CONTEXTUAL TEACHING AND LEARNING
(CTL) (an Experimental Study at the First Grade of MTs Negeri 13 Jakarta)
A “Skripsi” Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements for the Degree of Strata-1 (S.Pd) in English Language Education
by:
SYARIF HIDAYATULLAH
JAKARTA
2008
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ACKNOWLEDGEMENT
Praise be to Allah, the Almighty God for His blessing and guidance so that
the writer could finish this skripsi. Peace and blessing be upon Muhammad the
final prophet in the world.
The writer is absolutely conscious that she could not carry this work
without helping of others, both material and spiritual. It is a must for the writer to
say her acknowledgement sincerely to them whom have given her their help.
The writer would like to express her great honor and deepest gratitude to
her beloved parents (Abd Aziz Hsb and Siti Bayinah), her sisters (Nur Najmi
Laila and Khalida Handayani), her little brother (M.Farhan) and all families who
always support motivation and moral encouragement to finish her study.
The writer would like to express her thanks and great attitude to her
advisor Dra. Farida Hamid, M.Pd, for her time, guidance, kindness, contribution,
and full of patience in correcting and helping her in finishing this skripsi.
The writer also wishes to say her acknowledgement to the following
person.
1. Prof. Dr. Dede Rosyada, MA the Dean of the Faculty of Tarbiyah.
2. Drs. Nasrun Mahmud, M.Pd the Head of English Department.
3. Dra. Nida Husna, M.Pd the Secretary of English Department.
4. Drs. Munir Sonhadji, M.Ed as a writer’s Academic Advisor in English
Department.
5. All lectures of English Department for their encouragement to the writer.
6. All her beloved best friends (Indah Padma Rani, Sindia Larassati,
Ni’matus Sholihah, Linda Nurbadra, Nur Hikmah, Ina Rosdiana, Siti
Nureni, Uum Umul Faozah) for their supports when the writer writing this
skripsi.
7. All her friends in the English Department (especially class B year 2003),
that makes her life brighter.
8. All teacher and staff in MTsN 13 Jakarta for their kindness when the
writer doing her research.
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9. Everyone who has given their help in writing this skripsi that the writer
could not mention one by one.
By all modesty, the writer hopes this skripsi would be useful for the writer
and readers. Their suggestion and critics for the improvement of this skripsi is
highly appreciated.
Acknowledgment ............................................................................................ i
B. Limitation & Formulation of the Problem .................................................. 4
C. The Method of the Study ........................................................................... 5
D. The Use the of Study ................................................................................. 5
CHAPTER II THEORITICAL FRAMEWORK
4. Problems in Teaching Vocabulary ...................................................... 10
B. Contextual Teaching and Learning (CTL) ................................................11
1. Contextual Teaching and Learning ..................................................... 11
2. Definition of Contextual Teaching and Learning ................................ 13
3. Components of Contextual Teaching and Learning ............................ 14
4. Strategies in Contextual Teaching and Learning ..................................16
5. Principles in Contextual Teaching and Learning ................................. 19
C. Teaching Vocabulary Using Contextual Teaching and Learning .............. 20
D. The Advantage in Teaching Vocabulary Using Contextual Teaching and
Learning ................................................................................................. 22
A. Research Methodology ............................................................................ 24
6. Technique of Data Collecting ............................................................. 25
B. Research Findings ................................................................................... 25
1. Data Analysis ..................................................................................... 25
2. Data Description ................................................................................ 26
3. Data Interpretation ............................................................................. 30
CHAPTER IV CONCLUSION & SUGGESTION
Table 2: Frequency and Percentage of the Pre-Test Result ........................... 30
Table 3: Frequency and Percentage of the Post-Test Result .......................... 31
Table 4: Gronlund Standard of Six ............................................................... 32
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A. Background of the Study
Language is a mean of communication in human life. Through the
language we can express our emotions, feelings, and ideas. It can be in Indonesia,
English, Spanish, Finnish, Dutch, French, Japanese and other language.
English becomes the first foreign language in Indonesia. The teaching of
English is important because it is one of the international languages. Most people
all over the world communicate each other in English. English is useful for
establishing and maintaining the relationship with those people. Furthermore, it is
also very useful to master English since it plays an important role in
understanding and developing the scientific and technological knowledge.
In Indonesia, English language has been taught from elementary schools
up to the university. The students learned how to listen, to speak, to read, and to
write English. In fact, many students find it difficult to speak English fluently,
because they lack of vocabulary.
Words are the basic unit of language form. Without a sufficient vocabulary,
one cannot communicate effectively or express ideas. Having a limited vocabulary
is also a barrier that prevents students from learning a foreign language. If learners
do not know how to expand their vocabulary, they gradually lose interest in
learning.1
However for mastering English language, the first thing students must
master is vocabulary. Because, without mastering a large vocabulary it is very
difficult to express the idea in English, whether in listening, speaking, reading and
writing.
Students might even have a receptive knowledge of a wider range of
vocabulary, which means they can recognise the item and recognise its meaning.
1Yang Zhihong,“Learning Words”, www.exchanges.state.gov/forum/vol38/no3/p.18.htm, 13 June 2007
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Nevertheless, their productive use of a wide range of vocabulary is normally
limited, and this is one of the areas that need greater attention.2
The acquisition of an adequate vocabulary is essential for successful
second language use because without an extensive vocabulary, we will be unable
to use the structures and functions we may have learned for comprehensible
communication.3
Mastering vocabulary is not easy, yet other aspects of the language should
be considered such as; sound, and structure. Vocabulary is one of the most
important elements in a language. We cannot speak the language well if we do not
master it. No matter how well we learn grammar, how successfully the sound of a
foreign language is mastered, without words to express a wider range of meanings,
communication in the foreign language just cannot happen in any meaningful
way.4
Large vocabulary helps us to express our ideas precisely in communication.
Vocabulary knowledge enables language use, language use enables the increase of
vocabulary knowledge, and knowledge of the world enables the increase of
vocabulary knowledge and language use and so on.5
To build an ability of students in mastering vocabulary, many teachers
have used different methods such as drills, game, picture, meaning card, song, and
so on. All of the method is same which is made the students to understand, to
learn, and to remember vocabulary easier.
However, to make English teaching effective and efficient is still difficult.
This difficulty depends on previous technique used by teacher of English language.
The technique of teaching vocabulary like substitution drill and memorizing
words seem to make the student bored, even it is killing the student interest.
2 Solange Mora, “Teaching Vocabulary to Advance Students: A Lexical Approach”, www3.telus.net/linguisticsissues/teachingvocabulary.html, 14 May 2007
3 David Nunan, Language Teaching Methodology, England: Prentice Hall International, 1980. pp. 117
4 Norbert Schmitt, Vocabulary: Description, Acquisition and Pedagogy (United Kingdom: Cambridge University Press, 1977), p. 140
5 Norbert Schmitt, Vocabulary in Language Teaching, (New York: Cambridge University Press, 2000), p.6
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Regardless of the specific target language and the conditions of instructions,
vocabulary is an important factor in all language teaching.6
Based on the fact above it is important for someone who concerns about
teaching English, especially vocabulary, to find out a technique which can
improve the student motivation and interest in studying vocabulary. Just like
Robert Lado said in his book: “Language learning is related to human motivation,
moderated and partly controlled by the will. High motivation increases learning.”7
Teaching learning process of a language cannot be separated from the
curriculum or syllabus. It is influenced by a view of language. A view to the
language will affect the method and technique of teaching, as Mackey stated,
“Differences in language theory affect language teaching in two ways. They may
affect the analysis of the language on which a method is based, and they may
affect the classroom techniques of language teaching”8. This statement means that
a view of language and approach will affect both the method and technique of
language teaching.
Today’s teaching and learning requires teachers who can design
instructional and assessment strategies that address state and local content
standards and engage a highly diverse student population. Teachers must
understand and be able to provide a learning environment that builds and expands
on students’ previous experiences, that is responsive to wide range of learning
styles, and that uses a variety of assessment strategies that give students
opportunities to demonstrate what they know as well as how it is used in and
beyond school.
