Implementation of Contextual Teaching and Learning (CTL) approach in teaching English to kindergarten: A case study at year two of TKA plus Darul Ulum Majalaya Bandung

Nur'aeni, Nia (2009) Implementation of Contextual Teaching and Learning (CTL) approach in teaching English to kindergarten: A case study at year two of TKA plus Darul Ulum Majalaya Bandung. Diploma thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

This research aims at: (1) knowing the effectiveness of Contextual Teaching and Learning (CTL) approach in developing students' achievement (2) revealing students' responses toward learning English by using Contextual Teaching and Learning (CTL) approach (3) finding out the effectiveness of Contextual Teaching and Learning (CTL) approach in developing students' motivation in learning English. The research used qualitative study implementing case study method. To collect the data writer used (1) observation (2) interview (3) Questionnaire (4) documentary study. To implement Contextual Teaching and (CTL) approach, lesson plan designed for eight meeting @ 60 minutes for each topic: Introduction, Alphabet, Part of body, Fruits, Animals, Color, Let us sing, and daily activities. This research explored students' responses, achievement, and their motivation in learning English by CTL usage. It was conducted at TKA Plus Darul Ulum Majalaya Year Two of odd semester that consist of nine unique students. This research found some findings (1) implementation of Contextual Teaching and Learning (CTL) approach usually related to students' empiric world, it made students highly participate, and create fun learning environment, which makes students enjoy (2) there were more of positive response that was given by students (3) concrete material, joyful learning activities and repetition develops students' achievement, because it was difficult for them to memorize the vocabulary in abstract concept. (4) The variety of medium, activities, and joyful learning developed students' motivation to learn, because they only learned all of interesting thing, and it made them anxious to present next meeting waiting for new surprise. As the conclusion, CTL is effective to be implemented to kindergarten students. Students gave positive responses, because of fun learning activities and rich classroom with various media. Furthermore, students showed good achievement and their motivation to learn English was increase. Finally, writer expected teacher to use CTL approach that will bring students to new learning situation, which is meaningful, fun, and full of challenge that will useful for their future.

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