Teaching appreciation of literature that is contextually

As a key element, the teacher who claimed to have the ability to think critically so that tasks can be seen creative professionals. The task of teachers in the teaching profession does not focus on the development potential of the teachers, but on the development potential students optimally. Therefore, teachers need to select learning activities that are really able to move the potential of students. Activities to learn what their priorities to get more by teachers in the study?

Teachers must create a selection of learning strategies that provide maximum opportunity for students 90%, must be made with the strategy and reporting. If there are no new opportunities may be less in succession as a consideration, and students who want to be read

Learning should be fun, appreciation of literature. Learning goals, including the works of literary poetry, prose, and drama. Scope of activities include the language: speaking, reading and writing, and or a combination of two or more activities of the four. To achieve competence, a contextual model of learning (Contextual Teaching and Learning-CTL) can be considered as an alternative that can be selected.

Allows students to learn, innovative, creative, effective, and fun for students. Therefore, teachers should choose a model that is adjusted when deemed appropriate with the condition of components, without ignoring the goal can be achieved. All appreciation of literature can be used, provided that students can learn. Learning contextual model allows students more active and creative. Exposure appreciation of poetry, prose, drama and the following can be considered to develop competency. Application of contextual approach in the classroom is not difficult. Material activities students can do at home, at school (in class) to discuss with all groups in the classroom and teachers.

Signs that the Implementation Plan through the Learning Contextual Approach
Technical Plan of the study include at least: (1) standards of competence, basic competence, learning and performance indicators, (2) The purpose of learning, (3) learning materials; (4) The approach and methods of learning, (5) Action learning activities; (6) tool and a source of learning and (7) Evaluation study.

The steps made in the preparation of teachers in teaching: (1) taking a unit of learning that will be applied in the learning process, (2) write a standard of competence and basic competencies; (3) determine indicators to achieve the basic competencies; (4) determine the allocation of time required to reach the indicator, (5) create a formula that learning goals will be achieved in the learning process; (6) determine the learning materials that will be given / assigned to the students to achieve learning goals that have been formulated, (7) choose the method of learning that can support the nature and purpose of learning materials, (8) composing the steps in the learning activities of each formulation of learning goals in the category: the beginning - the core activities - and the cover; (9) if the allocation of time to achieve basic competency more than two hours, steps must be studied is divided into more than one meeting, (10) source / media study of concrete for each section / meeting; (11) determine the assessments, forms, and sample assessment instruments that will be used to measure the success of the basic competencies or objectives have been formulated.