“The Effectiveness of Contextual Teaching and Learning to Improve the Students’ Writing Skill in Descriptive Text in the Second Year of SMP 1 Muhammadiyah Malang in Academic Year 2015/2016”
i
THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND
LEARNING TO IMPROVE THE STUDENTS’ WRITING
SKILL IN DESCRIPTIVE TEXT IN THE SECOND YEAR OF
SMP MUHAMMADIYAH 1 MALANG IN ACADEMIC YEAR
2015/2016
THESIS
By:
Catur Puspita Rini 201110100311172
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
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ACKNOWLEDGEMENT
Alhamdulillah, all praise is to Allah SWT, the merciful and charitable because of His guidance, blessing and affection, the writer can finish this thesis. Moreover, the writer would like to express her great appreciation to many people who had been involved finishing this thesis. The writer thanks to:
1. Her beloved parents “Sujarwo and Painah” who always pray, support, and give affection during writing this thesis.
2. Her first advisor “Rahmawati Khadijah Maro, S.Pd, M.PEd” and her second advisor “Dra. Erly Wahyuni, M.Si” for their guidance, suggestion, correction, and comment for the completion of this thesis.
3. The headmaster of SMP Muhammadiyah 1 Malang, Drs. Budiyono and the English teacher Nurul Hidayati, S.Pd for their permission to collect the data and to the students of class VIIIA and VIIIC for their help and time in collecting the data needed for accomplishing this thesis.
4. My best friends “Hana Dessy Pratiwi, Allisa Hermilah”, and all my friends of English Department “D class” who providing comfortable situation in nice relationship for the writer during studying.
Malang, August 03,2016 The writer,
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TABLE OF CONTENTS
COVER ... i
APPROVAL ... ii
ORIGINALITY OF DECLARATION ... iv
MOTTO AND DEDICATION ... v
ABSTRACT ... vi
ACKNOWLEDGEMENT ... vii
TABLE OF CONTENTS ... viii
CHAPTER 1 INTRODUCTION ... 1
1.1 Background of the Study ... 1
1.2 Statement of the Problem ... 4
1.3 Hypothesis ... 4
1.4 Purpose of the Study ... 5
1.5 Significances of the Study ... 5
1.6 Scope and Limitation of the Study ... 5
1.7 Definition of Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE ... 7
2.1 Contextual Teaching and Learning ... 7
2.2 The Principle of Contextual Teaching and Learning ... 7
2.3 The Components of Contextual Teaching and Learning ... 8
2.4 The Application of Contextual Teaching and Learning in Teaching Writing Descriptive Text ... 9
2.4.1 Relating ... 9
2.4.2 Experiencing ... 9
2.4.3 Applying ... 9
2.4.4 Cooperating ... 10
2.4.5 Transfering ... 10
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2.6 The Process of Writing ... 11
2.6.1 Prewriting ... 11
2.6.2 Orgaizing ... 11
2.6.3 Writing ... 11
2.6.4 Polishing (revising and editing) ... 12
2.6.4.1 Revising ... 12
2.6.4.2 Editing ... 12
2.7 Macro and Micro Skills of Writing ... 12
2.8 Types of Teaching Writing ... 13
2.8.1 Immitative, or Writing Down ... 13
2.8.2 Intensive, or Controlled ... 14
2.8.3 Self Writing ... 14
2.8.4 Display Writing ... 15
2.8.5 Real Writing ... 15
2.9 Definition of Descriptive Text ... 15
2.10 The Structure of Descriptive Text ... 16
2.11 The Types of Descriptive Text ... 17
2.12 The Purpose of Descriptive Text ... 18
2.13 Concrete Sensory Detail ... 18
2.14 Descriptive Text of Scoring ... 19
2.15 Related of Previous Study ... 21
CHAPTER III RESEARCH METHODOLOGY ... 22
3.1 Research Design ... 22
3.2 Population and Sample ... 23
3.3 Research Hypothesis ... 24
3.4 Research Instrument ... 25
3.5 Data Collection ... 25
3.5.1 Pre-test ... 26
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3.6 Treatment ... 26
3.7 Data Analysis ... 30
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ... 34
4.1 Research Findings ... 34
4.1.1 The Result of Pre-test of Control Group ... 34
4.1.2 The Result of Pre-test of Experiment Group ... 35
4.1.3 The Result of Post-test of Control Group ... 37
4.1.4 The Result of Post-test of Experiment Group ... 37
4.1.5 The Result of Hypotesis Testing ... 38
4.2 Discussion ... 40
CHAPTER V CONCLUSION AND SUGGESTIONS ... 42
5.1 Conclusion ... 42
5.2 Suggestions ... 43
5.2.1 The English Teachers ... 43
5.2.2 The Students ... 43
5.2.3 The Further Researchers ... 44
REFERENCES ... 45
APPENDICES ... 49
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vii References
Ary et al. 2010. Introduction to Research in Education. USA: Wadsworth.
