kemendiknas
TRANSCRIPT
CHAPTER I
INTRODUCTION
1.1 Background of the research
Education holds the important role to improve Indonesian human resources,
especially the younger generation, and to equip their knowledge and skills to face
more competitive world and to anticipate faster science development and
technology in modern era. In order to achieve an objective, teaching learning
process takes very important role to achieve successful education, because
teaching it self is the process of educating. We cannot educate without teaching.
Makmun (2003: 156) explain that teaching learning process is a combination of
interaction between student and teacher to achieve an objective.
Teachers are one of the factors who determine whether the teaching will be
successful or unsuccessful. Therefore, the teachers must have competence in
teaching learning process. Learning by doing, for example, can be used to develop
teacher’s competence. Besides it, to make successful teaching learning process,
the teachers need a curriculum as a teaching plan and also as learning experience
to help them. Romine as quoted by Oemar Hamalik (2001: 65) says that
curriculum is interpreted to mean all of the organized courses, activities, and
experience which pupils have under direction of the school, whether in the
classroom or not.
In educational institution, curriculum plays a very important role. According
to Nugraha in Sulamah (2003) there are some reasons showing that curriculum is
very important in any educational institution. First, curriculums propose to
unification of learning. It means that if a curriculum is well organized, the teacher
can avoid teaching the same material again and again. Second, curriculum
provides continuity in the development of the necessary learning experience in
reaching the desired result. Third, curriculum helps to establish to compatibility
relationship among the elements in the curriculum materials and the proper
attention or the weighting that each element should be received. Fourth,
curriculum helps to establish, to coordinate and to integrate materials and
teamwork among the teachers involved in the curriculum process.
After seeing the importance of the curriculum in educational institution, the
government established a new policy on the national education program by
changing the 1994 curriculum into Competence Based Curriculum or 2004
curriculum. Competence Based Curriculum (CBC) that concern to the students
potential must be done at all of formal education institution soon, if it is believed
it can increase qualities of nation educational program. At 2004, government has
tried to apply it in many formal education institutions. Based on teachers
statements in Republika online (8/12/2004), most of them still confuse about the
reality of CBC it self, so they have difficulties to apply it. Therefore, it is possible
if the implementation of CBC faced misinterpretation in the application at
education institution. The effect of it is that it will bring out a big influence to the
CBC purpose basically. So, the main purpose will be not achieved.
This curriculum will be more effective in teaching learning process and can
fulfill the need of society because Competence Based Curriculum has some
possible strengths. First, the learners are in the process of sequential development
of their personal aspect. Competence Based Curriculum becomes continuous
development of the students’ potential in line with the learning opportunity
available given by their surrounding. Second, both government and society
decentralize the development of competence based curriculum. They determine
the standard of education devoted in the curriculum. Third, the school side has the
opportunity to arrange and develop the syllabus of material given to the students.
Thereby, competence based curriculum can accommodate the potential of school,
the needs of the students, and also the needs of society. Fourth, a teacher is a
facilitator who helps the learning activity of the students. Fifth, the teaching and
learning activity conducted may establish a solid teamwork between school,
society, and work market in developing the students competence. Sixth, classroom
based evaluation is emphasizing the process and result of learning activity.
From the advantages of Competence Based Curriculum, it is expected that the
implementation of CBC can increase the education qualities and solve the
educational condition that is apprehensive. According to Mulyasa (2002: 8)
Competence Based Curriculum is expected can overcome many kinds of nation
problems, especially about the education program, which preparing student with
the more effective, efficiency system to get the success.
In the implementation of Competence Based Curriculum, it is expected to be
able to reach student’s competence in which it needs an educational approach that
will create an active class easily. According to Anthony as quoted by Richard
(1986: 15), approach was a set of assumptions dealing with the nature of
language, learning, and teaching. Meanwhile, the approach is Contextual
Teaching Learning (CTL) based on the purpose to make the class be active.
According to Nurhady (2003: 100), the active class is the class that maximizes
students with all of their activities to get the competence they want to be reached.
On the other hand, CBC contains of the draft of competency that must be reached
by the students to all educational levels.
Clearly, the relationship between both Competence Based Curriculum (CBC)
and Contextual Teaching Learning (CTL) is that CBC is a standard competency,
and CTL is a strategy to achieve the main purpose of educational aim.
It is known that CBC is the new curriculum development, it has not been
proved whether the CBC is appropriate with teaching learning activities. Thus, the
researcher is interested to investigate the compatibility of CTL and its
implementation in teaching English at SMPN 5 Malang which is one of the junior
high schools that has good educational quality, and has implemented CBC
program in the teaching English activity by using CTL approach.
1.2 Statement of problem
Based on the background above, the researcher has stated the following
problems:
1. How is the implementation of Contextual Teaching Learning approach in
the teaching of English at SMPN 5 Malang?
2. Is there any compatibility of Contextual Teaching Learning approach and
its implementation in teaching English at SMPN 5 Malang?
1.3 Purpose of the research
The purpose of this research is to describe the implementation of CTL
approach in teaching English at SMPN 5 Malang and to know the compatibility
of Contextual Teaching Learning approaches and its implementation in teaching
English at SMPN 5 Malang based on CBC.
