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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
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.
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.
ix
الملخص
مولودين، نصرهللا. تعليم اللغة اإلنجليزية كلغة األجنبية بناء على التعلم والتعليم السياق )دراسة
اإلثنوغرافية في مدرسة دار التوهيد فطرا باندونغ(
اإلنجليزية لخطط الدروس وتطوير المواد يهدف هذا البحث لمعرفة ولشرح كيف تصميم معلم اللغة
( في CTLالتعليمية واستخدام االستراتيجيات وإيجاد وحل الصعوبات وتقييم الطالب في التقديم )
تعليم اللغة اإلنجليزية في مدرسة دار التوهيد فطرا باندونغ. استخدام هذا البحث تصميم دراسة
بحث بمالحظات ومقابلة للمعلمين والطالب وتوثيق. إثنوغرافية الوصفي. ومصادر البيانات في هذا ال
تشمل إجراءات تحليل البيانات االعتراف والتنظيم والترميز والتقليل والتفسير والوصف. أن نتائج
( هناك بعض التغييرات في المحتوى أو في التنفيذ، تتكيف مع احتياجات االعتماد 1البحث منها: )
( يأخذ معلم اللغة 2تصميم خطط تعليم اللغة اإلنجليزية، ) وشخصية المدرسة، وحالة الطالب في
اإلنجليزية معظم المصادر من اإلنترنت مثل كامبريدج أو يوتيوب، ويقومون بتعديلها، ودمج هذه
المواد مع جو الطالب وشخصيات المدرسة، عالوة على ذلك، يتعين عليهم إعداد كتبهم اإلنجليزية
( التعلم التعاوني من خالل تطبيق منتدى 3اجات الطالب مع موضوع. )الخاصة بالمدارس لتلبية احتي
(، CTL( هي استراتيجية يستخدمها مدرسو اللغة اإلنجليزية في تطبيق )FGDمناقشة المجموعة )
( ميزانية وسائل اإلعالم الصغيرة، وقلة الوقت، وظروف منخفضة، والتحفيز، وتركيز الطالب 4)
شاء وسائطهم الخاصة مع الحد األدنى من الميزانية، وتقليل الوقت عن ( إن5تصبح حواجز المعلم، )
(، والتعامل مع الطالب وتحفيزهم بشكل مكثف، وذلك باستخدام استراتيجيات FGDطريق تطبيق )
( 6التدريس المختلفة، والتنسيق مع المعلمين اآلخرين، ودمج المواد التعليمية المنفذة لحل العقبات، )
اللغة اإلنجليزية تقييمات أصيلة في إجراء التقييمات التي تعد من خصائص ويستخدم مدرسون
(CTL( لذلك، يوصى للمدرسين والمؤسسات والباحثين اآلخرين بتطبيق .)CTL في تدريس اللغة )
اإلنجليزية من خالل النظر في جوانب معينة.
(، تعليم اللغة اإلنجليزية CTLياق )الكلمات المفتاحية: مدرس اللغة اإلنجليزية، التعلم والتعليم الس
كلغة األجنبية.
x
ACKNOWLEDGEMENT
حيم ن ٱلره حم ٱلره بسم ٱلله
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
xi
TABLE OF CONTENTS
APPROVAL SHEET ………………………………………………………..ii
APPROVAL SHEET ……………………………………………………….iii
APPROVAL SHEET …………………………………………………….…iv
APPROVAL SHEET ………………………………………………………..v
STATEMENT OF ORIGINALITY ………………………………………..vi
ABSTRACT ………………………………………………………………..vii
ACKNOWLEDGEMENT …………………………………………………..x
TABLE OF CONTENTS ………………………………………………..…xi
LIST OF TABLES ………………………………………………………....xv
LIST OF CHARTS …………………………………………………..……xvi
CHAPTER I. INTRODUCTION …………………………………………....1
A. Background of Study ………………………………………………....1
B. Research Focus and Sub-focus ……………………………………….6
C. Research Questions …………………………………………………..6
D. Research Objectives ………………………………………………… 7
E. Research Significances ……………………………………………….7
F. Limitation of Study …………………………………………………..8
CHAPTER II. LITERATURE REVIEW ……………...……………………9
A. English Language Teaching (ELT) ………………………………...…9
B. English Teaching in Islamic School …………………………………11
C. Contextual Teaching and Learning (CTL) …………………………..12
1. The Concept of Contextual Teaching and
Learning (CTL) ………………………………………………….12
2. Definition of Contextual Teaching and
Learning (CTL) ………………………………………………….13
3. Characteristics of Contextual teaching and
Learning (CTL) ………………………………………………….14
xii
4. Approaches for Implementing Contextual Teaching and
Learning (CTL) ………………………………………………… 16
5. Strategies of Contextual Teaching and Learning (CTL) ………...17
6. Principles of Contextual Teaching and Learning (CTL) ………...18
7. The Advantages of Implementing Contextual Teaching
and Learning (CTL) ……………………………………………..20
8. The Disdvantages of Implementing Contextual
Teaching and Learning (CTL) …………………………………...23
9. Comparison of Contextual and Traditional Instructions …….…24
D. Teaching English Using Contextual Teaching and
Learning (CTL) …………………………………………………...…26
E. The Procedures of Teaching English as Foreign Language
Based on Contextual Teaching and Learning ……………..……...…27
F. Case Study in Language Teaching …………………...…………...…28
G. Previous Studies ……………………………………………………..31
CHAPTER III. RESEARCH METHODOLOGY ……………...………….34
A. Research Setting …………………………………………………...34
B. Research Design …………………………………………………...34
C. Research Participants ………………………………………….......34
D. Research Instrument …………………………………………….....35
E. Data Collecting Techniques ……………………………………….35
F. Data and Data Resources ……………………………………….....36
G. Data Analysis Procedures ………………………………………….36
H. Trustworthiness …………………………………………………….37
CHAPTER IV. FINDING AND DISCUSSION ………………...………..40
A. Finding ………...…………………………………………………….40
1. Research setting …………………………………………...........40
xiii
2. The English Teacher’s Lesson Plan Design
in Implementing Contextual English Teaching …………………43
3. The English Teacher’s Development of Instructional
Materials in Implementing Contextual English Teaching ………46
4. The English teacher’s Strategies in Implementing
Contextual English teaching …………………………………….48
5. The English Teacher’s Difficulties in Implementing
Contextual English Teaching ……………………………...……58
6. The English Teacher’s Assessment of Instructional
Materials in Implementing Contextual English Teaching ………61
B. Discussion ……..……………………………………………………63
1. The English Teacher’s Lesson Plan Design
in Implementing Contextual English Teaching …………………63
2. The English Teacher’s Development of Instructional
Materials in Implementing Contextual English Teaching ………65
3. The English teacher’s Strategies in Implementing
Contextual English teaching ………………………………….....69
4. The English Teacher’s Difficulties in Implementing
Contextual English Teaching ………………………………...…77
5. The English Teacher’s Assessment of Instructional
Materials in Implementing Contextual English Teaching ………81
CHAPTER V. CONCLUSION AND SUGGESTION ……………………86
A. Conclusion ………………………………………………………….86
B. Suggestion …………………………………………………………..87
REFERENCES …………………………………………………………….88
APPENDICES ……………………………………………………………101
Appendix 1 Interview A (For The Teacher) ………………………….... 102
xiv
Appendix 2 Interview B (For The Students) ……………………………..119
Appendix 3 The Summary of Classroom Observation
Notes (CON 1-15) …………………………………………...138
Appendix 4 Interview Guide ……………………………………...………151
Appendix 5 The Example of Lesson Plan Design …………………..……155
Appendix 6 The Pictures ………………………………………………….165
Appendix 7 The Items of Questions and Answers in Form
of Computer Based Test (CBT) – Middle Test …………...…171
xv
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
xvi
LIST OF CHART
Chart 4.1 The English Teacher’s Development of Instructional
Materials in Implementing Contextual English Teaching ………46
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
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”.
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
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).
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
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?
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
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.
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
10
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
11
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
12
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
13
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
14
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
15
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
16
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
17
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.
18
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
19
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
20
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 and creative thinking.
f. Authentic Assessment
The assessment is based on the participation and performance how
students apply knowledge in the process of learning, not memorizing.
Therefore, the principles of Contextual Teaching and Learning
(CTL) should not only be understood, but also implemented in teaching
and learning process by the teachers in order to achieve the objective of a
subject and the successful learning and teaching.
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7. The Advantages of Implementing Contextual Teaching and
Learning
In implementing Contextual Teaching and Learning (CTL) in the
process of teaching and learning, there are several advantages of
Contextual Teaching and Learning (CTL) for students (Crawford, 2001,
and Johnson, 2002). The advantages of Contextual Teaching and
Learning (CTL) are:
a. The students find the benefit of learning in the classroom because
they can relate the subject to the real situation where they can make
connections between what they are learning and how that knowledge
will be used.
b. The teaching circumstance will call upon students’ active
participation in the teaching process since the students are actively
involved in learning process by awakening their entry behavior or
schemata (previous knowledge).
c. The students have got no more difficult time in understanding the
materials since they are provided many practices. This may result that
the students are actively engaged and encouraged to speak up since
they are free to say what they have in mind.
d. The students can share with their friends about the topic during the
teaching and learning process in the classroom. Realizing that
learning in group will give better results than learning alone, the
students can help other friends who have difficulties. As a result,
learning cooperation is encouraged.
e. The students have a chance to observe something by themselves and
finally make the conclusion of what they have observes that result in
finding something by themselves.
f. The teacher can find the students’ abilities, problems in acquiring the
knowledge during the teaching learning process so that the teacher
can describe the real competence of students to the subject matter.
Having said that, contextual teaching and learning stands as a
concept that helps the teachers and students relate the meaning through
prior and new knowledge to get new understanding. So, it is an
expectation that the approach can give benefits for teacher and students
in teaching learning process.
In addition, Depdiknas (2002) ilustrated that Contextual Teaching
and Learning (CTL) motivates the learner to take a charge of their own
learning and to relate between knowledge and its application to the
various contexts of their lives. Then, it can produce the process of
learning more meaningful because the students can enjoy their own
learning by doing the practical activity (Depdiknas, 2002). The last, it
can strengthen students’ memory and understanding of the concept
22
because the students are learning through the material that has taken from
their experience and new knowledge (Depdiknas, 2002). In other words,
they relate their prior and new knowledge to get new understanding. So,
they will easily remember, recall, and comprehending the material.
Johnson (2014, p. 64) addressed several advantages of
Implementing Contextual Teaching and Learning (CTL). First, self-
discovery will not occur if the whole students in one group consits of
weak students. Second, it forces the teacher to make special preparation
before teaching in the classroom because the teacher needs appropiate
kinds of media. Third, it spends much time during teaching learning
process. Finally, the teacher will find it relatively effective to teach a
language as means of communication.
Furthermore, Nurhadi and Senduk (2003, p. 23) stated more about
the the strength of Contextual Teaching and Learning (CTL). The
following strengths of the Contextual Teaching and Learning (CTL) are
summed up by the researcher from their explanation:
a. Learning to be more meaningful and real. This means that students
are required to be able to understand the relationship between the
learning experience at school with real life. This is very important
because with correlating material that can be found with the real life,
not only for the students of that material will serve functionally, but
the material he had learned would be closely embedded in the
memory of the students. So, will not be easily forgotten;
b. Learn more productive and able to encourage the reinforcement of
concepts for students to learn methods because CTL embraced
Constructivism, where the flow of students was led to find it yourself.
Through basic philosophical Constructivism, students are expected to
learn through their own experience, not through memorization.
Additionaly, Alwasilah (2010, p. 87) explained more about the
advantages and of using Contextual Teaching and Learning (CTL) in the
process of teaching and learning process. The advantages are as follows:
a. Contextual Teaching and Learning (CTL) encourages students to be
more active and involve directly in teaching and learning process
b. Topic discussed in the material is related to the students’ environment
c. The knowledge that the students get before can be reinforced
d. There are connections between knowledge that students get and its
application to their lives
e. Students are more aware of its benefits of learning because the
teacher relates the material being taught to the students’ real events or
activities
f. Students are supposed to perform some activities that the model does
g. Students seek truth, information, and knowledge by themselves
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h. Students are provoked in order to have curiosity
i. Students are given a chance to share their ideas each other
j. Assessment is adapted with the material the students have learned
k. Students can learn from the mistakes they did during teaching
learning process
l. Contextual Teaching and Learning (CTL) helps students remember
the material they have studied easily. They could remember the
material in long-range life.
In short, Contextual Teaching and Learning (CTL) brings the
students into the situation where they study more independent, active,
and cooperative by their teacher guidance and control.
8. The Disdvantages of Implementing Contextual Teaching and
Learning
Beside the advantages of implementing Contextual Teaching and
Learning (CTL), the teacher will also find out several disadvantages in
implementing it during the process of teaching and learning. Nurhadi and
Senduk (2003, p. 24) explain that there are two disadvatages will
possibly faced by the teacher:
a. The teacher is more intensive in the Guide. Because of the method in
the CTL. Teachers no longer serve as an information center. The task
of the teacher is to manage the class as a team that works together to
discover new knowledge and skills for students. Students are seen as
an individual. A person's study skills will be affected by the level of
development and the extent of its own experience. Thus, the role of
the teacher is not as an instructor or "rulers" that forces the will but
rather the teacher is supervising students so that they can be studied
in accordance with the stage of its development;
b. The teacher gives the opportunity to students to find or implement
your own ideas, and invite students to knowing and knowingly using
their own strategies for learning. However, in this context surely
teachers need extra guidance and attention towards the students to
learning objectives in accordance with what is applied again
Furthermore, when teachers implement Contextual Teaching and
Learning (CTL) in their teaching, the weakness of Contextual Teaching
and Learning approach emerges. Johnson (2014, p. 13) assumed that
“teacher must look at each child in the classroom expressly to understand
that child’s emotional state, learning style, English speaking skills,
cultural and racial context, or even financial circumstance”. Contextual
also directs our thinking toward experience. When ideas are experienced,
used in context, they have meaning. Johnson (2014, p. 13) also stated that
Contextual Teaching and Learning (CTL) always “resonates with the
24
vocational technical community, began to be accepted by those teaching
academic material. Intuitively, educators knew it made sense to teach
abstract subjects such as mathematics or chemistry by having students do
practical, real world assignments”. In other words, students in, say
automotive and manufacturing technology programs had always
mastered technical skills by practicing hands on learning.
Additionaly, Alwasilah (2010, p. 56) explained more about the
disadvantages of using Contextual Teaching and Learning (CTL) in the
process of teaching and learning process. They are faced not only by the
teacher, but also by the students. The disadvantages are summed up as
follows:
a. The students imitate what the teacher does. If the teacher does
mistakes, students will do too.
b. Class will be noisy since the students are supposed to be active in
teaching learning and there are group activities.
c. The teacher needs a lot of energy because he or she has to make the
class alive. He or she plays the important role in the class activities.
To conclude, although Contextual Teaching and Learning (CTL)
has its advantages, it also has disadvantages for both, teacher and student,
during teaching and learning process.
9. Comparison of Contextual and Traditional Instructions
There are some differences between contextual teaching and
learning and traditional instruction. Traditional instruction is an
instruction that emphasizes in conventional way and it still applies the
importance of memorization not construction the materials from the real
context based on experience. It still stresses in teacher’s role than
students. In contrast, Hudson (2007, p. 56) stated that “contextual
instruction is in the opposite, constructing the active learning and
building the comprehensive understanding based on the context”. It
means that Contextual Teaching and Learning (CTL) encourages the
students to construct their own learning based on their real context and
experiences.
When teachers teach by using traditional instruction, it may bring
the students into several things, such as rely on rote memory, typically
focus on single subject, the value of information is determined by
teacher, fill students with deposits of information until needed, and
assessment of learning is only for formal academic occasions such as
exams (Johnson, 2014, p. 98). It indicates that the students do not have
the wider space to move, to express what they have freely, and to
develop their creativity based on their interest. Consequently, some
25
students are becoming passive student or even bored and not interested in
joining the process of teaching and learning.
In contrast, when the educators implement contextual instruction
in teaching, the students may meet with what they need because “it relies
on spatial memory, typically integrates multiple subjects, the value of
information is based on individual need, relates information with prior
knowledge, and authentic assessment through practical application or
solving of realistic problem” (Johnson, 2014, p. 102). It shows that the
students have the wider space to move, to demonstrate their experiences,
and to increase their creativity based on their prior knowledge. It is
probably helped and guided by the teacher how to achieve the successful
learning which is not focusing on the result of study but focusing on how
the students learn the content form the context. Therefore, the process of
learning will be meaningful for them and they will be enjoyable in
joining the class.
Additionaly, Nurhadi (2002, p. 7) illustrated the differences
between Contextual Teaching Learning (CTL) and Conventional
Learning as follows:
Table 2.1 The Differences Between Contextual Teaching
Learning (CTL) and Conventional Learning
Learning Content Contextual Learning Conventional Learning
1 2 3
Learning truth 1. The learning content
always connects to the
real life and it is gained
from students’ daily
environment
2. Attitude is developed by
self consciousness
3. Skill is improved based
on students’
understanding
1. Content of the
subject material
consist of concept
and abstract theory
without consider the
benefit for students
2. Attitude is
developed by
students’ habit
3. Skill is improved
based on exercise
Learning model Students can switch their
idea each other take and
give information through
group activities like group
work, discussion, and group
practicum.
Students do the learning
activity individually,
and the dominant
activities are making
note, memorizing,
accepting teacher
instruction.
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Learning Activity Students as the learning material by their self.
Students as the learning object just receive the
information from the
teacher.
Based on the Table 2.1 above, it can be identified that the difference
between Contextual Teaching and Learning (CTL) and conventional learning
was in the students’ activeness, where in Contextual Teaching and Learning,
students are more active, cooperative, and responsive rather than in
comventional learning.
D. Teaching English Using Contextual Teaching and Learning (CTL)
Contextual Teaching and Learning (CTL) facilitates teachers relating
subject matter content to real world situations and motivate students to make
connections between knowledge and its applications to their lives as family
members, citizens, and workers and engage in the hard work that learning
requires (Johnson, 2014). With this concept, the result of learning will
become more meaningful for students, which makes learning interesting for
them.
Johnson (2014, p. 3) also assumed that Contextual Teaching and
Learning (CTL) is 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 are able to make connections, the more meaning content will hold
for them. It means that the teacher’s job in Contextual Teaching and
Learning (CTL) is to provide context to students. The more students are able
to connect their academic lessons to this context, the more meaning they will
derive from these lessons.
In addition, The Washington State Consortium for Contextual
Teaching and Learning (CTL) in Johnson (2014, p. 38) defines that
Contextual Teaching and Learning is teaching that “enables students to
reinforce, expand, and apply their academic knowledge and skills in a variety
of in school and out-of-school settings in order to solve simulated or real-
world problems”. Contextual learning occurs when students apply and
experience what is being taught referencing real problems associated with
their roles and responsibilities as family members, citizens, students, and
workers. Contextual teaching and learning emphasizes higher-level thinking,
knowledge transfer across academic disciplines, and collecting, analyzing,
and synthesizing information and data from multiple sources and viewpoints.
It can be concluded that Contextual Teaching and Learning (CTL)
helps students to use their knowledge in their real lives in their society in the
process of learning to study English. In addition, the students will have more
27
activities to process information that they have based on the content and
context that teachers provide. In other words, Contextual Teaching and
Learning (CTL) system is an educational process that aims students see
meaning in the academic materials they are studying by connecting academic
subjects with the context of their daily lives, that is, with the context of their
personal, social, and cultural circumstances.
This means that the teachers have to find topics or themes that are
meaningful for the students and can be found in the students’ real lives. For
example, in the teaching of English, the teachers have to give themes that
students experience in their family, society, or culture. If the students are
Indonesian students who live in Bandung or even study in Islamic boarding
school, the themes or topics are not far from their society or culture. The
teachers should not give a topic about Disneyland because the students have
never experienced it before.
E. The Procedures of Teaching English as Foreign Language Based on
Contextual Teaching and Learning
Contextual instruction is commonly known as CTL (Contextual
Teaching and Learning). Contextual Instruction (Contextual Teaching and
learning) is the concept of learning that help teachers link between the
materials taught to the students real-world situations and encourage students
to make connections between the knowledge possessed by its application in
their lives every day (Johnson, 2014, p. 31). Contextual instruction is
suitable applied in Indonesian Education because contextual instruction is a
concept of study which help teacher to correlate material and the real
situation (Alwasilah, 2010, p. 19). Contextual instruction also helps students
to apply the knowledge they have in their daily life. The instruction occurs
naturally. Strategy of the study is more important than the result of the study.
Alwasilah (2010, p. 25) pointed out some procedures that the teacher should
do in Implementing Contextual Teaching and Learning (CTL) such as
choosing a theme, determining the concepts being studied, determining the
activities to investigate the concepts listed, determining the related subjects
(in the form of diagrams), reviewing the activities & related subjects,
determining the sequence of activities, and preparing follow-up.
In addition, in contextual instruction, teacher is a guide of the
students. Most of teacher’s job in a contextual class is relate with the
strategy. Teacher helps and guides the students to find another new thing
based on the students’ discussion. By learning subjects in an integrated,
multidisciplinary manner and in appropriate contexts, students are able to use
the acquired knowledge and skills in applicable contexts. Johnson (2014, p.
41) stated that the ideal process of teaching and learning by implementing
Contextual Teaching and Learning would be three-fold: (1) students review
28
what they already know related to the new concept; (2) they learn about and
practice the new concept; and (3) they tie what they have learned to a real
life scenario. The core of contextual instruction is students’ center.
Therefore, it can be concluded that contextual instruction in teaching
English are:
a. Holistic educational process to motivate the students in understanding the
material and correlate it in the daily life (personal context, social context
and cultural context) so the students have knowledge and skill. These
knowledge and skill can be applied (transferred) from a context to other
context.
b. learning concept to help teacher correlate the material given with the real
situation and to push the students to make the relationship between
material given and the application in their daily life as the member of a
family and society.
In teaching English as foreign language based on Contextual
Teaching and Learning (CTL), Crawford (2001, p. 19) explained seven
practical steps used the strategy instruction on contextual approach that the
English teacher can adapt and adopt:
a. Develop the idea that children will be learning more meaningful by
working alone, find themselves and construct their own knowledge and
new skills.
b. Conduct inquiry as far as possible activities for all topics.
c. Develop students' curiosity by asking questions.
d. Create a learning society (learning in groups)
e. Presents the model as an example of learning.
f. Do the reflections at the end of discovery.
g. Do the actual valuation in various ways.
In short, the English teacher can use those practical steps as the
guidance in teaching English as foreign language based on Contextual
Teaching and Learning (CTL).
29
F. Case Study in Language Teaching Research
Case study research has played a very important role in applied
linguistics since the field was established, particularly in studies of language
teaching, learning, and use. The case in such studies generally has been a
person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small
number of individuals on their own or in a group (e.g., a family, a class, a
work team, or a community of practice) (Duff, 2014).
The cases are normally studied in depth in order to provide an
understanding of individuals’ experiences, issues, insights, developmental
pathways, or performance within a particular linguistic, social, or educational
context. Rather than discuss constructs, hypotheses, and findings in terms of
statistical patterns or trends derived from a larger sample or survey of a
population of language learners, as in some quantitative research, a
qualitative case study of a person presents a contextualized human profile
(Richards, 2011, p. 19).
Case study has contributed substantially to theory development,
generating new perspectives or offering a refutation or refinement of earlier
theories in applied linguistics by analyzing linguistic, cultural, and social
phenomena associated with children, adolescents, young adults, and older
adults. In recent years, the purview of case studies in applied linguistics has
expanded to include many previously underrepresented topics, linguistic
situations, theoretical perspectives, and populations (see, e.g., Casanave,
2010; Duff, 2008a, 2012a, 2012b; Harklau, 2008; K. Richards, 2011).
Woodside (2010,p. 3) stated that there are twelve principles on
conducting case study research such as configural, modeling not net effects,
unconscious not conscious thinking, dynamic not cross sectional designs,
multiple routes not one model only, predictive validity not only a best fitting
model, context not context free, conjunctive-disjunctive not compensatory
decision-making, systems thinking not independent versus dependent
conditions, multi-person not one-person, satisfy not optimize decisions,
unobtrusive evidence not just obtrusive interviews or observations, visual
not just verbal data collection and interpretation.
According to the time dimension, in a case study, one or more cases
can be investigated. When examining one case, we refer to a singular case
study, and a multiple or plural case study is used to describe a study
examining several cases. In multiple case studies, each case is studied as if it
is a singular study and is then compared to other cases. The analysis of each
following case is built on the knowledge obtained in the analysis of previous
cases. For singular and multiple case studies, Thomas suggests an additional
classification, according to the type of time dimension. The types of singular
case studies, regarding time dimension, are as follows (Thomas 2011, p.
517):
30
a. Retrospective case studies: The simplest type of study; it involves the
collection of data relating to a past phenomenon of any kind. The
researcher is looking back on a phenomenon, situation, person, or event
and studying it in its historical integrity.
b. Snapshot studies: The case is being examined in one particular period of
time, such as a current event, a day in the life of a person, a diary, etc.
Whether a month, a week, a day, or even a period as short as an hour, the
analysis is aided by the temporal juxtaposition of events. As the snapshot
develops, the picture presents itself as a Gestalt over a tight timeframe.
c. Diachronic studies: Change over time and are similar to longitudinal
studies.
d. Nested studies: Involve the comparison of elements within one case
(nested elements). With nested studies, the breakdown is within the
principal unit of analysis. A nested study is distinct from a
straightforward multiple study in that it gains its integrity– its
wholeness– from the wider case.
e. Parallel studies: The cases are all happening and being studied
concurrently.
f. Sequential studies: The cases happen consecutively, and there is an
assumption that what has happened at one time point or in an intervening
period will in some way affect the next incident.
According to the theory formation, George and Bennett (2005, p. 75-
76) present six types of case studies classified according to whether they
contribute to theory building:
a. Atheoretical/configurative idiographic case studies: Illustrative case
studies that do not accumulate or contribute directly to theory.
b. Disciplined configurative case studies: Use established theories to
explain the case.
c. Heuristic case studies: Identify new, unexpected paths; for such studies,
marginal, deviant, or outlier cases may be particularly useful.
d. Theory-testing case studies: Studies that assess the validity and scope
conditions of single or competing theories.
e. Plausibility probes: Preliminary studies used to determine whether
further examination is warranted.
f. Building Block studies: Studies of particular types or subtypes of a
phenomenon that when put together, contribute to a more comprehensive
theory.
Creswell (2012, p. 477) described several advantages and
disadvantages of using case study method in language teaching study. The
following explanations are the advantage of case study method:
31
a. Intensive study: Case study method is responsible for intensive study of a
unit. It is the investigation and exploration of an event thoroughly and
deeply.
b. No sampling: It studies a social unit in its entire perspectives. It means
there is no sampling in case study method.
c. Continuous analysis; It is valuable in analyzing continuously the life of a
social unit to dig out the facts.
d. Hypothesis formulation; This method is useful for formulation of
hypothesis for further study.
e. Comparisons: It compares different type of facts about the study of a
unity.
f. Increase in knowledge: It gives the analytical power of a person to
increase knowledge about a social phenomena.
g. Generalization of data: Case study method provides grounds for
generalization of data for illustrating statistical findings.
h. Comprehensive: It is a comprehensive method of data collection in social
research.
i. Locate deviant cases: The deviant cases are these units which behave
against the proposed hypothesis. Thus, it locate these deviant cases. The
tendency is to ignore them but are important for scientific study.
j. Farming questionnaire or schedule: Through case study method we can
formulate and develop a questionnaire and schedule.
On the other hand, Creswell (2012, p. 477) explained several
disadvantages of using case study method in educational study. The
following are the explanation of disadvantages of case study:
a. Limited representatives: Due to as narrow focuses a case study has
limited representatives and generalization is impossible.
b. No classification: Any classification is not possible due to studying a
small unit.
c. Possibility of errors: Case study method may have the errors of memory
and judgment.
d. Subjective method: It is a subjective method rather than objective.
e. No Easy and Simple. This method is very difficult and no layman can
conduct this method.
f. Bias can occur: Due to narrow study the discrimination & bias can occurs
in the investigation of a social unit.
g. No fixed limits: This method is depend on situation and have no fixed
limits of investigation of the researcher.
h. Costly and time consuming: This method is more costly and time
consuming as compare to other methods of data collection.
32
G. Previous Studies
In teaching English, teachers or educators may select and implement
several approaches by considering the students’ need, condition, and prior
knowledge. Consequently, they must select or even mix the appropriate
methods or approaches in teaching English in order to help the students
understanding English easily. One of approaches that English teachers use is
Contextual Teaching Learning (CTL). Concerning this, some previous
researchers have conducted the study with the different subject. Satriani, et
al. (2012), in Indonesian Journal of Applied Linguistics entitled “Contextual
Teaching and Learning Approach to Teaching Writing”, reported a study on
the implementation of contextual teaching and learning approach to teaching
English writing to second graders of a Junior High Shool in Bandung. The
study aims to investigate the strategies of Contextual Teaching and Learning
(CTL) and the advantages of using Contextual Teaching and Learning (CTL)
approach. The findings revealed that the teaching writing program was
successful to improve students’ recount writing skill. Specifically, they
showed some improvement on schematic structure, grammar roles, and
graphic features. Moreover, the data from observation, interview, and
documentation of students’ text showed some benefits of Contextual
Teaching and Learning (CTL).
In addition, Arianto (2011), in Journal on English as a Foreign
Language entitled “The Implementation of Contextual Teaching and
Learning (CTL) in Teaching English”, has conducted the qualitative research
focused on describing the implementation of Contextual Teaching and
Learning (CTL) in teaching English, and investigating the teacher’s
difficulties in implementing Contextual Teaching and Learning (CTL) in
teaching English at the seventh grade students of SMPN-1 Palangka Raya.
The study revealed that the implementation of Contextual Teaching and
Learning (CTL) implemented by the teacher was through some components
of Contextual Teaching and Learning (CTL) which were applied more
frequently than others. The questioning, learning community, and modeling
were frequently applied. Then, the problems faced by the teacher were the
condition of the students who still made some noise, the large amount of
students in the class, little attention from the students, and the shyness from
the students to speak up.
Then, Aprizani (2016), in Studies in English Language and Education
entitled “Improving Reading Comprehension Using Contextual Teaching
and Learning (CTL)”, has been conducted the quantitative study aimed to
find out whether teaching-learning reading comprehension using Contextual
Teaching and Learning (CTL) would get better results than using Direct
Instruction approach in Islamic University of Kalimantan Muhammad
Arsyad Al-Banjari. The researcher found that Contextual Teaching and
33
Learning (CTL)was more effective than Direct Instruction because the null
hypothesis was rejected and the alternative hypothesis was accepted so that
Contextual Teaching and Learning (CTL) was found to be better for teaching
reading skills. Contextual Teaching and Learning (CTL) also encouraged
materials that are related to the students’ surrounding so that it helped them
use English related to their daily activities.
Besides focusing on English general, writing, and reading conducted
by the researchers above, Anggraeni (2012), in her unpublished doctoral
dissertation entitled “The Implementation of Contextual Teaching and
Learning (CTL) in Teaching Speaking at the First Year of SMP Negeri 3
Juwana Pati”, focused on describing he implementation of Contextual
Teaching and Learning (CTL)in teaching speaking, identifying the problems
faced by the teacher, and describing the strengths and weakness of
Contextual Teaching and Learning (CTL) in teaching speaking at the first
year of SMPN 3 Juwana. The result showed that there were five things in
implementation of Contextual Teaching and Learning (CTL) in teaching
speaking.
The first, the objectives of Contextual Teaching and Learning (CTL)
in teaching speaking were to introduce English as the first foreign language
to be learned. The second, the instructional materials in Contextual Teaching
and Learning (CTL) in the classroom, the teacher used modeling with some
pictures to teach the lesson of speaking skill. It was used to support the
students understanding the lesson. The third, the roles of teacher in teaching-
learning processes using Contextual Teaching and Learning (CTL) were as
facilitator, controller, transferor and evaluator and the roles of students were
as the player and the partner of the study. The fourth, the learning
assessments conducted were also items that are used for evaluating the
student’s achievement. The fifth, the procedure of teaching was dividing
three steps such as initial, central and final activities. Then, the problems
faced by the teacher were limited time, unstable motivation of the students
Contextual Teaching and Learning (CTL) different capability of the students.
