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THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING STRATEGIES IN

TEACHING SPEAKING TO THE SEVENTH GRADE STUDENTS OF SMPN 04 LAMONGAN


Siska Amaliyah Putri.1), Rinjani Bonavidi, M.Ed, Ph.D 2)
Jurusan S1 Pendidikan Bahasa Inggris, Universitas Muhammadiyah Malang
E-mail: siskaenglishdept@gmail.com1), rinjani.bonavidi@yahoo.com2)
Abstract
This study focuses on the implementation of contextual teaching and learning strategies to the seventh grade students of
SMP Negeri 04 Lamongan. The purposes of this study are; (1) to describe the implementation of contexual teaching and learning
strategies at the seventh grade students in SMP Negeri 04 Lamongan, (2) to describe students responses to the implementation of
contextual teaching and learning strategies at the seventh grade students in SMP Negeri 04 Lamongan.
In this study, the descriptive qualitative research design was used because the researcher wanted to investigate some
phenomenon in its natural setting. The subject of this study was the teacher who taught first grade students at SMP Negeri 04
Lamongan. There were two techniques to collect the data. They were observation and interview which observation and interview
guide as the instruments.
The result showed that the teacher under the study implemented CTL in her teaching, whole CTL components were
implemented successfully enough. It could be concluded that contextual teaching and learning is implemented to be used as
strategy in teaching speaking. However, she did not apply CTL characteristics evenly. There was an activity that was not covered
by the teacher in characteristics of CTL. Reaching High Standard was seldom used due the condition of class and the limited
vocabularies for the students, so the teacher skipped them. It was concluded that the implementation of CTL was not optimal
because there was CTL characteristic had ignored and not maximal. Besides, the students good response toward the
implementation of CTL strategies may indicate the development of students' confidence and motivation in learning speaking. In
addition, most of the students gave positive response towards the use of CTL in teaching speaking.

Key words: Contextual teaching and learning, Teaching, Speaking

I. BACKGROUND OF STUDY To make the students speak in the classroom is not easy.
English is language that is taught at school in every The difficulties of students to speak may be caused by some
country in the world included Indonesia. In Indonesia, English background such as students reluctance, lack of motivation,
is taught from the lowest level of education to the highest uninteresting teaching technique, faulty method in teaching
level. It is from elementary school to university level. The speaking, etc. For this, the teacher is supposed to be more
purpose of teaching English at schools in Indonesia is to creative in developing their teaching learning process and
provide students basic skills of English. using appropriate method to create good atmosphere and
In learning English, there are four skills that should be improve the students speaking skill. For these challenges,
mastered, they are: listening, speaking, reading, and writing. SMPN 04 Lamongan try to guide the students by teaching
As a skill, speaking is the most used skill by people rather speaking skill in order to make the students speak English
than the three other skills. According to Richard (2007:1), well.
Learners consequently often evaluate their success in Nevertheless, based on the researchers pre-observation in
language learning as well as the effectiveness of their English the school, the CTL method was not optimal. It was because
course on the basis of how well they feel they have improved the teacher at this school had less understanding about the
in their spoken proficiency. From the statement, the components of Contextual Teaching and Learning (CTL)
researcher can say that most language learners study English method itself.
in order to develop proficiency in speaking. Based on the phenomenon above, the researcher is
There are many methods of language teaching that may be interested in conducting a study entitled The
selected for teaching speaking skill. One of them that is Implementation of Contextual Teaching and Learning
appropriate in developing speaking skill is Contextual Strategies in Teaching Speaking to the Seventh Grade
Teaching and Learning (CTL) and expected to be one of ways Students of SMP Negeri 04 Lamongan
to make students English speaking better. The researcher
assumes that Contextual Teaching and Learning is suitable II. REVIEW AND RELATED LITERATURE
method to be used to teach speaking in the classroom. In this chapter the researcher discusses some topics that
According to Johnson (2002:25): relate to the theory of the research. These are about the
CTL is an educational process that aims to help student definition of speaking, teaching speaking, theory of contextual
see meaning in the academic subject with the context of their teaching and learning (CTL), characteristics of contextual
daily lives that is with the context of their personal, social, and teaching and learning, and teaching speaking through
cultural circumstances. To achieve this aim, the system
contextual teaching and learning (CTL).