1.4 Scope and limitation of the research
In this research, the researcher’s scope is just on the compatibility of CBC and
its implementation in teaching English at SMPN 5 Malang by which it is
especially on the approach of teaching English activity. Furthermore, due to the
limited time, she just takes the teachers of second grade of SMPN 5 Malang as the
respondent.
1.5 Significance of the research
The researcher tries to present the importance of this research theoretically and
practically.
Theoretically, this research is expected to give contribution for our education
system. From this research, we will find that conventional teaching learning
approach is not enough and need more changing, especially the result of this
research prove that teaching learning process has to be developed by optimize the
student’s potential, in order to increase the result of education.
Practically, it is expected that this research will give useful contribution for the
teachers in order to be able to provide the important information in the form of
description of the student’s need in teaching English activity. Besides, to the
students, the result of this research will help them to improve their competence in
English by recognizing their own needs in teaching learning process.
1.6 The Definition of Key Terms
To avoid misunderstanding, the researcher would like to give some definitions
of key terms used in this research. The researcher provides some definitions which
can help the reader understand the real case research. They are defined as follows:
Curriculum : is interpreted to mean all of the organized courses, activities, and
experience which pupils have under direction of the school,
whether in the classroom or not. Romine as quoted by Oemar
Hamalik (2001: 65)
Competence : is knowledge, skills, and abilities or capabilities that a person
achieves, which become a part of his or her being to the extent he
or she can satisfactorily perform particular cognitive, affective, and
psychomotor behaviors. Mc Assan (1981: 41) as quoted by
Mulyasa (2002: 38)
Competence Based Curriculum (CBC) : is a concept of curriculum that
stressing at development of doing task ability (competence) with
specific performance standard, so the result can be implemented by
the student in an achievement of certain competence form.
Mulyasa (2002: 39)
Compatibility : is capability of existing or performing in harmonious or congenial
combination. (dictionary online)
Teaching : is transfer knowledge to the student. Oemar Hamalik (2001: 44)
Learning : is the processing of information we encounter, which leads to
changes or an increase in our knowledge and abilities.
(Shakespeare’Hamlet:
http://www.webenglishteacher.com/hamlet.html)
Approach : is a theory about the nature of language and language learning
that serve as the source of practice and principles in language
teaching. Anthony as quoted by Richards (1986: 15)
Contextual Teaching Learning (CTL) : is an educational process that aims to help
students see meaning in the academic material they are researching
by connecting academic subjects with the context of their daily
lives that is, with the context of their personal, social and cultural
circumstances. Johnson (2005: 25) as quoted by Nurhady (2003:
12)
CHAPTER II
RIVIEW OF RELATED LITERATURE
2.1 Teaching Learning English in Junior High School
English is a communication tool by oral and written. Definition of
communication to understand and express the information, though, feeling, and
developing science, technology and culture by using that language.
According to National education curriculum (2004; 103) learning English
in Junior High School is learning in the context of using language that serious.
The target is getting English skill that can be gotten on the international level.
From the explanation above, it is understandable that teaching English in
Junior High School focuses on using language context by giving English skill that
be able to be given. By use English text that grammatical and good arrangements.
2.1.1 Function and Objective of Teaching English in Junior High School
From the prior knowledge, the researcher thinks that it seems we have to
go back to the life philosophy; it is said that everything has goals, and there must
be away to achieve it. Teaching English in Junior High School has many function
and objective as included in National Educational curriculum (2004; 105).
The function of teaching English in National Education Curriculum (2004:
105) are:
1. as tools to communication in order to access the information, on
the other hand, at daily life,
2. English is used for create interpersonal relationship.
3. Change information.
4. enjoy language esthetic in England culture.
The objective of teaching English in Junior High School, which is still
based on, the same source with the function above, as follows:
1. Create communication ability in English, such as listening, speaking,
reading, and writing.
2. Realized the urgently of English as a main tool for learning.
3. Develop deep understanding about interrelationship between language and
culture.
The objectives of teaching English in Junior High School to develop students
skill in reading, scrutinize, speaking, and writing in English, by stressing in
reading skill. The English skill is needed to support of the objective that more
strategies, such as help the students in order to give participation in absorbs and
developing science and technology, culture, and increasing of the international
relationship.
So, the student will have intercultural overview and involved at various
culture.
2.1.2 Strategy of Teaching Learning English in Junior High School
Strategy is the term that important in educational area. A good concept of
all curriculums will not be able to be received well by student without using
strategy on giving the concept in teaching learning. By using strategy, teacher will
easier to teach the material.
Teacher is the main factors that determine whether the teaching will be
successful in teaching learning process or unsuccessful. Therefore, to make
successful in teaching learning process, the teacher has to choose appropriate
teaching and learning strategy. According to Welton (1981: 179) teaching strategy
is the continuum of several teaching techniques.
In this case, the researcher gives illustration about the relationship between
teaching techniques and teaching strategies to avoid misinterpretation.
Short-range techniques
Various combinations of
Discussion
Role-playing
Lectures
Projects
Reports Yield a teaching strategy
Case studies
Simulations
Decision-making
Mapping
Etc.
