Inferential drawing inferences, getting the main idea, summarizing Inferences are ideas a reader receives when he goes beneath the surface to
sense relationships, put facts and ideas together to draw conclusion and make generalizations, and detects the good mood of the material.
Critical Critical reading requires reading with an inquiring mind and with active,
creative looking for false statements. It means questioning, comparing, and
evaluating.
2. Contextual Teaching and Learning
Components of Contextual Teaching and Learning CTL which are going to be discussed are the definition of CTL, basic principles of CTL, and the
application of CTL.
a. Definition of Contextual Teaching and Learning CTL
A preliminary definition of CTL emerged from projects sponsored by the Office of Vocational and Adult Education, U.S. Department of Education
resulting in a study conducted at The Ohio State University, in partnership with Bowling Green State University Contextual Teaching and Learning exemplary
practices: 2000 suggests that Contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real
world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and
engage in the hard work that learning require.
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Berns and Erickson 2001 states that contextual teaching and learning 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. Contextual Teaching and Learning, then, involves students in a
meaningful learning in which they can relate their past experience with the new concept they learnt. By implementing CTL, students are also introduced with
contexts that are usually found in their daily life. Thus, the learning process will be more enjoyable and comprehensible for the students.
b. Basic Principles of Contextual Teaching and Learning
According to Berns and Erickson 2001, to implement CTL, a variety of approaches may be used. Over the years, five teaching approaches that include
context as a critical component have emerged. They engage students in an active learning process. Those approaches are problem-based learning, cooperative
learning, project-based learning, service learning, and work-based learning. They will be explained as follows:
1 Problem-based Learning
Problem-based Learning is an approach that engages learners in problem- solving investigations that integrate skills and concepts from many content areas.
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This approach includes gathering information around a question, synthesizing it, and presenting findings to others Moffitt 2001.
2 Cooperative Learning
Cooperative Learning is an approach that organizes instruction using small learning groups in which students work together to achieve leaning goals
Holubec, 2001.
3 Project-based learning
Project-based learning is an approach that focuses on the central concepts and principles of a discipline, involves students in problem-solving investigations
and other meaningful tasks. Allows students to work autonomously to construct their own learning, and culminates in realistic products Buck Institute for
Education, 2001.
4 Service learning
Service learning is an approach that provides a practical application of newly acquired or developing knowledge and skills to need in the community
through projects and activities McPherson, 2001.
5 Work-based learning
Work-based learning is an approach in which workplace, or workplace- like, activities are integrated with classroom content for the benefit of students and
often business Smith, 2001.
c. The Application of Contextual Teaching and Learning
