CHAPTER 1
INTRODUCTION
A. Background of Research
Language is one of the most important things in communication. We use languages for communication and talking to each other every day. As a language, English is very important as means of communication. In Indonesia, English is not use as a daily communication, otherwise it is used as one of compulsory subjects. It is taught from elementary school up to university. English in subject matter covers four basic language skills, listening and reading as receptive skills, speaking and writing as productive skills. Out of the four language skills, compared to the other skills writing is the most difficult skill to master.1
Writing ability plays an important role in students’ learning. The act of writing creates an environment for the development of cognitive and organizational strategies whereby students link new concepts with familiar ones, synthesize knowledge, explore relations and implications, outline information, and strengthen conceptual frameworks.2 In the current based English syllabus and curriculum (KTSP and K13) there are twelve genres of text that should be learned and mastered by the students in the world of academic writing. Those are descriptive, definition, compare and contrast,
1 Endang Fauzati, Teaching English as A Foreign Language (TEFL), (Surakarta: Era Pustaka Utama, 2010), p. 45.
2 Prahita Isnani Ningtiyas, “Teaching Writing Using Contextual Teaching and Learning in 2nd Grade Junior High School at SMPN 1 Kalijambe Sragen, (Thesis, Faculty of English Education and Teacher Training Muhammadiyah University, Surakarta, 2018), p. 1.
cause and effect, recount text, process, narrative text, critical, expository, persuasive text, news item and report text.3 One of the texts that should be learned by senior high school students is narrative text. According to Pardiyono in Pratiwi narrative text is type of text that tells about story that based on people experience, some events and legend or myth in the society. It has functions to amuse or entertain the readers and also give moral values that they could learn from it.4
During the process of teaching and learning the students and teacher may face some problems related to writing narrative text. The first problem is the students cannot generate their idea well. They lack about the knowledge and vocabulary of components text such generic structure, social function of the text and language features. The second problem is the educator inability to use various media in teaching learning process. The educator only focused on the textbox as main source of reference that consequently affect the students input in process of learning. The third problem is the students cannot explore the idea in writing process due to the educator understanding learning process of writing. The educator though that writing need long time while the other skills reading, speaking and listening must be discussed well.5
3 Etik indriani, “Improving Students’ Writing Narrative Texts by Using the Combination of Story Sequencing Cards and Round Table Technique, (Thesis, Universitas Negeri Semarang, Semarang 2015), p. 4.
4 Eka Wulan Pratiwi, “Students’ Ability in Writing Text, (Thesis, Syarif Hidayatullah State Islamic University, Jakarta, 2018), p. 10.
5 Titin Indriati, “Improving Writing Skills on Narrative Texts for Grade VIII E Students of SMPN 6 Magelang Through Collaborative Writing Technique in The Academic Year of 2014/2015, ( Thesis, Universitas Negeri Yogyakarta, Yogyakarta 2018), p. 3.
Those problems also occur in process of teaching at SMAN 1 Praya Barat Daya. It happens because the students cannot comprehend their idea in writing process and the teacher does not have interesting approach in teaching.6 To solve those problems, the teacher should find an approach to improve students’ interest and motivation in writing narrative text. One approach that can be used by the teachers is contextual teaching and learning (CTL).
Ar Rosyid stated that contextual teaching and learning(CTL) can help the students to obtain the purpose of writing text whereby it can provided the students to expressing their ideas based on context.7 In addition Satriani stated that contextual teaching and learning (CTL) approach is one of the approaches that emphasizes the process and content of writing.8 It can be concluded that contextual teaching and learning (CTL) can encourage the students in writing narrative text. Based on that background above the researcher is interested to use contextual teaching and learning (CTL) approach to help students in comprehending writing narrative text. So, the title of this study is “The Effect of Contextual Teaching and Learning Approach Toward the Students’ Writing Narrative Text Ability (A Quasi- Eexperimental Study at the Eleventh Grade Student of SMAN 1 Praya Barat Daya in the Academic Year 2021/2022).
6 Mustal, Interview, Darek, 13 Januari 2021.
7 Rofingudin Arrosyid, “The Influence of Contextual Teaching and Learning Toward Students’ Ability in Writing Descriptive Text at Seventh Grade of Mts Ma’arif 20 Kalidadi Kalirejo Central Lampung in 2018/2019 Academic Year, (Thesis, Faculty of Teacher Training and Education, Bandar Lampung, 2019), p. 5.
8 Intan Satriani, et al, “Contextual Teaching and Learning Approach to Teaching Writing”, Indonesian Journal of Applied Linguistics, Vol. 2, No. 1, July 2012, p. 10.
B. The Statement of Problem and Research Limitation 1. Statement of Problem
The researcher formulates the statement of problem in this research namely, is contextual teaching and learning (CTL) effective to improve students’ writing ability in narrative text at the eleventh grade of SMAN 1 Praya Barat Daya in academic year 2021/2022?
2. Research Limitation
The scope of the study will focus on the senior high school by giving contextual teaching and learning (CTL) approach and concentrate the effect of contextual teaching and learning (CTL) technique to build students’ ability in writing narrative text.
The researcher limits the study on the teaching English that concern with writing narratuve text by using contextual teaching and learning (CTL) technique at the eleventh grade students of SMAN 1 Praya Barat Daya.
C. Objective and Significant of Research 1. Objective of Research
This study is expected to know contextual teaching and learning (CTL) approach is effective or not to improve students’ ability in writing narrative text at the eleventh grade of SMAN 1 Praya Barat Daya in academic year 2021/2022
2. Significances of Research
The result of this study is expected bring positive effect, theoretically and practically.
a. Theoretical Significance
The research of this study is expected to develop the theory of teaching and learning of writing narrative ability through contextual teaching and learning(CTL) approach to improve students’ ability in writing narrative text.
b. Practical Significances 1) For the educators
The result of this study is expected could give contribution for the educators so that they could manage classroom study in teaching writing narrative skill by applying contextual teaching and learning (CTL) here encourage them to become independent students.
