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The Implementation of CTL Method in teaching English to the
students of MAN 1 Enrekang

Rahmad Risan
Ilmu Keolahragaan, Fakultas Ilmu Keolahragaan, Universitas Negeri Makassar Sulawesi Selatan Indonesia

rahmadrisan@unm.ac.id

Hasriani
Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra, Universitas Negeri Makassar Sulawesi Selatan

Indonesia
hasriani@unm.ac.id

Maemuna Muhayyang
Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra, Universitas Negeri Makassar Sulawesi Selatan

Indonesia
maemarasyid@gmail.com

Abstract
This research shows the implementation of contextual teaching and learning conducted by the English
teachers of MAN 1 Enrekang in teaching English. MAN 1 Enrekang is senior high school that is located
in Enrekang regency, Sulawesi Selatan, as one of the schools where most of the teachers there implement
CTL method in teaching, include teaching English. However, sometimes the students still find it difficult
to understand the material being taught, especially English. This research employed descriptive
qualitative method, in which the data collected and analyzed qualitatively by giving description about
the phenomena or facts have been found in the field. The subjects of the research were the English
teachers of MAN 1 Enrekang. They are English teachers who have implemented CTL in teaching English.
Based on the result, it can be concluded that the implementation of CTL method in teaching English to
the students of MAN 1 Enrekang was not totally or fully conducted. There are seven elements should be
applied in teaching and learning for implementing CTL. They are constructivism, inquiry, modeling,
reflection, learning community, questioning, and authentic assessment. Eventhough the teachers
understood and admitted implementing CTL in teaching English, the result of the observation shows
that the English teachers applied only five elements of CTL in the classroom, while there were two
elements of CTL those have not been applied because of the limited time in teaching and learning
process, they are constructivism and inquiry. The element of CTL that was applied frequently is
questioning.
Keywords: CTL, Teaching English, Elements.

INTRODUCTION
English as a foreign language is functioning as a
tool of expressing ideas, opinions, and feelings. It

is the first foreign language, which is very
important in acquiring and developing

science, technology, culture and keeping the rela
tionship among countries all over the world. As
the foreign language that has many functions,
English is taught as a compulsory subject from the
first year of junior high school up to the freshman

year of university, even now it is taught start from
elementary school as a local content curriculum.
Policy makers set a high expectation when
English was adopted as a first foreign language to

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be taught in secondary schools in Indonesia.
Teaching of English in junior high schools was
intended to prepare students to enter senior high
school and then university.

Furthermore, the facts occur that the majority
of the students in the school are unable to apply
what they have gained in the classroom to the real
world situation. They can’t make connections
between what they are learning and how that
knowledge will be used. It is caused by the
process of the information and their motivation in
learning that is still conducted by the traditional
method. The students have some difficulties to
understand the given academic concept (such as
language concept). Of course, they desperately
need to understand the concept as that is related
with their surrounding and their large society
activities, or the workplace and the larger society
in which they will live and work. Traditionally,
students have been expected to make these
connections on their own outside classroom.

Beside that, Kasbolah, said for years it has
been a teacher-oriented approach-everything
comes from the teacher and the students were
supposed to sit sweetly and quietly and listen. But
then, because of the development of other
countries and also this globalization era we have
to do something. Our students need to see the real
world. Not just from the textbooks and from the
teacher’s knowledge (Kasbolah K, 2002)

A lot of efforts have been made to improve
English teaching: curriculum, methodology, and
technical aspects such as classroom, textbooks,
and the media. But the result is still unsatisfactory.

What is the best way to convey the many
concepts that are taught in a particular course so
that all students can use and retain that
information? How can the individual lessons be
understood as interconnected pieces that build
upon each other? How can a teacher communicate
effectively with students who wonder about the
reason for, the meaning of, and the relevance of
what they study? How can we open the minds of
a diverse student population so they can learn
concepts and techniques that will open doors of
opportunity for them throughout their lives?

