Makalah CTL(Contextual Teaching and Learning)

UNIVERSITAS MUHAMMADIYAH TANGERANG






Name        : Muamar Khadafi
NIM        : 09.88.203.033
Subject    : TEFL I
Lecture    : Dini F, M.Pd.
Majoring    : English Education / V B
Date        : Wednesday, November 2nd , 2011






UNIVERSITAS MUHAMMADIYAH TANGERANG
FAKULTAS KEGURUAN ILMU PENDIDIKAN
Jln. Perintis Kemerdekaan 1/3 Cikokol – Tangerang
CTL ( Contextual Teaching and Learning  )

Background       

Each student has their own way to absorb information, called modalities. There are three categories: Visual, Auditory and Kinesthetic (VAK). Teachers should find out beforehand modalities which students belong. Students with Visual modality would be easier to learn through what they see, students with auditory modality would prefer to learn through what they hear. While students with kinesthetic modalities easier to understand the lesson when learn while doing light movements. Learning strategy that could include the cognitive, affective and psychomotor approach to strategy is Contextual Teaching and Learning (CTL).
Contextual Teaching and Learning (CTL) helps us relate 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. Contextual teaching and learning strategies:

THEORY
explain contextual teaching and learning as an innovative instructional process that helps students connect the content they are learning to the life contexts in which that content could be used. Problem-solving, self-regulated learning, teaching anchored in students’ diverse life-contexts, learning from each other and together, authentic assessment, and the use of a variety of context such as home, community, and work sites, have been identified as practices of contextual teaching and learning (Sears & Hersh, 1998). Although these practices have been identified in the literature as characterizing contextual teaching and learning, they are not exclusive to the concept; these practices are also present in other instructional processes. APPLICATION
Using interdependent learning groups. Students will be influenced by and will contribute to the knowledge and beliefs of others. Learning groups, or learning communities, are established in workplaces and schools in an effort to share knowledge, focus on goals, and allow all to teach and learn from each other. When learning communities are established in schools, educators act as coaches, facilitators, and mentors.

SKILL
    Writing.









TEACHING LEARNING ACTIVITY
A.    Introduction
      Teacher absents the students.
      Teacher asks to students about the things in the class.
      Teacher make a group from students.
B.    Presentation
      Teacher explains the things.
      Teacher teacher to write the things in the class.
      Teacher  explains the function the things.
C.    Practice
     Teacher gives exercise by speaking and writing.
The explanation
1.    Teacher asks the student
If you want to write something, what the thing you used ?
2.    The things always used in everyday

3.    Explaining and writing.
Names of the things : chair, table, whiteboard, marker, book
The students write the things in the book.  And after that the students write the function of it. Example : Pencil is used for write something the students repeat after the teacher.







4.    Exercises
The teacher give exercise for the students. And the teacher give explanation about it.
5.    Exercises
The teacher give exercise for the students. And the teacher give explanation about it.
1.    Mention the things in your house and give the function?


2.    Fill in the blanks!
1.    The chair used for………………………….....
2.    The pencil used for................................
3.    The table used for.................................
4.    The mirror used for……………………………..
5.    The shoes used for……………………………….