2) For the students
The students are expected to give contribution toward the level of achievement in writing narrative ability through contextual teaching and learning(CTL).
3) For the researcher
This study is expected to be one of the techniques to suggest and motivating the researchers to enrich the target of
teaching and learning process by applying Contextual Teaching and Learning(CTL).
D. Definition of Key Terms 1. Writing
The definitions of writing are variously stated by some experts.
According to Dewi, writing is expression of language in form of letter, symbol, or words.9 On the other hand Nunan defined writing as mental works to formulated ideas, expressing them, and organizing them into paragraphs and statements in order to be read by the reader.10 Furthermore brown stated in Nurhidayah that writing is expressing ideas into the new language.11 Based on definitions above, writing is process of production ideas in form of readable text which should be meaningful to the reader.
2. Narrative text
A narrative text is an imaginative story that has function to entertain the reader. There are various kinds of narrative text such as mysteries, fictions, romances, horror, fable stories, etc.12 In formal pattern narrative text define as story of event in chronological order in which occurred in time such as biography, history, etc.13
9 Utami Dewi, How to Write in EFL Class, (Medan: Latansa Press, 2013), p. 2.
10David Nunan, Practical English Language Teaching, (New York: Mc Craw Hill, 2003), p.
88.
11 Nurhidayah, “An Analysis on the Students’ Ability in Writing Narrative Text at Grade IX Mts Ali Imron Medan, (Thesis. Department of English Education, North Sumatra University, Medan, 2017), p. 14.
12 Novia, “Improving Students’ Ability in Writing Narrative Text by Using Digital Story, (Thesis. Department of English Education, State Islamic University of Semarang, Semarang, 2016), p.
20.
13 Nurhidayah, An Analyis..., p. 15.
From the definition above, the researcher concluded that narrative text is composition which tells about story. It can be factual and non- factual narrative text. Factual narrative text tells about real even. Non- factual narrative text tells about story is not real happened in our lives.
3. Contextual teaching and learning(CTL)
Sears said that contextual teaching and learning (CTL) is a concept that can help the educators relate the instructions to the real world situations of the students and encourages students to make connections between their knowledge and application in their daily lives.14 Moreover Hasani stated that contextual teaching and learning (CTL) is concept that can facilitate students to develop creative ideas in form of writing and make a link between academic subject and real world context.15 According to the definitions above contextual teaching and learning(CTL) is a stage of constructing and introducing the material which is learned by the students.
14Jean Susan Sears, Introduction to Contextual Teaching and Learning, (USA: Phi Delta Kappa Educational Foundation, 2003), p. 9.
15Aceng Hasani, “Enhancing Narrative Writing Skill Through Contextual Teaching and Learning”, Academic Journals: Educational Research and Reviews, Vol. 11, No. 16, 2016, p. 73.
CHAPTER II
REVIEW OF RELATED LITERATURE AND HYPOTHESIS
A. Review of Previous Research
In this part of study, the researcher will discuss some previous research that related to “The Effect of Contextual Teaching and Learning Approach Toward the Students’ Writing Narrative Text Ability.” There are as follows:
The first review is a research conducted by Eliyawati entitled
“Improving Students' Ability to Write Narrative Texts Using Contextual and Teaching Approach.” The purpose of this research is to describe the influence of contextual teaching and learningmodel and critical thinking ability toward narrative writing skill on university students. This research is pre-experimental with pre-test post-test control group design. The population of the research was 147 university students, and 52 university students were used as sample with multi stage sampling. Instruments used in this research were questionnaires and tests. Questionnaires were employed to collect data regarding teaching method, while test instruments were used to collect data on the critical thinking and narrative writing skill abilities.
The results of the research indicate that group of contextual learning model has more significant influence than group of non- contextual learning model. Whereby the mean of narrative writing score
between experiment and control group respectively (82.15 and 74.54) with significant level (α) 0.05. It means contextual teaching and learning technique have significant influence toward narrative writing skill.16
The similarity of this research with what researcher is looking at is the similarity of the contextual teaching and learning approach for improving writing narrative. However, the different from this research is the design of research. What used here is a pre-experimental research that uses one group pre-test and post-test design with quantitative approach, and the researcher using quasi experiment with quantitative approach.
In the second review is a research conducted by Miftah entitled
“The Effect of Using Contextual Teaching in on students’ Ability in Writing Narrative Text at the Second Year Of State Islamic Senior High School Tembilahan Indrgiri Hilir Rgency in 2012.” It Is An Experimental Research. Her research design is quasi experimental. She tried to find out how students’ ability in writing narrative text at the second year of MAN Tembilahan by using contextual teaching and learning is, to find out the students’ ability in writing narrative text at the second year of MAN Tembilahan without using contextual teaching and learning, and to find out whether or not there any significant difference on students’ ability in writing narrative text between the students who were taught by using contextual teaching and learningand those who were taught without using contextual teaching and learning.
16 Eliyawati, “Improving Students' Ability to Write Narrative Texts Using Contextual and Teaching Approach”, Journal Basic of Education, Vol. 4, No. 2, 2020, p. 139.
Questionnaires were employed to collect data regarding teaching method, while test instruments were used to collect data on the narrative writing skill abilities. In her research, she found that significant difference students’ ability in writing narrative text between the students who were taught by using contextual teaching and learning and those who were taught without contextual teaching and learning (CTL) was 0. 21< 4. 065
> 0.69. So, the conclusion was the students’ ability in writing narrative text taught by using contextual teaching and learning was higher than without using contextual teaching and learning.17
There are two similarities of this research with what researcher is looking at are the similarity of the research design and study approach.
Where the study approach use in this research is quantitave and similarity of the research design of researcher use, that is quasi experimental with pretest posttest design.
The last review is a research by Hidayah who conducted the research under title “The Influence of Contextual Teaching and Learning Approach on Students’ Writing Narrative Text”. The purpose of the study is aimed to find out the empirical evidence of the influence of contextual teaching and learning approach on students’ narrative writing text at the seventh grade of SMA Fatahillah Ciledug, Tangerang.
