CONTEXTUAL TEACHING AND LEARNING

Presented to Ersy Laksita Rini, S.Pd, M.Pd. In fulfillment of the TEFL III Assignment

Created by : Fitriani Widya Pamungkas Rendy Setya $usuma Ika Pus&ita Mayang ' !"#!! ! !"#!!%" !"#!!()

SURABAYA WIJAYA KUSUMA UNIVERSITY ACULTY O LANGUAGE AND SCIENCE ENGLISH DE!ARTMENT "#$%#"

CONTENTS
I& II& III& IV& V& VI& VII& Introdu*tion The Prin*i&les of +onte,tual Tea*hing and Learning +ategori-ation of +onte,tual Tea*hing and Learning The +urri*ulum Tea*hing EFL .ased on +onte,tual Tea*hing and Learning The Strength and Weakness +on*lusion Referen*es

C'(te)t*a+ Tea,-.(/ a(d Lear(.(/

I& I(tr'd*,t.'( Language is used for *ommuni*ation .et/een indi0iduals, /here0er human e,ist, language e,ist, that1s /hy all of us learn some language. There are any /ay to learn the language, someone *an take a *ourse or 2oin at s*hool. English as /e kno/, is one of the most im&ortant su.2e*ts that studied seriously in our so*iety. E0ery se*tor needs a &erson /ho has *a&a.ility and skill in English that is /hy &eo&le *on*ern a lot to study English. In this *ase, students are ha0ing tenden*ies to ha0e diffi*ulties in their &ro*ess of learning English. Those .e*ome the &ro.lem of English tea*hers to .e a/are of gi0ing effe*ti0e and a&&ro&riate /ay of tea*hing English as a foreign language. English tea*hers should .e a/are of some fa*tors that su&&ort students to learn English effi*iently. 3ne of the fa*tors is *hoosing and a&&lying the strategy of tea*hing English. There are some Tea*hing strategies, Translation 4rammati*al Method, 5ire*t Method, +ommuni*ati0e A&&roa*h, total Physi*al res&ond, +onte,tual Tea*hing and Learning and any others. +TL /as de0elo&ed .y The Washington State +on*ortium for +onte,tual Tea*hing and Learning that in0ol0ed uni0ersity, #! s*hool and some of institutes that a*ti0e in edu*ation in 6nited State. 3ne of its a*ti0ity is training and gi0ing a *han*e for tea*hers in Indonesia to learn the a&&roa*h of +onte,tual in 6nited States, through 5irektorat SLTP 5e&diknas. The &hiloso&hy of +TL /as rooted from &rogressi0isms of 7ohn 5e/ey. 7ohn 5e/ey, an e,&ert of *lassi*al edu*ation &ro&osed the theory of *urri*ulum and tea*hing methodology related to the student1s e,&erien*e and interest. Prin*i&ally, the students /ill learn effe*ti0ely if they *an make a *onne*tion .et/een /hat they are learning /ith the e,&erien*e they had, and also they a*ti0ely in0ol0e in learning &ro*ess in the *lassroom. 7ohn 5e/ey, as 8uoted .y 5onald freeman, said that, 9/hat an indi0idual has learned in the /ay of kno/ledge and skills in one situation .e*omes an instrument of understanding and dealing effe*ti0ely /ith the situation /hi*h follo/s. The &ro*ess goes on as long as life and learning *ontinue9. The theory of +ogniti0isme also influen*ed the &hiloso&hy of +TL. The students /ill learn so /ell if they a*ti0ely in0ol0e in the *lassroom a*ti0ities and ha0e a *han*e to in8uiry it .y their sel0es. Students /ill sho/ their learning a*hie0ement through the

