Kegiatan Inti Constructivism Inquiry Questioning

iv • Guru memberikan contoh mendiskripsikan seseorang di lihat dari ciri postur tubuh and roman wajah • Siswa di minta mendeskripsikan the special friend teman khusus

c. Kegiatan Penutup

• Guru menanayakan kesulitan yang di hadapi siswa • Guru menyimpulkan matreri pembelajaran • Guru memberikan hand out • Guru menutup kegiatan belajar Pertemuan IV a. Kegiatan pendahuluan Greeting meberi salam dan tegur sapa Brainstorming activity Guru menjelaskan tujuan pembelajaran topic yang akan dibahas dengan mengajukan beberapa pertanyaan

b. Kegiatan Inti

• Guru memberikan contoh mendiskripsikan seseorang di lihat dari ciri khusus, seperti jambang, lesung pipit, tai lalat • Siswa di minta mendeskripsikan their neighbour

c. Kegiatan Penutup

Guru menanayakan kesulitan yang di hadapi siswa Guru menyimpulkan matreri pembelajaran Guru memberikan hand out Guru menutup kegiatan belajar iv PROFIL SEKOLAH 1. Sejarah berdirinya SMA PGRI 56 Ciputat SMA PGRI 56 Ciputat merupakan salah satu lembaga pendidikan perjuangan bangsa yang dinaungi oleh Organisasi Persatuan Guru Republik Indonesia PGRI. SMA PGRI Ciputat sangat kondisten dengan tujuannya, yaitu: menyelenggarakan pendidikan yang berkualitas dan terjangkau oleh semua lapisan masyrakat. Sekolah Menengah Akhir SMA PGRI 56 Ciputat terletak di jalan Pendidikan no.30 Ciputat kota Tangerang Selatan 15411, Tlp. 0217409808, E-mail. Smapgri56.ciputatyahoo.co.id. Sekolah ini didirikan pada tahun 1982 yang berdasarkan surat keputusan akreditasi lama SK No. 086102.KepE.8416 Maret 1984, dan akreditasi baru yaitu SK No. Ma. 00293728.00.Ma.0003.06 27 Juni 2006, yang berdiri diatas lahan tanah seluas 1777 m 2 , yang dipergunakan untuk bangunan seluas 877 m 2 , halaman seluas 300 m 2 , dan untuk lapangan olahraga seluas 600 m 2 . Lahan tanah yang dipergunakan oleh SMA PGRI 56 Ciputat ini milik tentara ABRI 203 yang di wakafkan untuk pendidikan. SMA PGRI 56 Ciputat dikepalai oleh Drs. Asep Setiadi, M.Pd sebagai kepala sekolah dan Novia Roza, M.Pd sebagai wakil kepala sekolah.