encompasses the following eight components: making
meaningful connections, doing significant work, self- 2.1 Teaching Speaking
regulated learning, collaborating, critical and creative 2.1.1 Definition of Speaking
thinking, nurturing the individual, reaching high standards, Speaking is one of language skill which is very important
and using authentic assessments. to be mastered by students in order to effectively
communicate. Speaking is the verbal use of language to According to Johnson (2002:25):
communicate with others. According to Nunan (2003:48) CTL is an educational process that aims to help student
speaking is the productive oral skill. It consists of producing see meaning in the academic subject with the context of
systematic verbal utterance to convey meaning. The their daily lives that is with the context of their personal,
social, and cultural circumstances. To achieve this aim, the
discussion above concludes that speaking is the ability to
system encompasses the following eight components:
express something in a spoken language making meaningful connections, doing significant work,
Harmer in Marwiyah (2015:4) adds that speaking self-regulated learning, collaborating, critical and creative
happens when two people are engaged in talking to each thinking, nurturing the individual, reaching high standards,
other and they are sure that they are doing it for good reason. and using authentic assessments.
Their reason may be that they want to say something, they
have some communicative purposes, and they select from In addition, Bern and Erickson (2001, 2) state that:
their language store. In addition, Brown (2001) states the contextual teaching and learning is defined as a
conception of teaching and learning that helps teachers
interaction between these two models of performance applies
relate subject matter content to real world situations;
especially strongly to conversation, the most popular and motivates students to make connections between
discourse category in the profession. knowledge and its applications to their lives as family
The low level of students skill in speaking is also one of members, citizens, and workers and engage in the hard
factors that obstruct them to develop their speaking skill. work that learning require
According to Jenep (2010) there are two factors that cause low
levels of student skills in speaking. Those are external factors Thus, CTL helps students connect the content they are
and internal factors. This causes are from two sources. learning to the life contexts in which that content could be
used. Students then find meaning in the learning process. As
2.2 Teaching Speaking they strive to attain learning goals, they draw upon their
According to Hornby in Ali Nadi (2013:565) teaching previous experiences and build upon existing knowledge. By
means giving the instruction to (a person): give a person learning subjects in an integrated, multidisciplinary manner
(knowledge, skill, etc.). Meanwhile Burns & Joyce in and in appropriate contexts, they are able to use the acquired
Farahani and Aghdam (2012) state that speaking is an knowledge and skills in applicable contexts.
interactive process of constructing meaning that involves
producing and receiving and processing information. So, 2.3.2 Characteristics of Contextual Teaching and
teaching speaking is giving an instruction to a person in order Learning (CTL)
to communicate. According to Johnson (2002:24), there are eight
Meanwhile, Harmer (2001) points out that there are three characteristics of Contextual Teaching and Learning as
stages in teaching speaking. Those stages are introduction new follows:
language, practice, and communicative activity. Firstly, 1. Making meaningful connection
introduction new language means that the teacher tries to Learning is related with real-world life, student actively to
introduce the language which is used in teaching speaking. develop their interest, study individually or in group. They
Secondly, the next stage that teacher will do is that give an realize the importance of studying for their future.
exercise and practice to students. Thirdly, the stage is about 2. Doing significant work
communicative activity means that teacher must notice the Students make correlation between school and several of
students activity in speaking. In fact, the teacher hopes that contexts in real -world life in the house, community and work
the students will be successful in speaking activity, so that the site.
teacher tries hard to teach speaking well. 3. Self-regulated learning
The goal of teaching and learning English in Students do significant work that has purpose,
Indonesia is to develop communicative skills that include interaction, decision and real life result.
the skill of listening, speaking, reading and writing 4. Collaborating
proportionally. Therefore, the teacher should provide the Students cooperate each other, and the teacher helps
students with speaking task and give them opportunities to them how do they understand to communicate with other
use the target language to communicate with others. students.
