-
For the have + object + past participle construction, I had the car re- sprayed.
There are three specifics time when we want to defocus the agent;
23
- The passive is used when the agent is not to be mentioned because of it
is redundant or easy to supply, it is unknown, very general, the speaker or writer is being tactful, and the speaker is being evasive.
- The passive is used when the non-agent is more closely related than
the agent is to the theme of the text. -
The passive is used when the non-agent is a participant in the immediately preceding sentence.
B. Contextual Teaching and Learning
1. The Understanding of Contextual Teaching and Learning
Commonly, the researcher can see that students in the real life cannot catch the whole of material lesson, sometimes they got a lot of material that
was out of context. It will be difficult for them to make a connection between the material they learn and the situation in their daily life. Moreover, the
methods teacher used sometimes not suitable or touch the learning process. The hierarchy of Contextual Teaching and Learning is a studying concept
which is helped the teacher to connected the material with the students‟ real situation and support them to make a relation between knowledge they have
with their application in their daily life, including of constructivism, questioning, inquiry, learning community, modeling, and authentic
assessment.
24
23
Marriane Celce-Murcia, The Grammar Book, An ESLEFL Teachers Course, 2
nd
ed., New York: Heinle and Heinle Publishers, 1999, p. 353
24
Departemen Pendidikan Nasional, Pendekatan Kontekstual, Jakarta: Departemen Pendidikan Nasional, 2002, p. 5
From that text above, we can conclude that learning by using CTL is connecting the material with the real situation that happen in students‟ daily
life in order to the understanding of the material is better. It can be apply by inquiry, create a community to learn, and more practice.
CTL is needs an approach that more asks the students to constructivism the knowledge in their mind, not remember the material. Besides of that, CTL
ask the students to experiencing, not remembering. CTL asked the students to more creative in improving their knowledge to
the situations in real life that make them understanding better. In addition, the teacher will be creative too in create the classroom fun and more attractive.
2. The Components of Contextual Teaching and Learning
According to Elaine B Johnson, the Contextual Teaching and Learning
CTL have eight of components. They are as follow:
25
a Making meaningful connections
When the learners make a connection between the materials with their own experience until becomes an idea, then discover it into a meaning,
and meaning gives them a reason for learning. The effective ways to connect teaching and learning with the context of students‟ daily life
including six methods: Traditional stand-alone class of material with the student‟s context
The infusion into stand-alone class of material from another field Linked courses that remain separate but cover related topics
The integrated course bringing together two or more disciplines into a single class
Combining school and work;
25
Elaine B. Johnson, Contextual Teaching and Learning: what it is and why it’s here to
stay, United State of America: Corwin Press, Inc., 2002, p. 65
- Work-based learning
- Career pathways
- School-based work experience
Service learning
b Doing significance work
Significant work is engaging students actively and responsibly in learning activities.
c Self-regulated learning
Self-regulated learning it is a learning method that forced students in self- action when sometime that activities involved one person, usually a
group.
d Collaborating
An essential part of Contextual Teaching and Learning system, plays a significant role in self-regulated learning.
e Critical ad creative thinking
Thinking is an active, purposeful, organized process that we use to make sense of the world.
f Nurturing the individual
CTL teacher assist each students to develop the intelligences that are challenging. Then, they encourage young people to cultivate their
intelligences, releasing the talent potential residing within.
g Reaching high standards
Asking too little of students, lowering standard for them, manifest a callous disregard for their latent potential and future well-being.
h Using authentic assessment
These tasks challenge student to apply their knowledge and skills to real world situation for significant purposes.
3. The Strategies of Contextual Teaching and Learning
