A Case Study Of "Ctl" Approach Implementation for The English Teaching in The 7-I Graders Of SBI in SMPN 1 Gresik

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Mushthoza, Dina Amaliyah (2009) A Case Study Of "Ctl" Approach Implementation for The English Teaching in The 7-I Graders Of SBI in SMPN 1 Gresik. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Official URL: http://digilib.uinsby.ac.id/id/eprint/7885

Abstract

English, one of the international languages, is used by most of the countries over the world in many aspects of life. It is used as a medium of transferring knowledge in line with the development of science and technology. This becomes a reason why English is taught in the school earlier, and also for teenagers. But typically, they have a low awareness of the social skill basic to cooperative interaction. So, that why English is not easy to be taught. Teacher has to find out a motivating and meaningful approach for teaching English. It is expected that CTL can help teacher create the meaningful learning. It stands for Contextual Teaching and Learning.A learning process relates a subject matter with student concrete life. Some of its strategies are emphasized to problem solving; students’ become independent learners, and having a relationship with learners’ home, school, and society.This presented study considers that it is important to describe how CTL approach is conducted in English teenagers’ class. It focuses on describing the teaching instruments used by the teacher, the implementation of CTL component for the English teaching, the problem which might arise, and the effect of using CTL for the students. SMPN 1 Gresik is a model of CTL implementation from Junior High Schools in Gresik. It conducted CTL earlier than other schools. How CTL approach can be applied in the classroom and appropriates for the students, it can be seen from the activities. It is the interesting thing from the school. Based on those objectives, this case study was conducted qualitatively. The English teaching learning process, the teacher, and the students in the seventh grade of SMPN 1 Gresik were observed and interviewed to collect the data. The documentation of teacher’s teaching instruments, some classroom activities photos, students’ score, were collected to support the data. Those were done to get the information about the teaching instruments used by the teacher, the implementation of CTL component for the English teaching, the problem which might arise, and the effect of using CTL for the students. Finally, the finding of the study indicates that: 1) Teacher had prepared the teaching instruments before implementing CTL approach. Those are: syllabus, lesson plan, minimum completeness criteria, and semester program. In implementing CTL, the teacher used some steps which include in I-CARE. The CTL’s components were implemented in each step. Teacher uses not only book and environment as the source, but also cassette and internet programs, 2) Teacher has implemented the CTL components properly according to each component focused, those are: Constructivism, Inquiry, Modeling, Questioning, Reflection,
Learning Community, and Authentic Assessment, 3) Teacher has some problem when implementing CTL approach in English teenagers’ classroom, time is limited, so teacher can not drill students maximally, and students had less attention to the lesson, 4) The effect of CTL approach implementation, students achieved better in doing their teacher’s instructions, task, project, and performance. It focuses on students’ interest, students’ are motivated, and
students’ understanding. It means that, CTL approach is effective to be implemented for teenagers’ English classroom, especially in Junior High School.