c. Preparing an environment that supports self-regulated learning. Environment that supports self-regulated learning has three general
characteristics they are awareness in thinking, the use of strategy, and continuing motivation. A teacher must create an environment where the students can reflect
how they learn, finish the assignment, face a problem and corporate with other teacher it is clear that regulated learning not only related with simply minded
about the students thinking but also helped them to use their performance; so they can solve a problem in a good way.
d. Considering the diversity of students. In the class, a teacher used to teach variety students for instance
background ethnic, social-economy status, mother language that they use in their home, and another weakness they have. However, a teacher is expecting to help
the students to achieve their learning purpose. e. Pay attention to the students multiple intelligences.
In using Contextual Teaching and Learning CTL approach, the way of students participation in a class must be pay attention on the need and the eight
orientations learning special-verbal, linguistic-verbal, interpersonal, musical- rhythm, naturalistic, pysickinesthetic, intrapersonal and logic- mathematic.
However, in serving the students in a class a teacher must be integrated any learning strategies in contextual teaching and learning CTL approach. So the
learning will be more effective for the students with their each intelligence. f.
Using questioning techniques to explore the students learning, problem solving development, and high-thinking order.
In other to achieve the purpose of CTL, kind and the question level must be spoken, the question must be selected carefully in other to produce the high
thinking order, responses, and the action that need by the students and all of audiences in contextual learning.
g. Applying the authentic assessment. Authentic assessment evaluates the applying of knowledge and students
complex thinking, it is better than the students just memorizing the actual information. CTL nature condition needs the interdisciplinary assessment that can
measure knowledge and skills deeply and in a variety way than one disciplinary measure.
C. Teaching Reading by using Contextual Teaching and Learning CTL.
Contextual Teaching and Learning CTL is a system of instruction based on the philosophy that students learn when they see meaning in academic
material, and they see meaning in schoolwork when they can connect new information with prior knowledge and their own experience.
Therefore, when teaching reading by using CTL, the writer tries to give the reading material has a connection with their real life. So, the students can
connect new information that they already have with their own experience. The writer will give the procedures of an effectiveness of using Contextual
Teaching Learning in reading. 1. The teacher greets the students with good morning, students And asked “How
are you today?” 2. The teacher checks the student attendance list.
3. The teacher gives motivation to the students by giving the students understanding important of English language in their life, and motivate them
to study hard and seriously. 4. Teacher asks the students to tell what news is popular at that time and the
teachers related it with the topic that the students will learn which profession is.
5. The teacher gives games that related to the topic and the students should do the games with their partner.
6. Teachers introduce the material they are going to be learned. 7. The teacher shows the media flash card related to the topic.
8. The teacher asks the students to tell what kind of profession that they already know with their own experience.
9. Teacher gives dialogue that related to the topic which profession is and asks the students to act it out in the front of the class in fair.
10. Teacher asks what kind of information that the students get about kind of profession in that the dialogue, about location, uniform, time and so on.
11. Teacher explains about activities in the future and asks the students to tell what kind of profession that they want in the future and than make an example
with uses kind of profession. 12. Teacher asks the students to make a group of four. Each students count from
one ten. Number one belongs to group one; two belongs to group two and so on.
13. Teacher gives a hand out that consists of kind of profession and their explanation. The students work in their group to match kind of profession with
their explanation. 14. Teacher asks the students to find another kind of profession and its
explanation. And then another group has to find out what kind of profession with their explanation.
15. Teacher plays a film scene to the students. The teachers ask the students to make four groups. Lines one become a group one, line to become a group
two and so on. 16. The teacher asks the students to work in their group to discuss the film scene
that the teachers have played to the students. 17. Teacher asks the students to find out the information about kind of profession
in the film scene with their group. 18. Each group makes a report about the information that they get from the film
scene. 19. Teacher asks the students from each group to present the result or their report
in front of the class. 20. Discussed with the teacher or another students about what they have learned
today. 21. Evaluation of CTL got from students progress, students participation in group
work and the presentation by students during the teaching and learning process.