Barnet, Marva A. 1992.Writing as a Process. Virginia: University of Virginia.
Berns R. and Erickson P. 2001. Contextual Teaching and Learning: Preparing
Students for the New Economy. bowling Green, OH: Bowling Green
State University.
Brown, H. Douglas. 2001. Teaching by Principle. San Fransisco: Longman.
Crawford, Michael L. 2001. Teaching Contextually: Research, rationale, and techniques for improving student motivation and achviement. Texas: CCI Publishing, Inc.
Creswell, John W. 2012. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Boston: Pearson Education, Inc.
Harmer, Jeremy. 2004. How to Teach Writing. England: Pearson Educated Limited.
Harmer, Jeremy. 2007. How to Teach English. England: Pearson Educated Limited.
Hasan, Basturi. 2015. Paragraph Writing for Academic Courses; A Modern Approach. Yogyakarta: Graha Ilmu.
Hudson, Clemente Charles. Contextual Teaching and Learning for Practitioners.
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Fauzi, Fikri. (2011). Improving Students’ Ability in Writing Descriptive Text Using Clustering Technique of Eighth Grade Students of MTs Darul Ma’arif Cipete in Academic Year 2010/2011. Jakarta: Syarif Hidayatullah State Islamic University.
Kroll, Barbara. 1990. Second Language Writing: Research Insight for the Classroom. New York: Cambridge University Press.
Lubis and Saragih. 2012. The Effect of Using Contextual Teaching and Learning (CTL) Method on Students’ Achievement in Writing Recount Text. Medan: UNIMED Press.
Mardiyah, et al. 2013. The Second Grade Students’ Ability in Writing a Descriptive Text at SMP N 1 Canduang. Padang: State University of Padang.
Mudrikah, Siti. 2010. The Effect of CTL (Contextual Teaching and Learning) Approach Towards Students’ Learning English Achievement of Fifth Grade of Students at SD Negeri 010 Sarigaluh Tapung Kampar.
Pekanbaru: Islamic University of Riau.
Oshima and Hougue. 2007. Introduction to Academic Writing. Pearson Education. Inc.
Perkins, Ray. 2005. Teaching Writing. Retrieved on September 6, 2015. From:
http://wac.colostate.edu/journal/vol9/Perkins.pdf.
Pharr, Donald and Buscemi, Santi V. 2005. Writing Today. New York: McGraw-Hill.
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Ploeger, Katherine. 2000. Simplified Paragraph Skills. Illinois, Lincolnwood: NTC/Contemporary Publishing Group.
Purna, Ni Ketut Anna. 2014. Improving Descriptive Text Writing Ability of the Eight Grade Students of SMPN 3 Gianyar in Academic Year 2013/2014 by Using Short Video Clips. Denpasar: Mahasaraswati Denpasar University. Rijlaarsdam, et al. 2005. Effective Learning and Teaching of Writing. Boston:
Kluwer Academic Publishers.
Rohman, Fathur. 2013.Improving the Students Paragraph Writing Skill Through The Use of Contextual Teaching and Learning Approach. Malang. Islamic University of Malang.
Sanjaya, Wina. 2006. Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Bandung: Kencana.
Satriani, et al. 2012. Contextual Teaching and Learning Approach to Teaching Writing. Bandung: Indonesia University of Education.
Siburian, Tiur Asih. 2013. Improving Students’ Achviement on Writing Descriptive Text Through Think Pair Share. Medan: Universitas Negeri Medan.
Suparman, et al. 2013. The Effect of Contextual Teaching and Learning Approach and Achievement upon Students’ Writing Competency for the Tenth Grade Students of SMAN 1 Keruak in the Academic Year 2012-2013. Singaraja: Ganesha University of Education.