While the term of learning strategy according to Wenden and Rubin (1987:
19) in http://iteslj.org/Articles/Hismanoglu.Strategies.html, learning strategies as
any sets of operations, steps, plans, routines, used by the learner to facilitate the
obtaining, storage, retrieval, and use of information.
All language learners use language learning strategies either consciously
or unconsciously when processing new information and performing tasks in the
language classroom.
The distinction between teaching and learning strategies is probably most
apparent in the stereotypical college class where the professor’s teaching strategy
consist of a single technique-lecturing-repeated over and over again. Welton
(1981: 178).
2.2 Competence Based Curriculum
Competence Based Curriculum (CBC) also called curriculum 2004 is a
group of planning and managing about competence and learning output that has to
be achieved by the students. Depdiknas (2003: 13)
The pressing of CBC is mastering of competence, consist of unification of
knowledge, skill, attitude, and value that will be implemented at thinking and
doing behavior, which is done consistently. Depdiknas (2003: 7)
Competence’s concept consists of several aspects, as follows: The first is
knowledge, which is realizing at cognitive aspect. For example, teacher knows
how to identification the learning needs. The second, understanding, which is the
depth of cognitive. The third is skill, which is something belongs to individual to
do the task that has to be done. The fourth is value, it is standard that has been
believed and psychologically has united inside individual. For example is
teacher’s attitude in teaching learning process (honesty, democratic). The fifth is
attitude, it is about feeling. For example, is about salary, and economic crisis. The
sixth is interest; it is about someone’s tendency to do something. Gordon (1988:
109) as quoted by Mulyasa (2002: 38).
Competence Based Curriculum is a set of plan and arranging about
competence and learning outcome that must be reached by students that are
scoring, teaching learning activity, and empowering education resources in the
school curriculum developing. Nurhadi (2003: 80).
Competence Based Curriculum is an approach to instruction that aims to
teach each student from the basic knowledge, skill, attitudes and values essential
to the competence. Kay (1997) as quoted by Mulyasa (2002: 40)
2.2.1 The Principals of Competence Based Curriculum
According Fatimah (2003: 15) in Ruciana (2004) CBC uses competence
approach that give attention to the understanding, ability or certain competency in
a school related to the job area in society. Besides, standard competence in this
curriculum considers to the student’s differences psychologically, so the students
enjoy the class.
In this curriculum students do not only transfer knowledge but also
experience and education process from personality to the talent potency and
appropriate to the learning opportunities that have been given by environment.
2.2.2 Function of Competency Based Curriculum
In the academic years 2004/2005 Indonesia has applied CBC, this is as a
proof that Indonesia tries to increase the educational quality through “Gerakan
Peningkatan Mutu Pendidikan” by Mendiknas May,2nd 2002.
Soetopo and Soemanto (1982: 15-16) in Ruciana (2004) state that
curriculum has an important role in learning process, because an educational
program has been planned and applied based on the curriculum. Here, curriculum
has some functions; first, it is as an equipment to reach the education aim. So, if
the aim cannot be reached, people like to observe once more about the equipment.
Second, for the students curriculum is prepared as one of their educational
consumption. With this, the students are hoped to get some new experiences for
their life. Third, for the teacher curriculum is work guidance to arrange and
organize students learning experience, which becomes a guidance to arrange
teaching and educational activities, and to evaluate student’s developments in
acquiring the materials. Fourth, for the Head Master, curriculum is guidance in
repairing learning situation, creating good learning situation and in developing
curriculum.
2.2.3 Characteristic of Competence Based Curriculum
The entire curriculum has each characteristic that makes them different from
another. Here the characteristics of the CBC according to Depdiknas (2002) as
quoted by Mulyasa (2002: 42)
1. Stressing to the reaching student’s competence either individually and
classical
2. Oriented to the learning outcomes and variety.
3. Teaching learning process uses various approach and method.
4. Teachers are not only one learning source but also another source that has
educative factors.
5. The assessment based on the process and learning outcomes.
2.2.4 The Component of Competence Based Curriculum
Competence Based Curriculum is the substantial frame that has four
components: a) Curriculum and learning outcome, b) Teaching and learning
activity, c) management of school based curriculum, d) Classroom based
assessment
2.2.4.1 Curriculum and learning outcome
Curriculum and learning outcome contain a plan of developing students’
competence that needs to receive all, since they were born up to 18 years old. It
involves basic competence, learning outcomes, and indicators of learning
outcomes.
Basic competence is minimal or available knowledge, skill, and attitude in
finishing such aspect sub-aspect of certain material. In brief, it is a general
description of everything that is done by students. Then learning outcome that
have relation with competence are the description about something that should be
studied, understood, and one by students.
It is reflected in clear and can be measured by certain technique of
assessment. Forward, indicators of learning outcomes as the following process of
learning outcome can be used as the foundation of assessment to students in
achieving learning and activity desired. It is the description of student’s ability in
communication specifically. Besides, it can be the measurements to assess
learning outcomes that are achieved by students.