real things that they *an do. Learning is regarded as an effort or intelle*tual a*ti0ity for de0elo&ing their idea through intros&e*tion a*ti0ity. :ased on t/o theories a.o0e, the +TL &hiloso&hy /as de0elo&ed. +TL is a &ro0en *on*e&t that in*or&orates mu*h of the most re*ent resear*h in *ogniti0e s*ien*e. It is also a rea*tion to the essentially .eha0iorist theory that ha0e dominated Ameri*an edu*ation for many de*ades. +TL is &romoted as the alternati0e for the ne/ learning strategy. +TL em&hasi-e the learning &ro*ess through ;*onstru*ting9 not memori-ing and tea*hing is inter&reted as an a*ti0ity of in8uiring &ro*ess not only transferring kno/ledge to the students. In +TL, student are e,&e*ted to de0elo& their o/n understanding from their &ast e,&erien*e or kno/ledge <assimilation=. It is im&ortant .e*ause our .rain or human mind fun*tioned as the instrument for inter&reting kno/ledge so that it /ill ha0e a uni8ue sense. Mean/hile, se0eral attem&ts ha0e .een made to define the meaning of +TL method. In the &ro*ess of sear*hing the meaning of +TL, /riter has found se0eral definitions a.out it from different resour*es. II& T-e !r.(,.0+e1 '2 C''0erat.3e Lear(.(/ %& C'(1tr*,t.3.14 +onstru*ti0ism is the foundation of +TL. The .asi* &remise is that an indi0idual learner must a*ti0ely ;.uild9 kno/ledge and skills. >o/e0er, all ad0o*ates of *onstru*ti0ism agree that it is the indi0idual1s &ro*essing of stimuli from the en0ironment and the resulting *ogniti0e stru*ture that &rodu*e ada&ti0e .eha0ior rather than the stimuli themsel0es. In the *lassroom tea*hing learning &ro*ess, the a&&li*ation of *onstru*ti0ism are a&&lied in fi0e ste& of learning that are a*ti0ating kno/ledge, a*8uiring kno/ledge, understanding kno/ledge, a&&lying kno/ledge and refle*ting on kno/ledge. The *onstru*ti0ism &aradigm has led us to understand ho/ learning *an .e fa*ilitated through *ertain ty&es of engaging, *onstru*ti0e a*ti0ities. This model of learning em&hasi-es meaning making through a*ti0e &arti*i&ation in situated *onte,t so*ially, *ulturally, histori*ally, and &oliti*ally. #& I(5*.ry :asi*ally, in8uiry is a *om&le, idea that means many things to many &eo&le in any *onte,ts. In8uiry is asking, asking something 0alua.le that related to the to&i* dis*ussed. In8uiry is defined as ;a seeking for truth, information or kno/ledge? seeking information .y 8uestioning. in a&&lying in8uiry a*ti0ity in the *lassroom tea*hing, there are se0eral ste&s that should .e follo/ed that are formulating &ro.lem, *olle*ting data through o.ser0ation, analy-ing and

&resenting data <through /ritten form, &i*ture, re&ort and ta.le= and finally, *ommuni*ating and &resenting the result of data to the readers, *lassmates, and the other audients. 6& 7*e1t.'(.(/ @uestioning is the mother of *onte,tual tea*hing and learning, the .eginning of kno/ledge, the heart of kno/ledge and the im&ortant as&e*t of learning. Sadker and Sadker, as 8uoted .y 'urhadi, mentioned the im&ortant of 8uestioning te*hni8ue in *lassroom tea*hing. They said, To 8uestion /ell is to tea*h /ell. In the skillful use of the 8uestion more than anything else lies fine art of tea*hingA for in it /e ha0e the guide to *lear and 0i0id ideas, and the 8ui*k s&ur of imagination, the stimulus to thought, the in*enti0e to a*tion. What1s in a 8uestion, you askB E0erything. It is the /ay of e0oking stimulating res&onse or stultifying in8uiry. It is in essen*e, the 0ery *ore of tea*hing. The art of 8uestioning is the art of guide learning. Sometimes, the tea*her asks to the students .efore, during and after the lesson. At other times, they are &osed effe*ti0ely .y the students to fo*us their o/n lesson, kee& them engaged and hel& them monitor their understanding of /hat /as learned. In a &rodu*ti0e tea*hing learning, 8uestioning a*ti0ity are useful for *he*king students *om&rehension, sol0ing &ro.lem fa*ed .y students, stimulating res&onses to the students, measuring student1s *uriosity, fo*using student attention, and refreshing students &rior kno/ledge. 8& Lear(.(/ C'44*(.ty In learning *ommunity, the result of learning *an .e gotten from gathering others and also *an .e taken from sharing /ith friends, other grou&s, and .et/een make out &erson and not. A*tually, learning *ommunity has the meaning as follo/sC a. 4rou& of learning /hi*h *ommuni*ate to share the idea and e,&erien*e, .. Working together to sol0e the &ro.lem and *. The res&onsi.ility of ea*h mem.er of learning grou&. It is sometimes forgotten that language *lasses o&erate as *ommunities, ea*h /ithin its o/n *olle*tion of shared understandings that ha0e .een .uild u& o0er time. The o0erall *hara*ter or ea*h language *lass is *reated, de0elo&ed, and maintained .y e0eryone in room. Ea*h *lass mem.er has a

