teaching english as foreign language based on

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TEACHING ENGLISH AS FOREIGN LANGUAGE BASED ON CONTEXTUAL TEACHING AND LEARNING

(A Case Study at SMK Daarut Tauhiid Putra Bandung)

A Thesis

By:

Nasrullah Mauludin NIM (2116014000020)

GRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA

2019

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vii ABSTRACT

Mauludin, Nasrullah. Teaching English as Foreign Language Based on Contextual Teaching and Learning (A Case Study at SMK Daarut Tauhiid Putra Bandung)

The study was aimed to know and describe the English teacher designed the lesson plan, develoved the instructional materials, used the strategies, encountered and solved the difficulties, and assessed the students in implementing Contextual Teaching and Learning (CTL) in teaching English at SMK Daarut Tauhiid Putra Bandung. The study employed a qualitative case study research design. The instruments of the present study were class observations note, students’ and teacher’s interview guide and documents. Data collection procedures consist of observation, interview, and documents analysis. Data analysis procedures were familiarizing and organizing, coding and reducing, and interpreting and representing. The findings in this study were; (1) there were some alterations either in content or in implementation, adjusted with the need of school’s accreditation and characters, and students’ condition in designing English lesson plan; (2) the English teacher took the sources mostly from internet such as Cambridge or youtube, modified them, and integrated the materials with the students’

atmosphere and school’s characters, moreover, he was required to make his own English book for school to meet the students’ need with the subject; (3) cooperative learning by applying Forum Group Discussion (FGD) was the strategy employed by the English teacher in implementing Contextual Teaching and Learning (CTL); (4) it was found that less of media (budgeting), less of time, and low students’ condition, motivation, and concentration became the teacher’s obstacles; (5) making the media by their selves with the minimum budget, minimizing time by Implementing forum group discussion, approaching and motivating students intensively, using various teaching strategies, sharing with other teachers, and integrating the teaching materials were implemented to solve the obstacles; and (6) authentic assessment was used by the English teacher in doing assessment that stand as the characteristics of Contextual Teaching and Learning (CTL).

Therefore, it was recommended for the teachers, institution, and other reserachers that Contextual Teaching and Learning (CTL) can be implemented in teaching English by considering particular aspects.

Keywords: English Teacher, Contextual Teaching and Learning (CTL), Teaching English as Foreign Language.

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viii ABSTRAK

Mauludin, Nasrullah. Pengajaran Bahasa Inggris sebagai Bahasa Asing Berbasis Pengajaran dan Pembelajaran Kontekstual (Studi Kasus di SMK Daarut Tauhiid Putra Bandung)

Penelitian ini bertujuan mengetahui dan menjelaskan tentang pengajaran Bahasa Inggris sebagai bahasa asing berbasis pengajaran dan pembelajaran kontekstual di SMK Daarut Tauhiid Putra Bandung. Penelitian ini menggunakan desain penelitian studi kasus kualitatif. Instrument dalam penelitian ini meliputi catatan observasi kelas, panduan wawancara terhadap guru dan siswa, dan dokumen. prosedur pengumpulan data meliputi observasi, wawancara, dan dokumen analisis. Prosedur data analisis meliputi mengenali dan mengorganisasikan, mengkoding dan mereduksi, menginterpretasi dan mendeskripsikan. Hasil yang di peroleh dalam penelitian ini adalah; (1) ada beberapa perubahan baik dalam konten atau dalam implementasi, disesuaikan dengan kebutuhan akreditasi dan karakter sekolah, dan kondisi siswa dalam merancang rencana pelajaran bahasa Inggris; (2) guru bahasa Inggris mengambil sebagian besar sumber dari internet seperti Cambridge atau youtube, memodifikasinya, dan mengintegrasikan bahan-bahan tersebut dengan atmosfer siswa dan karakter sekolah, terlebih lagi, ia diharuskan membuat buku bahasa Inggris sendiri untuk sekolah agar dapat memenuhi kebutuhan siswa dengan subjek; (3) pembelajaran kooperatif dengan menerapkan Forum Group Discussion (FGD) adalah strategi yang digunakan oleh guru bahasa Inggris dalam menerapka (CTL); (4) anggaran media yang sedikit, waktu yang kurang, kondisi, motivasi, dan konsentrasi siswa yang rendah menjadi hambatan guru; (5) membuat media sendiri dengan anggaran minimum, meminimalkan waktu dengan menerapkan (FGD), mendekati dan memotivasi siswa secara intensif, menggunakan berbagai strategi pengajaran, berkordinasi dengan guru lain, dan mengintegrasikan bahan ajar dilaksanakan untuk menyelesaikan hambatan; dan (6) penilaian otentik digunakan oleh guru bahasa Inggris dalam melakukan penilaian yang berdiri sebagai karakteristik dari (CTL). Oleh karena itu, direkomendasikan bagi para guru, lembaga, dan peneliti lain bahwa (CTL) dapat diimplementasikan dalam pengajaran bahasa Inggris dengan mempertimbangkan aspek-aspek tertentu.

Kata Kunci: Guru Bahasa Inggris, Pembelajaran dan Pengajaran Kontekstual (CTL), Pengajaran Bahasa Inggris Sebagai Bahasa Asing.

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ix صخلملا

ةسارد( قايسلا ميلعتلاو مّلعتلا ىلع ًءانب ةيبنجلأا ةغلك ةيزيلجنلإا ةغللا ميلعت .اللهرصن ،نيدولوم )غنودناب ارطف ديهوتلا راد ةسردم يف ةيفارغونثلإا ةغللا ملعم ميمصت فيك حرشلو ةفرعمل ثحبلا اذه فدهي داوملا ريوطتو سوردلا ططخل ةيزيلجنلإا

( ميدقتلا يف بلاطلا مييقتو تابوعصلا لحو داجيإو تايجيتارتسلاا مادختساو ةيميلعتلا يف )CTL

ةسارد ميمصت ثحبلا اذه مادختسا .غنودناب ارطف ديهوتلا راد ةسردم يف ةيزيلجنلإا ةغللا ميلعت لا اذه يف تانايبلا رداصمو .يفصولا ةيفارغونثإ .قيثوتو بلاطلاو نيملعملل ةلباقمو تاظحلامب ثحب

