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C. The Implementation of Contextual Teaching and Learning in the Second Cycle
The use of Contextual Teaching and Learning CTL in teaching and learning process in the second cycle was conducted in three meetings on Friday,
April 20, 2012, Monday, April 23, 2012, and Thursday, April 26, 2012. The first and second meetings were conducted in 45 minutes. The third meeting was
conducted in ninety minutes. There were 32 students who joined the class. The topic in the second cycle was asking and responding to believe or not believe. The
researcher chose the topic based on the topic listed in the syllabus of English subject.
1. Planning
Having reflected the first cycle, the researcher began to plan an action for the second cycle. In this step, the researcher prepared the lesson plan and the
materials based on the reflection done in the first cycle. In this step, the researcher prepared the lesson plan and the materials. The lesson plan was based on seven
components of CTL namely: constructivism, inquiry, learning community, modeling, authentic assessment, and reflection.
a. Constructivism
In this stage, the researcher planned to give some issues to the students. After that, the researcher asked the students whether they believed the issues or
not. Then, the researcher asked the students to guess what they would do today.
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These activities aimed to give the students view about what they were going to do in class.
b. Inquiry
In this stage, the researcher planned to show unbelievable pictures and ask the students’ opinion about the pictures. Then, the researcher asked the students to
work in group of four. After that, the researcher gave a picture to each group and asked them to discuss whether they believed something happened in the picture or
not. They had to give reason. Then, the representative of each group would present the result of the discussion. These activities aimed to encourage the
students to be brave to speak English. The researcher also planned to explain about cultural differences between American and Indonesian in asking and
responding to believe or not believe. The aims of these activities were to help the students relate the material with their real world context and build their
knowledge about asking and responding to believe or not believe.
c. Learning Community
In this stage, the researcher planned to ask the students to work in group consisted of 4 students. In learning community, the researcher tried to apply
cooperative learning and problem-based learning. The students were encouraged to work together in groups to solve the problem relating to the topic material
which was asking and responding to believe or not believe.
d. Modeling
The researcher also planned to give model of the dialogue asking and responding to believe or not believe. The aims of these activities were to help the
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students have clearer understanding about the dialogue and the expression used in asking and responding to believe or not believe.
e. Questioning
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