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Relating is learning through the real life and real experience contexts. Learning should be used to relate daily life situation and new information to
be understood or solved. 2
Experiencing is learning in the exploration contexts, discovery, and creating. It means knowledge which has been gotten is based on a critical thinking
process through inquiry cycle. 3
Applying is learning in the form of applying the learning result to application and practical needs. The learners apply the concept and information to their
future life. 4
Cooperating is learning in the form of sharing various information and experiences, responding, and communicating.
5 Transferring is the learning activity which uses knowledge and experience
based on new context to get new knowledge and new learning experience. In this study, Contextual Teaching and Learning is an approach which is
used to help the eighth grade students of SMPN 2 Ponjong Gunungkidul to connect their recent information and their previous knowledge then apply them in
the real context in form of communicative speaking.
b. The Principles of Contextual Teaching and Learning
Contextual Teaching and Learning has basic principles that should be considered while implementing it in the learning situation. Muslich 2007 states
seven principles of Contextual Teaching and Learning p. 44. The following are those principles:
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Constructivism Constructivism is the foundation of thinking philosophy in CTL. It
emphasizes on the construction of the learners’ understanding which is done actively, creatively, and productively not only based on their knowledge and
their previous knowledge but also from their meaningful learning experiences. The learners need to be accustomed to solving problems, find
something which is useful for themselves, and develop their own ideas. 2
Questioning Questioning is a learning strategy in CTL. In CTL, learning is the teachers’
effort in encouraging the students to understand something, guiding the students to find out the information, and knowing the development of the
students’ thinking capability. Questioning activity is useful for: 1 digging information, 2 checking the students’ understanding, arousing the students’
responds, 3 knowing the level of the students’ curiosity, 4 knowing things which are known by the students, 5 focusing the students’ attention on
things which are required by the teacher, 6 arousing more questions for the students, and refreshing the students’ knowledge.
3 Inquiry
Inquiry is the main activity in CTL. This activity begins with the observation of a phenomenon and continues with the meaningful activities to produce the
students’ discovery. The knowledge and the competence which are gained by the students are not from the result of remembering a set of facts, but from the
result of discovering the facts faced by them. The steps in inquiring are: 1
25 formulating the problems, 2 observing and doing observation, 3 analyzing
and presenting the result in the written, picture, report, diagram, table, and other work forms, 4 communicating and presenting the result to the other
people readers, classmates, teachers, the other audiences. The steps above encourage students discovering problems to formulating conclusions. It can
stimulate students’ creativity and thought development. 4
Learning community This concept suggests that the result of learning is better gained from
cooperation with other people. It means that the result of learning is gained from sharing with friends, groups and people who know and do not know
about things which can be done inside or outside the classroom. Learning which is packaged in the form of group discussion heterogenic members and
various amounts supports this concept very much. 5
Modeling This component suggests that the learning of particular knowledge and
competence followed with models can be imitated by the learners. The models which are intended can be in form of giving examples of doing things.
Modeling can be more understood by the students than explaining without giving models or examples.
6 Reflection
Reflection is the most important part in CTL. By thinking on what has been learned, analyzing and responding to all of the events, activities, or
experiences which happened in the learning process, even giving suggestions
