The Procedure of Contextual Teaching and Learning
The Procedure of Contextual Teaching and Learning
The classroom organization does not deal directly with materials, methods, or approaches to improving vocabulary, yet without good classroom organization and classroom management, reading instruction may be totally in effective.
The writer also believe the CTL applied to senior high school students still has to get more direction from the teacher. Hence, the students might have opportunity to arrange the chairs and Tables in order to have communicative class using a CTL in the class room after they get instruction from the teacher.
Learning Steps
1.               Opening
-                 The teacher do greeting and lead praying
-                 The teacher asks the students condition and fill out attendance list
-                 The teacher explains the competence which must be reached by students
2.            Main activity
-                 The teacher do a question and answer to build the student’s curios
         (Constructivism)
-                 The students divided into some groups (Learning community)
-                 The teacher give assignment to students to do observation (Inquiry)
-                 The students fill out the assignment (Inquiry)
-                 The student do presentation about the result of observation (Modeling)
-                 The student discuss about the result of observation (Questioning)
-                 The students collect the assignment to the teacher
3.            Closing
-                   The teacher reviews the material (Reflecting)
-                   The teacher gives the score for activity (authentic assessment)
-                   The teacher lead praying and say good bye

2.      Assessment of Vocabulary through Contextual Teaching and Learning.
Nation describes a range of ways of testing word part knowledge. The goal of such diagnostic testing is to find out what learners know and what needs to be learned.
The assessment of Vocabulary through Contextual Teaching and Learning is how the students’ understand words in meaning, use and form and then they can relate those words around them.
3.      The Advantages and Disadvantages of  Using Contextual Teaching and Learning
Excess
1. Learning becomes more meaningful and real. This means that students are required to grasp the relationship between the experience of studying in school to real life. It is very important, because with can
connect material found with real life, not only for the students the material that will work functionally, but the material learned will be embedded firmly in the memory of students.
 2. Learning more productive and able to foster the strengthening of the concept to the students because the learning method adopted CTL flow constructivism, in which a student is led to find his own knowledge. Through the foundation of philosophical constructivism students are expected to learn through "experience" instead of "memorizing".

Weakness
1. Teachers are more intensive in the lead. Because the CTL method. Teachers no longer serves as a center of information. The task is to manage the classroom teacher as a team that works together to discover new knowledge and skills for students. Students are viewed as a developing individual. One's learning ability will be influenced by the level of development and breadth of experience he has. Thus, the teacher's role is not as instructors or "ruler" that forces the will but the teacher is supervising students so they can learn according to the stage of its development.
2. Teachers provide opportunities for students to discover or implement their own ideas and invite students for being aware and consciously use their own strategies for learning. But in this context of course teachers need extra attention and guidance to students for learning purposes in accordance with what was originally applied.
Source : My thesis

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