THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) ON SECONDARY LEVEL STUDENTS’ RECOUNT TEXT WRITING ABILITY

Ragil Harum Sekar Tanjung, Ragil Harum Sekar Tanjung (2019) THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) ON SECONDARY LEVEL STUDENTS’ RECOUNT TEXT WRITING ABILITY. Bachelor thesis, UNIVERSITAS ISLAM MAJAPAHIT MOJOKERTO.

	Text CHAPTER 1-5.pdf Restricted to Repository staff only Download (704kB)
	Text THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING (CTL) ON SECONDARY LEVEL STUDENTS’ RECOUNT .pdf Restricted to Repository staff only Download (535kB)

Abstract

Abstract The purpose of this research is to find the effectiveness of Contextual Teaching and Learning (CTL) on secondary level students’ recount text writing ability, and to know the students’ motivation after learning using CTL. The researcher used quantitative with quasiexperimental design analysis pre-test and post-test. Thus, this study conducted to get empirical evidence about the students’ recount text writing effect after the implementation of the CTL through administering pre-test and post-test to get the scores and to have statistics data. The researcher also used questionaire to gather information about students’ motivation after learning by using CTL. The population of this research was tentht grader students of SMA N 1 Dawarblandong. This research was conducted in the second semester of 2017/2018 academic year. The sample of this research were X-IPA 1 and X-IPA 2. X-IPA 1 as the experimental class, and X-IPA 2 as the control class. Each class consisted around 36 students. The writer chose 20 students of each class as the sample. The reseacher used t-test formula to analyzed the data of pre-test and post-test. The degree of significances of 5%. In the table of significances, it can be seen the df 38 and the degree of significances of 5% the value of degree of significance is 2,02. If compared with each value of the degree of significance, the result is 2,8 > 2.02. It means that the difference result from pre-test and post-test was significant. Therefore, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. Based on the questionaire persentage results showed that the results from 4 indicators of students’ motivation in intrinsic aspect, the majority of students agree with the statement that they were interested in participating the teaching and learning process, they were desire to achieve, they were confidence in participating the teaching and learning process, and they were complete the task well. As well as the results from 2 indicators of students’ motivation in extrinsic aspect, the majority of students agree with the statement that they were desire to get an award/ praise in teaching and learning process and they were enjoyed the method/ strategy in teaching and learning process. Keywords: Contextual Teaching and Learning (CTL), Recount Text, Writing, Motivation, Quasi-experimental

Actions (login required)

View Item