17 Miftah Faridl, “The Effect of Using Contextual Teaching in on students’ Ability in Writing Narrative Text at the Second Year of State Islamic Senior High School Tembilahan Indrgiri Hilir Regency in 2012, (Thesis, Faculty of Languages and Arts Yogyakarta State University, Yogyakarta, 2016), p. 23.
This study is categorized as quasi-experimental research design because it consists of two different classes as the sample. The population of this study is all the students of the seventh grade of SMA Fatahillah Ciledug, Tangerang. In selecting the sample, the researcher used puposive sampling and the students of class X.1 and X.2 of SMA Fatahillah Ciledug, Tangerang are chosen as the sample. The data collecting is done by giving the test (Pre-test and post-test). The instrument that use in this research is writing narrative test. The researcher used t-test formula to analyze the difference of students’ score in experimental class and controlled class.
The results of the research in the significance level 5%. It means that there is obvious difference between the average score from the result of teaching narrative writing text in experimental class and controlled class. Furthermore, the result of effect size score indicates that contextual teaching and learning has strong effect to the students’ narrative writing text achievement because it reached more than 1.00 whereas it is on 1.11 levels. Thus, it can be inferred that teaching narrative writing text by using contextual teaching and learning is effective to improve students’
narrative writing text score.18
There are two similarities of this research with what researcher is looking at are the similarity of the techniques for increasing students’
ability in writing narrative, which is contextual teaching and learning, and
18Anisa Nurul Hidayah, “The Influence of Contextual Teaching Learning Approach on Students’ Writing Narrative Text, (Thesis, Syarif Hidayatullah State Islamic University, Jakarta, 2017), p. 44-46.
similarity of this research is sampling technique, that is purposive sampling. The deferent of this research is approach the first was used descriptive qualitative research, but researcher will use quantitative approach.
B. Theoretical Bases a. Narrative writing
1) Definition of narrative text
Narrative text is kind of text that tells about story based on some events or experiences. It has function to amuse or entertain the reader.19 In addition Celce and Muria stated that narrative text is story of chronological events countered on a person or a hero.20 Beside, narrative text is kind of text to retell the story in the past.
The purpose of the text is to entertain or to amuse the readers or listeners about the story. Narrative paragraph does not only make the readers fun, but also the writers. It has been expressed by Newsweek that the narrative is one of writing types that can make readers and writers fun.21
Based on definition above narrative text is a description of a series of events, either real or imaginary, that is written or told in order to entertain people. This type of text structurally
19Nurhasanah, “Improving Students’ Ability in Writing a Narrative Text by Using Round Table Strategy at Grade VIII C of SMP Negeri 11 Kota Bengkulu, (Thesis, University of Bengkulu ,Bengkulu, 2014), p. 44-46.
20M. Celce Murcia, Elite Olstain, Discourse and Context in Language Teaching, (New York:
Cambridge University Press, 2000), p. 151
21Newsweek Education Program, Essay writing: Step-by-Step, (New York: Newsweek Inc, 2003), p. 139.
organizes the action, thought, and interactions of its characters into pattern of plot.
2) The generic structure of narrative writing
According to Nunan the generic structure on writing narrative text consists of:22
a) Orientation, the readers are introduced to the main character and possibly some minor characters. Some indications are generally given of where the action is located and when it is taking place.
b) Complication, the complication is pushed along by a serious of events, during which we usually expect some sort of complication or problem to arise. It just would not be so interesting if something unexpected did not happen. This complication will involve the main characters and often serves toward them from reaching their goal.
c) Resolution, in this part, the implication may be resolved for better or worse, but it is rarely left completely unresolved (although this is of course possible in certain toes of narrative which leaves us wondering “How did it end”?).
3) Step on writing narrative text
According to Anderson in Karolina there are four steps of writing narrative text:23
22David Nunan, Language Teaching Methodology: a Textbook for Teacher, (London:
Prentice Hall International (UK) Ltd, 1991), p. 63.
a) Planning: Planning is the arrangement conducted to do something. The planning stage is important because at this stages lies the ideas of the process of writing. This may involve making detailed notes.
b) Drafting: Drafting is the process of putting all ideas and thoughts in a piece of paper which will be in the very rough form. This stage needs an editing for checking the text. It is assumed as the first version of a piece of writing as a draft.
c) Editing: The way to revise and improve the first draft is called editing. Editing is essential part of preparing a piece of writing for public reading or publication. The many drafts prepared that have been written to be edited or revised. Once a writer has produced a draft, she or he then usually reads through what she or he has written, whether it is ambiguous or confusing.
d) Final draft: Final draft is the end product of a piece of writing.
Once the writer has edited their draft and has made the changes if any necessary in order to produce the final draft. This may look considerably different from both of the original plan and the first draft, because many things perhaps have been changed in the editing process.
23Intan karolina, “Teaching Narrative Text in Improving Writing to the Tenth Grade Students of SMA Negeri 1 Petarukan, Pemalang, (Thesis, Universitas Negeri Semarang, Semarang, 2006), p.
19.
4) Assessing narrative writing
Assessment is an aspect that continuous and integrated in learning process of designing lesson, implementing them and evaluating their success. There is a match between the learning outcomes and the instrument used to conduct the evaluation.
With the assessment of learning outcomes this can be used as feedback that useful as an instrument of assessment the ability of students in the future.24
There are assessing procedures:25 a) Preparation
The researcher prepare the material before teaching, usually the researcher takes the materials from the book, the course guide book or sometimes from the internet. The researcher prepares the material beforhand and when the researcher comes to the class, the researcher ready with the materials and the media. Based on the document, the lesson plans must design for each meeting for the whole semester.
