CHAPER II LITERATURE REVIEW
B. Theoretical Frame work
4. The Concept of Contextual Teaching and Learning
4. The Concept of Contextual Teaching and Learning
introduced by John Dewey in 191625. Based on his experience in the classroom, he suggests the learning guide and method should connect between experience and interest of children. From John’s progressivism and supported by the research, it concludes that children will do better response in learning process if it is related from what they already known. Thus, children will active and involve full in their own learning simpler.
In 20th century, the exist of Contextual Teaching and Learning made the teacher thinks how to teach properly. It is an instructional system that emerges the meaning and connect it between content and context. Apparently, context gives meaning to content. The more students are able to connect between academic to the context, the more student will gain its lesson. By using context, students are simpler to mean inside the school environment moreover the class.
b. Definition of Contextual Teaching and Learning
Berns and Errickson define that, Contextual Teaching and Learning is a construction teaching and learning that helps teachers provides and design as well whether the material and class relate from subject matter to content. It should correlate to the real-life condition, situations, and encourage the students to connect knowledge and its applications to students’ daily lives as family members, citizens, and
25 Sofhia Annisa, Teaching Speaking In English Using Contextual Teaching And Learning, October 2015, page 500
workers and involve the persistence of student in every learning process.
Meanwhile, The Washington Stated Consortium for Contextual Teaching and Learning, as Williams formulates the definition of CTL as follows: Contextual teaching is when it provides a space for students to amplify, and expand the knowledge collaborating with skill of student in school even out of school to solve many kinds of unexpected problems.
Johnson define as follows: CTL is the educational steps that have a goal to see how the academic process as the time goes result the connection of student’s daily lives from personal life, social life, and environment.
Based on Satriani says that Contextual Teaching and learning is as philosophy to emphasize the student’s interest and experience26.
According to Crawford Contextual Teaching and Learning should consist of 5 principles Relating, Experiencing, Applying, Cooperating, and Transferring (REACT). These principles cover the research focus and will be discussed more the Chapter 1V.
c. The Procedure / Step of Contextual Teaching and Learning
In conducting this approach inside class, Contextual Teaching and Learning has 7 steps. Those principles should exist in its every
26Khaefiatunnisa, The Effectiveness of Contextual Teaching and Learning Improving Student’s Reading Skill in Procedural text, Journal of English and Education 2015, 3 (1), 83
learning process27. It is aimed for simplifying the teacher to apply and deliver the material. Those are:
1) Construct knowledge and creativity by themselves
This principle shows on how the student constructs their own learning knowledge through any supports by the learner’s experience. It will give the effect for learner’s new moment from their previous knowledge. Because knowledge is continuously constructed. Inside it also includes 5 steps; there are; Knowledge is always developed. It is not constant, learning is not a passive process, knowledge is socially constructed, knowledge is private, knowledge is by side with the mind. 28Browns says that a knowing new information is meaningful learning. It gives the results to the memory of student and will stronger the association.
2) Do as far as possible the “Inquiry” for the topic
Nowadays, students should think critically. It can be started by emerging the problem from any point of views. By that, student will stimulate learning process very well. The student will also find their own material personally. There are two parts of inquiry. The first is searching then finding. Starting with the understanding of certain phenome, then continuing with the meaningful activity and ended with the conclusion of the finding.
27Chairina Nasir, Ika Apriani Fata, Bukhari Daud & Nia Isniati, FIGURING THE CONTEXT OF CTL UNDER THE 2013 CURICULUM, Vol. 16 No. 2; December 2016, Page 153
28 Browns, (2001, pp. 56)
3) Develop the student’s curious by questioning
The step after emerging the problem, the student should make question of their difficulties they made. It is aimed to know more about what they don’t know. The student needs an answer to complete their confusion. Mulyasa states that there are 6 skills to give and receive the question; the question should be clear and brief, give the reference, centre of attention, give the turn and share the question, give chance to think, and give the guidance. The students should minimally have one of the skills of giving question.
4) Create the learning community (by team-work)
Based on Vygotsky saying, children are learning much more when they are having communication. The problem will not be fixed by their selves. They try to find a solution by communicating it. Group work is needed to share and discuss with others. They will work in pairs even bigger group. They will be taught how to elaborate, collaborate together without any discrepancy from one to another except the teacher. Hopefully by any groupwork, they will be help in positive way.