In addition, some strengths of Contextual Teaching and Learning (CTL) in
teaching speaking were teaching-learning process could be more interesting,
gave some meaning to the students, the condition became more productive,
and the students had more bravery while the weaknesses of Contextual
Teaching and Learning (CTL)in teaching speaking were teacher was more
intensive and some students were not happy if doing discussion in the
classroom.
Above all, the studies of the implementation of Contextual Teaching
and Learning (CTL) in teaching English has been conducted by several
researchers that focus on general English or particularly on specific English
skills such as speaking, reading, and writing. Therefore, this recent study
34
attempted to figure out not only how the teacher implements Contextual
Teaching and Learning (CTL) in teaching English, but also how the teacher
develops materials and designs the lesson plan in Contextual Teaching and
Learning (CTL) through case study.
35
CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
The researcher provided three things in the setting of research: place,
time, and condition. The place of conducting the present study was located
ECO Pesantren Daarut Tauhid, Bandung. Due to the limited time, the
research was held only in one semester in order to gain the data deeply and
comprehensively. The research was organized at the tenth, eleventh, and
twelfth grade of SMK in ECO Pesantren Daarut Tauhid, Bandung. The
researcher was directly involved in several meetings of English class because
there was a quiz, mid test and final test in particular meetings so that the
researcher could not join the class in every meeting. The last thing was the
condition of the research in which the teacher and the students in all grades
of English class took a part in the process of teaching and learning English.
B. Research Design
This research is a qualitative study which employs case study due to
the research is intended to reveal all aspects of the process of teaching and
learning, symptoms and events that occurs in the natural setting as they are,
without being affected by any purposes. This method is used to discover the
phenomenon as seen from participants’ point of view (Creswell, 2007).
Thus, case study is a study which attempts to discover and explain the
phenomenon in a human activity through the setting of human which is
emerged after the first description to understand the aspects of the people
points of view or groups of people that were observed not based on the
researcher’s perception. In line with that definition, this study was conducted
to reveal and describe how the teachers implement CTL approach in teaching
English in SMK Daarut Tauhiid Putra. In addition, this research was
employed to analyze the problems encountered by the teacher in
implementing CTL in teaching English and how the teachers solve them.
C. Research Participants
The participants of the research were people who took a part in the
process of teaching and learning English in the classroom. People who
involved in teaching and learning English were the English teachers and the
students. Therefore, the participants were the English teacher in SMK Daarut
Tauhiid Putra Bandung. In addition, the researcher took three students as the
informants from each grades in order to gain the data deeper. This was
realized due to the efficiency and effectiveness of conducting the research
project.
D. Research Instrument
In collecting the data, the researcher utilized an interview guide as the
instrument of the research. Some tools were also used in this study such as
audio recorder, photo camera, and video recorder in order to help the
researcher in gaining the data.
The researcher did not use the observation guide during the process
of teaching and learning English while Contextual Teaching and Learning
(CTL) implemented by the teachers because it was recorded naturally by
using the video recorder in order to help the researcher in observing the
condition, situation, and activities during the process of teaching and
learning English from the beginning until the end. In addition, the
observation was held in all classes in senior high school level when the
English teachers had the teaching schedule at the classes. Next, the interview
guide was utilized to the teachers and nine students in order to obtain the
data the deeply. In doing documentation technique, the researcher used photo
and video camera to record the process of teaching and learning English by
implementing Contextual Teaching and Learning (CTL) so that the
researcher could gain the recording of all activities in English class. Besides,
the researcher also asked the syllabus as the document technique to the
teacher in order to analyze and confirm what he precisely did in
implementing Contextual Teaching and Learning (CTL) in his English class.
E. Data Collection Techniques
Before conducting and gaining the data, the researcher did several
activities such as asking and getting permission from the principle and
teachers, and determining the schedule when the process of collecting data
can be implemented, and. Then, after getting the permission and introducing
the research to them, the researcher organized to collect the data by
employing the several techniques pointed out by Ary et al. (2010, P. 461)
such as observation, documentation, and interview. To see the detail how the
writer organizes the study, the following explanations briefly illustrated how
the researcher implements those:
1. First, In this study, observation is the primary data collection tool in case
study but other common means of collecting data include interviewing,
document analysis, and researcher’ diaries. Thus, to obtain the
information deeply, the observation was held in the classroom. In the
process of conducting the research, all activities in the process of teaching
and learning English in which Contextual Teaching and Learning (CTL)
was implemented are observed by recording and taking a picture from the
beginning until the end of the teaching and learning English process in
several meetings based on the teacher and researcher’s agreement. In
addition, the observation also was held in the classroom during the
process of teaching and learning English where all students involved in
this class.
2. Second, in collecting the data, several documents such as the syllabus,
lesson plans, photos, and videos were gathered in order to obtain the clear,
brief, and precise data description in understanding the research focus.
The documents above would be analysed to dig the specific research
findings in order to support and get the solid data from the other sources.
3. Third, collecting data through interviewing form is one of the most widely
used and basic method for obtaining qualitative data by aiming at
understanding the experience people have and the meaning they make of
them rather than to test hypotheses. Concerning the interview as the data
collecting technique, several formats of interview can be implemented in
qualitative study such as structured interview, semi-structured interview,
and unstructured interview. Therefore, the researcher employed the open-
ended and unstructured format of the interview. The interview in this
research was divided into two sections. The first interview concerned with
the English teachers while the second focused on the nine students. This
was arranged and done by the researcher in order to gain the information
that the researcher did not get during observing the process of teaching
and learning English and to verify the observation.
F. Data and Data Resources
Regarding the character and the form of this research, the type of the
data in this study is qualitative data. There are several ways in generating
data are group discussions or focus groups, observations, reflective field
notes, texts, pictures, and other materials. Therefore, the data of this research
will be the documents of the course plans, photo, video, and transcript. The
data will be obtained from several resources such as the students, the teacher,
the syllabus, and the classroom activity.
G. Data Analysis Procedures
In this study, the researcher used the qualitative data procedures as
addressed by Creswell (2007). Therefore, the researcher brings them into
several stages in this study as follow:
1. Familiarizing and Organizing
This refers to the process of how the researcher makes the mass of data
from several sources such as interview, observation, documentation, and
field notes can be easily retrieved. It means that the researcher read and
reread the notes and transcripts, view and review the videotapes from
observation, and listen repeatedly to the audiotapes from interview.
Having said that, the data from all sources will be put by the researcher
into a form ready for analysis. Preferably, transcription will be made of
all data, including tape-recorded interviews, video recording, and
handwritten field notes. Besides, as transcriptions are made, the
researcher also make notes that provide nonverbal information that can
give added meaning. After being familiar with the mass of data which
have been transcribed, the researcher begins to organize them into
several arrangement parts, for example, by interview, by questions, by
people, or by places.
2. Coding and Reducing
After familiarizing with the data and organizing them for easy retrieval,
the researcher begins to code them. Therefore, the researcher starts to
identify the paragraphs, sentences, and words from the transcripts in
order to get insight. Then, he labels each of them into particular code by
numbering or lettering based on the subject. Beyond the subject, the
researcher also brings a framework for analysis, a set of prior concept
derived from the literature that are used as codes in order to help him in
finding the differences and similarities in the data. After all data are
coded, the researcher places all units having the same coding together
and marks or highlights to make them easier in breaking down into
several themes, categories, and data pieces. So, the researcher
commences to reduce the large number of individual codes into a
manageable set of categories.
3. Interpreting and Representing
After making the form of categorization in coding process, the researcher
wrings to reflect the words and acts of the study’s participants and
abstracting important understandings from them. Those processes are an
inductive process in which the researcher makes generalization based on
the connection and common aspects among the categories and patterns.
So, this process is about how the researcher brings out the meaning,
provides an explanation, and develop plausible explanations. In addition,
after interpreting all data, the researcher represents the findings by
presenting them into some tables, figures, and sketches and demonstrates
them into descriptive detail.
H. Trustworthiness
When the study is being conducted, some errors may appear both from
the researcher or participant and informants. Consequently, to get the valid
and trusted data, the researcher brings four process (credibility,
transferability, dependability, and confirmibility) of how he ensures whether
the data valid and reliable, or, in other words, the quality of data deemed
rigorous or not Lincoln, & Guba, 2007, p. 18). Therefore, in this study, the
researcher attempts to discuss them in the following points:
1. To gain the credible data from the field, the researcher addressed several
ways that focus on participants:
a. First, the researcher examined the evidence based on structural
corroboration. In other words, he uses multiple types of data
collection techniques, for example, interview, observation, and
documentations, to see whether the data are related to each other or
not and to support and contradict the interpretation an evaluation of a
state of affairs.
b. Second, the researcher checked the evidence based on referential or
interpretive adequacy. It means that the researcher will clearly
portrays the meaning attached by the participants to what is being
studied and the degree to which the participants’ viewpoints,
thoughts, feelings, intentions, and experiences are accurately
understood and portrayed. Thus, the researcher does the member
checks to clarify whether the participants agree or not with what the
researcher said about them.
c. Last, the researcher examined the evidence based on theoretical
adequacy by matching the theories with the findings and predictions
gained in this study.
2. To make the findings possible applied by other researchers in other
settings, contexts, and times, the researcher points out several things in
this study:
a. The researcher provides and describes the context and the
participants accurately, completely, and in detail in order to assist the
readers in determining transferability.
b. Besides, the researcher also gives the detailed information about the
circumstances that help the readers to comprehend the nature of data
and what might be peculiar to this recent study.
c. In addition, the researcher briefly explains the detailed descriptions of
such things as observation strategies and interview questions to
enhance transferability.
3. To achieve dependability of this recent study, the researcher asserts the
information on the sample of people studied, the selection process,
contextual descriptions, method of data collection, detailed field notes,
tape recordings, videotapes, and other descriptive materials that can be
reviewed by other people. Thus, the findings are confirmable – that is,
whether they are logically derived from and grounded in the data that
were gained. Besides audit trail, for enhancing dependability, the
researcher uses triangulation as used in strengthening credibility in which
he uses multiple data sources and multiple methods result to examine
whether the findings are similar or not.
4. To achieve the neutrality and objectivity of the procedures,
interpretation, and results, the researcher briefly applies audit trial
processes, include describing the detailed description of participants,
settings, context, methods of data collection, interview questions and
other detailed descriptive materials that can be used by other readers in
confirming the findings. In addition, the researcher also uses
triangulation to enhance the confirmability. Thus, all detailed
descriptions will be attached by the researcher in this current study.
41
CHAPTER IV
FINDING AND DISCUSSION
A. Finding
1. Research Setting
The institution of Daarut Tauhiid is legally established by Wiratni
Ahmadi, SH, the notary in Bandung with certificate of notary public, number
8, September 4th
1990. It has been changed into the certificate of notary
public, number 17, April 22nd
2004, made by Dr. Wiratni Ahmadi, SH, the
notary in Bandung. In that case, it can be recognized that the institution of
Daarut Tauhiid is the law foundation of manager in Pesantren Daarut tauhid.
It is such the other pesantren, the main activities of Daarut Tahuiid
are generally education, da’wah, and social. However, it has several
uniqueness that make it different with the other pesantren. One of them is the
high intensity of economic activities that appear in pesantren Daarut Tauhiid
and it can be seen since its first establishment until now.
There are two factors why that condition highly appears around
Daarut Tauhiid: the spirit of entrepreneurship and independency. Those
spirits are the soul of KH. Abdullah Gymnastiar (Aa Gym), the founder and
the main leader of Pesantren Daarut Tauhid. In addition, the economic
activity can be seen as the additional value for supporting the other activities
in Daarut Tauhiid, such as educational, da’wah¸and social activities
elaborated in the concept of system value, Manajemen Qolbu (MQ). The
components of MQ consist of four things: Ma’rifatullah, self management,
entrepreneurship, and leadership. This concept strongly becomes the
foundation and philosophical base for Daarut Tauhiid organization
recognized and implemented in the statement “Menuju Generasi Ahli Dzikir,
Ahli Fikir, dan Ahli Ikhtiar”.
In spite of the fact that the those three organizations (Daarut Tauhiid
institution, Kopontren DT, and MQ corporation) are legally and formally
separated by law foundation, they are tied and correlated each other by Aa
Gym. In other words, although they are not under the same law foundation,
culturally they are part of Pesantren Daarut Tauhid. Formally, the position of
Aa Gym in Daarut Tauhid Institution is recognized as the chairman, in
Kopontren Daarut Tauhiid as the adviser, and in MQ Corporation as one of
the majority share owner and sits in the commissioner council.
As the implementation of educational purpose in Daarut Tauhiid,
SMK Daarut Tauhiiid (Boarding School) exists to bring the vision and
mission of Daarut Tauhiid institution to create the generation of dzikir, fikir,
and ikhtiar by having the good attitude and behavior. This institution has the
vision to create the excellent generation in technology field based on tauhid.
Thus, the vision, the mission, and the purpose of SMK Daarut Tauhiid
boarding school are formulated into several points. First, the school vision is
to be the prime school in information technology field and business
management based on tauhid in creating the generation of dzikir, fikir, and
ikhtiar.
Second, the school also has the enlargement of vision, actualized in
several missions, namely:
1. To actualize human beings who have ahlakul karimah based on the
values of tauhid;
2. To realize the clever and competitive generations in information
technology and business management who have the international and
professional certification;
3. To create the generations who have the leadership and entrepreneurship
soul and;
4. To manifest the healthy, aesthete, environment knowledgeable
generations.
Besides the vision and mission, the school specifies the missions into
several purposes:
1. To create the productive and excellent students, and capable in working
in information technology and business management who are be able to
compete nationally, regionally, or globally;
2. To create the students who have the good characters (sincere, honest, and
tawadhu) and strong characters (discipline, brave, and tough);
3. To create the healthy, artistic, and environment knowledgeable students;
4. To prepare the students with the knowledge and skills to continue
studying in higher education;
5. To educate the competent students to be able to create the work fields
and;
6. To distribute the professional workers in technology field and business
management based on the need of DU/DI.
SMK Daarut Tauhiid actually has two programs, computer and
network engineering (for male students), and accounting (for female
students). The place they study is separated each other. For male students,
the school is located in the first campus, Jl. Gegerkalong Girang Komplek
Setiabudi Indah Kav. 25-26 Bandung, but for the female students, it is
located in the second campus, Jl. Cigugur Girang no. 33, Parongpong, west
Bandung region. Based on the consideration, the researcher only focused on
one school, computer and network engineering, in doing the research.
The curriculum in schools can be genuine from the educational
minister, or they also have their own. In SMK Daarut Tauhiid Boarding
School, it builds the curriculum and teaching and learning process based on
the educational national curriculum enriched by the curriculum from Daarut
Tauhiid. In addition, it is also arranged to build nine pillars development
such as leadership and character education, tahfizh and tahsin Al-Qur'an,
dormitory Islamic program, industries visitation, entrepreneur skill, literacy
culture, skill certification, P2M program, and characterized teaching and
learning process.
1) In leadership and character education, the students are required to
join the program such as the new students’ orientation period
(MATABA), leadership training, bantara, and introduction to the
characters of Daarut Tauhiid. The program.
2) The tahfidz and tahsin Al-Qur’an program exists around the students
in order to optimize the students in memorizing and comprehending
its content with five juz minimum. It is required for them by aiming
at making Al-Qur’an as the students’ life guide.
3) In dormitory Islamic program, the school provides the Islamic
dormitory where they can learn Al-Qur’an, the Islamic values, and
the implementation of Islamic education through habituating BAKU
character (Baik and Kuat): kind (Sincere, honest, and tawadhu),
Strong (Dicipline, brave, and tough) and the development of the
skilled students such as the art of reading AL-Qur’an and so on.
4) Industry visitation is a program where the students visit the work
field, industry field, and some universities in order to introduce and
motivate them to be capable in working, studying, and
entrepreneurship.
5) In entrepreneur skill program, the school invites the successful
entrepreneurs to come to SMK Daarut Tauhiid to tell, share, and
discuss how to create, build, and implement their business.
6) The literacy culture program is created by the school to develop
students’ interest in reading and to make the students more interesting
in reading. It is hoped that the students read more and understand
more what they have read and what they have to implement in their
daily life.
7) In skill certification program, the school gives the students the
international skilled certificate (Mikrotik) for computer and network
engineering program and (MYOB) for accounting. It is given to the
students as the achievement and the certification to make them
legally work in their chosen sector.
8) In P2M program, the students are delegated to the countryside to
implement what they got during learning in SMK Daarut Tauhiid.
They should share, teach, and apply not only their technology
knowledge, but also Islamic values.
9) The school creates the characterized teaching and learning process
program in order to make all the process of it connected with tauhid.
As several schools have, SMK Daarut Tauhiid boarding school also
has some extracurricular that can be followed by all students such as having
a horse, archery, swimming, passus, robotic, angklung, taekwondo, scout,
hiking, pencak silat, futsal, Saman dance, marawis, photography, and arts in
reciting Al-Qur’an, English club, Japanese club, and cooking art (only
female students). Those are provided by the school in order to facilitate the
students in implementing their other interests besides the main skill,
computer and network engineering. Having said that, the school has four
expectations or outputs after the students study in SMK Daarut Tauhiid
boarding school. They are expected to have salimul aqidah (strong belief),
matinul khuluq (strong and good attitude), tahfizhul Qur’an, and academic
skill.
2. The English Teacher’ Lesson Plan Design in Implementing
Contextual English Teaching
To get insight how the English teacher designs his lesson plan, the
researcher gained the data from interview and the document. It was found
from the result of the interview to English teacher and the the finding from
the document, lesson plan of English subject, that the lesson plan used by the
English teacher was purely by himself by combining and implementing the
characters from Pesantren. Because of accreditation, some changes appeared
base on the guidance of the educational department of Indonesia (Appendix
1. Interview CH. LD6). Yet, in their daily class and implementation of lesson
plan, the English teacher adjusted with the things related to their atmosphere,
Islamic boarding school. For instance, in one meeting. He put several
characters related to Islamic values built in there such as audacious, strong,
discipline, honest, sincere, and tawadhu. Later, he put one of characters that
he wanted to apply in lesson plan and implement in their class activity
(Appendix 1. Interview CH. LD5).
The researcher found that the lesson plan comes from educational
department of west java, Indonesia (Appendix 4). It has several changes in
the arrangement of lesson plan made by the English teacher, but there is no
changes related to Daarut Tauhiid characters. For instance, in pre-teaching
process, the teacher asked the students to pray before studying in every
meeting even it was in the middle of the process of teaching and learning in
one day. The students also were asked to recites one of short surah as their
review in memorizing Qur’an. In addition, they were required to read Al-
Matsurat before continuing to study English (Appendix 3. CON 1. TS1). In
contrast, in lesson plan, there is no statement or activity what the students did
in classroom before studying English, but the teacher asked them to do such
those things because it was kind of Daarut Tauhiid Character they had to
have.
However, he believed that the appropriate lesson plan for that school
was based on three things related to Islamic boarding school. First, tauhid
must be the first foundation in arranging the lesson plan so that it filled in the
process of teaching and learning and the material (Appendix 1. Interview
CH. LD1). Second, the lesson plan should build the BAKU character (Baik
dan Kuat). From kuat character, the students were built to be more discipline
in searching the material and entering the class, braver in looking for the
material independently and deciding something. In addition, baik character
was formed to push the student became sincere in doing every activity in the
process of learning, honest in doing the tasks or answering the question from
the teacher, and tawadhu (low profile) in every condition (appendix 1.
Interview CH. LD2). Third, the lesson plan should be based on the
atmosphere of Islamic boarding school where all the students were men.
They had many activities besides learning in the class so that it made them
tired. In other words, the teacher should bring the lesson plan to how the
students used their energy effectively in learning English and got involved in
learning process (Appendix 1. Interview CH. LD3). Above all, he assumed
that the most important thing in making the lesson plan was about tauhid
(Appendix 1. interview CH. TB3).
From the result of interview, the implementation of kuat character
was applied in the class by the teacher. For instance, he spent much time to
make them discipline in entering the class, how they wear their uniforms,
and how they learn in the class. He stated that those things must be applied in
the class in order to build their good character where it was not only applied
by the students in the class, but also outside (Appendix 1. Interview CH.
LD4).
In designing the lesson plan, the English teacher considered several
things to fill in and to implement in the class such as how to make the
students involved in the process of learning, how to apply the appropriate
teaching method, how to support the student in exploring the material
independently, and how to make a good schema for the first until the last of
the process of teaching and learning (Appendix 1. Interview CH. LD7). He
stated that even KI and KD, method, and media were important, those things
would be meaningless without the involvement of students and good
implementation (Appendix 1. Interview CH. TB5).
In addition, when the English teacher designed the lesson plan, he
found two obstacles in it. First, the time was so limited because there were
other activities that he should do (Appendix 1. Interview CH. LD8). Last, the
obstacle appeared during writing and matching the scheme of learning with
the students’ wants and likes. He said that what they like were about what
happened in social media recently, and west culture that they saw from social
media which was not suitable with Indonesian culture. Even in several
English text existed the content of west culture, the teacher was required to
discover the way how to pack it became language learning, not culture
learning or transferring. Thus, the purpose of this schema was to make the
students learning English from English text, not learning or transferring the
west culture to their daily activity in boarding school (Appendix 1. Interview
CH. LD9).
In spite of the obstacles faced by the English teacher in designing
the lesson plan, he had the solutions to solve them. He tried to minimize the
problems by looking for the references and the creative teachers in Youtube
or Whatsapp group in order to make the teacher more creative and not
boring. Second, he had much conversation with the students. It aimed to find
what they like and need so that the teacher would be able to discover the core
and develop it in designing plan. Then, he combined it with the English
material without transferring the west culture into the process of teaching
and learning (Appendix 1. Interview CH. LD11).
Regarding to the school’s missions, the researcher discovered several
findings in how the English teacher designed the lesson plan in
implementing contextual teaching and learning as the existence and
implementation of its missions. As the first implementation of the first
school’s mission, actualizing the human beings who have ahlakul karimah
based on the values of tauhid, it was comprehended from the teacher’s
adjustment in using and applying the lesson plan. Although the lesson plan
was provided from the school and based on the educational department of
west java, there were several differences in implementing during the English
class such as asking them to pray, to recite the short surah, and to read Al-
Matsurat although in the middle of one day study and there was no statement
about those activities in his lesson plan. He stated that the implementation of
the ideal lesson plan must be based on three things, Tauhid, Baku character,
and kepesantrenan. Tauhid comes first because its values stand as the basic
of achieving the good attitude implemented in the process of teaching and
learning as stated in the school’s missions.
Another finding found by the researcher was about how the English
teacher build the students’ discipline. He stated that even there were no
statements in lesson plan design how he made the students discipline, he
spent much time to make them discipline, such as regulating them in wearing
the uniforms and organizing them in doing the task. It was needed to
introduce those activities because they were the implementation of the third
school’s mission, where the leadership soul should be constructed and
actualized in the students’ mind.
3. The English Teacher’s Development of Instructional Materials in
Implementing Contextual English Teaching
In developing the instructional English material, the researcher found
from the interview to the English teacher that he developed it by
implementing several stages illustrated and sumarized in the following chart:
Chart 4.1 The English Teacher’s Development of Instructional
Materials in Implementing Contextual English Teaching
Based on the chart 4.2 above, in teaching English, the student’s book
is provided by the school. In SMK Daarut Tauhiid, the English book were
provided by the institution (Appendix 1. Interview CH. IM1), but it is not
suitable with the condition of students in that school (Appendix 1. Interview
CH. IM2). In addition, the reason why the English books provided by each
publisher were not appropriate with the school because they were not based
on Tauhid, and BAKU charatacter. Thus, the English teacher just used it as
the supporting material, not as the main book (Appendix 1. Interview CH.
IM3). The student in class XII said that the English book was only used
when they were in their preparation of national examination (Appendix 1.
Interview SM. IM1).
Besides, he added that the material adapted with the aim of Islamic
boarding school is the ideal material where tauhid and BAKU character were
the foundation in it (Appendix 1. Interview CH. TB6). He asserted that the
school tried to ask the teacher to make their own book based on the students’
condition, and school condition as the solution for solving the inappropriate
book provided by other publisher. This was done by the English teacher in
Provided book from the school
Supporting material
Internet
Modification and additional material
Solution: making their subject book based on the students' condition and school's character
order to achieve the first school’s mission, where the values of tauhid was
the basic and foundation of the process of teaching and learning. For
instance, he has made the English book, entitled “English in Islamic
Boarding School” for the third grade of junior high school students in that
school based on their condition and school’s characters (Appendix 1.
Interview CH. IM4). The English book consisted of 23 chapters where all the
topics were related to their context as the students who lived in Islamic
boarding school. For instance, the topics made the teacher in his book were
about Daarut Tauhiid, ECO Pesantren, Be Discipline, My dorm, Happy life,
Jum’at Mubarak, Smile, Ramadhan Kareem, and so on. in addition, the book
was colorful and many pictures and photos related to their daily activities
appeared in that book. As the school’s character, he also put the self-scoring
sheet in the end of every chapter that consisted of BAIK character (sincere,
honest, and tawadhu) and KUAT (brave, discipline, and strong) (Appendix 5.
Picture 1-6).
Because the English teacher just used the English book provided by
the school as the supporting material, he combined and added the material
taken from the internet (Appendix 1. Interview CH. IM6). He just took the
important material or sentences from Google randomly and if the sentence or
material was not suitable with Islamic boarding school, he would change
them (Appendix 1. Interview CH. IM7 and IM8). To synchronize the
material with the students in Islamic boarding school, the English teacher did
not only fill the topic with the Islamic substance, but also with the newest
things happened around them. For instance, in playing monopoly, the board
of it used the Islamic boarding school characters and cultures such as kind,
strong, and sturdy. The complex in this game was usually in form of
countries, but the form made by them based on the Daarut Tauhiid
characters. If they get the firm character, they got the challenge like running
from the third floor to the first floor (Appendix 2. Interview SM. IM3).
These findings indicated that the English teacher tried to realize the second
school’s mission, where the students were built to be the competitive and
knowledgeable generations in information technology field.
He tended to use internet as the additional material and references
rather than using the book. He used the internet because it is more effective
in choosing and selecting the material (Appendix 1. Interview CH. TB7). He
also emphasized that the most website he visited was English Cambridge
(Appendix 1. Interview CH. IM10). When he developed the material, he
always adopted with the students’ condition. It meant that the lesson plan
was flexible. He explained more that the lesson plan made for one year was
not always implemented as stated in it. He considered the condition in the
class, the students’ condition, moreover it could be changed 10%, 20%, 30%,
or 50% when he taught English in the class (Appendix 1. Interview CH.
IM9).
Among four English skills, listening, reading, speaking, and writing,
the general skills that students need were speaking and writing. The teacher
asserted that those are needed to be developed and focused because half of
them will continue studying in university and rest will continue working.
Because of that, it was important for him as the their English teacher to help
the students learn more and deeper about speaking and writing in order to
make them having good skill in speaking and writing as the basic of their
work field when they graduated from the school (Appendix 1. Interview CH.
TB8). Besides, the topic or subject in those skills was adopted with KI and
KD (Appendix 1. Interview CH. IM11).
4. The English Teacher’s Strategies in Implementing Contextual
English Teaching
The process of classroom activities in teaching English based on
Contextual Teaching and Learning (CTL) is figured out by the researcher
based on the classroom observation and the interview to both, the students
and the English Teacher.
1) The Interview
In teaching English based on Contextual Teaching and Learning
(CTL), the English teacher applied several techniques, methods, and
strategies to deliver the material. He created the context in teaching English
through activating himself and the students. He believed that making the
students to be more active will make them more creative where the context
will appear after their creativity (Appendix 1. Interview CH. TB9). Because
Contextual Teaching and Learning (CTL) was connected to the students’
like, first he must recognize well what they like in order to build the context
in learning. He also emphasized that it can be done when apperception in the
first time of the process of learning. He did not used the ice breaking because
it was not training, it was learning (Appendix 1. Interview CH. TB10).
Besides activating the students, he also did a small talk by aiming at
how the students become more focus in learning. In apperception, he thought
that the teacher can build many inputs from the students so that the teacher
recognized what material he wanted to teach in the class, now or next
meeting (Appendix 1. Interview CH. TS2). It was in line with the student’s
statement that if the material was done, the English teacher did the reflection
or told about the hottest and newest film in movie such as the movie
“Fantastic Beast: The Crimes of Grinderwald” which became people’s
preference to watch (Appendix 2. Interview SM. TS2). What the teacher did
in the classroom made the student’s enthusiasm increased because most of
teachers just explained the topic, delivered the material, and gave the test. In
contrast, the English teacher did more than other teachers like having a small
talk and a joke so that the atmosphere in the classroom was not so quite
(Appendix 2. Interview SM. SB4).
To make the students more interesting in learning English, the
teacher also created the challenge or task related to what they like, such as
game of “call of duty” became “call of ECO pesantren”, it was adopted
based on the context. Furthermore, he asked the students to make a project as
their media to learn such as making video, poster, and so on (Appendix 1.
Interview CH. TS4).
On the other side, the process how the students learnt also become
the teacher’s consideration. Forum Group Discussion (FGD) became the
main students’ activity during learning English with him (Appendix 1.
Interview CH. LS1). He assumed that it was very important to be applied
because the students were not allowed to bring mobile phone, so it was a
must for implementing Forum Group Discussion (FGD) in order to motivate
them in discussing, sharing information, and brainstorming. So, they will get
the information from their group members (Appendix 1. Interview CH.
TB10).
Talking about the media in teaching English, the English teacher had
the assumption that the suitable criteria for learning media in his school
should be both, visual and audio visual (Appendix 1. Interview CH. TB12).
The visual media should be in form of paper, such as poster and card that
consisted of English text where the students could analyze, identify, and
investigate. Furthermore, the audio visual should be in form of audio
downloaded from the internet or made by himself, video downloaded from
the youtube, or the students made it by themselves as their project. These
kind of media should be applied because it was about language which was
needed to be visualized (Appendix 1. Interview CH. LM2).
When implementing teaching and learning strategy, the teacher
opined that the media was a must, because the process of learning would be
hard without using it. Moreover, all his students were men who not all of
them liked learning, because men tended to use their kinesthetic and easier to
get bored, even they were in twelve grade (Appendix 1. Interview CH.
TB11). Based on that condition, the teacher used several media such as
paper, card, or the media made and cut by himself or the students. For
instance, they made a board game by themselves, monopoly (Appendix 1.
Interview CH. LM1). The student really enjoyed the English learning with
Mr. Cecep because it was fun, not monotone, not flat, and always had the
recent things they learnt (Interview SM. SB1). Moreover, he stated that
learning with him was different with other teachers. He sometimes gave the
students the game such as playing monopoly made by the students and the
teacher. The challenges, the card contents, and the rules were totally made by
them (Appendix 2. Interview SM. LS1). Having said that, what the English
teacher implemented in the classroom made the student felt that learning and
understanding English were easier, more fun, and more understandable.
Although the student have learnt about the material in his junior high school,
he assumed that the recent learning strategy brought them into the fun way in
learning English (Appendix 2. Interview MZ. SB3).
In addition, the English teacher also showed the students the video or
audio by purposing at building the students’ thinking skill. He contended that
if they watched the video or listened to the audio, they would get new ideas,
inputs, and knowledge. However, he informed the students before showing
the video or audio which was related to the material so that they would be
more curious and interesting, have the inputs and idea, and the teacher could
comprehend well how to connect the context to the process of learning
(Appendix 1. Interview CH. TS3). As one of example, the student explained
that he sometimes learnt English through listening to music. The teacher
gave the students the song lyric which had the blank lyrics in several parts.
What they had to do were listening carefully to the song and filling the
missing lyric based on what they listened to. After that, the English teacher
discuss with the student together what words or lyrics are missing from the
song and what the meaning of lyrics are. Thus, the students got not only the
new words, but also the new things and cultures from the lyric (Appendix 2.
Interview SM. LS1). Another student added that he learnt English using
students’ book and learnt the verbs in past form through the song (Appendix
2. Interview MZ. LM1, LM2). The English teacher gave the material through
the audio visual media not only in form of song, but also in form of English
speaker who pronounced the words (Appendix 2. Interview TA. LM2).
