or I am watch TV and water the flower? With to be am or without am?”
His questioning tone was a bit louder to make the students aware of the pattern of simple present tense. Actually, the teacher’s focus was to attract the students’ attention to the verbs used in the dialogue. Questioning and modeling happened in this activity.
Following their teacher’s questions, the students directly answered:
Student : “I watch TV mister, without am”,
The teacher continued:
Teacher : ” Ok, good. So which one is correct? I study or I am study Rani?” He asked Rani again, Then Rani corrected her answer by saying:
Student : “I study Mister”,
Teacher : “well, very good”.
The teacher praised Rani’s answer and continued his question:
Teacher : “And then, what else, Rani? What do you do at 10 and 12 o’clock?”
In this turn, Rani answered grammatically correct by saying:
Student : “I play with my friend and I have lunch at 12 o clock”.
The teacher seemed satisfy with her answer. Then he nodded his head and said:
Teacher : “excellent, good activities Rani”.
This activity resulted in exposing students to the grammatical awareness. It made students become more conscious of the language patterns or word order where previously they had ignored. It promoted the occurrence of inquiry component here.
Knowing that his students had already applied simple present tense in the dialogue correctly, the teacher gave another exercise. He asked students to tell their daily activities based on what they have written in the grid before, and then he invited some students as representative of the class to tell their daily activities based on their work in the grid before in front of the class.
The next teaching process introduced a new pattern of subject “He, She” by modeling students to the dialogue. The dialogue was then read and the teacher invited some students to read in turn. If mispronounced-words emerged, the correction was invited firstly from friends, and let the former student repeat the words. For example, one student was not able to pronounce brushes the teeth, and then the correction was invited from friends to give model and asked her back to repeat the words.
Having given modeling, guided short dialogue of the pattern of “He, She” was then distributed. Here, the grid previously written given to a friend next to a student. This was meant for students to be able to apply the patterns of “He, She” through their friends’ work. In regard to this activity, students could tell their friends’ information, for example: they could tell what their friend does in the morning at a certain time. This activity was aimed at giving opportunities for students to be communicative with one another by using expressions learnt so that learning community encouraged. As a result, this activity exposed students to the grammatical awareness. In the context of grammar, it made students become more conscious of the language patterns or word order they had previously ignored. A student asked in the beginning of the lesson,
“Where she 8 o’clock?
This gradually turned to be better utterances,
“Where is she at 8 o’clock in the morning?”
or
“She do what 8 o’clock?”,
“She is get up at 7 o’clock”,
Then, this forms finally changed to be better with:
“What does she do at 7 o’clock in the morning?”,
“She gets up at 7 o’clock”.
After finishing those activities, he asked some volunteers to retell their friends’ daily activities based on what their friends have written in the grid in front of the class. While the students presented their story, at the same time, the teacher assessed their performance and it is called as an authentic assessment. He focused his attention to assess the students’ capability in using simple present tense in speaking. In 15 minutes there were 8 students who voluntarily presented their story about their friends’ daily activities in front of the class. And the results of their works were very satisfactory. Most of them applied the pattern of simple present tense in their story. The objectives of teaching learning process seemed successful.
In applying simple present tense in term of different topic of speaking, the method used by the teacher was approximately the same, as the researcher and second rater observed in the next meeting. On Wednesday, November, 4th, 2010, the teacher delivered the usage of simple forms in the terms of likes and dislikes. There were 7 components of Contextual Teaching Learning in the teaching learning process. The teacher also used a sheet of greet and a dialogue sheet as a media of teaching learning process. Because the teacher had conducted this method at the previous meeting, the students followed the procedure easier. When the teacher asked to write down their interest (both like and dislike) in the grid, most students seemed had already understood. Most of them showed their understanding by saying:
Student : “Oo… iya, kaya’ kemarin ya Mister?”
