CONTEXTUAL TEACHING AND LEARNING
IN ENGLISH EXTRACURRICULAR ACTIVITIES
AT MAN PROGRAM KEAGAMAAN (PK) 1 SURAKARTA
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department
RESEARCH PAPER
Arranged by ISMI PUJI HASTUTI
A 320 040 052
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
1 A. Background of the Study
English as international language is an effective means to learn the development of the world. Branches of sciences are written in English. People must learn English to get information from them. English is also used as general language news in international broadcasting around the world. Beside that many countries use English to communicate each other because they have different national language.
In connection to the competence of English, the government has determined English as the first language to be learned by the students from primary school until university levels. Senior High School is one of the educational levels. It prepares the students to continue the study in university level. It also prepares the students to real works. English becomes major foreign language subject in Senior High School. It is one subject that is always to be examined in National Examination or in Indonesian it is called Ujian Nasional (UN).
2
regular curriculum. Informal program is also called extracurricular. It is teaching and learning activities that happen during non regular school hours. Extracurricular activities become a popular choice of school to support the teaching and learning process in regular school hours. It is usually held by the school to develop the students’ potential in skills (for example: athletic, art, etc) and to support curriculum experiences of regular school hours (for example: English speaking club, physic club, etc). In English teaching and learning, extracurricular is an effective way to develop students’ ability in using English. It gives the students more practicing and understanding.
There are some methods in English teaching and learning of Senior High School that always develop every time until now. The development is attempted to produce the students who have ability in using English passively and actively. In Senior high School level, the methods that may be used in English teaching and learning process are Grammar Translation Method, Direct Method, Audio-lingual Method, Community Language Learning, Situational Language Teaching, Contextual Teaching and Learning and so on.
approach, it is done more than just guide the students in combining academic subject (English) with the context of their condition or daily life. Based on consideration that English as language is habit, to master English needs application and making accustomed to use English in real/ daily context. In teaching and learning process, CTL has some strategies or activities. There are Problem-based, Using multiple context, Drawing upon diversity, Supporting self-regulated learning, Using interdependent learning group, and Employing authentic assessment.
There is Islamic Senior High School in Indonesia. The school uses Islamic Boarding School system. The system is adopted Islamic education system where the students stay in dormitory (boarding house). The students have daily activities that can be monitored by the teacher and supervisor. The school makes schedule or programs of students’ daily activity that support teaching and learning process in classroom or regular hours. The students have good condition for their learning.
4
In MAN PK 1 Surakarta, the students have to live in MAN PK’s dormitory. They are given a lot of opportunity to practice the particular languages (English and Arabic) skills, for example: Conversation
(Muhadatsah) for three times a week, Speech (Muhadloroh) using three
languages; Indonesian, English, and Arabic for twice a week, Memorizing (Tafisyul Lughoh) for three times a week. There are also a program using language regulation; namely English Week and Arabic Week. They have to speak in English or Arabic in a week in their daily conversation whether it was at school or at boarding house. From these programs, the students have many chances to develop English.
Some programs above can be categorized as extracurricular activities because they happen in boarding house (dormitory) or during non regular school hours. The teaching and learning process of some programs above uses Contextual Teaching and Learning. It is based on the consideration that the process of learning which is done usually use some strategies of Contextual Teaching and Learning.
Based on explanation above, the writer is interested in conducting study on the use of Contextual Teaching and Learning in extracurricular activities entitled “CONTEXTUAL TEACHING AND LEARNING IN ENGLISH EXTRACURRICULAR ACTIVITIES AT MAN PK 1 SURAKARTA”
B. Problem Statement
1. How is the implementation of Contextual Teaching and Learning in English Extracurricular Activities at MAN PK 1 Surakarta focused on Teaching and Learning Procedures, Objectives of the use of Contextual Teaching and Learning in English Extracurricular activities, Teacher’s Role and Students Role?
2. How is the students’ response toward the use of Contextual Teaching and Learning in MAN PK 1 Surakarta?
C. Objective of the Study
The objectives of the study are:
1. To describe the implementation of Contextual Teaching and Learning in English Extracurricular Activities at MAN PK 1 Surakarta.
2. To know the students’ response toward the use of Contextual Teaching and Learning.
D. Limitation of the Study
The writer needs to limit the study in order to be more focused. The limitation of the study is as follows:
6
2. The object of the study is limited to procedure of CTL and students’ responses in English extracurricular activities of speaking skill at MAN PK 1 Surakarta
E. Benefit of the Study
The writer hopes that this research is useful for the writer and the reader. This research has some theoretical and practical benefits as follows:
1. Theoretical Benefit
a. The writer hopes that this research gives some information to the reader or the other researchers who want to know and analyze the method of teaching language (especially speaking).
b. It can be reference for everyone who wants to conduct a research about teaching speaking.
c. It can be reference for implementation of contextual teaching and learning in the real situation and development of theory.
2. Practical Benefit
a. The result can help the students to find the way of learning English. b. The result of this study will be useful for the teacher to improve their
teaching method, especially improving their method in teaching English.
F. Research Paper Organization
Chapter I is Introduction. It deals with the background of the study, problem statement, the objective of the study, benefit of the study, and research paper organization.
Chapter II is Review Related Literature. It presents previous study and underlying theory that is related to the topic of this research. Underlying theory consists of notion of Contextual Teaching and Learning, Contextual Teaching and Learning strategies, teacher’s role, notion of extracurricular, teaching speaking, and theoretical framework.
Chapter III is research method. It discusses the research method that covers type of research, subject of the study, object of the study, data and data source, method of colleting data, credibility of the data, and technique for analyzing data.
Chapter IV discusses the research finding, discussion, and the result of the research. The writer describes teaching speaking in English Extracurricular activities using Contextual Teaching and Learning at MAN PK 1 Surakarta. Discussions concern with research finding.
