CHAPTER IV. FINDING AND DISCUSSION
A. Finding
4. The English teacher’s Strategies in Implementing
The process of classroom activities in teaching English based on Contextual Teaching and Learning (CTL) is figured out by the researcher based on the classroom observation and the interview to both, the students and the English Teacher.
1) The Interview
In teaching English based on Contextual Teaching and Learning (CTL), the English teacher applied several techniques, methods, and strategies to deliver the material. He created the context in teaching English through activating himself and the students. He believed that making the students to be more active will make them more creative where the context will appear after their creativity (Appendix 1. Interview CH. TB9). Because Contextual Teaching and Learning (CTL) was connected to the students’
like, first he must recognize well what they like in order to build the context in learning. He also emphasized that it can be done when apperception in the first time of the process of learning. He did not used the ice breaking because it was not training, it was learning (Appendix 1. Interview CH. TB10).
Besides activating the students, he also did a small talk by aiming at how the students become more focus in learning. In apperception, he thought that the teacher can build many inputs from the students so that the teacher recognized what material he wanted to teach in the class, now or next meeting (Appendix 1. Interview CH. TS2). It was in line with the student’s statement that if the material was done, the English teacher did the reflection or told about the hottest and newest film in movie such as the movie
“Fantastic Beast: The Crimes of Grinderwald” which became people’s preference to watch (Appendix 2. Interview SM. TS2). What the teacher did in the classroom made the student’s enthusiasm increased because most of teachers just explained the topic, delivered the material, and gave the test. In
contrast, the English teacher did more than other teachers like having a small talk and a joke so that the atmosphere in the classroom was not so quite (Appendix 2. Interview SM. SB4).
To make the students more interesting in learning English, the teacher also created the challenge or task related to what they like, such as game of “call of duty” became “call of ECO pesantren”, it was adopted based on the context. Furthermore, he asked the students to make a project as their media to learn such as making video, poster, and so on (Appendix 1.
Interview CH. TS4).
On the other side, the process how the students learnt also become the teacher’s consideration. Forum Group Discussion (FGD) became the main students’ activity during learning English with him (Appendix 1.
Interview CH. LS1). He assumed that it was very important to be applied because the students were not allowed to bring mobile phone, so it was a must for implementing Forum Group Discussion (FGD) in order to motivate them in discussing, sharing information, and brainstorming. So, they will get the information from their group members (Appendix 1. Interview CH.
TB10).
Talking about the media in teaching English, the English teacher had the assumption that the suitable criteria for learning media in his school should be both, visual and audio visual (Appendix 1. Interview CH. TB12).
The visual media should be in form of paper, such as poster and card that consisted of English text where the students could analyze, identify, and investigate. Furthermore, the audio visual should be in form of audio downloaded from the internet or made by himself, video downloaded from the youtube, or the students made it by themselves as their project. These kind of media should be applied because it was about language which was needed to be visualized (Appendix 1. Interview CH. LM2).
When implementing teaching and learning strategy, the teacher opined that the media was a must, because the process of learning would be hard without using it. Moreover, all his students were men who not all of them liked learning, because men tended to use their kinesthetic and easier to get bored, even they were in twelve grade (Appendix 1. Interview CH.
TB11). Based on that condition, the teacher used several media such as paper, card, or the media made and cut by himself or the students. For instance, they made a board game by themselves, monopoly (Appendix 1.
Interview CH. LM1). The student really enjoyed the English learning with Mr. Cecep because it was fun, not monotone, not flat, and always had the recent things they learnt (Interview SM. SB1). Moreover, he stated that learning with him was different with other teachers. He sometimes gave the students the game such as playing monopoly made by the students and the teacher. The challenges, the card contents, and the rules were totally made by
them (Appendix 2. Interview SM. LS1). Having said that, what the English teacher implemented in the classroom made the student felt that learning and understanding English were easier, more fun, and more understandable.
Although the student have learnt about the material in his junior high school, he assumed that the recent learning strategy brought them into the fun way in learning English (Appendix 2. Interview MZ. SB3).
In addition, the English teacher also showed the students the video or audio by purposing at building the students’ thinking skill. He contended that if they watched the video or listened to the audio, they would get new ideas, inputs, and knowledge. However, he informed the students before showing the video or audio which was related to the material so that they would be more curious and interesting, have the inputs and idea, and the teacher could comprehend well how to connect the context to the process of learning (Appendix 1. Interview CH. TS3). As one of example, the student explained that he sometimes learnt English through listening to music. The teacher gave the students the song lyric which had the blank lyrics in several parts.
What they had to do were listening carefully to the song and filling the missing lyric based on what they listened to. After that, the English teacher discuss with the student together what words or lyrics are missing from the song and what the meaning of lyrics are. Thus, the students got not only the new words, but also the new things and cultures from the lyric (Appendix 2.