Above all, the media used by the English teacher definitely helped the
students a lot to understand the material, to comprehend the visual meaning,
and to use it in the specific way (Appendix 2. Interview TA. SB5).
Teaching English based on Contextual Teaching and Learning (CTL)
caused the high passion of the students in learning English because it
depended on what they like even they did not comprehend well what they
were learning about, but they had high interest to learn English. For him, the
most important thing when teaching English was building their high passion
and interest to learn English by connecting the context of what they like and
need to English subject (Appendix 1. Interview CH. TB13).
2) The Classroom Observation
The main information that this research portrayed was how the
English subject was taught based on Contextual Teaching and Learning
(CTL) in the classroom. Thus, the re
searcher observed the classes to recognize the process of teaching and
learning English based on CTL in the classroom. The classroom observation
was aimed to naturally capture the classroom activities conducted in SMK
Putra Daarut Tauhiid. The researcher directly involved himself in the classes
to do the field observation, to capture, record, and write what was happening
during the process of teaching and learning.
Overall, the classroom activities of English class were dominated by
the students since the students were required to work in a Forum Group
Discussion (FGD) and made a video project as the students’ task. In other
words, almost in every meeting they did the assignments from the English
teacher and they had to complete at that time cooperatively in a group. In
addition, sometime they had the presentation time to present what they have
done in their task. To sum up all activities during the process of teaching and
learning English in several classroom observation (Appendix 3), the
researcher divided the classroom activities into three stages: pre-teaching,
while-teaching, and closing.
a. Pre-Teaching
Before the English teacher taught English, there were several
activities emerged during the pre-teaching process. They were found during
several classroom observation and the researcher summarized those findings.
As the first activity that the students did was praying and reciting one of
short surah in Qura’n as their memorization and review. The English teacher
always asked the leader of the class to lead the students to do that in every
meeting before starting to learn English. Besides praying and reciting the
Qur’an, they were also asked to read Al-Matsurat (CON1. TS1).
After praying, reciting Qur’an, and reading Al-Matsurat, the English
teacher took attendance by calling the students one by one. In a meeting,
while calling them, he also asked them about what they could do between
operating the DSLR camera or software design (CON2. TS3). In addition,
he asked the students about their condition, their weekend (CON6. TS4), and
their previous assignments to collect at that time and directly assessed by
him (CON1. LA1). After assessing the students’ work, the English teacher
knew some of their work were duplicated each other. He asked the students
to be honest to confess what they have done in working with their task. Some
students admitted their fault and the teacher asked them to do push up three
series (CON1. LP2). In contrast, the teacher talked to the students whose the
task was good, unique, and creative, he gave the comment on their tasks. He
also emphasized that they had to keep what they did as the assignment on
their books because it would be his assessments (CON13. LA2).
Furthermore, before moving to the main activity in the process of
teaching and learning English, the teacher conditioned the students’ look
such as the way they wear the uniform, the tie, the jacket, and so on. For they
who did not wear a tie and wore the jacket and untied uniform, they had to
do push up as their consequences (CON2. LP2). However, in a meeting, they
looked so neat and wear the uniform completely so that the teacher
appreciated them (CON12. TS4). Besides their appearance, the English also
conditioned their situation because when he entered the class, they were not
ready yet to study English. There were some students who still played the
laptop, the game, watched the video, and ate (CON4. LP1). Sometime, some
of them did not enter the class yet even the time to take a rest was done so
that the class was so quiet (CON15. LP1).
In addition, the English teacher also showed the English video to
students. He said to them that the video was not related to their English
subject, but it was useful and meaningful for their life. The video was about
people who became unsocial people by using the technology and gadgets.
Therefore, after the video was done, he suggested and motivated them not to
be trapped by the internet and unsocial people because of their gadgets where
they were in their daily activity in classroom (CON11. TS5).
To sum up, there were several activities done by the English teacher
in pre-teaching process such as praying, reciting Qur’an, reading Al-
Matsurat, conditioning the students’ situation, motivating the students,
assessing the students’ work, and appreciating them. Some of activities
frequently emerged in every meeting while the others just appeared in
several meetings.
b. While Teaching
The main stage of instructional activities in teaching English based
on Contextual Teaching and Learning (CTL) was Forum Group Discussion.
In forum group discussion, the students were required to do their
assignments cooperatively with their members in a group. During observing
the classroom, the researcher found that almost every task given by the
English teacher was done in group. The forms of the tasks were vary,
depended on the material. It could be in written form, presentation, or
reading task. In addition, the topic or the content of the task were related to
their context as santri in Islamic boarding school or something happened
recently. However, the teacher asked them to finish the task at that time.
Specifically, what occurred in the class during the process of teaching
and learning English as follows:
a) The English teacher stimulated the students by asking them their
background knowledge about the material (CON1. TS1). In that
meeting, he asked them about the meaning of pronoun. He also
illustrated the use of pronoun by performing touching the student’s
shoulder and clarified to the students who the subject was and who
the object was. After they comprehended the different between the
subject and object pronoun, he asked them to write about the object
and subject pronoun occurred on the slide. Besides asking their
background knowledge, he also built the students’ understanding by
asking them “how do you describe your city?”, “how much does it
cost?. “what is the shape of this room?”. It was used to introduce the
adjective material that they would learn at that time (CON6. TS5).
b) In giving the practice or task, the English teacher instructed the
students to do it in a group (CON1. TS3). In making a group, he
called the students one by one to come forward and chose their group
number randomly and write their name on white board. In addition,
the leader of the group was chosen by the teacher. After creating the
groups, the teacher told the students that it would be their group
discussion during one semester. For instance, the task they had to do
in a group was related to their daily activity in Islamic boarding
school. The students were instructed to do the essay by filling the
adverb of frequency with the chosen topics and the group should
choose one topic with minimum ten sentences. The teacher suggested
the students to make one sentence for one member in a group so that
they would gain the minimum sentence. On the hand, he also gave
the task related to the recent and hot event such as asking the students
to make if conditional sentence with the topic Asian game. In another
meeting, when they were asked to make a description based on the
chosen picture, he gave them freedom to use any kind of adjectives
(CON6. TS12). They could use the adjectives from what he explained
to them on a slide or they could use from their exploration. The more
they used the adjectives, the better they would get the score.
c) Another instructional activity was watching video or movie. In a
meeting, he asked the students to watch three cut famous movie in
the slide. He instructed them to identify the pronouns occurred in
movies and to find how many of them appeared (CON1. TS4).
Besides, based on the video they watched, the students were asked to
predict what will be the food trends in 2019. Thus, the use of video
for giving the students the assignments was vary, depended on the
material they learnt (CON3. TS9).
d) While they were doing their task in a group, the English teacher
walked around them and checked their work for each group (CON3.
TS11). In checking their work, sometime he found the error or the
mistakes on theirs and he gave them the guidance and correction
what it should be like. Afterward, there were several students who
asked the teacher because they did not understand well what they
should do or did not know what phrases or words that they had to
write. To sum up, while walking around the class, there were asking
and answers session, guidance, correction, and checking their work.
e) There was the communicating activity while teaching English. In a
meeting, they were not only focusing on working with their task in a
group, but also presenting their work in front of class (CON3. TS13).
The topic they had to present was about the prediction, because the
material was about the future tense. Even in a group, they must
present, perform, and get their turn to speak up, to tell the result of
their writing. During presenting the result, the teacher gave them the
guidance and correction to their spelling and pronunciation directly
(CON3. TS16).
f) The practice that the students did was not only speaking in front of
other students or written in a paper, they also did the practice with the
active movement. In other words, the students were divided into
several groups and asked to stand and make a line facing the
whiteboard. After that, each students was required to write the future
tenses sentences on whiteboard in three minutes with the topic what
will happen in SMK Daarut Tauhiid in 2025. One student only had
15 seconds to write the sentence and they made a turn. There were
only two columns on white board because in one turn, only two
group who battled to write the sentence quickly (CON8. TS16).
g) Another instructional activity was asking the students to listen to the
song (CON10. LM1). In using the song, the teacher used it for
exploring the English material such as adjective and so on. The
teacher asked the students to fill the missing lyric where there were
some adjectives missed in the lyric. Then, he discussed with the
students together what the missing adjectives.
Although he implemented Contextual Teaching and Learning (CTL)
in teaching English, it was found that the problems occurred while teaching
in the classroom. When the teacher showed the video in a slide, it was
suddenly blank (CON2. TP1). Thus, he asked the students to help him to
operate and turn it on. Then, they discovered that the problem was in aux
cable. In addition, Despite the students did the task in a group, some of them
were still lack of vocabulary. It could be identified from the intensity of their
questions about the word meaning from Bahasa to English (CON1. LP4).
Furthermore, while teaching English, some problems emerged such as
coming late when teaching was running, sleeping in the classroom, being
noisy, and less of pay attention to the teacher.
c. Closing
In the process of teaching and learning, closing usually appears as the
way to end the process. Every teacher probably has different ways in ending
the process of teaching and learning. There were several things that the
English teacher did in the end of the teaching and learning process. First, he
reviewed the material and what he delivered to the students at that meeting in
order to convince that the students gained what he taught (CON3. TS13) by
asking them if they had the questions, they could ask him (CON2. TS9).
Besides, he also said “happy holiday” because they would face the holiday
time after doing the mid test (CON6. TS14). Meanwhile, he warned them
that the following week would be their last week before following the mid
test and suggested them to do shalawat more. To keep in touch with the
students in holiday time, he asked them to follow his Instagram account
(CON6. TS14). He also informed the students that there would be the
English competition in UPI and for them who wanted to join the competition
there, they can contact him (CON8. TS8).
In addition, before closing the class, the English teacher asked the
students to tidy the tables, chairs, and their learning stuffs. In other words,
they could not go home before clearing up all condition in their class (CON4.
TS20). In contrast, there were several students in a meeting doing their task
while the others were tidying their class.In the end, he asked the leader to
lead the class, to pray and to close the class completely (CON1. TS7).
In short, the English teacher closed the class by having some
instructions such as warning the students about the mid test, informing them
about the English competition, suggesting them to remember Allah more,
asking them to tidy the class, and reviewing the material.
Based on the interview and observation, the researcher found that
several findings existed as the implementation of school missions. For
instance, before going to teach English, he always asked the students to pray,
to read the short surah in Al-Quran, and to read Al-Matsurat. Then, before
ending the process of teaching and learning, he reminded the students to do
dzikir read sholawat more. Besides, several materials used by him were
related to their condition and situation as the students in Islamic boarding
school. Thus, the Islamic values existed in their material or the topic of
learning. Those activities emerged as the evidences that the first school’s
mission was implemented by the English teacher where Tauhid was
positioned as the basic and foundation of the process of teaching and
learning through constructing the students’ good attitudes.
In a meeting, the English teacher showed the video before learning
English in the classroom. The video was about the unsocial people where
they did not talk each other in the public place because the gadgets. In other
words, they just played with their gadgets without caring people around
them. Afterwards, the teacher told and suggested the students not to be like
them. He also warned them to socialize more with their friends and people
around them even they were in computer engineering major, so that the
sympathy and empathy would appear. This was indicated that the English
teacher tried to apply the fourth school’s mission, actualizing the generations
who were aware and knowledgeable with their environment.
Besides, there was a moment when the teacher knew that some
students did cheating in their doing homework, he asked to raise their hands
and confess who copied their friend’s task. Some of them confessed in front
of the other students and he asked them to do push up as the punishment and
their consequence. This showed that honesty and integrity were two of
several leader characters that the students must have. It meant that he
attempted to implement the third mission, actualizing the generations who
have the soul of leadership.
In the process of teaching and learning English based on Contextual
Teaching and Learning (CTL), the English teacher implemented four English
skills during teaching to all grades in SMK Daarut Tauhiid Putra Bandung
with the varying strategies.
a. In reading skill, the English teacher asked the students to do the
reading task in a group. The material of reading text was about the
technology. They were required to figure out the future things related
to the topic given to them. Before asking the students to do this task
in a group, the English teacher gave the material about future tense,
how to make the sentence with the appropriate structure (CON. 8).
The given topic about technology was appropriate with the students’
condition because they were in computer engineering major in their
school. the material was about the development of Apple and
technology trends in the future. Thus, they were enthusiast in joining
the class. Moreover, they did the reading task in a group where they
could share each other about the information they had because they
had the different experience in that field.
b. In writing skill, the English teacher also asked the students to do their
writing activity by requiring them to write about the future sentence
related to the given topic, the topic which was related to the students’
atmosphere. For instance what will happen to Daarut Tauhiid in 2025
(CON. 8). Besides, they were asked them to write their prediction in
a group by predicting about food trends, graphic design trends, and
upcoming Marvel movies in the next future. They asked to write the
sentence in a paper where all students should give their own
prediction so that they had their own task (CON. 3). In addition, the
adjective material was delivered to the students by asking them to
write the descriptive text in a group. The English teacher gave several
pictures that the students should describe like Jordan’s shoes,
Alphard car, Macbook Pro, Santri, Patriot stadium, and Avengers
(CON. 6). In addition, the English teacher asked the students to make
their essay in a group related to their daily activity by implementing
the adverb of frequency material (CON. 9). Then, the English teacher
asked the students to make mind mapping before doing their free
writing. The English teacher gave the example by showing the
example topic about brand “Apple”. Next, every members in a group
were given the blank paper to write their own topic and consult the
topic to the teacher in order to get the approval and continue writing
their mind mapping (CON. 14).
c. In speaking skill, the English teacher implemented it by asking the
students to make the video blog project related to their daily activity
in Islamic Boarding school. They were required not only making the
video blog related to their activity, but also they should make the
subtitle of their tasks (CON. 2). Besides, they were required to
present in front of class from their task in future tense together with
their members (CON. 8).
d. In listening skill, the English teacher asked the students to listen the
music given to them. The title of music is “drag me down.” He gave
them the paper with missing lyric inside and asked them to listen
carefully to what they hear. They did it in a group and they were
given three times to listen to the music and discuss with their
members about what words missing from the lyric. After that, the
English teacher discussed together with them by showing several
missing words such as the use of “scared” which should be
accompanied by “of”. He tried to explain about adjective that needed
preposition after it. The content of the music was about the strength
of heart to do and to live the life by having supports from beloved
people so that nobody can dropped someone. In other words, the
English teacher shared the value through the music that can motivate
them to live the life better and stronger. Besides, there were the
missing lyric related to “if conditional” material, and the English
teacher explained it how to use if conditional sentence. the English
teacher gave the example by asking the students what they will do if
they are musyrif (supervisor in Islamic boarding school) (CON. 10).
Based on the findings related to four English skills, the English
teacher implemented cooperative learning and forum group discussion in
almost every meeting, during their study and task. Besides, there was the
process of discussing, asking, and sharing during doing their assignments
(Appendix 4). Although the topic or the subject was not mentioned in lesson
plan and several activities were not stated in lesson plan, the English teacher
implemented them in order to achieve their learning goals. The English
teacher had his own consideration to deliver the material with the topic
related to the students’ real life and to implement several strategies to help
students in engaging with the material (Appendix 1. Interview CH. LD3).
5. The Teacher’s Difficulties in Teaching English based on Contextual
Teaching and Learning (CTL)
In the process of teaching and learning English, the obstacles may
appear in both sides, teacher and students.
1) The English Teacher’s Perspective
Based on the interview toward the English teacher, the obstacles were
found during teaching English based on Contextual Teaching and Learning
(CTL). It can be categorized to three things:
a. Media
When teaching English based on Contextual Teaching and Learning
(CTL), it was necessary to use the media which was suitable with
students’ condition and like. However, getting or making that media was
not easy for him. He thought that it needed much budget if they wanted
to buy, or needed much time if they wanted to make it by themselves.
They had to do this because the institution did not provide the suitable
media and did not give enough budget to buy it. Therefore, they had to
do big effort to have the appropriate media such as making board game,
monopoly, which had the minimum budget because they could make it
by using the paper. By doing that, the impact was they could be more
interesting in learning English, more creative in finding the material,
more passionate in joining the class (Appendix 1. Interview CH. TP4).
b. Time
Time given by the school was only 35 minutes per hour in every
subject. It meant that he only had 70 minutes to teach English in one
class in every week. It was hard for him to teach English in limited time
because he could not achieve the goal of teaching English well, to make
students understand how to use and apply English. He predicted that even
it was difficult to seize the purpose, it was about 10% of students who
could understand the English material well and the rest of them were still
looking for understanding it (Appendix 1. Interview CH. TP3).
In addition, in implementing Forum Group Discussion (FGD) in
teaching English, he also discovered the difficulty in administering the
limited time given by the school. He stated that discussion needed many
time, brains, and mouths, so that they could produce many ideas in
making or concluding something (Appendix 1. Interview CH. TP8).
Meanwhile, the group or individual presentation frequently required
more time. Above all conditions, he thought that he should find the way
how to apply Forum Group Discussin (FGD) as effective as he can in
limited time by purposing at making the students think fast, but correct.
Moreover, with the limited time, they also studied in Islamic boarding
school which had many activities outside of the class and it made them
so exhausted (Appendix 1. Interview CH. TP9).
c. Students’ Condition
Another problem found by the teacher was about students’ condition.
They were disconcerted with many rules in Islamic boarding school.
They actually should not think about those rules, just follow them and
they would be fine. Then, they were fatiguing by having many activities
outside held by Islamic boarding school (Appendix 1. Interview CH.
TP10). Having said that, the English teacher felt that building the
students’ passion is not easy. When he was teaching English in the class,
there were some students who fell asleep. He assumed that It was caused
by the students’ fatigue by doing many activities outside of the class.
Moreover, when he came to the class, before starting to study English,
sometimes he found some students sleeping (Appendix 1. Interview CH.
TP5).
Based on that condition, to minimize the problem, he stated that the
teacher should do many apperceptions, talk to students, be their guide,
facilitator, or brother, and be friendly. The teacher did not have to force
them to understand the material at that time, but he should approach them
by understanding and asking their conditions in order to make a schema
how to direct them to comprehend English easier (Appendix 1. Interview
CH. TP11)
Above all, the teacher concluded that the students couldn’t
understand well because the time to develop the material was limited, the
school only provided the limited media, and lack of English teacher. He
compared with the English course which had a lot of media, teachers, and
enough time to develop the students’ English skill. The students also were
not allowed to bring mobile phone or other gadgets to help them getting
information easier. However, he believed that they could be more creative
have the new ideas about what they wanted to learn (Appendix 1. Interview
CH. TP13). Having said that, the school was expected to give him and the
other teachers enough budget in order to provide the suitable media, to help
them in understanding English easier (Appendix 1. Interview CH. TE1). He
assumed that the more media they used, the easier they will comprehend
English (Appendix 1. Interview CH. TB15).
Despite of having several obstacles he faced during teaching English
based on Contextual Teaching and Learning (CTL), he said that he could
solve all the problems even it was not completely fixed. The most significant
thing he had to do was having big effort in seeking the solutions and
correcting each other. Thus, the difficulties appeared in the class could be
minimized (Appendix 1. Interview CH. TP12).
2) The Students’ Perspectives
Besides the obstacles during teaching English based on Contextual
Teaching and Learning (CTL) faced by the English teacher, they may appear
in how students learn English with him. Based on the interview done to three
students from class X, XI, and XII, the problems encountered by the students
are categorized into three things.
a. Lack of grammar
In learning English, grammar is the important part to be master.
Understanding grammar can be the problem for the students because they
have to make a sentence or speak English in a good grammar. The student
stated that grammar was his problem during learning English with Mr.
Cecep. He usually learnt and recognized English from games and film so
that he just followed what he has seen in game or film. He was just aware
what and where the mistakes are when he comprehended English during
learning with him (Appendix 2. Interview SM, MZ. LP1). In contrast,
there was the student who did not find any obstacles during learning
English with him because he has ever lived in years in Qatar and he was a
fluent English speaker (Appendix 2. Interview TA. LP1).
b. Lack of vocabulary
As the researcher found that Forum Group Discussion (FGD) was the
most learning activity applied by the English teacher, the students also
found the difficulties in learning English in a group. Sometime they were
asked by the other member to translate Bahasa into English word or
sentences, but they also did not know the meaning. So that they had to ask
the teacher what those words or sentences meant (Appendix 2. Interview
SM, MZ. LP2).
c. Lack of spelling in English word
When they were doing their English assignment in a group, for
instance, making the sentences, the spelling probably emerged in their
task. The students asserted that sometimes they asked each other how to
write the English word in a correct spelling. In addition, he was also
requested to check and correct the other member’s spelling or works, but
the result was wrong (Appendix 2. Interview SM, MZ. LP2).
However, even they faced several obstacles during learning English,
they still had motivation to learn English. The student stated besides
learning Arabic language, learning English in Islamic boarding school was
also important because it was an international language. It was also needed
as the preparation for enrolling the university or facing the work field
(Appendix 2. Interview SM. SB1). Furthermore, learning English was also
important because of the international preachers’ needs. In the other words,
the alumnus from Islamic boarding school was built and created not only to
preach in their own regions, but also in the world. Consequently, it was
necessary for them as the language preparation to face the Islamic global
problem happened all over the world (Appendix 2. Interview MZ. SB1). In
another side, the student said that it was important to face the work field
because the language in book, media, technology, or other supporting tools
work was commonly English. So, by learning English in Islamic boarding
school would help them to understand how to work well (Appendix 2.
Interview TA. SB2).
In learning English with Mr. Cecep, the students had several
expectations from both, in the process of teaching and learning and their
English teacher. The student expected that after learning with Mr. Cecep,
there was the more improvement in using grammar and pronunciation in
order to face the collage life. He hoped that Mr. Cecep was not tired in
facing the hyperactive students like them (Appendix 2. Interview SM. SE1,
SE2). On the other hand, the student expected that the English teacher gave
the students more tasks that made the student more enthusiastic. He said that
after learning with him, he got the certificate of TOEFL with the high score
(Appendix 2. Interview MZ. SE1, SE2). In addition, the student expected
that the other students could be in higher English level because he has
studied English for years and it was just a review for him English with him.
Besides learning grammar and speaking, he also wanted to the English
teacher to teach more about writing because most of students could speak
English but could not write well (Appendix 2. Interview TA. SE1, SE2).
6. The English Teacher’s Assessment in Implementing Contextual
English Teaching
In the process of teaching and learning English, the evaluation and
assessment towards students may exist, but they can be different in term of
forms and indicators, depend on their teacher. To evaluate the students’
progress in learning English, the English teacher had three aspects or
indicators as his assessments towards their progress. First, he focused on the
students’ attitudes. He said that even the students were smart, but they did
not have good attitude to the teacher or the other students, it must be
evaluated (Appendix 1. Interview CH. LA2). To solve the attitude and
behavior problem among the students, he did the remedial assessment by
guiding and consulting them to the guidance and councel room.
Second, he also did daily assessment to the students without giving
them homework. He usually gave the students the tasks in every meeting, but
it must be done at that time. It was important for him because he could
measure how the students develop, how the students learn English, and how
the students’ curiosity are built (Appendix 1. Interview CH. LA3). In the
process of teaching and learning, the students sustainably get the tasks from
their teacher in different forms or topics. Based on the interview to three
students, the tasks were precisely vary. First, it was found that the task was
memorizing the words that the students have learnt at that time. Besides
memorizing the words, they were asked to make a video blog related to their
Islamic boarding school (Appendix 2. Interview TA. LA1, LA2).
Meanwhile, another student got the assignment from his teacher in form of
students’ work book. The English teacher asked the students to read the
article and have to find the verb in form of past tense (Appendix 2. Interview
MZ. LA2). In addition, the topic of task given by the teacher was up to date.
In the other words, the students were asked to make five if conditional
sentences related to the recent movie which was outstanding at that time, the
avengers (Appendix 2. Interview SM. LA1). The English teacher also gave
them the test usually held after two or three materials learnt by the students.
Therefore, the teacher can measure the students’ daily progress by doing
those assessments (Appendix 1. Interview CH. LA7). In giving the
assessment to the students’ assignment, the teacher gave them the score or
comment on their paper such expression “excellent, nice, and I agree with
your essay” (Appendix 2. Interview MZ. LA4, and LA6).
Besides assessing the students’ progress through their attitude and
tasks, the English teacher also used daily test, mid test, and final test. Those
tests were used to test and check the students’ development in English,
increased or decreased (Appendix 1. Interview CH. LA4). As one of the
assessments, daily test was used frequently by the English teacher. It was
found that the test was presentation where the students had to make the mind
mapping from the chosen topic and present what they have made (Appendix
2. Interview SM. LA3). Afterwards, the students were also proposed to write
the adjectives related to their Islamic boarding school and to describe about
their selves and dormitory. Thus, the description written by the students was
using adjectives as many as they could (Appendix 2. Interview TA. LA6).
The form of the mid test was in multiple based choice in Computer
Based Test (CBT) mode (Appendix 2. Interview SM. LA6). Moreover, all of
questions of the mid test were 40 questions, made and arranged by the
English teacher himself (Appendix 6). For all classes taught by him After the
mid test, the school gave the students holiday in one week and for the
students who got the score under the standard, they have can join the extra
class and time in their holiday time in order to fulfill the standard of English
subject in their school. In addition, they also could do their remedial test in
their spare time in teaching and learning activity because after the process of
teaching and learning, most of them joined the extra of curricular. The
teacher stated that by assessing them through these kind of test, it gave him
the measurement of the whole students’ English skill (Appendix 1. Interview
CH. LA5).
To further investigate how the English teacher assessed the students,
analyzing the syllabus and lesson plan were carried out by the researcher. It
was found that the assessments toward students were through; (a) Students’
work documents such as their video or audio project, their writing practice in
their books, and their test result; (b) students’ attitudes during the class such
as their responsibility, activity, communication, and corporation; (c)
students’ practice during the class such as their presentation and
demonstration related to English subject; and (d) self-assessment or pair-
assessment through the special format, journal, diary, or other forms.
B. Discussion
1. The English Teacher’ Lesson Plan Design in Implementing
Contextual English Teaching
Lesson plan is a written description for this process; where the
materials, the method, the time and the place of education as well as methods
for evaluating the students are described in detail. Human beings have
limited capacity for learning, and it is impossible to learn all different skills
and sciences. Farrell (2002, p. 30) defines a lesson plan as “a unit in which it
is a sequence of correlated lessons around a particular theme or it can be
specified as a systematic record of a teacher’s thoughts about what will be
covered during a lesson.” He further added that a daily lesson plan is a
written description of how students will move towards obtaining specific
objectives. It describes teaching behavior that will result in the students’
learning. Shrum and Glisan (as cited in Farrell, 2002) pointed out that for
English language lesson, the effective objectives of a lesson plan describes
what students will be able to do in terms of observation, behavior, and using
the foreign language.
Based on the interview to the English teacher (Appendix 1. Interview
CH. LD6), the English lesson plan used by the English teacher was from the
educational department of Indonesia because it was important for the
school’s accreditation. Actually, before accreditation, he made the lesson
plan purely by himself by combining and implementing the characters from
Pesantren. Because of accreditation, some changes appeared base on the
guidance of the educational department of Indonesia. This is in line with
Amininik et al. (2000, p. 84) who believed that lesson plan preparation by
the care taker is one of the appropriate ways for promotion of education
quality; it can help the teachers in teaching as guidance. Thus, it can be
summed up that even the teacher has the skill to make their own lesson plan
design based on their considerations, it is important for them to make the
lesson plan made by the care taker as their guidance in impelemnting
teaching and learning process.
However, the english teacher believed that the appropriate lesson
plan for that school was based on three things related to Islamic boarding
school, tauhid, BAKU character, and the atmosphere of Islamic boarding
school (Appendix 1. Interview CH. LD1). This finding, which also complies
with relative reference (Shen et al., 2007, p. 250), highlighted that an
important aspect of lesson planning is emphasizing that the function of each
lesson can differ. the teacher prepares for writing the plan, a process that
includes understanding how a particular lesson relates to the semester
content and the unit; learning from professional colleagues’ work by
studying their lesson plans or seeking input from colleagues; and finding
ways to connect the content with students’ everyday lives. In short,
connecting to the context of students’ everyday lives is important for the
teacher in order to help him in achieving the objectives of learning English is
Islamic boarding school.
In designing the lesson plan, the English teacher considered several
things to fill in and to implement in the class such as how to make the
students involved in the process of learning, how to apply the appropriate
teaching method, how to support the student in exploring the material
independently, and how to make a good schema for the first until the last of
the process of teaching and learning (Appendix 1. Interview CH. LD7).
These assumptions were also recorded in the article of Shen et al. (2007, p.
251) who asserted that the teacher writes the actual lesson plan that follows
shows, this step includes (a) specifying cognitive and affective objectives;
(b) identifying key points of the content; (c) anticipating difficult points for
students; and (d) designing the lesson flow—introducing the topic,
presenting the new knowledge, strengthening the understanding of new
knowledge by application with increasing complexity, summarizing the
learning, and assigning homework.
Besides, the English teacher found the obstacle during arranging and
designing the lesson plan. He said that the time was so limited because there
were other activities that he should do (Appendix 1. Interview CH. LD8).
This also happened to Su, Qin, and Huang (2005, p. 7) in their case study.
They found that American teachers’ classroom schedules leave very little
time in school to undertake activities, including lesson planning, that could
improve their teaching practice. American teachers have about thirty minutes
for lesson planning, with almost no time for correcting student class work in
school or questions concerning that knowledge. But few have written about
the lesson-planning process itself. In the United States, planning and
preparation are considered important, but lesson plans themselves seldom
consist of more than a list of activities. Developing lesson plans is not often
considered a professional-development experience for individuals, nor is it
set in the context of a professional-learning community or a given school.
In contrast, Shen, Zhen, and Poppink (2007, p. 249) discovered that
lesson planning allows teachers to explore multiple aspects of pedagogica
content knowledge. In developing lesson plans, teachers have opportunities
to think deeply about the subject matter, including the way the subject matter
is represented in particular textbooks or in such aspects of the curriculum as
standards and benchmarks. They also have time to develop pedagogical
activities or methods that enable students to grasp the subject matter. Finally,
lesson planners can ponder what students know and how they may best
understand the content. It means that they have time to explore in designing
the lesson plan.
To overcome several problems faced by the English teacher during
designing the lesson plan, he tried to minimize it by looking for the
references and the creative teachers in youtube or whatsapp group in order to
make the teacher more creative and not boring (Appendix 1. Interview CH.
LD11). This finding matches with some observers, argued that a collegial
professional community can enable teachers to develop this knowledge
within the context of their teaching practice. In such a set of conditions,
teachers can reflect upon, explore, and improve their practice (Grossman,
Wineburg, and Woolworth 2001; Putnam and Borko 2000; Wang and Paine
2003). Researchers have identified multiple tasks that teachers can undertake
in these professional communities: in particular, examining student work,
examining others’ teaching with videos, and studying multiple subject
matters as a group. It can be concluded that the English teacher can be more
creative and innovative in developing and designing the lesson plan through
the community, including digital group in Whatsapp.
2. The English Teacher’s Development of Instructional Materials in
Implementing Contextual English Teaching.
Instructional material is one of several components in the process of
teaching and learning. Instructional materials in foreign language teaching
can refer to a variety of things. They can be defined as any tool that teachers
use to assist their students in adequately learning the target language; means
used to increase students’ access to that language; every instrument that
contributes greatly to students’ progress; anything which is used by teachers
and learners to facilitate the learning; and the keys to have influence on what
goes on in the classroom, just to list a few (Crawford, 2002; Jones, 2009;
Littlejohn, 2012; McDonough, Shaw & Mashura, 2013; Richards, 2010;
Tomlinson, 2008).
Learning materials are often the most substantial and observable
component of pedagogy. They determine the quality of language input and
the language practice during the learning process in the classroom. Richards
(2003) states that materials in language teaching have roles as a resource for
presentation of materials either spoken or written, as a source of activities for
learners’ practice and communicative interaction, as a reference source for
learners on grammar, vocabulary, pronunciation and so forth, and as a source
of stimulation and ideas for classroom activities.