2. Visi dan Misi serta Tujuan SMA PGRI 56 Ciputat

Visi Menjadikan SMA PGRI 56 Ciputat sebagai Pusat Pengembangan Pendidikan, kebanggaan masyarakat yang menghasilkan kader- kader Bangsa yang Berkualitas yang unggul dalam IPTEK dan IMTAQ”. Misi a. Menyelenggarkan pendidikan umum yang bersifat nasional b. Menghasilkan tamatan yang kompeten, terampil, dan bermutu iv c. Menghasilkan tamatan yang berguna bagi dirinya, bangsa, dan negara d. Menjadikan lembaga pendidikan kebanggaan masyarakat Ciputat dan sekitarnya e. Menyelenggarakan pendidikan yang berorientasi kepada pengembanagn potensi siswa dalam membentuk manusia seutuhnya. Tujuan Sekolah 1. Tujuan jangka panjang: berisi tujuan jangka panjang sekolah 5 tahun kedepan 2. Tujuan jangka pendek: Berisis serangkaian tujuan jangka pendek yang mewujudkan dalam tahunan seperti: a. Membentuk pokjaTim kecil sebagai pionir dalam mengimplementasikan budaya profesional b. Menjaring calon siswa yang berkualitas c. Menganalisa dan mensinkronkan kurikulum dengan tuntutan Standar Kompetensi Nasional dan Internasional d. Meningkatkan kompetensi guru melalui sertifikasi kompetensi e. Menjalin kerjasama dengan lembagaPP instansi terkait, dan masyarakat dalam rangka perkembanngan IPTEK f. Meningkatkan pelaksanaan kegiatan ekstrakurikuler unggulan yang sesuai dengan minat siswa g. Meningkatkan upaya pemenuhan kebutuhan prasarana dan sarana serta program pendidikan untuk mendukung KBM dan hasil Belajar siswa h. Mempersiapkan peserta didika yang bertakwa kepada Allah Tuhan Yang Maha Esa dan berakhlak mulia. i. Mempersiapkan peserta didik agar menjadi manusia yang berprikepribadian, cerdas, berkualitas dan berprestasi dalam bidang olah raga dan seni. iv j. Membekali peserta didik agar memiliki keterampilan teknologi informasi dan komunikasi serta mampu mengembangkan diri secara mandiri. k. Menanamkan peserta didik sikap ulet dan gigih dalam berkompetensi, beradaptasi dengan lingkungan dan mengembangkan sikap sportifitas l. Membekali peserta didik dengan Ilmu pengetahuan dan teknologi agar mamapu bersaing dan melanjutkan ke jenjang pendidikan yang lebih tinggi.

3. Keadaan Guru, Siswa dan Sarana Prasarana

Dalam proses belajar mengajar, sangat dibutuhkan tenaga yang profesional agar tercipta generasi yang berkompeten dan mempunyai skill yang memadai. Adapun tenaga pengajar yang ada di SMA PGRI 56 Ciputat tahun ajaran 20082009, dapat dilihat pada tabel dibawah ini: Tabel 4.1 Keadaan Guru SMA PGRI 56 Ciputat Tahun Ajaran 20082009 No Nama Keterangan 1 Drs. Asep Setiadi, M.Pd Kepala sekolah 2 Novia Roza, M.Pd Wakasek 3 Siti Aisyah, M.Pd guru 4 Dra. Ulfiti Rahmah guru 5 Drs. Tatang Gunawan guru 6 Drs. Junaedi guru 7 Dra, Ecin Kuraesin guru 8 Dra. Tini Gustini guru 9 H. Hasan HB, M.Pd guru 10 Drs. Sidup Usman guru 11 Tatang Setiawan guru 12 M. Zaenudin ZM guru iv 13 Dra. Tinelfia guru 14 Tatan. ZM, S.Ag, M.pd guru 15 Komariah S.Pd guru 16 Buyung Tarmizi guru 17 Abdul Rochim, S.Pd guru 18 Yunita Nurhidayati S.hum guru 19 Cucu Purnama Alam guru 20 Drs.Suryadi guru 21 Heru Sutanto, S.Pd guru 22 Budiyanto S.Pd guru 23 Yusep K Sukma, SE guru 24 Drs. Hartono guru 25 Eko Sulistiyo guru 26 Even Apriansyah guru 27 Eka Rostikasari S.Pd guru 28 Agus Suhandi, S.Pd.I guru 29 Rindu Harahap guru Siswa merupakan salah satu komponen sekolah yang sangat penting. Siswa di SMA PGRI 56 Ciputat Berjumlah 268 orang, hal ini membuktikan antusias masyarakat untuk menyekolahkan anaknya ke SMA PGRI 56 Ciputat ini cukup tinggi. Adapun jumlah siswa di SMA PGRI 56 Ciputat, yaitu sebagai berikut: Tabel 4.2 Keadaan Siswa SMA PGRI 56 Ciputat Tahun Ajaran 20082009 Kelas Jumlah Laki-Laki Jumlah Perempuan Jumlah Keseluruhan X 52 orang 48 orang 100 orang iv XI 43 orang 42 orang 85 orang XII 41 orang 42 orang 83 orang Total 368 orang Untuk mendukung kegiatan belajar mengajar di SMA PGRI 56 Ciputat tersedianya fasilitas-fasilitas. Adapun saran prasarana yang ada di SMA PGRI 56 Ciputat dapat dilihat pada tabel berikut ini; Tabel 4.3 Sarana Prasarana SMA PGRI 56 Ciputat Tahun Ajaran 20082009 No. Keterangan Jumlah 1 Romel 7 2 Ruang Lab. Komputer 1 3 Ruang Lab. Bahasa 1 4 Ruang Lab. Multimedia 1 5 Ruang Kepala Sekolah 1 6 Ruang Guru 1 7 Ruang BP BK 1 8 Ruang TU 1 9 Ruang Perpustakaan 1 10 Kamar Mandi WC guru 2 11 Kamar Mandi WC siswa 2 12 Gudang 1 13 Rumah Ibadah 1 iv