s&e*ifi* role to &lay, e0en those /ith ostensi.ly lo/ &rofile su*h as Donlooker1 or Do.ser0er1 <noti*ing /hat is going on=, Dkno/er1 <.eing &ri0y to shared *lass understanding= and follo/er <rea*ting in the same /ay as e0eryone else to *ertain tea*her or student initiati0es=. 9& M'de+.(/ :asi*ally, modeling is 0er.ali-ation of ideas, tea*her demonstrates to students to study and a*ting /hat the tea*her need to .e im&lemented .y students. Modeling a*ti0ity *an .e summari-ed into demonstrates the tea*her1s o&inion and demonstrates ho/ does the tea*her /ant the student to learn. :& Re2+e,t.'(1 Refle*tion is the /ays of thinking a.out /hat the students ha0e learned and thinking a.out /hat the students ha0e done in the &ast. Refle*tion is figuration of a*ti0ity and kno/ledge that 2ust ha0e re*ei0ed. Tea*her need to do the refle*tions in the end of tea*hing learning &ro*ess. In the end of tea*hing learning &ro*ess, tea*her s&ends a little time and ask student to do the refle*tion. The reali-ation of refle*tion *an .e done .y gi0ing dire*t statement a.out the information that a*8uired in the lesson, some notes or 2ournal on student .ook, some im&ression and suggestion from students a.out the learning &ro*ess and dis*ussion. ;& A*t-e(t., A11e114e(t Authenti* assessment is a &ro*edure of a*hie0ement in the +TL. Assessments of students. &erforman*e *an *ome from the tea*her and the students. Authenti* assessment is the &ro*ess of *olle*ting the data that *an gi0e the des*ri&tion of student learning de0elo&ment. In the &ro*ess of learning, not only the tea*her that *an .e &la*ed to &ro0ide a**urate assessments of students. &erforman*e, .ut also students *an .e e,tremely effe*ti0e at monitoring and 2udging their o/n language &rodu*tion. They fre8uently ha0e a 0ery *lear idea of ho/ /ell they are doing or ha0e done, and if /e hel& them to de0elo& this a/areness, /e *an greatly enhan*e learning. Mean/hile, authenti* assessment has some *hara*teristi*s that areC a= In0ol0es real /orld e,&erien*e, .= Allo/s a**ess to information, *= En*ourages the use of *om&uter, di*tionary and human resour*es, d= Engages the students .y rele0an*e, e= 6ses o&en?ended format, f= In*ludes self?assessment and refle*tion,

g= Warrant effort and &ra*ti*e h= Identifies strength to ena.le students to sho/ /hat they *an do and i= Make assessment *riteria *learer to students

Essentially, the 8uestion that needs to ans/er .y authenti* assessment is ;5oes the students learn somethingB9 not ;What ha0e they already kno/nB9. So, the students are assessed through many /ays, not only assessed their e,amination test. III& Cate/'r.<at.'( '2 CTL