Another factor that may determine the quality of teaching and
learning process is the uses of contextual materials. Contextual materials
help students connect the content they are learning to the life contexts in
which the content can be used. Students then find meaning in the learning
process. As they strive to attain learning objectives, they draw upon their
previous experiences and build upon existing knowledge. By learning the
subjects in an integrated, multidisciplinary manner and in appropriate
contexts, they are able to use the acquired knowledge and skills in applicable
contexts (Berns and Erickson, 2001). This theory was proved when the
English teacher taught English based on Contextual Teaching and Learning
(CTL). Based on the interview (Appendix 1. Interview CH. TB6), it was
found that the English teacher synchronized the material with the context of
students in Islamic boarding school. The English teacher did not only fill the
topic with the Islamic substance, but also with the newest things happened
around them. For instance, in playing monopoly, the board of it used the
Islamic boarding school characters and cultures such as kind, strong, and
sturdy. The complex in this game was usually in form of countries, but the
form made by them based on the Daarut Tauhiid characters. Having said
that, the English teacher develop the material through the context as the
Islamic boarding school students and supplied by the update things in order
to achieve the objectives of subject.
In addition, he added that the material adapted with the aim of
Islamic boarding school is the ideal material where tauhid and BAKU
character were the foundation in it (Appendix 1. Interview CH. TB6). He
asserted that the school tried to ask the teacher to make their own book based
on the students’ condition, and school condition as the solution for solving
the inappropriate book provided by other publisher. This was carried out by
the English teacher in order to achieve the first school’s mission, where the
values of tauhid was the basic and foundation of the process of teaching and
learning. For instance, he has made the English book, entitled “English in
Islamic Boarding School” for the third grade of junior high school students
in that school based on their condition and school’s characters (Appendix 1.
Interview CH. IM4). In accordance with this finding, Tomlinson (2003)
stated that the use of materials from the text books will not make the teachers
or lecturers creative and its contents tend not to be relevant to the learners’
needs because the publishers obviously aim to produce the text books which
will satisfy the wants and the needs of their users. To sum up, to be more
creative and innovative, he did not only use the materials form the provided
text book, but also from his own made book which was matched and relevant
with the students’ context as the students in Islamic boarding school.
The other issue that should be focused on regarding the use of course-
books in English language teaching (ELT) is its role in raising learner’s
motivation. In Indonesia itself, basically using a text book is a must for every
school to support the learning process. As stated in the regulations of the
Minister of Education no. 11 of 2005 Article 8, that teachers can recommend
students who are able to have textbooks. This means that the government is
clearly called for each learner has a textbook in order to achieve the learning
process. Further explained that education unit shall provide at least 10 (ten)
copies of textbooks for every subject at every grader to be used as library
collection. This indicates that every school should strive to provide textbooks
at least 10 copies in the library. Thus, students who could not afford to buy
the textbook can borrow at the library to understand the material being taught
as well as those who own them.
The textbook is a book used as a standard source of information for
formal study of a subject and an instrument for teaching and learning
(Graves 2000, p. 175). It should be regarded as one of the many sources
teachers can draw upon in creating an effective lesson and may offer a
framework of guidance and orientation. Additionally, textbook is a book
written by experienced and well-qualified people and the material contained
in textbook is usually carefully tested in pilot studies in actual teaching
situations before publication. EFL textbooks aim at providing learners with
necessary knowledge, language skills and information about English
speaking countries and preparing them for interaction with people from
foreign countries and of different cultural backgrounds. Textbooks usually
combine contemporary and traditional approaches to language teaching.
They incorporate concepts such as ‘learner development’, a ‘task-based
methodology’, and ‘cross-curricular themes’ while providing a grammar
framework and a thorough practice of vocabulary, grammatical structures
and functions (Hutchinson & Gault, 2009, p. 4). They have been primary
teaching instruments for most students since the 19th
century.
The use of textbook in teaching-learning has both advantages and
disadvantages depending on how they are used and the context for their use
(Richard, 2001). Moreover, Graves (2000, p. 175) explains that what one
teacher considers an advantage in a textbook, another teacher may consider a
disadvantage. The following list contains the most frequently stated
advantages of using textbooks (Graves, 2000, p. 175; Basturkmen, 2010, p.
149):
a. It provides a syllabus for the course because the authors of the
syllabus have made decisions about what will be learned and in what
order.
b. It provides security for the students because they have a kind of a
road map of the course: they know what to expect and they know
what is expected from them.
c. It provides a set of visuals, activities, readings, etc., and so saves the
teacher time in finding or developing such materials.
d. It provides teachers with a basis for assessing students’ learning.
Some textbooks include tests or evaluation tools.
e. It may include supporting materials (teacher’s guide, cd, worksheets,
and video.)
f. It provides consistency within a program across a given level, if all
teachers use the same textbook.
g. If textbooks follow a sequence, as within a series, it provides
consistency between levels.
Textbooks also have limitations, which can lead to teachers’ and
learners’ dissatisfaction with the course. The following list contains the most
frequently stated disadvantages of using only ready-made textbooks (Graves,
2000, p. 175; Basturkmen, 2010, p. 149):
a. The content or examples may not be relevant or appropriate to the
group and they may not reflect the students’ needs since textbooks
are often written for global markets and often do not reflect the
interests and needs of students.
b. They may contain inauthentic language, since texts, dialogs and other
aspects of content tend to be specially written to incorporate teaching
points and are often not representative of real language use.
c. The content may not be at the right level.
In accordance with the advantages and disadvantages of the use of
English textbook, tt was found that in teaching English, the student’s book is
provided by the school. In SMK Daarut Tauhiid, the English book were
provided by the institution (Appendix 1. Interview CH. IM1), but it is not
suitable with the condition of students in that school (Appendix 1. Interview
CH. IM2). Thus, the English teacher just used it as the supporting material,
not as the main book (Appendix 1. Interview CH. IM3). This finding is in
line with Richards and Renandya (2002) who claim that many of the course-
books as preplanned teaching materials have some possible following
disadvantages (as cited in Kayapınar, 2009): (a) They fail to present
appropriate and realistic language models; (b) They propose subordinate
learner roles; (c) They fail to contextualize language activities; (d) They
foster inadequate cultural understanding; (e) They fail to teach idioms. In
consistent with this claim, Tsiplakides (2011) believes that among the main
negative effects of the use of course-books is that they may contain
inauthentic language, may distort content, may not satisfy students’ needs,
and may be expensive to buy. Educationally speaking, course-books are not
a magical tool, and they have both advantages and disadvantages for EFL
learners and teachers. By contrast, Rahimi and Hassani (2012) conducted a
study on Iranian foreign language learners. The result revealed that there was
a positive relationship between Iranian students’ positive attitudes towards
EFL course-books and their attitudes towards learning English as a foreign
language.
In term of form of materials sources, the English teacher just used the
English book provided by the school as the supporting material. He
combined and added the material taken from the internet (Appendix 1.
Interview CH. IM6). He just took the important material or sentences from
Google randomly and if the sentence or material was not suitable with
Islamic boarding school, he would change them (Appendix 1. Interview CH.
IM7 and IM8). He tended to use internet as the additional material and
references rather than using the book. He used the internet because it is more
effective in choosing and selecting the material (Appendix 1. Interview CH.
TB7). He also emphasized that the most website he visited was English
Cambridge (Appendix 1. Interview CH. IM10). In line with these, Noytim
(2006) found that the Internet is a powerful repository of information for
language teaching. In accordance with the use of internet as the instructional
materials resources randomly, Martin, et al. (2011) discovered that the
development of the Internet has enabled the emergence of new digital tools
for pedagogical applications, and an indefinite number of resources and
materials in a variety of formats are available on the World Wide Web
(WWW) for language teaching and learning. Thus, the existence of many
sources of instructional materials such google, youtube, Cambridge, and so
on really help the teacher to develop the instructional materials to be more
creative and innovative so that the students will be more interesting in
joining the process of teaching and learning.
3. The English Teacher’s Strategies in Implementing Contextual
English Teaching.
In this part, the researcher implemented two techniques in collecting
data, interview and direct observation to both, students and teacher, in order
gain the data deeply and accurately. What the teacher and students did in the
classroom were recorded through taking pictures and field notes while the
interview was carried out in the different time and place. The discussions of
findings are described as follow:
1) Interview
In building the context the English teacher created it in teaching
English through activating himself and the students. He believed that making
the students to be more active will make them more creative where the
context will appear after their creativity (Appendix 1. Interview CH. TB9).
In accordance with this finding, Johnson (2014, p. 215) points out that
thinking creatively which needs diligence, discipline, and high attention
involves the mental activities such as:
a. Asking the question.
b. Considering the new information and idea which are uncommon with
the open minded though.
c. Building the connection among the different things.
d. Connecting several ideas freely.
e. Applying the imagination in every situation in order to produce the
new and different things.
f. Listening to the intuition.
Having said that, this confirms that Johnson’s theory (2014, p. 215) is
in line with the finding. Johnson (2014) states that thinking creatively
involves the high curiosity and questioning where the teacher who
implements Contextual Teaching and Learning (CTL) pushes and motivates
the students to think why something is done with this way; why a thing is
operated by the particular way; or why the statement in the students’
handbook should be believed.
Another way to build the context in teaching English was doing the
small talk or conversation with the students. He did a small talk by aiming at
how the students become more focus in learning. In apperception, he thought
that the teacher can build many inputs from the students so that the teacher
recognized what material he wanted to teach in the class, now or next
meeting (Appendix 1. Interview CH. TS2). What the English teacher did was
in line with Johnson’s example (2014, p. 235). It was found that in the senior
high school in South Idaho, the school decreased the amount of class of the
teachers’ responsibility in order to give them one hour in each day to talk to
their students and to do brainstorming. This shows that the effort of school to
pay attention more to their students was actualized as the way to get the
students’ input. Johnson (2014, p. 237) also emphasized that when the
teachers recognize their students, they can help the students to find their
subjects, ideas, interests, and wants that make them more interesting and
happy in joining the class. This was confirmed in the students’ statements
who stated that if the material was done, the English teacher did the
reflection or told about the hottest and newest film in movie such as the
movie “Fantastic Beast: The Crimes of Grinderwald” which became people’s
preference to watch (Appendix 2. Interview SM. TS2). What the teacher did
in the classroom made the student’s enthusiasm increased because most of
teachers just explained the topic, delivered the material, and gave the test. In
contrast, the English teacher did more than other teachers like having a small
talk and a joke so that the atmosphere in the classroom was not so quite
(Appendix 2. Interview SM. SB4). Above all, what the teacher build in
creating the context was in line with the students’ expectation.
To build the context in the process of teaching and learning English,
the teacher created the challenge or task related to what they like, such as
game of “call of duty” became “call of ECO pesantren”, it was adopted
based on the context. Furthermore, he asked the students to make a project as
their media to learn such as making video, poster, and so on (Appendix 1.
Interview CH. TS4). These were in line with Berns and Erickson (2001) who
stated that project-based learning is one of approaches in Contextual
Teaching and Learning (CTL). It 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. These
finding also stand as the evidence that some characteristics of Contextual
Teaching and Learning were carried out by the teacher. Johnson (2014)
explains that doing significant work and self-regulated learning are two of
several Contextual Teaching and Learning (CTL) characteristics. It means
that students can make relationship among what they did in making projects
with their major based on the various existing contexts in the real world as an
Islamic boarding school student or citizen. Then, self-regulated learning
means proposing 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.
The English teacher implemented the video project as the way to
build the context (Appendix 1. Interview CH. TS4). It was in line with
constructivism which stands as the root of Contextual Teaching and Learning
(CTL) (Johnson, 2014, p. 18). The convergence of technology and pedagogy
has often been viewed from the constructivist perspective (Jonassen,
Howland, Moore, & Marra, 2003). Among various technological tools at the
disposal of teachers and learners, digital video has been identified as
especially beneficial for promoting active and creative learning (Loveless,
2002) and for stimulating social interaction among learners (Goldfarb, 2002).
Additionally, being engaged in a video project encourages students to
assume a greater responsibility of their learning while providing a rich,
memorable and authentic learning experience (Kearney & Schuck, 2006).
In implementing Contextual Teaching and Learning, Forum Group
Discussion (FGD) became the main students’ activity during learning
English with the English teacher (Appendix 1. Interview CH. LS1). He
assumed that it was very important to be applied because the students were
not allowed to bring mobile phone, so it was a must for implementing Forum
Group Discussion (FGD) in order to motivate them in discussing, sharing
information, and brainstorming. So, they will get the information from their
group members (Appendix 1. Interview CH. TB10). Bern and Erickson
(2001) pointed out that cooperative learning is one of Contextual Teaching
and Learning (CTL) approaches organizes instruction using small learning
groups in which students work together to achieve learning goals. Thus, it
can be summed up that the English teacher applied cooperative learning as
the way to implement Contextual Teaching and Learning (CTL) in order to
make the learning process more communicative.
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, 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.
In accordance with Relating, Experiencing, Applying, Cooperating, and
Transferring (REACT), the researcher found several findings which are in
line with this. As the implementation of relating, the teacher created the
challenge or task related to what they like, such as game of “call of duty”
became “call of ECO pesantren”, (Appendix 1. Interview CH. TS4). In
addition, each students was required to write the future tenses sentences on
whiteboard in three minutes with the topic what will happen in SMK Daarut
Tauhiid in 2025 (CON8. TS16). Then, in experiencing, they made a board
game by themselves, monopoly (Appendix 1. Interview CH. LM1). In
playing the game, the have to do or practice something based on what they
got from playing it. Afterwards, as the implementation of applying, he asked
the students to make a project as their media to learn such as making video,
poster, and so on (Appendix 1. Interview CH. TS4). Because their major is
network and computer engineering, it was appropriate for the students to
make the video project as their implementation of their habitual used, camera
or editorial application. Next, in cooperating, Forum Group Discussion
(FGD) became the main students’ activity during learning English with him
(Appendix 1. Interview CH. LS1). He assumed that it was very important to
be applied because the students were not allowed to bring mobile phone, so it
was a must for implementing Forum Group Discussin (FGD) in order to
motivate them in discussing, sharing information, and brainstorming. So,
they will get the information from their group members (Appendix 1.
Interview CH. TB10). Lastly, in the process of transferring, the English
teacher showed the students the video or audio by purposing at building the
students’ thinking skill. He contended that if they watched the video or
listened to the audio, they would get new ideas, inputs, and knowledge.
However, he informed the students before showing the video or audio which
was related to the material so that they would be more curious and
interesting, have the inputs and idea, and the teacher could comprehend well
how to connect the context to the process of learning (Appendix 1. Interview
CH. TS3).
The accomplishment of teaching learning process is a complex
activity. It is, therefore, absolutely essential to utilize some learning media
for supporting the successful achievement of educational process. When
implementing teaching and learning strategy, the teacher opined that the
media was a must, because the process of learning would be hard without
using it. Moreover, all his students were men who not all of them liked
learning, because men tended to use their kinesthetic and easier to get bored,
even they were in twelve grade (Appendix 1. Interview CH. TB11).
Tillestone (2003, p. 5) assumes that the use of media can care for the
students’ motivation, modality, and brain management. Meaning to say, the
class that involves the appropriate media can encourage the students more
motivated and creative in learning process so that their achievement becomes
better. Furthermore, if this condition occurs, the goals of teaching and
learning activity will be reached well.
Regarding to the media that can be utilized for teaching English,
Smaldino, Lowther, and Russel (2008, p. 6) classify media into six
categories namely (1) text, for instance: book, poster, and so on. (2) Audio,
for example: teacher’s voices, music, and mechanical sounds. (3) Visuals, for
example: cartoons and photographs. (4) audiovisual/video, shows motion, for
instance: movies, DVDs, and computer animation. (5) Manipulatives, are
three dimensional and can be touched and handled by students. (6) people,
for example: teachers and students. If the researcher refers to those
categories, the medias used by English teacher were vary. He had the
assumption that the suitable criteria for learning media in his school should
be both, visual and audio visual (Appendix 1. Interview CH. TB12). The
visual media should be in form of paper, such as poster and card that
consisted of English text where the students could analyze, identify, and
investigate. Furthermore, the audio visual should be in form of audio
downloaded from the internet or made by himself, video downloaded from
the youtube, or the students made it by themselves as their project. These
kind of media should be applied because it was about language which was
needed to be visualized (Appendix 1. Interview CH. LM2). Based on those
categories, some of media learning occur in form of both, visual and
audiovisual/video during learning English with him such as using monopoly
game made by the students and teacher (Appendix 1. Interview CH. LM1),
music in form of missing lyrics challenge (Appendix 2. Interview SM. LS1),
audio in form of English speaker recording (Appendix 2. Interview TA.
LM2), the motivational or English video (Appendix 1. Interview CH. TS3),
and the English book (Appendix 2. Interview MZ. LM1, LM2).
Teaching English based on Contextual Teaching and Learning (CTL)
caused the high passion of the students in learning English because it
depended on what they like even they did not comprehend well what they
were learning about, but they had high interest to learn English. For him, the
most important thing when teaching English was building their high passion
and interest to learn English by connecting the context of what they like and
need to English subject (Appendix 1. Interview CH. TB13). In accordance
with the students’ improvement in English skill, Satriani, et al. (2012) found
that the strategies of Contextual Teaching and Learning could improve the
students’ English writing skill. Moreover, the data from observation,
interview, and documentation of students’ text showed some benefits of
Contextual Teaching and Learning (CTL). In line with them, Aprizani (2016)
discovered that Contextual Teaching and Learning (CTL) was more effective
than direct instruction for teaching reading skills. Contextual Teaching and
Learning (CTL) also encouraged materials that are related to the students’
surrounding so that it helped them use English related to their daily
activities. In short, high interest and improvement can be achieved through
implementing Contextual Teaching and Learning (CTL) in teaching English
because it can relate the subject to their daily context that make the material
more interesting.
2) Observation
Based on the findings, Contextual Teaching and Learning (CTL)
helps teacher to relate learning material to concrete students’ world, and
support students to connect between knowledge which they have and its
application in their daily life. The researcher saw that the teacher have
related learning material to concrete students’ world.
In accordance with the result of observation done several times, there
are some components of Contextual Teaching and Learning (CTL) (Nurhadi,
2002) that applied in several meetings. The first is constructivism. This
component is applied in five learning steps such as activating knowledge,
acquiring knowledge, understanding knowledge, applying knowledge, and
reflecting on knowledge. It means that the teacher had built the knowledge
little by little. The teacher had made the knowledge meaningful and relevant
to students. It was proved when the English teacher firstly stimulated the
students by asking them their background knowledge about the material
(CON1. TS1). Then, in a meeting, while calling them, he also asked them
about what they could do between operating the DSLR camera or software
design (CON2. TS3).
The second is inquiry. It means that the teacher asks something
valuable that relates to the topic discussed. This was in line the English
teacher’s activity when he asked them about the meaning of pronoun. He
also illustrated the use of pronoun by performing touching the student’s
shoulder and clarified to the students who the subject was and who the object
was. After they comprehended the different between the subject and object
pronoun, he asked them to write about the object and subject pronoun
occurred on the slide. Besides asking their background knowledge, he also
built the students’ understanding by asking them “how do you describe your
city?”, “how much does it cost?. “what is the shape of this room?”. It was
used to introduce the adjective material that they would learn at that time
(CON6. TS5).
Then, the third Contextual Teaching and Learning (CTL) component
is 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. This was
shown when the teacher asked the students if they had the questions, they
could ask him (CON2. TS9). Moreover, when the students did their work,
the teacher walked around the class and there were several students who
asked the teacher because they did not understand well what they should do
or did not know what phrases or words that they had to write (CON3. TS11).
Afterwards, the fourth Contextual Teaching and Learning (CTL)
component is learning community. By meaning, learning community
actually 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. In accordance with this, in giving the practice or task, the
English teacher instructed the students to do it in a group (CON1. TS3). For
instance, the task they had to make an essay with filling the adverb of
frequency in a group and it was related to their daily activity in Islamic
boarding school. The teacher suggested the students to make one sentence
for one member in a group so that they would gain the minimum sentences
(CON6. TS12).
The fifth, modeling becomes the component of Contextual Teaching
and Learning (CTL). 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. This can be seen when the
English teacher illustrated the use of pronoun by performing touching the
student’s shoulder and clarified to the students who the subject was and who
the object was (CON6. TS5).
Furthermore, reflection also occurs as the component of Contextual
Teaching and Learning (CTL). 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. This was
in line when he reviewed the material and what he delivered to the students
at that meeting in order to convince that the students gained what he taught
(CON3. TS13).
Lastly, authentic assessment is also the component of Contextual
Teaching and Learning (CTL). This principle was proved during the
students’ presentation. During presenting the result, the teacher gave them
the guidance and correction to their spelling and pronunciation directly
(CON3. TS16).
Regarding the characteristics of Contextual Teaching and Learning
(CTL), Johnson (2014) pointed out several characteristics such as making
meaning connection, doing significant work, self-regulated learning,
collaborating, critical and creative thinking, nurturing the individual,
reaching high standard, and using authentic assessment.
In line with those characteristics of Contextual Teaching and
Learning (CTL), during the research, the researcher found some
characteristics emerged in the classroom. In making meaning connection, the
English teacher gave the students work related to future tense. Each students
was required to write the future tenses sentences on whiteboard in three
minutes with the topic what will happen in SMK Daarut Tauhiid in 2025
(CON8. TS16). Then, in doing significant work, the teacher asked the
students to make a video in group related to their daily activities in Islamic
boarding school. Furthermore, self-regulated learning means that the teacher
proposed them with several regulations to do the video project as the way to
achieve the objective of English subject where the result would be the
product.
In collaborating, it could be seen almost in every meeting when the
students were required to do the task in a small group so that they could
share and communicate about ideas and information to the other members in
a group (CON6. TS12). In building the students’ critical and creative
thinking, it could be seen when the students were asked to predict what will
be the food trends in 2019. Thus, the use of video for giving the students the
assignments was vary, depended on the material they learnt (CON3. TS9).
Next, nurturing individual was implemented in several moments during the
process of teaching and learning such as informing the students that there
would be the English competition in UPI and for them who wanted to join
the competition there, they can contact him (CON8. TS8); asking them about
what they could do between operating the DSLR camera or software design
(CON2. TS3), and asking the students about their condition, their weekend
(CON6. TS4).
There were the efforts to reach the high standard during learning
process. Self quality is one of several basics components in reaching the high
standard and in line with that, the students did was praying and reciting one
of short surah in Qura’n as their memorization and review. The English
teacher always asked the leader of the class to lead the students to do that in
every meeting before starting to learn English. Besides praying and reciting
the Qur’an, they were also asked to read Al-Matsurat (CON1. TS1). In
addition, in pre teaching process, the English teacher knew some of their
work were duplicated each other. He asked the students to be honest to
confess what they have done in working with their task. Some students
admitted their fault and the teacher asked them to do push up three series
(CON1. LP2).
To implement Contextual Teaching and Learning (CTL), a variety of
teaching approaches may be used (Berns and Erickson, 2001). 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. There are five approaches that
Berns and Erickson explained such as problem based learning, cooperative
learning, project based learning, service learning and work based learning.
However, the researcher only found two approaches during doing the
research. First, cooperative learning was implemented by the English teacher
when he gave the students the task in the classroom (CON8. TS16, CON1.
TS3). Then, project-based learning was carried out by the English teacher by
asking the students to make the video in a group related to their environment
and daily activities in Islamic boarding school.
4. The Teacher’s Difficulties in Teaching English Based on Contextual
Teaching and Learning (CTL)
In implementing Contextual Teaching and Learning (CTL) in
teaching English is not an easy task either for the teacher or the students.
There are some obstacles faced absolutely faced by them frequently. Based
on the interview to the English teacher and the students, the problems were
categorized as the table below:
Table 4.1 The Problems and the Solution in Implementing
Contextual Teaching and Learning (CTL)
The Problems The Solutions
Teacher’s perspective:
1. Less of media (budgeting)
2. Less of time
3. Low students’ condition,
motivation, and concentration
Teacher’s solution:
1. Making the media by their selves
with the minimum budget such as
making board game, monopoly.
2. Maximizing time by
Implementing Forum Group
Discussion in every meeting in Students’ perspective:
1. Lack of grammar rules
2. Lack of vocabulary mastery 3. Lack of English word spelling
doing the task. 3. Developing and planning the
teaching process
4. Motivating students intensively
5. Applying various teaching
strategies and method
6. Sharing with other teachers
Integrating the teaching materials
in order to fulfill the objective of
some productive subject matters
In Table 4.1 above, we can comprehend that the teacher and the
students have the problems in the process of teaching and learning English.
This was in line with Arianto (2011) who found that the problems faced by
the teacher were the condition of the students who still made some noise, the
large amount of students in the class, little attention from the students, and
the shyness from the students to speak up. In addition, Anggraeni (2012)
discovered that the obstacles faced by the teacher were limited time, unstable
motivation of the students and different capability of the students.
Furthermore, Hidayati (2017) the problems faced by the teachers are the
teacher’s difficulties in managing the time, students’s low motivation
because they know English is difficult, and students’ difficulties in mastering
vocabularies. Besides the obstacles, the solutions also found in the research.
Anggraeni (2012) stated that the solutions were carried out by the teacher
from the implementation teacher’s roles in teaching-learning processes using
Contextual Teaching and Learning (CTL) such as as being facilitator,
controller, transferor and evaluator and the roles of students were as the
player and the partner of the study. In line with her, Hidayati (2017) pointed
out several solutions to solve the obstacles such as having conversations with
students intensively, using various teaching strategies, and relating the
students’ experience and life with the subject.
Regarding to the use of media in teaching English as foreign
language, Brinton (2001) explains that the use of media helps to stimulate
and engage learners. By presenting how English is used in real-life or within
realistic day-to-day contexts, learners can gain a much deeper level of
cultural, generational and linguistic understanding that traditional approaches
and methodologies to foreign language education often fail to provide.
For the language educator, the use of media as a supporting and
supplementary tool for teaching/learning foreign language may reduce the
need for long and perhaps incomprehensible explanations. For language
learners, the use of media in the language classroom provides a wealth of
visual and audio cues that serve to reinforce the core material being
presented. In addition, according to Brinton (2001), by making good use of
these visual and auditory cues within the context of a lesson, learners
become better equipped to challenge the task of correctly interpreting and
communicating content and meaning.
Brinton (2001) also explains that media is divided into two main
categories: nontechnical media and technical media. Nontechnical media
refer to the most basic types of teaching materials found in the English
Foreign Learner (EFL) classroom such as chalkboards, flashcards and
posters. These types of media are considered very user-friendly and can be
used in classroom environments where resources are scarce and funding is
minimal. As for technical media, we find that these belong to a class of
materials and equipment that are much more costly and much less user-
friendly. Examples of these may include CD/DVD player, film projector, and
computer/language lab.
As today’s young learners, the students in SMK Daarut Tauhiid are
surrounded by technology and technological gadgets of all sorts, language
teachers would do well to familiarize themselves with technical media in
order to, as Scrivener (2005, p. 74) recommends, “...take into account the
needs and wishes of the learners... rather than offering some ‘off-the-peg’
solution”.
The following outline, divided into two categories, includes a
comprehensive list of both nontechnical and technical forms of media that
could be used effectively to support the teaching/learning process in the
English Foreign Learner (EFL) classroom (Brinton, 2001):
Table 4.2 The Categories of Media by Brinton (2001)
Non-technical media Technical media
a. chalkboards/white boards
b. cartoons/line drawings
c. magnet boards/flannel
d. boards/pegboards
e. objects/realia
f. flashcards/index cards
g. pamphlets/brochures/flyers/menus
h. wall charts/posters/ maps/scrolls
i. equipment
j. board games
k. operation manuals
l. mounted pictures/photos
m. Puppets
n. newspapers/magazines
a. record player/audiotape
player
b. filmstrip/ film projector
c. CD player/recorder
d. opaque projector/slide
projector
e. radio/television/video
player/recorder
computer/language lab
f. telephone/teletrainer
g. computer lab/multimedia lab
h. overhead projector
i. self-access center
Based on the Table 4.2, besides the media provided by the school, it
can be identified that the English teacher also attempted to minimize the
problem of media and budgeting for media by providing several media with
the limited funding such as making board game by themselves, posters,
video and audio record, and so on.
In accordance with the limited time and students’ condition, Dhillon
and Wanjiru (2013) asserted that the strategies deployed by teachers was
addressing those challenges include using varied instructional approaches
and creating a warm classroom climate to provide a non-threatening
environment for learning and language acquisition. In line with the finding in
this study, the English teacher also created the warm condition before
moving the main activities of learning such as watching the video, talking
about the recent things happened about technology, movie, or so on.
According to Dornyei (2008), the way in which the teacher responds
to pupils’ concerns contributes significantly towards English learning, for
example by reacting in an empathic manner, with mutual trust, respect and
dependability. There is therefore a need to cultivate relationships which
promote a warm language-learning atmosphere and which initiate positive
classroom interaction. The study showed that when the students got the
problem during learning process in the classroom, the teacher gave the
technical guidance and help the student directly and warmly by approaching
to their group to answer their question or telling them their error in doing the
task.
Those elements also can be effective ways of motivating, captivating
interest and building learners’ confidence in the use of English. Cary (2000)
identifies the role of the teacher as a talk initiator in the classroom; for
example, the teacher increases talk time for learners by generating
opportunities for creative talk, reducing teacher talk, and incorporating
learners’ personal interests when encouraging English speaking. Although
the students found several obstacles in learning English, the study found that
the English teacher endeavored to overcome the problems such as relating
their real experience with the English subject, showing them the video by
aiming at giving them the input to speak up, or grouping them in doing the
task.
5. The English Teacher’s Assessment in Implementing Contextual
English Teaching
In teaching and learning process, assessment is absolutely carried out
by teachers in different forms and ways in order to gain the result of
students’ learning progress. As one of several characteristics in
implementing Contextual Teaching and Learning (CTL) is using authentic
assessment (Johnson, 2014, p. 288). The notion of authentic assessment is
not new. In some discipline areas, students have always been required to
develop products and/or perform realistic tasks in order to demonstrate
mastery. In many disciplines, students' demonstration of the mastery of
various domains of learning objectives has not necessarily equated with a
demonstration of their capacities in real world settings. Thus, assessment for
mastery should not necessarily be equated with the assessment of learning in
authentic learning situations.
According to Zaim and Refnaldi (2016, p. 78), authentic assessment
is the way to evaluate students’ learning progress through numerous
assessment tasks. In addition, Brown (2010, p. 126) also notes, the belief of
authenticity portrays the real-world tasks in which motivate the students to
use the language skills in practice more communicatively. Furthermore,
Palm (2008, p. 7) states that in authentic assessment students have to relate
their background knowledge to deal with an information needed on the topic
and express their ideas in detailed. Thus, it can be assumed that the multiple
tasks given in authentic assessment should reflect to the real world situations
and give a chance to the students to do the tasks meaningfully.
Gulikers, Bastiaens, and Kirschner, (2004, p. 69) argue that there are
differences of opinion about what constitutes authenticity because some
authors emphasize the task and context and others refer to performance
assessment. They make a distinction between authentic and performance
assessment such that ‘every authentic assessment is performance, but not
vice versa’. They also argue that the degree of fidelity of the task and the
conditions in which the performance takes place, is greater in authentic
assessment than in performance assessment. Taking account of this
distinction, Gulikers, Bastiaens, and Kirschner, (2004, p. 69) define authentic assessment as an assessment requiring students to use the same
competencies, or combinations of knowledge, skills, and attitudes that
they need to apply in the criterion situation in professional life. So, in a
real sense, authentic assessment is about making visible (produce
evidence of learning in some way) and measurable (to some appropriate
standard) a performance that is a valid (by this we mean relevant)
indicator that the identified elements of the curriculum have been learned in an integrated manner for the conditions in which they are ultimately
intended to be needed or used.
Regarding to the content of the assessment, Khaira and Yambo
(2005) argue that ‘authentic assessments should resemble meaningful
performances in real world contexts’ and should ‘involve real life tasks
with multiple solutions for the student’. Similarly, Mueller (2006)
suggests that the rationale for using authentic assessment usually springs
from the idea that graduates should be ‘proficient at performing the tasks
they encounter when they graduate’ therefore their assessment should
require them ‘to perform meaningful tasks that replicate real world
challenges’. Having said that, those explanations were proved by the
English teacher in assessing the students’ learning progress. The students
were asked to make a video blog related to their Islamic boarding school
(Appendix 2. Interview TA. LA1, LA2). In addition, it was found that the
test was presentation where the students had to make the mind mapping from
the chosen topic and present what they have made (Appendix 2. Interview
SM. LA3). Afterwards, the students were also proposed to write the
adjectives related to their Islamic boarding school and to describe about their
selves and dormitory. Thus, the description written by the students was using
adjectives as many as they could (Appendix 2. Interview TA. LA6).