CHAPTER I INTRODUCTION

This chapter presents and discusses Background of the study, Formulation of the Problem, The objective of study, Limitation of the study, significance of the study, Hypothesis, Definition of Key term.

A. Background of the Study

Every day all people need to communicate with each other. When they communicate with each other, surely they use a language. It can be spoken or written form. Language is intimately tied to man’s feeling and activity. It is bound up with nationality, religion, and the feeling of self. It is used for work, worship, and play by everyone, be beggar or banker, savage or civilized. 1 In global era, English has reached almost every country in the world. Global era brings great impacts on all aspects of life. People should be competent and skillful to be able to get better lives in fully competitive world. Everyone ca not count on hisher knowledge but heshe must be able to own life skills. Today life skills are spoken more often in education. Students do not only have to learn knowledge but also gain some life skills. Communication ability, especially in English, is one of the most important life skills, that should be mastered in facing competitive world. Communication ability is the ability to state and express idea, thought and opinion, to analyze, to discuss, describe, and take appropriate decision. This ability is really needed, as the development of science, technology and information, which increase rapidly day by day English as an international language is spoken all over the world. In the global era, English takes an important role as communication language used in many sector of life, such as trading, bilateral relationship, politic, science, technology and many others. People should understand and master English in order to gain broader knowledge, information and technology. In Indonesia English has taught from the elementary school up to the University. The teaching learning process of a language, can not be separated from the curriculum or syllabus. Based on our curriculum, the purposes of 1 Robert Lado, Language Teaching A Scientific Approach New Delhi : McGraw Hill Publishing Co.Ltd, 1964,p.11 iv teaching English in Indonesia is “students can master the four skills reading, writing, listening, speaking”. But, in many work fields most peoplestudents can not state their ideas and opinion well since they are not accustomed to speaking, feeling shy, hesitation and fear to make mistakes. Commonly, it is caused by the limited vocabulary. A good vocabulary is a vital part of effective communication. A command of many words will make us a better speaker, listener, reader and writer. The primary method of communication between people is words. Words may be used to communicate meanings in either a written or spoken way. Without use of right words, communication will break down. But, vocabulary has been neglected in programs for teachers during much of the twentieth century. Meanwhile, in recent years, the teaching of vocabulary has assumed its rightful place as a fundamentally important aspect of language development. Vocabulary is to be the main attention in teaching English. Moreover, there are some researchers regarding, that vocabulary more important than grammar. Among them is McCarthy in his book stated “no matter how well the student learns grammar, no matter how successfully the sounds of L2 just cannot happen in any meaningful way. 2 So the first that to be master in learning english is vocabulary. Nevertheless, to communicate in foreign language, especially in English written or spoken fluently, we should master grammar too. Grammar and vocabulary are like the coin side. They can not be separated from each other. Because both of them are basic elements of language. The opinion and the feeling are not able to be applied well without grammar and vocabulary. Related to that matter, Jeremy Harmer quoted from David Wilkins “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed” 3 Second language learning is not a set of easy steps. It is a complex process, involving a seemingly infinite numbers of variables. Having good vocabulary does not come about by chance. Words and meanings have to be learned. Learning involves some form of practice, perhaps reinforced practices. 2 Norbert Schmitt and Michael McCarthy, Vocabulary: Description, Acquisition and Pedagogy New York : Cambridge University Press, p.140. 3 David Wilkins, Jeremy Harmer, How to Teach Vocabulary London : Longman. Co. Ltd, 2002, p.13 iv However it is not easy to teach vocabulary. Teaching can not be defined apart from learning. Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition learning. The goals of vocabulary teaching must be more than simply covering a certain number of words on a word list. To reach the purposes of our curriculum, in teaching English, grammar and vocabulary must be taught in balance. The teaching learning process must be meaningful. Rich in knowledge, whether grammar or vocabulary will not be useful, unless it is used in live reality. People’s linguistic ability depends not on the amount or complexity of the language they possess, but on what they can do with what they possess. Teaching English as foreign language should be directed to be lively communicative process. The teachers must be creative when they teach their students. So the students do not feel bored. Teachers should think and do some innovative learning by use some approaches and strategy to empower students’ competence. To make vocabulary easier to learn, and make students gain their motivation in learning English, the writer tries to apply Contextual Teaching and learning approach. Contextual Teaching and Learning is conception that helps teachers relate subject matter content to real world situation and motivate students to make connection members, citizens, and others. 4 It means that when teaching learning process the material should be related to the real life. Through Contextual teaching and Learning the students can consolidate, develop, and apply the knowledge and language skills in various levels, both in or outside school. In addition, students learn to solve problems, that they encounter by using language actively, like forming a discussion or doing simulation. That is the reason why the writer chooses this title for her skripsi. But, it is noticed, there is no right or best way to teach vocabulary. The best practice in any situation will depend on the type of student, the words that are targeted, the school system and curriculum, and many others factors.