5. Critical creative thinking
2.3 Contextual Teaching and Learning Students use high critical and creative thinking to
2.3.1 The Definition of Contextual Teaching and Learning analyze, make hypothesis, solve the problems, make decision
(CTL) and use logical evidence.
CTL is a system that stimulates the brain to weave pattern 6. Nurturing the individual
that express meaning by linking academic content with the Students take care of their personality, giving
context of a students daily life (Johnson, 2002). attention, having high expectation, motivating and strengthen
Meanwhile, several attempts have been made to define the themselves and respecting the other.
meaning of CTL method. In the process of searching the 7. Reaching high standard
meaning of CTL, the researcher has found several definitions Students know and reach high standard, teacher
about it from different resources. identify and motivates them to reach the purpose.
8. Using authentic assessment
Students use academic knowledge in real-world Questioning is the students knowledge that they get from
contexts for meaningful purpose. questioning. Questioning in teaching learning process is
viewed as the teacher activity in order to motivate nurture
2.3.3 Strategies in Contextual Teaching and Learning and assess the students ability of thinking.
The Center of Occupational Research Development 4. Learning Community
(CORD) states that there are five strategies for the teacher in Learning community suggests that the result of learning
implementation the contextual teaching learning, they are process is derived from the result of interaction with
called REACT (Nurhadi, 2004:23): others. The result of learning derived from sharing with
1. Relating friend, group and community members.
Learning related with the real world experience context. 5. Modeling
2. Experiencing Modeling is an activity to demonstrate an action so the
Learning focused on the exploration, discovery, and students can imitate, learn or act based on the model, such
invention. as the way to operate the computer, the way to put ball in
3. Applying the ring in playing basketball, the way to memorize
Learning should be presented into the context of useful. English vocabularies, etc.
4. Cooperating 6. Reflection
Learning through interpersonal communication context, Reflection is a respond toward what has happened,
togetherness, etc. activities, experience which aimed to identify something
5. Transferring that they have already known, and something that havent
Learning through the use of knowledge in the situation or happened yet, its aimed to construct innovation.
new context. 7. Authentic Assessment
Authentic assessment is a scoring procedure that asks
2.3.4 Contextual Teaching and Learning in Teaching students to show their real abilities. This scoring is not
Speaking only at the end of periods but also along the learning
In case of teaching speaking, teachers usually introduce a process (ongoing assessment).
dialogue and ask the students to read and memorize it then
perform it in pair. This kind of activity only stress on how to III. RESEARCH METHODOLOGY
make the students master the pattern of the target language 3.1. Research Design
instead of real communication. However, today's world Research design is the most important part to do the
requires that the goal of teaching speaking should improve research. In this study, the researcher used qualitative research
students' communicative skills, because, in that way, students design because she wanted to investigate some phenomenon
can express themselves and learn how to follow the social and in its natural setting. More specifically, this study was
cultural rules appropriate in each communicative circumstance intended to the instructional achievement using contextual
(Kayi, 2006). teaching and learning strategies in teaching speaking used by
The use of English as target language throughout the English teacher and the students responses to describe the
teaching learning process is also the important aspect to be implementation of contextual teaching and learning strategies
considered in teaching speaking through CTL. It is required to at the seventh grade in SMP Negeri 04 Lamongan. This
accustom the students to target language exposure and let the research design was chosen because, based on Ary (2010) the
students find that the language is meaningful. Besides, by basic qualitative was targeted to understand a phenomenon, a
using the target language of English, the teacher at the same process, or a particular point of view from the perspective of
time helps the students to increase their ability of speaking by those involved. Moreover, he also states that qualitative
asking and answering questions. approach in education investigates the behavior naturally as it
occurs usually in classroom.
