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