جئاتن ّنأ .فصولاو ريسفتلاو ليلقتلاو زيمرتلاو ميظنتلاو فارتعلاا تانايبلا ليلحت تاءارجإ لمشت ( :اهنم ثحبلا 1

دامتعلاا تاجايتحا عم فيكتت ،ذيفنتلا يف وأ ىوتحملا يف تارييغتلا ضعب كانه )

يف بلاطلا ةلاحو ،ةسردملا ةيصخشو ( ،ةيزيلجنلإا ةغللا ميلعت ططخ ميمصت

2 ةغللا ملعم ذخأي )

هذه جمدو ،اهليدعتب نوموقيو ،بويتوي وأ جديربماك لثم تنرتنلإا نم رداصملا مظعم ةيزيلجنلإا ةيزيلجنلإا مهبتك دادعإ مهيلع نيعتي ،كلذ ىلع ةولاع ،ةسردملا تايصخشو بلاطلا وج عم داوملا يتحا ةيبلتل سرادملاب ةصاخلا ( .عوضوم عم بلاطلا تاجا

3 ىدتنم قيبطت للاخ نم ينواعتلا ملعتلا )

( ةعومجملا ةشقانم ( قيبطت يف ةيزيلجنلإا ةغللا وسردم اهمدختسي ةيجيتارتسا يه )FGD

،)CTL

( 4 بلاطلا زيكرتو ،زيفحتلاو ،ةضفخنم فورظو ،تقولا ةلقو ،ةريغصلا ملاعلإا لئاسو ةينازيم )

( ،ملعملا زجاوح حبصت 5

نإ ) نع تقولا ليلقتو ،ةينازيملا نم ىندلأا دحلا عم ةصاخلا مهطئاسو ءاش

( قيبطت قيرط تايجيتارتسا مادختساب كلذو ،فثكم لكشب مهزيفحتو بلاطلا عم لماعتلاو ،)FGD

( ،تابقعلا لحل ةذفنملا ةيميلعتلا داوملا جمدو ،نيرخلآا نيملعملا عم قيسنتلاو ،ةفلتخملا سيردتلا 6

)

نوسردم مدختسيو صئاصخ نم دعت يتلا تامييقتلا ءارجإ يف ةليصأ تامييقت ةيزيلجنلإا ةغللا

( ( قيبطتب نيرخلآا نيثحابلاو تاسسؤملاو نيسردملل ىصوي ،كلذل .)CTL ةغللا سيردت يف )CTL

.ةنيعم بناوج يف رظنلا للاخ نم ةيزيلجنلإا سلا ميلعتلاو مّلعتلا ،ةيزيلجنلإا ةغللا سردم :ةيحاتفملا تاملكلا ( قاي

ةيزيلجنلإا ةغللا ميلعت ،)CTL

.ةيبنجلأا ةغلك

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x

ACKNOWLEDGEMENT ِمي ِح هرلٱ ِن َٰ م ۡح هرلٱ ِ هللَّٱ ِم ۡسِب In the name of Allah, the Beneficent and the Merciful

All praise is always due to Allah, Lord of the world, who has given the writer His blessing, love, and compassion to complete her post-graduate thesis. Peace and salutation be upon to the prophet Muhammad SAW, his family, his companion and his followers.

On this occasion, the researcher would like to express her gratitude and honor infinitely to researcher’s parents, Drs. Deden and Siti Romah, S.Pd.I., who always gave support, motivation, love, and pray for researcher’s success.

Furthermore, the researcher would like to express her best gratitude to the researcher’s supervisors, Dr. Fahriany M.Pd., and Dr. H. Itje Chodidjah, M.A., for their valuable the consultations, developing suggestions, proofreading, kindness, warmers, and motivation. It really does appreciate your concern on this thesis from the beginning until it finished and for examiners Dr. Alek, M.Pd., and Dr. Ratna Sari Dewi, M.Pd., whose suggestions and critical remarks have enabled the writer to refine this thesis.

This gratitude feeling also went to the researcher’s sisters and brothers, friends of Magister PBI 2016, classmate of MPBI A, and all of those who have supported and prayed for the researcher during the process of writing that cannot be mentioned one by one, and may Allah bless and love all of you always.

The researcher’s gratitude also goes to:

1. Dr. Sururin M.Ag., the dean of Faculty of Educational Sciences.

2. Dr. Fahriany, M.Pd., the head of Master Program of English Education Department, Faculty of Educational Sciences.

3. All the lectures in Master Program of English Department for transferring the knowledge.

4. The Headmaster of SMK Daarut Tauhiid Putra Bandung for permitting me conducting the research, and Cecep Hasanudin, S.Pd., as the English teacher of SMK Daarut Tauhiid Putra Bandung, for helping me in completing the data.

Finally, the researcher hoped that this thesis would give contributions to the readers. The researcher realized that this thesis is far from being perfect. Hence, suggestion ideas and comment for further improvement are highly welcomed and are appreciated by the researcher.

Ciputat, 02 July 2019

Nasrullah Mauludin NIM. 211601400000020

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xi

LIST OF TABLES

Table 2.1 The Differences Between Contextual Teaching Learning

(CTL) and Conventional Learning ………...………25 Table 4.1 The Problems and The Solution in Implementing

Contextual Teaching and Learning (CTL) ………76 Table 4.2 The Categories of Media by Brinton (2001) ……….79 Table 4.3 Types of Authentic Assessment by Indiana Department

of Education (2011) ………..83

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xvi

LIST OF CHART

Chart 4.1 The English Teacher’s Development of Instructional

Materials in Implementing Contextual English Teaching ………46

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1 CHAPTER I INTRODUCTION A. Background of Study

In Indonesia, English emerges as the first foreign language. As Dardjowidjojo (2003, p. 57) said, English in Indonesia "has never been considered an official language coexisting with the national language," and English is "the first foreign language." This is in line with Rini (2014, p. 27) who stated that a lot of people speak English in Indonesia, but English stays as a foreign language.