The researcher makes preparations for the whole course and selects all the materials to be us in the teaching process. The teaching materials are connecting with the syllabus.
b) Teaching Materials
24 Rofingudin Arrosyid, The Influence…, p. 34.
25 Nurhidayah, An Analyis..., p. 23.
The researcher prepares the students to authentic materials, because it is more natural and real for them. The researcher determines the material that will be thought to the students, the material is about narrative text.
c) Teaching method
The teaching methods and techniques that the researcher observes are also interesting. Researcher must make a good atmosphere and a very comfortable situation.
The researcher add that her students are more motivate to learn narrative writing that relate to real world situation which is it very suitable with the technique that used in this research that is contextual teaching and learning.
d) Assessing
The researcher prepared a kind of pretest and posttest that would be given to the students. By giving the tests, the researcher knew the students improve their writing narrative ability or not. In assessing students’ writing score the researcher use analytic rubric scoring assesment which was developed by Tribble.
b. Contextual teaching and learning
1) Definition of contextual teaching and learning(CTL)
Contextual teaching and learning (CTL) is one of the concepts in constructions process which construct material that
learned by the student. As explained by some experts that contextual teaching and learning is a conception of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers; and engage in the hard work that learning requires.26
In addition Irawati stated contextual teaching and learning (CTL) is a learning system that enables students to catch and understand the meaning of the material. It is a learning system which based on philosophy that the students will be able to understand the material and the meaning of their assignments if they are able to connect new information with their knowledge and experiences.27
From some explanations above, it can be conclude that contextual teaching and learning (CTL) is one of approach which combines sequence of activities to introduce and facilitate students to comprehend instructional subjects and develop creative ideas in the form of generating the meaning and make a link between academic subject and real world context.
26Clement C. Hudsen, et al. “Contextual Teaching and Learning for Practioner”, Systemics, Cybernetics and Informatics, Vol. 6, No. 4, 2012, p. 54.
27Irawati, “The Use of Contextual Teaching and Learning in Writing Subjects: A Case Study of the Second Year Students at SDN 3 Bareng Lor Klaten in 2013/2014, (Thesis, Muhammadiyah University, 2015), p. 4.
2) Strategies in contextual teaching and learning(CTL)
Based on Crawford, there are five strategies in implementing contextual teaching and learningas follows:28
a) Relating: Learning related with the real world experience context.
b) Experiencing: Learning focused on the exploration, discovery, and invention.
c) Applying: Learning should be presented into the context of useful.
d) Cooperating. Learning through the context of interpersonal communication context, togetherness, etc.
e) Transferring. Learning through the use of knowledge in the situation or new context.
All of the strategies above must be presented in the teaching learning process for the effective instruction.
3) Components procedure of application contextual teaching and learning(CTL)
There are seven components procedures of application contextual teaching and learning that should be developed by teacher in implementing contextual teaching and learning:29
28 Michael L. Crawford, Teaching Contextually, (Texas: CCI Publishing, Inc, 2003), p. 13.
29 Khaefiatunnisa, “The Effectiveness of Contextual Teaching and Learning in Improving Students’ Reading Skill in Procedural Text A Quasi-Experimental Study of the Second Grade Students at One Vocational School in Bandung”, Journal of English and Education, Vol 3. No 1, 2015, p. 84.
a) Constructivism, in this teaching and learning model the learner use a variety of cognitive processes during learning process. Students construct their own knowledge by observing a problem by themselves and try to get ideas to solve the matter.
b) Inquiry, in this teaching and learning model the students make an observation, propose some questions, make prediction, collect and calculate the data, and make conclusion from what they have learned.
c) Questioning, the teacher can use questioning techniques to challenge students to apply concepts and principled which is introduced. for contextual teaching and learning to achieve its goals, appropriate types and levels of questions must be asked.
d) Learning community, accustoms students to work cooperatively with others and share their knowledge. In learning community, students can learn how to work in team and how to interact with others. Therefore, students can get information from the community inside and outside class, such as family or society.
e) Modeling, gives students the model or the example, which is important to help students acquire the knowledge being learned. In contextual teaching and
learning, teacher is not the only one model for students. It can involve students as a model or an outsider such as an expert, a doctor, a foreigner, and soon. For example, a native speaker can be a model of language learning.
f) Reflection, can guide students apply their knowledge, attitude, and skill in their real life. In this part students will give an opinion, critics, comments and suggestions on their own activities.
g) Authentic assessment, conducted during and at the end of the learning process. It shows the teacher how much academic material the students know and what the students are able to do.
4) The components of contextual teaching and learning(CTL) According to Elaine B Johnson there are eight components in CTL:30
a) Making meaningful connections
Johnson claimed that connecting learning to one’s life makes studies come alive. When learners can connect of an academic subject such as English, mathematics or history with their own experience, they discover meaning, and meaning gives them a reason for learning.
b) Using authentic assessment
30 Elaine B. Johnson, Contextual Teaching and Learning: What It Is and Why It’s Here to Stay, (Thousand Oaks: Corwin Press, Inc., 2002), p.24
Contextual teaching and learning asks students to exhibit their attainment of high standard by doing authentic assessment tasks. These tasks challenge student to apply their knowledge and skills to real world situation for significant purposes.
c) Doing significant work
Another component of contextual teaching and learning is doing significant work. It engages students actively and responsibly in learning activities.
d) Collaborating
An essential part of contextual teaching and learning system plays a significant role in self-regulated learning.
From collaboration, not competition, young people absorb the wisdom of others. From collaboration, they cultivate tolerance and compassion.
e) Self- regulated learning
Self-regulated learning is a learning process that engages students in independent action involving sometimes one person, usually a group. This independent action is designed to connect academic knowledge with the context of student’s daily lives in ways that achieve a meaningful purpose.
f) Critical and creative thinking
Thinking is an active, purposeful, organized process that we use to make sense of the world. In this sense, John Chaffee assumed that critical thinking as thinking to systematically explore the thinking process itself.
g) Nurturing the individual
Contextual teaching and learning asks teachers to nurture every student, in part because relationships weave a context for personal growth. Contextual teaching learning teachers assist every student to develop the intelligences that are challenging.
h) Reaching high standards
Contextual teaching and learning asks students reach high standard. Asking too little of students, lowering standard for them, manifest a callous disregard for their latent potential and future well-being environment.