5) Present the Model as the example of learning
The concept of CTL recommends the learning of certain skill and knowledge must be created with the thing that can be imitated simply by the student. Introduced by the word “Model”.
This principle is same as example. How the teacher gives the
example in the certain situation. They do Modelling only when the teacher needs to gives the example more.
6) Do the reflection at the end of the meeting
This step is similar with the evaluation / assessment. The teacher reflects about what the students are done and what do they need to improve in any activities during the lesson. In other name is the absorption of previous knowledge by sorting learning situation per situation. This sometimes is done by the teacher to know more did the student well-learned or not.
7) Evaluate the real assessment through all techniques
The teacher should have authentic guidance material. It is for lessening the deceitfulness of students on doing their work.
d. Function of Contextual Teaching and Learning
There are several functions of CTL to support the success of teaching and learning process, those are;
1) Student is aimed to understand the meaning and connect it into their real-life situation contextually. Student should able to have knowledge or skill and reflects it to any kinds of their daily problem. It is aimed in order to make the student more carefully to gain the information29.
2) Learning is not only memorizing, but it should include understanding of material very well. Because memorizing is just a
29 Budi Wahyono, Pengertian, Tujuan & Strategi Contextual Teaching and Learning (CTL)
template, but when we can understand as well it will be stay and will not be forgotten when perhaps somebody is asking related to it anytime.
3) Learning is focus on the development of student’s interest. Interest is close with the skill. Skill cannot be explored just by autodidact self-learning. It should be trained by always learning.
4) This approach is aimed for students to think more critically. They should be cleverer in filtering the knowledge and build benefits for themselves and others. In addition, the understanding from another overview gives plus from the teacher to the student. Seldom of the student has a wide overview or another different thought moreover about the material they learn.
5) CTL is aimed to create a productive and meaningful class and the student is forced to always have a meaningful movement inside the class.
6) The student should able to connect their academic purpose and contextual daily lives. This way should be hand in hand. When they have certain skill or hobby, they should connect it with their daily activity. It will make them easier to run it every day.
7) It is aimed for student to transfer any kind of information to be their own information is other purpose of having good communication. While communication can be sharpened by good interaction.
e. The advantage of using Contextual Teaching and Learning for student.
Here are several advantages that make the researcher considers a lot for using this strategy. From the exposure below, The research has high thrusting to run all research steps by using this strategy.
1) The implementation of CTL can run naturally. It does not need something fabled inside classroom. The sample and student are real in one class. And the material is also something that really happen when the research applied.
2) The advantage of this learning concept is that the learning outcomes are expected to be natural in the form of student work and experience the activities, not only the transfer of knowledge from lecturers to students30.
3) Encourage the motivation of student to discuss and interact more with each other. Dividing a group opens a chance and possibility for the student to interact much more. The student has many times for sharing knowledge.
4) CTL is happened based on self-awareness. When the student does not want development, they will be left behind.
5) The last purpose of CTL is self-satisfaction. If all purposes and goals are reached, the ending is the teacher gets the perfect student’s understanding. For the researcher, she will finish the study with good writing.
30Halim Shanty and Muchtar Naely, Contextual Teaching and Learning Dalam Peningkatan Keterampilan Berbasa Inggris Mahasiswa, Ideas Journal, Vol 3 No 2 (2015).
f. The lack of Contextual Teaching and Learning
1) Not all students can easily adapt with this strategy, because all aspects in this strategy relates with the daily love and experience.
2) For the student who left behind, they will always be left behind.
Because the successful of this strategy depends on the active and productive of the student also the effort of student itself. It will be very difficult for those who do not follow the step very well from the first until the end of the step.
3) CTL will be very difficult for the student who has high intellectual but does not capable in presenting by orally. Because speaking is soft skill, it needs to be developed continuously.
4) Teacher's rule seems to be not important, because this strategy does not allow them to lead and guide student. It looks like all the actions of student naturally created for student and from student.
Teacher just oversees how it works. And also, the place where this research took place pushes more into the student’s center.
5. The Concept of Speaking