IMPROVING SENIOR HIGH SCHOOL STUDENTS’ PARTICIPATION AND ACHIEVEMENT IN WRITING SKILL BY USING CONTEXTUAL TEACHING AND LEARNING (CTL)

Marisa Yoestara

Abstract


This study aims at enhancing the students’ participation and achievement in the process of teaching and learning writing skill through the application of contextual teaching and learning (CTL) approach with its seven components. The method used in this study was the cyclic model of Kemmis and McTaggart classroom action research, in which the quantitative data collected were analysed by using descriptive statistics, while the qualitative data were described in words. The research findings show that the use of CTL could increase the students’ learning participation and improve their performance in writing skill. The students were highly motivated and contented with the process of teaching and learning writing skill. In addition, the result of this study also shows that all expected success indicators designed (>75) could be reached over in the second cycle. First, the number of students actively participating in the teaching and learning writing process increased from 62.5% to 82.1% (cycle 1 through cycle 2). Second, the number of students who felt pleasure in the process of teaching and learning rose from 84.7 (cycle 1) to 93.9 (cycle 2). Third, the number of students whose quality of paragraph could reach the criteria of learning mastery also increased from 42.8% to 85.7%. Forth, the number of students who can do all the tasks assigned by the teacher during the teaching and learning process went up from 71.4% to 89.2%. The experts’ opinions and the research findings reveal that CTL is effective to improve the students’ learning participation and achievement in writing skill.


Keywords


Students’ participation; achievement; writing skill; Contextual Teaching Learning (CTL)

Full Text:

PDF

References


Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th Edition). Boston, Massachusetts: Pearson.

Hopkins, D. (1985). A teacher’s guide to classroom research. Philadelphia, Pennsylvania: Open University Press.

Hudson, C. C., & Whisler, V. R. (2007). Contextual teaching and learning for practitioners. Studies in the Education of Adults and Career Education, 3(1), 54-58.

Johnson, E, B. (2002). Contextual teaching and learning. Thousand Oaks, California: Corwin Press Inc.

Nurhadi, N., Yasin, B., & Senduk, A. G. (2004). Pembelajaran kontextual dan penerapannya dalam KBK. Malang: Universitas Negeri Malang.

Richards, J. C. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.

Satriani, I., Emilia, E., & Gunawan, H. (2012). Contextual teaching and learning approach to teaching writing. Indonesian Journal of Applied Linguistics, 2(1), 10-22.

Shohamy, E. (1985). A practical handbook in language testing for the second language teacher. Tel Aviv, Israel: Tel-Aviv University Press.

Wijarwadi, W. (2008). The effectiveness of contextual teaching and learning in teaching speaking. Unpublished bachelor thesis. Syarif Hidayatullah State Islamic University, Jakarta.

Yuniarsih, E. (2008). Improving students’ descriptive text writing through contextual teaching and learning at SMPN 1 Ambarawa. Unpublished bachelor thesis. Universitas Lampung, Bandar Lampung.


Refbacks

  • There are currently no refbacks.