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Suryana, Nike. 2012. Teaching Writing Descriptive by Using Everybody Writes at Junior High School. Sumatera Barat: STKIPPGRI.
Vercruysesen, Max and Hendrick, Hal W. 2012. Behavioral Research and Analysis: An Introduction to Statistics Within the Context of Experimental Design. Boca Raton: Taylor & Francis Group.
Yelmita. 2010. The Effect of Contextual Teaching and Learning to Improve the Students Writing Skill at SMP N 1 Kampar. Pekan Baru: Islamic University of Riau.
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1
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, problem statement, hypothesis, purpose of the study, significances of the study, scope and limitation and definition of the key terms. Each section is presented as follows.
1.1Background of the Study
English as foreign language is important language that must be learned for students to communicate with teachers, friends or even another person from a various countries. In Indonesia, English is learned by students from elementary school up to senior high school. Teaching English in Junior high school covers the four skills, those are reading, listening, writing, and speaking. Each of skill must be mastered by the student as well as that they have learned. Thus, writing becomes interesting to be taught since it is challenging to students. Perkins (2005) said that
teaching writing is the teacher ways to increase students’ ability to think critically
in written form. It means that the appropriate way to teach writing is when teacher
could increase students’ skill in written form.
Writing is necessary to be taught for students in Junior High School since it shares their ideas and it has challenging for students. Kroll (1990:8) states that writing is process of idea (planning, revising, and the like) into the final product (patterns of organization, spelling, grammar). It can be conclude that writing must be balance between process and product in order to increase the students ability and acquisition.
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The subjects of writing skill in the second year of Junior High School are descriptive, recount, and narrative. The researcher will concern on writing descriptive text because it is important to be taught and it has basic to write text in the second grade of junior high school. Siburian (2013) states that writing descriptive text is the writer’s experience to portray a person, place, or things in order to make the reader visualize the topic. It can be conclude that writing descriptive text has the aim to give description of the object to the reader vividly.
Based on primely observation at second year of SMP Muhammadiyah 1 Malang, the students have difficulties to write descriptive text because they do not have ideas, lack in vocabularies, and coherence of the paragraph. Mardiyah et al (2013) states that the students got difficulties to develop their ideas, the use of vocabulary and grammar. It means that students do not have motivation to write since they have some problems in writing descriptive text.
Contextual teaching and learning (CTL) approach can be applied in teaching English, especially in teaching writing descriptive text. Since CTL focused on
students’ involvement in the learning process so students could find out the material
learned through the real life situation in order to apply knowledge in their life. Thus, the purpose of CTL is involving the students in the learning process and they will get ideas and add vocabularies because they already have real experience. According to Berns and Erickson (2001), CTL may occurs in the external activities such as, at home, school, internet, and workplace because it relates past experience and other current classes so students could have new knowledge. It means that
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contextual teaching and learning may engage students in active learning process so they become active and creative.
Due to the contextual teaching and learning in writing descriptive text for the students in the second year of Junior high school, the researcher focused on people as an object in the learning process so it is about describing people in the classroom. Students describe people in a paragraph that appropriate with generic structure in descriptive text, such as identification and description. A descriptive text use present tense as the grammatical pattern which consists of identification and description (Suryana, 2012). On the other hand, descriptive text is the text which tells about object (place, person or thing) in description form and it has aim to make students exactly understand how to describe object as they have seen.
Based on the previous study by Yelmita (2010) about the effect of CTL to improve the students writing skill at SMP N 1 Kampar, there is a significant improvement before using CTL and after using it. She found that the average score of students in pre-test was 58.39 and in post test was 77.44 point. In addition, Rohman (2013) conducted a research about improving the students paragraf writing skill through the use of CTL approach, he found that CTL approach can improve
the students’ paragraf in writing skill since the students are enjoyed in the learning
process. It can be conclude that some previous researchers who are using CTL was successful in increasing students mean score in post test.
Based on the phenomenon above, the researcher is using CTL for solve those
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4
Furthermore, Satriani et al (2011) states that CTL has some benefits for students. First of all, students are active since students involve in the real activities. It can motivate students to find the relationship between the material and the real situation. It assists students to across the real life. It helps the students to solve their problems. It provides students to discuss with their friends. Then, it helps students to summarize and reflect the lesson.