To make vocabulary easier to learn, and made the students gain their
motivation in learning English, the writer tries to apply Contextual Teaching and
Learning approach. Because the Contextual Teaching and Learning does more
than guides students to join academic subjects with the context of their own
6 Edward Davis Allen and Rebecca M. Valette., Classroom Techniques: Foreign Language and English as a Second Language. USA: Harcourt Brace Jovanovich, Inc. 1977 p.
7 Robert Lado, Language Teaching., (New Delhi:McGraw Hill Publishing Co.Ltd, 1976), p.42 8 William Francis Mackey, Language Teaching Analysis, London: Longman, Green and Co
Ltd, 1966, p.x
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circumstances and encourages them to consider that human beings alone have the
capacity and the responsibility, to influence and shape an array of context ranging
from the family, classroom, club, workplace, community, and neighborhood to the
ecosystem and also meaningfully for them.
Meaningful tasks however seem to offer the best answer to vocabulary
learning, as they rely on students’ experiences and reality to facilitate learning.
More meaningful tasks also require learners to analyse and process language more
deeply, which should help them retain information in long-term memory.
Building upon this understanding, contextual learning theory focuses on
the multiple aspects of any learning environment, whether a classroom, a
laboratory, or a wheat field. It encourages educators to choose or design learning
environment that incorporates as many different forms of experience as possible.
On the other word, through Contextual Teaching and Learning the
students can consolidate, develop, and apply the knowledge and language skills in
various levels both in and outside schools. In addition, students learn to solve
problems they encounter by using the language actively, like forming a discussion
or doing simulation. That is the reason, why the writer chooses the title of the
skripsi that is Teaching Vocabulary by Using Contextual Teaching and Learning.
B. Limitation and Formulation of the Problem
- The limitation of the problem which will be discussed in this skripsi is:
In this research the writer limits the discussion to using Contextual Teaching
and Learning as an approach in teaching vocabulary. The writer wants to
know the difference between pre-test and post-test scores in teaching
vocabulary using Contextual Teaching and Learning. If post-test scores are
better than pre-test score, she wants to presents an alternative method in
teaching English. It can became guidance to English teacher in classroom
teaching.
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Is there a significant difference between pre-test and post-test in teaching
vocabulary using contextual teaching and learning at the first year students
of MTsN 13 Jakarta?
C. The Method of the Study
The writer used Library Research and Field Research. Library research is
to get some information concerning with the topic from the book, issues, textbook,
etc.
In field research, observing the process of teaching learning English
overview the real problem, especially teaching vocabulary, and does the
experiment using Contextual Teaching and Learning Approach. On her
experiment, the writer took one class to be taught. The class is taught by using
Contextual Teaching and Learning.
D. The Use of the Study
The writer hopes this writing will be useful for every teacher to help them
improve the ways of teaching English and for other people and everyone who
reads this writing can know the effectiveness of Contextual Teaching and
Learning to improve students’ vocabulary. The writer also wants to get an answer
if Contextual Teaching and Learning really works in increasing students’
achievement in vocabulary and can be alternative way in teaching English as a
foreign language.
CHAPTER II
THEORITICAL FRAMEWORK
A. Vocabulary
When someone talks about vocabulary, the first comes to one’s mind;
vocabulary is about words, where they come from, how they change, how they
relate to each other and how we use them to view the world. 9 Acquiring
vocabulary is a very important tool to master a language. It is impossible to learn
a language without vocabulary, as Zimmerman said: Vocabulary is central to
language and of critical importance to the typical language learner.10
Good mastery of vocabulary is important for anyone who learns the
language: it is used in Listening, Speaking, Reading and Writing, besides
Grammar. A learner of foreign language will speak fluently and accurately, write
easily, or understand what s/he reads or hears if s/he had enough vocabulary and
has a capability of using it accurately. As Nasrun Mahmud stated in his book
English For Muslim University Students,
A good vocabulary goes hand in hand with your ability to think logically and to learn easily and quickly. A good vocabulary and your ability to use words correctly and effectively can be your passport to worlds of interesting and exciting information. You can travel in the past, in the present, and in the future through the words you need or hear. You can
9 Laurie Bauer, Vocabulary. London: Routledge, 1998,. p.viii 10 Cheryl Boyd Zimmerman in Second Language Vocabulary Acquisition by James Coady and
Thomas Huckin, Cambridge University Press, 1997,. p. 5
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learn to use words to help transport others to the world you have discovered11
Words can help you achieve the poise and popularity that come with self- confident. A good vocabulary makes school work easier and more rewarding. When you are ready to go to work, your skills in expressing your opinions and ideas will help you get a job. Your associates and superiors will admire your ability. Words are important sociality, too. Everyone enjoys the company of an interesting and articulate person. As you grow and mature, your vocabulary should grow mature, too.
1. Definition of Vocabulary.
In some literature, the writer found the meaning of vocabulary. There are
some definitions of vocabulary. A.S. Hornby in: Oxford Advanced Learner’s
Dictionary of Current English states that is:
a) Total number of words which (with rules for combining them) make up a
language.
b) (Range of) words known to, or used by, a person, in trade, professions,
etc.12
According to Merriem-Webster’s Collegiate Dictionary vocabulary is:
a) A list or collection of words and phrases usually alphabetically arranged
and explained or defined : LEXICON
b) 1. A sum or stock of words employed by a language, group, individual, or
work in a field of knowledge.
2. A list or collection of terms or codes available for use (as in an indexing
system).
c) A supply of expensive techniques or devices (as of an art form).13
According to Penny Ur, vocabulary is one of the important aspects in
teaching a language, besides grammar and pronunciation. As a stock of words
11 Nasrun Mahmud, English For Muslim University Students,( Jakarta: PT Swibakti Darma, 2005), p.25
12 A.S. Hornby, Oxford Advanced Learner’s Dictionary (Oxford University Press, 1987), p.959
13 Merriem-Webster’s Collegiate Dictionary, Eleventh Edition, (USA:William Webster’s Inc, 2003), p.1400.
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used by a person, vocabulary can be defined, roughly, as the word we teach in
foreign language.14
Based on the definition above, the writer can conclude that vocabulary is a
total number of words, which can be defined and identified. It cannot be
separated from people in all social level.
2. Types of Vocabulary
Dealing with the characteristics of the words, vocabulary divided into two
kinds.
Active vocabulary refers to items which learner can use
appropriately in speaking or writing and it is also called as productive
vocabulary, although, in fact, it is more difficult to put into practice.15
It means that to use the productive vocabulary, students must know how
to pronounce it well; they must be familiar with collocation and
understand the connotation meaning of the word. This type is often used
in speaking and writing skills.
b) Passive Vocabulary.
Passive vocabulary refers to language items that can be recognized
and understood in the context of reading or listening, and it is also called
as receptive vocabulary.16
However, there will be words which is understand, but do not use,
perhaps because they occur in contexts or types of discourse which are
not familiar. For example: His salary is incommensurate with his
ability.17
14 Penny Ur, A Course in Language Teaching: Practice and Theory, (New York: Cambridge University Press, 1996), p.60
15 Gail Ellis and Barbara Sinclair, Learning to Learn English (New York: Cambridge University Press, 1989), p.63
16 Ellis and Barbara Sinclair, p.63 17 Ruth Gairns and Stuart Redman, Working with Words A guide to teaching and learning
vocabulary (Cambridge: Cambridge University Press, 1986), p. 65
15
Fries says vocabulary items is classify into four groups:
1. First there are the “function words” those words which although some of
them may have also full-word meaning content, primarily or largely operate
as means of expressing relations of grammatical structure. These include so-
called auxiliaries, prepositions, conjunctions, interrogative, particles and a
miscellaneous group consisting of the words for degree, for generalizing,
the articles, etc.
2. The second kind of vocabulary items consists of the “substitute” words:
The personal pronouns: I, me, we, us, you, he, him, she, her, it, they, them,
my, our, your, his, its, their, mine, ours, yours, theirs, the indefinites, any
(one/ body/ thing/ where); and the negative, none, nobody/thing/where;
quantity or number each, both, all, some, any, few, many, several, much, one,
ones, two, etc.