Besides, the authentic assessment also takes more time for the teachers to develop and apply.31
5) Advantage and disadvantage of contextual teaching and learning
As an approach in learning contextual teaching and learninghave the advantages and disadvantages in the process of teaching and learning. For the advantage according to
31Alwani, “Improving Students’ Understanding of Passive Voice of the Simple Past Tense by Using Contextual Teaching and Learning, (Thesis, Syarif Hidayatullah State Islamic University), p.
23.
Johnson “The great power of contextual teaching and learning is that it gives all young opportunity to develop their promise, to develop their talents, and to become informed, capable members of a democratic society.”32 It makes the educators become easier to reach the goal of teaching learning process.
Based on that explanation, contextual teaching learning can develop students’ communication skill and increase students’ comprehension about current issues which are related to their live.
On the other hand, the disadvantage of Contextual teaching and learning is taking time for the preparation; in preparing the lesson plan, teacher should recognize students’
diversity and then utilize difference to create a rich learning environment. Besides, the authentic assessment also takes more time for the teachers to develop and apply.33 To overcome this problem the teacher must address all the aspects when using contextual teaching and learning approaches including the strategies to teach contextually to attain the maximum result in teaching and learning process in the class.
The disadvantages above challenge the researcher to be more selective and careful in preparing the lesson plan. The researcher must be aware about contextual teaching and
32 Elaine B. Johnson, Contextual.., p. 18.
33 Alwani, Improving.., p. 27.
learning that the she wants to use in the classroom. The approach must be appropriate for the students’ background, whether cultural or social.
C. Reseach Hypothesis
According to Pandey and Pandey, hypothesis is a statement which temporarily accepted as true in the light of what is, at the time, known about a phenomenon, and it is employed as a basis for action in the search for new, truth, when the hypothesis is fully established, it may take the form of facts, principles and theories.34
According to that hypothesis of this study formulated as follows:
Ho: CTL approach is not effective to improve students’ writing narrative text skill in grade XI SMAN 1 Praya Barat Daya.
Ha: CTL approach is effective to improve of students’ writing narrative text skill in grade XI SMAN 1 Praya Barat Daya.
34 Prabhat, P & Meenu, M.P, Research Methodology: Tool and Technique, (Romania: Bridge Center, 2015), p 32.
CHAPTER III
RESEARCH METHOD
A. Approach and Type of Research
The approach of this research is quantitative. Creswell assume that quantitative research is the process of collecting, analyzing, interpreting, and writing the results of a study.35 While Aliga and Gunderson in Apuke defined quantitative research as describing issue or phenomenon through gathering data numerical form and analyzing in particular statistics.36 According to them quantitative research is an inquiry into social problem that explain phenomena by gathering numerical data base on mathematical methods.
The type of this research is experimental research. The experimental research is the process of manipulate one variable, and control the others variables.37 Experimental approach is where the researcher manipulate one variable, and control the others variables. So that this approach can be meant as a research method which is used to look for the effect of certain treatment toward another variable in the manage condition.
35James Creswell, Research Design: Qualitative and Qualitative Approach, (Thousand Oaks:
SAGE Publication, 1994), p. 14.
36Obereri Destiny Apuke, “Quantitative Research Method: A Synopsis Approach”, Arabian Journal of Business and Management Review (Kuwait Chapter), Vol. 6, No. 10, 2017, p. 41.
37Sugiono, Metode Penelitian Pendidikan: Pendekatan Qualitatif, Qualitatif, dan R&D, (Bandung :A lfabeta, 2017), p.107.
B. Population and Sample 1. Population
According to Arikunto population is a set of collection of all elements possessing one or more attribute interest and if the researcher wants to investigate all of the components which exist in the research field; it is called population research.38
Based on that statement above, the population of this research is all the students at second grade of SMAN 1 Praya Barat Daya that consist of 64 students. The second grade of SMAN 1 Praya Barat Daya consists of three classes. The quantity of students in each class of the population is as follow:
Table 3.1
Population of the Research
No Class M F The Number of Students
1 XI IPA 1 10 10 20
2 XI IPA 2 7 13 20
3 XI IPS 11 13 24
Total 64
2. Sample
The researcher took the sample by using random sampling technique in this research, especially cluster random sampling technique. Gay and Airasian note random sampling is the process of selecting a sample in such a way that all individuals in the defined population have an equal and independent chance of being
38Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktek, (Jakarta: Rineka Cipta, 2002), p. 19.
selected for the sample.39 In this research, the researcher took only two of three classes as the samples of this research by using lottery.
Therefore there were three lotteries because there were three classes of the second grade of Senior High School 1 Praya Barat Daya. After choosing the samples, the researcher decided to take the first lottery as an experimental class and the second lottery as the control class.
Table 3.2 Sample of research
Class Group M FM Number
XI IPA 1 Experimental 10 10 20
XI IPA 2 Control 7 13 20
Total 40
The table showed the total sample of the research. XI IPA 1 which consists of 20 students were took as the experimental group and XI IPA 2 class which consists of 20 students were took as the controlled group. Thus, the total of sample is 40 students.
C. Setting and Time of Research
After administering the pre-test, the researcher gave the treatment to the students. The researcher applied the treatment of contextual teaching and learning(CTL) on 15th until 23th March 2022.
39 Lorraine. R Gay and Peter Airasian, Educational Research: Competencies for Analysis and Application, (USA: Prentice Hall, 2000). p.123.
D. Variables of Research
The definition of variable based on Hatach and Farhady is someone attributes, or object that has “variations” between one person with others or an object between others object.40
There are two kinds of variable:41
a. Independent variable: this variable is the cause of dependent variable. In this research, the independent variable is contextual teaching and learning.
b. Dependent variable: this variable is the effect of independent variable. The dependent variable in this research is the students’
ability in writing narrative text.