Interview SM. LS1). Another student added that he learnt English using students’ book and learnt the verbs in past form through the song (Appendix 2. Interview MZ. LM1, LM2). The English teacher gave the material through the audio visual media not only in form of song, but also in form of English speaker who pronounced the words (Appendix 2. Interview TA. LM2).
Above all, the media used by the English teacher definitely helped the students a lot to understand the material, to comprehend the visual meaning, and to use it in the specific way (Appendix 2. Interview TA. SB5).
Teaching English based on Contextual Teaching and Learning (CTL) caused the high passion of the students in learning English because it depended on what they like even they did not comprehend well what they were learning about, but they had high interest to learn English. For him, the most important thing when teaching English was building their high passion and interest to learn English by connecting the context of what they like and need to English subject (Appendix 1. Interview CH. TB13).
2) The Classroom Observation
The main information that this research portrayed was how the English subject was taught based on Contextual Teaching and Learning (CTL) in the classroom. Thus, the re
searcher observed the classes to recognize the process of teaching and learning English based on CTL in the classroom. The classroom observation
was aimed to naturally capture the classroom activities conducted in SMK Putra Daarut Tauhiid. The researcher directly involved himself in the classes to do the field observation, to capture, record, and write what was happening during the process of teaching and learning.
Overall, the classroom activities of English class were dominated by the students since the students were required to work in a Forum Group Discussion (FGD) and made a video project as the students’ task. In other words, almost in every meeting they did the assignments from the English teacher and they had to complete at that time cooperatively in a group. In addition, sometime they had the presentation time to present what they have done in their task. To sum up all activities during the process of teaching and learning English in several classroom observation (Appendix 3), the researcher divided the classroom activities into three stages: pre-teaching, while-teaching, and closing.
a. Pre-Teaching
Before the English teacher taught English, there were several activities emerged during the pre-teaching process. They were found during several classroom observation and the researcher summarized those findings.
As the first activity that the students did was praying and reciting one of short surah in Qura’n as their memorization and review. The English teacher always asked the leader of the class to lead the students to do that in every meeting before starting to learn English. Besides praying and reciting the Qur’an, they were also asked to read Al-Matsurat (CON1. TS1).
After praying, reciting Qur’an, and reading Al-Matsurat, the English teacher took attendance by calling the students one by one. In a meeting, while calling them, he also asked them about what they could do between operating the DSLR camera or software design (CON2. TS3). In addition, he asked the students about their condition, their weekend (CON6. TS4), and their previous assignments to collect at that time and directly assessed by him (CON1. LA1). After assessing the students’ work, the English teacher knew some of their work were duplicated each other. He asked the students to be honest to confess what they have done in working with their task. Some students admitted their fault and the teacher asked them to do push up three series (CON1. LP2). In contrast, the teacher talked to the students whose the task was good, unique, and creative, he gave the comment on their tasks. He also emphasized that they had to keep what they did as the assignment on their books because it would be his assessments (CON13. LA2).
Furthermore, before moving to the main activity in the process of teaching and learning English, the teacher conditioned the students’ look such as the way they wear the uniform, the tie, the jacket, and so on. For they who did not wear a tie and wore the jacket and untied uniform, they had to do push up as their consequences (CON2. LP2). However, in a meeting, they
looked so neat and wear the uniform completely so that the teacher appreciated them (CON12. TS4). Besides their appearance, the English also conditioned their situation because when he entered the class, they were not ready yet to study English. There were some students who still played the laptop, the game, watched the video, and ate (CON4. LP1). Sometime, some of them did not enter the class yet even the time to take a rest was done so that the class was so quiet (CON15. LP1).
In addition, the English teacher also showed the English video to students. He said to them that the video was not related to their English subject, but it was useful and meaningful for their life. The video was about people who became unsocial people by using the technology and gadgets.
Therefore, after the video was done, he suggested and motivated them not to be trapped by the internet and unsocial people because of their gadgets where they were in their daily activity in classroom (CON11. TS5).
To sum up, there were several activities done by the English teacher in pre-teaching process such as praying, reciting Qur’an, reading Al- Matsurat, conditioning the students’ situation, motivating the students, assessing the students’ work, and appreciating them. Some of activities frequently emerged in every meeting while the others just appeared in several meetings.
b. While Teaching
The main stage of instructional activities in teaching English based on Contextual Teaching and Learning (CTL) was Forum Group Discussion.
In forum group discussion, the students were required to do their assignments cooperatively with their members in a group. During observing the classroom, the researcher found that almost every task given by the English teacher was done in group. The forms of the tasks were vary, depended on the material. It could be in written form, presentation, or reading task. In addition, the topic or the content of the task were related to their context as santri in Islamic boarding school or something happened recently. However, the teacher asked them to finish the task at that time.
