CTL & TLC dalam English Language Training I Made Sujana the University of Mataram
Topik Pembelajaran? Contextual Teaching & Learning (CTL)? Teaching Learning Cycles (TLC)? CTL & TLC dalam ELT?
Pendidikan dan Pembelajaran: SUATU PROSES TENTANG APA YANG DILIHAT, DIDENGAR, DIRASAKAN, DIALAMI, DETIK DEMI DETIK, DARI HARI KE HARI SEPANJANG TAHUN
Pembelajaran Harus Dirancang dengan Menerapkan Multi Metode Multi Media Multi Evaluasi
Pembelajaran Kontekstual? Konsep belajar dimana guru menghadirkan dunia nyata ke dalam kelas dan mendorong siswa membuat hubungan antara pengetahuan yang dimilikinya dengan penerapannya dalam kegidupan mereka sehari-hari; sementara siswa memperoleh pengetahuan dan ketrampilan dari konteks yang terbatas, sedikit demi sedikit dan dari proses mengkonstruksi sendiri, sebagai bekal untuk memecahkan masalah dalam kehidupannya sebagai anggota masyarakat
Tujuh Komponen Utama CTL Konstruktivisme Menemukan Bertanya Masyarakat Belajar Pemodelan Refleksi Penilaian Sebenarnya Sbg. filosofi Sbg. strategi belajar Sbg. keahlian dasar Sbg. pencipt. lingk. bel. Sbg acuan pencap. komp. Sbg. langkah akhir belajar Sbg. cara penilaian HB
Konstruktivisme (Constructivism) Knowledge is constructed gradually The result will be expanded through limited context and is eventually developed. Students construct what they have in mind Relate the lessons in class to what is available in their real lives. Materials are suitable to their knowledge, prior knowledge and individual learning style Teacher functions as a facilitator helping students solve their problems in learning.
Menemukan (Inquiry) Every subject contains phenomena. Cycles of Inquiry: Observation Questioning Hypothesis Data gathering Conclusion
Bertanya (Questioning) Questions can come from teacher or students Questions can raise students interest, motivate them, and lead to attract their attention to the phenomena observed. Teacher s questions can guide and judge the students. Reason for asking questions to know the student s knowledge, to raise student s curiosity, to focus student s attention to the objective of teaching and learning, to stimulate student s response, to initiate further questions, to review the previous lesson, to find out whether students have understood or not the lesson presented
Masyarakat Belajar (Learning Community) a group of students having relatively the same needs to solve the problem, set the concept together, answer questions in various ideas to reach the same concept or any other relevant activities. Characteristics of LC Speak and Share Ideas Collaborate with others to create learning that is greater than if we work alone
Pemodelan (Modelling) Modelling can take the forms of action, exemplification, or demonstration. Modelling can be from a teacher, students, videos, tapes, or other resource person
Refleksi (Reflections) Reflection can be done by the teaching regarding learning constraints, students motivation, interesting and challenging tasks, and ways to help students learn to improve learning quality Students reflection can be responses to events, activities or knowledge they have just gained. The teacher may ask questions, impression and suggestion about the lesson The teacher can exhibit students work on the wall in the classroom or write it on their diaries or journals.
Penilaian Sebenarnya (Authentic Assessment) Assessment is the ongoing process of gathering and analysing evidence of what a student can do. The uses of multiple forms of assessment that reflect students learning achievement, motivation, and attitudes on instructionally-relevant classroom activities Some conditions to be considered: the assessment should measure students knowledge and language skill, language knowledge and skill need to be applied, product assessment is the result of student s work or performance, student s tasks should be relevant and contextual, and both process and product can be assessed proportionally equal.
Characteristics of Authentic involving real experiences, Assessment making use of the existing human resource and equipments, there is a chance to get information, students are engaged in relevant activities, there is an effort and an exercise, including self-assessment and reflection, identifying student s strength and weaknesses, clear assessment criteria, constructive answer, students think more deeply, meaningful and challenging tasks related tasks between language skill and knowledge, it needs collaboration and cooperative learning, focusing on objectives, etc.
Forms of Authentic Assessment: an interview measuring speaking skill and questioning, an expression or story telling, a piece of writing or poetry writing, an oral and a written report, rubric or scale, teacher s observation sheet, portfolio or student s worksheet, role play, drama and simulation, discussion or debate, etc
TEACHING & LEARNING CYCLES The teaching and learning activities consists of a number of stages which the teacher and students go through so that students gradually gain independent control of a particular text type. Each stage is designed to achieve a different purpose within the cycle. Each stage, therefore, associated with different types of activities.
When a text type and its context are being introduced for the first time, the teacher and the students go through all of the stages. It is possible to enter the cycle at any point. It is also possible at any time to return to activities from earlier stages of the cycle if the students need revision or further practice in order to progress.
STAGES IN TLC Building Knowledge of the Field (BKOF) Modeling of the Text (MOT) Joint Construction of the Text (JCOT) Independent Construction of the Text
BKOF In this stage students: are introduced to the social context of an authentic model of the text-type being studied explore features of the general cultural context in which the text-type is used and the social purposes the text-type achieves explore the immediate context of situation by investigating the register of a model text which has been selected on the basis of the course objectives and the learner need
MODELLING & DECONSTRUCTING THE TEXT In this stage students: investigate the structural pattern and language features of the model compare the model with other examples of the text-type
JOINT CONSTRUCTION OF THE TEXT In this stage: the students begin to contribute to the construction of whole examples of the texttype the teacher gradually reduces the contribution to text construction, as the students move closer to being able to control the text-type independently
Joint construction activities include: teacher questioning, discussing and editing whole class construction, then scribing onto board or OHT skeleton texts jigsaw and information gap activities small group construction of texts dictogloss self-assessment and peer assessment activities Diagnostic assessment is critical at this stage as the teacher must decide whether are ready to move to individual functioning or whether they need to undertake further work at the text modelling or joint construction stages.
INDEPENDENT CONSTRUCTION OF THE TEXT In this stage: students work independently with the text learner performances are used for achievement assessment
Independent construction activities include: listening tasks eg comprehension activities in response to live or recorded material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions speaking tasks eg spoken presentation to class, community organisation, workplace, etc listening and speaking tasks eg role plays, simulated or authentic dialogues reading tasks eg comprehension activities in response to written material such as performing a task, sequencing pictures, numbering, ticking or underlining material on a worksheet, answering questions writing tasks which demand that students draft and present whole texts
BAGAIMANA UNSUR- UNSUR CTL TERAKOMODASI DALAM MODEL TLC?
SUMBER BAHAN Rangkuman dari beberapa buku, journal articles, handout worshop