These are the challenges teachers face every day
(Risan & G, 2019)

However, growing numbers of teachers
today (especially those frustrated by repeated lack
of student success in demonstrating basic
proficiency on standard tests) are discovering that
most students' interest and achievement in math,
science, and language improve dramatically when
they are helped to make connections between new
information (knowledge) and experiences they
have had, or with other knowledge they have
already mastered. Students' involvement in their
schoolwork increases significantly when they are
taught why they are learning the concepts and
how those concepts can be used outside the
classroom. And most students learn much more
efficiently when they are allowed to work
cooperatively with other students in groups or
teams.

Instructional approaches in Indonesia
education system, especially in English teaching
and learning have been changed several times,
but the optimal result were not shown yet. In this
case, it can show the fact in the field that most
students could not speak English well and they
have low grades in the result of the national
leaving examination.

Contextual Teaching and Learning approach
represents a concept that involves connecting the
content of the students’ learning with the context
in which that content could be used. Connecting
content with context is an important part of
bringing meaning to the learning process.

CTL helps students discover meaning in
their studies by connecting academic material
with the context of their daily lives. They make
significant connection that yield meaning by
practicing self regulated learning, collaborating,
thinking critically and creatively, respecting
others, reaching high standards, and participating
in authentic assessment task. CTL is a conception
of teaching that helps teachers relate subject
matter content to real world situations, and
motivates students to make connections between
knowledge and its applications to their lives as
family members, citizens, and workers and
engage in the hard work that learning requires.

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There are some elements that must be
applied in implementing CTL method in teaching
or learning. A classroom can be said implement
CTL method if the seven elements are applied in
the teaching and learning. 1) Constructivism,
Kasihani (2007:17) states that constructivism is a
learning theory that claims that people construct
or build their own sense and meaning from new
experiences based on their prior knowledge and
belief. A constructivist teacher need to learn
his/her culture, life experiences and knowledge
and then structure learning experiences that give
students new opportunities to deepen that
knowledge in a way that challenger his/her
exiting beliefs. Deep understanding of a concept is
developed where the teacher poses questions to
students to challenge their thinking. 2) Inquiry,
The term of inquiry is one complex one. There is
no definite of certain definition on what inquiry is
however as requesting for help or information
about something, trying to find out about
something, asking, investigating. The cycles of
inquiry are: observation –> questioning –>
hypothesis –> data gathering –> conclusion. 3)
Modeling, Modeling is an important component
in CTL. The objective of modeling is to make the
students able to know, see and do well of what
has been shown or demonstrated by the model.
By imitating and or following the model, it will be
easier for the students to cutch or understand
what the teacher wants to them to do. In the
teaching and learning process not only teacher
can be a model but also students. By giving
modeling, the teaching and learning process will
be more efficient since the students will be able to
master the skill or competence being taught. Thus
this kind of learning will be more satisfactory and
enjoyable, either to the teachers or the students. 4)
Reflection, Reflection derives from Greek
“refletere” meaning to see real word as flashback.
Suriati in Tahasse (2007) says that a teacher who
conducts reflection think back what he/she gazes
internationally or thinks back. In this case
reflection should not misinterpret with the word
reflex which connotation of involuntary.
Although reflection owns the aspect of

