40 development in school reforms constitutes a very ambitious perspective precisely
because it goes well beyond the mere assimilation of knowledge or the training of skills to include a third dimension which has to do with the specific ways in
which individuals make sense of knowledge and skills and become prepared to use them in specific contexts beyond the individual differences which include
beliefs and attitudes together with such crucial individual variables as motivations, values, cognitive styles and personality.
A definition proposed by Shaw and Wright 1967 stated that perception
is relatively enduring system of affective, evaluative reactions based upon and reflecting concepts or beliefs which have been learned about the characteristics of
a social object or class of social objects. The latter definition implies that perception attitudes are not innate Shaw and Wright,1967:14. They are
regarded as products of social structure. It stated that attitudes is a syndrome of response consistency with regard to a set of social objects.
2.8 Theoritical Framework
CTL is a method of teaching a foreign language developed by Berns who takes the principles from constructivisme theory. He suggested that through
processes of accommodation and assimilation, individuals construct new knowledge from their experiences. In CTL the requirements for successful
learning can be classified into seven elements, they are: constructivisme, inquiry, questioning, language community, modeling, reflection, authentic materials.
These elements have different purposes such as giving beyond knowledge,
making meaningful
connections, critical
and creating
41 thinking,nurturing the individual, reaching high standard, self-regulated learning,
collaboration and using authentic assessment. Those are unit analysis in teaching method field. To achieve successfull
of teaching learning, there must be mutual knowledge and meaningful connections of students. It is in line with contextual teaching learning deals with
the context elements, where it describes how teaching learning use contextually and meaningful connections.
Due to the previous theories, it is important to investigate further CTL in teaching learning process. Through qualitative content analysis, it can be
delineated genuine students‟ perceptions towards seven elements of CTL. Student
s‟ perception can be interpreted differently by the teachers refered to teacher‟s knowledge and understanding of seven element of CTL in learning
process. Students‟ perception also can be analyzed to know how the participation cooperate in learning through constructivisim, inquiry, community learning,
authentic materials.
III. RESEARCH METHODOLOGY
In order to deal with the concept of research method, this chapter discusses some sub topics, they are research design, setting of research, participants of
research, data collecting techniques, validity and reliability of instrument, data collecting instrument and data analysis. Those are described as follows.
3.1 Research Design