2.2.4.2 Classroom Based Assessment
It involves the principle, target and execution or more accurate and
consistent continuous evaluation as public accountability through identifying the
achieved competence and learning achievement clear achievement of the attained
standard and the report of student’s progress in the learning.
2.2.4.3 Teaching Learning Activity
Learning is student’s activity in building the mean and the comprehension.
So, teachers need to support students to create ideas. Responsibility in learning is
standing inside students self, but teachers should help them to create convenient
situation, motivation, and student’s responsibility to have long life education.
Teaching learning activity contains many ideas about teaching and
learning to achieve the competence determined.
2.2.4.4 Management of School Based Curriculum
Management of School Based Curriculum contains many design of the use
of educated teacher and other resource to increase the quality of learning outcome.
This design provided by the ideas of curriculum council forming, the development
of curriculum means (i.e. syllabus), the training of professional educated teacher,
and the development of curriculum information system.
2.3 Teaching Learning English Based on Competence Based Curriculum
CBC has a big influence in teaching learning process result. Clearly, will
be explained about scope of the English subject, and the activities of teaching
learning English based on CBC.
2.3.1 Scope of The English Subject
It is clearly states in Nasional Education Curiculum (2003: 6). English is
an equipment to communicate in oral or written. Here, communication meant to
express and understand the information, though, feeling, and also develop
knowledge, technology, and culture, with using language.
Further, the aspect of English includes: First is language skill such as
listening, speaking, reading, and writing. Second is language aspect, such as
structure, vocabulary, spelling, and pronunciation. Third is cultural aspect that
contains in oral or written text. Fourth is literature aspect, it can be in the form of
appreciation.
2.3.2 The Activities of Teaching Learning English
In this curriculum teacher should create a comfortable situation for their
students to receive the material. Student are not only learning to know but also
learning to do in teaching learning process, it means that student are involved in
every activity. Tedjasuksmana (2003:10) in Ruciana (2004) states to upgrade the
English ability, the English teacher must able becomes a models for learners,
because there are many learners are good in English, but here not, because of they
get that ability from school but from good English course that proliferate outside
From the above condition, CBC tries to change that image. And for
English subject this curriculum gives new formula that is teacher and school is
given fully authority to develop syllabus, so it is appropriate to the school
situation and students condition. Logically, if the material is connected with the
main target of course the material will be received by the students easily.
According to Mulyasa (2002: 100) teaching learning process involves
three things; pretest, process, and post test. The first, pretest is used to prepare
students mind in order to receive the material; in order words it is named
brainstorming or stimulus. The second is process, here the teacher should be
creative to explain the material and does not forget to involve students in this
activity, because the students are supposed to be active. The last is posttest, this
session is to know how far the students receive and understand the material, if it is
important, and the teacher should give remedial teaching.
The new curriculum should followed by school support in English learning
activities there is a point that should be paid attention by school, such as facilities.
Tedjasuksmana (2003: 9-10) in Ruciana (2004) states facilities include language
laboratory, module.
School may have a multipurpose laboratory where the learners and the
teachers can practice the material, having such laboratories, schools prepare their
learners with practical mattes so that the learners become the outputs who are
ready to work when they do not go to the higher level.
To increase English ability, school should give another facility such as
module, further teachers have to make kinds of module concerning the English
language items in different level of difficulties. These modules must be able to
lead the gradual progress of individual learners and to differentiate fast learners
from slow learners.
2.4 Contextual Teaching Learning (CTL)
In this term, will be discuss about definition of CTL, function of CTL in
CBC, component of CTL and the explanation from the each of it.
2.4.1 Definition of CTL
Johnson (2002: 25) as quoted by Nurhadi (2003: 12) state “The CTL
system is an educational process that aims to help students see meaning in the
academic material they are researching by connecting academic subjects with the
context of their daily lives, that is, with the context of their personal, social, and
cultural circumstances. To achieve this aim, the system encompasses the
following eight components: making meaningful connections, doing significant
work, self-regulated learning, collaborating, critical and creative thinking,
nurturing the individual, reaching high standards, using authentic assessment.”
Contextual teaching 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
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. The Washington State for Contextual Teaching and Learning
(2001: 3-4) as quoted by Nurhadi (2003: 12).
According to the definition from UGA CTL Project
(http://www.cew.wisc.edu/teachnet/ctl/) Contextual Teaching Learning (CTL) is
an approach/perspective to teaching and learning that recognizes and addressees
the situate nature of knowledge. Through connections both in and out of
classroom, a CTL approach aims at making experience relevant and meaningful to
students by building knowledge that will have applications to lifelong learning. In
general, CTL aims to build collaboration between the university/school and
community in ways, which are mutually beneficial.
2.4.2 The Function of CTL in Competence Based Curriculum
Contextual is a learning approach that is based on the purpose to make the
class be active. According to Nurhady (2003: 100), the active class is the class
that maximizes students with all of their activities to get the competency they
want to be reached, on the other hand, CBC contents of the draft of competency
that must be reached by students to all educational levels.
Clearly, the relationship between both Competency Based Curriculum (CBC)
and Contextual Teaching Learning (CTL) is that CBC is a standard competency,
and CTL is a strategy to achieve the main purpose of educational aim. Whereas,
CBC is the standard that consist about the purposes of national education; the
draft of competency, assessment system, and school arrangement.