spontaneity and intuition, reflection represents
the systematic opinion. Suriati added further that
teachers’ conducting reflection pay attention to
the essentials of their instruction and they will be
opened to voice opinion or suggestion from the
other. 5) Learning community, Learning
community is collaboration between students to
solve problem in group. Its concept argues that
the result of learning that has been gotten by the
students is as the result of cooperating with the
others. The result of learning is gotten from
sharing among the students or groups. In CTL
class, the teachers are suggested to divide the
students into groups in learning activity. 6)
Questioning, Questioning can motivate the
students to train using language function with
good grammar, contextual vocabulary based on
the certain theme. Questioning can also stimulate
other language skills, for example the teacher asks
the students to write a short report of their
partner’s answer or to retell their group’s
experiences. It is clear that good questioning
between teacher and students, among students
and students, or between students and other
facilitators, the learning process will run better
more natural more effective and interesting.
Questioning activity is useful for: (a) gathering
information, (b) checking the students
understanding (c) rising the response of the
students (d) identifying the students’ need (e)
identifying the students’ knowledge (f) focusing
the students to the teachers’ need (g) rising more
questions from the students (h) refreshing the
students’ knowledge. 7) Authentic assessment,
Authentic assessment hold great promise for ESL
students method although the challenge to
modify existing method of assessment and to
develop new approaches is not an easy one,
benefits for both teachers and students are great.
The ideas and models persecuted here are
intended to be adoptable, practical, and realistic
for teachers who are dedicated to creating
meaningful an affective assessment experiences
for ESL students. Authentic assessment can give
add values and motivate teachers in order to
develop the learning materials and to appropriate

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assessment especially for the English activities in
the classroom.

METHOD
This research employed descriptive qualitative
method, in which the data collected and analyzed
qualitatively by giving description about the
phenomena or facts have been found in the field.
The subjects of the research were the English
teachers of MAN 1 Enrekang. The researcher
chose three English teachers from each grade; first,
second, and third grade. They were interviewed
and observed in order to know the
implementation of CTL in teaching English at
MAN 1 Enrekang. They are English teachers who
have implemented CTL in teaching English. There
were two forms of data source, oral and written
data. Oral data was recording interview, while
written data was the transcription of the interview
and observational field note. In this research, the
writer was the main instrument in collecting and
analyzing the data supported with the following
instruments. 1) Interview guide, in Sugiyono
(2009) defines interview as a meeting of two
persons to exchange information and idea
through questions and responses, resulting in
communication and joint construction of meaning
about a particular topic. In this research, interview
was a purposeful interaction in which the
researcher tried to obtain information from the
teachers about the implementation of CTL in
teaching English. 2) Classroom observation
checklist, Classroom observation checklist has
been used by the researcher to obtain data by
simply watching the subjects, in this case three
English teachers, while the teaching and learning
process were going on.

Descriptive analysis has been used in
analyzing the data, in which the researcher
analyzed the data collected through the
instruments previously mentioned. Miles and
Huberman in Sugiyono (2009) suggest that the
data which is gained from instrument will be
explained on the basis procedure for qualitative
research. Firstly, the researcher collected the data
from the result that has been gained by

interviewing the English teacher out side of
classroom and next observing teaching and
learning activity in the classroom. The researcher
tried to get information about the implementation
of CTL in teaching English based on the seven
elements of CTL. Secondly, the researcher
analyzed the data through data reduction in
which the researcher summarized, chose the main
things, and focused on the important points of the
data has been collected. After reducing the data,
the next step was data display, in which the
researcher gave brief description about the
information gained. The last step in analyzing the
qualitative research data is conclusion
(drawing/verifying) in which the researcher took
the conclusion about the information that was got
from the collected data. In order to get the
information, the researcher observed the activity
of teaching and learning process, whether seven
elements of CTL applied or not. If the seven
elements of CTL were applied in teaching English,
it means that the implementation of CTL method
in teaching English at MAN 1 Enrekang was fully
or totally conducted. In the other hand, if only
half or some of the elements were applied, it
means that the implementation of CTL was not
fully or totally conducted. While if none of the
seven elements of CTL applied in teaching
English, it means that CTL method has not been
implemented yet.

RESULT AND DISCUSSION
The result deal with the data analysis about the
implementation of contextual teaching and
learning method in teaching English to the
students of Madrasah Aliyah Negeri (MAN)
Baraka. The discussion presents the detail of the
result.
Result

Through classroom observation, there were
some elements of CTL applied by the teachers in
teaching English to the students of MAN 1
Enrekang, those can be seen in the following
tables. The tables are divided into three based on
the class or the subject of the research.

