Method Of Teaching

TABLE OF CONTENS

TABLE OF CONTENS……………………………………………………… 1

CONTEXTUAL TEACHING AND LEARNING (CTL)…………………. 2

A. History Of Contextual Teaching Learning (CTL)……………………. 2

B. Definition Of Contextual Teaching Learning (CTL)………………….. 2

C. Characteristics Of CTL………………………………………………… 3

D. The Role Of Method CTL……………………………………………… 4

a. Students Rule……………………………………………………….. 4

b. Teacher Rule………………………………………………………... 4

E. Implementation In The Classroom……………………………………... 5

a. Principle of CTL…………………………………………………….. 5

F. Advantages and Disadvantages of CTL…………………………………. 7

a. Advantages………………………………………………………….. 7

b. Disadvantages……………………………………………………….. 7

CONCLUSION…………………………………………………………….. 8

REFERENCES…………………………………………………………….. 9

CONTEXTUAL TEACHING AND LEARNING

(CTL)

A. History Of Contextual Teaching Learning (CTL)

In the beginning, contextual teaching learning approach was derived from the theory of behaviorism and then continued with the theory of constructivism. According to Berns & Ericson (2001:2) behaviorism is teaching and learning theory that was proposed by EL.Thorrndike who suggested that learning resulted from links formed between stimuli and response through the application of rewards. It means that learners study behaviorism theory that emphasized in the observable behavior produce by a learner in order to response to the behaviorism theory. According to Berns & Ericson (2001:2) in constructivism , students could construct their own knowledge and experience, applying these ideas to a new situation and integrating the new knowledge gained with the pre-existing intellectual construct. In the case, constructivism as learning theory emphasized in the role of students rather than the teacher. In order they can find the solution from their problem that produce students’ critical thinking . this theory consist of authentic learning activity that is conducted in group.

B. Definition Of Contextual Teaching Learning (CTL)

Contextual Teaching Learning (CTL) is a conception of teaching and learning that helps teachers relate subject matter or content to real world situations and motivates students to make connections between knowledge and its applications to their lives. In contextual learning theory, learning occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them. CTL emphasizes the learning process through “constructing” not memorizing and teaching is not only a process of transferring knowledge to the students.

The CTL system is an educational process that help student see meaning in the academic subject with the context of their daily lives, that is, with the context of their personal, social, and cultural circumstances. CTL called contextual approach because the concept of learning that help teacher’s contents associate between lesson and real world situation with the students and encouraged students to make the relationship between knowledge held the implementations in their live as members of the society.

C. Characteristics of CTL

Johnson (2002:24) describes the characteristics of contextual teaching learning. There are eight main components in the contextual teaching and learning, they are:

1. Making meaningful connection

The students can make them selves, as the learner who learn and develop their needs actively and individually. They can work individually or and they can do learning by doing.

2. Doing significant work

The students can make relationship between school and society.

3. Self-regulated learning

The students do significant works that related to the purpose, another place, choices, and real product.

4. Collaborating

The students can work together. The teacher helps them to work in group effectively, and help them to understand how they interfere and communicate each other.

5. Critical and creative thinking

The students can use their thinking critically and creatively. The can analyze, make synthesis, solve the problem, and make decision by using logical facts.

6. Nurturing the individual

The students keep, motivate, and encourage themselves. They respect to their friends and the adults.

7. Reading high standard

The students know and reach the high standard. The teacher show them the way to get the “excellence”.

8. Using authentic assessment

The students use the academic knowledge to get the meaningful purpose in the real context world

D. The Role of The Method CTL.

a. Student Roles

In CTL, the students roles is central and active. It is a learner-domination method. The students make a lesson plan by themselves, do the activities, experience knowledge, and information, apply a context, coperat with order student and finally reflect their learning activities.

b. Teacher Roles

The teachers’ role in CTL is to plan, implement, reflect, and revise lesson. As teachers in CTL is regarded as facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge distributor. Activities that could be implemented in CTL involve problem-solving task. The problem based learning generates students to think critically to find the answer as well as learning. The students are encouraged to identify and evaluate existing knowledge and skill resources and then to make the best possible use of them. The students can begin with either a real or a simulated problem. Students then use critical thinking skills to lead them to a systematic approach of inquiry and to address the problem or particular issue.