As the basic of English position in educational field in Indonesia, the first law to specifically deal with education is law 2 of 1989 on the National Education System (UU No. 2, 1989 Sistem Pendidikan Nasional). The 1989 law gives English a place as the first foreign language and makes it one of the compulsory subjects to be taught. Additionally, in educational field, English becomes a compulsory subject for several educational institutions, ranging from elementary to college and university (Lauder, 2010, and Renandya, 2000, p. 80). Such institutions exist under the Ministry of Education and Culture, like elementary school (SD), junior high school (SMP), senior high school (SMA), while at the college level and university level, there are many boarding schools that is more focused on learning English (Hikmah, 2013, p. 201).

Consequently, based on the various levels and ages in educational institution, English teachers probably will have the different perspectives in implementing their belief of method. Birgili and Seggie (2016, p. 18) assumed that the reasons why teachers have the different preference and choices in using method are the different curriculums, students’ condition, and school’s physical condition. It means that English teachers will have the different and various considerations, methods, and approaches in teaching English. They certainly teach English using the various methods and approaches based on their considerations, circumstances, and levels such as using grammar translation method, communicative approach, Contextual Teaching and Learning (CTL) approach, and so on.

One of English existences in several educational institutions is taught to teenegers. This is challenging for English teachers because teaching teens is challenging to teaching other age groups (Lukotkova, 2011, p. 21). Lesiak (2015, p. 3) also stated that teenagers have a reputation for being the most difficult learners. Although their potentialis bigger than the young children, they seem to have lack of motivation, are less liable to teacher‟s encouragement and not easy to supervise. It takes a lot of time for the teacher to gain their trust and respect. Most of the teenagers do not want to familiarize with the tutor in order to not be seen by the peer-group as a

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2

teacher‟s favourite student. Adolescent learnersare keen on participating inmakingdecisions which are closely related to the lessons material and the learning program.

Furthermore, teaching teenagers is also challenging because they are not children, but not adults either (Allen and Marots, 2010, p. 10). Then, teenagers are most certainly not children and should not be treated as such.

This becomes challenging because of dealing with four factors that appear in the process of learning and teaching (The TEFL Academy, 2018). First, they are individuals; each student will be experiencing something different in their day-to-day lives. Whatever happens outside the classroom will have a huge impact students’ behavior inside the classroom. Second, discipline can be a challange. This is possibly the biggest reason teaching teens is difficult because there are load of physical and emotional reasons teens act out. Third, maintaining interest is key; one way to try to avoid discipline issues is to make sure students are interested in the lesson. Fourth, being relevant is required. Following from this, it is needed to make sure the lessons are relevant to your students.

To minimize and overcome those challenges in teaching teenagers, teachers should consider the important things related to teaching and learning process such as the choice of material, the choice of teaching method, and students’ engagement. McGrath (2013, p. 4) said that to achieve the successful teaching to teenegers, three factors should be considered by the English teacher.

First, the choice of materials becomes the important factor to gain the successful teaching to teenegers. As McGrath (2013, p. 5) asserted that the importance of materials in language teaching and learning has been extensively acknowledged. The materials that the teacher gives may be not so interesting for the teenegers because they are not connected with the students’ real lives and experience. In other words, the materials are not meaningful for them. As the result, they are not interested and motivated in learning. In addition, teaching materials are also a key instrument in most language courses. Language teaching throughout the world today can not be more successful without the extensive use of commercial materials (Richards, 2001, p. 7). Ahmed (2017, p. 181) found in his study that authentic and culturally appropriate materials have vital role in teaching a foreign/second language, enrich the lessons, and can be very interesting to the teenegers. Ahmed (2017, p. 198) also assumed that teachers “should ensure that the content or topic convey relevant messages that enrich and widen students’ use of the ‘real world’ language and lastly pay attention to the background, needs and expectations of various target groups”.

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Second, the factor that teachers should consider in gaining the successful teaching to teenegers is the choice of teaching method (McGrath, 2013, p. 8). For example, when teachers begin teaching speaking, they have to transfer the students’ skill in speaking to the next skill (writing for instance) by relating materials in speaking to writing so that it is easier for the students to write because they have background knowledge about the materials. As a result, the students get difficulty doing other skills. Tavil (2010, p. 765) stated that the process of integrating language skills involves linking them together in such a way that what has been learnt and practiced through the exercise of one skill is reinforced and perhaps extended through further language tasks which bring different skills into use. Here, the use of any skill may quite naturally lead to the use of other. Thus, in his study, found that the group practicing the skills in integration was more successful than the group practicing the skills separately.

Third, the factor of successful teaching to teenagers is about students’

engagement (McGrath, 2013, Bakadorova & Raufelder, 2017, and Kiefer et al., 2015). Many of them are still passive during the class. In other words, only a few of them really get involved in the learning activities. It might happen because the teachers do not apply active and interesting learning yet.

Yuli (2013, p. 14) found that the English language teaching showed significant paradigm with the term of communicative competence over two decades but in fact, such cannot easily be found in Indonesian classrooms.

Yuli (2013, p. 13) also assumed that “teachers should be aware about their key roles in the process of teaching and learning process”. They must be able to motivate students to learn English in an interesting way so that the students can get involved and engaged during learning English.

Having said that, to overcome those challenging problems, one alternative that English teacher can apply is implementing Contextual Teaching and Learning (CTL) in teaching English to teenagers. Yusmalinda (2017, p. 109), in her research, found that the use of Contextual Teaching and Learning (CTL) can solve three problems found in the teaching of integrated English skills to adolescence: materials, methods, and the students’ passiveness. In addition, Satriani, et al. (2012) revealed that Contextual Teaching and Learning (CTL) can engage students in the class activity, increase students’ motivation to participate actively in class, help students to construct their english, help students to solve their problems, provide ways for students to discuss or interact with their friends, and help the students to summarize and reflect the lesson. What they found are in line with Hudson and Whistler (2007, p. 1) who formulated Contextual Teaching and Learning (CTL) as a way to introduce content using a variety of active- learning techniques designed to help students connect what they already know to what they are expected to learn, and to construct new knowledge

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from the analysis and synthesis of this learning process. In short, the use of Contextual Teaching and Learning (CTL) in teaching English can be an alternative to solve those common challenges found in the classroom.

