USING CONTEXTUAL TEACHING AND LEARNING TO IMPROVE STUDENTS' SIMPLE PAST TENSE MASTERY. The purpose of this research is to show that using contextual teaching and learning approach to improve students' simple past tense. Tujuan Penelitian ini adalah untuk nimuzgan bahwa sempelinga Contextual teaching and learning approach untuk sukukta keperanan simple past tense siswa.
INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
- Benefits of the Study
- The Definition of Grammar
- The Definition of Tense
Furthermore, simple past tense is a tense that explains the state or activities that have already taken place. The simple past tense is used to talk about things that happened in the past.12 The simple past tense is usually made by adding ed to the verb. The form of simple past tense is divided into two categories, that is action verb and verb be.
The Concept of Contextual Teaching and Learning Approach 1. The Definition of Approach
- The definition of Contextual Teaching and Learning Approach According to Berns and Erickson, “contextual teaching and According to Berns and Erickson, “contextual teaching and
- The Components of Contextual Teaching and Learning Approach Johnson stated that, the Contextual Teaching and Learning system Johnson stated that, the Contextual Teaching and Learning system
- The Strategies in Contextual Teaching and Learning
- The advantages and disadvantages of Contextual Teaching and Learning Learning
- Steps of Using Contextual Teaching and Learning in Simple Past Tense Tense
Contextual teaching and learning (CTL) is a concept that helps teachers relate learning content to real-world situations.36. An essential part of the contextual teaching and learning system, it plays an important role in self-regulated learning. Contextual teaching and learning asks students to show that they have achieved a high standard by doing.
Action Hypothesis
The Oprational Definition of Variables
Setting of the Study
Subject of the Study
Research Procedur
- Cycle 1
- The researcher and collaborator prepare the lesson plan
- The researcher and collaborator prepare the material
- The researcher and collaborator prepare source learning
- The researcher and collaborator prepare the exercises b. Acting
- Cycle 2
From the explanation above, the researcher concluded that Classroom Action Research (CAR) is a research in teaching and learning in the classroom that aims to solve a problem or to restore something. The researcher was used to solve the problem in the teaching of learning processes in the class. The observation that is held to get information in teaching learning goes with the actions that have been prepared. The researcher observes the students' activity using notes.
Data Collection Tchnique
- Observation
- Documentation
Based on cycle 1, the researcher assessed the weakness felt, and then the second action cycle is developed and so on. The post test will be conducted to know the students' progress Simple Past Tense using contextual teaching and learning. This data consists of the name of the student who is actively involved in the learning process.
The data is made to know the students' development and as a reference for the teacher to arise the participation of the student who has not yet been involved. In this research, I took the picture in the teaching learning process, data from the documentation of the school, such as the total number of students, teachers, the history of the school and the condition of the school of MTs 1 N Each Lampung.
Research Instrument
- Test
- Observation Guidance
- Description of Research Setting
- Acting
Display the result of the test in tabular form, find the mean of the pre-test and post-test. Data analysis will be performed by taking the average score of the pre-test and post-test. The classroom action research was conducted at MTs N 1 East Lampung in Banjarrejo village.
The amount of MTs N 1 East Lampung students in the academic year 2017/2018 can be identified as follows;. The facilities at MTs N 1 East Lampung in the academic year 2017/2018 can be identified as follows;. Source: The documentation result of facilities and infrastructure in the academic year 2017/2018 MTs N 1 East Lampung.
The names of teachers and staff of MTs N 1 East Lampungin academic year 2017/2018 can be identified as follows;. Source: The result of the documentation of the names of teachers and staff in the academic year 2017/2018 MTs N 1 East Lampung. Then, the researcher also used the contextual approach of teaching and learning, because from the result of the preliminary survey, the researcher had information that the eighth grade students of MTs N 1 East Lampung had low in simple past tense.
In this meeting, the students were expected by the teacher to be given specific information about the simple past tense.
Pre-test
Observing
In observation, the researcher presented the material using Simple Past Tense using Contextual Teaching and Learning Approach in teaching learning process, there was also.
Post-test I
Reflecting
Based on the result of cycle I, it can be said that most students had difficulty answering the simple past tense questions. This happens because the students do not understand the simple past tense, even though the teacher has guided the students to do the task. The students' scores also increase from the pretest average of 59.21 and the posttest average of 68.15, but it did not meet the completeness standard (MMC), which at least 80% of students must achieve.
