Contextual teaching and learning (CTL) is an
approach to teaching in which the materials and the activities are based on the
students’ prior knowledge. It
engages the students in significant activities that help them connect academic
studies to their context in real-life situations. By making these connections,
the students see meaning in schoolwork. When the students formulate projects or
identify interesting problems, when they make choices and accept
responsibility, search out information and reach conclusion, when they actively
choose, order, organize,
touch, plan, investigate, question, and make decisions to reach objectives,
they connect academic content to the context of life’s situation, and in this
way, they discover meaning. The discovery of meaning is the
central characteristic of CTL (Johnson,
2002, pp. 3-4).
On this ground, the researcher thinks that
it is necessary to conduct a research to get a true picture of another method
in teaching and learning process. And CTL has actually been promoted by
educational experts since the competency-based curriculum was first
implemented. CTL is an approach, the learning which includes in CTL are
Direct Instructions, Cooperative learning, Problem based Instruction.
Cooperative learning is one of characteristic of CTL which is learning
community. There are many kinds of methods in cooperative learning. The
researcher chooses two stay two stray strategies in her research.
Teaching
reading comprehension by means of Cooperative Learning Strategy requires
students to talk and share the
information in the text with the members of their groups. It also provides the
students with analyzing, synthesizing,
and evaluating the written text by making referential questions, such as;
“how do you know” or “why do you think so” questions. These questions stimulate
the students to think critically, to share their ideas, or to agree or
disagree. As a result, verbal summaries can be carried out by letting the
students perform or report what they have done at the end of class.
Respecting
to Two Stay Two Stray Strategy, it is one of cooperative learning strategy
which has been investigated its effects on students’ learning achievement.
Empirically, Tow Stay Two Stray is a modified form from One Stays Two Stray, as well as One
Stays Three Stray, and so on. One
Stays Three Stray is recommended by some expert to be employed in teaching
process, as Crawford et al. (2005, p. 64) stated that One Stays Three Stray can be fun for the students, because it has
the students move around, and exposes them to other faces. Students enjoy being
interviewed, and they also enjoy telling their table mates what they have
learned when they visit the other groups. If the procedure is set up properly,
students can learn to move around quickly to their new places. Jacobs et al.
(1996) proposed One Stay Two Stray as
the optional of group form.
Regardless of its formulation, Stay and Stray offers a low-threat forum
where students can exchange ideas and build social skills such as asking
probing questions. It also offers students the opportunity to learn by
teaching. It gives a description that learning also can occur within the
community, not just with instructor (Jacobs et.al, 1996).
Moreover,
employing Two Stay Two Stray Strategy in teaching Reading, the teacher assigned
an integrated teaching and learning activity with four English skills namely
reading, speaking, listening, and writing. The four skills require the students
to do much reading, speaking, listening, and writing activities in one meeting.
The students accomplish the four skills through four practices specifically Group
Discussion, Group Exchanging, Group Work, and Individual Work. In Group
Discussion, the students are divided into groups which consisted of 4 students.
Each group is given different subtopic/paragraph. Every student in group read
the subtopic/paragraph given then discusses the content of the text to the
members of her/his group.
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