Then, there are three reasons why Contextual Teaching and Learning (CTL) is appropriate for overcoming those kind of challenges (Johnson, 2014, p. 57). First, it helps teachers relate subject matter content to the students’ real world situation, experience, and prior knowledge. Second, it also motivates them to make connection between knowledge and its applications to their lives. Third, it enables them to engage in active learning Furthermore, by implementing Contextual Teaching and Learning (CTL), teachers can motivate students to get involved actively in learning activities since Contextual Teaching and Learning (CTL) is learner-centered (Sears, 2003).

In another assumption, Contextual Teaching Learning (CTL) enables students to be active to construct and inquire knowledge and skills by themselves (Johnson, 2014). Students are required to be active in constructing and inquiring knowledge by themselves because constructivism and inquiry are components of Contextual Teaching and Learning (CTL) while teachers have to create learning community so that students can be corporative and active in the process of learning (Sagala, 2003, p. 88). To conclude, the student can get involved in active learning in Contextual Teaching and Learning (CTL) by teacher’s help and guidance through relating the subject to students’ real life.

One of several schools in Indonesia (Hasani, 2016, Satriani, et al., 2012, and Suardi, et al., 2017) where Contextual Teaching and Learning (CTL) in teaching English existed is in SMK Daarut Tauhiid Putra Bandung.

This school uses two curriculums, curriculum 2013 and the curriculum from SMK Daarut Tauhiid Putra. In curriculum 2013, the teachers are required to be less active than the students (Ahmad, 2014, and Ramadhan & Ramdani, 2015). It indicates that they should guide the students to be more active, creative, and innovative. Hence, the teacher is given freedom to use kind of learning that is relevant to the students’ need, situation, and condition, for example the Contextual Teaching and Learning (CTL).

Additionally, In SMK Daarut Tauhiid, the English curriculum is actually combination of national curriculum plus putting the multiple intelligence as part of the learning process. This aims to facilitate and enable the students to develop their selves based on their interest, need, and ability through combining both curriculums, national curriculum and pesantren curriculum. Based on preliminary observation, the researchers saw that the teacher used authentic assessment and collaborative learning in which those things are characteristics of Contextual Teaching and Learning (CTL) (Johnson, 2014, p. 19).

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Afterwards, the teacher was also awarded as the favorite teacher in that institution proved by several achievements. In addition, some students also became the winners in joining some English competitions in West Java such as being the first winner in speech competition in November 2017, and being the first winner in speech competition in Gets festival and Nuruzzaman boarding school in October 2017. It means that the teacher can guide the students to gain several achievements both in the class or out of class, like in competitions and students can participate in the process of teaching and learning actively and cooperatively.

There have been some studies reported on the implementation of Contextual Teaching and Learning (CTL) in teaching English and its benefit in the teaching and learning process. Among many benefits, there are at least three benefits that the researcher can explain here.

The first benefit of implementing Contextual Teaching and Learning (CTL) is developing the students’ creativity. It has been reported to be effective in giving the students space and freedom to think and explore creatively in their English writing skill. As Hasani (2016) found in her study that Contextual Teaching and Learning (CTL) model have significant influence toward argumentative writing skill.

Furthermore, the second benefits of implementing Contextual Teaching and Learning are engaging the students in the learning process, improving the students’ motivation, and helping the students to construct their learning. Those benefits were found in the case study conducted by Satriani, et al. (2012) that focused on investigating the strategies of Contextual Teaching and Learning (CTL) and the advantages of using Contextual Teaching and Learning (CTL). The findings showed that the teaching writing program was successful to improve students’ recount writing skill. Moreover, the study also uncovered some benefits of Contextual Teaching and Learning (CTL) such as engaging students in the writing activity, increasing students’ motivation to participate actively in the writing class, helping students to construct their writing, helping students to solve their problems, providing ways for students to discuss or interact with their friends, and helping the students to summarize and reflect the lesson.

In addition, the third benefit of implementing Contextual Teaching and Learning (CTL) in teaching English is making the learning process runs effectively because of the students’ corporation in learning. This was discovered in Suardi, et al. (2017) who conducted the ethnography study related to English learning in Islamic Boarding School Al-Junaidiyah Biru Bone. The study discovered that Contextual Teaching and Learning (CTL) creates the process of teaching and learning English worked effectively and cooperatively. Above all, what the previous researchers worked in their

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studies only focused on how Contextual Teaching and Learning (CTL) improves the particular English skills.

Based on the importance of implementing Contextual Teaching and Learning (CTL) in teaching English, the researcher conducts the study related to the implementation of Contextual Teaching and Learning (CTL) in teaching English generally to senior high school students in order to figure out how the teacher designs the lesson plans, develops the instructional materials, uses the teaching strategies, encounters the problems, solves them, and assess the students. Therefore, through this study, entitled Teaching English as Foreign Language Based on Contextual Teaching and Learning (A Case Study at SMK Daarut Tauhiid Putra Bandung), the researcher attempts to portray, to describe, and to analyze how the English teacher implements Contextual Teaching and Learning (CTL) in the process of teaching and learning English.

B. Research Focus and Sub-focus

Due to breadth of the culture shared in teaching English based on Contextual Teaching and Learning (CTL), to make the recent research specific, it was then delivered through its focus and sub focuses.

1. The focus of the research was to find and describe the process of teaching and learning English as foreign language based on Contextual Teaching and Learning (CTL) in SMK Daarut Tauhid Putra Bandung.

2. The sub-focuses of research were the English teacher’s lesson plan design, the English teacher’s development of instructional material, the English teacher’s strategies, the English teacher’s difficulties and solution, and the English teacher’s assessment towards students’

English skills in implementing Contextual Teaching and Learning (CTL).

C. Research Questions

Based on the framework of the research stated above, the researcher attempts to divide it into five research questions as follows:

1. How did the English teacher design the lesson plan in implementing contextual English teaching?

2. How did the English teacher develop the instructional materials in implementing contextual English teaching?

3. What were the strategies used by the English teacher in implementing contextual English teaching?

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4. What are the difficulties encountered and solved by the English teacher in implementing contextual English teaching?

5. How did the English teacher assess the students in implementing contextual English teaching?

D. Research Objectives

Based on the research questions above, the researcher addresses the objectives of research which are stated as follows:

1. To describe the lesson plan designed by the English teacher in implementing contextual English teaching.

2. To describe the instructional materials develoved by the English teacher in implementing contextual English teaching.

3. To analyse the strategies used by the English teacher in implementing contextual English teaching.

4. To analyse the difficulties encountered and solved by the English teacher in implementing contextual English teaching.