B. Formulation of The Problem

4 Elaine B. Johnson, Contextual Teaching and Learning California : Corwin Press, 2002, p.57 iv Based on the background above, it is necessary to do an evaluation of students on teaching learning process of English at firs grade of SMU PGRI 56 Ciputat. The general question pf this study is “Is there any difference of students’ achievement between using Contextual Teaching and Learning in teaching vocabulary and without using Contextual Teaching and Learning in teaching vocabulary? To specify this problem, the specific research questions are formulated as follows: 1. How is the process of teaching vocabulary through Contextual Teaching and Learning at first year students of SMU PGRI 56 Ciputat? 2. Does CTL affect the students’ vocabulary mastery? 3. Does the students’ motivation affect their vocabulary mastery?

C. The Objective of the Study

According to statement of formulation of the problem stated above, the general objective of this study is to evaluate the teaching learning process of the English subject, especially in teaching vocabulary at SMU PGRY 56 Ciputat. More specifically, the writer aims at evaluating: 1. to describe the teaching learning process of vocabulary through CTL 2. to describe the students’ vocabulary mastery through CTL 3. to describe the students’ motivation that can be affect the students’ vocabulary mastery.

D. Limitation of the Study

To limit of the problems will be discuss in this skripsi the comprise of a the teaching learning process of vocabulary through CTL, b the effect of CTL of CTL towards the students’ vocabulary, c the effect of the students’ motivation towards the students’ vocabulary mastery

E. Significance of the Study

The results of this study are expected for 3 three groups of people are : a English teacher, b Students, c other researchers. To English teacher, iv the findings of this study are expected to be able to enrich the teachers’ knowledge in terms of teaching English through CTL in teaching vocabulary at first grade year of students SMU PGRI 56 Ciputat. To students, the result of this study is expected to make the process of learning more communicative and enjoyable so that it will increase not only their motivation and interest but also their vocabulary in learning English. To other researchers, the results of this study are hoped as a basic consideration and basic information to do further investigation.

F. Hypothesis

The statistic hypothesis states 1. Alternative Hypothesis Ha. There is significance difference between the students’ vocabulary scores taught through CTL and without through CTL for students at SMU PGRI 56 Ciputat 2. Null Hypothesis Ho. There is no significance difference between the students’ vocabulary scores taught through CTL and without through CTL for students at SMU PGRI 56 Ciputat.