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Table 1. Elements of CTL applied in teaching English (subject I)

Meeting
Elements of CTL

Constructivism Inquiry Modeling Reflection Learning
community

Questioning Authentic
assessment

1st √ √
2nd √ √
3rd √ √
4th √ √
5th √
6th √ √

Based on the table 1 above, there were five
elements of CTL applied in classroom by subject I.
The elements are modeling, reflection, learning
community, questioning, and authentic assessment.
The five elements could be identified by observing
the activity being conducted at that time. The
activities can be seen as follow:
 Modeling
6th meeting: the teacher taught about suffixes
of noun. She pronounced some words one by one
and then asked the students to follow her.
 Reflection
2nd meeting: before starting the lesson, teacher
asked the students about material in the previous
lesson, whether the students still remembered or
understood about that material, about the meaning
of some expressions.
3rd meeting: as in the second meeting, the
students were asked about previous material they
have learnt, whatever they understood and didn’t
understand about compliment expressions.
5th meeting: the teacher asked the students to
recall the expression how to invite someone to do
something as she assigned in the previous meeting.
Most of the students directly expressed it.
 Learning community
4th meeting: the teacher divided the students
into four groups, there were two groups of men
and so were the women. There were two passages,
1st group of men and women took passage 1 and
2nd group of men and women took passage 2. All
of groups were asked to read and try to
understand the passage they have, and then

answer the questions of the passage. They worked
together to solve the problem they found.
 Questioning
1st meeting: after reading and practicing a
dialogue, besides being assigned to answer some
questions based on the dialogue, the students also
asked the teacher about the meaning of some
statements in the dialogue: “I must say it suits you!”.
2nd meeting: the students asked the teacher
about the meaning of some compliment expressions
they learnt at that time.
3rd meeting: before starting the lesson, the
teacher asked the students about their previous
knowledge related to the material would be being
taught. They were asked to give some examples of
adjective before the teacher told them about form,
position and order of adjective.
4th meeting: the teacher asked the students how
to invite someone to do something by using some
expressions based on their own experience. That
material would be discussed in the next meeting.
6th meeting: the teacher asked to the students
to identify one of three words given suffixes
(power‐ful, dust‐er, magnet‐ic) which was suffix of
noun.
 Authentic assessment
1st meeting: the students were assigned to
practice a dialogue with their seatmate in order to
assess the ability of the students in speaking skill.
The teacher assessed the students based on the
accuracy, pronunciation, and expression of the
students.

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Table 2. Elements of CTL applied in teaching English (subject II)

Meeting
Elements of CTL

Constructivism Inquiry Modeling Reflection Learning
community

Questioning Authentic
assessment

1st √ √ √
2nd √
3rd √ √
4th √ √
5th √ √
6th √

The table 2 above shows that there were also five
elements of CTL applied by subject II in the
classroom that was resulted by observing teaching
and learning activity in class. The five elements are
modeling, reflection, learning community,
questioning, and authentic assessment.
The activities in the classroom are revealed as
follow:
 Modeling
1st meeting: the teacher pronounced ten
English words and asked the students to repeat
what the teacher said. After pronouncing each
word, they were asked to find the meaning of the
word.
Before observation, the researcher got information
about the application of modeling in teaching and
learning English by interviewing subject II.
Interview (Subject II): “Selanjutnya pemodelan
dimana saya biasanya membahasakan gagasan saya
agar siswa mengerti akan apa yang seharusnya mereka
lakukan, terutama dalam speaking dan juga writing”
 Reflection
1st meeting: in the end of the meeting, the
teacher asked the students to pronounce the ten
words themselves. Besides they were asked to say
the meaning of those words.
3rd meeting: in the end of the meeting, the
teacher gave reflection about personal pronoun the
students have learnt at that time. The teacher just
mentioned the subject pronouns and let the students
to mention the object pronouns, possessive adjective
and possessive pronoun.

