"Dr. Johnson's book is far more than a how-to guide for constructing meaningful learning activities for students. It is the definitive treatise on the fundamental. book, Contextual Teaching and Learning: A Primer for Effective. Instruction, on which this fastback is based. Sears consults with teachers and counselors and is . Wisconsin Bookwatch Source: April , Page 10 "This book serves as an excellent guide to Contextual Teaching and Learning Elaine b Johnson - PDF.
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Contextual Teaching and Learning book. Read 13 reviews from the world's largest community for readers. Ketika murid dapat mengaitkan isi mata pelajaran . PDF | This article reports a study on the implementation of contextual teaching and learning The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted novel situation—one that has not been. Contextual Teaching and Learning Elaine b Johnson - Download as PDF File Federal Bureaucracy Answer Key [PDF] Believing In God Member Book Beth.
The Development of High School Physics Learning Module on Wave Subject Zulherman Zulherman Abstract This research is aimed to develop high school physics teaching materials that can provide independent learning to high school students in Physics learning, in accordance with the demands of the curriculum. The research applied research development methods. The development of physics learning module with contextual approach was implemented in several stages, the first is analysis, the second is feasibility test, and the last is field trial. The instruments consisted of needs analysis questionnaire, validation sheet of feasibility test, and validation sheet of the test results. The module developed was validated by senior physics teachers in several high schools in Jakarta. Physics learning module with contextual approach on wave material already has correct components, and it is feasible to be used as a companion module. Astuti, I.
Thousand Oaks: Corwin Press, Inc. McDonough, J. Oxford: Blackwell Publishers Ltd. Nurhadi, Yasin, B. Malang: Universitas Negeri Malang. Sears, S. Smith, B. Instructional strategies in family and consumer science: Implementing the contextual teaching and learning pedagogical model. Journal of Family and Consumer Sciences Education, 28 1 , Spratt, M. The TKT Courses. Cambridge: Cambridge University Press.
Sudjiono, A. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. In contrast, in a and learning approach in a writing class contextual or constructivist classroom, the 13 Satriani, et al.
The construct their writing, helping students to above statement appears to indicate that they solve their problems, providing ways for participated actively in the writing class. Further explanation do on your holiday?
When did you do your holiday? For about what happened in the past.
In doing that activity, the students thinking ability. For the students, were motivated to follow teacher instruc- questioning activity is defined as the tions. That is supported by Johnson , p. The data from observation show one of CTL characteristics.
Besides, in the second One of the contextual teaching and learning meeting students were able to organize their principles is questioning. Depdiknas diagram events and create diagram events 14 Indonesian Journal of Applied Linguistics, Vol.
Furthermore, in another Even they could finish their writing. The student understand about first person and third statement was shown by her asking in L1 , person point of view. Can you explain it?
It can be seen when the of language study well beyond the limits of materials about expressions were used in the the second language classroom. Similar to recount text; they were familiar for the the statement above, students should be students, and therefore, the students accustomed to solve their problems and find comprehended them easily. When reviewing something beneficial for them.
It was also shown in the first Providing ways for students to discuss or meeting; the students were able to create a interact with their friends brief text about their holiday or vacation. The students in the writing class could enjoy Moreover, they were able to answer the working in group, especially when the questions referring to the materials that were teacher gave stamp for the three groups that given in the class.
They could The data obtained show that CTL cooperate and discuss with their friends in approach can help students to construct their group. It can be shown from the observation writing. Besides that, students to other situation, and if they want that could cooperate with their partners to information become their own. CTL classroom, teachers always did the learning activity in some learning groups Helping students to solve their problems Depdiknas, Similarly, learning Based on the observation data, students tried community concept suggests that learning to be creative to write down their answers results should be obtained from cooperating next to the text, gave various colors, and with other.
Learning results also were gained underline the word using coloring markers. Then, when the students did not know some In this study, learning community had words in English, they directly opened the been implemented. In learning community, dictionary. It also happened when one not only does the teacher teach the students, student got stuck to reconstruct the text, but the teacher also listens to information other students helped her to revise the text.
It can be seen from the themselves about the material they had observation conducted by the researcher that learned. Then, they were what they had learned.
The realizations in enthusiastic to help their friends and share the form of journal and direct statements their papers, although the students should about what they have learned in that day, accomplish the task with their pairs.
It also discussion, and paper or text.
It is discovered that there were some advantages good, right? Reflection recount text; 4 helping students to solve was beneficial for students in writing their problem; 5 providing ways for process. From the data obtained from obser- In the interview session, students felt vation sheet and teacher field notes, in the REACT strategies could increase their end of the lesson, students were shown to knowledge in how to write a good text.
It the materials, the students responded well. They activities in the class. The students also also said it was effective because they mentioned some expressions in recount text understood the grammatical roles, and they and what they had learned in the class.
The CTL approach helped the students In learning to write, students enjoyed to infer and reflect the lesson as shown by and could solve their problem, when they how the representative of each group came worked in group.
