students can catch the meaning of their work. When the students start to arrange their work or find something interesting problem, when they make
choices and accepted the responsibility, searching information, and get the summary, when they chose actively, arranged, preparing, finding out,
questioning, and make decision, they connected the material with the situation in daily life.
The significance for CTL of three specific principles;
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1 The principle of interdependence
To manifest itself, for example, when the students came together to solve problems and the teachers entered meeting with colleagues. This was evident
when different subjects are connected, and when combining school partnership with business and community.
2 The principle of Differentiation
Become evident if the students are asked to respect the uniqueness and differences of each student, to be creative, to work together, to generate new
ideas and different results, and to realize that diversity is a sign of strength. 3
The principle of self-organization This is seen when the students seek and discover their own abilities and
different interests, and benefit from feedback given by authentic assessment, reviewing their efforts in the guidance of clear goals and high standard.
4. Design of Contextual Teaching and Learning
a
The Objectives
The main objective of Contextual teaching and Learning CTL is to give the students an opportunity to relate their knowledge with the reality around
them. With that, they can expresses their thinking and acquire their knowledge by themselves.
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Elaine B. Johnson, Contextual Teaching and Learning, USA: Corwin Press: 2002, p. 26
b
The Syllabus
The syllabus of CLT should be include of culture, social life, environment of students and so on. Because, Contextual Teaching Learning CTL aims to
improve students‟ understanding, increase their motivation in learning, help them in comprehend the material, increase their communication ability and
many more.
c Types of Learning and Teaching Activities
REACT , which the students for relating, experiencing, applying,
cooperating, and transferring.
Relating Learning related with the real world experience context.
Experiencing
Learning focused on the exploration, discovery, and invention.
Applying Learning should be presented into the context of useful.
Cooperating
Learning through interpersonal communication context, together, etc.
Transferring
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Learning by using the knowledge in context or in new situation.
d Learners Roles
The learners‟ roles are central and active. They do the activities, experience knowledge, and information, apply the concept, cooperate with
other learner, and then reflect their learning activities.
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Jack Richards,
“The Context
of Language
Teaching”, http:www.Texascollaborative.orgWha
t is CTL. htm, December 26
th
, 2008.
e Teacher Roles
According to Robert G. Berns and Patricia M. Erickson there are some of teacher‟s roles in CTL they are facilitator, organizer of the
teachinglearningassessment process, role model, learning mentor, content specialist, and knowledge dispenser.
There are some activities that should be done by a teacher;
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Discuss a concept and basic competency that will be learned by
students.
Understand the background and experience of the students
Make a lesson plan which is related to concept, competency, and context of application
Apply the lesson plan
Assess the students comprehension
Reflect and revise the lesson plan.
According to Satriani, Emilia, and Gunawan the adventages on Contextual Teaching Learning CTL:
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- It motivates the students to take a charge of their own learning and to
relate between knowledge and its application to the various contexts of their lives.
- It can produce the process of learning more meaningful because the
students can enjoy their own learning by doing the practical activity. -
It can strengthen students‟ memory and understanding of the concept because the students are learning through the material that has taken from
their experience and new knowledge.
31
Nurhadi, The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual CTL dan Penerapannya dalam KBK, Malang: Universitas Negeri
Malang: 2004
32
Mydreamarea.wordpress.com20130106contextual-teaching-and-learning
So, they will easily remember, recall, and comprehending the material. Beside of those advantages, CTL has some of weakness too. A teaching
learning process which used CTL needs more time to preparation; in preparing the lesson plans, teacher should recognize students‟ diversity, and then utilize
difference to create a rich learning environment.
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CHAPTER III RESEARCH METHODOLOGY
This chapter presents the methodological activities to know the effectiveness of teaching grammar through Contextual Teaching and Learning.
This chapter concerns with the research design, research setting and subject, and research procedures.
A. The Setting and Subject of the Study
This research was conducted at SMK Kesehatan Bina Insan Cendekia Karawaci, Tangerang, at the second semester for the second grade 20122013.
This research has done on March 2013. The researcher selected the second grade as the object of this study because this material consisted of the
curriculum. This material is not too easy and not to difficult too, but many of students felt difficult to understand well about this, because of the rules which
they have to know about pattern and the usage of V3. In this study, the writer has double roles. As the teacher, the writer gave
explanation about material to the students and practiced the method to the class. As the collector and analyzer, analyze the data then reported the result.
The aim of this research is to know the students‟ improvement in understanding about Passive Voice especially in Present and Past Tense by
using Contextual Teaching and Learning CTL. It can help the teacher to find out the right method to teach the students.
B. Research Design
In this research, the writer used Action Research. Action research is any systematic inquiry conducted by teachers, principals, school counselors, or
other stakeholders in the teaching-learning environment, to gather information