Moreover, the form of the mid test was in multiple based choice in Computer
Based Test (CBT) mode (Appendix 2. Interview SM. LA6). Moreover, all of
questions of the mid test were 40 questions, made and arranged by the
English teacher himself (Appendix 6). In short, what the English teacher did
in assessing the students’ learning progress was appropriate with the
students’ context as the students of Islamic boarding school and network and
computer engineering major.
Due to the types of authentic assessment, according to the regulation
of the Minister of Education and Culture No. 81, year 2013 about the
implementation of 2013 Curriculum, an authentic assessment is an
assessment which significantly focuses on measuring student’s learning
process dealing with their behavior, knowledge and skill. Accordingly,
teachers are required to assess students’ skills using performance, project,
and portfolio assessments. Performance assessment is an assessment which is
conducted by observing student’s activities in doing particular activity;
portfolio assessment is defined as a continuous assessment process based on
a set of information that shows the development of students competence in a
given period of time; while project assessment is an integrated unit of works
which cannot be finished at a given time; it requires the students to do a
series of tasks resulting on specific product or data (the regulation of the
Minister of Education and Culture no. 104, year 2014).
According to Indiana Department of Education (2011), authentic
assessments include a variety of measures that can be adapted for different
situations. These are some examples of authentic assessments.
Table 4.3 Types of Authentic Assessment by Indiana Department
of Education (2011)
Assessment Description Advantages
Oral interview Teacher asks students
questions about personal
background, activities,
readings, and interests
a. Informal and relaxed context
b.Conducted over successive days
with each student
c. Record observations on an
interview guide
Story or Test
Retelling
Students retell main ideas or
selected details of text
experienced through
listening or
reading
a. Student produces oral report
b. Can be scored on content or
language components
c. Scored with rubric or rating
scale
d. Can determine reading
comprehension, reading
strategies, and language
development
Writing sample Students generate narrative,
expository, persuasive, or
reference paper
a. Student produces written
document
b. Can be scored on content or
language components
c. Scored with rubric or rating
scale
d. Can determine writing
processes
Projects/exhibiti
ons
Students complete project in
content area, working
individually or in pairs
a. Students make formal
presentation, written report, or
both.
b.Can observe oral and written
products and thinking skills
c. Scored with rubric or rating
scale
Experiments/
Demonstrations
Students complete
experiment or demonstrate
use of materials
a.Students make oral presentation,
written report, or both
b. Can observe oral and written
products and thinking skills
c.Scored with rubric or rating
scale
Constructed-
Response
Items
Students respond in writing
to open-ended questions
a. Student produces written report
b. Usually scored on substantive information and thinking skills
c. Scored with rubric or rating
scale
Teacher
Observations
Teacher observes student
attention, response to
instructional materials, or
interactions with other
students
a.Setting is classroom
environment
b. Takes little time
c.Record observations with
anecdotal notes or rating scales
Portfolios Focused collection of
student work to show
progress over time
a.Integrates information from a
number of sources
b. Gives overall picture of student
performance and learning
c.Strong student involvement and
commitment
d. Calls for student self-
assessment
The Table 4.3 above shows that several authentic assessments can be
used and implemented by the English teacher based on teacher’s
considerations. Furthermore, Johnson (2014, p. 290) classified the authentic
assessments into four types in implementing Contextual Teaching and
Learning (CTL) such as portfolio, project, performance, and written answer
completely.
Based on the types of authentic assessment explained above, it was
found that several authentic assessments were brought about by the English
teacher in assessing the students’ progress in learning English. First, to
administer of performance assessment, the English teacher required the
students to do presentation where the students had to make the mind
mapping from the chosen topic and present what they have made (Appendix
2. Interview SM. LA3). Secondly, as the implementation of portfolio, he also
did daily assessment to the students without giving them homework. He
usually gave the students the tasks in every meeting, but it must be done at
that time. (Appendix 1. Interview CH. LA3). Meanwhile, another student got
the assignment from his teacher in form of students’ work book. (Appendix
2. Interview MZ. LA2). The third, making a video blog related to Islamic
boarding school environment was carried out by the students in order to fill
the project task asked by the English teacher (Appendix 2. Interview TA.
LA1, LA2). The fourth, written answer as authentic assessment was carried
out through several task such as doing the particular task in a group or
individual that compelled them the to write, daily test, mid test and final test
in form of Computer Based Test (CBT).
Later, based on the syllabus and lesson plan, it was found that the
assessments toward students were through; (a) Students’ work documents
such as their video or audio project, their writing practice in their books, and
their test result; (b) students’ attitudes during the class such as their
responsibility, activity, communication, and corporation; (c) students’
practice during the class such as their presentation and demonstration related
to English subject; and (d) self-assessment or pair-assessment through the
special format, journal, diary, or other forms. To conclude, those kinds of
assessments were in line with the types of authentic assessments illustrated
by the experts above.
As the purpose of applying authentic assessment in implementing
Contextual Teaching and Learning (CTL), the English teacher assumed that
it was important for him because he could measure how the students develop
their english skill, how the students learn English, and how the students’
curiosity are built (Appendix 1. Interview CH. LA3). Johnson (2014, p. 290)
explain several benefits of why the teacher should implement authentic
assessment in teaching and learning process.
The benefits are (a) revealing totally how well the students’
understanding towards the subject is; (b) uncovering and strengthening the
mastery of the students’ competence such as collecting the information,
using the sources, operating the technology, and thinking systematically; (c)
connecting the subject with the students’ experience; (d) sharpening the skill
of thinking in analyzing, collaborating, identifying the problem, creating the
solutions, and following the relationship of caused-effect; (e) receiving the
responsibility and making a choice; (f) cooperating with others in doing the
task; and (g) learning to evaluate the students’ achievement by themselves.
Thus, it can be summed up that the English teacher attempted to
employ authentic assessment in order not only to reach the students’ progress
in learning English, but also to build their curiosity, responsibility, and
independency.
87
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Since the present research is very specific and limited, there is a
possibility that the result of this research was different from other
ethnographic studies on the same areas. This is because the characteristics
and culture in different places are diverse. However, based on the result of
the study, several conclusion can be formulated as follows:
The first, in implementing Contextual Teaching and Learning (CTL)
in teaching English, the lesson plan used by the English teacher was
provided formally by the authority of educational department of West Java.
However, there were some alterations either in content or in implementation,
adjusted with the need of school’s accreditation and characters, and students’
condition.
The second, in developing the instructional materials, besides using
the main book from several publishers provided by the school, the English
teacher also 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.
The third, the learning strategy employed by the English teacher in
implementing Contextual Teaching and Learning (CTL) in teaching English
was mostly cooperative learning by applying Forum Group Discussion
(FGD) in doing the task in the classroom or in making the particular project
outside. It was also revealed that the English teacher related the subject, the
task, or the other activities in English learning process with the school’s
characters and students’ condition.
The fourth, there were several obstacles faced by the English teacher
such as less of media (budgeting), less of time, and low students’ condition,
motivation, and concentration. Besides, the students also found several
barriers such as lack of grammar rules, lack of vocabulary master, and lack
of English word spelling.
The fifth, several solutions were carried out by the English teacher to
overcome the problems such as making the media by their selves with the
minimum budget such as making board game, monopoly, minimizing time
by Implementing forum group discussion in every meeting in doing the task,
preparing and planning the teaching process, approaching and motivating
students intensively, using various teaching strategies, sharing with other
teachers, and integrating the teaching materials in order to fulfill the
objective of some productive subject matters
The sixth, in implementing CTL, to assess the students’ learning
progress in learning English, the English teacher assessed them using
authentic assessment that stand as the characteristics of CTL. They were
assessed based on their attitudes, daily task, project, performance, written
test, mid test, and final test.
To sum up, the process of teaching and learning English in SMK
Putra Daarut Tauhiid still needs of more intensive attention in term of
teaching strategies, learning style, and material development.
B. Suggestion
In accordance with the conclusion above, to provide the betterment of
teaching and learning English based on Contextual Teaching and Learning
(CTL), it could be delivered some suggestions go to:
- Teacher
The teacher should know well how to develop the English lesson plan
design in order to reach the better English learning goals. The teacher
also should should not only emphasize on the students’ group work.
Then, the english teacher should make the balance between the material
explanations and the task and give them more guidance in order to make
the better students’ understanding in a subject. Next, the English teacher
should create the English book based on the school’s characters and
students’ condition. He also should modify and mix the materials from
the provided book in order to make the balance and better achievement in
English subject.
- Student
Due to the importance of this subject, the students should study harder
and avoid playing game too much because it will negatively affect their
competences.
- Institution
The Institution should give additional time for English subject because of
the role of English in work field or academic field is very important. It is
also needed to give more budget to provide the media that can help the
students in improving and achieving the objective of English effectively.
- Further researcher
It is suggested that the kind of ethnographic studies can be conducted to
enrich and provide the real and whole data about the process of teaching
and learning language skill completely so that the strength and the
weakness can be described in detail well.
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APPENDICES
APPENDIX 1 INTERVIEW A (FOR THE TEACHER)
(Adapted from Spradley’s Ethnography Interview, Whitehead, 2005)
Project : The Process of Teaching English based on Contextual
Teaching and Learning (CTL)
Place : English Teacher’s room (Guidance and Counseling room in
SMP Daarut Tauhiid)
Date : Thursday, August 2nd
, 2018
Time : 08:30-10:00
Interviewee : CH, English Teacher in SMK Daarut Tauhiid
Interviewer : NM (the researcher)
Abbreviation
LD : Lesson plan Design TS : Teaching Strategy
IM : Instructional Material LA : Learning Assessment
TP : Teaching Problem TE : Teacher’s Expectation
TB : Teacher’s Belief LS : Learning Strategy
LM : Learning Media
Interviewer
and
Interviewee
Questions and Answers about Grand Tour
Question
Theme
NM
CH
Selamat pagi Pak.
Selamat pagi.
NM
CH
Begini Pak, saya mempunyai tugas thesis dengan
judul ini, dan ada beberapa pertanyaan berkaitan
dengan apa yang Bapak ajarkan di kelas Bapak.
Siap.
NM
CH
Untuk yang pertama Pak, sudah berapa lama Bapak
mengajar Bahasa Inggris di yayasan ini, di sekolah
ini?
Dari 2015.
NM
CH
Sudah cukup lama juga Pak.
Iyah sudah tahun ke empat.
NM
CH
Berarti pengalamnnya sudah cukup banyak yah Pak.
Betul.
NM
CH
Terus, apa yang membuat Bapak tertarik mengajar
Bahasa Inggris di sekolah ini pa?
Karena bertauhid.
NM Maksud dari bertauhid?
CH Semua pembelajaran diarahkan ke arah tauhid. Jadi semuanya karena izin Allah. Gitu. Jadi, siap yang
menciptakan ilmu? Allah, siapa yang mencipatakan
media pembelajaran? Allah, yang menggerakan
mereka untuk belajar juga Allah. Jadi semuanya
tauhid. Begitu yah.
TS 1
NM
CH
Ok, jadi itu yang membuat Bapak tertarik untuk terus
bertahan dan terus mengajar.
Betul.
NM
CH
Terus, bagaimana rasanya mengajar di sekolah ini,
seperti apa setelah empat tahun mengajar disini?
Hati menjadi tenang, tidak ada buruk sangka, tidak
ada yang namanya masalah keuangan, tapi yang ada
bagaimana cara menjaga silaturahmi antara murid
dan guru dan juga belajar disiplin.
TS 2
NM
CH
Ok, disiplin yah. Kalau begitu apa yang membedakan
Bapak mengajar secara kontekstual dengan mengajar
secara konvensional Pak?
Konvensional itu lebih ke ceramah, jadi satu arah,
anak akan lebih banyak merasakan banyak kebosanan
kalau misalkan satu arah, karena tidak ikut di
libatkan dalam pembelajaran. Sedangkan kalau
kontekstual ini akan banyak sekali melibatkan anak,
jadi kita gunanya menjadi fasilitator, kita hanya
menyediakan materi, anaklah yang mengexplorasi,
anaklah yang mengasosiasi anaklah yang
mengkomunikasikan, jadi guru mah hanya melihat,
menilai, dan membetulkan, mengevaluasi, apakah
materinya betul atau tidak, apakah mereka sudah
mengerti atau tidak, tergantung dari materi yang di
sampaikan tadi.
TB 1
TB 2
NM
CH
Ok, jadi itu yah pa perbedaanya
Iyah.
NM
CH
Menurut Bapak, ketika Bapak mengajar di sekolah ini,
lesson plan yang efektif dan ideal untuk disekolah itu
seperti apa Pak?
Jadi, RPP yang cocok disini adalah RPP yang satu
pastinya mengacu ke tauhid. Jadi semua
pembelajaran materi memang harus di arahkan ke
tauhid. Kedua yang membentuk karakter baku, karena
disini adanya yang emm, karena disini sekolah yang
LD 1
LD 2
membentuk karakter baku jadi semua RPP nya harus mengacu ke karakter baku. Apa itu karakter baku?
Karakter baik dan kuat. Jadi karakter yang emmm
membuat santri untuk lebih disiplin, dan juga untuk
lebih berani dalam hal mencari materi, mengambil
keputusan. Disiplin, disiplin dalam mencari materi,
disiplin dalam masuk kelas. Tangguh, tangguhnya
karena materinya itu mereka cari sendiri, jadi mereka
harus kuat mencari materi sendiri, itu tangguh. Terus
karakter baiknya IJT, ikhlas jujur tawadhu. Ikhlas,
berarti selama ini harus ikhlas aja digimanakan oleh
guru di kelas, itu ikhlas. Lalu jujur, setiap menjawab
pertanyaan, setiap berada di kelas, sedang belajar
harus jujur. Dan juga tawadhu, walaupun sudah jadi
yang terbaik di kelas, jadi santri harus tetap rendah
hati. Jadi itu yang pertama, tentang tauhid, kedua
tentang karakter baku, ketiga disesuaikan dengan ke
persantrenan. Jadi karena disini boarding school,
jadi harus disesuaikan dengan jumlah energi santri.
Maksudnya adalah karena disini banyak sekali
kegiatan, jadi tidak banyak mengeksplorasi energi
terlalu banyak kepada santri atau murid, tapi lebih
mengedepankan bagaiamana caranya santri
mengeluarkan energinya dengan
LD 3
TB 3
CH efektif, karena kan disini laki-laki semua, jadi dikelas
itu tidak banyak mengeluh lelah, tidak banyak
beralasan sakit atau apa, yang penting si lesson
planya itu bagaimana di bangun agar santri bisa ikut
terlibat kepada setiap materi dan pembelajaran yang
ada setiap harinya, setiap pembelajarannya.
NM
CH
Ok, dari beberapa point yang Bapak utarakan
mengenai hal yang mebuat RPP itu ideal, mana
menurut Bapak yang paling penting dalam mendesign
itu.
Tauhid pastinya, harus itu, karena itu nomor satu
disini. Jadi setiap RPP disusun, nanti dibawahnya itu
memang apakah nanti pada saat dikelasnya itu si
anak-anak ketika belajar langsung inget lagi ga ke
Allah gitu, dan karakter bakunya, yang kedua adalah
karakter bakunya pokonya sama karakter baku itu
saling berkaitan, tauhid tujuan akhirnya , serta
karakter baku yang di kelasnya. Jadi mengapa di
TB 4
LD 4
kelas banyak sekali waktu yang terbuang untuk mendisiplinkan, banyak waktu yang terbuang
misalnya untuk lebih mengkondisikan anak terlebih
dahulu. Memang pembentukan karakter harus di
biasakan, dimulai dari kelas tersebut, karena kalau
sudah di mulai dari kelas, nanti insya Allah akan
berlanjut ke kegiatan diluar berikutnya. Jadi RPP
atau lesson plan yang di bangun oleh guru-guru disini
adalah RPP yang memang tidak hanya bersifat
dikelas saja, tetapi nanti setelah diluar kelas, setiap
pembelajarn di dalam kelas akan di implementasikan
di luar kelas.
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Lesson Plan Design in Teaching English Based on
Contextual Teaching and Learning (CTL)
Theme
NM
Ok, tadi kita berbicara tentang hal yang paling penting
dalam mendesign lesson plan itu sendiri.
NM
CH
Sekarang yang jadi pertanyaan apakah ada format
RPP yang disediakan oleh pihak sekolah atau tidak?
Terus kalaupun ada, apakah format tersebut sudah
sesuai dengan yang Bapak inginkan? Alasanya apa?
Karena disini masih menginduk ke dinas, juga harus
ada akreditasi dan lain-lainya, RPP dan perangkat
pembelajaran di sesuaikan dengan dinas. Tapi dalam
kesehariannya, atau dalam implementasinya di kelas,
RPP akan disesuaikan dengan tadi apa yang menjadi
ciri khas sekolah ataupun bahkan di sebelum-
sebelumnya, sebelum ada akreditasi ini di RPP itu
dicantumkan karakter apa yang memang sedang di
bangun dalam satu pertemuan tersebut. Misalnya
pertemuan tentang simple future tense, berarti
karakter apa yang di bangun disitu dari enam
karakter tadi, dari berani, disiplin, tangguh, ikhlas,
jujur, tawadhu. Jadi nanti dipilih salah satunya di
masukan kedalam lesson plan tersebut. Tapi karena
memang ada akreditasi, jadi si yang tulisan-tulisan
yang ciri khas sekolah sekarang jadi di hapus dan
menyesuaikan dengan apa yang disesuaikan oleh
dinas. Gitu. Tapi dalam implementasi sehari-harinya
itu tetap dilaksanakan walupun tidak secara tertulis,
ditulis di RPP.
LD 5
NM
CH
Berarti sebelumnya pernah Pak melakukan, membuat RPP itu, mendisain lesson plan sendiri, sebelumnya?
Betul, memang RPP selalu disain sendiri dan
sebelumnya juga sempat ada itu, cuman karena
memang ada akreditasi, ada beberapa yang harus
dirubah, jadi diganti sesuai dengan koridor yang ada
di dinas.
LD 6
NM
CH
Saya ingin menanyakan beberapa hal ketika Bapak
membuat disain lesson plan, hal yang menjadi
pertimbangan ketika mendisain lesson plan itu seperti
apa Pak?
Paling, paling penting adalah siswa bisa terlibat
dalam kegiatan pembelajaran Jadi gimana caranya
LD 7
CH kita cari metode, cari cara mengajar yang anak-anak
itu ikutan, eksplor materi, ikutan berpikir, ikutan
belajar yang apa saja sekarang memang sudah hot,
sudah semuanya levelnya semakin tinggi, sehingga
gimana caranya siswa dibawa ikut dalam setiap
kegiatan pembelajaran. Jadi kegiatan, skema
pembelajarannya yang menjadi focus, walaupun
memang KD KI nya pun penting, metode alat dan lain
lain penting, tapi itu tidak akan jadi penting kalau
tidak bisa membawakanya dengan baik dan mengajak
muridnya atau santrinya untuk bisa ikutan dalam
pembelajaran.
LD 7
TB 5
NM
CH
Oh seperti itu. Otomatis ketika Bapak membuat RPP
tersebut pasti dong ada kendala dalam membuat RPP
itu, ya mungkin ada kendala. Ada tidak paK, coba
jelaskan kendala yang Bapak hadapi ketika mendisain
RPP itu?
Kendala pasti adalah satu, waktu (tertawa kecil). Itu
dalam pembuatan yah. Jadi karena kesibukan duniawi
yang begitu padat, jadi membuat RPP agak sedikit
tersendat bagi para guru-guru milenial. Karena banyak
hedon. Terus, tapi dalam segi saat menulisnya, yang
jadi kendala adalah memang gimana caranya
menyesuaikan skema pembelajaran tersebut dengan
apa yang murid sukai saat ini. Karena, apalagi yang
disukai murid saat ini kan sekarang berhubungan
dengan social media, berhbungan dengan west
culture, budaya barat yang tidak sesuai dengan
LD 8
LD 9
budaya Indonesia. Gimana caranya, apalagi bahasa Inggrisyang hampir semuanya kebudayaanya
kebudayaan barat, dan juga teks serta materinya juga
akan sedikit-sedikit membawa budaya barat.
CH Gimana caranya si budaya tersebut bisa dikemas
agar si murdinya atau santrinya mengerti bahwa
memang itu kita sedang belajar bahasa inggris, bukan
sedang mencari, bukan sedang mentrasnfer budaya
dari sana ke budaya sini. Gimana skema tersebut bisa
akhirnya masuk kedalam raga dan jiwa para murid-
murid tersebut.
NM
CH
Ok, dari masalah yang Bapak hadapi itu, gimana si
Pak cara menghadapinya?
Satu, cari banyak referensi, banyak cari guru-guru
yang kreatif, bisa cari di Youtube, bisa cari si shake-
shaking Whatsapp (tertawa kecil), cari-cari referensi
yang memang agar saat membuat lesson plan tersebut
si guru punya daya kreatifitas yang baik jadi tidak
membosankan, kesatu. Kedua itu cari yang memang
emmm lebih banyak ngobrol dengan muridnya,
karena dengan banyak ngobrol dengan muridnya, si
guru akan tahu apa yang disukai santri saat ini. Jadi
kita bisa kembangkan, kita bisa kombinasikan apa
yang memang masih cocok dengan muridnya, apa
yang disukai oleh santri, sehingga dapat titik temu,
titik tengah, kita sedang belajar bahasa Inggristanpa
harus mentransfer budaya-budaya aneh yang ada
dalam dunia barat, gitu.
LD 10
LD 11
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Instructional Materials in Teaching English Based
on Contextual Teaching and Learning (CTL)
Theme
NM
CH
Untuk beberapa pertanyaan sekarang itu terkait
dengan materi atau buku, penggunaan yang Bapak
gunakan dalam pembelajaran Bahasa inggris. Apakah
ada Pak buku Bahasa Inggris yang disediakan oleh
pihak sekolah?
Ada.
IM 1
NM
CH
Terus, menurut Bapak buku yang disediakan oleh
pihak sekolah itu sesuai tidak dengan kondisi sekolah?
Tidak.
IM 2
NM
CH
Kenapa Pak bisa seperti itu?
Karena, seperti yang tadi disampaikan di awal, kita
IM 3
mengacu ke pesantren, ke tauhid, ke karakter baku, dan itu tidak ada satupun buku yang masuk kesitu,
buku bahas Inggrisyang di luncurkan atau di buat
oleh masing-masing penerbit ataupun penulis tidak
ada yang masuk kesitu. Jadi, kita memakai buku
tersebut hanya sebagai supporting material, sehingga
hanya materi yang mendukung materi utama, jadi
materi utamanya tetep yang itu. Itu di masukan
kedalam situ, bukunya hanya sebagai pendukung dan
tidak dibahas sebagai materi utama. Jadi akan
disisipkan materi-materi dibuku utama tentang
kepesantrenan tadi.
NM
CH
Menurut Bapak, materi yang ada di buku itu ideal
untuk siswa yang anda ajar itu seperti apa?
Materi yang ideal ya materi yang disesuaikan dengan
tujuan sekolah, jadi kan tujuan sekolah tadi yang
berhubungan dengan tauhid, dan juga karakter baku,
belum ada buku yang seperti itu, jadi belum ada buku
yang ideal. Jadi memang dari yayasan sendiri sedang,
emmm, solusinya adalah sedang bukan memaksa yah,
sedang mengusahakan agar guru-guru mempunyai
buku pelajaran masing-masing memang disusun oleh
gurunya sendiri yang sudah disesuaikan dengan
karakter sekolah, saya oun sudah membuat buku satu
waktu di SMP, coba yah saya ambilkan dulu.
(beberapa detik kemudian). ini Pak buku yang saya
susun sendiri .
TB 6
IM 5
NM
CH
NM
CH
English for Islamic Boarding School, tapi ini for
junior high school ya Pak?
Iyah. Yang sudah disesuaikan dengan karakter baku ,
tauhid, itu Islami sekali.
Yah nanti saya coba untuk paparkan Pak di isi thesis
saya.
Boleh Pak.
NM
CH
Setelah itu, berarti Bapak itu mengadopsi materi.
Apakah anda mengadopsi materi yang hanya ada di
buku atau mengambil dari sumber lain?
Kebanyakan dari internet Pak.
IM 6
NM
CH
Kebanyakan dari internet, bagaimana anda memilih
dan mengembangkan materi dari internet?
Ngambil yang penting-pentingnya saja dan contoh
kalimat dari internet yang tidak sesuai dengan
IM 7
keisalaman diganti kalimatnya.
NM
CH
NM
CH
Dari internet yah, berarti Bapak ngambil sumbernya
dari internet?
Kebanyakan.
Kebanyakan, tapi lebih bisa di sebutkan tidak Pak
lebih spesifiknya, mungkin dari youtube, atau dari
mana Pak?
Googling, jadi random.
IM 8
NM
CH
Ok. Apa yang mendasari Bapak mengambil dari
internet sumbernya itu ngambilnya dari internet, ga
dari yang lain, dari buku-buku yang lain gitu.
Jadi menurut saya dari buku dan internet sama,
cuman dari segi efektifitas dalam mencari materi
pasti dari internet, karena bukupun tidak akan kepake
disini.
TB 7
NM
CH
Bapak lebih memilih karena kefektifitasanya ya Pak.
terus materi yang Bapak ajarkan itu berkaitan tidak
dengan konteks sehari-hari siswa disekolah? Coba
jelaskan Pak?
Berkaitan.
NM
CH
Berkiatan ya, seperti apa Pak berkaitannya?
Selalu disesuaikan. Jadi RPP nya flexible. RPP yang
sudah di buat misalnya dari satu tahun pelajaran, eh
kita lihat kondisi di kelas, mana yang cocok dan mana
yang memang situasi santrinya seperti apa, nanti
akan sangat fleksibel dan pasti mungkin akan berubah
bisa sampe 10%, 20%, 30%, atau bahkan sampai 50
% peubahan RPP yang sudah di susun dengan ketika
implementasi di kelas.
IM 9
NM
CH
NM
CH
Tadi kan Bapak sempat menyinggung bahwa Bapak
mengambil sumber itu dari internet, ada tidak yang
sering Bapak kunjungi, website, yang paling sering
Bapak ambil?
Cambridge, English Cambridge.
Oh itu yang paling sering yah Pak? selain itu ada lagi?
Tidak ada Pak.
IM 10
NM
CH
NM
CH
Menurut Bapak secara umum skil-skil dan materi
yang cocok untuk siswa yang Bapak ajar di SMK itu
apa yah Pak?
Speaking.
Speaking saja Pak?
Speaking dan writing secara umum, karena memang
TB 8
yang mereka akan masuk ke dunia kerja, hampir, tidak semua , 50% mereka akan lanjut kuliah tapi
50% lagi akan lanjut ke eh tidak akan lanjut. Jadi
mereka akan harus dibekali skil menulis bahas
Inggrisyang betul, kedua berbicara Bahasa
Inggrisyang betul juga. Kerena nantinya akan sangat
dibutuhkan oleh para pekerja-pekerja muda yang
fresh graduate.
NM
CH
Oh jadi writing dan speaking yah Pak, terus kalau
materinya secara umum seperti apa Pak? materi dari
speaking dan materi writing nya?
Itu nanti di sesuaikan dengan KI KD.
IM 11
NM
CH
NM
CH
Ok, bagaimana Bapak membangun konteks di dalam
pembelajaran yang berbasis kontekstual teaching dan
learning itu apa?
Harus aktif Pak.
Yang aktifnya itu siapa Pak?
Tidak hanya guru, tapi muridnya juga harus aktif.
Jadi kita satu bangun dulu keaktifan muridnya. Ketika
muridnya sudah aktif kita akan terbangun juga emm
apa, kreatifitasnya agar nanti terbangun konteksnya.
Jadi, satu kita coba dulu mengaktifkan santrinya,
muridnya lebih aktif, nanti kita mulai yang namanya
ide-ide masuk tuh. Jadi karena kontekstual itu
berhubungan dengan murid, apa yang disukai murid,
jadi kita harus tau dulu murid itu sukanya apa, baru
kita bangun konteksnya kedalam materi pembelajaran
kita. Itu kuncinya ada di saat apersepsi di awal itu.
Itu biasa ada ice breaking, tapi saya jarang pake ice
breaking karena itu bukan pelatihan. Kedua bisa
dengan cara ngobrol atau apa namanya itu, gimana
caranya si santri atau murid itu bisa bener-bener
focus dulu belajar. Di apersepsi tersebut kita bisa
bangun banyak inputan-inputan dari santri, baru kita
mulai oh iyah bisa masuk ke dalam materi
pembelajaran yang sedang up, sedang atau akan kita
ajarkan di kelas.
TS 1
TB 9
TB 10
TS 2
NM
Dari pemaparan Bapak barusan, terkait dengan proses
pembelajaran Pak, kalau tadi cara membangun di
awal, sekarang dalam proses pembelajarannya itu
jenis aktifitas seperti apakah yang dapat mendorong
dikembangkannya konteks tersebut?
CH FGD, forum group discussion. Itu penting sekali karena sekarang mah santri untuk apalagi di sekolah
ini kan tidak membawa handphone, jadi wajib sekali
LS 1
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Strategies in Teaching English Based on
Contextual Teaching and Learning (CTL)
Theme
CH yang namanya forum group discussion, mereka
berdiskusi gimana caranya agar mereka punya ide
yang keluar tapi tidak hanya dari satu orang.
NM
CH
Selain FGD, adalagi yang sering Bapak terapkan
teknik-teknik nya gitu pa?
Satu FGD, dua bisa menayangkan tayangan yang bisa
membangun daya fikir murid. Disitu membangun
tayangan-tayangan, ketika sudah disitu nanti
muridnya akan berpikir ohh mereka punya ide dan
ada inputan lagi buat kita juga dari video tayangan
atau dari audio-audio. Tapi kita harus sampaikan
dulu kepada murid sebelum menayangkan video
tersebut atau audio tersebut bahwa memang video
tersebut atatu audio tersebut akan behubungan
dengan pembelajaran sehingga mereka akan ter apa
yah, mempunyai rasa ingin tahu yang lebih sehingga
mereka juga akan mempunyai inputan yang lebih
kepada gurunya dan akhirnya gurunya bisa
menyambungkan konteks tadi kedalam materi
pembelajaran. Jadi apersepsinya bisa dengan ngobrol,
tapi bisa juga ngasih tayangan, satu tayangan yang
berhubungan dengan materi tadi, itu apesepsi di awal.
TS 3
NM
CH
Ok FGD, kemudian menampilkan beberapa yang
berkaitan dengan materi, kemudian apa yang Bapak
sering lakukan di kelas. Ketika Bapak melakukan hal
tersebut, apakah Bapak itu membutuhkan media
pembelajaran untuk membangun konteks tersebut?
Wajib sebenernya ada media yah pak, karena kalau
tanpa media akan agak sulit, apalagi berhubungan
dengan laki-laki yang tidak semuanya suka belajar,
karena laki-laki itu akan lebih banyak kenestetiknya,
walaupun sudah SMK kelas 12 mereka masih tidak
TB 11
NM
CH
mau diam atau lebih banyak bosan, sehingga banyak
media yang dipakai misalnya kertas, media kartu,
media kertas kartu ataupun media yang dibuat sendiri
yang di gunting sendiri, atau misalnya kita buat
boardgame, minggu depan saya akan pake board game sama untuk mengajar di pelajaran terakhir, kita
buat board game seperti monopoli atau hal-hal yang
disukai anak, atau membuat sebuah challenge atau
sebuah tugas yang dihubungkan dengan yang disukai
oleh mereka seperti games, misalnya challenge
tersebut dinamai dengan game ‘call of duty’ jadi ‘call
of pesantren’gitu. Jadi disambung-sambungkan
seperti itu, jadi banyak ngasih challenge,
challangenya banyak lebih ngasih game, permainan,
tapi tetap nyambung dengan pembelajaran dan media
tersebut bisa dibuat oleh gurunya sendiri atau media
yang dibuat oleh santrinya sendiri yang bentuknya
projek. Seperti projek membuat video, projek
membuat poster, projek membuat lain-lain.
