CTL
&
TLC
dalam
E
nglish
L
anguage
T
raining
I Made Sujana
Topik
Pembelajaran?
Contextual Teaching & Learning (CTL)?
Teaching Learning Cycles (TLC)?
Pendidikan dan Pembelajaran:
SUATU PROSES TENTANG APA YANG
DILIHAT, DIDENGAR, DIRASAKAN, DIALAMI,
DETIK DEMI DETIK, DARI HARI KE HARI
Pembelajaran Harus Dirancang
dengan Menerapkan
Multi Metode
Multi Media
Pembelajaran Kontekstual?
Konsep belajar dimana guru menghadirkan dunia nyata ke dalam kelas dan mendorong siswa membuat hubungan antara
pengetahuan yang dimilikinya dengan penerapannya dalam kegidupan mereka sehari-hari; sementara siswa memperoleh
Tujuh Komponen Utama CTL
Konstruktivisme
Menemukan
Bertanya
Masyarakat Belajar
Pemodelan
Refleksi
Penilaian
Sebenarnya
Sbg. filosofi
Sbg. strategi belajar Sbg. keahlian dasar
Konstruktivisme
(Constructivism)
Knowledge is constructed gradually
The result will be expanded through limited
context and is eventually developed.
Students construct what they have in mind
Relate the lessons in class to what is available in
their real lives.
Materials are suitable to their knowledge, prior
knowledge and individual learning style
Teacher functions as a facilitator helping students
Menemukan (Inquiry)
Every subject contains phenomena.
Cycles of Inquiry:
Observation
Questioning
Hypothesis
Data gathering
Bertanya (Questioning)
Questions can come from teacher or students
Questions can raise students’ interest, motivate them, and lead
to attract their attention to the phenomena observed.
Teacher’s questions can guide and judge the students. Reason
for asking questions
to know the student’s knowledge, to raise student’s curiosity,
to focus student’s attention to the objective of teaching and learning, to stimulate student’s response,
to initiate further questions, to review the previous lesson,
to find out whether students have understood or not the lesson
Masyarakat Belajar (Learning
Community)
a group of students having relatively the same needs
to solve the problem, set the concept together, answer questions in various ideas to reach the same concept or any other relevant activities.
Characteristics of LC
Speak and Share Ideas
Collaborate with others to create learning that is greater
Pemodelan (Modelling)
Modelling can take the forms of action,
exemplification, or demonstration.
Modelling can be from a teacher, students,
Refleksi (Reflections)
Reflection can be done by the teaching regarding
learning constraints, students’ motivation, interesting
and challenging tasks, and ways to help students learn
to improve learning quality
Students’ reflection can be responses to events,
activities or knowledge they have just gained.
The teacher may ask questions, impression and
suggestion about the lesson
The teacher can exhibit students’ work on the wall in
Penilaian Sebenarnya (Authentic
Assessment)
Assessment is the ongoing process of gathering and analysing
evidence of what a student can do.
The uses of multiple forms of assessment that reflect students
learning achievement, motivation, and attitudes on instructionally-relevant classroom activities
Some conditions to be considered:
the assessment should measure students’ knowledge and
language skill,
language knowledge and skill need to be applied,
product assessment is the result of student’s work or
performance,
student’s tasks should be relevant and contextual, and
Characteristics of Authentic
Assessment
involving real experiences,
making use of the existing human resource and equipments, there is a chance to get information,
students are engaged in relevant activities, there is an effort and an exercise,
including self-assessment and reflection,
identifying student’s strength and weaknesses, clear assessment criteria,
constructive answer,
students think more deeply,
meaningful and challenging tasks
related tasks between language skill and knowledge, it needs collaboration and cooperative learning,
Forms of Authentic Assessment:
an interview measuring speaking skill and questioning, an expression or story telling,
a piece of writing or poetry writing, an oral and a written report,
rubric or scale,
teacher’s observation sheet,
portfolio or student’s worksheet, role play, drama and simulation, discussion or debate,
TEACHING & LEARNING
CYCLES
The teaching and learning activities consists of
a number of stages which the teacher and
students go through so that students gradually
gain independent control of a particular text
type.
Each stage is designed to achieve a different
purpose within the cycle. Each stage,
When a text type and its context are being introduced
for the first time, the teacher and the students go through all of the stages.
It is possible to enter the cycle at any point.
It is also possible at any time to return to activities
STAGES IN TLC
Building Knowledge of the Field (BKOF)
Modeling of the Text (MOT)
Joint Construction of the Text (JCOT)
BKOF
In this stage students:
are introduced to the social context of an authentic
model of the text-type being studied
explore features of the general cultural context in
which the text-type is used and the social purposes the text-type achieves
explore the immediate context of situation by
MODELLING & DECONSTRUCTING
THE TEXT
In this stage students:
investigate the structural pattern and language
features of the model
compare the model with other examples of
JOINT CONSTRUCTION OF THE TEXT
In this stage:
the students begin to contribute to the
construction of whole examples of the
text-type
the teacher gradually reduces the contribution
Joint construction activities include:
• teacher questioning, discussing and editing whole class
construction, then scribing onto board or OHT
• skeleton texts
• jigsaw and information gap activities
• small group construction of texts
• dictogloss
• self-assessment and peer assessment activities
Diagnostic assessment is critical at this stage as the teacher must decide whether are ready to move to
INDEPENDENT CONSTRUCTION
OF THE TEXT
In this stage:
students work independently with the text
learner performances are used for
Independent construction activities include:
listening tasks eg comprehension activities in response to live
or recorded material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
speaking tasks eg spoken presentation to class, community
organisation, workplace, etc
listening and speaking tasks eg role plays, simulated or
authentic dialogues
reading tasks eg comprehension activities in response to
written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions
writing tasks which demand that students draft and present
BAGAIMANA
UNSUR-UNSUR CTL
TERAKOMODASI
SUMBER BAHAN