2.3.5 The Implementation of CTL in Teaching Speaking
The implementation of contextual teaching and learning in 3.1 Research Subject
teaching speaking, Nurhadi (2004) states that there are seven In this study, the subject of this research was a teacher
components to apply Contextual Teaching and Learning who taught the seventh grade students at SMPN 4 Lamongan.
(CTL) in teaching speaking, those are: The teacher was chosen because she has been teaching using
1. Constructivism Approach Contextual Teaching and Learning strategies in SMPN 4
Constructivism is the foundation of CTL approach, which lamongan. Besides, this study involved the students of the
states that knowledge is built by human step by step where seventh grade as the subjects intended to provide data about
the result is explored through limited context. their responses to the implementation of contextual teaching
2. Inquiry and learning strategies in teaching English speaking at SMP
Inquiry is a main of CTL approach which states that Negeri 04 Lamongan.
students knowledge and skill are not derived from a series
of memories of fact but they are the result of inquiry or 3.2 Research Instruments
finding. The researcher used some kinds of instruments. The detail
3. Questioning explanation about the instrument was presented as follows:
3.2.1 Observation Checklist 3.3 Data Collection
Observation is a method of data collection in which The data of this study were collected by using the
researcher comes to the field to observe what is going on following procedures:
in the field. Ary, et.al (2010) denote that observation is a 1. The researcher prepared observation checklist before
basic method for obtaining data in qualitative. There are conducting the observation.
two kinds of observation namely participant observation 2. After preparing, the researcher attended the teaching and
and non-participant observation. As the name indicates, in learning process as non-participant observer in the class.
participant observation, the researcher actively takes a part 3. The researcher always took field notes and pictures during
and experiences the condition of the observation. class observation.
Meanwhile, in non-participant observation the researcher 4. The researcher prepared the interview guideline (in
does not involved in the activities being observed, but only appendix 4).
as an observer. 5. The researcher conducted semi-structured interview to the
In this research, the researcher took non-participant English teacher after observing the class to get data
observation because the researcher observed the learning information related to the research problems.
process without participating or taking any active parts in
the situations. As an observer, the researcher took a seat in 3.4 Data Analysis
the back of classroom and watched closely the activities in To analyze data, the researcher used the following
the classroom. The researcher did observation in order to procedure:
get descriptive condition of the learning-teaching process 1. Administering the data from the observation field notes
to provide answers about the instructional achievement and checklist, and from interview which revealed about the
using contextual teaching and learning strategies used by instructional achievement using contextual teaching and
the teacher in teaching speaking and how to the students learning strategies in teaching speaking and the students
responses to the implementation of contextual teaching responses to the implementation of contextual teaching
and learning strategies. and learning strategies.
Additionally, the researcher used observation 2. Classifying the data based on the instructional
checklist that can be seen in appendix 1 & 2 as instrument achievement using contextual teaching and learning
to observe the whole classroom activities from the strategies used by the teacher in teaching speaking and the
beginning, middle and the ending of the learning process. students responses to the implementation of contextual
Furthermore, this observation aimed not only for teaching and learning strategies.
observing the subjects but also to took some important 3. Drawing conclusion about the instructional achievement
notes as the supporting data which were needed to answer using contextual teaching and learning strategies in
the statement of problems of this study and took some teaching speaking and the students responses to the
pictures to help ensure the information that has been implementation of contextual teaching and learning
obtained on the observation. strategies.
.