So, from the explanation above the function of CTL in CBC are:
1. to achieve the expectation of CBC that oriented by contextual teaching learning,
that is learning by doing.
2. to be able to easier found the student’s competence, that also is one of the CBC
purpose.
2.4.3 Component of Contextual Teaching Learning
There are seven components of CTL that are constructivism, questioning,
inquiry, learning community, modeling, reflection, and authentic assessment.
A classroom can be mentioned using CTL if the classroom applicants the whole
components. Contextual Teaching Learning is flexible; we can apply CTL to
whatever curriculum, subjects, and classroom without considering its situation.
2.4.3.1 Constructivism
The philosophy of CTL is constructivism, and the essential of
constructivism theory is a kind of idea where student must found and transform
information to another situation, and it is needed the information may belong to
them
With those basic, learning have to be packaged become constructing
process not only getting knowledge. In learning process, the students create their
own knowledge by active at the teaching learning process. Students are a center of
activity, not the teacher.
According to Nurhadi (2003: 34) in constructivism, the most important thing
is “getting strategy” move than how many knowledge that they can get or
memorize. So, teachers have duty to facilitate those processes by:
(1) Make the knowledge more relevant and meaningful for students
(2) Give opportunities for students to find out and apply their own idea
(3) Make the students, to apply their own strategy in learning
2.4.3.2 Questioning
Questioning is the important thing from CTL strategy, it is the heart of
knowledge, and important aspect in learning. People ask, because want to know,
examine, confirm, clarification, and avoid misunderstanding.
Questioning is a main strategy at learning by CTL. In learning,
questioning is seen as the teacher’s activities to guide, and judge the student’s
thinking ability.
Questioning is a strategy which is used by students actively in order to
analyzing and exploring ideas. The spontaneity question from students can be
used to stimulate the students; thinking, discuss, speculate.
According to Orlich (1980: 193) as quoted by Nurhadi (2002: 46), the
importance of question in learning are:
1) Questioning is a general learning strategy and be able to applied to various
learning
2) Using and developing systematic technique of question is believed tend to
make students quality in learning better
3) By classification questions, teacher can determine the cognitive and
affective levels, which have to be had by students.
4) By systematic technique of question, teacher can determine the first
knowledge level of the student.
5) There are several variations of question for teacher to be given to the
student.
Questioning strategy, which is used by teacher, be able to applied to all of leaving
situation.
2.4.3.3 Inquiry
Inquiry is asking, not normally questions. The questions must have
relationship with something to be discussed. The question must be answered a
part or whole. The question must be tested and investigated meaningfully.
The key word of inquiry strategy is students find themselves. Actually,
inquiry activities are sickles, which contents; 1) definite the problem, 2) collecting
data by observation, 3) analyzing and presenting the data: writing, picture, report,
scheme, tables, 4) communicating the data to readers, classmates, or another
audiences. Nurhadi (2003: 43)
2.4.3.4 Learning Community
In a learning community, the learning output is achieved by making
cooperation with another. Learning output is reached by sharing among friend,
groups, or between has known group to has not known group.
In class which using CTL, learning activities is done at learning groups; clever
students help less clever student. So, the meanings of learning community
according to Nurhadi (2003: 47) are;
1) There are groups of learning with communicate each other in order to
share knowledge and experience
2) There is a kind of cooperation to solve the problem
3) Commonly, output of work’s group is better than work’s individual
4) The members of the group have same responsibility.
5) Several efforts in helping less clever student to motivate them in learning.
6) Create better situation and condition, so child is able to learn with the
others.
7) There are responsibility and cooperation felling between member of the
group to take and give each other.
8) There is a teacher who guide learning process in group
9) It must be two side communications.
10) There is a will to receive better idea.
11) Respect to the other people’s argument
12) There is not only one truth.
13) Clever student’s domination need to be intentioned in order to give
reinforcement at less clever student.
14) If a student asks to lees friends, it has the meaning of learning
community.
2.4.3.5 Modeling
Basically, modeling are expressing thought ideas demonstrating how the
teachers ask their student to learn, doing what the teachers need their student to
do.
Modeling can be mentioned as how to research in CTL, teacher is not only
one model. Model can be designed with student’s involvement. Model, can also
came from out side. For example, in learning English using native speakers. They
become model in the classroom, how to pronunciation, body language when
talking, etc. The examples of modeling in the classroom are English teacher
demonstrate how to spell a word, Biology teacher show how to use thermometer,
etc.
2.4.3.6 Reflection
Reflection is the way to think about everything that has been learned.
Reflection is done by teacher at the end of learning program, and could be; 1)
direct statement, about everything that has been learned, 2) journal at student’s
book, 3) impression and advise from student about the lesson that day, 4) discuss.
Nurhadi (2003: 51)
2.4.3.7 Authentic Assessment
Authentic assessment is an assessment procedure at CTL. Nurhadi (2003: 52)
state, assessment’s principles and its characteristics are:
1) Have to measure all of learning aspects: process, framework, and product.