E. Design of Research
William Zikmund said that research design is a master plan specifying the methods and procedures for collection and analyzing the information. In other said Kerlinger argue that research design is the plan, structure and strategy of investigation conceived so as to obtain answers to research questions, and to control variance.42
The researcher uses quasi-experimental research design with nonequivalent control group design in this research. Nonequivalent experimental research is one of the most widespread experimental
40Sugiono, Metode Penelitan Pendidikan, (Bandung: ALFABETA, cv, 2014), p.60
41Ibid., p.61
42Prabhat, P & Meenu, M.P, Research..., p.18.
designs in educational research that involves an experimental group and a control group, both are given a pre-test and post-test.43
This research use Campbell and Stanley design, the researcher took two classes. Both in the experimental and control class, the researcher gave students pre-test at the beginning of the teaching learning to identify students’ writing ability. In the post-test experimental class was treated by using contextual teaching and learning approach at the end of the teaching learning processes in order to determine the effect of using contextual teaching and learning approach on students’ writing ability. It can be illustrated as follows:44
Table 3.3
Nonequivalent Experimental Group Design
Class Pre-test Treatment Post-test
Experiment O1 X O2
Control O3 O4
Where:
O: Students’ writing ability in narrative text in pre-test and post-test of experimental and control classes.
X: Teaching writing by using contextual teaching and learning approach.
43 Jhon W. Cresswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Education, 2008), p. 367.
44Donald T. Campbell and Julian C. Stanley, Experimental and Quasi-Experimental Design for Research, (United States of America: Houghton Mifflin Company, 1963), p. 47.
F. Instrument of research 1. Test
The instrument use in this research is writing narrative test.
The narrative test was given both in the pre-test and the post-test of experiment and control class. In this research there were several themes that was given by the researcher to the students. Some of these themes include fable, folktale and self experience. After the theme was given by the researcher, students had to choose one of the themes and make narrative text based on the chosen theme. The text shuold be consist of 50-100 words, and they had to make that text in 45 minutes. (see appendix 1)
In evaluating students’ narrative text writing, the researcher used analytical scoring rubric by Tribble.45 To assess the score of writing ability, there were five components involved; each focuses on an important aspect of writing and weighted according to its approximate importance for written communication. The components are:
a. Content
In this part include a writing statement, developed idea trough language knowledge that had been known before, description of ideas, opinion, facts, cause and effect. (see on appendix 2)
Rating scale: 13 – 30.
45Christopher Tribble, Writing Composition, (New York: Oxford University Press, 1996), p.
130.
b. Organization
Organization includes the logical and chronological order of the ideas, and the accuracy of the main idea of structure of the sentences. (see on Appendix 2)
Rating scale: 7 – 20.
c. Vocabulary
In this section is the effectiveness of using the word to develop the main idea of the sentences.
Rating scale: 7 – 20. (see on Appendix 2) d. Grammar
Grammar includes arranging words to make correct sentences.
Rating scale: 5 – 25. (see on Appendix 2) e. Mechanics
Mechanic includes spelling, punctuation, conjunction, the accuracy of writing sentences.
Rating scale: 2 – 5. (see on Appendix 2)
Total score = (Content) + (Organization) + (Vocabulary) + ( Grammar) + (Mechanic)
2. Documents
Documents were collecting by the researcher to get richer data about the effect contextual teaching and learning technique in students’ writing narrative skill on SMAN 1 Praya Barat Daya. The researcher attached documents such as syllabus, book documents,
regulations etc. The researcher also attached a lesson plan (RPP) in the appendix 3.
G. Procedure of Data Collection
Data collection is one of the important parts in this study because it uses to know the level of student ability. The data of this study is the score of students’ written test. The students was tested by asking them to write narrative text. The test was given twice, before and after treatment called by pre-test and post-test. In the pre-test researcher was identify students’ writing ability before being taught by using contextual teaching and learning technique. In the post-test when it is done in order to know the significant difference of using contextual teaching and learning technique on students’ writing ability in narrative paragraph.
The procedure for getting the data as follows:
a. Pre-test
In the pre-test the researcher prepared writing narrative test for the students. Both experiment and control classes were gave pre-test before treatment. The students should write narrative text with the topics given, which are foltale, fable and self experience. The purpose of pre-test is to know the result of students in narrative writing.
b. Post-test
1) The researcher conducts the treatment in experimental class which was XI IPA 1 at SMAN 1 Praya Barat Daya.
2) The researcher gave treatment to the students through narrative writing using contextual teaching and learning.
3) Before the researcher gave the test, the students should choose one of the topics which are folktale, fable and self experience that provide by the researcher for their text.
4) The researcher gave the writing test to the students. The test was writing narrative text. The text should be consist of 50-100 words, and they had to make that text in 45 minutes. The students shared their own ideas in writing.
5) Students finished the final draft of their writing.
6) The researcher collects the writing task from the students.
c. Document
The researcher obtained those documents by getting permission from the teachers to copy their teaching materials like syllabus and lesson plan (RPP).
H. Technique of Data analysis
In analyzing the data, the researcher used t-test score of pre-test and post-test of experimental and control classes. According to Hartono
“the t-test for independent sample is a straightforward ratio that divides the observed difference between the means by the difference expected through chance alone”.46 There were several stages taken before calculating the data through t-test, it can be shown as follows:
46 Hartono, Statistik Untuk Penelitian, (Jogyakarta: Pustaka Pelajar, 2008), p. 212
1. Collecting the score of pre-test and post-test which is completed by students from experimental group and control group, and then making a table score of them.