4th meeting: the teacher gave chance to the
students to tell about whatever they still didn’t
understand about lesson in that meeting.
In the result of interview that was conducted
before conducting observation, the teacher one of
the subjects of the research admitted applying
reflection.
Interview (Subject II): “Disamping itu, elemen lain
dari CTL yakni refleksi juga sering saya terapkan
dimana siswa dilatih untuk berpikir tentang apa yang
telah mereka pelajari serta menelaah dan merespon
terhadap kejadian dan pengalaman, bagaimana mereka
menuliskan atau bahkan menceritakan aktivitas atau
pengalaman mereka, saya rasa itu sering sekali saya
lakukan”
 Learning community
2nd meeting: the students were divided into
two groups based on gender. Both groups had to
read and understand about the passage “The
Thirsty Crow” and answer some questions.
Members of each group discussed with their
friends to answer the given questions.
6th meeting: the teacher divided the students
into three groups then asked the students to read a
passage and discussed with their friends in their
group. Each group was given different question to
be answer.
In the result of interview, learning community was
admitted has been applied.
Interview (Subject II): “Kemudian selanjutnya
masyarakat belajar, saya rasa dikelas sering diterapkan
karna siswa diberikan waktu untuk bertukar pikiran
satu sama lain”
 Questioning

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131

1st meeting: after studying about expression of
love and sadness, one of the students asked the
meaning of expression: “I have crush on you”.
3rd meeting: after explaining about personal
pronouns, the teacher gave chance to the students
to give her question related to personal pronouns,
after that the teacher had turn to give the students
questions.
4th meeting: the teacher asked the students
about what usually makes them very angry. Every
student had different answers based on their
experience.
5th meeting: one of the students (Rahmad)
asked to the teacher about how to pronounce word
“research” in different functions (noun and verb).

Result of interview toward subject II.
Interview (Subject II): “…..komponen bertanya
juga sering saya terapkan dikelas”
 Authentic assessment
5th meeting: the teacher assigned the students
to read and act the dialogue in font of class in pairs.
As usual, the teacher assessed the accuracy,
pronunciation and the expression of the students
in speaking skills.
Subject II said that she used to apply authentic
assessment.
Interview (Subject II): “selanjutnya penilaian
sebenarnya (authentic assessment) juga telah tercakup
dalam pembelajaran saya dikelas”

Table 3. Elements of CTL applied in teaching English (subject III)

Meeting
Elements of CTL

Constructivism Inquiry Modeling Reflection Learning
community

Questioning Authentic
assessment

1st √ √
2nd √ √ √
3rd √
4th √ √
5th √ √
6th √ √

In the table 3 above, it can be seen that there
were also five elements of CTL applied by subject
III in the classroom. The elements are modeling,
reflection, learning community, questioning, and
authentic assessment. The activity of the teacher
has been observed while teaching and learning
process were going on. The five elements of CTL
applied are shown as follow:
 Modeling
1st meeting: the teacher gave example how to
stress the word after adding a suffix. For example;
a’pply ---> appli’cation, applica’bility, ‘applicant.
The teacher gave example how to pronounce the
words and asked the students to follow her.
5th meeting: the teacher taught about the
different function of stressing words. There were
some words in the same form those have different

functions in the sentences according to whether it
is given a full stress. The teacher pronounced each
word and explained to the students about the
kinds of the words.
6th meeting: the teacher practiced a dialogue
about expression of making prediction and
speculation. After that, the teacher gave chance to
the students to do the same thing she has done.
Based on interview, subject III stated the example
of modeling she applied.
Interview (Subject III): “Saya berikan contoh kegiatan
pemodelan, biasanya siswa disuruh untuk keluar
ruangan kemudian mengambil sebanyak‐banyaknya
benda‐benda yang ada diluar, dan membawanya
kedalam kelas, biasanya dalam pembelajaran vocabulary.
Disini mereka ditugaskan untuk mengumpulkan benda
dari luar kemudian mencari bahasa inggris dari benda‐