Other substitutes include: do (yes I do), think, say, tell, seem, appear, hope,
believe, fear, guess, and the word so.
3. The third kind of vocabulary item consists of those that are distributed in
use according to such grammatical matters as the presence or absence of a
negative: some (I have some), any (I don’t have any), too, either, already,
yet, etc.
4. The fourth group is of “content” words. In English, these content words fall
into three classes: class I, the words for things: such as chair, book, hat,
stone, water, paper, knife, food, blood, etc. Class II, the words for action
such as: sit, read, cover, lift, drink, write, etc. Class III, the words for
qualities such as: true, false, long, cold, etc.18
The fourth group of the content words becomes the largest and the meanings
can be looked up in the dictionary.
18 Charles C. Fries, Teaching and Learning English as a Foreign Language (Ann Harbor: The University of Michigan Press), 1970, pp. 38-53
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a) General
The General vocabulary is the words used in general; there is no limit of
fields or users, general in meaning and use.
b) Special
The special vocabulary s used in certain field, job, profession, or special
science. For example: politicians, journalists, and lawyers. All these have
specialized vocabulary arising from particular circumstances of their lives
and work.19
4. Problems in Teaching Vocabulary
We often believe that we need a large number of the words to master
English language well. This belief is not wrong because we must know that
without a large vocabulary, it is impossible to use the language precisely and
vividly.20
We sometimes; have difficulties in vocabulary, in understanding the
meaning of words, in differentiating the word forms, and in applying the words in
sentences. When we find out a word, we do not know its form grammatically,
such as; noun, verb, adjective, or adverb. When we look up the meaning of words
we always find several meanings given.
In the present day, it is very important to teach English as a foreign
language, because English has become an international language. And to
communicate through a foreign language, grammatical competence and mastering
vocabulary, and it is impossible to communicate without mastering vocabulary.
The factors that make some words difficult for mastering are:
19 S. H. Burton and J. A. Humphries, Mastering English Language (London: The Macmillan Press, 1992), p. 100
20 Burton and Humphries, p. 65.
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a. Pronunciation
Research shows that words are difficult to pronounce are more difficult to
learn. Many learners find that words with clusters of consonants, such as
strength or crisps or breakfast, are problematic.
b. Spelling
Sound and spelling mismatches will be the cause of errors in
pronunciation or in spelling, and can be contribute to a words difficulty. For
example: muscle, headache.
c. Length and complexity
Long words are more difficult to learn than short ones. And the variable
stresses or polysyllabic words are difficult too. For example: necessary,
necessity, necessarily.
d. Meaning
Word with multiple meaning, such as since and still, can also be
difficulties for learners.
e. Range-connotation and Idiomatic
Words that always used in wider range will be easier than with narrower
range. For example: Thin is more used than skinny, slim and slender.21
Such the explanation above at first maybe easier than grammar or any
other lessons. But in reality, some people have difficulties in speaking English
because they are lack of vocabulary. Practice is a better way to enrich vocabulary.
B. Contextual Teaching and Learning.
1. Contextual Teaching and Learning
Philosophy of CTL is rooted from John Dewey progressivism, the students
will best learning if what they have learn related with what they have already
know and teaching learning process will be productive if the students are active in
the process of teaching.
21 Scott Thornbury. How To Teach Vocabulary. (Harlow: Pearson Education Limited, 2002), p. 27-28
18
The majority of students in our schools are unable to make connections
between what they are learning and how that knowledge will be used. This is
because the way they process information and their motivation for learning are not
touched by the traditional methods of classroom teaching. The students have a
difficult time understanding academic concepts (such as math concepts) as they
are commonly taught (that is, using an abstract, lecture method), but they
desperately need to understand the concepts as they relate to the workplace and to
the larger society in which they will live and work. Traditionally, students have
been expected to make these connections on their own, outside the classroom.
According to contextual learning theory, learning occurs only when
students (learners) process new information or knowledge in such a way that it
makes sense to them in their own frames of reference (their own inner worlds of
memory, experience, and response). This approach to learning and teaching
assumes that the mind naturally seeks meaning in context—that is, in relation to
the person’s current environment—and that it 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. It encourages educators to
choose and/or design learning environments that incorporate as many different
forms of experience as possible—social, cultural, physical, and psychological—in
working toward the desired learning outcomes. 22
Contextual based learning is not a hot buzzword in many education, circles
today, but it is not a new concept. John Saunders said that CTL was a subject of
great interest to educations philosopher, John Dewey, around turn of the century.
He added that contextual learning supports that when new knowledge presented in
the context of a persons past time experience, the learning is most effective.23
22Jack Richards, “The Context of Language Teaching”, http://www.texascollaborative.org, 13 June 2007
23 John Saunders. Contextually Based Learning. Fad or Proven Practice in a forum brief: http://www.contextualTeachingInformation.html. 13 June 2007
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Contextual teaching and learning, an instructional system, 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.24
Contextual teaching and learning is a system of instruction based on the
philosophy that students learn when they see meaning in academic material, and
they see meaning in schoolwork when they can connect new information with
prior knowledge and their own experience.25
Basically, CTL is a respond to Behaviorism Approach which emphasizes
on the concepts of stimulus respond with mechanical drills. To be able to use the
language naturally as in real life and in various situation, critical thinking and
meaningful learning are needed. When the students can relate the lessons they
have got in school to their daily lives, they will be aware of the benefit learning.
Besides, they will realize the importance of going to school.
2. Definition of Contextual Teaching and Learning
The writer found some definition about Contextual Teaching and Learning.
Based on Johnson in “Contextual Teaching and Learning: What It Is and Why It
Is Here to Stay”, he stated that “The CTL system 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 the
context of their personal, social, and cultural circumstances..”26
Based on Nurhadi in Pembelajaran Kontekstual (CTL) dan penerapannya
dalam KBK, there is a definition about CTL from The Washington State
Consortium for Contextual Teaching and Learning; “Contextual teaching is
teaching that enables students to reinforce, expand and apply their academic
24 Johnson, E.B. Contextual Teaching and Learning: What It Is and Why It Is Here To Stay. (,United States of America: Corwin Press, Inc. 2002), p.3
25 Johnson. p. vii 26 Johnson. p. 19
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knowledge and skills in a variety of in school and out-of-school settings in order
to solve simulated or real-world problems.27
Based on The Department of National Education, CTL is the concept of
learning that aim to help teacher to make connection between the teaching
materials with the context of students’ real world and encourages students to make
connection between their knowledge with its applications in their daily lives.28
Based on the definitions above, CTL is a learning concept that help teacher
relate subject matter content to real world situations and motivates students to
make connections between knowledge and its applications to their daily life, and
then students can gained a knowledge and skills more and more by construct and
solve a problem by their self in their community as a citizen.
3. Components of Contextual Teaching and Learning
1. Constructivism
Constructivism is the philosophy of CTL approach mentioning that
knowledge is constructed gradually and the result will be expanded through
limited context and is eventually developed.29 It is out of the question that a
teacher can transfer all knowledge to the students. Therefore, students should
construct what they have in mind by finding out complicated information to
other situation of their own. During classroom activities, students can refer to
their experiences in lives. One thing the teacher should keep in mind that s/he
can take students to learning atmosphere which relates the lesson in class to
what is available in their real lives.
2. Inquiry.
On the basis of teaching, inquiry is the core of CTL process. While
designing the tasks of activities in class, teachers should refer to an inquiry
27 The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by Nurhadi, 2004. (Malang:Penerbit Universitas Negerei Malang), p. 12
28 Departemen Pendidikan Nasional, 2003, Kurikulum Berbasis Kompetensi. Jakarta: Balitbang Depdikbud.
29 http://www.milville.cache.k12.ut.us/milville/techers/carles/philosophyconstruc.htm
21
activity both in reading and in speaking. Knowledge and skill that achieved by
the students expected not from remembering the facts, but from self inquiry. The
cycles of inquiry are observation, questioning, hypothesis date gathering and
conclusion.
