By doing so, students feel that they get something useful for them from what they have learned. In learning process using CTL, teacher always
give a chance to the students to recall what they have learned. The teacher let the students to conclude the learning experience in
g. Authentic Assessment
Authentic assessment relies on the students performance in demonstrating their skill or ability connecting to the context of a real-life
situation.
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Teacher has to know students‟ learning development and make sure that they followed the learning process well. In order to know it,
teacher can ass ess from students‟ portfolio or from students‟ performance.
Authentic assessment does not focus on how much the students get information, but it rather to know to what extent they understand the
learning material, so that the teacher knows the difficulty that is faced by students and knows how to overcome the problem.
C. Teaching of Simple Past Tense Using CTL
Based on the characteristics and the principles of CTL which was already explained in the previous pages, there are several things that are conducted in the
classroom to prove that CTL is applied. First, teacher motivates and encourages students to involve in learning process actively. Teacher also needs to pay
attention and use the students‟ idea and experience to conduct the learning process. Second, teacher presents the learning material and let the students to
analyze it by themselves, in order to challenge the students with their own ideas and conceptions to interpret it. The teacher then allows them to show their own
ideas and motivates them to apply their own ideas and experiences to the learning process.
Third, teacher makes a learning community or small group of students to improve their cooperation among students. Here, the students discuss the material
with their friends in the groups and present it in front of the class. ________________________
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Richards I. Arends, Learning to Teach, New York: McGraw-Hill, 2007, p. 235.
Next, teacher allows the students to ask anything about the material which is being discussed. It can give them more understanding towards the material. The
last, teacher do the reflection at the end of the learning process. Teacher engages the students in searching the information that can be applied in solving the
problem in their own life. By doing so, the learning process will give many benefits to them in their real life.
D. Theoretical Thinking
This study was conducted in order to know the effectiveness of using Contextual Teaching and Learning in teaching the simple past tense for the second
grade students of SMK Bintang Nusantara, Tangerang Selatan. The writer believes that using CTL in teaching the simple past tense will improve the
students‟ understanding towards the tense. It is supported by research findings in the previous researches which will be explained in the previous study. The
findings show that using CTL in the classroom can improve students mastery towards the learning materials. In the learning process, especially in teaching the
simple past tense, CTL is appplied based on its characteristics and the principles which has been discussed earlier, for example encourage students to involve the
learning process, make a learning community or group discussion, giving questions to students to stimulate their critical thinking and do the reflection at the
end of the learning process. By doing so, it can be said that the writer is applying CTL in the classroom.
E. Previous Study :
1 . Faisal Faiz : Using Contextual Teaching Learning Technique in Teaching
the Simple Present Tense A Pre-Experimental Study at the Second Grade Students of Mts. Al-Husna Lebak Bulus.
The writer conducted the research with pre-experimental method by using pre test and post test design about CTL in teaching the simple present tense. The
research was conducted in Mts. Al-Husna Lebak Bulus with the sample 27 students of the second grade students from october 25 up to november 17, 2009.
From the data result the writer concluded that the Contextual Teaching and L
earning approach can improve the students‟ score on the simple present tense, and it can be proven from the result of the analysis. The result shows that the t-
observation is higher than t-table.
2. Nina Zuhairiah : Developing Students’ English Speaking Ability by Using Contextual Teaching Learning A Classroom Action Research at VIII Grade
of Mts. Al-Ikhwaniyah Pondok Aren.
Conducted from April 28th-may 19th 2011. The subject were 35 students in the VII grade. This research wa
s conducted in order to improve students‟ speaking ability by using contextual teaching and learning at VIII grade of Mts.
Al-Ikhwaniyah Pondok Aren in managing classroom activities communicatively. The writer used classroom action research as the method of the research. The data
were gathered through qualitative and quantitative data. The qualitative data were gained by analyzing the interview and observation result. Meanwhile, the
quantitative data were obtained from the students‟ speaking score of pre-test and post-test. The result showed that using CTL approach can motivate the students to
speak English and improve their speaking ability.
3. Luthfiyah : Improving Students’ Motivation in Learning Speaking by
Using Contextual Teaching and Learning a Classroom Action Research at VIII Grade of Mts Unwaanunnajah Pondok Aren.
The subject of the research were 38 students of VIII grade, class 8A, started from January until March 2011. The research was conducted in order to
improve students‟ motivation in learning speaking by using contextual teaching and learning. The writer used CAR as the methodology of research. She used
research design of Kemmis and Taggart which consisted of two cycles and each cycle consisted of four phases, they are : planning, acting, observing and
reflecting. Each cycle conducted in three meetings. To colect and analyze the data, the researcher used achievements in pre-test and post-test in order to support the
data. The result showed that there was an improvement on the students‟
motivation in learning speaking using CTL. It can be seen on the students‟ speaking score which had reached the score of Minimum Mastery Criterion
KKM which is, 60. Based on the three previous studies which has been discussed in the
previous page, it shows that those studies had the same teaching method used by this research, that was by using Contextual Teaching and Learning. The result of
the research finding from all of the studies shows that there was an improvement in students‟ scores, with different learning materials. The first previous study
taught the simple present tense, meanwhile, the second and the third study taught about speaking ability. All studies were conducted in different schools.
F. Research Hypothesis
The purpose of this study is to find out the empirical evidence for the students in learning the simple past tense whether using Contextual Teaching
Learning method is effective or not in b uilding students‟ comprehension toward
the tense. To get the answer of the hypothesis above, the writer proposes alternative
hypothesis H
a
and null hypothesis H
o
as follows : H
a
: there is a significant difference of students‟ achievement between those who were taught by using CTL in teaching the simple past
tense in experiment class XI Multimedia and those who are taught without using CTL in control class XI Akuntansi
H
o
: there is no significant difference of students‟ acheivement between those who were taught by using CTL in teaching the
simple past tense in experiment class XI Multimedia and those who were taught without using CTL method in control class X
Akuntansi.