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benda tersebut, menyebutkan setiap kata‐kata benda itu
dan menunjukkan kepada temannya”
 Reflection
2nd meeting: it was reflection about previous
material. When one of the students expressed
some expressions of regrets, the teacher found
there was passive voice in the sentence uttered by
the student (Hasniah). She said: “I regret to
announce that tonight’s show is canceled”. The teacher
then asked the students whether or not they still
could remember or identify the passive voice, in this
case the pattern.
4th meeting: in the previous meeting, the
students have learnt about adverb of adjective. While
reading the passage in the 4th meeting, there were
some adverbs of adjectives found like scarcely,
instantly, wisely. The teacher then asked the
students about kind of those words.
Through interview, subject III admitted applying
reflection in her classroom.
Interview (Subject III): “Setiap akhir sebuah SK dan
KD, saya selalu tanyakan kepada anak‐anak, sejauh
mana pemahaman mereka tentang apa yang telah saya
jelaskan kepada mereka dan mereka biasanya merespon”
 Learning community
5th meeting: the teacher divided the students
into some groups; each group consisted of four
people. The teacher assigned the students to find
some other words of the same form those had
different functions as they learnt at that time.
Through interview, subject III also admitted
applying learning community.
Interview (Subject III): “Learning community
biasanya saya terapkan karena setiap siswa memiliki
pebedaan individu jadi mereka saling sharing jika ada
kesulitan yang mereka temukan atau dengan kata lain
dalam pemecahan masalah”
 Questioning
1st meeting: after reading and completing the
missing words of a passage “Bawang Merah and
Bawang Putih”, the teacher asked the students
about moral value of that story.
2nd meeting: the students asked the teacher
about some difficult words they found. They
found it difficult to understand about some
English words that probably have different

meaning as they found in the dictionary, like
temper kid, punctual, stuff, sloppily, etc.
3rd meeting: after studying about past perfect
that had been explained by the teacher, one of the
students asked about the negative form of past
perfect because at the time the teacher only
explained about positive form. Before answering
the question, the teacher firstly gave chance to the
other students to answer the question. After that,
the teacher continued to explain about the negative
form of past perfect.
4th meeting: the material at the time was past
perfect progressive. After reading some sentences in
past perfect progressive, the teacher asked the
student about the formula of past perfect progressive.
After finding the formula, there was student who
asked about the negative form of past perfect
progressive just like in the third meeting.
Through interview, the teacher also stated that
they used to apply questioning in the classroom to
measure to what extent the students’
understanding about material being taught at the
time.
In interview (Subject III): “Pada umumnya
siswa ditanya tentang materi yang telah diajarkan oleh
guru untuk mengetahui sejauh mana pemahaman
mereka tentang apa yang telah diajarkan atau dijelaskan
sebelumnya. Jadi kegiatan bertanya lebih banyak terjadi
dari guru ke siswa. Dari pertanyaan itulah mereka
biasanya baru mengerti”
 Authentic assessment
2nd meeting: the teacher assessed the ability of
the students in speaking. The students were
assigned to study a story of a dialogue and then
practice in front of the class in pairs. After that, the
students were asked to answer some questions
orally. At that time, the teacher assessed the
students based on the accuracy, expression, and
intonation of their way of speaking.
6th meeting: after practicing the dialogue, the
teacher gave chance to the students to practice the
dialogue in pairs. The teacher wanted to see
whether the students could suit what they say
with the expression.

About authentic assessment, one subject said
that it was conducted in her teaching.