3. Questioning
Questioning is not a new strategy. In teaching and learning process,
teachers have already applied this strategy. Whet is new is that questioning is
not only monopolized by the teacher but also is asked by the students. It is
natural to say that curiosity means questioning. If someone in curious about
something, s/he will ask questions concerning the thing s/he is observing. Good
questions can raise students’ interest, motivate them and lead to attract their
attention to the phenomena observed.
4. Learning Community
Learning community suggests that the result of teaching and learning is
resulted from doing tasks with other students in group. In other words sharing is
needed among friends, groups and among those who have known to those who
haven’t. And this concept suggested that the result of learning be achieved from
cooperative with another people.
Another main component that is applicable is modeling. Teaching and
learning English has quite many chances of applying modeling, begun with
phonology to passages or texts. In assigning students to write a paragraph in
form of narrative, the teacher does not only define what narrative is but s/he also
gives examples. By so doing, the students know and can identify the narrative
then at the end, they can apply it in their piece of writing.
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6. Reflection
Reflection plays an important role in contextual teaching and learning. In
reflection, the teacher thinks of what s/he has seen and heard. S/he pays more
attentions to her/his teaching and is open to ideas or suggestions from other
people. The teacher needs to consider several aspects such as learning
constraints, students’ motivation, interesting and challenging tasks, and ways to
help students learn. Reflection directs a teacher to act on purpose: what and
when s/he does something. Teachers can also motivate the students to reflect
about their lesson.
7. Authentic Assessment
Assessment is the on going process of gathering and analyzing evidence of
what a student can do. The term “Authentic Assessment” is used to describe the
multiple forms of assessment that reflect students learning achievement,
motivation, and attitudes on instructionally-relevant classroom activities.30
Authentic assessment challenges students to apply new academic
information and skills to a real situation for a significant purpose. It is the tool
of a mindful school…clear about what it expects of a student and about how he
(or she) can exhibit these qualities”. The antithesis of standardized testing,
authentic assessment gives young people the chance to exhibit the full range of
their abilities while showing what they have learned.31
4. Strategies in Contextual Teaching and Learning (CTL)
As explained above that CTL helps us relate subject matter content to real
world situations and motivates students to make connections between
knowledge and its application to their personal, social, and cultural
30 O Malley and Pierce. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. United States of America: Addison-Wesley Publishing Company, 2003.
31 Johnson, E.B. Contextual Teaching and Learning: What It Is and Why It Is Here To Stay. (,United States of America: Corwin Press, Inc. 2002), p. 165
23
circumstances in their lives. Therefore, the strategies in using CTL techniques
are (Carr, M., et al., 1999: 2)32
a) Problem-based
Contextual teaching learning (CTL) can begin with a simulation or real-
problem. Students use critical thinking and systematic approach to inquiry to
address the problem or issue. Students may also draw upon multiple content
areas to solve these problems. Worthwhile problems that are relevant to
students’ families, school experiences, workplaces, and communities hold
greater personal meaning for students.
b) Using multiple contexts.
Theories of situated cognition suggest that knowledge cannot be separated
from the physical and social context in which it develops.
How and where a person acquires and creates knowledge is therefore very
important. CTL experiences are enriched when students learn skills in
multiple contexts (i.e. school, community, workplace, family).
c) Drawing upon student diversity.
On the whole, our student population is becoming more diverse, and with
increased diversity comes differences in values, social mores, and
perspective. These differences can be the impetus for learning and can add
complexity to the CTL experience. Team collaboration and group learning
activities respect students’ diverse histories, broaden perspectives, and build
inter-personal skills.
Ultimately, students must become lifelong learners. Lifelong learners are
able to seek out, analyze, and use information with little to no supervision.
To do so, students must become more aware how they process information,
employ problem-solving strategies, and use background knowledge. CTL
experiences should allow for trial and error, provide and structure for
reflection; and provide adequate support to assist to move from dependent to
independent learning.
32 CTL. Htm. Presented by Carr, M,. et al., 1999
24
e) 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 school, educator act as coaches, facilitators,
and mentors.
f) Employing authentic assessment.
Contextual teaching and learning is intended to build knowledge and skills
in meaningful ways by engaging students in real life, or “authentic” contexts.
Assessment of learning should align with the methods and purposes of
instruction. Authentic assessment shows (among other things) that learning
has occurred; are blended into the teaching learning process; and provide
students with opportunities and direction for improvement. Authentic
assessment is used to monitor student progress and inform teaching practices.
Meanwhile, the Center of Occupational Research and Development
(CORD) states that there are five strategies for the teachers for applying the
contextual learning, they are called REACT.
1. Relating
2. Experiencing
3. Applying
4. Cooperating.
5. Transferring.
Learning by using the knowledge in the context or in the new situation.
Many of these strategies should be used by teacher using contextual
teaching learning approach. Activities such as team teaching, cooperative
learning, integrated learning, work-based learning, service learning, problem
25
based learning, and others support CTL approach and they are must be practiced
in classroom properly.
Related with the students individually needed, to apply the Contextual
Teaching and Learning (CTL) a teacher must have these following principles:
1. Planning a suitable learning for the students developmentally
appropriate.
Relationship between curriculum content and methodology that used to
teach must be based on social condition, emotional and students’ intellectual
development. For example, what have learnt and done by Junior High
School students must be different with the Senior High School have learnt
and done.
2. Making independent learning groups.
Students can learn from each others in a little group, and learn in a bigger
team (class). This ability is a cooperation that needed by an adult in a work
place and in another context. However, the students are hoped to act actively.
3. Preparing an environment that supports self-regulated learning.
Environment that supports self-regulated learning has three general
characteristics, they are: awareness in thinking, the use of strategy, and
continuing motivation. A teacher must create an environment where the
students can reflect how they learn, finish the assignment, face a problem,
and corporate with other teacher. It is clear that regulated learning not only
related with simply minded about the students thinking, but also helped
them to use their thinking to guide their plans, select their performance; so
they can solve a problem in a good way.
4. Considering the diversity of students.
In the class, a teacher used to teach variety students, for instance background
ethnic, social-economy status, mother language that they use in their home,
and another weakness they have. However, a teacher is expecting to help the
students to achieve their learning purpose.
26
5. Pay attention to the students multiple intelligences.
In using Contextual Teaching and Learning (CTL) approach, the way of
students’ participation in a class must be pay attention on the need and the
eight orientations learning (special-verbal, linguistic-verbal, interpersonal,
musical-rhythm , naturalistic, physic-kinesthetic, intrapersonal and logic-
mathematic). However, in serving the students in a class, a teacher must be
integrated any learning strategies in Contextual Teaching and Learning
(CTL) approach, so the learning will be more effective for the students with
their each intelligence.
6. Using questioning techniques to explore the students learning, problem
solving development, and high-thinking order.
In order to achieve the purpose of Contextual Teaching and Learning, kind
and the question level must be spoken. The question must be selected
carefully in order to produce the high-thinking order, responses, and the
action that need by the students and all of audiences in contextual learning.
7. Applying the authentic assessment.
Authentic assessment evaluates the applying of knowledge and the students’
complex thinking, it is better than the students just memorizing the actual
information. Contextual teaching and learning nature condition needs the
interdisciplinary assessment that can measure knowledge and skills deeply
and in a variety way than one disciplinary measured.
C. Teaching Vocabulary by using Contextual Teaching and
Learning (CTL)
Contextual teaching and learning is a system of instruction based on the
philosophy that students learn when they see meaning in academic material, and
they see meaning in schoolwork when they can connect new information with
prior knowledge and their own experience.
Therefore, when teaching vocabulary by using CTL, the writer tries to give
the vocabulary material has a connection with their real life. So, the students can
connect new information that they already have with their own experience.
27
The writer will give the procedures of teaching vocabulary by using
Contextual Teaching and Learning.
1. The teacher greets the students with Good Morning, Students! And asked
“How are you today?”.
2. The teacher checks the students’ attendance list.
3. The teacher gives motivation to the students by giving the students
understanding the important of English language in their life, and
motivates them to study hard and seriously.
4. Teacher asks the students to tell what news is popular at that time and the
teacher related it with the topic that the students will learn which
Profession is.
