and skills in a variety of in school and out-of-school settings in order to solve simulated or real-world problem
16
. Based on the department of Natural Education CTL is the concept of
learning that aim to help teacher to make connection between the teaching materials with the context of students’ real world and encourages students to make
connection between their knowledge with its applications in their daily lives
17
. Based on the definitions above, CTL is a learning concept that help
teacher relate subject matter content to real world situations to their daily life, and then students can gained knowledge and skills more and more by construct and
solve a problem by their self in their community as a citizen.
3. Components of Contextual Teaching and Learning a. Constructivism
Constructivism is the philosophy of CTL approach mentioning that knowledge is constructed gradually and the result will be expanded through
limited context and is eventually developed
18
. It is out of the question that a teacher can transfer all knowledge to the students. Therefore, students should
construct what they have in mind by finding out complicated information to other situations of their own. During classroom activities students can refer to their
experiences in lives. One thing the teacher should keep in mind that she can take students to learning atmosphere, which relates the lesson in class to what is
available in their real lives.
b. Inquiry
On the basis of teaching, Inquiry is the care of CTL process. While designing the tasks of activities in class teachers should refer to an inquiry activity
bath in reading and in speaking knowledge and skill that achieved by from self-
16
The Washington state Consortium for CTL in pembelajaran kontekstual CTL and penerapannya dalam KBK, by Nurhadi. 2004 Malang: penerbit UNM, p.12
17
Departemen Pendidikan Nasional, 2003. KBK, Jakarta: Balitbang Depdikbud.
18
http:www. Milville cache, k12. Ut. us milville teachers carles philosophy construl.htm.
inquiry. The cycles of inquiry are observation, questioning, hypothesis date gathering, and conclusion.
c. Questioning
Questioning is not a new strategy. In teaching and learning process, teachers have already applied this strategy. Whet is new is that questioning is not
only monopolized by the teacher but also is asked but the students it is natural to say that curiosity means questioning. If someone in curiousity about something,
she will ask questions concerning the thing she is observing. Good questions can raise students’ interest, motivate them and lead to attract their attention to the
phenomena observed.
d. Learning Community
Learning community suggests that the result of teaching and learning is resulted from doing tasks with other student’s in-group: in other words sharing is
needed among friends, groups and among those who have known to those who haven’t. And this concept suggested that the result of learning be achieved from
cooperative with another people.
e. Modeling
Another main component that is applicable is modeling teaching and learning English has quite many chances of applying modeling, begun with
phonology to passages or texts. In assigning students to write a paragraph in form of narrative, the teacher does not only define what narrative is but she also gives
examples. By so doing, the students know and can identify the narrative then at the end, they can apply it in their piece of writing.
f. Reflection
Reflection plays an important role in contextual teaching and learning. In reflection, the teacher thinks of what she has seen and heard. She pays more
attentions to herhis teaching and is open to ideas or suggestions from other people. The teacher needs to consider several aspects such as learning constraints,
students’ motivation, interesting and challenging tasks, and ways to help students learn. Reflection directs a teacher to act on purpose: what and when she does
something. Teachers can also motivate the students to reflect about their lesson.
g. Authentic Assessment
Assessment is the on going process of gathering and analyzing evidence of what a students can do the term “Authentic assessment” is used to describe the
multiple forms of assessment that reflect students learning achievement, motivation, and attitudes on instructionally-relevant classroom activities
19
. Authentic assessment challenges students to apply new academic
information and skills to a real situation for a significant purpose. It is the tool of a mind full school …clear about what it expects of standardized testing, authentic
assessment gives young people the chance to exhibit the full range of their abilities while showing what they have learned
20
.
4. Strategies in Contextual Teaching and Learning CTL
As explained above that CTL helps us relate subject matter content to real world situations and motivates students to make connections between knowledge
and its application to their personal, social, and cultural circumstances in their lives. Therefore, the strategies in using CTL techniques are Carr, M., et al.,
1999:2. a. Problem-based
Contextual teaching learning CTL can begin with a simulation or real problem. Students use critical thinking and systematic approach to inquiry to
address the problem or issue, students may also drown upon multiple context areas to solve these problems, worthwhile problems that are relevant to students
families, school experiences, workplaces, and communities hold greater personal meaning for students.
b. using multiple contexts Theories of situated cognition suggest that knowledge connote be separate
from the physical and social context in which in develops.
19
O Mulley and Pierce. Authentic Assessment for English language learners: Practical Approaches for Teachers. United state of America: Addison-wesley publishing company, 2003
20
Johnson, E.B. p. 288