Therefore, the researcher intends to conduct an experimental research entitled:
“The Effectiveness of Contextual Teaching and Learning to Improve the Students’
Writing Skill in Descriptive Text in the Second Year of SMP Muhammadiyah 1 Malang in Academic Year 2015/2016.
1.2 Statement of the Problem
The problem of this research is an attempt to answer the following research question:
Is Contextual Teaching and Learning effective to improve the students writing skill in descriptive text of the second year students of SMP Muhammadiyah 1 Malang in academic year 2015/2016?
1.3 Hypothesis
Based on the formulation of the problem above, the researcher hypothesizes as in the following:
1. Null Hypothesis (Ho): There is no improvement of students ability in writing descriptive text in the second year students of SMP Muhammadiyah 1 Malang.
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2. Alternative Hypothesis (Ha): There is improvement of students ability in writing descriptive text in the second year of SMP Muhammadiyah 1 Malang.
1.4 Purpose of the Study
The researcher formulates the purpose of study as follows:
To know the effectiveness of Contextual Teaching and Learning to improve the students writing skill in descriptive text of the second year of SMP Muhammadiyah 1 Malang in academic year 2015/2016.
1.5 Significances of the Study
The findings of this study will be assumed as follows:
Theoritically, contextual teaching and learning is essential to be implemented for students since it can motivate and develop students’ ideas, they have new knowledge through the real condition in the learning process so the students achviement in writing descriptive text will be improved.
Practically, the findings of the present study are expected to give contribution for English teachers at SMP Muhammadiyah 1 Malang, for students in the second year at SMP Muhammadiyah 1 Malang, and for English Department as a prospective teacher.
1.6 Scope and Limitation of the Study
This study focused on Contextual Teaching Learning in order to improve
students’ writing skill in descriptive text at SMP Muhammadiyah 1 Malang. It is
limited for 60 students in the second year of SMP Muhammadiyah 1 Malang in academic year 2015/2016.
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6 1.7 Definition of Key Terms
Here are the definitions of key terms in this study to avoid misunderstanding. Those are:
1. Contextual Teaching and Learning (CTL)
Contextual Teaching and Learning (CTL) helps students to construct new knowledge since students can connect their experience with teaching learning process so it called as active learning designed (Hudson et al, 2007).
2. Writing
Writing is a mental process of expression idea and it has meaning in communication (Barnet, 1992).
3. Writing Descriptive Text
Writing descriptive text is the process to describe an object and it should consist of generic structure, such as: identification, description, and solution (Purna, 2014).
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1
CHAPTER 1
INTRODUCTION
This chapter presents background of the study, problem statement, hypothesis, purpose of the study, significances of the study, scope and limitation and definition of the key terms. Each section is presented as follows.
1.1Background of the Study
English as foreign language is important language that must be learned for students to communicate with teachers, friends or even another person from a various countries. In Indonesia, English is learned by students from elementary school up to senior high school. Teaching English in Junior high school covers the four skills, those are reading, listening, writing, and speaking. Each of skill must be mastered by the student as well as that they have learned. Thus, writing becomes interesting to be taught since it is challenging to students. Perkins (2005) said that teaching writing is the teacher ways to increase students’ ability to think critically in written form. It means that the appropriate way to teach writing is when teacher could increase students’ skill in written form.
Writing is necessary to be taught for students in Junior High School since it shares their ideas and it has challenging for students. Kroll (1990:8) states that writing is process of idea (planning, revising, and the like) into the final product (patterns of organization, spelling, grammar). It can be conclude that writing must be balance between process and product in order to increase the students ability and acquisition.
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2
The subjects of writing skill in the second year of Junior High School are descriptive, recount, and narrative. The researcher will concern on writing descriptive text because it is important to be taught and it has basic to write text in the second grade of junior high school. Siburian (2013) states that writing descriptive text is the writer’s experience to portray a person, place, or things in order to make the reader visualize the topic. It can be conclude that writing descriptive text has the aim to give description of the object to the reader vividly.
Based on primely observation at second year of SMP Muhammadiyah 1 Malang, the students have difficulties to write descriptive text because they do not have ideas, lack in vocabularies, and coherence of the paragraph. Mardiyah et al (2013) states that the students got difficulties to develop their ideas, the use of vocabulary and grammar. It means that students do not have motivation to write since they have some problems in writing descriptive text.
