Abstract
The 2013 curriculum states that the purpose of teaching English for junior high school is to develop students’ communicative competence. In line with this expectation, several learning characteristics have been defined i.e. learning from model, observing, questioning, gathering information, associating, and communicating. Therefore, the teaching approaches that are used by the teacher in teaching English must suit the criteria to promote students' communicative competence. Contextual Teaching and learning (CTL) seems to be compatible as an approach since it has the the characteristics of constructivism, questioning, inquiry, learning community, modelling, reflection, and authentic assessment, which are similar to the learning characteristics mentioned above, which are similar to the learning characteristics mentioned above. , which are similar to the learning characteristics mentioned above. Therefore, a qualitative research concerning the issue was conducted to see how CTL approach is implemented under the 2013 curriculum in teaching reading comprehension. From the result of observation, questionnaire, and interview as the instruments, it was found that CTL was implemented properly from phase to phase and is applicable to be implemented under the curriculum. Also, it promotes active and enjoyable learning, facilitates the students to comprehend the material and helps them to implement the knowledge in real life. The. The teacher had implemented all of the procedures of CTL under the instruction of the 2013 curriculum. Thus, applying the CTL CTL approach in the process of teaching for the 2013 curriculum for the 2013 curriculum is recommended since it gives satisfactory benefits for students.
Highlights
The purpose of teaching English in Indonesia under the 2013 curriculum is to develop students’ communicative competency in English both oral and written language
The 2013 curriculum (Kemendikbud, 2014) adopts the teaching principles, such as: (a) making real communication as the focus of language learning, (b) giving opportunity to the learners to experiment and try out all of the competences they have, (c) mistakes are counted as a process of learning, (d) giving chance to the learners to expand their fluency and accuracy, (e) relating all language skills all together as happen in real life, (f) and facilitating the learners to find the rule of the language by themselves
This session was intended in order in order to connect the topic with the students’ the students’ background knowledge from real life experience; the students could absorb the the information given by the teacher by the teacher
Summary
Reading comprehension cannot be separated from reading skill since without comprehending what is being read, message/information conveyed can never be extracted. Pang, Angaluki & Michael (2000) describe comprehension as the process coming from connecting meaning of the words or phrases in the text read. Pang, Angaluki & Michael (2000) describe comprehension as the process coming from connecting meaning of the words or phrases in the text read. They further clarify that reading comprehension is an active process that depends on comprehension and on understanding the vocabulary, seeing the relationship between words and concepts, organizing ideas, and evaluating in making judgments. Reading comprehension is readers' ability to incorporate the meaning of all words and phrases in a text read, understand the ideas, and make a conclusion from all of the ideas to be interpreted as the whole message informed by the writers.
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