2) Be held during and after learning process.
3) Using various sources and ways.
4) Test is only a tool for collecting assessment data.
5) Assignments that given to the students must represented their real daily
life.
6) Assessment must have stressing at knowledge’s depth and student’s skill,
not the quality.
Assessment is collecting data process that it can illustrate about the
development of student’s. Those illustrations are needed done the learning process
well.
2.5 The Application of Contextual Teaching Learning
According to Nurhadi (2003: 100) that CTL has been applied at CBC when;
1) Teachers teaches what should be taught, not only knowledge about “X”.
2) Teacher achieves basic competency, not only “finish the subject”
3) Knowledge and skill to be taught, close with student’s daily life.
4) Students find, and construct the knowledge and skill themselves.
5) The classroom becomes “dynamic” (student work and train) not only the
teacher “acts in a stage”, but also students must be active.
6) Students feel happy when the material is going to begin, because they
really needed it.
7) Teacher assesses what should be assessed, which contains of students’
knowledge and skill.
8) Teachers collect the student’s achievement from process, product,
framework, and evaluation.
CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses research design, population and
sample, research instrument, and the procedure of data collection and data
analysis.
3.1 Research Design
Research design is also called as structure of research. It is the “glue” that
holds all the elements in a research project together. Trochim in Sulamah (2003).
The research design that is used in this research is descriptive research
design. According to Ary (1979) descriptive research studies are designed to
obtain information concerning the current status of phenomena and directed
toward determining the nature of situation as it exists at the time of the research.
In this case, the current status of phenomena are the compatibility of Contextual
Teaching Learning (CTL) and its implementation in teaching English at SMPN 5
malang based on Competence Based Curriculum (CBC).
3.2 Research Subject
According to Budiharso in Sugiati (2004), research subject is the whole of our
research from where we will take the data by conducting a measurement to the
research subject.
The research subject chosen in this research is an English teacher of class VIII
D. She is chosen because of the following considerations; first, she has been
applied CBC during these two years; second, she ever follow TOT (Training of
Trainee) for the implementation of CTL based on CBC done by “Directorial PLP
(Pendidikan Lanjutan Pertama) Jakarta” and; third, she has been using CTL in her
English teaching.
3.3 Research Instrument
The research instrument used to collect the data of this research are
observation, interview, and document analysis. This instrument is intended to find
the compatibility of Contextual Teaching Learning (CTL) and its implementation
in teaching English to Junior High School based on Curriculum Based
Curriculum.
3.3.1 Observation
Gay and Airasian (2003: 198), observation is clearly the most appropriate
approach. There are two kinds of observation, participant and nonparticipant
observation. Participant observation is who engages fully in the activities being
studied but is known to the participants as a researcher. Nonparticipant
observation is the activities of the group being studied that are one who watches
but does not participant.
In this research, the researcher uses nonparticipant observation to get the
data. the data is some notes about the way of teaching which is done by the
English teacher, Besides, the teacher also takes some picture’s which contains of
teaching learning activity which express the way of teacher’s teaching in the
classroom. She takes the observation about one month in order to know the
compatibility of CTL and its implementation in teaching English activity based on
CBC.
3.3.2 Interview
Interview is the technique of question and answer that is done by the
subject orally. One way of obtaining data is simply to ask question. Ary (1979:
174) states that there are two types of interviews: they are structured interview
and unstructured interview. A structured interview is the interview that the
question and the alternative answers are given to the subject that has been
determined by the researcher. That is doing to all respondents. While,
unstructured interview is more informal. The question of this instruments are
about views, attitude, or about the other information that can be used as a subject
freely.
In this research, the researcher chooses unstructured interview to collect
the data because by using unstructured interview the researcher will be able to
know the data directly and deeply. This interview is given to the English teacher
of class VIII D after the observation has been done. In this interview, the
researcher will give seven questions related to the way of teaching which is done
by this English teacher.
3.3.3 Document Analysis
According to Arikunto (2002: 206), document analysis is a method of
searching data that concern with some variables, such as: note, transcripts, books,
newspapers, magazines, ancient inscriptions, journals, agenda, etc.
In this research, the researcher uses some documents that contain of
students’ activity, students’ evaluation assessment and students’ worksheet of
class VIII D at SMPN 5 Malang as the document to be analyzed.
3.4 The Procedure of Data Collection and Analysis
In conducting the research, the procedures of data collection and data analysis
of this research are as follows:
1. Developing a research instrument.
2. Conducting the research activity by observes in the classroom while
teaching.
3. Conducting the research activity by interviewing the teacher based on the
result of observation.
4. Conducting the research activity by analyzing the student’ evaluation
assessment and students’ worksheet as the documents.
5. Analyzing the data based on the research problem stated in chapter I.
6. Taking conclusion.
The Procedure of Data Collection and Analysis is presented in following
diagram:
Diagram 3.1
The procedure of data collection and analysis.