LM 1
TS 4
NM
CH
Ok. dari beberapa media yang Bapak utarakan itu,
sebetulnya kriteria media yang cocok untuk
pembelajaran yang berbasih kontekstual itu seperti
apa pak?
Media yang berbentuk, ada dua sih, visual dan audio
visual. Visual disini berbentuk kertas karena kita
berhubungan dengan Bahasa, berarti nanti visual
tersebut yang memang contohnya kertas, contohnya
poster, contohnya kartu, yang nanti ada teks nya yang
masih bisa diamati, di investigasi, bukan investigasi
kali yah, di telaah oleh santrinya. Atau berbentuk
audio visual, bisa kita yang buat atau kita searching
di
TB 12
LM 2
CH youtube atau santri yang buat sendiri media audi
visual tersebut yang berbentuk project tadi, jadi itu
yang berkaitan dengan visual dan audio visual.
NM
CH
NM
CH
NM
CH
Ok. Setelah itu pak bagaimana menurut Bapak
pembelajaran berbasis konstektual itu menimbulkan
gairah belajar anak SMK. Berpengaruh tidak Pak?
Maksudnya seperti apa Pak?
Apakah pembelajaran berbasis kontekstual teaching
dan learning itu dapat menimbulkan gairah belajar
anak SMK?
Sangat.
Kenapa Pak?
Sangat menimbulkan gairah belajar karena kalau
misalnya dengan adanya itu mereka akan, oh berati
TB 13
saya belajar itu apa yang saya sukai walaupun mereka misalnya ah engga tau saya sedang belajar
apa, yang penting mereka terbangun dulu bahwa saya
suka belajar Bahasa Inggristerlebih dahulu. Misalnya
materinya, mau materi sesusah apapun atau materi
segampang apapun yang penting mereka terbangun
dulu kalau saya suka dengan pembelajaran ini yang
tadi sudah dihubungkan dengan konteksnya apa yang,
apa yang murid sukai.
Interviewer
and
Interviewee
The Teacher’s Difficulties in Teaching English
Based on Contextual Teaching and Learning
(CTL)
Theme
NM Ok. Pak selanjutanya berkaitan dengan difficulties yah
pak atau obstacles yang Bapak hadapi ketika
mengajarkan bahasa Inggrisberbasis contextual
teaching dan learning. Coba Bapak jelaskan hambatan
yang berkaitan dengan materi ketika Bapak mengajar
bahasa Inggris.
CH Harus kreatif, jadi kalau tidak kreatif nanti tidak akan
terbangun kontekstual-kontekstualnya, idak akan
muncul materi-materi yang disukai anak, satu harus
kreatif. Kedua gimana caranya skil membangun ke
keinginan santri untuk belajar, karena kalau tidak
seperti itu nanti bisa kalah sama santri, nanti kamu
kalah apa namanya, tidak bisa membuat santrinya
bergairah untuk belajar. Satu kreatifitas, dua tentang
skill membangun gairah untuk belajar, yang ketiga
pastinya butuh media yang disukai santri, jadi media
yang minimal, media itu juga harus dibuat biasanya.
Itu kalau tidak dibuat harus dibeli, beli pasti mahal,
dibuat butuh waktu pa, jadi otomatis selain banyak
uang yang keluar, banyak waktu yang keluar. Jadi
butuh perjuangan yang cukup banyak kalau
berhubungan dengan kontekstual tadi. Kalau
berhubungan dengan behavior santrinya memang
harus kuat juga soal mental karena membangun
gairah santri untuk belajar susah, karena santriwan
itu hobinya tidur dan seringnya sebelum pelajaran
saya sih banyak yang tidur, gimana caranya mereka di
apersepi di awal itu sudah pingin belajar dulu sebelum
malah nanti tidur di tengah karena saya gak suka ada
yang tidur saat pembelajaran saya, tapi biasanya
TP 1
TP 2
TP 3
TP 4
TP 5
jarang ada yang tidur.
NM
CH
Itu berarti beberapa hambatan yah pak yang berkaitan
dengan materi ketika Bapak mengajar berbasis
kontekstual. Sekarang bagaimana hambatan yang
Bapak temukan ada saat siswa dalam kemamuan
berbahasa inggrisnya.
karena kelasnya heterogen, karena kelasnya
heterogen aa, jadi memang agak susah untuk
membangun akhirnya santri bisa bahasa
Inggrissemua, itu impossible, karena heterogen,
apalagi dengan menit yang cuman 35 menit satu
jamnya, jadi cuman 60 sampai 70 menit dalam sekali
pembelajaran. Akan agak susah karena, maksudnya
goals untuk bisa
TP 6
CH berbahasa Inggris seluruhnya there is not impossible
but akan susah banget di raih, tapi dari 10 persennya
mah pasti ada yang bisa, ada yang bener-bener goals
dari pembelajaran kita ada, tapi pasti sisanya75
persenya masih mencari. Yang mencari ini,
maksudnya masih mencari saya masih belum
mengerti mereka di arahkan untuk mencari sendiri
materinya karena tidak akan ada pembelajaran
berikutnya karena satu kali pertemuan saja.
TP 7
NM
CH
Ok. Tadi kan Bapak sempat menyinggung tentang
FGD yah pak. Kendala seperti apa yang Bapak
temukan ketika menerakan FGD dalam pembelajaran
dalam pembelajaran bahasa inggris?
Waktu kurang pak, karena diskusi kan perlu banyak,
banyak otak, banyak mulut, jadi banyak keluar ide
ketika akan mengkongklusikan, ketika akan yang
namanya menyimpulkan, pasti butuh waktu yang cuku
banyak, belum lagi harus ada presentasi perkelompok
atau presentasi individual juga butuh waktu banyak.
Jadi untuk forum group discussion gimana caranya
seefektif mungkin sewaktu dengan sesedikit mungkin,
sisanya tetep bisa berpikir secara hot, berpikir secara
cepat, namun tetap benar. Sedang berjuang itu pak,
karena memang itu perlu tenaga yang cukup ekstra,
apalagi dengan waktu yang sempit, sekolahnya
boarding, banyak kegiatan, ya kita harus banyak
bersyukur.
TP 8
NM Ok pak. Disaat proses pembelajan pak, situasi seperti
apa sih yang menjadi kendala bagi baak yang menghambat proses pembelajaran?
CH
NM
Ch
Situasi saat santri sedang galau.
Maksudnya galau seperti apa Pak?
Galau karena peraturan sekolah Pak, kan ini
boarding school. Jadi banyak santri yang akhirnya
aduh memikirkan peraturan sekolah yang harusnya
mereka tidak pikirkan. Itu yang pertama, tantang
peraturan sekolah yang seharusnya mereka tidak
pikirkan. Terus yang kedua tentang kelelahan. Jadi
santrinya banyak kelelahan dengan banyak sekali
kegiatan yang banyak sekali diduniawi ini pak.
TP 9
TP 10
NM
CH
Terus bagaimana Bapak menyelesaikan kendala
tersebut? Kepada siswa tersebut.
Harus banyak apersepsi Pak, harus banyak ngobrol,
harus banyak gini santri itu, ketika dikasih pengertian
mereka kita tidak harus yang namanya memaksakan
mereka untuk mengerti saat itu juga, tetapi gimana
caranya kita mengarahkan agar mereka mengerti
dengan situasi dan kondisi yang ada. Jadi tugas guru
disitu ketika santri sedang masalah atau santri ada
masalah yang ada santrinya, kita harus sebagai
fasilitator dan juga sebagai guide kaka, gimana
caranya menyelesaikan masalah mereka dengan solusi
yang memang masih tidak keluar dari koridor-koridor
sekolah yang ada, dan peraturan yang ada, tapi tetap si
santrinya di arahkan mereka mengerti, akan mengerti
pembelajaran mengikuti peraturan tapi tidak saat itu
juga.
TP 11
TP 12
NM
CH
Selama Bapak mengajar, ada tidak masalah yang
belum Bapak bisa selesaikan?mengapa bisa seperti
itu?
Alhamdulillah banyak solusinya dari semua persoalan
yang ada, cuman masih terus diperbaiki lagi. Jadi ada
yang misalnya solusi yang ini ehhh timbul lagi
masalah baru, jadi kalau kata Aa Gym mah masalah
akan selalu muncul, tetapi gimana caranya kita
menyelesaikan masalah tersebut dengan semangat
mencari solusi dan semangat memperbaiki diri.
CH Jadi kuncinya gurunya memperbaiki diri, santrinya
memperbaiki diri, jadi nantinya masalah-masalah
yang muncul bukan tidak ada, tapi di minimalisir.
TP 13
NM
CH
Ok, jadi selama ini masalah bisa terselesaikan yah pak . Menurut Bapak hal apa saja yang menjadi kesulitan
siswa selama ini dalam mengikuti pembelajaran
bahasa Inggris berbasis Contextual Teaching dan
Learning?
Masalahnya pasti kurang mengerti, dan kurangnya
waktu untuk mengembangkan materi. Mereka juga
waktunya cukup kurang untuk misalnya dikasih satu
materi apalagi materi-materi SMA kan cukup materi-
materi yang sering diajarkan di kursus, sedangkan di
kursus kan punya banyak waktu, punya banyak guru,
punya banyak media, sedangkan disekolah satu,
santri masih terbatas media, mereka tidak punya apa-
aa, mereka tidak punya gadget atau apapun, terbatas
media, terbatas waktu, tapi dari waktu dan media
yang tidak ada atau terbatas tersebut biasanya
muncul kreatifitas dan ide-ide baru, walaupun jarang.
TP 14
TB 14
Interviewer
and
Interviewee
Questions and Answers about Teacher’s
Assessment Toward the Students in Teaching
English Bases on Contextual Teaching and
Learning
Theme
NM
CH
Pertanyaan berikutnya ini berkaitan dengan
bagaimana Bapak melakukan assessment dari
pembelajaran Bahasa Inggris itu berdasarkan
Contextual Teaching dan Learning Pak. Bagaimana
Bapak mengevaluasi progress pembelajaran siswa?
Mengevaluasinya satu dengan remedial. Kedua
dengan kelas tambahan itu pun kalau sayanya ada
waktu, gurunya ada waktu, ataupun muridnya ada
keinginan.
LA 1
NM
CH
Oh jadi seperti itu yah Pak. Terus hal apa saja yang
menjadi indicator dalam mengevaluasi progress
pembelajaran siswa? Megapa hal tersebut?
Satu sikap, karena sepinter apapun kalau sikapnya
kurang baik kepada guru ataupun kepada temannya itu
wajib dievaluasi. Kedua itu tentang nilai, nilai harian.
Nilai harian juga penting karena kalau tidak ada
peningkatan nilai harian berarti dia tidak ada
keinginan untuk belajar lebih. Ketiga pasti dari nilai-
nilai khusus seperti PTS, seperti ulangan dan juga
PAS itu juga wajib dievaluasi kita lihat
perkembangannya apakah naik atau turun, sehingga
LA 2
LA 3
nanti akan ditentukan apakah satu, santri tersebut diremedial, bisa diremedial. Dari segi sikap, remedial
dari segi sikap berarti masuk ke BK, masuk ke
kesiswaan. Kalau dari segi nilai berarti memang harus
ada kelas tembahan atau bukan pelajaran tambahan,
kelas tambahan atau waktu tambahan untuk belajar
lagi sebelum nanti ada test ulang yang akan mengukur
kemampuan siswa.
NM
CH
Terus selama kurun waktu satu semester, berapa kali
Bapak melakukan proses evaluasi terhadap siswa?
Pertengahan dan akhir Pak. Ga banyak waktu disini
pak, jadi kalau ga pertengahan setelah PTS, itu ada
libur bisa disaat itu, atau saat akhir ketika memang
momen-momen ujian disitu juga banyak waktu, jadi
bisa mencari kelas tambahan ataupun jam tambahan
ataupun remedial yang bisa leluasa kalau di jam-jam
KBM seperti biasa kitanya ga punya waktu, anaknya
pingin ekskul. Anaknya ingin bermain pak.
LA 4
NM
Apakah hasil assessment yang dilakukan melalui
ulangan harian, UTS, UAS, itu memberikan gambaran
kepada Bapak ga tentang kemampuan dalam
berbahasa Inggris mereka?
CH Oh sangat pak. Jadi nanti akan terlihat santri tersebut
kalau di atas KKM berarti sudah lolos, karena kenapa
indikatornya harus KKM? karena setiap tugas
dikelas, setiap nilai yang diberikan dikelas itu
memang akan sangat berpengaruh dan itu sesuai
sudah sesuai dengan materi yang disampaikan atau
diberikan. Di kelas pasti saya suka ngasih tugas
harian, itu wajib harus ada dan diberikan tidak pernah
di kasih PR sih tapi tugas harian harus selesai saat
itu juga dan juga nilai-nilai penilaian harian atau
ulangan harian yang selesai setelah pembelajaran
materi tersebut jadi biasanya materi selesai dua
sampai tiga kali pertemuan, baru ada penialain
harian.
LA 5
LA 6
LA 7
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Expectation and Suggestion
Theme
NM
Ini pertanyaan terakhir pak, berkaitan dengan harapan
Bapak dan kemudian suggestion Bapak. Menurut
Bapak hal apa yang meningkatkan proses
CH
pembelajaran siswa dalam pembelajaran berbasis kontekstual?
Banyakin media pak, banyakin media yang memang
satu media yang di support oleh sekolah karena ini
juga sering juga di support oleh sekolah, tapi
anggarannya di bagi dengan guru lain, sehingga
tantangan kalau kita paburu-buru, berebut uang
anggaran media itu. Jadi media di support banyak,
jadi media yang tidak di batasi anggarannya. Karena
kan nanti semakin kreatif kalau semakin banyak
media.
TB 15
TE 1
NM Berarti hal apa yang Bapak harapkan dari pihak
sekolah agar dapat menunjang proses pembelajaran
Bapak berbasis konstekstual?
CH
NM
CH
NM
CH
NM
CH
NM
Tadi, media. Anggaran media tidak mencukupi, itu
sepertinya impossible.
Jadi itu ya Pak yang paling krusial?
Iyah.
Selain itu ada lagi tidak Pak?
Tidak ada, karena kalau berhubungan dengan kegiatan
yah ga mungkin juga, tapi kalau media masih bisa
atau uang anggaran masih bisa di usahakan, tapi kalau
berhubungan dengan kegiatan, behaviour, dengan
yang lain-lainya yang disesuaikan dengan sekolah dan
tujuan sekolah itu akan sangat tidak bisa.
Mungkin hanya itu yang jadi beberapa point
pertanyaan dari saya, dan mungkin kedepannya untuk
saya kalau mempunyai beberapa pertanyaan lain atau
info yang saya belum dapatkan, Bapak berkenan
untuk menyebutkan info lebih lanjut Pak
Boleh pak.
Terima kasih untuk waktunya Pak.
APPENDIX 2 INTERVIEW B (FOR THE STUDENT)
(Adapted from Spradley’s Ethnography Interview, Whitehead, 2005)
Project : The Process of Teaching English based on Contextual
Teaching and Learning (CTL)
Place : Guest room in SMK Putra Daarut Tauhiid
Date : Thursday, October 4th
, 2019
Time : 09:00-10:00
Interviewee : MZ (Muhammad Ziko Mumtaz, the student of class XI A
TKJ)
Interviewer : NM (the researcher)
Abbreviation
SB : Student’s Belief LM : Learning Media
LP : Learning Problem TS : Teaching Strategy
IM : Instructional Material LS : Learning Assessment
SE : Student’s Expectation LS : Learning Strategy
Interviewer
and
Interviewee
Questions and Answers about Grand Tour
Question
Theme
NM
MZ
NM
MZ
NM
MZ
Coba sebutkan nama dan kelas berapa?
Nama saya student 1 dari kelas XI A.
Dari kelas XI A, TKJ?
Iyah.
Ok. Menurut anda, seberapa penting belajar bahasa
Inggris di pesantren?
Menurut saya penting banget, soalnya sekarang lagi
banyak kaya da’i-da’i yang internasional, terus
banyak permasalahan islam diseluruh dunia gitu, jadi
diperlukan tenaga-tenaga dari pesantren kaya gini
untuk mendunia, jadi menjelaskan apah,
menyelesaikan masalah-masalah yang ada di dunia.
SB 1
NM
MZ
NM
MZ
NM
Udah berapa lama belajar bahasa Inggris bersama
guru yang sekarang?
Baru satu semester.
Baru semester yah, jadi kelas sebelumnya?
Kelas sebelumnya itu sama Miss Hani.
Oh sama Miss Hani yah. jadi beda yah. Bagaiama
tanggapan anda belajar sama guru yang sekarang?
MZ
NM
MZ
NM
Seru, tapi terkedang saya kebingungan juga (tertawa kecil).
Kenapa bisa seperti itu?
Jadinya pas beliau ngajar itu kaya duh apah, kita
materi ini pernah di ajarkan di SMP atau dikelas
sebelumnya, hanya ketika pengajarannya bisa
diajarkan dengan cara ini juga ternyata. Jadi kita
bisa lebih mengerti dengan cara yang berbeda.
Jadi menyenangkan yah intinya.
SB 2
SB 3
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Instructional Material in Teaching English Based
on Contextual Teaching and Learning (CTL)
Theme
NN
MZ
NM
MZ
Selama pembelajaran sama beliau, ada ga buku paket
yang di kasih sama sekolah?
Ada.
Oh ada. Bukunya itu sering di pake ga sih di proses
pembelajaran?
Jarang, dan hampir ga pernah.
IM 1
IM 2
NM
MZ
NM
MZ
Oh jarang dan hampir tidak pernah. Terus materi yang
disampaikan sama Beliau itu dari buku paket atau
tidak?
Biasanya langsung beliau mendikte gitu, secara lisan,
langsung nulis di buku tulis.
Oh gitu. Menampilkan slide juga tidak?
Iyah menampilkan.
IM 3
NM
MZ
NM
MZ
NM
MZ
NM
MZ
Mudah dipahami tidak?
Lumayan mudah, jadi kadang-kadang seperti grammar
itu lumayan susah.
Suka susah yah kalau grammar. Biasanya kalau Mr.
Cecep itu topik atau materi diajarkan itu berkaitan
dengan hal-hal kepesantrenan tidak?
Biasanya ada kepesantrenannya, tapi seringnya
seperti hal-hal yang kejadian-kejadian fenomenal
beberapa bisa di minggu itu ada kejadian apa gitu.
Yang lagi hits gitu yah yang lagi booming?
Iyah.
Dari writing, reading, speaking, sama listening, mana
sih yang sering diajarkan atau dipelajari di kelas
Beliau?
Reading sama writing.
SB 5
IM 4
IM 5
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Strategies in Teaching English Based on
Contextual Teaching and Learning (CTL
Theme
NM
MZ
NM
MZ
Bagaimana cara beliau mengajar dikelas?
Mengajarnya kalau menurut saya tergantung ngeliat
muridnya juga sama luwes gitu. Jadi cocok dengan
kita-kita yang terkadang suka bosan sama monoton,
jadinya Beliau kalau mengajar tidak terpaku sama
buku, harus seperti ini, harus seperti itu, adi terbuka.
Jadi terbuka, open minded orangnya. Jadi istilahnya
Beliau ngerti kondisi kalian yah?
Iyah.
TS 1
NM
MZ
NM
MZ
NM
MZ
NM
MZ
NM
MZ
NM
MZ
Biasanya kalau Beliau mengajar di kelas itu pakai
media tidak?
Pakai.
Seperti apa medianya?
Biasanya kalau mengajar itu memakai slide, atau
LJK, LKS.
Selain pakai slide, power point, LKS, ada lagi tidak?
Pakai apa gitu biasanya Beliau ngajar?
Pernah waktu itu ketika mengajar verb 2 sama
irregular verb itu pakai lagu.
Oh pakai lagu pernah?
Iyah.
Jadi pake lagu, terus slide juga, ada lagi tidak selain
memakai?
Seingat saya tidak.
Oh paling itu saja yah yang anda ingat. Oke, terus,
menurut anda media yang Beliau pakai dikelas ketika
ngajar itu, membuat anda mudah tidak memahami
materi pembelajaran?
Kadang-kadang.
LM 1
LM 2
SB 6
NM
MZ
NM
MZ
Jadi membuat mudah?
Iyah.
Ok, kegiatan-kegiatan yang sering Beliau lakukan
dikelas itu seperti apa? Kegiatan belajarnya.
Kegiatan belajarnya jadi kaya kadang games, terus
tiap pertemuan ada tugas, paling gitu. Terus ngajak
ngobrol kalau misalnya kita lagi ngerjain tugas,
Beliau ngajak ngobrol tentang topik-topik yang yang
lagi hits sekarang itu.
LS 1
NM Tapi suka ada diskusi-diskusi grup tidak? membuat
MZ
grup? Ada. Dibuat grup ketika mengerjakan ngerjain tugas.
SB 7
NM
MZ
NM
MZ
NM
MZ
NM
Oh pas mengerjakan tugas itu selalu diskusi bersama
grup?
Iyah.
kegiatan-kegiatan yang dibuat sama Beliau itu
misalkan kaya games, kaya dibikin grup, itu membuat
semangat belajar tidak?
Semangat.
Semangat yah mempelajari bahasa inggrisnya.
Kenapa semangat?
Soalnya saya juga kurang suka baca buku pelajaran,
jadinya kan kalau belajar pakai games, atau LKS
doang kan sedikit yang dibaca, jadi pahamnya itu
lebih simpel.
Jadi memahaminya simpel yah..
SB 8
Interviewer
and
Interviewee
Questions and Answers about the Student’s
Difficulties in Learning English in Mr. Cecep’s
Class
Theme
NM
MZ
NM
MZ
NM
MZ
Sekarang kesuliatan yang Anda alami ketika belajar
bahasa Inggrisbersama Beliau itu seperti apa sih?
Kesulitannya biasanya pas Beliau nerangin kaya
grammar sama dari kalau materinya saya banyaknya
ngerti aja.
Seringnya mengerti, paling di grammar yah sedikit-
sedikit yang agak sulit memahaminya?
Iyah.
Ketika belajar dikelas itu kan sering kerja kelompok,
ada kesulitan tidak ketika anda belajar sama temen-
temen, kerja kelompok dikelasnya?
Pas lagi kerja kelompok kesulitannya paling pas
misalnya ada tugasnya tuh bikin kalimat, biasanya
yang lain tuh suka nanyain ini nulisnya gimana, yang
nanya itu biasany dua atau tiga orang jadi gitu bikin
pusing dan jadi tugas dia jadi salah juga, sama
biasanya kesulitannya itu lagi ngecek temen-temen
LP 1
LP 2
MZ
NM
yang lain yang satu kelompok udah bener belum
pengerjaanya itu biasanya kesulitannya itu pas
ngecek ejaanya.
Spellingnya yah, jadi lebih ke artinya, maknanya dan
ejaanya.
LP 2
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Assessment Toward the Students in Teaching
English Based on Contextual Teaching and
Learning (CTL)
Theme
NM
MZ
NM
MZ
NM
MZ
Selama belajar sama beliau, ada tugas tidak di setiap
pertemuannya?
Selalu.
Selalu ngasih tugas, seperti apa tugasnya?
Tugasnya itu tadi yang LKS, jadi biasanya Beliau
ngasih kaya satu artikel, nanti dari artikel itu kita
disuruh cari kaya misalnya kaya waktu itu disuruh
cari kata kerjanya apa, kata kerja lampaunya apa
disitu.
Jadi seperti itu yah jenis tugasnya.
Iyah.
LA 1
LA 2
NM
MZ
NM
MZ
NM
MZ
Berarti kan Beliau otomotatis menilai tugas kalian,
seperti apa penialainya?
Penialainya, seperti kalau membuat tugasnya
langsung dinilai dari tugas itu dari kelengkapannya,
terus dari spellingnya juga dilihat, sama dari
ketepatan si tugasnya itu.
Kontenya yah berarti itu, berarti itu skoring tidak,
diberi skor tidak nilainya?
Pakai skor.
Terus selain skor, dikertas yang anda sudah disi itu
biasanya apa yang sering Beliau tulis selain skor?
Waktu itu kadang-kadang suka di kasih komen juga.
LA 3
LA 4
LA 5
NM
MZ
Oh dikasih komen yah, bagaimana komentarnya?
Pernah dapet komentar pada saat waktu itu?
Waktu itu ada tugas seperti membuat essay, waktu itu
saya mendapatkan komen saya setuju dengan essay
ini.
LA 6
NM
MZ
NM
MZ
NM
MZ
NM
MZ
Jadi komenya seperti itu yah?.
Iyah.
Ada ulangan harian tidak selama pembelajaran bahasa
Inggris bersama beliau semester ini?
Sama beliau. Saya lupa. (tertawa kecil)
Oh lupa, ok ga apa-apa, tapi UTS ada ga kemarin-
kemarin?
Ada.
Kaya gimana UTS nya?
Kan bentuk soalnya kan CBT, jadinya si soalnya tuh
LA 7
NM
MZ
NM
hamper 70% tuh kaya grammar sama kaya ada di kasih satu gambar, itu tuh jadwal, nanti kita tuh harus
nentuin yang paling sering, jadi kaya pendapat kita
gitu.
Pilihan ganda semua ga sih?
Pilihan ganda semua.
Oh pilihan ganda semua.
LA 8
Interviewer
and
Interviewee
Questions and Answers about the student’s
expectation and suggestion
Theme
NM
MZ
NM
MZ
Apa yang anda harapkan dikelasnya Beliau belajar
bahasa Inggris?
Yang saya harapkan dari belajar bahasa Inggris
bersama Beliau itu pinginya kaya lebih banyak tugas
yang bikin kita tuh terpacu buat pingin belajar
bahasa Inggrislagi, lebih dalam lagi.
Itu lebih ke saran, saran buat kelas Beliau. Tapi ini
untuk harapan buat anda belajar bahasa Inggris di
kelas Mr. Cecep harapakan?
Harapanya ingin bisa sampai mendapatkant sertifikat
TOEFL.
SE 1
SE 2
INTERVIEW B 2 (FOR THE STUDENT)
(Adapted from Spradley’s Ethnography Interview, Whitehead, 2005)
Project : The Process of Teaching English based on Contextual
Teaching and Learning (CTL)
Place : Guest room in SMK Putra Daarut Tauhiid
Date : Thursday, October 4th
, 2019
Time : 10:00-10:30
Interviewee : TA (Teuku Arya Mukasyaf, the student of class X B TKJ)
Interviewer : NM (the researcher)
Abbreviation
SB : Student’s Belief LM : Learning Media
LP : Learning Problem TS : Teaching Strategy
IM : Instructional Material LS : Learning Assessment
SE : Student’s Expectation LS : Learning Strategy
Interviewer
and
Interviewee
Questions and Answers about Grand Tour
Question
Theme
NM
TA
NM
TA
NM
TA
Coba sebutkan nama dan kelas berapa?
Nama saya student 2. Saya di kelas X B.
Menurut anda, seberapa penting belajar bahasa Inggris
di pesantren?
Itu sangat penting karena kan kita kalau lulus dari
pesantren, kita kerja, semua buku kerja kan ditulis
dalam bahasa Inggris. Kalau kita bisa bahasa Inggris
ini kita bisa lebih cepat memahaminya.
Jadi itu alasanya yah kenapa bahasa Inggrispenting.
Jadi untuk memahami buku-buku yang berbahasa
Inggris.
Iyah.
SB 1
NM
TA
NM
TA
NM
TA
Selain itu alasanya apa lagi?
Sekarang kan kalau perusahaan sekarang semuanya
kan kaya bahasa Inggris, media IT itu semua kan
bahasa Inggris, kalau kita bisa bahasa Inggris nanti
mudah gitu kerjanya yang berhubungan dengan IT.
Jadi lebih ke bahasa di medianya yah?
Iyah.
Udah berapa lama sih belajar sama Beliau?
Sekarang udah satu semester.
SB 2
NM
TA
NM
TA
NM
Gimana rasanya belajar bersama Beliau?
Untuk saya menyenangkan, tapi kalau untuk murid
lain tidak tahu, karena saya orangnya fluent English
speaker.
Kenapa bisa menyenangkan belajar sama Beliau?
Alasanya?
Karena saya tau pentingnya bahasa Inggris, kalau
kamu tau penting, kamu akan termotivasi seperti saya.
Ok, karena tau pentingnya bahasa Inggris, jadi
menyenangkan yah.
SB 3
SB 4
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
instructional material in teaching English based on
Contextual Teaching and Learning (CTL)
Theme
NM
TA
NM
TA
NM
TA
NM
TA
Selama pembelajaran sama Beliau ada ga buku paket
yang disediakan dari pihak sekolah?
Ada, buku Inggris.
Buku paket tersebut sering ga sih di pakai di kelas?
tidak begit sering ,
Berarti materi yang disampaikan oleh Beliau itu selalu
dari buku paket atau ga yang arya ketahui selama
belajar?
Ga selalu sih, tapi ada. Banyaknya tuh dia ngambil
dari source-source lain habisnya diajarkan ke kita.
Oh gitu, biasanya source-source nya itu seperti apa
sih, sumbernya dari mana?
Paling dari internet kayanya.
IM 1
IM 2
IM 3
IM 4
NM
TA
Ok, menurut Arya nih, materi-materi bahasa
Inggrisyang disampaikan oleh Beliau itu kaya gimana
sih?
Materi yang disampaikan oleh Beliau ini, inilah
materi yang menguatkan grammar kita. Apatuh,
misalkan kaya materi adjective, ini semuanya tuh
basic English. If we understand this, it’s easy for us to
speak English.
IM 5
NM
TA
NM
TA
Ok, good. Jadi intinya, so the main thing that you
understand is the material is good for you.
Yes.
Topic atau materi yang disampaikan itu, related to
your environment ga sih? berkaitan sama
kepesantrenan ga?
IM 6
NM NM
TA
NM
TA
NM
TA
NM
TA
NM
TA
Tidak selalu , ada yang itu ada yang tidak Kalau yang enggak. can you give me an example?
Yang ga berkaitan dengan kepesantrenan seperti apa
gituh.
Apa itu tadi, comparison.
Comparison apa?
Kaya comparison guru-guru gitu.
Oh itu berkaitan dengan kepesantrenan, ada tidak
yang tidak berkaitan misalkan selain dengan
kepesantrenan?
Tidak ada. Semuanya itu berkaitan dengan
kepesantrenan.
Based on your opinion, writing, reading, speaking,
atau listening sih yang paling sering dipelajari dikelas
Beliau? Yang mana yang paling sering?
Beliau is focusing right now on writing and speaking.
Kalau yang lain, how about the others?
Dia, what we call that dia, he has not touch the topic
yet. Maybe in the second semester, you’ll get them,
not in this semester.
IM 7
IM 8
Interviewer
and
Interviewee
Questions and Answers about the The teacher’s
strategies in teaching English based on Contextual
Teaching and Learning (CTL)
Theme
NM
TA
Coba jelaskan Mr. Cecep itu mengajar bahasa Inggris
di kelas itu seperti apa?
Kita, apa tuh, dibikin kelompok. Abis itu kita dikasih
kaya tugas. Tugas ini apa namanya, the work is he
has given us like basically listening for example, write
the adjective that you know. So we work in group to
think what adjective there is in English, that’s all I
think, I can remember.
LS 1
NM
TA
NM
TA
NM
TA
NM
That’s all ya that you can remember. During learning
English with Mr. Cecep, ada tidak media yan dipakai
oleh Mr. Cecep, biasanya memakai apa ngajarnya?
He really uses the laptop and the projector.
Laptop and projector, biasanya menampilkan apa?
Itu mostly grammar.
Pernah menampilkan sesuatu selain grammar on his
slide?
Probably pronunciation and the words how are
pronounced.
It’s like the audio yah. How about the video?
LM 1
IM 9
LM 2
TA NM
TA
There is the video. Ok, Based on your opinion, the media, media tersebut
helps you ga to understand English?
Well, it definitely helps me shortly me the English
skills, but for the others I think it helps some a lot
because it has given them the visual meaning as well
as helps them understand, how to the words are used
in the specific way.