IV&

T-e C*rr.,*++*4 +urri*ula and instru*tion .ased on *onte,tual learning strategies should .e

stru*tured to en*ourage fi0e essential forms of learningC Relating, E,&erien*ing, A&&lying, +oo&erating, and Transferring. RELATING: Learning in the *onte,t of life e,&erien*e, or relating, is the kind of *onte,tual learning that ty&i*ally o**urs /ith 0ery young *hildren. As *hildren gro/ older, ho/e0er, &ro0iding this meaningful *onte,t for learning .e*omes more diffi*ult. The *urri*ulum that attem&ts to &la*e learning in the *onte,t of life e,&erien*es must, first, *all the student1s attention to e0eryday sights, e0ents, and *onditions. It must then relate those e0eryday situations to ne/ information to .e a.sor.ed or a &ro.lem to .e sol0ed. EX!ERIENCING: E,&erien*ingElearning in the *onte,t of e,&loration, dis*o0ery, and in0entionEis the heart of *onte,tual learning. >o/e0er moti0ated or tuned?in students may .e*ome as a result of other instru*tional strategies su*h as 0ideo, narrati0e, or te,t?.ased a*ti0ities, these remain relati0ely &assi0e forms of learning. And learning a&&ears to FtakeF far more 8ui*kly /hen students are a.le to mani&ulate e8ui&ment and materials and to do other forms of a*ti0e resear*h.

A!!LYING: A&&lying *on*e&ts and information in a useful *onte,t often &ro2e*ts students into an imagined future <a &ossi.le *areer= or into an unfamiliar lo*ation <a /ork&la*e=. In *onte,tual learning *ourses, a&&li*ations are often .ased on o**u&ational a*ti0ities. This ha&&ens most *ommonly through te,t, 0ideo, la.s, and a*ti0ities. Although, in many s*hools, these *onte,tual learning e,&erien*es /ill .e follo/ed u& /ith firsthand e,&erien*es su*h as &lant tours, mentoring arrangements, and internshi&s. COO!ERATING: +oo&eratingElearning in the *onte,t of sharing, res&onding, and *ommuni*ating /ith other learnersEis a &rimary instru*tional strategy in *onte,tual tea*hing. The e,&erien*e of *oo&erating not only hel&s the ma2ority of students learn the material, it also is *onsistent /ith the real?/orld fo*us of *onte,tual tea*hing. Em&loyers es&ouse that em&loyees /ho *an *ommuni*ate effe*ti0ely, /ho share information freely, and /ho *an /ork *omforta.ly in a team setting are highly 0alued in the /ork&la*e. We ha0e am&le reason, therefore, to en*ourage students to de0elo& these *oo&erati0e skills /hile they are still in the *lassroom. Students also must *oo&erate to *om&lete small?grou& a*ti0ities. Partnering *an .e a &arti*ularly effe*ti0e strategy for en*ouraging students to *oo&erate.

V&

Tea,-.(/ E L ba1ed '( C''0erat.3e Lear(.(/ ;+onte,tual tea*hing and learning is a *on*e&tion of tea*hing and learning that

hel&s tea*hers relate su.2e*t matter *ontent to real /orld situationsA and moti0ates students to make *onne*tions .et/een kno/ledge and its a&&li*ations to their li0es as family mem.ers, *iti-ens, and /orkers and engage in the hard /ork that learning re8uires.9 <:erns, #!! = E,am&les of *onte,tual tea*hing and learning theory strategies in*ludeC !r'b+e4"ba1ed ? +TL *an .egin /ith a simulated or real &ro.lem. Students use *riti*al thinking skills and a systemi* a&&roa*h to in8uiry to address the &ro.lem or issue. Students may also dra/ u&on multi&le *ontent areas to sol0e these &ro.lems. Worth/hile &ro.lems that are rele0ant to students1 families, s*hool e,&erien*es, /ork&la*es, and *ommunities hold greater &ersonal meaning for students.