Developing the research instrument 7 questions for unstructured
interview
Conducting the research
Analyzing the data
Taking conclusion
Draft for nonparticipant observation
The documents
Classroom Observation
Interviewing the teacher
Analyzing the students’ evaluation assessment and students’ worksheet as the
documents
Classifying the result of observation
Classifying the respondent’s answer
Classifying the documents analysis
CHAPTER IV
RESULT AND DISCUSSION
The results and discussions about the compatibility of Contextual
Teaching Learning (CTL) approach and its implementation in teaching English at
SMPN 5 Malang based on Competence Based Curriculum (CBC) are presented in
this chapter.
4.1 Results
In this section, the researcher discusses the result of the data analysis about
the implementation of CTL approach in teaching English at SMPN 5 Malang
based on Competence Based Curriculum (CBC)
4.1.1 The Implementation of CTL Approach in Teaching English at SMPN 5
Malang Based on CBC.
The implementation of CTL approach in teaching English can be seen
from the components of constructivism, questioning, inquiry, learning
community, modeling, reflection, and authentic assessment.
The implementation of CTL approach describes as follows:
Table 4.1. The Implementation of CTL approach in Teaching English at SMPN 5 Malang Based on CBC.
The Implementation of CTL in the Classroom Components of
CTL Teacher’s Activity Student’s Activity
1.
Constructivism
The teacher explained kinds of
invitation and the examples:
• She asked the students
to make an invitation
the same with the
examples given by the
teacher, then presented
in front of the class.
• She asked the students
to make an invitation
by using their own
words. They had to
choose the type of
invitation by themself.
Student were able to do the
teacher’s command.
• They could make an
invitation the same
with the example
given by the teacher,
then presented in
front of the class.
• They could create an
invitation by using
their own words.
They could choose
the type and develop
it by themself.
2. Questioning The teacher motivated the
students to give questions. It
was done by giving questions
to the students, so that, they
Students were motivated to
ask to the teacher. Then,
these questions became
more complex and
gave some feedback. developed because other
students gave commands
from those questions. These
were done through both
individually and groups.
(see appendix 3)
3. Inquiry • Teacher asked the
students to give a tittle
of narrative text.
• Teacher asked the
students to find another
narrative story from
some media
• From the narrative
story found by the
students, then the
teacher asked the
students some
questions to know their
understanding toward
• Students could make
a tittle to the
narrative text in a
group.
• Students could find
many narrative
stories from the
internet, magazine,
or newspaper. (see
appendix 4)
• Students presented
their findings in front
of the class and
answer the teacher’s
questions by
discussing with the
group.
the story. For example
about the actor, main
problem, conclusion of
the story, etc.
4. Learning
Community
Teacher grouped the students
when she started to teach about
generic structure, main
problem and plots of the text.
The students discussed the
generic structure, main
problem and plots of text
with their group. They
shared and discussed it each
other. (see appendix 3)
5. Modeling Teacher asked the students to
present their works both
individually or group in front
of the class.
Students presented their data
in front of the class in
groups or individually. They
used a simple English to
present their works. (see
appendix 3)
6. Reflection Teacher gave reflection at the
end of the research. For
example:
• She asked the student
to mention kinds of text
or kinds of invitation
which had been
• Students could
answer the teacher’s
questions, by
mentioning the kinds
of text and
discussed during the
research.
• She asked the students
what they could find
through the research on
that day.
invitation.
• Students could
mention the new
information which
they found.
e.g.:
They could make an
invitation
They could make a
narrative text.
7. Authentic
Assessment
• Teacher took the
evaluation during and
after the class.
• Teacher took the
evaluation from the
student’s worksheet
and block sheet. (see
appendix 2)
The table above shows the implementation of CTL approach in teaching
English. This implementation is seen from the components of constructivism,
questioning, inquiry, learning community, modeling, reflection, and authentic
assessment.
The component of CTL can be implemented as follows: Constructivism,
Questioning, Inquiry that could be seen from the instructional activities between
the teacher and the students. In this way, the teacher gave some explanation and
the students gave feedback by doing homework or duties given by the teacher.
Furthermore, the application of component learning community usually done by
the teacher by grouping the students in order to discuss the specific subject. The
next component is modeling, shown when the students presented their data or
work in front of the class in groups or individually by using a simple English.
Then, the component of reflection applied by asking to the students about the
subject which they have learned at that day. It was done by the teacher at the end
of teaching learning process. The last component is the authentic assessment, it
could be seen from the teacher’s activities which gave evaluation during the
teaching learning process, the students’ worksheet, and block sheet.
4.1.2. The Compatibility of CTL Approach and Its Implementation in
Teaching English at SMPN 5 Malang Based on CBC.
Based on the result of the observation in this school, there is any
compatibility of CTL approach and its implementation. It is because the teacher
has taught what should be taught, achieved basic competency, had knowledge
and skill, assessed what should be assessed and collected the students
achievement from process, product, framework and evaluation. (see appendix 4).
Besides, students can construct the knowledge and skill by themselves. Moreover,
every student felt happy when the material was going to began because they really
STUDENT • Constructing
their knowledge by themselves
• Constructing their skill by themselves.
• Expressing that they need evaluation subject.