5. The teacher gives games that related to the topic and the student should do
the games with their partner.
6. Teacher introduces the material they are going to be learned.
7. The teacher shows the media (flash card) related to the topic.
8. The teacher asks the students to tell what kind of profession that they
already know with their own experience.
9. Teacher gives dialogue that related to the topic which Profession is and
asks the students to act it out in the front of the class in pair.
10. Teacher asks what kind of information that the students get about kind of
profession in that dialogue, about location, uniform, time and so on.
11. Teacher explains about Activities in the Future and asks the students to tell
what kind of profession that they want in the future and then make an
example with uses kind of Profession.
12. Teacher asks the students to make a group of four. Each students count
from one to ten. Number one belongs to group one; number two belongs to
group two and so on.
13. Teacher gives a hand out that consist of kind of profession and their
explanation. The students work in their group to match kind of profession
with their explanation.
28
14. Teacher asks the students to find another kind of profession and its
explanation. And then another group have to find out what kind of
profession that each group made by asking some question.
15. Teacher plays a film scene to the students. The teacher asks the students to
make four groups. Lines one become a group one, line two become a
group two and so on.
16. The teacher asks the student to work in their group to discuss the film
scene that the teacher played to the students.
17. Teacher asks the students to find out the information about kind of
profession in the film scene with their group.
18. Each group makes a report about the information that they get from the
film scene.
19. Teacher asks the students from each group to present the result of their
report in front of the class.
20. Discussed with the teacher or another students about what they have
learned today.
21. Evaluation of CTL got from students progress, students participation in
group work and the presentation by students during the teaching and
learning process.
Teaching and Learning (CTL)
1. The students can remember the vocabulary easily, because they don’t have
to memorize the words, but they know it by related the words with their
knowledge and their experience, and then connected it with their real
world.
2. The students do not feel bored when they have to learn vocabulary.
3. The student can expand and apply the knowledge and their academic skill
of the norm, in school or in the society.
29
4. The student trained to relate what they got in the class with the real world
in the circle of their life.
5. The student can solve the problem by themselves in any situation.
6. The student can be active in the teaching and learning process.
7. The student not only become a passive observer but become more active
and more responsible to their learning.
8. The learning process becomes enjoyable, because by using CTL it can
create good atmosphere in the classroom.
9. Learning will be more meaningful because the students used their
experience when learning the material.
10. Help the teacher to relate the material to the real situation and motivate the
student apply their knowledge in their life.
11. Students learn from their friends through work in group or in a pair,
discussion, and correcting among others.
12. The result of learning is measured by many ways: working process,
students’ creativity, performance, post-test, etc.33
33 Nurhadi dan Burhan Yasin. Pembelajaran Kontekstual (Contextual Teaching and Learning/CTL) Dan Penerapannya Dalam KBK. (Malang: Penerbit Universitas Negeri Malang, 2004). p. 6
30
The writer using field research and supported by library study.
a. Field research
The writer took the data relevant to the solution of the problem faced in
this research paper by doing observation and testing to the student.
b. Library study
2. Subject of Research
The subject of research was the first year students of MTs Negeri 13
Jakarta in Pesanggrahan. The writer got the data from class VII.1 and took 45
students as a sample of the research.
3. Place and Time
The research of this study was held at MTs Negeri 13 Jakarta, which is
located on Jl. H. Dilun Pesanggrahan. From January 21 to February 4 2008 the
research was held, for four meetings. The research consisted of presenting lesson
and giving test. After data was collected, the writer began to analyze them.
31
4. Population and Sample
The writer did the research to the first year students of MTsN 13 Jakarta
that involved in the process of teaching learning vocabulary using contextual
teaching and learning approach. The population of the first year students is 272
pupils from six classes, and the writer took 45 students from one class (VII.1) as a
sample of the research. It is 16 % from the total population, based on the academic
year 2007/2008. The writer chose this class (VII.1) because she taught in that
class and to make her easier in collecting the data.
To obtain the data in this research the writer presented a lesson using
Contextual Teaching and Learning (CTL), and gave explanation of direction of
doing test.
5. Technique of Data Collecting
The technique of data collection is done by test. The test was done for
getting the data objectives of students’ achievement in teaching English
vocabulary using Contextual Teaching and Learning (CTL). The test was given
after teaching and learning process finished. The instruments consist of 35 items
test consisting of three types:
a. Multiple Choice, there are fifteen items and each item is scored 2, so the total
score of this type is 30.
b. Matching, there are ten items and each item is scored 3, so the total score of
this type is 30.
c. Completion, there are ten items and each items is scored 4, so the total score
of this type is 40.
B. Research Findings
1. Data Analysis
Data analysis is the last step in the procedure of experiment, in this case,
processing the data. Data processing is the step to know the result of the
effectiveness by using CTL in teaching vocabulary.
32
The technique of data analysis used in this research is descriptive analysis
(percentage), which is described on the table of percentage, the writer uses the
formula:
2. Data Description
To know the result of the test, the writer makes the table of students’ pre-
test and post-test score as follows:
Table 3.1
= 1 + (3,3) Log 45
= 6 classes
Ratio (R) is the highest mark (H) minus the lowest mark (L).
R = H – L + 1
C 6
Table 3.2
Interval Frequency Percentage Mid Point (Xi) F. Xi
83 – 89
76 – 82
69 – 75
62 – 68
55 – 61
48 – 54
N 45
= 1 + (3,3) Log 45
= 6 classes
Ratio (R) is the highest mark (H) minus the lowest mark (L).
R = H – L + 1
C 6
Table 3.3
Interval Frequency Percentage Mid Point (Xi) F. Xi
89 – 93
84 – 88
79 – 83
74 – 78
69 – 73
64 – 68
N 45
36
Based on the pre-test and the post-test average mark there is a different
result between the pre-test and the post-test score. The pre-test has average mark
68 and the post-test has average mark 76. The average mark is increasing.
According to Norman E. Gronlund, 76 are classified into more than enough. From
the explanation above shows that teaching vocabulary by using CTL is effective.
3. Data Interpretation
Norman E. Gronlund in his book Measurement and Evaluation in
Teaching made the standard of mark that is called standard of six is the following:
Table 3.4
Mark Classification
40 Very bad
From the explanation about the analysis of the result on the table 4, it can
be seen that teaching vocabulary by using CTL is adequate success. It can be seen
from the post-test result has average mark 76, increasing from the pre-test average
mark, which is 68. According to Gronlund, 76 are classified into more than
enough. It can conclude that CTL is effective to use in teaching vocabulary for the
first year students at MTs Negeri 13 Jakarta.
37
A. Conclusion
Based on the data described previously, the writer makes conclusion that
the teaching vocabulary using contextual teaching and learning is effective. It can
be seen from the average score of the test. The average score is 76. From the
result of analysis, it is generally accepted that CTL approach should be applied in
the teaching and learning process.
B. Suggestion
Based on the experiment that was given to the students at the first grade of
MTsN 13 Jakarta, it is clear that Contextual Teaching and Learning Approach are
very useful; for improving the students’ vocabulary. The difficulties in
memorizing the words and the anxious in learning English can be solved by
giving several activities, which can make them enjoy in learning English and can
also reduce their tension.
Therefore the writer would like to give some suggestions for every English
teacher:
6. The English teacher should increase the student motivation in learning English
by using CTL or other attractive teaching approach, teaching materials and
teaching aids as much as possible in the classroom.
38
7. The English teacher should always improve their skills and knowledge in
giving lesson as attractive as can be.
8. Keep trying to find out the best method for teaching English.
9. Make the students fun and happy to reduce stress.
10. The English teachers should give some variations in teaching vocabulary.
Teacher can do role-play, making group, using picture or kind of game that
attractive for the students.
39
BIBLIOGRAPHY
Aebersold, Jo Ann and Marry Lee Field, From Reader to Reading Teacher (New York: Cambridge University Press, 1997
Bauer, Laurie, Vocabulary. London: Routledge, 1998,.