U1.(/ 4*+t.0+e ,'(te)t1 " Theories of situated *ognition suggest that kno/ledge *an not .e se&arated from the &hysi*al and so*ial *onte,t in /hi*h it de0elo&s. >o/ and /here a &erson a*8uires and *reates kno/ledge is therefore 0ery im&ortant. +TL e,&erien*es are enri*hed /hen students learn skills in multi&le *onte,ts <i.e. s*hool, *ommunity, /ork&la*e, family=. Dra=.(/ *0'( 1t*de(t d.3er1.ty " 3n the /hole, our student &o&ulation is .e*oming more di0erse, and /ith in*reased di0ersity *omes differen*es in 0alues, so*ial mores, and &ers&e*ti0es. These differen*es *an .e the im&etus for learning and *an add *om&le,ity to the +TL e,&erien*e. Team *olla.oration and grou& learning a*ti0ities res&e*t students1 di0erse histories, .roaden &ers&e*ti0es, and .uild inter?&ersonal skills. S*00'rt.(/ 1e+2"re/*+ated +ear(.(/ " 6ltimately, students must .e*ome lifelong learners. Lifelong learners are a.le to seek out, analy-e, and use information /ith little to no su&er0ision. To do so, students must .e*ome more a/are ho/ they &ro*ess information, em&loy &ro.lem?sol0ing strategies, and use .a*kground kno/ledge. +TL e,&erien*es should allo/ for trial and errorA &ro0ide time and stru*ture for refle*tionA and &ro0ide ade8uate su&&ort to assist students to mo0e from de&endent to inde&endent learning. U1.(/ .(terde0e(de(t +ear(.(/ /r'*01 " Students /ill .e influen*ed .y and /ill *ontri.ute to the kno/ledge and .eliefs of others. Learning grou&s, or learning *ommunities, are esta.lished in /ork&la*es and s*hools in an effort to share kno/ledge, fo*us on goals, and allo/ all to tea*h and learn from ea*h other. When learning *ommunities are esta.lished in s*hools, edu*ators a*t as *oa*hes, fa*ilitators, and mentors. E40+'y.(/ a*t-e(t., a11e114e(t1 " +TL is intended to .uild kno/ledge and skills in meaningful /ays .y engaging students in real life, or Fauthenti*F *onte,ts. Assessment of learning should align /ith the methods and &ur&oses of instru*tion. Authenti* assessments sho/ <among other things= that learning has o**urredA are .lended into the tea*hingGlearning &ro*essA and &ro0ide students /ith o&&ortunities and dire*tion for im&ro0ement. Authenti* assessment is used to monitor student &rogress and inform tea*hing &ra*ti*es. <Wis*onsin?Madison, 6ni0ersity of, #!!!=

The 0arying strategies for im&lementing *onte,tual tea*hing and learning in*lude <:erns=C !r'b+e4"ba1ed +ear(.(/ H An a&&roa*h that engages learners in &ro.lem?sol0ing in0estigations that integrate skills and *on*e&ts from many *ontent areas. This a&&roa*h in*ludes gathering information around a 8uestion, synthesi-ing it, and &resenting findings to others. C''0erat.3e +ear(.(/ ? An a&&roa*h that organi-es instru*tion using small learning grou&s in /hi*h students /ork together to a*hie0e learning goals. !r'>e,t"ba1ed +ear(.(/ ? An a&&roa*h that fo*uses on the *entral *on*e&ts and &rin*i&les of a dis*i&line, in0ol0es students in &ro.lem?sol0ing in0estigations and other meaningful tasks, allo/s students to /ork autonomously to *onstru*t their o/n learning, and *ulminates in realisti* &rodu*ts. Ser3.,e +ear(.(/ ? An a&&roa*h that &ro0ides a &ra*ti*al a&&li*ation of ne/ly a*8uired <or de0elo&ing= kno/ledge and skills to needs in the *ommunity through &ro2e*ts and a*ti0ities. W'r?"ba1ed +ear(.(/ ? An a&&roa*h in /hi*h /ork&la*e, or /ork&la*e?like, a*ti0ities are integrated /ith *lassroom *ontent for the .enefit of students and often .usinesses.