G. Definition of Key Term

For clarification, some terms in this study need to be defined as follows: 1. Contextual Teaching and Learning is An approach which studying by connecting academic subjects with the context of their personal, social, and cultural circumstances 2. Vocabulary is English words that are related to the meaning of the words and the way to use them in communication 3. SMU PGRI 56 Ciputat is the acronym of Senior High School PGRI 56 Ciputat. It is under the supervision of the Department of Education Affair. . iv

CHAPTER II THEORITICAL FRAMEWORK

Second chapter presents theoretical framework. This chapter concerns vocabulary; a definition of vocabulary, the kinds of vocabulary, and the problems in teaching vocabulary. This chapter also concerned with the meaning of Contextual Teaching and Learning

A. Vocabulary

Language consist of skills listening, speaking. reading and writing, and sub skills pronunciation, grammar, and vocabulary. Words are an important part of our life. We think with words. We also speak, listen, read, and write with words. Words help us communicate our ideas. They also help us understand other people’s ideas. Developing the vocabulary is one of the most useful projects you can undertake. Words are the basic unit of language form. Without a sufficient vocabulary, one cannot communicate effectively or express ideas. Having a limited vocabulary is also a barrier that prevents students from learning a foreign language. If learners do not know how to expand their vocabulary, they gradually lose interest in learning. 5 Words regarded as most important part in learning language. Related to that matter, Michael McCarthy, quoted from Vermeer stated Knowing words is the key to understanding and being understood. The bulk of learning a new language consists of learning new words. Grammatical knowledge does not make of great proficiency in a language. Vermeer, 1992: 147 6 From information above, the writer conclude that when someone learning English, the first that should be mastered is vocabularies. 5 Yang Zhihong, “learning Words”, www. Exchages.state.govforumvol 38no3p.18.htm 6 McCarthy, Vermeer, “Vocabulary: Description, Acquisition and Pedagogy” United Kingdom: Cambridge University Press, 1997, p. 140. iv

1. Definition of Vocabulary

There are definitions of vocabulary given by expert. Hatch and Brown define vocabulary as a list or set of words for a particular language or a list or set of words that individual speakers of language might use. 7 While Harimuti kridalaksana says, “Kosakata adalah komponen bahasa yang memuat informasi tentang makna dan penggunaan kata dalam suatu bahasa. 8 He says that vocabulary is a component of a language that maintains all information about meaning and using words in a language. According to Merriam Webster’s Collegiate Dictionary, vocabulary is : a A list of words and phrases, abbreviation inflectional form etc. Usually arranged in alphabetical order defined or otherwise identified as in a dictionary of glossary b An interested group of non-verbal symbols, signs, gestures, etc. Used for communication or expression in a particular art, skill, etc. 9 Penny Ur defined that vocabulary is one of the important aspects in teaching a language, besides grammar and pronunciation. As a stock of words used by a person, vocabulary can be defined , roughly, as the word we teach in foreign language. 10 And Robert Lado, defined vocabulary as means the memory of the situation in which they have been observed and understood. 11 It means that to know a words is to use it or to understand in situation in which the person has not experienced it before. 7 Evelyn Hatch and Cheryl Brown, Vocabulary, semantic and Language Education, Cambridge: Cambridge University Press, 1995, p. 1. 8 Harimurti Kridalaksana, Kamus linguistic, Jakarta: PT Gramedia Pustaka Utama, 1993, p. 27. 9 Meriem Webster’s Ninth, New Collegiate Dictionary, America: Meriem Webster, Inc, 1983,p. 1494 10 Penny Ur, A Course in Language Teaching: Practice and Theory, New York: Cambridge University Press, 1996, p.60. 11 Robert Lado, Language Teaching: A Scientific Approach, Bombay-New Delhi : McGraw Hill Publishing Co.Ltd, 1974, p.118 iv Based on the definition above, the writer says that vocabulary is a list or a stock of words, phrases, signs, codes or rules of the world, which can be defined and identified. Surely it cannot be separated from people in all social levels.