Students felt that cooperative new knowledge. In addition, students felt strategy was an interesting learning style. Chapter 2. The further explanation about In addition, reflection was beneficial for teaching strategies used were explained students in writing process.
The students below. Based on the because I was once taught grammar by my observation, the students were able to link teacher, then I got , but the next day their new knowledge and understand easily when I learned the new materials and the what they should do in the lesson.
According to mination. So, a teacher and students should the previous data, the students discover the review the materials. It can be seen in the first time writing. The progress of their writing has students write a recount text, they can learn been assessed from the first to the end of from their mistakes in grammatical roles, their writing products.
Moreover, In contextual approach one strategy relates in this research the students increased their to another. It is discernible that relating writing ability and they could construct a connects new information to life experiences neat recount text, which shows the or prior knowledge that students bring them grammatical improvement from students in to the classroom.
Teachers can overcome the writing class. This strategy is called experiencing. Data and discussion from observation In experiencing strategy, students learn The sources of data from observation were by doing through exploration, discovery, and observation sheets and teacher field notes.
It can be seen The observation sheets and field notes by looking at students were able to create consist of the activities conducted by the diagram events independently and organize teacher during the pre activities, whilst the drafting of the recount text from their activities, and post activities session. Based diagram events. In this strategy, students on the data gained from seven meetings in were also able to work in pairs to analyze the the writing class, there were some teaching text in terms of linguistic features and strategies which are proposed by Crawford generic structure.
In the class hands-on such as relating, experiencing, experiences can include the use of 17 Satriani, et al. Relating with that, the discussion genre. It suggests that the students can apply model to the students. In line with that, the concepts when they are engaged in hands modelling is one of the CTL components. From results, Modelling in this approach suggests there it can be seen that when the writing process are some knowledge or skills to be model for was conducted, students comprehended the the students.
In this research, the teacher materials easily. So, they could construct gave a recount text which relate with their their text with minimum mistake. Then, real lives, some slides about elements of when reviewing the materials, the students recount text and the expressions that used in responded correctly. Then, students said learning writing key word.
The exercises that are one model. Model can be designed through realistic and authentic can motivate students involve the students.
As implemented in this to learn academic concept in a deeper level research, students asked to give examples of understanding. In teaching writing, In applying strategies, the tasks were Hillocks cited in Hadley, has designed to be interesting, different, and discovered that using model of good writing varied. The aim is to provide students with a in writing instruction provide mixed results, wide variety of tasks to engage in and ensure with some studies showing benefits and that the tasks have some engaging, novel, others showing no significant differences interesting, or surprising, features.
For between groups. In comprehensive information can be beneficial addition, Pintrich and Schunk also at all grade levels.
The students can read it, deconstruct that have meaning in the real world. Derewianka, in Emilia, Related Accordingly, students also develop their to the statement above, Emilia knowledge through their active participation mentioned that the activities in modelling in the teaching and learning process.
In this stage, the Cooperating students used their knowledge in a new Cooperating is the most effective strategy to context. Students cannot make of the students tried to open their previous significant progress in a class when they text and revise their text in the transferring work individually.
On the other hands, stage. In this strategy, the students used their students working in small groups can handle knowledge in a new context.
It means students who in group. To support the findings context of sharing, responding, and commu- above, in the transferring stage the students nicating with other learners in a writing could construct the neat recount text by process Crawford, Most of the looking a the previous text in the portfolio. It can be to create a variety of learning experiences seen from the data findings, working in with a focus on understanding rather than group can make students confident to ask memorization.
Data and discussion from interview According to Johnson and Johnson The interview results revealed teaching , cooperative learning has established strategies used and the benefits of CTL. The guidelines to help teachers avoid the teaching strategies used in CTL approach to negative conditions and create environments, teaching writing were relating, experiencing, in which students may be expected to learn applying, cooperating, and transferring concepts at a deeper level of understanding.
Crawford, The further strategy used After the guidelines were implemented in was authentic assessment. Relating strategy this research, the students could interact was used to link a new concept to something while completing assignments, learn to use completely unknown to students Caine and interpersonal and small group skills, Caine, To learning groups discuss how well the group support that statement, in the interview functions.
The other fact of cooperative session the students told that this strategy learning can be counterproductive. For was effective to teach writing because they example, some students may not participate could write about their experience.
The students could con- struct new knowledge with hand-on 19 Satriani, et al. The students stated that this strategy documents could improve their knowledge through the teacher who gave the text model to the The written documents that were used in this students.
In some teacher gave the example. The students agreed that their progress. In relating strategy, as it was the effective way to teach writing was to do the first time the students wrote a recount many practices in writing, especially writing text, they made a few mistakes in gramma- about their experiences.
Similar to that tical roles, punctuation, and spelling. In this strategy, the students were able to Cooperating can help teacher avoid apply the new concepts, which they gained some negative conditions and create envi- in the previous stages, into a recount text.
In this strategy, writing. In this study in group.