Improving senior high school students’ participation and achievement in writing skill by using contextual teaching and learning (CTL)

Abstract

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