CLASSROOM • The Classroom becomes
dynamic
INPUT OUTPUT
TEACHER + SUBJECT - Teaching what should be taught - Understanding text - Achieving basic competency - Understanding structure - Having knowledge and skill - Understanding the use of sentences - Assessing what should be assessed - Collecting the students’ value from process, product, frame work, and evaluation.
need the material. Therefore, the classroom becomes dynamic. Further
explanation about this compatibility is presented as follows:
Diagram 4.2. The Compatibility of CTL Approach and Its Implementation in teaching English.
The compatibility which is shown on the diagram above is in line with the
theory of Nurhadi (2003). He said that CTL has been applied at CBC when:
1) Teacher teaches what should be taught, not only knowledge about “X”.
2) Teacher achieves basic competency, not only “finish the subject”
3) Knowledge and skill to be taught, close with the student’s daily life.
4) Students find, and construct the knowledge and skill by themselves.
5) The classroom becomes “dynamic” (student work and train) not only the
teacher “acts in a stage”, but also students must be active.
6) Students feel happy when the material is going to begin, because they
really needed it.
7) Teacher assesses what should be assessed, which contains of students’
knowledge and skill.
8) Teacher collects the student’s achievement from process, product,
framework, and evaluation.
4.2. Discussion.
In this research, the researcher found that the implementation of CTL
approach in this school involves seven components. They are constructivism,
questioning, inquiry, learning community, modeling, reflection, and authentic
assessment. The finding above is in line with the theory about the components of
CTL approach stated by Nurhadi (2003).
In this research, the researcher also found that CTL approach has been
compatible with the implementation in teaching English at SMPN 5 Malang based
on CBC. It was caused by the teacher who has already taught what should be
taught, achieved basic competency, had knowledge and skill, assessed what
should be and collected the students’ achievement from process, product,
framework and evaluation. (see appendix 2). Moreover, students can construct the
knowledge and skill by themselves, and students feel happy when the material is
going to be begun, because students really needed it. Therefore, the classroom
becomes dynamic. This findings is in line with the theory about the
implementation of CTL approach based on CBC which is stated by Nurhadi
(2003).
Although CBC has been implemented about two years, the used of CTL
approach based on CBC in this school has been compatible with the
implementation. It is very surprising because CTL is a strategy to achieve the
main purpose of educational aim. Besides, CTL is one of the most important
approaches in CBC which can be implemented to achieve the aim of CBC.
The researcher agrees if CTL approach to be implemented as a strategy of
CBC, because those can give the classroom becomes fun and active for the
students. Besides, those ways show the teacher’s professionalism to teach English
based on CBC. It is in line with the principals of CBC which are stated by
Fatimah (2003; 15) in Ruciana (2004) that is CBC uses competence approach that
give attention to the understanding, ability or certain competence in a school
related to the job area in society, and standard competence in this curriculum
consider to the students’ differences psychologically, so the students enjoy the
class.
The compatibility of CTL approach and its implementation based on CBC
is very important to be considered by the teachers because it can give some
improvements for them. The improvements are in the teaching learning process.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and the suggestion of the present
research.
5.1 Conclusion
Based on the research findings, some conclusions are drawn dealing with the
compatibility of the Contextual Teaching Learning (CTL) approach and its
implementation in teaching English at SMPN 5 Malang based on Competence
Based Curriculum (CBC).
The implementation of CTL approach in teaching English based on CBC are
seen from the seven components. Those are constructivism, questioning, inquiry,
learning community, modeling, reflection, and authentic assessment. The
constructivism, questioning, and inquiry could be seen from the instructional
activity between the teacher and the students. Furthermore, the application of
component learning community usually done by the teacher by grouping the
students. Modeling, is shown when the students presented their data or work in
front of the class in groups or individually. Then, the component of reflection
applicated by asking to the students about the subject which they have learned at
that day. The last component is the authentic assessment, it could be seen from the
teacher’s activities which gave evaluation during the teaching learning process,
the students’ worksheet, and block sheet.
The CTL approach and its implementation has been compatible in this
school. It is because the teacher has taught what should be taught, achieved basic
competence, had knowledge and skill, assessed what should be assessed and
collected the students achievement from process, product, framework, and
evaluation. Besides, student felt happy when the material was going to begin
because they really need the material. Therefore, the classroom become dynamic.
5.2 Suggestion
After perceiving the compatibility of CTL components used in teaching
English based on CBC conducted by the researcher, some suggestions can be
considered by the association and subject matter teacher (MGMP), English
teacher, and further researcher.
Association and Subject Matter Teacher (MGMP)
The MGMP has to give additional trainings and workshops about the CTL
approach based on CBC because the English teachers still need it in order to
broaden their knowledge and understand the implementation of CTL approach in
CBC.
For English Teachers
Teachers must be able to create various methods of teaching and select the
best material that is appropriate with the real condition of society. Besides, they
have to make good preparation before starting to teach. Teachers are the only
factor who know what and how the classroom will be, so that, they have to
express their creativity, which is shown to their students.
For Further Researchers
Because of some limitations in doing this research, the researcher realizes
that this thesis has not been complete yet. Therefore, it is hoped that there will be
other researchers who will conduct similar studies. For example investigating the
compatibility of teaching strategy to the CTL approach based on the implantation
of CBC,