VI&

T-e Stre(/-t1 a(d Wea?(e11 a& T-e Stre(/tThe strength of +onte,tual Tea*hing and Learning lay in o&&ortunity /hi*h &assed to all students to look after the e,&e*tation to go for/ard, to de0elo&ing talent that hidden ,and also kno/ the ne/est information , so the student *an e,ist in their so*iety en0ironment.

b& T-e Wea?(e11

The /eaknesses of +onte,tual Tea*hing and Learning is in a&&lying this strategy in *lass, .e*ause it needs the resour*e, fa*ilities , la.s and others that some s*hool ha0e not it. VII& C'(,+*1.'( +onte,tual tea*hing and learning is a *on*e&tion of tea*hing and learning that hel&s tea*hers relate su.2e*t matter *ontent to real /orld situationsA and moti0ates students to make *onne*tions .et/een kno/ledge and its a&&li*ations to their li0es as family mem.ers, *iti-ens, and /orkers and engage in the hard /ork that learning re8uires. The Prin*i&le of +onte,tual Tea*hing and Learning areC *onstru*ti0ism, in8uiry, 8uestioning, learning *ommunity, modeling, refle*tion, and authenti* assessment. The +ategori-ation of +onte,tual Tea*hing and Learning are

The +urri*ullum and instru*tion .ased on *onte,tual learning strategies should .e stru*tured to en*ourage fi0e essential forms of learningC Relating, E,&erien*ing, A&&lying, +oo&erating, and Transferring. Students also must *oo&erate to *om&lete small?grou& a*ti0ities. Partnering *an .e a &arti*ularly effe*ti0e strategy for en*ouraging students to *oo&erate. Tea*hing EFL .ased on +oo&erati0e Learning in*ludeC

Pro.lem?.ased@ U1.(/ 4*+t.0+e ,'(te)t1@ Dra=.(/ *0'( 1t*de(t d.3er1.ty@ S*00'rt.(/ 1e+2"re/*+ated +ear(.(/@ U1.(/ .(terde0e(de(t +ear(.(/ /r'*01@ a(d E40+'y.(/ a*t-e(t., a11e114e(t1& The 0arying strategies for im&lementing *onte,tual tea*hing and learning in*lude Pro.lem?.ased learning@ C''0erat.3e +ear(.(/@ !r'>e,t"ba1ed +ear(.(/@ Ser3.,e +ear(.(/, and Work?.ased learning& The strength of +onte,tual Tea*hing and Learning lay in o&&ortunity /hi*h &assed to all students to look after the e,&e*tation to go for/ard, to de0elo&ing talent

that hidden ,and also kno/ the ne/est information , so the student *an e,ist in their so*iety en0ironment. The /eaknesses of +onte,tual Tea*hing and Learning is in a&&lying this strategy in *lass, .e*ause it needs the resour*e, fa*ilities , la.s and others that some s*hool ha0e not it.

RE ERENCES

http://www.cord.org/contextual-teaching-and-learning/ http://www.texascollaborative.org/WhatIsCTL.htm http://theoriesincareertech.wikispaces.com/Contextual+Teaching+and+Learning+The or http://arisandi.com/men usun-model-pembela!aran-contextual-teaching-and-learningctl/ http://www.papantulisku.com/"#$#/#$/pembela!aran-kontekstual-contextual.html http://sholihah$%.blog.com/"#$$/#&/$'/contextual-teaching-and-learning/ http://www.scribd.com/doc/&#$()&"'/*/The-+rinciple-o,-CTL

htt&CGGhenikmd./ord&ress.*omG#!!)G!(G htt&CGGid.(./ikis&a*es.*omGfileG0ie/Gr* I? G*onte,tual?tea*hing?and?learningG ///.*hiron.0aldosa.eduG/huittG*ogysG*onstru*t.html