Contextual Teaching and Learning Approach to Teaching Writing

Abstract

This article reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of a Junior High Shool in Bandung. The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students' interview and students' writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011. The findings revealed that the teaching writing program was successful to improve students' recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students' text showed some benefits of CTL. These include: (1) engaging students in the writing activity; (2) increasing students' motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing. Keywords: contextual teaching and learning, teaching writingAbstrak: Artikel ini melaporkan sebuah penelitian tentang pengimplementasian pendekatan contextual teaching and learning terhadap pembelajaran menulis bahasa Inggris untuk siswa kelas dua sebuah Sekolah Menengah Pertama di Bandung. Penelitian ini bertujuan untuk mengkaji strategi yang digunakan dalam Contextual Teaching and Leraning (CTL) (diadaptasi dari Crawford, 2001) dan keutungan penggunaan pendekatan CTL. Penelitian ini menggunakan desain penelitian studi kasus kualitatif. Data diperoleh dari beberapa instrumen, yaitu observasi kelas, wawancara siswa dan hasil menulis siswa yang dianalisis menggunakan kriteria penilaian menulis yang diambil dari Rose (2007, dalam Emilia, 2011. Hasil temuan penelitian ini menyatakan bahwa program pembelajaran menulis berhasil meningkatkan kemampuan siswa dalam menulis teks recount. Secara khusus, mereka menunjukkan beberapa peningkatan pada penggunaan tata bahasa dan struktur penulisan. Selain itu, data yang diperoleh dari observasi, wawancara, dan dokumentasi teks siswa menunjukkan beberapa kelebihan dalam menggunakan CTL. Kelebihan tersebut yaitu (1) mendorong siswa dalam menulis; (2) meningkatkan motivasi siswa untuk berpartisipasi secara aktif dalam kelas menulis; (3) membantu siswa mengembangkan tulisan mereka; (4) membantu siswa memecahkan masalah mereka; (5) menyediakan cara untuk siswa berdiskusi dan berinteraksi dengan teman mereka; dan (6) membantu siswa merangkum dan merefleksikan pelajaran. Berdasarkan temuan tersebut, penelitian

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