Contextual teaching and learning (CTL) approach can be applied in teaching English, especially in teaching writing descriptive text. Since CTL focused on students’ involvement in the learning process so students could find out the material learned through the real life situation in order to apply knowledge in their life. Thus, the purpose of CTL is involving the students in the learning process and they will get ideas and add vocabularies because they already have real experience. According to Berns and Erickson (2001), CTL may occurs in the external activities such as, at home, school, internet, and workplace because it relates past experience and other current classes so students could have new knowledge. It means that
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3
contextual teaching and learning may engage students in active learning process so they become active and creative.
Due to the contextual teaching and learning in writing descriptive text for the students in the second year of Junior high school, the researcher focused on people as an object in the learning process so it is about describing people in the classroom. Students describe people in a paragraph that appropriate with generic structure in descriptive text, such as identification and description. A descriptive text use present tense as the grammatical pattern which consists of identification and description (Suryana, 2012). On the other hand, descriptive text is the text which tells about object (place, person or thing) in description form and it has aim to make students exactly understand how to describe object as they have seen.
Based on the previous study by Yelmita (2010) about the effect of CTL to improve the students writing skill at SMP N 1 Kampar, there is a significant improvement before using CTL and after using it. She found that the average score of students in pre-test was 58.39 and in post test was 77.44 point. In addition, Rohman (2013) conducted a research about improving the students paragraf writing skill through the use of CTL approach, he found that CTL approach can improve the students’ paragraf in writing skill since the students are enjoyed in the learning process. It can be conclude that some previous researchers who are using CTL was successful in increasing students mean score in post test.
Based on the phenomenon above, the researcher is using CTL for solve those problem since this approach relates students’ experience and material in classroom.
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4
Furthermore, Satriani et al (2011) states that CTL has some benefits for students. First of all, students are active since students involve in the real activities. It can motivate students to find the relationship between the material and the real situation. It assists students to across the real life. It helps the students to solve their problems. It provides students to discuss with their friends. Then, it helps students to summarize and reflect the lesson.
Therefore, the researcher intends to conduct an experimental research entitled: “The Effectiveness of Contextual Teaching and Learning to Improve the Students’ Writing Skill in Descriptive Text in the Second Year of SMP Muhammadiyah 1 Malang in Academic Year 2015/2016.
1.2 Statement of the Problem
The problem of this research is an attempt to answer the following research question:
Is Contextual Teaching and Learning effective to improve the students writing skill in descriptive text of the second year students of SMP Muhammadiyah 1 Malang in academic year 2015/2016?
1.3 Hypothesis
Based on the formulation of the problem above, the researcher hypothesizes as in the following:
1. Null Hypothesis (Ho): There is no improvement of students ability in writing
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5
2. Alternative Hypothesis (Ha): There is improvement of students ability in
writing descriptive text in the second year of SMP Muhammadiyah 1 Malang.
1.4 Purpose of the Study
The researcher formulates the purpose of study as follows:
To know the effectiveness of Contextual Teaching and Learning to improve the students writing skill in descriptive text of the second year of SMP Muhammadiyah 1 Malang in academic year 2015/2016.
1.5 Significances of the Study
The findings of this study will be assumed as follows:
Theoritically, contextual teaching and learning is essential to be implemented for students since it can motivate and develop students’ ideas, they have new knowledge through the real condition in the learning process so the students achviement in writing descriptive text will be improved.
Practically, the findings of the present study are expected to give contribution for English teachers at SMP Muhammadiyah 1 Malang, for students in the second year at SMP Muhammadiyah 1 Malang, and for English Department as a prospective teacher.
1.6 Scope and Limitation of the Study
This study focused on Contextual Teaching Learning in order to improve students’ writing skill in descriptive text at SMP Muhammadiyah 1 Malang. It is limited for 60 students in the second year of SMP Muhammadiyah 1 Malang in academic year 2015/2016.
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6
1.7 Definition of Key Terms
Here are the definitions of key terms in this study to avoid misunderstanding. Those are:
1. Contextual Teaching and Learning (CTL)
Contextual Teaching and Learning (CTL) helps students to construct new knowledge since students can connect their experience with teaching learning process so it called as active learning designed (Hudson et al, 2007).
2. Writing
Writing is a mental process of expression idea and it has meaning in communication (Barnet, 1992).
3. Writing Descriptive Text
Writing descriptive text is the process to describe an object and it should consist of generic structure, such as: identification, description, and solution (Purna, 2014).