The Implementation of Contextual Teaching and Learning on English Grammar Competence

Aziz, Imam Nur; Dewi, Yuli Ani Setyo

doi:10.31538/alsuna.v2i2.392

Cited by 4 publications

(4 citation statements)

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“…The contextual approach aids instructors in connecting the learning materials with real-life situations relevant to the usage/implementation of the learned material. This approach is applied in language teaching by providing tailored examples of language use and connecting them to real-life contexts, allowing students to discover meaning in the learning process (Aziz & Dewi, 2019).…”

Section: Discussionmentioning

confidence: 99%

Meaning-Focused Instruction (Mfi) vs. Form-Focused Instruction (Ffi): Metareflection on Bipa Grammar Learning

Pangesti,

Prihatini,

Widodo

2023

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The purpose of this research is to explore the beliefs of BIPA (Indonesian Language for Foreign Speakers) instructors and learners regarding grammar instruction. This research is a descriptive-quantitative study. The subjects consist of 10 BIPA instructors and 20 BIPA learners from UPT BIPA Muhammadiyah Malang University, CIS BIPA State University of Malang, IAIN Surakarta Language Center, and UPT BIPA State University of Medan. The research data include quantitative and qualitative data related to the beliefs that BIPA instructors and learners regarding the instructional framework for grammar learning. Data were collected through a questionnaire adapted from Burgess and Etherington (2022) and interviews. The data were then analyzed using descriptive statistics and qualitative analysis, referring to the beliefs of BIPA instructors and learners regarding grammar instruction. The data analysis results showed that there are differences in beliefs between BIPA learners and instructors regarding the instructional model for teaching Indonesian grammar. BIPA learners believe that Form-Focused Instruction (FFI) is more effective in mastering Indonesian grammar because it focuses on rules and is taught explicitly and deductively, allowing learners to directly understand the target language rules. In contrast, instructors believe that Meaning-Focused Instruction (MFI) is the most suitable instructional model for teaching Indonesian grammar because it focuses on communicative aspects and taught implicitly and inductively, enabling learners to better apply the target language rules. To accommodate these differences in beliefs, an instructional model is needed to accommodate it with the following stages: (1) exposure, (2) formulation of grammar rules, (3) reinforcement of grammar rules, and (4) the use of grammar rules.

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Section: Discussionmentioning

confidence: 99%

Meaning-Focused Instruction (Mfi) vs. Form-Focused Instruction (Ffi): Metareflection on Bipa Grammar Learning

Pangesti,

Prihatini,

Widodo

2023

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“…One way to improve critical thinking skills is to use contextual learning methods or role playing. Contextual learning is a learning concept that helps teachers relate the material they teach to students' real situations and encourages students to have a relationship between their knowledge and everyday life (Aziz & Dewi, 2019). Through context-based learning students have full awareness of what they choose or what they are engaged in while studying (Arianto, 2011).…”

Section: Contextual Learning/ Role Playingmentioning

confidence: 99%

The Importance Of Critical Thinking Skill To Vocational Students: Strategies And Benefits

