CLASSROOM

MANAGEMENT
CONTEXTUAL TEACHING AND LEARNING

 1. DEFINITION OF CONTEXTUAL TEACHING AND LEARNING

 Contextual teaching and learning is an approach of learning that can’t be
separated with behaviorism and constructivism theories
COMPONENTS OF CONTEXTUAL TEACHING
AND LEARNING

 There are seven components of contextual teaching and learning that are
useful to gain success in applying it :
 1. Constructivism
 2. Inquiry
 3. Questioning
 4. Learning Community
 5. Modeling
 6. Reflection
 7. Authentic Materials
PRINCIPLES OF CONTEXTUAL TEACHING
AND LEARNING
 1. Principles of Interdependence
 2. Principle of Differentiation
 3. Principle of Self-Regulation
CHARACTERISTICS OF CONTEXTUAL
TEACHING AND LEARNING
 There are some characteristics of contextual teaching and learning that
differentiate with the other approaches.
 1. Making Meaningful Connection
 2. Doing Significant Work
 3. Self-Regulated Learning
 4. Collaborating
 5. Critical and Creative Thinking
 6. Nurturing the Individual
 7. Reaching High Standard
 8. Using Authentic Assessment
STRATEGY OF CONTEXTUAL TEACHING
AND LEARNING
 There are five strategies that proposed by Crawford :
 1. relating
 2. experiencing
 3. applying
 4. cooperating
 5. transferring
APPROACHES FOR IMPLEMENTING
CONTEXTUAL TEACHING AND LEARNING

 there are five approaches for implementing CTL. The first is problem based
learning.
 1. the problem when they are learning that integrate skills and concepts
from many contents areas
 2. The second is cooperative learning
 3. The third is project based learning
 4. The fourth is service learning
 5. The fifth is work based learning that the activity occurs in the workplace to
get the benefit for the students
CONTEXTUAL TEACHING AND LEARNING
IN PRACTICE
 Contextual Teaching and learning as an approach can be applied in some
language skills such as speaking and writing.
BENEFITS OF CONTEXTUAL TEACHING
AND LEARNING
 Contextual teaching and learning as a concept that helps the teachers and
students relate the meaning through prior and new knowledge to get new
understanding.
CONCLUSION

 Contextual teaching learning is an approach that is done derived from

combination of behaviorism and constructivism theories.
COMMUNICATIVE LANGUAGE TEACHING

 A. HISTORY
 B. PURPOSE
 C. CHARACTERISTIC
 D. PROCEDURES
 E. SOME TECHNIQUES INVOLVE IN CLT
 F. CONCLUSION
AUDIO LINGUAL METHOD (ALM)

 A. DEFINITION
 Technically, the Audio Lingual Method (ALM) was supported by the appearance on
the market of a large variety of mechanical aids, such as tape recorder and
language laboratories.
PRINCIPLES

 1. Language learners are able to comprehend the foreign language when it is

spoken at normal speed and concerned with ordinary matters,
 2. Language learners are able to speak in acceptable pronunciation and
grammatical correctness,
 3. Language learners have no difficulties in comprehending printers materials,
 4. Language learners are able to write with acceptable standards of
correctness on topics within their experience.
ROCPEDURE

 1. The language teacher gives a brief summary of the content of the dialogue.
 2. The language learners listen attentively while the teacher reads or recites
the dialogue at normal speed several times.
 3. Repetition of each line by the language learners in chorus is the next step.
 4. Repetition is continued with groups decreasing in size, that is, first the two
halves of the class, then thirds, and then single rows or smaller groups.
 5. Pairs of individual learners now go to the front of the classroom to act out
of the dialogue.
TECHNIQUES

 1. Repetition drill
 2. Substitution drill
 3. Question-and-answer drill
 4. Expansion drill
 5. Clause combination drill
 6. Background build-up drill ( or back chaining)
 7. Chain drill
 8. Completion
 9. Use of minimal pairs
THE STRENGTHS AND THE WEAKNESS

 1. The strengths of Audio Lingual Method (ALM)

 2. The weaknesses of Audio Lingual Method (ALM)
CONCLUSION

 The Audio Lingual Method has been explained in detail. The Audio Lingual
Method (ALM) is a method which was introduced in the United States of
America (USA) in 1940s. The method was accepted by people in other
countries and introduced in Indonesia in 1960’s.
THINK – PAIR – SHARE

 Think – pair –share (TPS) is a collaborative learning strategy in which students

work together to solve a problem or answer a question about an assigned
reading.
Benefits

 The think-pair-share strategy is a versatile and simple technique for

improving student’s reading comprehension.
Create and use the strategy

 1.Think : teachers begin by asking a specific question about the text.

 Students “think” about what they know or have learned about the topic.
 2. Pair : each student should be paired with another student or a small group.
 3. Share : students share their thinking with their partner. Teachers expand
the “share” into a whole – class discussion.
Variation

 This provides teachers with the opportunity to see whether there are
problems in comprehension. Teachers can create a Read – write – Pair – Share
strategy in which students :
 1. R : Read the assigned material
 2. W : Write down their thoughts about the topic prior to the discussions
 3. P : pair up with a partner
 4. S : Share their ideas with a partner and/or the whole class.
EXPLORATION, ELABORATION,
CONFIRMATION

 Exploration, elaboration, confirmation or well known as EEC, is a sequence of

teaching procedures officially issued and suggested in the Indonesia’s
Education Minister Decree ( Permendiknas ) No. 41 in 2007 as one of the
standards of process in teaching and learning.