2. Kinds of Vocabulary

People have attempted to learn second languages from time of the Romans, and perhaps before. In this period of more than two thousand years, there have been numerous different approach to language learning, each with a different perspective on vocabulary. Vocabulary has the large area to discuss, especially in the kinds of vocabulary. Many writer will discuss different kinds of vocabulary, but whatever their notion the point still have same definition. According to Djalinus Syah and Azimar Enang say, “Kosakata dibagi menjadi dua bagian , kosa kata umum dan khusus. Kosakata umum adala kata yang digunakan secara umum, tidak ada batasan baik tema maupun pemakaiannya. Sedangkan kosakata khusus adalah kata yang digunakan dalam tems tertentu, profesi atau satu bidang ilmu pengetahuan.” Vocabulary is divided into two kinds, namely: general vocabulary and special vocabulary. The general vocabulary of the words, that are used in general; there is no limited or field or user. Whereas, special vocabulary is that the words are used in certain field or job, profession or special science.” 12 Dealing with the characteristics of the words, vocabulary divided into two kinds. They are active vocabulary and passive vocabulary. 13 a Active Vocabulary Active vocabulary refers to items which learner can use appropriately in speaking or writing. And it is also called as productive vocabulary, although in fact, it is more difficult to put into practice. 12 Djalinus Syah and Azmir Enang, Tata Bahasa Inggris Modern dalam Tanya Jawab, Jakarta: CV Miswar, 1980, h.1 13 Ruth Gairns and Stuart Redman, Working with Words A Guide to Teaching and Learning Vocabulary Cambridge: Cambridge University Press, 1986 p. 65 iv It means that to use the productive vocabulary, students must know with collocation and understand the communication meaning of the word. This type is often used in speaking and writing skills. b Passive Vocabulary Passive vocabulary refers to language items that can be recognized and understood in context of reading or listening, and it is also called as receptive vocabulary. According to Jack C, Gray, vocabulary divided into three concrete words, relative words, and abstract words. 14 a. Concrete words Concrete words have meanings established by more or less regular reference to actual object. For example is Chair b. Relative words Words for qualities have not so much a definite meaning as a direction of meaning, and their reference in a given instance depends on the experience and intention of the user. For instance is red. c. Abstract words. Words that do not have specific observable referents against which their meaning can be checked. There are so many statement about kinds of vocabulary. Based on Fries statement’s, the writer says that vocabulary is divided two kinds, function and contents words. The function words are closed class, we cannot add the prepositions or auxiliaries or modals or any structure words of the language. The content words, can be added to at any times as new scientific advances make new words and communication about new invention necessary.

3. Problem in Teaching Vocabulary

We often believe that we need a large number of the words besides grammar, to master English language well. This belief is not wrong 14 Jack C,Gray, Words, Words and Words about Dictionaries, USA : Northen Illionis University Co.Ltd 1963. P.12-13. iv because we must know that without a large vocabulary, it is impossible to use the language precisely and vividly. 15 But, sometimes we have difficulties in vocabulary, in understanding the meaning of words, in differentiating the words forms, and in applying the words in sentences. When we find out a word, we do not know its form grammatically, such as noun, verb, adjective, or adverb part of speech. When we look up the meaning of words we always find several meanings given. That why vocabulary is difficult. Bellow are the factors that make some words difficult for mastering. They are: a Pronunciation Research sows that words are difficult to pronounce are more difficult to learn. Many learners find that words with cluster of consonant, such as strength or crisps or breakfast, are problematic. b Spelling Sound and spelling mismatches will be the cause of errors in pronunciation or in spelling, and can be contribute to a word difficulty. For example : muscle, headache c Length and complexity Long words are more difficult to learn than short ones. And the variable stresses or polysyllabic words are difficult too. For example : necessary, necessity d Meaning Words with multiple meaning such as since and still, can also be difficulties for learners. e Range-connotation and Idiomatic Words that always used in wider range will be easier than those narrower range. For example: Thin is more used than skinny, slim, slender. 16 15 S.H Burton and J.A. Humphries, Mastering English Language London: The Macmillan Press, 1992, p.65 iv