5. To describe the English teacher’s assessment in implementing contextual English teaching.

E. Research Significances

The findings of this research are expected to provide some useful contributions not only practically but also theoretically. Therefore, the significances are expected to go to:

1. The students

The result of the research theoretically can be useful knowledge related to how to face and learn English while Contextual Teaching and Learning (CTL) approach is implemented. Practically, they can be a better English Foreign Learner (EFL) by comprehending Contextual Teaching and Learning (CTL) approach which is implemented in English class, because they can apply the lectures’ instructions related to that approach.

2. The teachers

Theoretically, the teachers can gain a wider comprehension about the implementation of Contextual Teaching and Learning (CTL) approach particularly in English class. Moreover, they also can utilize the result of this research as their new foundation and guidance to implement Contextual Teaching and Learning (CTL) in teaching, especially English subject in order to get the better result and process of teaching and learning English.

3. The Institutions

Actually, theoretically, the result of research seems useful for the institutions in indirect way. It means that the result can be a beneficial

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and trusted data about the process of teaching English by implementing Contextual Teaching and Learning (CTL). In addition, practically, the institution can concern with the importance of Contextual Teaching and Learning (CTL) as the main approach in teaching, especially in teaching English through the policy, the seminar, and the other activities made by the institution in order to boost the quality of the educators in teaching English and managing the class.

4. The researcher

The result of the research theoretically is expected to contribute the additional value and knowledge about how to implement a case study in a qualitative research. Practically, the researcher can conduct a next case study in English language teaching wider and more comprehensive with the different objects in the further research.

5. Other researchers

The result of this research is expected to be the useful additional information and reference for the other researchers. Therefore, they can utilize this reference to enhance more information in projecting their research and to strengthen their data.

F. Limitation of Study

The study is limited to describe and analyze the implementation of Contextual Teaching and Learning (CTL) by the English Teacher in teaching English. The study is also limited to figure out the English teacher’s lesson plan design, instructional materials, strategies, difficulties and solutions, and assessment in implementing it. The research was done in “SMK Daarut Tauhiid Putra Bandung”, to all grades and classes in academic year of 2018/2019 during one semester.

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9 CHAPTER II LITERATURE REVIEW A. English Language Teaching (ELT)

In Indonesia, English Language Teaching (ELT) has several changes based on the curriculum shifts. It has shown significant shifts from the 1994 curriculum to the 2004 and 2006 versions. In the 1994 curriculum, the common approach was the communicative approach adopted from the earlier 1984 curriculum (Kasihani, 2000, p. 20). Larsen, Freeman and Anderson (2011, p. 11) stated that the traditional language teaching approach (sometimes called grammar translation method) and the communicative approach have been the two most widely used ones by teachers. However, in Indonesia, the term of communicative competence had been used, but not all schools implemented it (Kasihani, 2000, p. 21). This might have happened because English is a foreign language not commonly used in daily Indonesian life. Students at school seem to use the vernaculars more or local languages together with the low variety of Bahasa.

Richards and Rogers (2001, p. 7) proposed that ‘communicative’ was identified as developing a communicative syllabus aimed at understanding and expressing the language rather than focusing on grammar and vocabulary. They further outlined the Notional Syllabus or the Notional- Functional Approach or Functional Approach. This was a significant shift from the previous approach which emphasized grammar (form), whereas communicative language teaching emphasizes meaning.

Communicative language teaching can be problematic in the context of English as a Foreign Language (EFL). This probably happens because of some aspects such as the differences of students’ proficiency and limited time. Jarvis & Atsilarat (2004, p. 134) stated that the problems emergence when implementing the communicative approach have varied, including the students’ level of proficiency, the class size and the time allocation. In addition, the problem such as lack of quality materials, does not require to speak English outside the classroom, and lack of parents’ involvement in the students’ learning create more complexity (Tipka, 2004, p. 89). Yulia (2013, p. 2) also mentions in particular problems happening in the classroom such as limited time to use the language and lack of student confidence to speak in English (self esteem, language anxiety and lack of opportunities). Added to this, she noted that students’ perceptions of their poor competence in English as well as teachers’ attitude towards learners’ performance become critically important.

In many classes in Indonesia, the approach of communicative language teaching which was created and first implemented in western

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contexts with English as the first or the second language is difficult to implement in Indonesia. This is in line with Ariatna (2016, p. 800) who stated that the implementation of communicative language teaching as a western product in English as a foreign language (EFL) is difficult. In addition, many critics of Communicative Language Teaching (CLT) argue that, in some cases, it may not be appropriate for learners in some English foreign countries (see, for example, Al-Humaidi, n.d.; Ghosn 2004; Jarvis and Atsilarat, 2004; Kolaric, 2004; Tan, 2004; Tan, 2005; Hiep, 2007).

Ariatna (2016, p. 812) also figured out a number of aspects why it was difficult to be implemented. This might be due to the language context itself, the insufficient knowledge of teachers themselves, big classes, limited time allocations and inadequate learning materials. When the teachers do not comprehend the philosophy of communicative language teaching, the inappropriate sociolinguistic context (English as a foreign language) as well as the students’ need for the language might be problematic complications in the implementation. Drawing upon the major works on CLT implementation in EFL countries and Indonesia

Regarding English language teaching, the Government Regulation No. 19 Year 2005 stipulates that language education should develop language competence with special emphasis on reading and writing according to the literacy level set for every level of education. In the content standard, it is mentioned that the ultimate goal of learning English is to participate in discourse or to communicate ideas, feelings, etc. In spoken and written English accurately, fluently and in an acceptable manner (Agustien, 2006, p. 78). Thus, the curriculum aimed at providing school graduates with skills in the sense that they are expected to achieve the competence required to obtain communication skills.

Furthermore, Agustien (2006, p. 79) remarks that the 1994 curriculum is claimed to aim for communicative competence; but it listed a lot of topics but never listed the targets of communicative events, that is, the genres such as description, recount and narrative. It indicates that the curriculum content only covers the topics and the grammatical items, not the communicative events. The textbooks developed based on the 1994 curriculum listed more on themes with limited text types (description, recount and some narratives). Despite various attempts to improve communicative competence levels, little changed at schools or in the results.