And then the teacher continued by giving necessary direction:
Teacher : “Yes, but it concern with your interest, like and dislike.” Sometimes he said in Bahasa Indonesia to make it clearer:
Teacher : “Misalnya, suka football, maka beri tanda check list di kolom like, tapi, kalau tidak suka beri tanda check list di kolom dislike”.
Having sure that the students understood teacher’s direction; the students were allowed to do their work. If the students got difficulties in vocabulary, the students would be asked to look at their dictionary or asked their friend first before asking him. After that he gave a dialogue sheet as a trigger to students. He read that dialogue as a modeling, and asked some students to read the dialogue as a modeling also. Then he invited the students to ask their friends by using the expression given in the dialogue with their own answers. The class atmosphere was not so different from the previous meeting. In this activity all students seemed busy to establish a dialogue with each other. Thus, the learning community happened.
Inquiry was also occurred in the teaching learning process, when the students found meaning in the process that the language patterns were then observed, analyzed and finally concluded. When the teacher invited students to ask their friends by using the expression given in the dialogue, it allowed students to have chance to investigate, analyze, and conclude what is being observed. Then they came to the conclusion that the subject “He, She” must be added with s or es in the end of the verb. Some students came to the statement:
Students : “Oo..kalo’ subjeknya she sama he berarti kata kerjanya ditambah s atau es, tapi kalo’ I sama you gak usah”.
While the other students nodded their heads showing that they understood the material being leant. Following each components of CTL in the teaching learning process, the students could tell their likes and dislikes based on what they had written in the grid. They could also exchange what one’s likes and dislikes and what their’s likes and dislikes
3. Post-Activity
After the whole teaching learning activities had been done, the teacher used the rest of 5 minutes to conclude the lesson by involving the students. In this case he asked them what tense they should use to talk about Daily Activities and Like and Dislike, and they responded to it correctly. The teacher also reviewed the pattern used in simple present tense to check students’ understanding of this tense, and finally the students could explained it very well. Before closing the classroom activities, the teacher motivated the students to use expression in their daily lives. To sum up, the whole teaching learning process were conducted in 90 minutes for each meeting.
The writer also completed his research by observing students’ performance when they were telling their daily activities, their friends’ daily activities as well as their likes and dislikes in front of the class. At that time, the writer observed and also recorded their performances to see students’ error in applying simple present tense in their speaking. The writer measured only on their grammatical structure, particularly the use of simple present tense, the formulation, and the changing of verbs. For the result, it can be concluded that in general their ability in using simple present tense in their speaking is good. It can be seen from their performance. Most students were able to tell their daily activities by using simple present tense correctly. Only few students still made some mistakes in matching subject verb agreement.
Table 1. Students’ involvement in the first meeting
| No | Students’ Activities | Rater | Researcher | ||
| Total of Students Involved | % of Students Involved | Total of Students Involved | % of Students Involved | ||
| 1. | Pre-Activities · Interested in the opening of the class. | 33 | 75% | 35 | 80% |
| | · Responding to the teacher’s questions about the topic enthusiastically. | 19 | 43% | 22 | 52% |
| 2. | While-Activities · Responding to the topic enthusiastically. | 26 | 59% | 29 | 66% |
| · Following inquiry steps enthusiastically. | 44 | 100% | 44 | 100% | |
| · Actively involved in the questioning as the data gathering. | 12 | 27% | 11 | 25% | |
| · Actively involved in the group discussion. | 24 | 54% | 21 | 48% | |
| · Following teacher’s modeling enthusiastically. | 29 | 66% | 31 | 70% | |
| · Actively presenting the results of group discussion in front of the class. | 8 | 18% | 8 | 18% | |
| · Actively involved in doing what have been learned.(reflection) | 38 | 86% | 41 | 93% | |
| 3. | Post-Activity · Doing the speaking task. | 44 | 100% | 44 | 100% |
| Average | 28,5 | 64% | 27,8 | 63% | |
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