Specifically, what occurred in the class during the process of teaching and learning English as follows:
a) The English teacher stimulated the students by asking them their background knowledge about the material (CON1. TS1). In that meeting, he asked them about the meaning of pronoun. He also illustrated the use of pronoun by performing touching the student’s shoulder and clarified to the students who the subject was and who the object was. After they comprehended the different between the subject and object pronoun, he asked them to write about the object and subject pronoun occurred on the slide. Besides asking their background knowledge, he also built the students’ understanding by
asking them “how do you describe your city?”, “how much does it cost?. “what is the shape of this room?”. It was used to introduce the adjective material that they would learn at that time (CON6. TS5).
b) In giving the practice or task, the English teacher instructed the students to do it in a group (CON1. TS3). In making a group, he called the students one by one to come forward and chose their group number randomly and write their name on white board. In addition, the leader of the group was chosen by the teacher. After creating the groups, the teacher told the students that it would be their group discussion during one semester. For instance, the task they had to do in a group was related to their daily activity in Islamic boarding school. The students were instructed to do the essay by filling the adverb of frequency with the chosen topics and the group should choose one topic with minimum ten sentences. The teacher suggested the students to make one sentence for one member in a group so that they would gain the minimum sentence. On the hand, he also gave the task related to the recent and hot event such as asking the students to make if conditional sentence with the topic Asian game. In another meeting, when they were asked to make a description based on the chosen picture, he gave them freedom to use any kind of adjectives (CON6. TS12). They could use the adjectives from what he explained to them on a slide or they could use from their exploration. The more they used the adjectives, the better they would get the score.
c) Another instructional activity was watching video or movie. In a meeting, he asked the students to watch three cut famous movie in the slide. He instructed them to identify the pronouns occurred in movies and to find how many of them appeared (CON1. TS4).
Besides, based on the video they watched, the students were asked to predict what will be the food trends in 2019. Thus, the use of video for giving the students the assignments was vary, depended on the material they learnt (CON3. TS9).
d) While they were doing their task in a group, the English teacher walked around them and checked their work for each group (CON3.
TS11). In checking their work, sometime he found the error or the mistakes on theirs and he gave them the guidance and correction what it should be like. Afterward, there were several students who asked the teacher because they did not understand well what they should do or did not know what phrases or words that they had to write. To sum up, while walking around the class, there were asking and answers session, guidance, correction, and checking their work.
e) There was the communicating activity while teaching English. In a meeting, they were not only focusing on working with their task in a
group, but also presenting their work in front of class (CON3. TS13).
The topic they had to present was about the prediction, because the material was about the future tense. Even in a group, they must present, perform, and get their turn to speak up, to tell the result of their writing. During presenting the result, the teacher gave them the guidance and correction to their spelling and pronunciation directly (CON3. TS16).
f) The practice that the students did was not only speaking in front of other students or written in a paper, they also did the practice with the active movement. In other words, the students were divided into several groups and asked to stand and make a line facing the whiteboard. After that, each students was required to write the future tenses sentences on whiteboard in three minutes with the topic what will happen in SMK Daarut Tauhiid in 2025. One student only had 15 seconds to write the sentence and they made a turn. There were only two columns on white board because in one turn, only two group who battled to write the sentence quickly (CON8. TS16).
g) Another instructional activity was asking the students to listen to the song (CON10. LM1). In using the song, the teacher used it for exploring the English material such as adjective and so on. The teacher asked the students to fill the missing lyric where there were some adjectives missed in the lyric. Then, he discussed with the students together what the missing adjectives.
Although he implemented Contextual Teaching and Learning (CTL) in teaching English, it was found that the problems occurred while teaching in the classroom. When the teacher showed the video in a slide, it was suddenly blank (CON2. TP1). Thus, he asked the students to help him to operate and turn it on. Then, they discovered that the problem was in aux cable. In addition, Despite the students did the task in a group, some of them were still lack of vocabulary. It could be identified from the intensity of their questions about the word meaning from Bahasa to English (CON1. LP4).
Furthermore, while teaching English, some problems emerged such as coming late when teaching was running, sleeping in the classroom, being noisy, and less of pay attention to the teacher.
c. Closing
In the process of teaching and learning, closing usually appears as the way to end the process. Every teacher probably has different ways in ending the process of teaching and learning. There were several things that the English teacher did in the end of the teaching and learning process. First, he reviewed the material and what he delivered to the students at that meeting in order to convince that the students gained what he taught (CON3. TS13) by asking them if they had the questions, they could ask him (CON2. TS9).