Planning
Cycle II is also divided into four activities, namely planning, action, observation and reflection. In cycle II, the acting consists of two meetings, one meeting for the action, and one meeting for the post-test in the final cycle. a) The First Meeting. Based on the learning implementation plan II, the allocation of time for each meeting (2 x 35 minutes), the first and the second meeting were therefore used as the implementation of the action in cycle II.
This meeting, which was used as the post-test II at the end of cycle II, gave the students the action for 2 x 35 minutes. If the students get good score on simple past tense using contextual teaching and learning in post-test II, this research will be complete. The result of the post-test II showed that there were 7 students who did not reach the minimum standard of mastery (MMC).
But the result of the student test was better than the post-test of the students in Cycle I.
Observing
Post-test II
Reflecting
Based on the results of the above research, we can say that the result of using the contextual teaching and learning approach was good. The researcher checked the results of the students before and after using the contextual teaching and learning approach. A comparison was made between the results of the students in the pre-exam, after exam I and after exam II.
Interpretation
- Interpretation the Result of Students’ Learning Activities in Cycle I and Cycle II
- Interpretation the Result of Students’ Score in Cycle I and Cycle II The students score on simple past tense from pos-test I to post-test
- Action and Learning Result in Cycle I
- Action and Learning result on cycle II
From the table above it can be said that the use of contextual teaching and learning approach can improve the students' simple past tense because there was improvement from average in post-test I 68.42 became 81.58 in post-test II. From the result, The treatment on cycle I was done, can be seen on the result of post-test I. Based on the result of pre-test and post-test in cycle I, it could be known that there was an increase.
The result of pre-test and post-test I is good enough, but the students' scores could not reach the target (Minimum Completeness Criteria). This means that using contextual teaching and learning approach can increase students' simple past tense. Based on the results of the pre-test, post-test I and post-test II, it could be concluded that the contextual teaching and learning approach has a positive influence on the teaching learning process, especially when learning the simple past tense.
Based on the chart above, it can be concluded that the use of contextual teaching and learning approach can increase students'. It can be seen from the chart that there was a significant improvement in the students' percentage scores from pre-test, post-test 1 and post-test 2. Most of the students successfully reached the minimum standard of mastery (MMC) namely 70.
It can be said that the result of the score of students in pre-test to post-test 1 to post-test 2 has reached the criteria of the success indicator by a percentage of up to 75% in the last cycle.
Score
Discussion
Based on the explanation of Cycle I and Cycle II, it could be concluded that the use of the contextual teaching and learning approach could improve the students' command of the simple past tense. However, there was an improvement compared to the average score and the total of the students who passed the test of pretest, posttest I and posttest II. In this case, the eighth grade students of MTS N 1 East Lampung have low proficiency in the simple past tense.
So the researcher must be more entertaining and make the students more active in the learning process. This was the reason why the researcher chose the Contextual Teaching and Learning Approach to improve students' simple past tense mastery. Therefore, the researcher used the Contextual Teaching and Learning Approach to improve students' simple past tense mastery.
In this occasion, the researcher explained the first material on the simple past tense to the students. The researcher presented a picture of the people's past activities and the students had to make a simple sentence from the picture. After Cycle I and Cycle II, the students' command of the simple past had improved.
This means that this research was successful because the students' mastery of the simple past tense and the students' learning activities were improved by using a contextual approach to teaching and learning.
CONCLUSION
SUGGESTION
Based on the conclusion, there are some suggestions for English teachers, students and other researchers that may be useful for moving forward. In addition, the teacher should also be more to give students the opportunity to understand what they are learning. The creatives are used to teach the material to make the students feel more interesting and high motivation in the learning process.
Students should improve their mastery of the simple past using contextual teaching and learning. It is also good to conduct further research focusing on the use of a contextual approach to teaching and learning.
APPENDICES
Basic Competence
Indicators
Teaching Method
Learning Activities
Material
Simple Past Tense is a tense used to talk about things that happened in the past.
EVALUATION
- Write your name on your answer sheet!
- Answer the question carefully!
- You may not cheat with your friends!
- Check your answer before submitting!
Load..the students to walk around the hill and along the river near her school yesterday morning. To try, process and present various things in the area of the concrete (using, analyzing, composing, modifying and creating) and the area of the abstract (writing, reading, counting, drawing and composing) in accordance with the learned in school and from other sources in the same viewpoint/theory.
Basic Competence
Indicators
Learning Aims
Teaching Method
Media