LM 3
SB 5
NM
TA
NM
TA
NM
So, it helps you to understand English yah. so, can
you explain to me about kegiatan-kegiatan apa sih
yang sering dilakukan oleh Mr. Cecep di kelas? The
activities, selain ngerjain tugas in a group.
Probably, what we call that emmm.
You can use bahasa or English, it’s ok.
He gives us works and he gives us home works. That
work is basically memorizing the stuffs, basically has
to remember as many words, and tomorrow he will
ask them the question.
So, it’s about memorizing the words yah. ok, nah
based on your opinion again, kegiatan atau aktifitas
yang dilakukan oleh Mr. Cecep itu membuat you
semangat ga sih in learning English?
LS 2
TA Well, since I dream to go to England, I think it helps
to motivate me a lot because you know England is
English country right, so it helps me a lot definitely
SB 6
NM
TA
NM
TA
NM
TA
Ok, so when we are talking about difficulties,
menemukan kesulitan tidak ketika belajar bahasa
Inggris with Mr. Cecep? Have you found the
difficulties or the obstacles?
For me, so far there is not obstacles, but I think for
my friends there are a lot of obstacles. So, for me
everything runs well yah, because I’ve been years in
Qatar.
Ok, good job. So you don’t have any obstacles in
understanding the material. When you do the
activities with your friend in a group, is there obstacle,
ada kesulitan tidak ketika kamu belajar bersama
teman anda, dibikin grup mendapatkant kesulitan
tidak?
Well, my friends are burdened (tertawa kecil).
What do you mean burdened?
There was Arya, there is work for me bla bla bla.
LP 1
LP 2
NM
TA
Basically, for them, they are having hard time, for me this is like chase play.
Like a chase play yah. But for them? It’s like what?
Play?
Like rocket science.
Interviewer
and
Interviewee
Questions and Answers about the teacher’s
assessment toward the students in teaching English
based on Contextual Teaching and Learning
(CTL)
Theme
NM
TA
Ok, next. During learning English with Mr. Cecep, is
there any task or assignment in every meeting?
memorization of the words what we have learnt today.
LA 1
NM
TA
NM
TA
NM
TA
NM
TA
NM
TA
Ok, but, ada tidak tugas setiap pertemuanya sama
Beliau?
Tugas, now we are given the task apply the vlog
video.
Making video yah.
Iyah, vlog.
How does he assess your activities? Penilaianya itu
kaya gimana sih menilai tugas itu?
The group work that we done in a group have to be
similar, so no one in group is different from the other
person in group.
So giving the score?
Yes, basically, every member in group has to have the
same answer, so it’s simple for him the collect the
book and give the score.
Beside the score is there any comment from Mr.
Cecep? The comment on the paper.
I supposed excellent, nice.
LA 1
LA 2
LA 3
LA 4
NM
TA
NM
TA
NM
Oh the comment like that yah. So, ada ulangan harian
ga sih selama pembelajaran sama Mr. Cecep?
There is one, we have to write adjectives there is in
pesantren, for example like what describe your self, or
describe your dormitory in. We have to describe using
adjectives. So the description made using adjective as
many as we can do.
So, the form of test like that, jadi ulangan hariannya
itu seperti itu. Describing using adjectives. UTS udah?
Udah.
How about the form? Bentuknya kaya gimana UTS
LA 5
LA 6
TA
NM
TA
NM
TA
nya? Multiple based question.
Oh multiple based queston, CBT?
I don’t get the point CBT.
Computer based test?
Oh yes yes.
LA 7
LA 8
NM
TA
NM
TA
NM
TA
So, what do you hope from learning English with Mr.
Cecep? apa yang diharapkan?
Well if I’m asked that thing they call me egoist, they
call me egoist or arrogant. But I hope they go for like
high level of English for me because you know I’ve
studied English several long times ago and this is just
like a review for me.
This’s just like a review yah for you. So what do you
suggest for him as a teacher in your class?
For me I suggest he should try to think one step
ahead, besides thinking grammar and speaking, for
example writing. Most of us can speak English with
Indonesian accent at all, but most of us can’t write
English totally. I’ve seen my friends is writing English
is like never writing before.
Ok, you hope that Mr. Cecep gives more about how to
write well in English yah.
Yes.
SE 1
SE 2
INTERVIEW B 3 (FOR THE STUDENT)
(Adapted from Spradley’s Ethnography Interview, Whitehead, 2005)
Project : The Process of Teaching English based on Contextual
Teaching and Learning (CTL)
Place : Guest room in SMK Putra Daarut Tauhiid
Date : Thursday, October 4th
, 2019
Time : 08:30-09:00
Interviewee : SM (Sultan Muhammad Farizi, the student of class XII B
TKJ)
Interviewer : NM (the researcher)
Abbreviation
SB : Student’s Belief LM : Learning Media
LP : Learning Problem TS : Teaching Strategy
IM : Instructional Material LS : Learning Assessment
SE : Student’s Expectation LS : Learning Strategy
Interviewer
and
Interviewee
Questions and Answers about Grand Tour
Question
Theme
NM
SM
NM
SM
NM
SM
Bisa tolong sebutkan nama dan kelas berapa?
Nama saya student 3 dari kelas XII B.
XII B TKJ?
Iyah dari TKJ.
Ok, nah menurut anda seberapa penting belajar bahasa
Inggrisdi pesantren itu? Penting banget ga sih?
Dalam belajar berbahasa itu cukup penting, apalagi
bahasa inggris. Selain bahasa arab yang dipelajari di
pesantren ini bahasa Inggrisjuga harus kita pelajari
karena bahasa Inggrisitu adalah bahasa internasional
dan kalau kita keluar dari pesantren misalkan untuk
melanjutkan kuliah kan ga semua bahasa arab,
kebanyakan bahasa inggris. Jadi prospek kerja yang
pake bahasa Inggris juga banyak yang pakai.
Makanya kita penting banget untuk belajar bahasa
Inggrisitu, diperlukan.
SB 1
NM SM
NM
SM
NM
SM
NM
SM
NM
SM
NM
SM
Sangat diperlukan dan penting sekali ya? Iyah.
Ok. Sudah berapa lama sih belajar bahasa Inggris
bersama Beliau?
Baru satu semester di kelas XII ini
Jadi baru satu semester di kelas ini?di kelas XII saja?
Di kelas XII saja, kalau kelas X sama XI itu ganti-
ganti gurunya. Kelas X sama Bu Ira ada namanya,
kelas XI sama Bu Hani, sekarang sama Beliau.
Oh gitu, jadi baru satu semester yah. Ok. Bagaimana
rasanya belajar sama Beliau?
Menyenangkan belajarnya, ga monoton gitu, ga flat,
seru gitu selalu ada yang baru gitu.
Jadi itu mengapa Beliau asik dang tidak flat yah
karena selalu ada yang baru?
Iyah, jadi kalau misalkan biasanya guru-guru yang
lain itu belajarnya materi materi terus, kalau Beliau
tuh kadang ada selingan kaya maen games, kaya
kemaren tuh main games monopoli, tapi si bidaknya
tuh sama kita dibikin, bikin perkelompok. Terus kartu-
kartu kesempatan kartu gitunya tuh challenge,
misalkan bikin 5 irreguler verbs gitu.
Oh jadi dibikinya itu tidak beli, tapi membuat sendiri
yah?
Iyah.
SB 2
LS 1
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Instructional Material in Teaching English Based
on Contextual Teaching and Learning (CTL)
Theme
NM
SM
Ok, bagus. Selama belajar sama Beliau ada tidak buku
paket dari sekolah?
Ada buku ini apah, untuk pemantapan tapi sama
Beliau di pakainya itu ga pas di kelas, tapi pas
pemantapannya.
IM 1
NM
SM
NM
SM
Berarti buku paket itu sering ga sih di pakai selama
pembelajaran?
Hanya di pemantapan saja, kalau pas dikelas, pas
pembelajaran dikelas biasanya Beliau yang langsung
ngasih materinya.
Ok, jadi materi yang disampaikan oleh Beliau itu
berarti dari buku paket tidak atau dari sumber lain
biasanya?
Bisa jadi dari buku paket yang Beliau pegang atau
NM
SM
NM
SM
NM
SM
bisa jadi dari sumber yang lain. Tapi yang paling sering yang mana?
Kayanya dari sumber yang lain sama dari ilmu Beliau
nya langsung gitu soalnya kan beliau udah kuliah
sastra, lebih paham.
Menurut anda, materi-materi yang disampaikan oleh
Beliau itu seperti apa?
Alhamdulillah mudah di pahami gitu, tidak terlalu
berat, ringan tapi mendalam.
Oh ringan tapi mendalam yah?
Iyah.
IM 2
SB 3
NM
SM
Biasanya kalau belajar sama beliau itu topik-topik
atau materi-materinya itu berkaitan tidak dengan hal-
hal kepesantrenan?
Iya, kaya di games kemarin tuh, yang monopoli tuh, si
papan monopolinya tuh pakai buday-budaya yang
ada di pesantren ini, budaya DT, kaya misalkan baik,
kuat, tangguh, jadi si komplek-kompleknya itu kan
biasanya kan negara-negara, kalau ini pake nama-
nama karakter itu, karakter di DT, sekalian juga
untuk menghapal. Kalau misalkan dapet karakter
tangguh tuh, langsung ada dapet ini challenge nya,
misalkan lari vertical run dari lantai tiga ke lantai
satu dua kali.
IM 3
NM
SM
Menyenangkan, Ok, menurut anda, dari skill writing,
reading, speaking, sama listening, yang paling sering
di pelajari di kelas itu apa sih sama Beliau?
Yang paling sering tuh listening sama writing, kalau
reading karena bukunya di pakai saat pemantapan,
jadi di kelas kurang. Kalau speaking kadang juga,
tapi seringnya writing sama listening, soalnya Beliau
mengajarnya menggunakan video-video.
IM 4
Interviewer
and
Interviewee
Questions and Answers about the Teacher’s
Strategies in Teaching English Based on
Contextual Teaching and Learning (CTL)
Theme
NM
SM
Ok, sekarang berkaitan dengan proses pembelajaran
bersama Beliau yah. Coba jelasin giman sih Beliau
ngajar bahasa Inggrisdi kelasnya? Selain
menyenangkan, gimana caranya?
Awalnya, dimulai kelas Beliau membuka power point
terus, disitu ada materinya dijelaskan sama beliau,
misalkan materi tentang if conditional ada form
TS 1
satunya gimana gitu, form duanya gimana, lalu minta membuat example nya dan akhirnya video-video.
NM
SM
NM
SM
NM
SM
Jadi kaya gitu yah proses pembelajarannya. Biasanya
kalau belajar sama beliau tuh beliau suka pake media
tidak?
Iyah, yang tadi saya bilang video paling, media video.
Media video yang paling sering yah, selain video
apalagi kira-kira yang sering Beliau gunakan?
Video aja sih paling, kalau medianya.
Ok, nah dari media yang Beliau gunakan itu
membantu ga sih untuk memahami pembelajaran?
yah sangat membantu. Kalau misalkan kita belajar
bahasa Inggris itu lewat lagu-lagu biasanya. Ada
lagu liriknya ini, listening dulu apa coba liriknya,
kalau
LM 1
LM 2
LS 1
SM Sudah ditebak, nanti diliatin liriknya apa terus dikaji
gitu ini maksudnya tuh ini. Jadi selain belajar
materinya, budayanya juga paham.
NM
SM
NM
SM
NM
SM
NM
SM
Jadi selain materi budayanya juga dapet yah?
Iyah
Coba jelaskan kegiatan-kegitan apa yang sering
Beliau lakukan dikelas gitu? Kegiatan-kegiatannya,
selain tadi memutarkan video, terus bermain
monopoli, mungkin apalagi kegiatanya?
Kegiatanya paling apa yah, bercerita paling Beliau,
bercerita, terus ngobrolin film kalau misalnya
materinya udah habis nih, kita refleksi aja gitu.
Ngebicarain film, kemarin tuh sempet ngebicarain
fantastic beast tuh yang baru keluar, crimes of the
dream world gitu.
Lanjutan dari harry potter?
Iyah.
Kegiatan-kegiatan yang beliau lakukan itu bikin
semangat belajar ga sih?
Membuat semangat, soalnya ga kebanyakn guru tuh
biasanya misalnya udah ngasih materi, terus ngasih
soal, terus diem gitu. Kalau Beliau terus ngobrol,
bercanda gitu, ga garing, ga hening, ga lengang gitu
kelasnya.
TS 2
SB 4
Interviewer
and
Interviewee
Questions and Answers about the Student’s
Difficulties in Learning in Mr. Cecep’s Class
Theme
NM Sekarang perihal kesuliatn anda nih. Ada ga sih
kesulitan yang Anda temukan ketika belajar sama Mr.
Cecep. Selama belajar sama Mr. Cecep, kesulitan
tidak, pernah menmukan tidak?
SM
NM
SM
NM
SM
NM
SM
Kalau kesuliatan saya, inih grammar. Soalnya kurang
bagus di grammarnya. Biasanya kan bisa bahasa
Inggrisitu dari games sama dari film, jadi ngikutin
adanya gimana gitu, jadi pas kemaren belajar
grammar oh ternyata saya salah, disini salah, disini
salah, harusnya gini, oh ternyata gitu.
Jadi itu ya, ketika Anda memahami materi, yang
paling sulit itu grammarnya.
Iyah.
Ketika Beliau mengajar di kelas itu kan seringnya
kerja kelompok, nah ada gak kesulitan ketika Anda itu
kerja bareng sama temen-temen, kerja kelompok gitu?
Paling kesulitan ketika menjelaskan ke teman,
misalkan teman ada yang ga paham ini artinya apa
gitu, bahasa Inggrisini apa gitu, kadang saya
bingung, nanya balik ini kalimatnya gimana, suka
seperti karena tidak semua bisa bahasa Inggris,
belum semua bisa gitu.
Jadi lebih ke arti sebuah kata atau kalimat itu yah.
Iyah.
LP 1
LP 2
Interviewer
and
Interviewee
Questions and Answers about Teacher’s
Assessment Toward the Students in Teaching
English Based on Contextual Teaching and
Learning (CTL)
Theme
NM
SM
NM
SM
Ok, sekarang Beliau itu selalu memberi tugas di setiap
pertemuan tidak?
Iyah.
Tugas nya seperti apa?
Tugasnya misalkan, yang kemrin if conditional,
membuat 5 contoh if conditional, misalkan kalau saya
tuh kemarin bikin kalau avengers w ditanyangin
lanjutan yang part dua nya pasti akan membeludak
lagi, tapi dalam bahasa inggris.
LA 1
NM Iyah, berarti bikin contoh ke hal-hal yang kekinian ,
SM
NM
SM
NM
SM
NM
SM
NM
SM
NM
SM
NM
SM
NM
SM
NM
SM
bikin contohnya ya. Iyah.
Oh jadi bikin tugasnya seperti itu. tugas yang kalian
bikin itu dapet penilaian itu kaya gimana sih?
Penilaianya apakah skor, apa ada kata-kata atau skor
aja gitu atau seperti apa yang Beliau kasih?
Yah skor, kalau untuk tugas-tugasnya skor,
sampingnya mungkin ada penilain sikap gitu, tapi itu
kayanya dari Beliau pribadi kalau pnilaian sikap ga
dikasih tau.
Ada tidak ulangan harian selama semester ini?
Ada semester ini baru sekali dan sekarang mau lagi
gitu presentasi, kemarin itu di suruh mind mapping
sebuah topic, lalu kita presentasikan, siapin
presentasinya, nanti presentasikan.
Itu masuknya ulangan harian?
Iyah. Praktek, ujian praktek.
Berarti sudah pernah UTS belum?
Sudah.
Bentuk soalnya seperti apa itu UTS?
Bentuk soalnya kebanyakn soal cerita sama ngisi
misalkan ada soalnya cerita terus ada blank space
nya gitu, apa itu kira-kira.
Ga ada pilihan ganda?
Itu pilihan ganda semua, soalnya kan kita disini pakai
CBT, Computer Based Test.
Oh jadi UTS nya CBT?
Iyah CBT.
Kalau UAS belum yah.
Belum
LA 2
LA 3
LA 4
LA 5
LA 5
NM
SM
Ok, terakhir yah, ada dua pertanyaan lagi, yang anda
harapkan di pembelajaran bahasa Inggris di kelas
beliau itu apa, yang Anda harapkan?
Yang saya harapkan saya setelah belajar sama Beliau
kemampuan saya dalam bahasa Inggrislebih
meningkat gitu, lebih improve, banyak juga yang saya
udah pelajari dari pronounciationnya gimana, terus
cara penggunaan ini bagaimana, penggunaan itu
gimana. Semoga bisa di aplikasiin di kehidupan dan
juga nanti dikuliah pasti kepake lah insya Allah.
Ok, terkahir, kira-kira ada ga saran buat Beliau?
Jangan cape sama murid-muridnya soalnya
SE 1
SE 2
hyperaktif semua muridnya.
APPENDIX 3 THE SUMMARY OF CLASSROOM OBSERVATION
NOTES (CON 1- 15)
Abbreviation:
TS : Teaching Srategy IM : Instructional Material
LA : Learning Assessment LP : Learning Problem
LS : Learning Strategy LM : Learning Media
Pre Teaching
CON Theme Notes
1
LA1
Setelah guru tersebut memberi penilaian langsung
terhadap tugas siswa, guru tersebut meminta mereka
untuk duduk kembali.
LP1 Guru tersebut mengetahui ada beberapa siswa yang
menyontek, karena tugasnya isinya sama.
LP2 Guru meminta siswa yang menyontek untuk melakukan
pushup 3 seri di kelas.
TS1
Guru meminta ketua kelas memimpin kelas untuk
memulai pelajaran dan berdoa. Guru meminta siswa
untuk murajaah (membaca Al-Quran dan membaca Al-
Matsurat).
2
TS1 Guru memasuki kelas dan menanyakan mengapa
kelasnya sedikit. Siswa menjawab banyak yang sakit
TS3
Guru mengintruksikan siswa bagi yang namanya
disebutkan, mereka harus menyebutkan apa yang mereka
bisa, bisa kamera atau software design, atau keduanya.
TS4
Guru meminta siswa memberikan alasan dengan
memakai bahasa inggris mengapa mereka menyukai
bidang tersebut.
3
LP1 Keadaan siswa masih berisik dan kurang kondusif
karena mereka baru saja istirahat dan olahraga
TS1 Guru memberi waktu 5 menit untuk beres-beres.
TS4
Ketika ada siswa yang bercanda dengan menjawab “ga
punya kamera Pak, belikan Pak”, guru menjawab “tidak
tau malu”. Murid lainpun tertawa.
4
LP1
Guru memasuki kelas kemudian meminta siswa yang
sedang menonton video, mendownload dan mengecas
laptop untuk berhenti melakukan aktifitas tersebut.
TS2
Guru mereview materi sebelumnya tentang future tense
dan meminta siswa untuk membuat statement if
conditional jika mereka menjadi ustadz.
Pre Teaching
CON Theme Notes
5 LA1 Guru menanyakan ada PR dan meminta siswa untuk
mengumpulkannya di akhir pembelajaran.
6 TS4 Guru menanyakan tentang weekendnya siswa
8 TS13 Guru menegur siswa yang berisik, guru menegur dengan
berkata ‘kalau mau ngobrol di mall, jangan di kelas’.
9 TS5
Sebelum memulai pelajaran, guru menceritakan tentang
apa yang dia lihat ketika kemarin sholat ashar, yang lain
dzikir, dua murid malah bermain, dan menanyakan siapa
yang kemarin bercanda ketika berdzikir.
10
LM1
Guru menampilkan video. Video tersebut ada kaitannya
dengan pembelajaran hari ini, dan sangat bermanfaat
untuk para murid.
LM2
Videonya berbahasa inggris. Videonya berisi tentang
kehidupan manusia yang sudah menjadi ‘unsocial
people’ karena teknologi dan kecanggihan gadget yang
membuat meraka terjebak dalam internet.
11
TS4
Guru meminta siswa untuk menuliskan respon mereka
terhadap video tentang unsocial people karena teknologi
dalam satu paragraf.
LP1
Para murid pun menjawab dengan serentak dan tidak
beraturan. Sebagian ada yang menjawab tentang hp,
tentang teknologi.
TS5
Kemudian guru menjelaskan tentang video tersebut yang
berisi tentang yang arahan, dan memotivasi siswa untuk
selalu tidak sibuk dengan laptopnya.
12
TS1
Dua orang murid memasuki kelas dengan membawa
buku siswa lain dan membagikannya. Seorang siswa
menghapus papan tulis dan seorang lainya membawa
speaker aktif ke ruang guru.
TS4 Guru mengapresiasi karena siswa memakai pakaian
lengkap dan rapi
13 LA1 Guru menjelaskan kalau tugasnya ada yang unik, lucu,
bagus, pasti dia komen di buku tulis mereka.
Pre Teaching
CON Theme Notes
13 LA2
Guru juga menekankan bahwa setiap apa yang mereka
tulis dan kerjakan di buku tulis akan menjadi penilaian,
jadi guru mengingatkan jangan sampai hilang bukunya.
15 LP1 Guru memasuki kelas tapi hanya ada beberapa murid
yang baru datang karena masih berada di masjid.
While Teaching
CON Theme Notes
1
TS1 Guru menanyakan tentang pengatahuan siswa tentang
personal pronoun.
LP3 Guru meminta siswa untuk menyebutkan apa yang
mereka punya dengan menggunakan personal pronoun.
TS3 Guru mulai memberikan latihan dengan membagi kelas
kedalam beberapa group.
TS4 Meminta siswa untuk menyaksikan potongan 3 film
terkenal. Guru mengintruksikan siswa untuk mencatat
ada personal pronoun apa saja dalam film yang di
tayangkan
LM1 Siswa menonton film yang di tayangkan di slide
TS5 Guru menghentikan video tersebut dan meminta siswa
untuk menulis personal pronoun apa saja yang ada di
video dalam waktu 2 menit.
LS1 Setelah itu, guru meminta siswa untuk practice,
membuat 5 kalimat dengan menggunakan personal
pronoun
IM1 Dengan thema kegiatan pesantren yang mereka lakukan
kemarin.
LP4 Sebagian siswa ada yang bertanya arti dari sebuah kata
dalam bahasa Indonesia ke bahasa inggris ketika yang
lain sedang mengerjakan tugas.
TS6 Guru mengintruksikan siswa buka kamus jika mereka
tidak mengetahui bahasa inggrisnya apa.
2 TS4
Guru langsung membagi kelompok dengan menulis
ketua mereka di papantulis sesuai dengan 5 group yang
guru tentukan.
While Teaching
CON Theme Notes
2
LP3 Ketika guru menulis nama mereka di papantulis, siswa-
siswa banyak yang mengobrol dan berisik.
LP4 Ketika group dipatenkan untuk 1 semester mereka teriak
teriak dan tertawa.
TS5
Guru menjelaskan dan meriview tentang materi daily
activity dan meminta salah satu siswa mendeskripsikan
kegiatannya dari bangun tidur hingga tidur kembali.
LP5
Guru memasuki kelas sebelum jam 1 siang. Dikelas ada
yang sedang makan siang, memainkan laptop dan
mengobrol.
TS6 Guru meminta siswa yang memakai jaket untuk
membukanya dan baju yang keluar untuk dimasukan
LM1
Guru menampilkan beberapa video tentant pesantren di
slide untuk dijadikan referensi dan gambaran untuk
siswa sebagai tugas yang akan datang.
TP1 Ketika menampilkan video terjadi trouble, tidak ada
suara karena kabel auxnya bermasalah
TS8
Setelah guru memberhentikan videonya, dia menanyakan
apa kekurangan video pertama. Siswa menjawab
beragam. Ada yang menjawa kualitasnya,
pencahayaannya, dan juga suara music lebih keras dari
pada suara yang berbicara. Kemudian guru
mengkonfirmasi apa yang mereka utarakan.
LA1 Guru meminta siswa untuk membuat video tentang daily
activity dari bangun tidur sampai tidur kembali.
IM1
Guru juga menekankan untuk mengangkat budaya
Daarut Tauhid sebanyak-banyaknya, harus rapih
bajunya, dan jangan alay
TS9 Guru juga menginformasikan jika videonya bagus akan
di upload di yotube Daarut Tauhid
3
IM1 Guru meminta siswa untuk membuka buku modul
Bahasa inggrisnya.
LP3
Ketika proses pemanggilan siswa, datang dua siswa telat
masuk kelas karena beralasan dari toilet. Mereka diminta
push up 5 seri karena kesalahannya.
While Teaching
CON Theme Notes
3
TS8 Gurupun memberitahu mereka bahwa group ini untuk 1
semester.
TS9
Setelah video selesai, guru menugaskan setiap kelompok
untuk membuat 5 kalimat dengan memprediksi 5
makanan yang akan terkenal di tahun 2019. Guru
menuliskan intruksinya di papan tulis ‘predict what will
be the food trends in 2019!’
TS10
Guru menjelaskan juga kalau setiap group harus
membuat, dan setiap siswa mencatatnya di buku masing-
masing karena nanti dikumpulkan. Guru juga
menegasakan bahawa nanti setiap group kedepan untuk
mempresentasikan.
TS11
Ketika setiap kelompok sedang mengerjakan, guru
berkeliling memastikan mereka mengerjakan dan
memberikan bantuan bagi siswa yang bertanya.
TS13
Format presentasinya adalah menyebutkan apa yang
mereka prediksikan tentang makan yang akan trend di
tahun 2019. Satu kelompok berisi 3 orang dan mereka
semua mendapatkan bagian untuk speaking di depan
temannya.
TS14 Guru memberikan feedback ketika mereka presentasi
dengan ucapan ‘good job’.
LP4 Ketika video sedang di putar ada seorang siswa yang
tertidur dikelas, tapi dibangunkan oleh teman sebelahnya
TS16
Guru memberikan bimbingan dengan mengkoreksi cara
pengucapan siswa yang sedang presentasi. Cara
membaca chanel bukan chenel tapi chanel.
4
TS13
Guru menekankan untuk memakai will dan memberi
contoh ‘photo masking will stand in 2019 because…..,
give the reason’.
LP3
Ketika guru meminta group pertama untuk presentasi,
mereka masih meminta waktu satu menit lagi untuk
menyelesaikannya.
While Teaching
CON Theme Notes
4
LP4
Ketika presentasi, ada siswa yang berbicara ‘fuck’
karena mendengar makanan yang aneh. Gurupun
meminta dia untuk pushup.
LP5
Guru memberi waktu 10 menit untuk setiap kelompok
untuk menyelesaikan semuanya karena masih ada
sebagian kelompok yang belum beres
5
TS13
Dia memberi contoh secara langsung kepada siswa
dengan cara menyentuh pundak siswa. Guru bertanaya
‘siapa yang jadi subject?’ murid menjawab ‘bapak’.
Guru berkata ‘jadi siapa objek?’. Siswa menjawab
dengan kompak bahawa siswa tersebut yang jadi objek.
Kemudian guru menjelaskan kembali bahwa subjek itu
adalah pelaku dan objek adalah korban.
LS2
Guru memberi waktu 2 menit untuk berdisukusi dan
menulis pronoun yang mereka temukan di video yang
mereka tonton.
6
TS5
Guru mulai menerbangkan pesawat yang terbuat dari
kertas yang dibuat oleh siswa, karena guru menemukan
pesawat tersebut di kelas. Setelah itu, bagi yang terkena
pesawat itu, guru menanyakan apapun terhadap siswa
tersebut, seperti menanyakan ‘what is the character of
your room teacher?’, ‘is he handsome?’ sambil
menunjuk temannya, ‘how do you describe your city?’,
‘how much does it cost?’ sambil menunjuk jam tangan
siswa, ‘what is the shape of this room?’.
TS6
Kemudian guru menanyakan kepada siswa tentang hal
apa yang barusan sudah mereka lakukan, materi apa
yang mereka dapatkan barusan
LP1
slidenya terlalu kecil sehingga murid menulisnya di
depan kelas dekat dengan meja guru. Ada juga yang
menulis di bawah lantai dekat meja guru karena slide
yang terlalu kecil dan tidak terlihat oleh siswa.
While Teaching
CON Theme Notes
6
TS9 Guru memberi waktu untuk menulis types of adjective
selama 3 lagu berbahasa inggris yang di putar oleh guru.
LM1
guru menanyakn judul lagu dari lagu yang di putar.
Kemudian siswa menjawab ‘beautiful night’. Guru
menanykan ‘beautiful adjective bukan?’. Sebagian siswa
menjawab ‘adjective pak’.
LM2 Guru menerangkan bahwa aka ada sebuah gambar yang
ditampilkan dalam slide
TS12
Guru memberikan kebebasan kepada siswa untuk
menulis dalam mendeskrpsikan gambar. Bisa
menggunakan kata sifat yang tadi di tampilkan oleh guru
atau kata sifat baru. Semakin banyak kalimat atau
deskripsi yang dibuat, semakin bagus nilainya.
LM3 Guru mengumpamakn poster yang tertempel di papan
tulis
7
LA1 Guru meminta group yang diminta untuk membuat video
dikumpulkan (hanya satu grup).
TS9 Guru meminta siswa untuk menulis apa yang ada di
papan tulis.
LP1
Ketika guru menanyakan ‘finish?’ kepada siswa, ada
siswa yang menjawab ‘encan’. Guru menegur ‘in
English!’
TS11
Guru menjelaskan tentang adjective dengan cara
meminjam laptop salah satu siswa, kemudian
menanyakan apa saja kata sifat dari laptop tersebut. Guru
menanyakan tentang bentuknya, designya, warnanya,
dan harganya.
TS14
Guru mengajak bagi siswa yang berminat untuk
mengikuti lomba Bahasa inggris di UPI untuk hubungi
guru
LP4 Guru lain membuka pintu kelas, tapi siswa masih belum
beres mengerjakan tugas.
While Teaching
CON Theme Notes
8
LA1
Guru mengintruksikan bahwa hari ini guru akan menilai
kinerja grup dari segi speaking, reading, dan writing
berdasarkan materi sebelumnya
TS16
Guru meminta 6 siswa untuk kedepan dan mengahadap
ke papan tulis sebagai contoh. Kemudian mereka diminta
dalam waktu 3 menit untuk menulis contoh tentang
future tense apa yang akan terjadi di smk DT di tahun
2025. Setiap anggota di beri waktu 15 detik untuk
menulis. Terdapat dua kolom untuk 6 orang tersebut
yang mana di bagi menjadi dua grup.
IM1
Guru menulis topiknya tentang salah satu teman
dikelasnya, Diva, akan menjadi apa atau akan apa Diva
di tahun 2024.
LA2 Guru menceklis setiap kalimat yang dibuat oleh kedua
grup tadi untuk membenarkan kalimat.
LM1
Setelah itu guru memberi kertas yang bersikan tentang
matei reading yang mengandung future, topiknya tentang
teknologi
IM2 yaitu akan jadi apa atau akan melakukan apa Yong lex
(Seorang rapper dari Indonesia) di tahun 2024
LP4
Ketika yang lain sedang mengejakan tugas, guru sedang
memberikan bantuan terhadap salah satu grup, ada
seorang siswa yang memainkan toya.
TS11
Perwakilan dari setiap siswa untuk mempresentasikan
gambarnya dengan mendeskripsikan gambar tersebut
menggunakan Bahasa inggris.
LP5
Mereka mempresentasikan hasilnya di depan meja guru,
sehingga murid lain yang berada di belakang berisik dan
tidak mendengarkan presentasi setiap grup yang
kedepan.
TS12
Guru meriview hasil dari writing, reading, dan speaking.
Ada yang lancar, ada yang sedang-sedang saja. Tapi
guru memaklumi dan akan mencoba meningkatkan lagi
di materi materi selanjutnya
While Teaching
CON Theme Notes
9
LP1
Kemudian ada murid yang telat masuk lagi, tapi kurang
sopan. Guru meminta murid tersebut untuk keluar
kembali dan masuk dengan sopan dan mengucapkan
salam. Setelah itu, guru meminta murid tersebut untuk
push up 3 seri.
LA1 Guru meminta murid berkumpul dengan kelompoknya
masing-masing karena aka ada ulangan.
IM1 Kalimat-kalimatnya berkaitan dengan kegiatan para
siswa di asrama.