Burton, S. H and J. A. Humphries, Mastering English Language (London: The Macmillan Press, 1992)
Davis, Edward Allen and Rebecca M. Valette., Classroom Techniques: Foreign Language and English as a Second Language. USA: Harcourt Brace Jovanovich, Inc. 1977
Departemen Pendidikan Nasional, 2003, Kurikulum Berbasis Kompetensi. Jakarta: Balitbang Depdikbud.
Ellis, Gail and Barbara Sinclair, Learning to Learn English. New York: Cambridge University Press. 1989
Fries, Charles C., Teaching and Learning English as a Foreign Language (Ann Harbor: The University of Michigan Press), 1970.
Gairns, Ruth and Stuart Redman, Working with Words A guide to teaching and learning vocabulary. Cambridge: Cambridge University Press.1986
Gronlund, Norman E., Measurement and Evaluation in Teaching, 5thed (New York: McMillan Publishing Inc), 1985.
Hornby, A.S., Oxford Advanced Learner’s Dictionary (Oxford University Press,
1987)
http://www.milville.cache.k12.ut.us/milville/techers/carles/philosophyconstruc.ht
m
Johnson, E.B. Contextual Teaching and Learning: What It Is and Why It Is Here To Stay. (United States of America: Corwin Press, Inc. 2002)
Lado, Robert, Language Teaching, (New Delhi:McGraw Hill Publishing Co.Ltd,
1976)
Mackey, William Francis, Language Teaching Analysis, London: Longman, Green and Co Ltd. 1966.
40
Mahmud, Nasrun, English For Muslim University Students,. Jakarta: PT Swibakti Darma, 2005
Merriem-Webster’s Collegiate Dictionary, Eleventh Edition,. USA:William Webster’s Inc. 2003. Mora, Solange, “Teaching Vocabulary to Advance Students: A Lexical Approach”, www3.telus.net/linguisticsissues/teachingvocabulary.html
Nunan, David. Language Teaching Methodology, England: Prentice Hall International, 1992.
Nurhadi dan Burhan Yasin. Pembelajaran Kontekstual (Contextual Teaching and Learning/CTL) dan Penerapannya dalam KBK, Malang: Penerbit
Universitas Negeri Malang. 2004.
O Malley., and Pierce, L.V. 1996. Authentic Assessment for English Language Learners: Practical Approaches for Teachers. United States of America: Addison-Wesley Publishing Company.
Richards, Jack. “The Context of Language Teaching”,
http://www.texascollaborative.org
Schmitt, Norbert. Vocabulary in Language Teaching. New York: Cambridge University Press, 2000.
Schmitt, Norbert. Vocabulary: Description, Acquisition and Pedagogy. United Kingdom: Cambridge University Press, 1977.
The Washington State Consortium for Contextual Teaching and Learning in Pembelajaran Kontekstual (CTL) dan Penerapannya dalam KBK by
Nurhadi,. Malang:Penerbit Universitas Negeri Malang. 2004.
Thornbury, Scott, How To Teach Vocabulary. Harlow: Pearson Education Limited,. 2002.
Ur, Penny, A Course in Language Teaching: Practice and Theory, (New York: Cambridge University Press, 1996.
Zhihong, Yang.
“LearningWords”,www.exchanges.state.gov/forum/vol38/no3/p.18.htm
41
Zimmerman, Cheryl Boyd in Second Language Vocabulary Acquisition by James Coady and Thomas Huckin, Cambridge University Press, 1997.
42
KOMPETENSI DASAR (KD)
mengenalkan diri, membeli buku, instruksi guru, memberi reaksi spontan),
serta monolog lisan pendek yang berbentuk naratif, deskriptif dan recount.
2. Berbicara
interaksional) dalam teks yang berbentuk naratif, deskriptif dan recount.
3. Membaca
dalam teks tertulis terutama berbentuk naratif, deskriptif dan recount.
4. Menulis
Mengungkapkan nuansa makna dan langkah-langkah pengembangan
retorika yang benar di dalam teks tertulis berbentuk naratif, deskriptif dan
recount.
INDIKATOR
1. Siswa mampu menyebutkan jenis profesi, pengertian profesi dan macam-
macam profesi.
2. Siswa mampu mendengarkan dengan seksama dialog yang dibacakan oleh
guru.
43
3. Siswa mampu mengisi bagian yang kosong dari dialog yang diberikan oleh
guru dengan jawaban yang benar.
4. Siswa mampu membaca dialog dengan nyaring dan intonasi yang benar.
5. Siswa mampu menjawab pertanyaan-pertanyaan yang berkaitan dengan
dialog.
6. Siswa mampu membaca kosakata tentang profesi atau yang berhubungan
dengan profesi dengan benar.
Good Morning, students!
Guru memberikan motivasi kepada siswa dengan menanyakan berita-
berita yang sedang hangat diberitakan kemudian memberikan komentar
terhadap berita tersebut. Lalu menghubungkan berita tersebut dengan
materi yang akan diberikan yaitu Profesi.
2. Kegiatan Pokok
Siswa mengerjakan hand out yang diberikan guru berupa games untuk
memberikan latar belakang materi yang akan dipelajari dengan teman
sebangkunya/sebelahnya.
Q E R T Y J K F G B M O L D R T
A S D F G H S S E C R E T A R Y
R T Y U S H O P K E E P E R S T
H B M B E L L B O Y T D P T R D
L P L O P S D G F S R G U I D O
O L K L G D I F S U T H T S G C
P K C A R P E N T E R M R T J T
T S I L A N R U O J S L A A L O
U K H F D L P U G A R D E N E R Find these words! - shop keeper - soldier - gardener - secretary - bellboy - journalist - postman - artist - doctor - carpenter
44
Siswa bersama guru membahas tentang hand out tersebut dan siswa
memberikan pengetahuannya tentang materi apa yang akan diajarkan
oleh guru berdasarkan hand out tersebut.
Guru menunjukkan flash card yang bergambar beberapa jenis profesi
kepada siswa (athlete, musician, driver, bartender)
Siswa merespon perintah guru untuk mengungkapkan pengetahuan
umumnya mengenai Jenis profesi yang ditunjukkan oleh guru di flash
card.
profesi di depan siswa lain, seperti lokasi pekerjaannya, waktu bekerja,
seragam yang digunakan, dll.
Guru memberikan hand out dialog yang harus dilengkapi kepada siswa.
Listen to your teacher carefully and fill in the blank!
Waiter : Hi, welcome to Let’s Dine In. May I take your order?
Woman : Uh … yes. I’d like the chicken fried steak.
Waiter : Okay. Would you like fries, bread, or rice with your meal ?
Woman : Umm. I’ll take the rice.
Waiter : Would you care for anything to drink?
Woman : Yeah. I’ll take a medium cola.
Waiter : I’m sorry. We only have large or small.
Woman : Well, in that case, uh, I’ll have a small Cola.
Waiter : Okay. A small Cola. And what king of dressing would you like
with your salad. It comes with the fried steak.
Woman : What dressings do you have?
Waiter : We have French, Italian, blue cheese and ranch.
Woman : Oh! Ranch, please.
Waiter : Would you like anything else?
Woman : Well, I’d like to see your pie menu. That’s the main reason why
I like to dine here.
45
Waiter : Oh, I’m so sorry, but we aren’t serving pies today.
Woman : Huh?
Waiter :Well, you see, Dave, our baker, slipped on a banana peel back in
our kitchen two days ago, and injured his back. He’ll be out for at
least two weeks. In the meantime, we’re serving ice cream
sundaes instead. Sorry.
Woman : Wow. I’m sorry to hear that. I hope he gets better soon.
Siswa melengkapi teks yang tidak lengkap sesuai dengan teks yang
dibacakan guru.
Siswa menuliskan jawaban dari teks yang tidak lengkap di white board.
Siswa mempraktekkan dialog dengan nyaring dan intonasi yang benar di
depan guru dan siswa lain secara berpasangan (kurang lebih 4 pasang).
Siswa menjawab pertanyaan yang berkaitan dengan dialog dengan
cermat.
Pertanyaan:
2. Who are they?
Siswa merespon perintah guru untuk menyebutkan jenis profesi apa yang
ada di dalam dialog tersebut dan kosakata apa saja yang biasa dipakai di
dalam profesi di dialog tersebut.