The recent 2013 curriculum implemented in Indonesia gives a benefit. According to Wachidah (2013, p. 18), English 2013 Curriculum seems to be reactions or correction of the previous curriculum. In addition, Mahanani (2016, p. 67) stated that to deal with the problem in the previous curriculum, the 2013 English curriculum brings back the true goal of English teaching that is meaningfulness and communicative function. Therefore, the

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final goal of English teaching is developing communicative competence in the English language through communicative language teaching.

Nowadays, teaching English in Indonesia ideally based on the 2013 curriculum. However, in religious school, the implementation of 2013 curriculum probably vary from school to school, depending how the school provides the time, the school’ vision and mission, and the students’

background.

B. English Teaching in Islamic School

The gist of teaching English in schools should have the same purposes, process, and goals. So, in Islamic schools, the process of teaching and learning English is usually joined with Islamic teaching. The students can comprehend English easier when teacher delivers it in their daily topics.

Because they learn many things from Al-Quran and it becomes their daily topics, it can be easier for them to understand English when they learn English combined with what they have learnt. As Darwis (2014, p. 181) stated, they start to gain knowledge and to take the guidance of the Holy Quran as a light to show the right way. They also establish Islamic civilization which prevailed throughout most of the world, and gave human beings the benefit which they got from the teaching of Holy Quran, and the history of Islam is full of famous Muslim thinkers in every branch of knowledge: philosophy, law, science, astronomy and art. In short, this draws that English teachers can raise the Islamic themes or the topics in teaching English or even creates the Islamic atmosphere in English classroom practices.

The forms of English teaching in Islamic school is vary from one school to other schools. Dahlia (2018, p, 54) illustrated that English in Islamic boarding school appeared as the English public speaking in Madrasah Aliyah Al-Zaytun. In addition, Pramesti (2018, p. 67) revealed in her study in Pesantren Nurul Falah that the teacher tend to use traditional instructional strategies, teacher-centered approach, rather than using student- centred where the students are more active than the teacher.

Teaching English in Islamic school probably has at least three categories of students who experience difficulties of using English for academic purposes (Syah, 2009, p. 110). Firstly, these are the students who cannot translate words or terms into their own vernacular, perhaps because their English language vocabulary size or their skilled capacity of using the language is scanty. Secondly, it is likely that there are a group of students who can translate words or terms into their native language but cannot see the relevance of these terms. Thirdly, there are likely to be some students who have appropriate discrete conceptual knowledge but who are not able to

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form appropriate connections between concepts. The problems that appear among the students are more focus on understanding the content.

To overcome the students’s problem, Lubis et al., (2010, p. 219) explained several points by aiming at achieving the purpose of learning more successful such as teaching should be attached to students' previous knowledge and their experience; the extensive understanding of teaching aims and subject matter is giving special consideration; the lessons build up on meaningful problems; the teachers are giving work that deals with complex and not 'didactically reduced' aim and content structure that also includes problems which are difficult to define; and classes should be taught in action-oriented way to strengthen sensible dealing with tasks and problems in active learning which involves with other activities aside from listening to lectures passively.

Having said that, it can be concluded that the students can meet with their better learning when the teachers are able to fit the students’ experience and prior knowledge into their subject matter and to guide them by providing some active and interactive activities to make their study more cooperative.

C. Contextual Teaching and Learning (CTL)

1. The Concept of Contextual Teaching and Learning (CTL)

Contextual Teaching and Learning (CTL) has its own philosophy.

Johnson (2014, p. 18) explained that the philosophy of Contextual Teaching and Learning (CTL) is “rooted from John Dewey concept, progressivism, where the pupils will come with their best learning if what they have learnt is related to what they have been familiar and known and the process of teaching and learning will be productive if they join and learn actively in it”. In other words, the students can find their better learning when the teacher guides and teaches them by giving the materials that fit with their interest and need and teaching them by using the method that is appropriate with their situation and condition.

Contextual Teaching and Learning (CTL) is started to use in schools in USA on the early of 21st century when the educators refused to the dualism about idea and action, brain-movement, physic-psycho, abstract-concrete, theoretical-applicable and others. Alwasilah (2010, p.

23) assumed that the dualism “is not productive because the truth meaning is the whole meaning that cannot be separated with the reason of specialty and expertise of book writers or curriculum developer”. This gives a new idea that educators should teach subjects thematically so that all meaning and information will be conveyed completely.

According to Contextual Learning theory, learning appears when students process new information or knowledge in such a way that it

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makes sense to them in their own frames or references (their own inner worlds of memory, experience, and response). As Johnson (2014, p. 25) assumed that the mind naturally seeks meaning in context that is in relation to the student current environment and that is does so by searching for relationships that make sense and appear useful.

Building upon this understanding, contextual learning theory focuses on the multiple aspects of any learning environment, whether a classroom, a laboratory, a computer lab, a worksite, or a wheat field.

Richards (2008, p. 8) considered that “it encourages educators to choose or design learning environments that in corporate as many different forms or experience as possible-social, cultural, physical, and psychological in working toward the desired learning outcomes”.

Based on the explanation above, it can be concluded that Contextual Teaching and Learning (CTL) emerges as an instructional system which is based on the premise that meaning emerges from the relationship between content and its context. Context gives meaning to content. The broader the context within which students’ is able to make connections, the more meaning content will hold for them. In addition, Contextual Teaching and Learning (CTL) also works in a philosophy that students learn when they see meaning in academic material and they see meaning in schoolwork when they can connect new information with their prior knowledge and experience.

2. Definition of Contextual Teaching and Learning (CTL)

There are several theories underlying the existence of Contextual Teaching and Learning (CTL). It is not a new teaching paradigm in Indonesia but there are a few teachers who have applied it in their teaching practices (Ariatna, 2016, p. 813). They have become familiar with Contextual Teaching and Learning (CTL) to help them do teaching and learning process. Among some methods and approaches in teaching, teachers may select their own choice due to their competences and their classroom environment.