B. Contextual Teaching and Learning

1. Contextual Teaching and Learning

Philosophy of CTL is rooted from John Dewey progressivism, the students will better learning if what they have learnt related to what they have already know. And teaching learning process will be productive if the students are active in the process of teaching learning. According to contextual learning theory, learning occurs only when students learners process new information or knowledge in such a way that it makes sense to them in their own frames or reference their own inner worlds of memory, experience, and response. This approach to learning and teaching assumes that the mind naturally seeks meaning in context, that is in relation to the person’s current environment, and that it does so by searching for relationships that make sense and appear useful. Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environments that incorporate as many different forms of experience as possible, social, cultural, physical, and psychological, in working toward the desired learning outcomes. 17 Contextual teaching and learning an instructional system, is based on the premise hat meaning emerges from the relationship between content and its context. Context gives meaning to content. The broader the context within which students are able to make connection, the more meaning content will hold for them. 18

2. Definition of Contextual Teaching and Learning

The writer found some definition about Contextual Teaching and Learning. Based on Johnson in “Contextual Teaching and Learning: What It Is and Why It Is Here to Say”, he stated that 16 Scott Thornbury, How to Teach Vocabulary, Harlow: Pearson Education Limited, 2003, p.27-28 17 John Saunders. Contextually Based Learning, Fad or Proven practice in A Forum Brief: http: www. Contextual Teaching Information.html. 6 May 2007. 18 Johnson, E.B. Contextual Teaching and Learning; What It Is and Why it Is Here to Stay .United States of America: Corwin Press, Inc. 2002, p.3 iv “The CTL system is an educational process that aims to help students see meaning in the academic material. They are studying by connecting academic subjects with the context of their daily lives, that is with the context of their personal, social, and cultural circumstances”. 19 Based on Nurhadi in Pembelajaran Kontekstual CTL dan penerapanya dalam KBK, there is a definition about CTL from the Washington State Consortium for Contextual Teaching and Learning; “Contextual teaching is teaching that enables students to reinforce, expand and apply their academic knowledge and skills in a variety of in school and out-of-school settings in order to solve simulated or real-world problems. 20 Based on the preceding definition of CTL, the writer concludes that CTL is a conception of teaching and learning that helps the students to get a better understanding about the knowledge as they relate to the context of real life. Therefore Contextual learning occurs only when teachers relate subject matter to real world situation. Students are motivated to make connections, between knowledge and its application to their lives as family members, citizent, and workers. 21

3. Components of Contextual Teaching and Learning

a. Constructivism

Constructivism is the philosophy of CTL approach mentioning that knowledge is constructed gradually and the result will be expanded through limited context and is eventually developed. It is out of the question that a teacher can transfer all knowledge to the students. Therefore, students should construct what they have in mind by finding out complicated information to other situation of their own. During classroom activities, students can refer to their experience in lives. One thing the teacher should keep in mind that heshe can take students to learning atmosphere which relates the lesson in class to what is available in their real lives. 19 Johnson. p. vii 20 The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual CTL dan Penerapannya dalam KBK by Nurhadi, 2004. Malang: Universitas Negeri Malang, p. 12 21 Robert G. Berns and Patricia M. Erickson. http: www.usc. Edu programscetresourceslearn context. Html, January 9 th , 2009 iv Constructivist use the metaphor of construction because it aptly summarizes the epistemological view that knowledge is built by individuals. 22

b. Inquiry

On the basis of teaching, inquiry is the core of CTL process. While designing the tasks activities in class, teachers should refer to an inquiry activities both in reading and in speaking. Knowledge and skill that achieved by the students expected not only from remembering the facts, but also from self inquiry. The cycles of inquiry are observation, questioning, hypothesis date gathering and conclusion.

c. Questioning

Questioning is not a new strategy. In teaching and learning process, teachers have already applied this strategy. The questioning is not only monopolized by the teacher but also is asked by the students. It is natural to say that curiosity means questioning. If someone in curious about something, shehe will ask questions concerning the thing shehe is observing. Good questions can raise students’ interest, motivate them and lead to attract their attention to the phenomena observed.

d. Learning community