3.2.2 Interview Guideline IV. RESEARCH FINDINGS AND DISCUSSION
According to Ary (2010), interview is used to gather 4.1 The Research Findings
data from informant about their opinions, beliefs and This section presents the results of the study which consist
feelings about situations in their own words, it is also used of the instructional achievement using contextual teaching and
to get additional information that cannot be obtained learning strategies used by the teacher in teaching speaking
through observation. There are 3 kinds of interview, and how the students responded to the implementation of
namely; structured interview, unstructured interview, and contextual teaching and learning strategies at SMPN 04
semi-structured interview (Ary, et.al 2010). Lamongan.
The researcher used semi structured interview for 4.1.1 The Instructional Achievement using CTL Strategies
having deep information about the data which are needed Used by the Teacher in Teaching Speaking
based on the statement of problems. In semi-structured Based on the result of data analysis in observation (in
interview, the researcher could broaden the questions Appendix 1 & 2) and interview (in Appendix 5), it was found
based on the English teacher answer. Moreover, the that there were seven components applied in contextual
researcher used interview guideline that can be seen in teaching and learning in teaching speaking. They were
appendix 4 as the instrument. It was used to help her get presented as follows:
the needed data and answers about the instructional 1. Constructivism
achievement using contextual teaching and learning Teacher used some actual questions and pictures related to
strategies used by the teacher in teaching speaking and the the students real world contexts among them. The teacher
students responses to the implementation of contextual implemented constructivism component in teaching speaking.
teaching and learning strategies. Meanwhile, the Students did the activity which indicated the constructivism
researcher was conducted in Bahasa Indonesia to ensure component. The teacher connected the students prior
the subjects convenience in giving information and this knowledge or experience before having new topic.
interview process occurred outside of class because the It means that the teacher built the student knowledge in
researcher did not want to disturb the learning process. making the student-centered teaching and learning. The
teacher was as facilitator to help the students who got some evaluation in teaching and learning process. Such as what the
difficulties in learning (activating knowledge). teacher tough, she reviewed what learners before.
2. Inquiry The teacher asked about what kinds of expressions
One of the CTL implementation components is inquiry. It introduction and when said them, although the students have
could be shown from the previous activity explained above. learned the material before, they would not forget because the
Here, students explored the existence of process in finding and teacher always reviews what students learned.
analyzing material by students themselves. After teacher After all students practiced, the teacher gave an appreciation
explained about the material, students were asked to make a to them because of their high participation and performance
dialogue with their group work. during teaching and learning process. In the end of the
They had to use some vocabularies they had to make some meeting, the teacher did reflection by asking students related
examples based on the picture which was given by the teacher. to the learning material that they had learned in terms the
The students became the center of teaching learning process. expression of introduction in English.
3. Questioning 7. Authentic Assessment
In teaching and learning process, teacher gave a question Authentic Assessment is collecting data that describes
after explaining the dialogue of material. The students became learning student development. It is important to know the
more active to participate in teaching and learning, because result as long as the teaching and learning process not only the
they were motivated to answer. The teacher never said test (middle and final test) but also all the students response.
wrong although the students answer were not correct. This The assessment included product and process. In the product
strategy helped students to share each other because each aspect, teacher gave the assessment through exercises in the
student got new knowledge from the others. So that, teacher form of students handout same time they had to choose the
just guided students in improving their abilities especially in answer according to what they heard. After that, each student
speaking skill. had to change his/her handout to be corrected together. When
4. Learning Community the teacher asked a student to say her answer, teacher gave
One characteristic of learning community is cooperation correction to him, it was called the process of doing an
and collaboration. Nurhadi (2004) states that the learning authentic assessment.
outcome of the learning community derived from the The characteristics of authentic assessment were
cooperative learning, sharing idea among students conducted during and after the learning process, and it could
individually or in group work, learning community practically be used as feedback for the students. Besides characteristics,
done in pairs, group work, and the expert of certain profession there were some important aspects to evaluate students
to join the class, etc. achievement, such as students report, homework, quiz,
Learning community was the strongest element which students presentation or performance, journal, and portfolio.
