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4. Learning community
Learning community suggests that the result of teaching and learning is resulted from doing tasks with other student in group. In
other word sharing is needed among friends, other groups, and between make out person and not.
5.
Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates students to study and acting what the teacher need to be
implemented by students. Modeling activity can be summarized into demonstrates the teacher‟s opinion and demonstrates how does
the teacher wants the students learn. 6.
Reflection Reflection is the ways of thinking about what the students have
learned and thinking about what the students have done in the past. Reflection is a figuration of activity and knowledge that just have
received. Teacher need to do the reflections in the end of teaching learning process. In the end of teaching learning process, teacher
spends a little time and ask student to do the reflection.
7. Authentic Assessment
Authentic assessment is the process of collecting the data that can give the description of student learning development. In the
process of learning not only the teacher that can be placed to provide accurate assessments of students‟ performance, but also
students can be extremely effective at monitoring and judging their own language production.
3. The Strategies of Contextual Teaching and Learning
The following are the strategies of CTL:
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a. Problem-based
Contextual Teaching Learning CTL can begin with a simulation or real problem. Students use critical-thinking and systematic
approach to inquiry the problem or issue. Students may also draw upon multiple content areas to solve their problems. Worthwhile
problems that are relevant to students‟ families, school experience, workplace, and communities hold greater personal meaning for
students.
b. Using multiple context
Theories of situated cognition suggest that knowledge cannot be the physical and social context in which it develops. How and where a
person acquires and creates knowledge is very important. CTL experiences are enriched when students learn skills in multiple
contexts, such as school, community, workplace, and family.
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http:www.cew.wisc.eduteachnetctl
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c. Drawing upon student diversity
Diversity is a valuable resource for the learning all of participants in the classroom community. From the diversity, the students can
work together to achieve real goals with others who are quite different from themselves, they learn to understand and value different
viewpoints and abilities and to collaborate effectively with students tend to retain higher-level knowledge and skills longer when their
learning experience by contexts that are close to real life as possible.
d. Supported self-regulated learning
Ultimately, students must become lifelong learners. Lifelong learners are able to seek out, analyze, and use information with little to
no supervision. To do so, students must become more aware how they process information, employ problem-solving strategies, and use
background knowledge. CTL experiences should allow for trial and error; provide time and structure for reflection; and provide adequate
support to assist students to move from dependent to independent learning.
e. Using interdependent learning groups
Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on
goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches,
facilitators, and mentors.
f. Employing authentic assessment
CTL is intended to build knowledge and skills in meaningful ways by engaging students in real life, or authentic contexts. Assessment
of learning should align with the methods and purposes of instruction. Authentic assessments show among other things that learning has
occurred; are blended into the teachinglearning process; and provide students with opportunities and direction for improvement. Authentic
assessment is used to monitor student progress and inform teaching practices.
4. The Benefits of Contextual Teaching Learning
The followings are the benefits of contextual teaching learning:
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Students are the subject of study active
Students learned by grouping activities, discussion, and sharing knowledge
Learning process is connected to the real world situation Students‟ abilities are achieved through their experiences
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Sanjaya, op. cit., p. 261.
