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If you could deal with this matter, I’d be very grateful.
Desireregrets
If we
didn’t have to work so hard, we could spend more time
together.
B. Contextual Teaching and Learning
1. The Nature of Contextual Teaching and Learning
In teaching and learning process the students need to get interesting method. They want to get the teaching method which is more fun and easy
to be understood. Unlike the conventional point of view that knowledge which is given from the teacher should be memorized by the students.
They have to memorize the concepts what the teachers gave. While, students will understand the materials if they connect the subject with their
real life and it will be saved in long-term memory, and they do not need to memorize compulsory. Contextual teaching and learning will improve
students‟ ability because it relates the students‟ real life to the subject matter.
“Contextual Teaching Learning system is an academic material they are studying by connecting academic subjects with the context of
their daily lives, that is, with the context of their personal, social, and cultural circumstances
”.
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Susan Sears stated in her book that “contextual teaching learning is
a concept that helps teachers relates subject matter to real-world situation
”.
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By using Contextual Teaching Learning, students connect the subject to their context in real life situation. Making these connections,
students see meaning in schoolwork. When students formulate projects or identify interesting problems, when they make choices and accept
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Elain B. Johnson , Contextual Teaching and Learning Thousand Oaks: Corwin Press, 2002, p. 25
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Susan Sears, Contextual Teaching and Learning, Bloomington: Phi Delta Kappa Educational foundation , 2002, p. 2
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responsibility, search out information and reach conclusion, when they actively choose, organize, touch, plan, investigate, questions, and make
decisions to reach objectives, they connect academic content to the context of life‟s situation, and through those way the student will discover
meaning. It means that students can get high understanding in their learning.
From the definitions above, the writer concludes that contextual teaching and learning is a concept that helps teacher and students to relate
academic material in teaching and learning process to the real word situations.
2. The Components of Contextual Teaching and Learning
Here are seven components of contextual teaching learning:
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1. Constructivism
Constructivism is a process to motivate or to organize new experience in students‟ cognitive structure based on their
experience. In constructivism, knowledge can be formed by two importance factors; they are the object which is the source of the
observing, and the ability of the subject to interpret the object itself.
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2. Inquiry
Inquiry is the core of CTL process. While designing the tasks of activities in class, teachers should refer to an inquiry activity both
in reading and speaking. Knowledge and skill that achieved by the students expected not from remembering the facts, but from self
inquiry. The cycles of inquiry are observation, questioning, hypothesis data and gathering and conclusion.
3. Questioning
Questioning is not new strategy. In teaching and learning process, teachers have already applied this strategy. What is new is that
questioning is not only monopolized by the teacher but also is asked by the students. It is natural to say that curiosity means
questioning. If someone in curious about something, shehe will ask questions concerning the things shehe is observing. Good
questions can raise students‟ interest, motivate them and lead to attract their attention to the phenomena observed.
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Johnson, op. cit., p. 24
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Wina Sanjaya, Strategi Pembelajaran, Jakarta: Kencana Prenada Media Group, 2006, p. 264
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4. Learning community
Learning community suggests that the result of teaching and learning is resulted from doing tasks with other student in group. In
other word sharing is needed among friends, other groups, and between make out person and not.
5.
Modeling
Basically, modeling is verbalization of ideas, teacher demonstrates students to study and acting what the teacher need to be
implemented by students. Modeling activity can be summarized into demonstrates the teacher‟s opinion and demonstrates how does
the teacher wants the students learn. 6.
Reflection Reflection is the ways of thinking about what the students have
learned and thinking about what the students have done in the past. Reflection is a figuration of activity and knowledge that just have
received. Teacher need to do the reflections in the end of teaching learning process. In the end of teaching learning process, teacher
spends a little time and ask student to do the reflection.
7. Authentic Assessment
Authentic assessment is the process of collecting the data that can give the description of student learning development. In the
process of learning not only the teacher that can be placed to provide accurate assessments of students‟ performance, but also
students can be extremely effective at monitoring and judging their own language production.
3. The Strategies of Contextual Teaching and Learning
The following are the strategies of CTL:
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a. Problem-based
Contextual Teaching Learning CTL can begin with a simulation or real problem. Students use critical-thinking and systematic
approach to inquiry the problem or issue. Students may also draw upon multiple content areas to solve their problems. Worthwhile
problems that are relevant to students‟ families, school experience, workplace, and communities hold greater personal meaning for
students.
b. Using multiple context
Theories of situated cognition suggest that knowledge cannot be the physical and social context in which it develops. How and where a
person acquires and creates knowledge is very important. CTL experiences are enriched when students learn skills in multiple
contexts, such as school, community, workplace, and family.
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