IM2
Kalimat-kalimatnya menggunakan Bahasa tidak formal
yang bercampur dengan imbuhan Bahasa sunda seperti
‘mah’, ‘teh’. Ada juga ‘loh’. Guru menjelaskan ‘soalnya
kalian kan kalau ngobrol sehari-hari secara tidak sadar
pake Bahasa sunda dan indonesia’.
TS10 Ketika bel berbunyi untuk istirahat, guru memberitahu
siswa waktu istirahatnya di rapel
TS13
Setelah selesai menilai, guru membahas setiap kalimat.
Kesalahan yang di paparkan adalah penggunaan
memainkan komputer yang seharusnya use komputer,
tapi murid banyak menggunakan play. Kemudian error
dengan tidak menggunakan to be. Kemudian error yang
di komen oleh guru adalah penggunaan ‘s’ di akhir kata
kerja karena subjeknya ‘he’.
TS14
siswa di intruksikan kembali untuk mengerjakan essay
dengan 5 topik yang mereka bisa pilih. 1 topik untuk 1
grup (minimal 10 kalimat), setiap anggotanya bisa
membuat 1 kalimat untuk memenuhi jumlah minimal
kalimat tersebut. Topiknya berkaitan dengan kehidupan
sehari-hari murid.
10
LM1 Guru mengintruksikan untuk mendengarkan lagunya,
dan memastikan cukup satu kali atau tidak kepada siswa
LS2 Murid meminta untuk di putarkan kembali, dan guru
memutar ulang lagunya selama satu menit.
While Teaching
CON Theme Notes
10
TS5
Guru mulai membahas lirik-lirik yang hilang bareng-
bareng bersama siswa. Sesekali guru menanyakan arti
dari salah satu kata yang ada dalam lirik lagu tersebut,
seperti kata ‘scared’ yang berdampingan dengan ‘of’.
TS7
Guru sedikit membahasa tentang accent American dan
bristish dalam kata can dan can’t yang ada dalam lirik
lagu.
LA1
Guru meminta siswa untuk praktek dengan membuat
essay dari kalimat yang guru berikan. Contohnya, guru
menampilkan kalimat ‘if I have much money,’,
kemudian murid menulis dan meneruskan beberapa
kalimat menjadi sebuah essay berdasarkan opini mereka
masing-masing. Minimal 1 paragraf.
11
LP2
Ketika sedang menjelaskan, ada siswa yang menunduk
dan guru menegurnya dengan mengucapkan ‘jadi laki-
laki itu ga boleh nunduk’.
LA2
Guru menampilkan slide yang berisi tentang hari hari
internasional, dan siswa diminta untuk menebak dan
menulis tanggal dan bulan apa itu terjadi. Siswa di minta
untuk menulis jawaban dari tebakan mereka dan apa
yang di tampilkan oleh guru setelah para murid menulis.
Contohnya seperti april mop, hari kamera sedunia, hari
tidur seharian, hari beres-beres internasional, hari panik
internasional, hari menulis capslock sedunia, hari
menceritakan tentang kebohongan internasional dan lain-
lain.
12 LA1
Guru mengintruksikan siswanya untuk mempraktekan if
conditional tipe kedua. Guru memberikan 5 orang yang
akan menjadi topiknya. Orang tersebut yang berada di
lingkunagn pesantren. Guru meminta siswa untuk
memikirkan apa yang 5 orang tersebut kemungkinan
kecil untuk dapat melakukanya, kemudian dijadikan
kalimat. 1 orang per 1 kalimat.
While Teaching
CON Theme Notes
12
LP1 Siswa banyak yang bertanya tentang perubahan dari verb
1 ke verb 2
LA3
Guru memberitahu bahawa nanti buku catatan di
kumpulkan karena akan menjadi penilaian untuk
menambah nilai uts yang kecil.
LA4
Guru menugaskan kembali muridnya. Mereka di minta
untuk menyaksikan video yang di tayangkan oleh guru di
slide, kemudian siswa diminta untuk berimajinasi. Video
pertama adalah video klip sound track dari olimpiade di
Tokyo 2020. Setelah itu, guru menampilkan kalimat
pengandaianya ‘if I were an Olympic athlete in Tokyo
2020’. Guru meminta siswa membuat essay dari kalimat
tersebut
13
TS5
Guru mulai mengenalkan tentang pembahasan hari ini,
yaitu ‘yes no question’. Guru memberikan contoh
kepada siswa secara langsung dan oral, seperti ‘are we
handsome?’, ‘do you like Manchaster United?’, ‘do you
hate Real Madrid?’, ‘do you like PERSIJA?’.
LM1
Video yang di putar masih sama dengan video yang
kemarin di putar di kelas XII B, yaitu video tentang
orang yang menjadi unsocial karena teknologi dan
gadget.
TS8
Setelah video selesai, guru memberi masukan dan
mengingatkan siswa untuk tidak unsocial, karena siswa
banyak yang asik dengan laptopnya, gamenya, dan
gadgetnya.
TS12 Guru mengembalikan tugas siswa yang pertanyaannya
tidak ada sangkut pautnya dengan video.
TS13
Guru mengintruksikan bahwa nanti setelah buku di
bagikan, mereka harus menjawab pertanyaanya dan
memberikan alasannya, nama penjawab dan tanda
tangan mereka.
LS1 Sebagian siswa ada yang menghampiri temannya dan
menanyakan pertanyaan yang mereka buat.
While Teaching
CON Theme Notes
14
LA1
Kemudian guru menjelaskan apa yang ada di slide. Guru
juga meminta siswa untuk menentukan topik dari
sekarang yang akan dijadikan oleh mereka bahan
presentasi di PAS nanti di bulan desember.
TS11
Setelah itu, guru menampilkan video tentang 6 cara
brainstorming. Sisiwa diminta kembali untuk
menyimaknya.
Sambil menyaksikan video, guru menyetop video
sesekali dan menjelaskan maknanya, dan melakukan
diskusi dengan siswa.
LA2
Guru memberi waktu 35 menit untuk mengerjakan apa
yang guru intruksikan. Guru meminta siswa untuk
melakukan mind mapping di bagian belakangnya sama
seperti yang tadi di contohkan, tapi sebelum itu mereka
harus menulis topik mereka di bagian depannya. Jika
guru mengacc topiknya, mereka baru bisa membuat
mind mappingnya.
15
LP3 Ada murid yang duduk terpisah, guru memintanya untuk
bergabung.
TS9
Ketika musik selesai, guru menjelaskan kepada siswa
kalau dia tidak mencari siapa yang benar, siapa yang
cepat, siapa yang pintar, tapi team work.
LP4
Ketika guru berkeliling, ada siswa yang memukul-mukul
meja layaknya drum sambil bernyayi. Tapi guru
membiarkannya.
Closing
CON Theme Notes
1
TS7
Guru meminta siswa untuk duduk rapih dan meminta
ketua kelas untuk menyiapkan kelas dan berdoa untuk
mengakhiri pelajaran dan membaca surat Al-Ashr
TS8 Guru berdiri di depan kelas dan memberitahu siswa
untuk selalu dan sering bersholawat.
2 TS9 Guru bertanya kepada siswa apakah ada yang mau
ditanyakan kembali.
3 TS17 Guru mulai mereview apa yang mereka pelajari hari ini.
4
LP6 Disaat yang lain beres-beres, masih saja ada yang
menulis tugas karena belum selesai.
TS20 Guru tidak memperkenankan siswa untuk pulang
sebelum kursi dan meja lurus dan sampah bersih.
6 TS14 Guru mengucapkan selamat berlibur minggu depan.
8
TS14 Guru meminta untuk memfollow akun instagramnya
kepada siswa.
TS15 Guru mengumumkan perlombaan yang aka ada di UPI
dan mendata siapa yang akan mengikuti perlombaan.
11 TS18
Guru memberitahu siswa bahawa minggu depan adalah
minggu terakhir sebelum menghadapi ujian tengah
semester.
APPENDIX 4 INTERVIEW GUIDE
(Adapted from Spradley’s Etnographic Interview, Whitehead, 2005)
Project : The process of teaching and learning English based on
Contextual Teaching and Learning (CTL)
Place :
Date :
Time :
Interviewee :
Interviewer :
Research questions:
6. How did the English teacher design the lesson plan in implementing
contextual English teaching?
7. How did the English teacher develop the instructional materials in
implementing contextual English teaching?
8. What were the strategies used by the English teacher in implementing
contextual English teaching?
9. What were the difficulties encountered and solved by the English teacher
in implementing contextual English teaching?
10. How did the English teacher assess the students in implementing
contextual English teaching?
NO TOPIC QUESTIONS
1 Grand
Tour
Questions
1 Sudah berapa lama anda mengajar bahasa inggris di sekolah ini?
2 Kenapa anda tertarik untuk mengajar bahasa inggris di sekolah
ini?
3 Bagaiamana perasaan anda mengajar bahasa inggris di sekolah
ini?
4 Apakah perbedaan yang anda temukan antara proses
pembelajaran bahasa inggris secara contextual dan tidak?
5 Menurut anda alasan apa yang menyebabkan hal tersebut bisa
terjadi?
6 Menurut anda lesson plan yang efektif dan ideal untuk pembelajaran bahasa inggris di sekolah ini seperti apa? Coba
jelaskan.
7 Menurut anda hal apakah yang paling penting dalam mendisain
lesson plan?
2 The
teacher's
lesson plan
design in
teaching
English
based on
Contextual
Teaching
and
Learning
(CTL)
1 Apakah ada format lesson plan yang disedikan oleh pihak
sekolah? Apakah format tersebut sesuai dengan keinginan anda?
Apa alasanya?
2 Bagaimana anda membuat lesson plan?
3 Coba jelaskan apa saja yang menjadi pertimbangan anda dalam
mendisain lesson plan?
4 Coba jelaskan kendala apa yang anda hadapi ketika mendisain
lesson plan?
5 Bagaimana anda mengatasi kendala-kendala yang anda hadapi
ketika mendisain lesson plan?
3 The
teacher's
instruction
al
materials
in teaching
English
based on
Contextual
Teaching
and
Learning
(CTL)
1 Apakah buku bahasa inggris disediakan oleh pihak sekolah?
2 Menurut anda apakah buku yang disediakan oleh sekolah sesuai
dengan kondisi siswa di sekolah? Mengapa bisa seperti itu?
3 Menurut anda materi yang ada di buku ideal untuk siswa yang
anda ajar itu seperti apa? Mengapa ideal?
4 Apakah anda mengadopsi materi yang hanya ada di buku atau
mengembangkan dari sumber lain?
5 Bagaimana anda memilih dan mengembangkan materi?
6 dari mana sumber yang anda gunakan untuk mengembangkan
materi yang ada?
7 Apa yang mendasari anda memilih sumber tersebut?
8 Apakah materi yang anda ajarkan berkaitan dengan konteks
sehari-hari siswa di sekolah? Coba jelaskan.
9 Menurut anda, secara umum skill dan materi seperti apa yang
cocok untuk siswa yang anda ajar? Coba jelaskan.
4 The
teacher's
1 Bagaimana anda membangun konteks didalam pembelajaran yang
berbasis CTL?
strategies
in teaching
English
based on
Contextual
Teaching
and
Learning
(CTL)
2 Jenis aktifitas seperti apakah yang dapat mendorong dikembangkannya konteks tersebut?
3 Apakah anda membutuhkan media pembelajaran untuk
membangun konteks?
4 Apa saja media tersebut? Mengapa? Kriterianya seperti apa?
5 Teknik pembelajaran seperti apa yang dapat anda gunakan dalam
pembalajaran bebrbasi CTL?
6 Apakah pembelajaan berbasis ctl dapat menimbulkan gairah
belajar anak SMA? Mengapa?
5 The
teacher's
difficulties
in teaching
English
based on
Contextual
Teaching
and
Learning
(CTL)
1 Coba jelaskan hambatan yang berkaitan dengan materi ketika
anda mengajar bahasa inggris berbasis CTL!
2 Bagaimana hambatan yang anda temukan pada siswa dalam
kemampuan berbahasa inggris?
3 Seperti apa kendala yang anda temukan ketika menerapkan teknik
pembelajaran berbasis CTL?
4 Di saat proses belajar mengejar, situasi seperti apa yang menjadi
kendala bagi anda yang menghambat proses belajar mengajar
berjalan dengan baik?
5 Bagaimana anda mengatasi kendala-kendala tersebut?
6 Hambatan seperti apa yang belum belum anda bias selesaikan
selama ini?mengapa?
7 Menurut anda hal apa saja yang menjadi kesulitan siswa selama
ini dalam mengikuti pembelajaran berbasis CTL?
6 The
teacher's
assessment
toward the
students in
teaching
1 Bagaimana anda mengevaluasi progress pmbelejaran siswa?
2 Hal apa saja yang menjadi indikator dalam mengevaluasi progres
pembelajaran siswa? Mengapa hal tersebut menjadi indikator?
3 Berapa kali anda melakukan proses evaluasi terhadap siswa?
English
based on
Contextual
Teaching
and
Learning
(CTL)
4 Apakah hasil assessment yang dilakukan melalui ulangan harian, uts, dan uas memberikan gambaran kepada anda tentang
kemampuan mereka dalam berbahasa inggris?
7 The
teacher's
expectatio
n and
suggestion
1 Menurut anda hal apa yang dapat meningkatkan proses
pembelajaran siswa dalam pembelajaran yang berbasis CTL?
2 Hal apa yang anda harapkan dari pihak sekolah agar dapat
menunjang proses pembelajarn siswa berbasis CTL?
APPENDIX 5 THE EXAMPLE OF LESSON PLAN DESIGN
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
PROGRAM
KEAHLIAN
KOMPETENSI
KEAHLIAN
:
:
Teknik Komputer Informatika
Teknik Komputer dan Jaringan
MATA PELAJARAN : Bahasa Inggris
SEMESTER : 1 ( Gasal)
KELAS : XI
KOMPETENSI
DASAR
:
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur
kebahasaan pada ungkapan memberi saran dan tawaran,
serta responsnya, sesuai dengan konteks penggunaannya
4.1 Menyusun teks lisan dan tulis untuk menyatakan,
menanyakan, dan merespon ungkapan memberi saran dan
tawaran, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks
MATERI POKOK : 1. Asking and Giving Opinions
2. Modals
ALOKASI WAKTU : 6 JP x 35 menit ( 3 Pertemuan )
A. Kompetensi Inti (KI)
KI.3 Memahami dan menerapkan pengetahuan faktual, konseptual
dan procedural, berdasarkan rasa ingin tahunya tentang ilmu
pegetahuan, teknologi, seni , budaya dam humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan dan
peradaban terkait penyebab fenomena dan kejadian dalam
bidang kerja yang spesifik untuk memecahkan masalah
KI.4 Mengolah, menalar, menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajarinya
di sekolah secara mandiri dan mampu melaksanakan tugas
spesifik di bawah pengawasan langsung
B. Kompetensi Dasar (KD)
3.1. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan
pada ungkapan memberi saran dan tawaran, serta responsnya, sesuai
dengan konteks penggunaannya
4.1 Menyusun teks lisan dan tulis untuk menyatakan, menanyakan,
dan merespon ungkapan memberi saran dan tawaran, dengan
memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks
C. Indikator Pencapaian Kompetensi (IPK)
3.1.1 Menggunakan ungkapan Asking and Giving Opinion
4.1.1 Menggunakan Modals dalam percakapan sehari-hari
D. Tujuan Pembelajaran
1. Melalui kegiatan pembelajaran, peserta didik diharapkan dapat
menggunakan ungkapan Asking and Giving Opinion
2. Melalui kegiatan pembelajaran, peserta didik diharapkan dapat
menggunakan Modals dalam percakapan sehari-hari
E. Materi Pembelajaran
1. Asking and Giving Opinions
2. Modals
F. Pendekatan dan Model Pembelajaran
Pendekatan : Saintifik
Model : Cooperative dan Multimedia Learning
Metode : Role-Play dan Forum Group Discussion
G. Kegiatan Pembelajaran
Pertemuan 1
Langkah-Langkah Pembelajaran Waktu 1. Pendahuluan
Pengkondisian kelas
Memberikan apersepsi terkait pengetahuan awal siswa
tentang Asking and Giving Opinions
Memberikan motivasi terkait pentingnya mempelajari materi tersebut
Menjelaskan tujuan pembelajaran
Menginformasikan sumber-sumber belajar yang relevan
Menjelaskan skenario pembelajaran :
o Peserta didik dibagi ke dalam 5 kelompok dimana
masing-masing kelompok beranggotakan 5 orang
o Setiap kelompok akan diberikan tugas-tugas apa
saja yang harus dilakukan
o Setiap kelompok akan berdiskusi terkait tugas dan
materi yang diberikan
10
menit
2. Kegiatan Inti
Mengamati
Peserta didik mengamati penjelasan dari guru
Menanya
Peserta didik dipersilakan bertanya
mengenai materi yang dipelajarinya
Mengeksplorasi
Peserta didik bersama kelompoknya melakukan pencarian data dari sumber
lainnya mengernai definisi Asking and
Giving Opinions
50
menit
Mengasosiasi
Bedasarkan hasil diskusi dan eksplorasi, peserta didik membuat sebuah dialog
Mengkomunikasikan
Setiap kelompok mempraktekan dialog yang sudah dibuat
Kegiatan penutup
Guru memberikan penguatan
Peserta didik memberikan refleksi
pembelajaran
Guru memberikan post test
Guru menginformasikan kegiatan pada pertemuan berikutnya
Penutup
10
menit
Pertemuan 2
Langkah-Langkah Pembelajaran Waktu 1. Pendahuluan
Pengkondisian kelas
Memberikan apersepsi terkait pengetahuan awal siswa tentang rumus Modals
Memberikan motivasi terkait pentingnya mempelajari
materi tersebut
Menjelaskan tujuan pembelajaran
Menginformasikan sumber-sumber belajar yang relevan
Menjelaskan skenario pembelajaran :
o Peserta didik dibagi ke dalam 5 kelompok dimana
masing-masing kelompok beranggotakan 5 orang
o Setiap kelompok akan diberikan tugas-tugas apa
saja yang harus dilakukan
o Setiap kelompok akan berdiskusi terkait tugas dan
materi yang diberikan
10
menit
2. Kegiatan Inti
Mengamati
Peserta didik mengamati penjelasan dari guru
Menanya
Peserta didik dipersilakan bertanya mengenai materi yang dipelajarinya
Mengeksplorasi
Peserta didik bersama kelompoknya
melakukan pencarian data dari sumber
lainnya mengernai rumus Modals
Mengasosiasi
Bedasarkan hasil diskusi dan eksplorasi,
peserta didik membuat contoh dari Modals
Mengkomunikasikan
Setiap kelompok menjelaskan contoh Modals di depan kelas
50
menit
Kegiatan penutup
Guru memberikan penguatan
Peserta didik memberikan refleksi pembelajaran
Guru memberikan post test
Guru menginformasikan kegiatan pada pertemuan berikutnya
Penutup
10
menit
Pertemuan 3
Langkah-Langkah Pembelajaran Waktu 1. Pendahuluan
Pengkondisian kelas
Memberikan apersepsi terkait pengetahuan awal siswa tentang rumus Modals
Memberikan motivasi terkait pentingnya mempelajari materi tersebut
Menjelaskan tujuan pembelajaran
Menginformasikan sumber-sumber belajar yang relevan
Menjelaskan skenario pembelajaran : o Peserta didik dibagi ke dalam 5 kelompok dimana
masing-masing kelompok beranggotakan 5 orang
o Setiap kelompok akan diberikan tugas-tugas apa
saja yang harus dilakukan
o Setiap kelompok akan berdiskusi terkait tugas dan
materi yang diberikan
10
menit
2. Kegiatan Inti
Mengamati
Peserta didik mengamati penjelasan dari
guru
Menanya
Peserta didik dipersilakan bertanya mengenai materi yang dipelajarinya
Mengeksplorasi
Peserta didik bersama kelompoknya melakukan pencarian data dari sumber
lainnya mengernai rumus Modals
Mengasosiasi
Bedasarkan hasil diskusi dan eksplorasi,
peserta didik membuat dialog
menggunakan Modals
Mengkomunikasikan
Setiap kelompok mempraktekan dialog
yang sudah dibuat di depan kelas
50
menit
Kegiatan penutup
Guru memberikan penguatan
Peserta didik memberikan refleksi
pembelajaran
Guru memberikan post test
Guru menginformasikan kegiatan pada pertemuan berikutnya
Penutup
10
menit
H. Alat, Media dan Sumber belajar
Alat : Laptop dan Proyektor
Media : Slide Pembelajaran (Keynote)
Sumber Belajar : 1. Buku SBM Bahasa InggrisErlangga 2. Internet dan sumber relevan lainnya
Bandung, Juli 2018
Mengetahui
Kepala Sekolah SMK
Darut Tauhiid Boarding
School
Guru Mata Pelajaran
Abdul Rojak, S.S Cecep Hasanuddin, S.Pd
NIY. 040714.1.327
Lampiran
I. Penilaian Hasil Belajar
1. Penilaian Aspek Pengetahuan
Teknik : Penugasan
Bentuk : Lembar Soal
No Kompetensi Dasar Materi Indikator No
Soal
1
3.1 Menganalisis fungsi sosial,
struktur teks, dan unsur kebahasaan
pada ungkapan memberi saran dan
tawaran, serta responnya, sesuai
dengan konteks penggunaannya
Asking
and
Giving
Opinions
Membuat dialog
menggunakan
Asking and
Giving Opinions
1
2
4.1 Menyusun teks lisan dan tulis
untuk menyatakan, menanyakan,
dan merespon ungkapan memberi
saran dan tawaran, dengan
memperhatikan fungsi sosial,
struktur teks, dan unsur
kebahasaan yang benar dan sesuai
konteks
Modals
Membuat dialog
menggunakan
Modals
2
Instrumen :
1. Buatlah dialog menggunakan Asking and Giving
Opinions!
2. Buatlah dialog menggunakan Modals!
Jawaban :
No Jawaban Skor
1
A: What’s your opinion of smoking?
B: I’m not sure. For me, it’s important that children do not
smoke.
A: But do you think it’s a good idea that people can
smoke in shops and buses?
B: I don’t think so. Children use buses too.
A: So what do you think about stopping smoking everywhere
50
in Jakarta?
B: I think that’s a good idea.
2
Leia: What is your plan this weekend? (Apa rencanamu akhir
pekan ini?)
Han: We can visit the anime exhibition, if you want. (Kita bisa
mengunjungi pameran anime, kalau kamu mau.)
Leia: That’s a good idea. Can you drive us there? (Itu ide
bagus. Kamu bisa menyetir ke sana?)
Han: Sure. I have been able to drive since last year. (Tentu
saja. Saya sudah bisa menyetir sejak tahun lalu.)
Leia: Great! I will order the ticket online then. (Bagus! Aku
akan pesan tiketnya secara daring.)
50
Total 100
Pedoman penilaian:
Nilai =𝑛𝑖𝑙𝑎𝑖 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒ℎ
𝑛𝑖𝑙𝑎𝑖 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑥 100
2. Penilaian Aspek Keterampilan
Teknik : Forum Group Discussion
Bentuk : Lembar penilaian
Instrumen:
No Nama
Santri
Materi Pembelajaran Keterangan Dialog Asking and
Giving Opinions Dialog Modals
Rubrik Penilaian
No Indikator Rubrik
1
Dialog Asking
and Giving
Opinions
100-90 = menjalankan kegiatan sesuai urutan
petunjuk, menjalankan kegiatan dengan mandiri, dan
mampu membuat sebuah dialog panjang
menggunakan Asking and Giving Opinions
89-80 = menjalankan kegiatan sesuai urutan petunjuk,
menjalankan kegiatan dengan mandiri, dan mampu
membuat sebuah dialog cukup panjang menggunakan
Asking and Giving Opinions
79-75 = menjalankan kegiatan sesuai urutan petunjuk,
menjalankan kegiatan dengan bantuan guru, dan
mampu membuat sebuah dialog pendek
menggunakan Asking and Giving Opinions
<75 = menjalankan kegiatan tidak sesuai urutan
petunjuk, menjalankan kegiatan dengan bantuan guru,
dan mampu membuat sebuah dialog menggunakan
Asking and Giving Opinions
2 Dialog Modals
100-90 = menjalankan kegiatan sesuai urutan
petunjuk, menjalankan kegiatan dengan mandiri, dan
mampu membuat sebuah dialog panjang
menggunakan Modals
89-80 = menjalankan kegiatan sesuai urutan petunjuk,
menjalankan kegiatan dengan mandiri, dan mampu
membuat sebuah dialog cukup panjang menggunakan
Modals
79-75 = menjalankan kegiatan sesuai urutan petunjuk,
menjalankan kegiatan dengan bantuan guru, dan
mampu membuat sebuah dialog pendek
menggunakan Modals
<75 = menjalankan kegiatan tidak sesuai urutan
petunjuk, menjalankan kegiatan dengan bantuan guru,
dan mampu membuat sebuah dialog menggunakan
Modals
APPENDIX 6 THE PICTURES
Picture 1 Picture 2
Picture 3 Picture 4
Picture 5 Picture 6
Picture 7 Picture 8
Picture 9 Picture 10
Picture 11 Picture 12
Picture 13 Picture 14
Picture 15 Picture 16
Picture 17 Picture 18
Picture 19 Picture 20
Picture 21 Picture 22
Picture 23 Picture 24
Explanations
Picture 1 There is the student’s activity in his made book
Picture 2 There is the quotation from Al-Quran in his made
book
Picture 3 Colorful book and many pictures of students’ activity
in his made book
Picture 4 English book cover
Picture 5 The topics of his made book are related to the
students’ situation and condition
Picture 6 Self scoring sheet in his made book
Picture 7 The picture in his made book consists of the students’
activity
Picture 8 Monopoly is one of media made by the English
teacher and student
Picture 9 The students get the punishment because of their lack
of wearing the uniform
Picture 10 The English teacher assesses the students’ work and it
looks so crowded
Picture 11 The students watch the part of movie showed by the
English teacher
Picture 12 The students admit who cheat to their friends in doing
the task
Picture 13 The students work in group
Picture 14 Some students pray dhuha before the process of
teaching and learning begins
Picture 15 The teacher leads the students to make their own
group for one semester
Picture 16 The students present their work in front of the class
Picture 17 The students discuss each together
Picture 18 The students write the material given by the English
teacher in his slide
Picture 19 The English teacher gives the guidance during their
group work
Picture 20 The students do the board game activity lead by the
English teacher
Picture 21 The English teacher makes the example on white
board related to the students’ environment
Picture 22 The students watch the students’ daily activity video
made by the other group
Picture 23 The English teacher shows the motivation video in
English language
Picture 24 The English teacher gives the topic in doing task
related to their teacher
APPENDIX 7 THE ITEMS OF QUESTIONS AND ANSWERS IN
FORM OF COMPUTER BASED TEST (CBT) - MIDDLE TEST
No Kode Soal Opsi_A Opsi_B Opsi_C Opsi_D Opsi_
E Jawaba
n Gamba
r Bobot
1 855
Satria is ………………… than his neighbors
rich richer richest more rich
B 1
2 855
Daffa is too ………………… to be taught
intelligent
Intelligenter
more intellig
ent
most intellig
ent A 1
3 855
Naufal is much ………………… now
good Best better gooder C 1
4 855
The pain was ………………… than Nawar could bear
much many more most C 1
5 855
The boys of Class X-C are ______ today than they were yesterday
Happier
happy
more happy
most happy
A 1
6 855
Ghazi is ______ than he was yesterday
more sick
sicker
sickest sick B 1
7 855
Ghailan is ______than Fadhla.
more short
short shorte
r shortes
t C 1
8 855
What is the ______ movie
Baddest
worst most bad
bad B 1
you have ever seen?
9 855
Mount Semeru is the ______ mountain in Java Island.
most high
high higher highest D 1
10 855
The Kali Malang is the ______ river in JABODETABEK.
most long
longer longes
t long C 1
11 855
Zul was wearing a ________ shirt.
dirty old
flannel
old dirty
flannel
flannel
old dirty
flannel old
A 4
12 855
Pass me the ________ cups
plastic big
blue
big plastic blue
blue big
big blue
plastic D 4
13 855
All the boys of X-B fell in love with the ________ teacher
new beautif
ul Sundanese
beautiful new Sundanese
Beautiful
new
Sundanese new
beautiful
D 4
14 855
Farhan used to drive ________ car
a blue old
German
an old German blue
an old blue
German
blue old
B 4
15 855
Mr Riky recently married a ________ woman
young beautif
ul Majalengka
Majalengka
young
beauti
ful Majalengka
young
beautif
ul young Majalengka
A 4
16 855
Fantastic Beasts the Crimes of
new UK
wonderful
wonde
rful new
wonderful UK
new
UK new B 4
Grindelwald is a ________ movie
UK
17 855
Mbappe is a ________ footballer
skillful slim
french
French skillful
slim
slim french skillful
french slim
A 4
18 855 It's in the ________ container
large blue
metal
blue large metal
blue metal large
blue large
B 4
19 855
Rafli sat behind a ________ desk
big woode
n brown
wooden big
brown
big brown woode
n
Brown big
C 4
20 855
Mr Afif gave Pakce a ________ vase
small Egypti
an black
small black Egypti
an
Black small
black Egyptian small
B 4
21 855
An elephant's brain is ________ a whale's brain
more big
than
bigger than
the bigger than
the biggest
B 2
22 855
Monkeys are ____________ learners than elephants
faster very fast
more faster
more fast
A 2
23 855
What is the purpose of the text?
to persua
de reader
s to visit
sawahlunto
to describ
e about a one
day tour of sawahl
unto
to present some point
of view
about sawahlunto
to inform some
interesting
places in
sawahlunto
B SAWAHLUNTO.
jpg 3
24 855
The main idea of paragraph six is ……..
you can visit the
location of
omtc
you can visit the
graves of
some heroes
the bus will take the
visitors to the
location of
omtc
the bus is big
enough for 25 people
A SAWAHLUNTO.
jpg 3
25 855
Which statement is TRUE according to the text?
Sawahlunto Is locate
d in Padan
g
the visitors
will pay
less if they
take a taxi
from padan
g
a tourist train is availab
le at sawahl
unto station everyd
ay
informa
tion about
the heroes’ graves can be
got from omtc
B SAWAHLUNTO.
jpg 3
26 855
“…….. you can charter a tourist bus” ( Paragraph 6). The synonym of Charter is ……..
buy hire ride borrow B SAWAHLUNTO.
jpg 3
27 855
The paragraph mainly talks about
handicraft
unique features of the
markets
agricultural
product
floating market
B FLOATING.jpg
3
28 855
“They bartered with people from the coastal areas”
exchan
ge goods
for other
sold their
belongings to
buy something
bought
something by
using money
Tried to buy
something
without money
A FLOATING.jpg
3
The word bartered means ……
goods
29 855
Which is the highest mountain in the world?
Mount Kilimanjaro
Mount Everes
t K2
Fujiyama
B 5
30 855
Which is the longest river in the world?
The Mississ
ippi
The Amazo
n
The nile
The Saint
Lawrence
C 5
31 855
Which is the furthest planet from the sun?
Mercury
Mars Venus Pluto D 5
32 855
Which human invention was the first object to travel faster than the speed of sound?
a whip a
rocket
a cannonball
a bullet A 5
33 855
In which country did the world's worst nuclear disaster take place in 1986?
Sweden
Finland
Ukraine
(Soviet Union)
Russia (Soviet Union)
C 5
34 855 What is the
sound Light Bullet Whip B 5
fastest thing we know?
35 855
Which planet is the closest to the sun?
Venus Mercu
ry Mars Jupiter B 5
36 855
Which of the following countries is larger than Canada?
Brazil China Russia Australi
a C 5
37 855
What is the most famous six-word phrase from the first Star Wars movie?
The force
is always
with you.
May the
force be
with you
Place your
faith in the
force.
May the
force be
always with you.
D 5
38 855
What are the most common plants on earth?
trees Grasse
s Dandel
ions Tulips B 5
39 855
What is the easiest planet to see in the night sky? (It is the brightest one.)
Jupiter
Mars Mercu
ry Venus D 5
40 855
Of which creature are there many species on this earth?
flies Beetle
s Frogs Snakes B 5
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