2nd Group1. Karimatul Aghna(1305085008)

2. Anggi Aisyadatina(1305085011)

3. Zella Lisa(1305085024)

4. Papassa Benne(1305085025)

5. Aim Matul Amaliah(1305085035)

6. Dzunie Masruroh(1305085036)

A Pagi

effective teaching and learning

The Components or Principles of Contextual Teaching & Learning

What ?

Why ?

1. Constructivism

2. Questioning

3. Inquiry

4. Learning Community

5. Modeling

6. Reflection

7. Authentic Assessment

Source : indolearn.blogspot.com

Source : indolearn.blogspot.com

1. Constructivism

What teacher given

What students got

Knowledge

Source : indolearn.blogspot.com

2. Questioning

Students TeacherINFORMATION

CRITICAL THINKING

Source : indolearn.blogspot.com

3. Inquiry

DISCOVERING SOMETHING BY STUDENTS THEMSELVES

DISCOVERING

QUESTIONING

HYPOTHESIS

DATA COLLECTING

CONCLUSION

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

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

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

Authentic assessmentAuthentic assessment is the process where the teachers gather information about the students learning progress. This assessment is needed to determine whether students are actually learning or not.

REACT STRATEGY

R elating

E xperiencing

A pplying

C ooperating

T ransferring

R elating

• A process of connecting the material with learners’ experiences to their prior knowledge

• The curriculum must call the student’s attention to “relate” everyday situations

E xperiencing• It is learning by doing— through

exploration, discovery, and invention.

• The material is hands-on experiences.

A pplying• The stage that giving opportunity to students

to learn putting the concepts to use in a real activity

• A realistic and relevant exercise : text, video, labs, and activities, outings, and mentoring arrangements.

C ooperating

• This strategy encourage students to learn with cooperating through sharing, responding and communicating each other.

• This sharing is done through group work or team work.

T ransferring• it is learning by using knowledge in a new context

or situation—one that has not been covered in class.

• A teacher should be aware of what the students already know and then motivate them to build new knowledge that will be transferred to daily life.

The strengths and weaknesses of REACT strategies

• To deepen students' understanding• Develop self-esteem and respect for others• Develop an attitude of togetherness• Develop skills for the environment and the future

The strengths

The Weaknesses

• It takes a long time for students• It takes a long time for teachers• Require special abilities of teachers

Differences Contextual Teaching and Learning

and Grammatical Method

What students learnContextual teaching and

learning Grammar translation method

Simulating issues and meaningful problems of the real world

Life contents and prior experiences

Interpretation of words and phrases

grammatical rulesWriting, reading and

translating a foreign language

Learning processContextual teaching and learning Grammar translation method

Students are actively engagedCollaborativelyValuing and respecting

students’ opinionDynamic and exciting learning

environmentEncouraging higher order

thinking and problem solvingEncouraging the responsibility

for monitoring students’ development

Students are passively engaged

IndividuallyAssembling words into

appropriate sentencesBreaking up different

sentences and translating them

Practicing grammar and translations

Getting the translation correct

Teachers’ roles in CTL Students’ role in CTL

Teacher as the guide and facilitator in the classroom

Teacher as a creator of friendly classroom atmosphere

Teacher as the partner of the study

Teacher as the elector of the most material and classroom

activities

Students as the communicatorAnd a player in the classroom

Teachers’ roles in GTM Method

Students’ Role in GTM Method

They are who know.

Teacher becomes center.

They are discovers. They follow teacher

instruction. Students are very

passive.

source http://

eprints.ums.ac.id/21100/24/Publication_Article.pdf

www.freewebs.com http://

damri-01.blogspot.co.id/2012/05/contextual-teaching-and-learning-ctl-7.html

http://jwilson.coe.uga.edu/ctl/ctl/intro/stdCTLdefn.html

http://blog.innovativelanguage.com/tag/grammar-translation-method/

Thank You