Siswa merespon perintah guru untuk menyebutkan hal-hal yang
berhubungan dengan restaurant dan menuliskannya di white board.
Siswa merespon perintah guru untuk mengikuti guru mengucapkan
kosakata yang ada di whiteboard bersama-sama.
3. Penutup
hambatan yang dialami selama proses pembelajaran.
Guru memberikan kegiatan tindak lanjut berupa pekerjaan rumah.
SUMBER PEMBELAJARAN
1. Textbook (Kistiono, The Bridge English Competence for SMP 1.,
Surabaya: Ghalia Indonesia, 2004)
KOMPETENSI DASAR (KD)
mengenalkan diri, membeli buku, instruksi guru, memberi reaksi spontan),
serta monolog lisan pendek yang berbentuk naratif, deskriptif dan recount.
2. Berbicara
interaksional) dalam teks yang berbentuk naratif, deskriptif dan recount.
3. Membaca
dalam teks tertulis terutama berbentuk naratif, deskriptif dan recount.
4. Menulis
Mengungkapkan nuansa makna dan langkah-langkah pengembangan
retorika yang benar di dalam teks tertulis berbentuk naratif, deskriptif dan
recount.
INDIKATOR
1. Siswa mampu memahami struktur grammar tentang Activities in the
Future.
2. Siswa mampu membuat kalimat Activities in the Future dengan
menggunakan jenis-jenis profesi.
3. Siswa mampu membaca dialog dengan nyaring dan intonasi yang benar.
4. Siswa mampu menjawab pertanyaan yang berkaitan dengan dialog.
5. Siswa mampu mengucapkan kosakata yang berhubungan dengan profesi
dengan benar.
SKENARIO PEMBELAJARAN
1. Pendahuluan
Good
2. Kegiatan Pokok
contoh-contoh yang berkaitan dengan Activities in the Future.
48
Materi:
- The pattern is : S + to be (am, is, are) + going to + V1
- The pattern shows that the activity happens in the future time.
- The time signals are: tomorrow, tonight, next time, next week, the days
after tomorrow, etc.
Activities in the Future.
Siswa merespon perintah guru untuk menulis satu contoh yang telah
mereka buat di white board secara bergiliran (± 10 orang).
Guru mengoreksi jawaban siswa kemudian membahasnya bersama-sama
siswa.
Study these dialog!
Guest : Is there any room reservation?
Receptionist : Let me see, Sir. OK. We still have two double-bed rooms.
Guest : Fine. We need one double bedroom and one single
bedroom.
Guest : Yes, of course.
Receptionist : My suggestion is one double bedroom and an extra bed.
Guest : It is good idea. I get it.
Receptionist : Do you need any other thing?
Guest : No, thanks.
Guest : A few minutes later.
Receptionist : OK. The room will be ready soon. By the way, could I
have your name please?
Receptionist : I beg your pardon? Could you spell your name?
Guest : S-A-S-T-R-O M-E-R-T-H-O
Guest : You’re welcome.
bangku masing-masing.
Siswa mempraktekkan dialog dengan nyaring dan intonasi yang benar di
depan kelas secara berpasangan.
cermat.
Pertanyaan:
2. Where does the dialog take place?
3. What kind of profession that can be found in that place?
Siswa merespon perintah guru untuk membuat kalimat Activities in The
Future dengan menggunakan kosakata profesi yang ada di hotel.
3. Penutup
hambatan yang dialami selama proses pembelajaran.
Guru memberikan kegiatan tindak lanjut berupa pekerjaan rumah.
SUMBER PEMBELAJARAN
1. Textbook (Kistiono, The Bridge English Competence for SMP 1.,
Surabaya: Ghalia Indonesia, 2004)
KOMPETENSI DASAR (KD)
mengenalkan diri, membeli buku, instruksi guru, memberi reaksi spontan),
serta monolog lisan pendek yang berbentuk naratif, deskriptif dan recount.
2. Berbicara
interaksional) dalam teks yang berbentuk naratif, deskriptif dan recount.
3. Membaca
dalam teks tertulis terutama berbentuk naratif, deskriptif dan recount.
4. Menulis
Mengungkapkan nuansa makna dan langkah-langkah pengembangan
retorika yang benar di dalam teks tertulis berbentuk naratif, deskriptif dan
recount.
INDIKATOR
2. Siswa mampu memahami struktur grammar tentang Expressing Past
Events.
menggunakan jenis-jenis profesi.
4. Siswa mampu bekerja sama dengan anggota kelompoknya di dalam
mengerjakan hand out dari guru.
5. Siswa mampu mengidentifikasi jenis-jenis profesi dari penjelasan
kelompok lain.
6. Siswa mampu berbicara dengan lancar dan benar ketika memberi
pertanyaan tentang profesi kepada kelompok lain.
SKENARIO PEMBELAJARAN
1. Pendahuluan
Good
2. Kegiatan Pokok
contoh-contoh yang berkaitan dengan Expressing Past Events.
Materi:
- The pattern is : S + V2 + O / Adverb of time or place
- The time signals are: yesterday, last night, last month, a year ago, two
days
Expressing Past Events.
Siswa merespon perintah guru untuk menulis satu contoh yang telah
mereka buat di white board secara bergiliran (± 10 orang).
Guru mengoreksi jawaban siswa kemudian membahasnya bersama-sama
siswa.
berjumlah 4 orang.
Siswa menghitung dari 1 hingga 10, siswa yang menyebutkan angla 1
menjadi kelompok 1, yang menyebutkan angka 2 menjadi kelompok 2
begitu seterusnya, hingga ada 10 kelompok.
Guru membagikan handout games yang berhubungan dengan profesi
kepada masing-masing kelompok.
penjelasan dari pekerjaan itu secara berkelompok.
52
menyelesaikan games tersebut.
Siswa merespon perintah guru untuk mencari jenis profesi yang lain
berikut penjelasan dari profesi tersebut dengan teman satu kelompoknya
(min 5 profesi).
Guru memanggil satu kelompok ke depan kelas, kemudian salah satu
anggota kelompok membacakan penjelasan dari profesi yang mereka
buat. Kemudian 9 kelompok yang lain menebak apa profesi tersebut.
Kelompok yang berhasil menebak dengan benar, mendapat nilai 10.
kelompok yang paling besar nilainya mendapat reward dari guru.
3. Penutup
hambatan yang dialami selama proses pembelajaran.
Guru memberikan kegiatan tindak lanjut berupa pekerjaan rumah.
SUMBER PEMBELAJARAN
1. Textbook (Kistiono, The Bridge English Competence for SMP 1.,
Surabaya: Ghalia Indonesia, 2004)
KOMPETENSI DASAR (KD)
mengenalkan diri, membeli buku, instruksi guru, memberi reaksi spontan),
serta monolog lisan pendek yang berbentuk naratif, deskriptif dan recount.
2. Berbicara
interaksional) dalam teks yang berbentuk naratif, deskriptif dan recount.
3. Membaca
dalam teks tertulis terutama berbentuk naratif, deskriptif dan recount.
4. Menulis
Mengungkapkan nuansa makna dan langkah-langkah pengembangan
retorika yang benar di dalam teks tertulis berbentuk naratif, deskriptif dan
recount.
54
INDIKATOR
1. Siswa mampu mengidentifikasi jenis-jenis profesi yang ada di cuplikan
film.
berkelompok.
3. Siswa mampu berbicara dengan lancar dan akurat di dalam kelompoknya
ataupun di depan kelas.
4. Siswa mampu menuliskan hasil laporannya dengan benar dan jelas.
SKENARIO PEMBELAJARAN
1. Pendahuluan
Good
2. Kegiatan Pokok
Siswa dibagi menjadi 4 kelompok. Baris pertama menjadi kelompok 1,
baris kedua menjadi kelompok 2, dst.
Siswa melihat cuplikan-cuplikan film yang diberikan oleh guru bersama-
sama.
Materi:
Cuplikan pertama ber-setting di sekolah. Profesi yang ada di sekolah
yaitu students, teacher, headmaster, lecture.
