RETNO WULANDARI , DWI (2006) THE COMPATIBILITY OF CONTEXTUAL TEACHING LEARNING APPROACH AND ITS IMPLEMENTATION IN TEACHING ENGLISH AT SMPN 5 MALANG (ANALYSIS OF COMPETENCE BASED CURRICULUM /CBC). Other thesis, University of Muhammadiyah Malang.
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The main objective of this research is to investigate the compatibility of CTL approach and its implementation in teaching English at SMPN 5 Malang or analysis of competence based curriculum. The analysis is seen from the aspects of the implementation of CTL approach and the compatibility with its implementation in teaching English based on CBC. The researcher used descriptive qualitative design to conduct the research. The subject of this research is the English teacher of class VIII D who taught English by using CBC. She had applied components of CTL based on CBC to this class for two years. Besides, she had joined TOT (Training of Trainee) that discuss about the implementation of CTL based on CBC done by “Directorial PLP (Pendidikan Lanjutan Pertama) Jakarta”. The instruments used were nonparticipant observation, unstructured interview and document analysis. After the data had been collected, it was found out that the implementation of CTL approach in teaching English based on CBC are seen from the seven components. Those are constructivism, questioning, inquiry, learning community, modelling, 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. Modelling, shown when the students presented their data or work in front of the class in groups or individually. Then, the component of reflection was applied 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 research subject. 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 becomes dynamic. Based on the research findings, it can be concluded that there is compatibility in CTL approach and its implementation in teaching English at this research subject.
|Item Type:||Thesis (Other)|
|Subjects:||L Education > L Education (General)|
|Divisions:||Faculty of Teacher Training and Education > Department of English|
|Depositing User:||Rayi Tegar Pamungkas|
|Date Deposited:||26 Jul 2012 03:18|
|Last Modified:||26 Jul 2012 03:18|
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