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learning process, the students are to develop their own critical thinking and creativity to solve the problems found in society. During the involvement in that experience,
the students will understand the meaning and the importance of that learning by understanding how to use their knowledge in real life which is associated with their
roles and responsibilities as family members, citizens, students, and workers.
c. Strategies of Contextual Teaching and Learning
According to Centre of Occupational Research and Development at the University of Wisconsin-Madison as cited by Nurhadi et.al 2004: 23, CTL should
be structured by five essential forms of learning strategy. Firstly, learning must relate those everyday situations to new information to be absorbed or a problem to be
solved. Secondly, learning stresses on experiencing through exploration, discovery, and invention. Thirdly, learning takes place when the knowledge is presented in a
useful context. Fourthly, learning occurs in the context of sharing, responding, and communicating with other learners. Fifthly, learning occurs when the students try to
develop their own knowledge by connecting existing and new knowledge. In this language instruction using CTL model, the students are required to fulfill these five
essential forms of learning to gain meaningful learning in class and make them as self-regulated learners. In order to design the effective CTL materials, those five
essential forms of learning will be taken into consideration.
d. Approaches for Implementing Contextual Teaching and Learning
To implement CTL in teaching and learning activities in classroom, some approaches are developed. The teacher can develop or adapt the approaches in
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speaking activities in classroom. According to Berns and Erickson as quoted by Nurhadi et al. 2004: 19, there are some approaches of Contextual Teaching and
Learning as follows:
1 Problem-Based Learning
Problem-based learning is an approach characterized by the use of “real world” problems. The problems are employed as a context for the students to learn
critical thinking and problem solving skills by providing some ideas or opinions as the alternative solutions for solving the problems. The students will gather the
information around a question, discuss, and analyze it. After that, they will present findings to others. The teacher will role as a facilitator, who provides problem, asks
questions, and facilitates investigation or dialogue.
a Characteristics of Problem-Based Learning
There are four characteristics of problem-based learning. Firstly, it focuses on asking questions related to the problem raised. Secondly, it focuses on the
interdisciplinary of context such as social, economic, political, cultural, and personal context. Thirdly, the student will conduct authentic investigation for the problems.
Fourthly, the student will develop the result and present it to the classroom. Those characteristics should be covered in problem-based learning.
b The Purpose of Problem-Based Learning
Problem-based learning is designed to help the students develop three main skills. Thinking and solving the problem are the first skill to be developed in problem
based learning. The students will learn to sharpen their level of reasoning by PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
