<![CDATA[This study aimed to examine the effectiveness of a contextual practice-based learning method using the Contextual Teaching and Learning (CTL) approach in improving the speaking skills of first-grade students with speech delay at SDN 002 Sangatta Selatan. The study was motivated by the limited articulation, vocabulary, and verbal communication skills of three students, which resulted in passive classroom participation. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection. The participants were three first-grade students with speech delay. Data were collected through classroom observations, oral speaking tests, and documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings demonstrated that the contextual practice-based method effectively improved students' speaking skills. The average speaking performance increased from 69% in Cycle I to 80% in Cycle II. At the end of the intervention, student AH achieved 93% (Very Well Developed), MNA 82% (Developed as Expected), and RA 79% (Developed as Expected). The CTL components, particularly modelling and inquiry, encouraged students to speak more actively, expand their vocabulary, improve articulation, and develop greater confidence in classroom interactions. ABSTRAK Penelitian ini bertujuan menganalisis efektivitas penerapan metode praktik berbasis Contextual Teaching and Learning (CTL) dalam meningkatkan keterampilan berbicara anak dengan speech delay kelas I di SDN 002 Sangatta Selatan. Penelitian dilatarbelakangi oleh rendahnya kemampuan artikulasi, kosakata, dan komunikasi verbal pada tiga siswa sehingga mereka cenderung pasif dalam pembelajaran. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian terdiri atas tiga siswa dengan speech delay. Data dikumpulkan melalui observasi, tes lisan kemampuan berbicara, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa metode praktik berbasis CTL efektif meningkatkan keterampilan berbicara siswa. Persentase kemampuan berbicara meningkat dari 69% pada Siklus I menjadi 80% pada Siklus II. Pada akhir penelitian, AH mencapai 93% (Berkembang Sangat Baik), MNA 82% (Berkembang Sesuai Harapan), dan RA 79% (Berkembang Sesuai Harapan). Penerapan sintaks CTL, terutama modelling dan inquiry, mendorong siswa lebih aktif berbicara, memperkaya kosakata, meningkatkan kejelasan artikulasi, serta memperkuat kepercayaan diri dalam berinteraksi di kelas.]]>
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