Contextual word comes from the word context, which means

“Relationship, context, atmosphere, or the circumstances”. Thus, contextual means relating to the ambience (context), so that, Contextual Teaching and Learning (CTL) can be interpreted as the learning associated with specific atmosphere (Hosnan, 2014, p. 267). In line, Contextual Teaching and Learning (CTL) is defined as a concept that helps teachers relate subject matter to real-world situations and its application to their lives as family, citizen, and workers and engage in the hard work that learning requires (Sears, 2003, p. 9; Hudson and Whistler, 2007, p. 1). In addition, Johnson (2014, p. 89) stated that Contextual

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Teaching and Learning (CTL) is “an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is, with context of their personal, social, and cultural circumstance”.

Contextual Teaching and Learning (CTL) is an approach of learning that appears because of the tendency that students will learn better if the environment can be created naturally (Department of National Education/Depdiknas, 2002). In addition, Contextual Teaching and Learning (CTL) is an approach of teaching and learning that relates the materials and classroom activities to real situation and actual experience focusing on the learning process leading to creativity, critical thinking, problem solving and being able to apply their knowledge in their daily lives (US Department of Education, 2001 cited in Hudson and Whistler, 2007). According to Legawa (2001), Contextual Teaching and Learning (CTL) is “a learning process that involved learner-centered and learning in context. Context means a condition that influences students’

lives in learning”. Its goals are to increase students’ learning result and to make practical materials related to the school condition.

From definitions above, the writer concludes that Contextual Teaching and Learning (CTL) is a learning model that not only involves teachers and students, as well engaging students and students, so that they can apply it in their personal life. It is shows that in contextual learning, students find meaningful relationships between abstract ideas with practical application in a real-world context. Students understand the concept through the discovery, empowerment and connectedness.

Contextual learning requires working in a team, either in class, lab, work places, as well as banks. Contextual learning requires teachers to make the learning environment is a combination of several forms of experience to achieve the desired results.

3. Characteristics of Contextual Teaching and Learning (CTL) To implement Contextual Teaching and Learning (CTL) in the process of teaching and learning effectively, the teachers should comprehend its characteristics by considering them as teachers’

guidelines how they address this approach towards the students. Johnson (2014, p. 57) explained that there are several important characteristics of Contextual Teaching and Learning (CTL) described in the following explanations:

a. Making meaning connection.

In term of this query it is expected that students can organize themselves as learners, who learn actively in improving their interest

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individually, a person who can work individually or collectively in a group, and a person who can do learning by doing.

b. Doing significant work

Students can make relationship among schools and the various existing contexts in the real world as a bussiness maker and as a citizen.

c. Self-regulated learning

It proposes students to do the significant work. Significant here means that certain work has to have purpose, it has connection with others, it has connection with decision making, and it has the concrete results or products.

d. Collaborating

Collaborating encourages students to be able to work together.

Teachers help students in order to work effectively in a group and teachers help them to understand theJoh way to persuade and communicate each other.

e. Critical and creative thinking

In this term, students are able to apply higher level thinking critically and effectively. They are able to analyze, tackle the problem, make a decision, and think logically.

f. Nurturing the individual

In this elements, students are expected to be able to carry on themselves, understand, give attention, posses high wishes, motivate and empower themselves. Students cannot reach the success without any supports from the adult. Students should respect.

g. Reaching high standards

It expects students not only to know but also in really to reach their high standards. It identifies their purpose and motivates them to reach it. Thus, a teacher has to show students how to reach what called

“excelent”.

h. Using authentic assessment

Students are urged to use academic knowledge in the real world context for the meaningful purposes. For example, students may describe the academic information they have learnt in subject of science, health, education, math and English by designing a car, planning the school menu, making the serving of the human emotion or even telling their experience. their companion and senior citizens as well.

These characteristics become the main components in applying Contextual Teaching and Learning (CTL) method. It can be understood that these eight characteristics ask students to be actively involved in classroom activities. Collaborating, nurturing the individual, and creative

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and critical thinking ask students to be much responsible to their own learning. The role of teacher in Contextual Teaching and Learning (CTL) is to facilitate students finding the facts, meanings, concepts, and principles for themselves. Once these eight characteristics are applied in classroom, it can be a big help for both teacher and students in creating a good atmosphere where learners have a great responsibility in achieving their success in learning.

4. Approaches for implementing Contextual Teaching and Learning (CTL)

To implement Contextual Teaching and Learning (CTL), a variety of teaching approaches may be used (Berns and Erickson, 2001, p. 18). Over the years, five teaching approaches have emerged that include context as a critical component. They engage students in an active learning process. These approaches are not discrete. They can be used individually or in conjunction with one or more of the others.

Although varying in the literature, the following definitions are intended to capture the essence of the concepts as means for implementing Contextual Teaching and Learning (CTL) (Berns and Erickson, 2001, p.

22):

a. Problem-based learning. It is an approach that engages learners in problem solving investigations that integrate skills and concepts from many content areas. This approach includes gathering information around a question, synthesizing it, and presenting findings to others.

b. Cooperative learning. Cooperative learning is defined as an approach that organizes instruction using small learning groups in which students work together to achieve learning goals.

c. Project-based learning. Project-based learning is an approach that focuses on the central concepts and principles of a discipline, involves students in problem-solving investigations and other meaningful tasks, allows students to work autonomously to construct their own learning, and culminates in realistic products.

d. Service learning. It is an approach that provides a practical application of newly acquired (or developing) knowledge and skills to needs in the 15 community through projects and activities.

e. Work-based learning. It can be defined as an approach in which workplace, or workplace-like, activities are integrated with classroom content for the benefit of students an often business.

Above all, it can be summed up that in Contextual Teaching and Learning (CTL) approaches, the process of teaching and learning is more focused on the students’ activity by aiming at helping them to improve their creativity by raising up the students’ experience and prior

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knowledge. Besides, the students are also required to work together and think critically in facing their own learning.

5. Strategies of Contextual Teaching and Learning (CTL)

In implementing Contextual Teaching and Learning (CTL), there are several strategies that can be used by the teachers. Crawford (2001, p.