stimulated the students' interest in studying. When the learners The teacher who wanted to know their students speaking
involved actively in learning community, they studied learning improvement, should collect the data from the real
cooperatively. The teacher asked the students to sit in groups activity when students using English.
for choosing an example of conversation which contained the
expression of introduction provided by the teacher previously 4.1.1.2 Characteristics of CTL in Teaching Speaking
and practiced it in front of the class. Learning community Based on the result of data analysis, it was found out there
process offers opportunity for the students to practice were seven characteristics of Contextual Teaching and
speaking with the correct structure and vocabularies with their Learning in teaching speaking that the teacher applied for the
partners. students at SMPN 04 Lamongan.
5. Modeling 1. Making Meaningful Connection
Further, modeling provided the correct answer or The teacher applied of making meaningful connection in
information from the previous processes; hence it can revise teaching speaking through realia and pictures. She taught the
the mistake done by the students. In making a teaching and students by using real items of vocabulary that were available
learning process actively, after the students finished doing the in the classroom, and she also brought the print out of some
task, the teacher asked students to do a conversation in pair pictures of objects.
about expression of introduction, such as: "Good morning, My This characteristic was applied by the teacher because she
name is.., How are you?, How do you do?, Nice to meet you, realized that it was easier for her students to learn based on
and Thank you" by standing up and coming forward and the their real life context. Teacher tried to connect the prior
students understood what the teacher explained. knowledge with the material given through explanation and
Additionally they were looked nervous and no self brain storming. Johnson (2002) states that making connections
confidence in expressing it. They could imitate other students to find meaning increases knowledge and deepens insight. The
especially in pronunciation. After a pair completed the task, students can make themselves, as the learners who learn and
each student had given an opportunity by the teacher to develop their needs actively and individually or in group and
practice the conversation with her/his friend. they can do learning by doing.
6. Reflection
Reflection is one of the important parts of contextual 2. Doing Significant Work
teaching and learning method, it is the way of thinking of The teacher applied with doing significant work by
everything that has been learned in the past and affective describing topic about expression of introduction was going to
learn and display the examples by LCD in the classroom. She ability to use English even though tends to mix with the
used this characteristic in teaching speaking because by using language.
it was easier for the teacher taught to make the students
understood about expression of introduction which were 8. Using Authentic Assessment
related with activities such as "I want to introduce.. How do The students required practices to be able to speak fluently
you do?, Hello, how are you?, What is your name? I am.. and accurately. The other way to improve the students
etc. The students could perform significant work that would accuracy was giving them feedback. By giving them feedback,
help them to see the meaning what they studied. they would know the correct one and they could correct their
mistake. It meant the data that was collected should be
3. Self-regulated Learning obtained from the real activity which was done by the students
The teacher was able to create an active classroom where when they did the learning process.
the students participated actively in many activities and Besides this characteristic, there were some important
became more responsible for their own study and practice. aspects to evaluate students achievement, such as students
With this characteristic, the teacher asked the students to drill report, homework, quiz, students presentation or
and repeat the pronunciation some words/expressions, such as performance, journal, and portfolio. Teacher who wanted to
"How are you?" until the pronunciation correctly. know their students English learning improvement should
collect the data from the real activity.
4. Collaborating
The teacher was able to help the less competent students V. CONCLUSION AND SUGGESTIONS
through learning communities or learning in a small group. This chapter presents the conclusion and suggestion
The teacher helped students in order to work effectively in a related to the research findings and discussions.