Cuplikan kedua ber-setting di kapal pesiar. Profesi yang ada di kapal
pesiar yaitu ship captain, guest, waiter, chef.
Cuplikan ketiga ber-setting di hotel. Profesi yang ada di hotel yaitu
bell boy, receptionist, chef, waiter, waitress, guest. Kemudian ada
profesi lain di cuplikan ini yaitu journalist, manager, detective,
policeman.
kelompoknya.
55
Siswa mengamati cuplikan film tersebut dan membuat catatan tentang
tempat-tempat yang ada di film tersebut dan profesi apa saja yang ada di
dalam cuplikan film itu.
Hasil jawaban masing-masing kelompok dibahas bersama-sama.
Siswa menyerahkan laporannya kepada guru secara berkelompok.
3. Penutup.
hambatan yang dialami selama proses pembelajaran.
SUMBER PEMBELAJARAN
Special 2).
2. Syllabus.
Appendix 2
I. Choose the correct answer a, b, c, or d !
1. This man is skillful at cooking. He works in a restaurant or hotel.
a. chef b. waiter c. barber d. carpenter
2. This man is responsible for the safety of pedestrians. He also directs the traffic.
a. doctor b. mechanic c. postman d. policeman
3. A: Can Agus repair the car?
B: Of course, he can. He is a ________________ .
a. mechanic b. policeman c. soldier d. driver
4. His duty is to protect and to defend our country from enemies.
a. nurse b. doctor c. soldier d. carpenter
5. What do you call someone who acts in a film?
a. athlete b. driver c. singer d. actor
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a. doctor b. journalist c. mechanic d. singer
7. A: Can Neni sing a songs?
B: No, she can’t. She is not a ___________________. She is a violinist.
a. artist b. nurse c. singer d. teacher
8. What kind of job that used a whistle?
a. dressmaker b. driver c. journalist d. referee
9. Where does the farmer work?
a. In the field b. In the garden c. In the park d. In the forest
10. A hoe is need by a _____________ to do his job.
a. baker b. farmer c. carpenter d. painter
11. My father is a surgeon. He works in a _______________
a. bank b. hospital c. post office d. museum
12. I am a teacher. I want to go to _______________ to work.
a. school b. bank c. bakery d. hospital
13. Mr. Yanuar and Mr. Harahap are doctors. They work in the same _______.
a. museum b. hospital c. restaurant d. supermarket
14. My uncle is a post man. He works in the __________
a. bank b. grocery c. school d. post office
15. Father is a driver. He drives a ___________ everyday.
a. car b. train c. bicycle d. helicopter
II. Match the profession with their skills.
Professions Skills
newspaper and magazines
artist ( ) c. protecting the country
soldier ( ) d. working with tools
journalist ( ) e. carrying the guest’s luggage in a hotel
57
gardener ( ) g. examining the patients
postman ( ) h. treating plants and flower
carpenter ( ) i. drawing pictures on canvas
secretary ( ) j. serving the customers in a shop
III. Write down a suitable word for each blank!
1. He is a good ________________. He works very hard in our school garden.
2. A ________________ usually helps doctors in a hospital.
3. The food of this restaurant is delicious because the __________ is very good.
4. I must see the ____________ for my toothache.
5. A good __________________ always delivers letters early in the morning.
Write down a suitable word for each blank to complete the sentences!
Mr. Handoko is a ________________. He has a shop in a small town
outside Kendari, Sulawesi. The shop sells almost everything from sugar to
______________. School children often stop there to buy candies or
___________ on their way to and from school. Mr. Handoko does not own a car,
so he goes by _____________ to the city to buy things for his shop. He usually
has lunch at a small _______________ there. He is a very diligent man.
ANSWER KEY
I. 1. a 2. d 3. a 4. c 5. d 6. b 7. c
58
8. d 9. a
10. b 11. b 12. a 13. b 14. d 15. a
II. 1. j. serving customer in a shop 2. e. carrying the guest’s luggage in a hotel 3. i. drawing pictures on canvas 4. c. protecting the country 5. a. looking for information and writing for newspaper and magazines 6. g. examining the patients 7. h. treating plants and flower 8. b. delivering letters and parcels 9. d. working with tools 10. f. typing mails of a company
III. 1. gardener 2. nurse 3. chef 4. dentist 5. postman
1. shopkeeper 2. snacks 3. ice cream 4. motorcycle 5. restaurant
Appendix 3
1 Achmad Alfiandi 48 64
59
7 Ayu Tri A. 79 78
8 Ayu Wulan Agustianingsih 74 75
9 Candra Sanni 64 73
10 Dea Lestari 70 75
11 Diah Ayuningtyas 64 77
12 Fariz Abdul P. 64 68
13 Fety Indah Mailah 64 77
14 Firda Afrilina 88 92
15 Gita Rahmah Meilani 75 78
16 Imam Sabila 68 75
17 Iqbal Zaenal Mutaqin 73 78
18 Lina Liyani 54 77
19 Lutfi F. 64 70
20 M. Abdan Maulana 54 65
21 M. Alfa Hasyim 54 73
22 M. Azhar Rizal 71 79
23 M. Nur Rohman 71 73
24 M. Syarul R 74 75
25 Muhammad Akbar 73 75
26 Muhammad Junaidi 79 80
27 Nazuli 70 74
30 Rafi Fahjrin Azhari 80 81
31 Rasyin Shidiq Arizal 56 71
32 Reni A. 78 73
60
34 Robiatul Ada Wiyah 51 74
35 Rosy Sekar Ayu 58 64
36 Runi R. 59 75
37 Siti Khoirunnisa 70 77
38 Siti Masyitoh 71 80
39 Siti Sarah 68 70
40 Sopiah Hasibuan 71 80
41 Suci Ramadianti 81 92
42 Surabiddin 58 71
44 Tomas Arbi 50 77
45 Ulfa Verina 70 74
61
1 Achmad Alfiandi 48 64
2 Adam Mulki 77 82
3 Ade Setiawan 71 78
4 Anang Nugroho 68 74
5 Anisa Fitria 68 75
6 Arif Muhlas 64 75
7 Ayu Tri A. 79 78
8 Ayu Wulan Agustianingsih 74 75
9 Candra Sanni 64 73
10 Dea Lestari 70 75
11 Diah Ayuningtyas 64 77
12 Fariz Abdul P. 64 68
13 Fety Indah Mailah 64 77
14 Firda Afrilina 88 92
15 Gita Rahmah Meilani 75 78
16 Imam Sabila 68 75
17 Iqbal Zaenal Mutaqin 73 78
18 Lina Liyani 54 77
19 Lutfi F. 64 70
20 M. Abdan Maulana 54 65
21 M. Alfa Hasyim 54 73
22 M. Azhar Rizal 71 79
23 M. Nur Rohman 71 73
24 M. Syarul R 74 75
25 Muhammad Akbar 73 75
26 Muhammad Junaidi 79 80
27 Nazuli 70 74
62
32 Reni A. 78 73
33 Rio Triana 68 75
34 Robiatul Ada Wiyah 51 74
35 Rosy Sekar Ayu 58 64
36 Runi R. 59 75
37 Siti Khoirunnisa 70 77
38 Siti Masyitoh 71 80
39 Siti Sarah 68 70
40 Sopiah Hasibuan 71 80
41 Suci Ramadianti 81 92
42 Surabiddin 58 71
44 Tomas Arbi 50 77
45 Ulfa Verina 70 74
Pre-Test Result
= 1 + (3,3) Log 45
= 6 classes
Ratio (R) is the highest mark (H) minus the lowest mark (L).
R = H – L + 1
C 6
Interval Frequency Percentage Mid Point (Xi) F. Xi
83 – 89
76 – 82
69 – 75
62 – 68
55 – 61
48 – 54
N 45
Post-Test Result
= 1 + (3,3) Log 45
= 6 classes
Ratio (R) is the highest mark (H) minus the lowest mark (L).
R = H – L + 1
C 6
Interval Frequency Percentage Mid Point (Xi) F. Xi
89 – 93
84 – 88
79 – 83
74 – 78
69 – 73
64 – 68
N 45
Mark Classification