8) explained that Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) can be used in implementing Contextual Teaching and Learning (CTL) approach. As root from constructivism, Crawford (2001, p. 8) also stated that it is used “to make students establish their sense of interest, confidence, and a need for understanding the materials.” Besides, Relating, Experiencing, Applying, Cooperating, and Transferring (REACT) strategies in Contextual Teaching and Learning (CTL) approach can also help students improve their learning.

To understand comprehensively how the strategies applied in the process of teaching and learning, the researcher discusses them in the following brief explanations:

a. Relating

Relating is the most powerful element in contextual teaching strategy.

It also suggests that students’ learning in the context of one’s life experiences or pre-existing knowledge. In relating, teachers link a new concept to something completely unknown to students. This is known as the process of reaction “felt meaning.” That reaction can be momentous, as when a student finds the solution to a problem that he or she has spent significant time and effort in solving.

b. Experiencing

In contextual approach, one strategy relates to another. The previous statement appears to indicate that relating connects new information to life experiences or prior knowledge that students bring to the classroom. Teachers are able to overcome this obstacle and help students construct new knowledge with hand-on experiences that occur inside the classroom. This strategy is called experiencing. In experiencing, students are learning by doing through exploration, discovery, and invention.

c. Applying

Applying strategy can be defined as learning by putting the concepts to use. Clearly, students can implement the concepts when they are engaged in hands on problem solving activities. Teachers can also motivate a need for understanding the concepts by assigning realistic and relevant exercises. Relating and experiencing are strategies for developing insight, felt meaning, and understanding. Applying is a contextual teaching and learning strategy that develops a deeper sense of meaning.

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d. Cooperating

Students are not able to make significant progress in a class when they work individually. On the other hand, students working in small groups can handle that complex problem with little outside help.

Teachers using student-led groups to complete exercises or hands-on activities are using the strategy of cooperating. This strategy refers to learning in the context of sharing, responding, and communicating with other learners. Most students feel less self-conscious and can ask questions without feeling embarrassed, when they work with peers in a small group discussion. Another fact of cooperative learning is that it can be counterproductive. For example, some students may not participate in the group processes at all, while others may dominate and the group members may refuse to accept or share responsibility for the group’s work.

There are several guidelines to help teachers avoid those negative conditions and create environments where students may be expected to learn concepts at a deeper level of understanding. The guidelines are divided into five points: structuring positive interdependence within students learning groups; having students interact while completing assignments and ensuring that the interactions are on task; holding all students individually accountable for completing assignments and not letting them rely overly on the work of others;

having students learn to use interpersonal and small group skills; and ensuring that learning groups discuss how well the group functions.

e. Transferring

In traditional classroom, students’ roles are to memorize the facts and practice the procedures by working skill drill exercises and word problems. In contrast, in a contextual or constructivist classroom, the teachers’ role is expanded to include creating a variety of learning experiences with a focus on understanding rather than memorization.

Transferring is a teaching strategy which is defined as using knowledge in a new context or novel situation - one that has not been covered in class. It suggests that students who learn with understanding can also learn to transfer knowledge.

6. Principles of Contextual Teaching and Learning (CTL)

To achieve the more successful learning, the teachers should implement several principles of Contextual Teaching and Learning (CTL) which can help them to be more innovative as one of the characteristic of professional teachers and help the students to achieve their learning (Johnson, 2014, p. 38). To sum up, the principles of

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Contextual Teaching and Learning (CTL) are discussed in the following explanations:

a. Constructivism

In the classroom teaching learning process, the application of constructivism is applied in five of steps of learning, they are:

activating knowledge, acquiring knowledge, understanding knowledge, applying knowledge, and reflecting on knowledge. This model of learning emphasizes meaning making through active participation in situated context socially, culturally, historically, and politically.

b. Inquiry

Inquiry is asking, asking something valuable that relates to the topic discussed. In applying inquiry activity in classroom teaching, there are several steps that should be followed i.e formulating problem, collecting data through observation, analysing and presenting data through written form, picture, report and table and finally communicating and presenting the result of data to readers, classmates, and other audiences.

c. Questioning

In a productive teaching learning, questioning activity are useful to check students’ comprehension to solve problems faced by students, to stimulate students’ responses, to measure students’ curiosity, to focus students’ attention and to refresh students‟ prior knowledge.

d. Learning community

Actually, learning community has the meaning as follows: (1) group of learning by which communication is the means to share idea and experience; (2) working together to solve problems; and (3) responsibility belongs to each member of learning group.

e. Modelling

It is explained as the verbalization of ideas. Thus a teacher demonstrates the lesson to students by acting with a single purpose of implementing the idea of the lesson to students. Modelling can be summarized as demonstrating teachers’ opinion and demonstrating how teachers want their students to learn.

f. Reflection

The realization of reflection can be done by giving direct statements about information acquired in the lesson, some notes, materials on students’ book, some impressions and suggestions uttered by students about the teaching and learning process and discussion.

g. Authentic assessment

Authentic assessment is the process of collecting data that gives the description of students’ learning development. Meanwhile, authentic

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assessment has some characteristics which are: (1) involving real world experience; (2) allowing access to information; (3) encouraging the use of computer, dictionary and human resources;

(4) engaging students by relevance; (5) using open-ended format; (6) including self-assessment and reflection; (7) warranting efforts and practices; (8) identifying strength to enable students to show what they can do; (9) making assessment criterions clearer to students.

Essentially, the question that needs to be answered by conducting this authentic assessment is “Do students learn something?” not “What have they already known?”.

Nurhadi and Senduk (2003, p. 20-21) furthermore stated that to fulfill the students’ needs in implementing Contextual Teaching and Learning (CTL), teacher should occupy learning principles as follow:

a. Developmentally Appropriate

In constructing methodology and curriculum content, teacher must consider students’ age, emotion, social condition, and the development of students’ intelligence.

b. Independent Learning Group

Students work in small groups, take and give, and cooperate. Just like the adult, when they are working, they cannot work alone. They need friends and work in teams.

c. Self-regulated Learning

School, society support and guide students to reach aspiration.

Diversity of Students in teaching and learning process, teacher considers students’ background; their religion, tribe, social-economy, mother tongue, and weakness

d. Multiple Intelligences

Because of the students’ multiple intelligence, teacher must be creative to find appropriate strategy for their students.

e. Questioning

Questions are designed to stimulate critical a

teaching english as foreign language based on