group and understand the way how to communicate each 5.1 Conclusion
others. The more competent students in each group had to Based on the discussion in previous chapter, the researcher
help and share ideas with their friends who need more concludes that the teacher in the first class observation applied
support, explanation, and guidance. Collaborating learning the seven components of CTL strategies in order to make an
groups had a significant role in the success of the learning interesting and enjoyable teaching learning process. However,
process. she did not apply CTL characteristics evenly. There was an
activity that was not covered by the teacher. Reaching High
5. Critical Creative Thinking Standard was seldom used due to the condition of the class
The students had to use some vocabularies they had to and the students limited vocabularies, so the teacher skipped
give some declarations about the picture, which was given by them. It can be seen from the interview and observations
the teacher. Students participated actively because the teacher analysis that showed students perspectives toward the
motivated them using interesting way. They shared their idea implementation of Contextual Teaching and Learning
to each other to answer the questions and also investigated and strategies in teaching speaking.
analyzed the pictures given by the teacher. In relation with the implementation of contextual teaching
Therefore, students had to develop and implement their and learning used by the teacher, she had done it well. The
critical thinking to defend their opinion about the picture. teacher applied the teaching learning process which was
Critical thinking used in such mental activities which consist suitable with the students' need. When the teacher applied the
of questioning, investigating, analyzing both individually on Contextual Teaching and Learning, the students looked
in group work. interested in following activity, students enjoyed and could
solve their problem, when they worked in group. In addition,
6. Nurturing the Individual the students gave positive response towards the use of CTL in
The teacher was able to monitor them and became a good teaching speaking. The students good response toward the
adviser in order to guide each student and to know the implementation of CTL strategies may indicate the
students' interests and talents by moving around the class to development of students confidence, and that CTL could
provide assistance to students. increase the motivation of students for participating actively in
In this characteristic, teacher had to be more patient and language classes and improve the problem solving skills and
made many efforts to encourage students to think by provide a way for students to discuss or interact with their
themselves. friends.
In conclusion, the implementation of contextual teaching
7. Reaching High Standart and learning strategies in teaching speaking applied by the
The teacher found difficulties of the students about the teacher were implemented sufficiently, although CTL was not
reach the high standart because the teacher was not showing optimal because there was one of CTL characteristic that had
them the way to get the "excellence". The reason why teacher boon ignored and not maximal. She always tried to cope all of
not using this characteristic because the limited vocabulary the problems that she faced by giving motivation to the
and mastery of grammar was less good, so students needed a students and taught them based on their level and needs.
long time to make the effective dialogue sentence. But the
teacher always encourages and motivates them to explore their
5.2 Suggestions Nunan, D. 2003. Practical English Language Teaching 1st
Based on the findings of the study, the researcher gives Edition. New York: Mc Graw Hill/Comemporary.
some suggestions with regard in order to the implementation Nurhadi, Buhan Yasin, Agus. 2004. Pembelajaran
Kontekstual (Contextual Teaching and Learning
of contextual teaching and learning in teaching speaking at
(CTL)) Dan Penerapannya Dalam KBK. Malang: UM
seventh grade students. This suggestions are given for the PRESS
English teachers, the students, and further researcher. Richards, J.C. 2006. Developing Classroom Speaking
Activities; From Theory to Practice. RELC: Singapore.
1. To English Teachers Available online at:
The most important things to be remembered by English http://www.professorjackrichards.com/wp-
content/uploads/developing-classroom-speaking-
teachers who rule the class are; know the need of the students, activities.pdf Vol 28, p.1. Accessed on May 04, 2016
comprehend the objective of the implementation of contextual
teaching and learning well, and prepare a proper strategy to
teach them which can promote enjoyable and active class;
hence the students can learn and comprehend the material
taught easily. For those reasons, the researcher suggests the
teacher should use it as one learning method in order to be
able to create a good atmosphere in the classroom and make
the classroom more joyful, relaxing, and comfortable.
The teacher should have more motivation than the students
in order to motivate the students, by giving reward for the
students as motivation for them. As the fact during
observation, Contextual Teaching and Learning strategies, for
instance, is one of the ways which can be used by English
teachers to teaching speaking.
2. To Further Researchers
It is advised to the further researchers to develop this
finding in order to conduct a study that is related to the
implementation of contextual teaching and learning in
teaching speaking to other skills or topics.

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