1. 2nd Group
1. Karimatul Aghna (1305085008)
2. Anggi Aisyadatina (1305085011)
3. Zella Lisa (1305085024)
4. Papassa Benne (1305085025)
5. Aim Matul Amaliah (1305085035)
6. Dzunie Masruroh (1305085036)
A Pagi
2. effective teaching and learning
What ?
Why ?
1. Constructivism
2. Questioning
3. Inquiry
4. Learning Community
5. Modeling
6. Reflection
7. Authentic Assessment
Source : indolearn.blogspot.com
5. DISCOVERING SOMETHING BY
STUDENTS THEMSELVES
DISCOVERING
QUESTIONING
HYPOTHESIS
DATA COLLECTING
CONCLUSION
Source : indolearn.blogspot.com
6. Learning community
Learning can be done through study groups. Students are divided into
group whose members are heterogeneous. The teachers might combine
slow and fast learners. Let each other learning in their group, who quickly
pushed to help the slow learners.
Modeling
Modeling is an example to demonstrate something that can be imitated
by every student. For example, the teacher gives examples how to
pronounce an English word.
7. Reflection
Reflection is the process of straightening out the experience has been learned
done by re-organizing events or events that have gone through the learning.
Through reflection on learning experiences, that will be included in students’
cognitive structure that will eventually became part of the knowledge that has
been formed
Authentic assessment
Authentic assessment is the process where the teachers gather
information about the students learning progress. This assessment is
needed to determine whether students are actually learning or not.
10. elating
• A process of connecting the material with
learners’ experiences to their prior knowledge
• The curriculum must call the student’s attention
to “relate” everyday situations
11. xperiencing
• It is learning by doing— through
exploration, discovery, and invention.
• The material is hands-on experiences.
12. pplying
• The stage that giving opportunity to students
to learn putting the concepts to use in a real
activity
• A realistic and relevant exercise : text, video,
labs, and activities, outings, and mentoring
arrangements.
13. ooperating
• This strategy encourage students to learn with
cooperating through sharing, responding and
communicating each other.
• This sharing is done through group work or team
work.
14. ransferring
• it is learning by using knowledge in a new context
or situation—one that has not been covered in
class.
• A teacher should be aware of what the students
already know and then motivate them to build
new knowledge that will be transferred to daily
life.
15. The strengths and weaknesses of REACT
strategies
• To deepen students' understanding
• Develop self-esteem and respect for others
• Develop an attitude of togetherness
• Develop skills for the environment and the future
The strengths
16. The Weaknesses
• It takes a long time for students
• It takes a long time for teachers
• Require special abilities of teachers
18. What students learn
Contextual teaching and learning Grammar translation method
Simulating issues and
meaningful problems of the
real world
Life contents and prior
experiences
Interpretation of words and
phrases
grammatical rules
Writing, reading and
translating a foreign
language
19. Learning process
Contextual teaching and learning Grammar translation method
Students are actively engaged
Collaboratively
Valuing and respecting
students’ opinion
Dynamic and exciting learning
environment
Encouraging higher order
thinking and problem solving
Encouraging the responsibility
for monitoring students’
development
Students are passively
engaged
Individually
Assembling words into
appropriate sentences
Breaking up different
sentences and translating
them
Practicing grammar and
translations
Getting the translation
correct
20. Teachers’ roles in CTL Students’ role in CTL
Teacher as the guide and
facilitator in the classroom
Teacher as a creator of
friendly classroom
atmosphere
Teacher as the partner of
the study
Teacher as the elector of the
most material and
classroom
activities
Students as the communicator
And a player in the classroom
21. Teachers’ roles in GTM
Method
Students’ Role in GTM
Method
They are who
know.
Teacher becomes
center.
They are discovers.
They follow teacher
instruction.
Students are very
passive.
