The Nature of Contextual Teaching and Learning

14 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: 15  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 15 Sanjaya, op. cit., p. 261. 15  Students have responsibilities to organize and to develop the learning process  The ‘setting’ of learning process is contextually.

C. The Previous Related Studies of Conditional Sentence Type

2. Many researchers have taken conditional sentence type 2 for their research to get the students‟ problems in learning it. The previous researchers used various methods in solving students‟ problems. Widji Widjayanti stated that “the students who learn conditional sentence may understand the syntactic change of each type, but they may have difficulties in understanding the semantic all types ”. 16 Conditional sentence type 1 may be easier to understand since it has same meaning in Indonesian, but both conditional sentence type 2 and conditional sentences type 3 may cause problems since according to the students these types do not exist in Indonesian language. Indonesian students do not realize that unlike conditional sentence type 1, both conditional sentence type 2 and conditional sentence type 3 cannot be translated as jika, but seandainya. As in If I had wings, I would fly to the moon, which should be translated as seandainya not jika saya punya sayap, saya akan terbang ke bulan. Students‟ awareness of differences in the meaning of the three conditional sentences can be seen through the way they translate the conditional sentence. From the stated above the writer concluded that the students still have difficulties in the form and usage of conditional sentence type2, and they often make the mistakes that conditional sentence type 2 refers to present not past time. 16 Widji Widjayanti “ An Analysis on the Difficulties by the Students in Learning Conditional Sentence Type 2 at MAN Cibinong Bogor ”, Skripsi of UIN Syarif Hidayatullah Jakarta, Jakarta: Perpustakaan UIN Syarif Hidayatullah Jakarta, 2009, p. 3.