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• W2576482644 abstract ". Students memorized facts, figures, names, dates, places, and events; studied subjects in isolation from one another; and drilled in rote fashion to acquire basic writing and computing skills. Students found it difficult to hold meaning from the subject given traditionally, whereas, in Contextual Teaching and Learning (CTL) Approach, students will hold meaning more easily. Context gives meaning to content. This leads to the mastery of knowledge and skills. Many teachers claim to have applied CTL in their classes. Yet, the implementation is not very successful. It is, therefore, necessary to know the true picture of the implementation of CTL. The study was conducted in SMPN 6 since the researcher had a teaching practice there and she found that the teachers claimed they applied CTL; however, the students looked bored. This attempted the researcher to conduct further research on that matter. This study was intended to describe the implementation of CTL in the teaching of English at SMPN 6 Malang with a focus on the implementation of the CTL components, i.e. (1) constructivism, (2) inquiry, (3) questioning, (4) learning community, (5) modeling, (6) reflection, and (7) authentic assessment.  This design of this study is descriptive. The subjects of the study were 2 English teachers and 80 students of SMPN 6 Malang. The instruments of this study were field notes, observation checklist, interview guide, questionnaire, and document checklist.  The findings show that the teachers under study implemented CTL in their teaching. However, they did not apply CTL components evenly. Some components were applied more frequently than others. Constructivism, questioning, learning community, and modeling were frequently applied. While, inquiry, reflection, and authentic assessment were seldom employed due the time limited, so the teachers skipped them. It was concluded that the implementation of CTL was not optimal because some CTL components were neglected.   Based on the findings, some suggestions were given to make the implementation of CTL, especially in the teaching of English effective and optimal. They were: (1) the English teachers are suggested to develop students’ tasks with CTL based and manage their teaching activities so that there is sufficient time to cover CTL components, (2) the English Department students should be able to use the strengths and the weaknesses of CTL to develop ways to make CTL optimally implemented and effectively achieved the teaching objectives, (3) other researchers are suggested to conduct further researches concerning different subjects or focus of study. They can use these findings as a basis to conduct their research." @default.
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• W2576482644 date "2009-03-23" @default.
• W2576482644 modified "2023-09-26" @default.
• W2576482644 title "The Implementation of Contextual Teaching and Learning (CTL) Approach in the Teaching of English at SMPN 6 Malang" @default.
• W2576482644 hasPublicationYear "2009" @default.
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