Mardatillah,

Prayudha.S

2024

VCT

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Critical thinking is one of the skills that are emphasized in 21st-century learning. This ability aims to make students competent at finding solutions and innovations to every problem they face in everyday life. Critical thinking teaches students to be prepared to be tough individuals and to find solutions to challenges that occur in their surroundings. Therefore, this study aims to explain how to promote the critical thinking skills of vocational students through various strategies and activities that can develop critical thinking skills as well as benefit learning. This research was carried out using qualitative methods through a library approach. The data in this study were obtained by collecting information from various sources, such as articles, books, and journals related to the application of critical thinking in learning, as well as documentation. Data analysis was carried out in three stages: data reduction, data display, and conclusions. Teachers can develop students' critical thinking skills in a variety of fun ways, both individually and in groups. Through improving critical thinking skills, students can become tough individuals who are ready to become responsible problem solvers. Teachers need to improve students' thinking skills by providing activities that can solve problems so that students can be more courageous in providing ideas and innovation from the activities they carry out. Keywords:Critical thinking; vocational; strategies; benefits. AbstrakBerpikir kritis merupakan salah satu kemampuan yang ditekankan pada pembelajaran abad 21. Kemampuan ini bertujuan agar siswa memiliki kompetensi yang baik dalam mencari solusi dan inovasi dari setiap permasalahan yang mereka hadapi dalam kehidupan sehari-hari. Berpikir kritis mengajarkan peserta didik untuk siap menjadi individu yang tangguh dan solutif terhadap tantangan yang terjadi dilingkungan sekitar. Oleh karena itu, penelitian ini bertujuan untuk menjelaskan bagaimana mempromosi kemampuan berpikir kritis siswa vokasi melalui berbagai strategi dan kegiatan yang dapat mengembangkan kemampuan berpikir kritis serta benefits dalam dalam pembelajaran. Penelitian ini dilaksanakan dengan menggunakan metode kualitatif melalui pendekatan kepustakaan. Data dalam penelitian ini didapatkan melalui pengumpulan informasi dari berbagai sumber seperti artikel, buku dan jurnal yang berkaitan dengan penerapan berpikir kritis dalam pembelajaran, serta dokumentasi. Analisa data dilakukan melalui tiga tahap yaitu data reduksi, data display, dan kesimpulan. Guru dapat mengembangkan kemampuan berpikir kritis siswa melalui berbagai cara yang menyenangkan baik secara individu maupun berkelompok. Melalui peningkatan kemampuan berpikir kritis siswa bisa menjadi individu yang tangguh dan siap menjadi problem solver yang bertanggung jawab. Guru perlu untuk meningkatkan kemampuan berpikir siswa secara baik melalui pemberian aktivtas yang dapat memecahkan masalah sehingga siswa dapat lebih berani dalam memberikan ide dan inovasi dari kegiatan yang mereka lakukan.Kata Kunci: Berpikir kritis; vokasi; strategi; manfaat.

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“…Therefore, the educator must provide the learners' opportunity to practice their speaking skills (Kuśnierek, 2015). The educator is one of reason in increasing students' performance and competence (Aziz & Dewi, 2019b). Teachers can be difficulty conveying the materials and there is no creative impression without it.…”

Section: Introductionmentioning

confidence: 99%

The Use of Powerpoint as Media of Language Teaching on Students’ Speaking Skill

Aziz¹,

Dewi

2020

HSSR

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Purpose of the study: Powerpoint is one of the communication tools which used to presenting learning material, and this article aims to know the use of PowerPoint as media that can improve students’ speaking skill. Methodology: The researcher uses the Pre-experimental method one group Pretest-Posttest design by regulating pretest to measure the subordinate variable, test treatment, and regulating posttest. Main Findings: The result shows that posttest frequency is higher than pretest frequency by compering median 12.6> 12.2. it means that PowerPoint provides video, audio, animation, slideshow, etc. can improve students’ speaking skills. Applications of this study: The population in this research are all of the students of MA Al-Asyhar Bungah Gresik with 20 social learners and 23 science learners class. Novelty/Originality of this study: Media makes the students more understand, the instructor must prepare the exciting material, by using interesting media it helps students more understand. Because the use of media will stimulate students' understanding, the teacher can use interested and straightforward media which can make them focus on the material.

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The Implementation of Contextual Teaching and Learning on English Grammar Competence

Cited by 4 publications

References 0 publications

Meaning-Focused Instruction (Mfi) vs. Form-Focused Instruction (Ffi): Metareflection on Bipa Grammar Learning

Meaning-Focused Instruction (Mfi) vs. Form-Focused Instruction (Ffi): Metareflection on Bipa Grammar Learning

The Importance Of Critical Thinking Skill To Vocational Students: Strategies And Benefits

The Use of Powerpoint as Media of Language Teaching on Students’ Speaking Skill

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