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Interview (Subject III): “sebagai guru, kita harus
menilai secara total semua aspek dalam pembelajaran,
baik itu cognitive, affective dan psychomotoric,
semuanya harus dinilai secara keseluruhan. Saya selalu
menilai proses, tidak cuma hasil”

Before observing the activity of English
teachers in the classroom, the researcher
interviewed them in order to get information
about the implementation of CTL in teaching
English. Within the twelve meetings observed,
there were two elements of CTL those have not
been found by the researcher while teaching and
learning process were going on, they are
constructivism and inquiry. It was probably
caused by the limited time of teaching and
learning process.

Commonly the three subjects said that they
have implemented CTL in teaching English even
though there were still many weaknesses in
implementing it, which is caused by some factors,
include facility. It was stated by one of the subjects,
she said that it is hard to implement CTL totally
because some factors, especially facility.

In interview (Subject III): “Pada umumnya CTL
telah diterapkan tapi agak sulit untuk menerapkan
secara total karena melihat fasilitas sekolah yang kurang
memadai”

While another one said that time is not
enough for the effectiveness of the implementation
of CTL. Even though they have implemented CTL,
it is impossible to complete all elements of it just in
one meeting. It needs much time.

In interview (Subject I): “kalau menurut
pengalaman saya dalam pembelajaran, seingat saya
semua elemen dari CTL hampir total terlaksana, namun
tidak mungkin pada satu pertemuan semuanya
teraplikasi sekaligus”

DISCUSSION
Based on the result, by interviewing three

English teachers as the subjects of the research, it
can be said that CTL method has been
implemented in teaching English to the students of
MAN 1 Enrekang, even though through
observation, there were still elements of CTL those
have not been applied. The activity of the teacher

and students in the classroom could prove that
most elements of CTL were applied in teaching
and learning process. The result of classroom
observation shows that five elements of CTL have
been applied; they are modeling, reflection,
learning community, questioning, and authentic
assessment. Based on the result, the elements of
CTL applied in teaching English to the students of
MAN 1 Enrekang will be analyzed and assessed as
follows:

1. Modeling.
Modeling is an important component in CTL.

The objective of modeling is to make the students
able to know, see and do well of what has been
shown or demonstrated by the model. By imitating
and or following the model, it will be easier for the
students to cutch or understand what the teacher
wants to them to do. In the teaching and learning
process not only teacher can be a model but also
students. By giving modeling, the teaching and
learning process will be more efficient since the
students will be able to master the skill or
competence being taught. Thus this kind of
learning will be more satisfactory and enjoyable,
either to the teachers or the students. Based on the
result, modeling was applied in the classroom, in
which the teacher asked the students to do
something the teacher wanted for the students to
do that. When the teacher practices or acts
something and asks the students to follow, it
means the teacher is the model, while if the teacher
asks a student to do something in front of the class
in order that the other students can imitate or
follow it, it means that student is the model.

2. Reflection
Reflection means seeing real word as

flashback. Suriati in Tahasse (2007) says that a
teacher who conducts reflection think back what
he/she gazes internationally or thinks back. In this
case reflection should not misinterpret with the
word reflex which connotation of involuntary.
Although reflection owns the aspect of spontaneity
and intuition, reflection represents the systematic
opinion. Suriati added further that teachers’
conducting reflection pay attention to the
essentials of their instruction and they will be

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opened to voice opinion or suggestion from the
other.

In the finding, it can be seen that reflection
has been done by the teacher in order to identify
about the material has been taught. The teacher
used to do reflection in the end of the lesson to
know whatever the students got in that lesson and
reflection is also used to be done in the beginning
of lesson to know whether or not the students still
could remember about the material in the previous
meeting. However, reflection is the activity that
used to be conducted frequently besides
questioning.

3. Learning community
Learning community is collaboration between

students to solve problem in group. Its concept
argues that the result of learning that has been
gotten by the students is as the result of
cooperating with the others. The result of learning
is gotten from sharing among the students or
groups. In CTL class, the teachers are suggested to
divide the students into groups in learning activity.
Another word of learning community can be
cooperative learning that refers to an approach
that organizes instruction using small learning
groups in which students work together to achieve
learning goals (Holubec, 2001).