2. Determining the mean score from experimental group and control group. The formula is:
MX
=
∑𝑋𝑛
MY
=
∑𝑌𝑛
MX : Mean X
MY : Mean Y
∑X : Total score
n : Number of students
3. Determining Standard of Deviation score from experimental group and control group. The formula form is:
SDX =√∑𝑥2
n
SDY =√∑𝑌2
n
SD X : Standard of Deviation X SDY : Standard of Deviation Y
∑𝑥2 : Variant Values X
∑𝑌2 : Variant Values Y n : Number of Samples
4. Determining Standard of Error score from experimental group and control group The formula form is:
𝑆𝐸𝑀𝑋 = SDX
√𝑁−1
𝑆𝐸𝑀𝑌 = SDy
√𝑁−1
𝑆𝐸𝑀𝑋 : Standard of Error X 𝑆𝐸𝑌 : Standard of Error Y SDX : Standard of Deviation X SDY : Standard of Deviation Y N : Number of Samples
5. Test of Assumption a. Normality Test
Parametric statistical significance tests, such as analysis of variance and least square regression were widely used by researcher in many disciplines, including, statistics parametric tests to produce accurate results, the assumptions underlying them such as normality test must be satisfied. The normality test is used to measure whether the data in the experimental class normally distribute or not. In this research SPSS 22 is used by the researcher to measure the normality of the test.
The hypothesis formula is:
Ho= the data have normal distribution
Ha= the data do not have a normal distribution
While the criteria of acceptance or rejection of hypothesis is:
Ho is accepted if significant value is ≥ 𝛼 = 0.05 Ha is accepted if significant value is ≤ 𝛼 = 0.05 b. Homogeneity Test
Before administering the data into t-test, it is necessary to be certain that the data are homogenous or not. The researcher used Lilliefors test using SPSS 22 for Windows to test the normality.
This test is used to determine whether the distribution of the data from the sample is normal.
The hypothesis for the homogeneity test is:
Ho = The variance of the data are homogenous Ha = The variance of the data are not homogenous The criteria of acceptance were :
Ho is accepted if sig > α = 0.05 Ha is accepted if sig < α = 0.05
6. Analyzing and explaining the result through calculation of t-test for independent samples.
And then the criteria used as follow:47
a. If the value of t-test > p-value at the level of significant 0,5% and 0,1% for df 48, the alternative hypothesis (Ha) is accepted. It means that the mean score of experimental is higher than the control group.
47Anisa Nurul Hidayah, The Influence…, p.24.
b. If the value of t-test < p-value at the level of significant 0,5% and 0,1% for df 48, the alternative hypothesis (Ha) is rejected. It means that the mean score of experimental is lower than the control group.
I. Validity and Reliability 1. Validity
The tests used in testing students’ writing ability should be valid and reliable. The test can be valid if it measures accurately what it is intended to measure.48 In this research, the researcher use content validity to know the validity of writing ability test. Content validity is partly a matter of determining if the content that the instruments contains is an adequate sample of the domain of content it is supposed to represent.49 Thus, the test is given based on content standard of the school-based curriculum writing narrative text in eleventh grade student of senior high school, the aim of teaching is to enable the students to make narrative text. To get content validity of the test, researcher arranges the material based on teaching objective in the school based on the curriculum.
2. Reliability
Reliability is the degree to which a test consistently measure whatever it is measuring.50 According to Cohen, reliability in quantitative research is essentially a synonym for dependability, consistency, and reliability over time, over instruments and over groups
48Arthur Hughes, Testing For Language Teacher, (United Kingdom: Cambridge University Press, 2003), p.26
49 Fraenkel Jack R. & Norman E. Wallen, How to design and evaluate a research in education, (New York: McGraw-Hill Companies Inc, 2006), p. 153
50 L.R. Gay and Peter Airisian, Educational Research ..., p.169
of respondents.51It is clear that reliability is used to measure the quality of the test scores and the consistency of the test.
Brown says that inter-rater reliability occurs when two or more scores yield inconsistent scores of the same test, possibly for lack of attention to score criteria, inexperience, inattention or even preconceived biases.52
In this research, the researcher use inter-rater reliability. It is because there are two raters involved in order to assess the students’
writing narrative ability. To get the results of the reliability test, the test had been done by two assessors; they are English teacher at SMAN 1 Praya Barat Daya and the researcher. They examine and provide value from the results of students’ narrative text writing test. The formula for calculating reliability as follows:53
R = 6(Σd2) 1-N ( n2-1 )
Notes:
R : Reliability
d : The different of rank correction N : Number of learners
The criteria of reliability
51Louis Cohen, et al, Research Method in Education, (New York: Routledge, 2007), p.146
52H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (New York: Pearson Education Inc. 2003), p.21
53 Rofingudin Arrosyid,“ The Influnce…, p. 53
a. A very low reliability ranges from 0.00 to 0.19 b. The low reliability ranges from 0.20 to 39 c. An average reliability ranges from 0.40 t0 0.59 d. A high reliability ranges from 0.60 to 0.79 e. A very high reliability ranges from 0.80 to 1.00.
CHAPTER IV
RESEARCH FINDING AND DISCUSSION A. Research Finding
As described in the previous chapter, the writer held the research at SMAN 1 Praya Barat Daya. She held the research by taking students’ score of test (pre-test and post-test). The pre-test was given before the treatment begun and the pot-test was given after the treatment finished.
1. Data description
This section shows the data description of students’ scores in both of experiment and control group. Furthermore, the data were collected from students score of pre-test and post-test from both experiment and control groups. The results of test (pre-test and post- test) in experimental and controlled class were presented in the table of the students’ score as follows:
Table 4.1
Students’ Score of the Experimental Class
No. Pre-test Post-test Gained
1 50 60 10
2 50 70 20
3 40 73 33
4 67 75 8
5 60 90 30
6 65 80 15
7 60 95 35
8 65 75 10
9 50 75 25
10 50 70 20
11 65 85 20
12 60 90 30
13 55 78 23
14 50 70 20
15 55 65 10
16 54 77 23
17 65 90 35
18 67 76 9
19 55 75 20
20 58 87 29
Total 1141 1556
21.25
Mean 57.05 77.8
Max score 67 95
Min score 40 60
Based on the table above, we can see the highest pre-test score of experimental class was 67 while the lowest pre-test score was 40 and the highets post-test score of experimental class was 95 and the lowest post-test score was 60. From the table above, we can conclude the students’ writing
narrative text was increased. It reflected from the mean of pre-test wa 52.60 and the mean of post-test was 77.8. So the average of gained score was 21.90.