E. Implementation In The Classroom.

a. Principles of CTL

In implementing CTL in the classroom, the teachers shall not miss out 7 principles underlying CTL. The seven principles include as follows:

1. Constructivism

Constructivism is the foundation of our thinking CTL, which emphasizes that learning is not just memorize, recall of knowledge but is a learning process where students themselves mentally active helps to build knowledge, which is based on knowledge structure.

2. Inquiry

Inquiry is a finding the essence of this part of contextual-based learning activities. Because acquired knowledge and skills students are expected not the result of considering a set of facts but the result of finding themselves. Activities found (inquiry) is a cycle consisting of :

· Observation,

· asking (questioning),

· field allegations (hiphotesis),

· data collection (gathering data),

· inference (conclusion).

3. Questioning

Learning is to be basically asking and answering questions. To ask can be regarded as a reflection of the curiosity of every individual, while answering the questions reflects a person’s ability in thinking. In the learning process, teacher does not submit the information for granted, but the lure for students to find themselves. Since questioning has very important role, because through the questions teachers can guide and lead students to find any material that is learned.

4. Learning Community

In CTL, learning can be done through study groups. Students are divided into groups whose members are heterogeneous. The teachers might combine slow and fast learners. Let each other learn in their group, who quickly pushed to help the slow learners.

5. Modeling

Modeling is an example to demonstrate something that can be imitated by every student. For example, the teacher gives examples of how to pronounce an English word.

6. Reflection

Reflection is the process of straightening out the experience has been learned done by re-organizing events or events that have gone through the learning. Through reflection on learning experiences, that will be included in students’ cognitive structure that will eventually become part of knowledge that has been formed

7. Authentic Assessment

Authentic assessment is the process where the teachers gather information about the students learning progress. This assessment is needed to determine whether students are actually learning or not. It is whether the knowledge of student has its positive impact to both intellectual and mental development in their live.

F. Advantages And Disadvantage of CTL

a. Advantage

1. Learning become more meaningful and real. This mean that students are required to grasp the relationship between the experience of studying in school to real life. It is very important, because the material was found with real life, not only for students the material that will work functionally, but the material learned will be embedded firmly in the memory of students, so not be easily forgotten.

2. Learning more productive and able to foster the strengthening of the concept to the students because the learning method adopted CTL flow constructivism, in which a students is led to find his own knowledge. Through the foundation of philosophical constructivism students are expected to learn through “experience” instead of “memorizing”.

b. Disadvantage

1. Teacher are more intensive in the lead. Because the CTL method, teacher no longer serves as a center of information. The task is to manage the classroom teacher as a team that work together to discover new knowledge and skills for students

2. Teacher provide opportunities for students to discover or implement their own ideas and invite students for being aware and consciously use their own strategies for learning. But in this context of course teachers need extra attention and guidance to students for learning purpose in accordance with what was originally applied.

CONCLUSION

Johnson (2002:24) describes the characteristics of contextual teaching learning. There are eight main components in the contextual teaching and learning, they are:

· Making meaningful connection

· Doing significant work

· Self-regulated learning

· Collaborating

· Critical and creative thinking

· Nurturing the individual

· Reading high standard

· Using authentic assessment

REFERENCES

1. Johnson,EB.2002. Contextual Teaching and Learning :what it is and why it is here to say. Thousand Oaks, California: Corwin Press, Inc.

2. http://myassignmentsbox.wordpress.com/2013/01/04/contextual-teaching-and-learning-ctl/

3. http://entreprenrs.blogspot.com/2011/05/contextual-teaching-and-learning-ctl.

Method Of Teaching

Selasa, 24 Juni 2014

Makalahku CTL

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