Based on the result, learning community was
used to be conducted in learning activity. The
students need to share with their friends in study,
especially in solving problem. They usually need
friends to discuss in order to get more information.
After interviewing one of the English teachers as
the subject of the research, it can not be denied that
students are different individual so they need
friends to complete what the thing they need while
they don’t have. Students will be influenced by
and will contribute to the knowledge and beliefs of
others. Learning groups, or learning communities,
are established in workplaces and schools in an
effort to share knowledge, focus on goals, and
allow all to teach and learn from each other. When
learning communities are established in schools,
educators act as coaches, facilitators, and mentors.

4. Questioning
Questioning activity between teacher and

students, among students, or between students

and other facilitators, will make the learning
process run better, more natural, effective, and
interesting. Questioning activity is useful for: (1)
gathering information, (2) checking the students
understanding (3) rising the response of the
students (4) identifying the students’ need (5)
identifying the students’ knowledge (6) focusing
the students to the teachers’ need (7) rising more
questions from the students (8) refreshing the
students’ knowledge.

Orlich in Nurhadi et.al., (2003) stated that
questioning is the common teaching strategy and it
can be applied in every subject. Through
systematic questioning technique, the teacher can
decide the previous knowledge of the students in
certain subjects. In the result, just like reflection,
questioning is the element of CTL that mostly
applied in every meeting. It was conducted
frequently between teachers toward students,
students toward teachers, even among the
students.

5. Authentic assessment.
Authentic assessment hold great promise for

ESL students method although the challenge to
modify existing method of assessment and to
develop new approaches is not an easy one,
benefits for both teachers and students are great.
The ideas and models persecuted here are
intended to be adoptable, practical, and realistic
for teachers who are dedicated to creating
meaningful an affective assessment experiences for
ESL students. Authentic assessment can give add
values and motivate teachers in order to develop
the learning materials and to appropriate
assessment especially for the English activities in
the classroom.

In foreign language learning, in this case
English, the student who has good ability in
speaking skill is the student who will get good
score, it is not based the result of written test or
grammar (Nurhadi et.al., 2003). Based on the result,
it can be seen that the teachers conducted authentic
assessment because they didn’t only assess the
students ability in writing but tended to assess the
students ability in speaking skill as the real
assessment in learning foreign language (English).

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135

The other elements of CTL, in this case
constructivism and inquiry, were not applied in
teaching and learning activity. It was caused by the
limited time, while the implementation of CTL
needs much time and probably facility. Based on
the result, the teachers as the subjects of the
research said that the implementation of CTL
couldn’t be fully or totally conducted because
teaching and learning activity is limited by the
time. Even though they understood and admitted
implementing CTL, but in another hand they also
realized that it couldn’t be fully or totally
conducted.

CONCLUSION
Based on the result, it can be concluded that the
implementation of CTL method in teaching
English to the students of MAN 1 Enrekang was
not totally or fully conducted. There are seven
elements should be applied in teaching and
learning for implementing CTL. They are
constructivism, inquiry, modeling, reflection,
learning community, questioning, and authentic
assessment. Based on the result in the previous
chapter, there were still elements of CTL those
were not applied in teaching and learning English
in MAN 1 Enrekang. Even though the teachers
understood and admitted implementing CTL in
teaching English, the result of the observation
shows that the English teachers applied only five
elements of CTL in the classroom, while there were
two elements of CTL those have not been applied
because of the limited time in teaching and
learning process, they are constructivism and
inquiry. The element of CTL that was applied
frequently is questioning. In every meeting, the
questioning activity was used to be done by the
teacher and also by the students. Besides
questioning, reflection used to be conducted by the
teacher, either in the beginning or the end of the
lesson.

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