Table 4.2
Students’ Score of the Controlled Class
No. Pre-test Post-test Gained
1 50 50 0
2 80 90 10
3 55 85 30
4 40 50 10
5 50 50 0
6 55 75 20
7 55 60 5
8 55 55 0
9 40 35 -5
10 60 60 0
11 55 50 -5
12 50 60 10
13 40 45 5
14 45 75 30
15 40 60 20
16 65 85 20
17 55 60 5
18 75 88 13
19 40 40 0
20 40 42 2
Total 1045 1215
Mean 52.25 60.75
8.5
Max score 80 90
Min score 40 35
Based on table above, we can see the highest score pre-test of controlled class was 80 while the lowest pre-test score was 40 and the highest post-test score of controlled class was 90 and the lowest post-test score was 35. From the table above, we can conclude that students’ writing narrative text was increased than before. It can be seen from the mean of pre-test was 52.25 and the mean of post-test was 60.7. So, the average gained score was 8.5.
From the two table presented above, the writer can conclude that the score of experimental class (teaching writing narrative text by using contextual teaching and learning (CTL) encountered better improvement than the controlled class score (without using contextual teaching and learning (CTL)
2. Data Analysis
The data of the students were analyzed by using t-test to prove whether there was any significant different between the students’ writing narrative skill in experiment group as the X variable and control group as the Y variable. Before using the formula of t-test, the students’ score in experimental group and control group were tabulated to calculate the gained score of each group as follows:
Table 4.3
Statistical Calculation of Gained Score Both Group
Students X Y X-Mx Y-My (X-Mx)² (Y-My)²
1 10 0 -10.75 8.5 115.5625 72.25
2 20 10 -0.75 1.5 0.5625 2.25
3 33 30 12.25 21.5 150.0625 462.25
4 8 10 -12.75 1.5 162.5625 2.25
5 30 0 9.25 -8.5 85.5625 72.25
6 15 20 -5.75 11.5 33.0625 132.25
7 35 5 14.25 -3.5 203.0625 12.25
8 10 0 -10.75 -8.5 115.5625 72.25
9 25 -5 -10.75 -13.5 115.5625 182.25
10 20 0 -0.75 -85 0.5625 72.25
11 20 -5 -0.75 -13.5 0.5625 182.25
12 30 10 9.25 1.5 85.5625 2.25
13 23 5 2.25 -3.5 5.0625 12.25
14 20 30 -0.75 21.5 0.5625 462.25
15 10 20 -10.75 11.5 115.5625 132.25
16 23 20 2.25 11.5 5.0625 132.25
17 25 5 4.25 -3.5 18.0625 12.25
18 9 13 -11.75 45 138.0625 20.25
19 20 0 -0.75 -8.5 0.5625 72.25
20 29 2 8.25 -6.5 68.0625 42.25
Total 415 170 1419.25 2153
Mean 20.75 8.5 70.9625 107.65
Note:
X = Gained Score of Experimental Group Y = Gained Score of Control Group
Mx = Mean Score of Gained Scores of Experimental Group My = Mean Score of Gained Scores of Control Group.
Before t-test can be calculated, the normality and homogeneity of the scores should be calculated first.
a. Calculation of Normality of the Test Table 4.4
Test of Homogeneity of Variance
Test Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic Df Sig.
control group's score
Pretest .190 16 .124 .879 16 .038
Posttest .186 18 .098 .906 18 .072
Table 4.5
Test of Homogeneity of Variance
Test Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
Experiment group's score
Pretest .186 18 .098 .906 18 .072 Posttest .160 18 .200* .951 18 .438
Based on the tables above, the distribution of the scores was normal.
b. Calculation of the Homogeneity of the Scores Table 4.6 Pretest score
Levene Statistic df1 df2 Sig.
.758 1 34 .390
Table 4.7 Postest score
Levene Statistic df1 df2 Sig.
13.284 1 34 .011
Table 4.8 Paired Samples T-Test Paired Differences
T df Sig. (2- tailed) Mean Std.
Deviation Std.
Error Mean
95%
Confidence Interval of the Difference Lower Upper Pair
1
control group's pre-test score - control group's post-test score
- 1.06250 E1
10.46184 2.615 46
- 16.1997 2
- 5.050 28
-4.062 15 .006
Pair 2
experime nt group's pre-test score - experime nt group's post-test score
- 1.97778 E1
8.22876 1.939 54
- 23.8698 4
- 15.68 571
- 10.19 7
17 .000
Based on the paired sample of t-test above, the distribution of the scores is homogenous.
1. Hypothesis Testing
After obtaining data by using t-test formula, it is used to prove the result of the hypothesis. In experimental group the value of signifance is .000 < 0.5 proves that the null hypothesis is rejected and the alternative
hypothesis is accepted which stated that there was significant difference between the students’ score in writing narrative text before and after treatment using contextual teaching and learning at the second grade students of SMAN 1 Praya Barat Daya in academic year 2021/2022
Based on the control group calculation, it is known that the result of significance level is 0.6 > 0.5 proves that proves that the null hypothesis is accepted and the alternative hypothesis is rejected which stated that there was no significant difference before and after the treatment.
Thus, there is significant different between experiment and control group, the students’ who are taught using contextual teaching and learning (CTL) is better than who are taught without using contextual teaching and learning. It means that the use of technique contextual teaching and learning (CTL) is effective towards students’ writing narrative skill at the first grade of SMAN 1 Praya Barat Daya in academic year 2021/2022
B. Discussion
The Effect of Contextual Teaching and Learning (CTL) Approach Toward the Students’ Writing Narrative Text Ability (A Quasi- Experimental Study at the Eleventh Grade Student of SMAN 1 Praya Barat Daya in the Academic Year 2021/2022) aims to know the effectiveness of using contextual teaching and learning technique. According to the average of control group was 52.25 standard deviation was 11.52514 while the experiment group was 57.05 standard deviation was 7.394699 with different
