The Effect of Contextual Teaching and Learning on Reading Comprehension

Indrayadi, Toni; Yandri, Hengki; Kamil, Dairabi

doi:10.22437/irje.v4i2.9017

Cited by 6 publications

(6 citation statements)

References 9 publications

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“…Not only that, creating a connected story in a small group encouraged them to think cooperatively. This cooperative learning supports the students to learn working cooperatively with the groupmates (Hawkins 2017 as cited in Indrayadi, Yandri, & Kamil, 2020).…”

Section: Discussionmentioning

confidence: 83%

“…Furthermore, this media can help students to be able to enrich themselves with vocabulary to speak English in various contexts and practice pronunciation. It helps students to gain more knowledge by practicing speaking in various context, changing from one context to another context (Nasrun 2014 as cited in Indrayadi, Yandri, & Kamil, 2020). In addition, games are also competitive and can encourage students to compete in enriching English vocabulary and pronouncing sentences.…”

Section: Introductionmentioning

confidence: 99%

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Students’ Perception on Learning Speaking English by Using English Domino Games: The Case of a Private University

Oktavia

Lestari

2022

IRJE

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This research aimed to see the students’ perception in practicing speaking English using the English Domino game. It was conducted using qualitative research with a case study approach. Fifteen students of the English Department at a private university in Muara Bungo were chosen by using purposive sampling. Furthermore, this research used interviews related to their experience and motivation in speaking English with the domino games to collect the data. The results indicated that the students’ motivation in practicing speaking in English increased by using the English domino games. Most of the students felt relaxed and confident to speak while playing English Domino. They were also excited and motivated to take their turns in telling the connected story. This kind of game can be an alternative for teaching English, particularly speaking in a non-English speaking country.

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Section: Discussionmentioning

confidence: 83%

Section: Introductionmentioning

confidence: 99%

Students’ Perception on Learning Speaking English by Using English Domino Games: The Case of a Private University

Oktavia

Lestari

2022

IRJE

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“…Sampel penelitiannya menggunakan teknik random sampling dengan membandingkan dua kelompok di mana kelas kontrol menggunakan pembelajaran konvensional DOI: 10.30762/sittah.v3i2.522 Amanda Fathin Furroyda, Hamidulloh Ibda, Andrian Ganjar Wijanarko, Pengaruh Model Pembelajaran Contextual Teaching and Learning berbasis TPACK terhadap Hasil Belajar PPKn di Madrasah Ibtidaiyah Swasta [149] sedangkan kelas eksperimen menggunakan model pembelajaran CTL (Indrayadi et al, 2020). Persamaan penelitian itu dengan penelitian terletak pada kesamaan metode yang digunakan, quasi eksperimen dalam menguji sampel, sedangkan perbedaannya terletak pada upaya integrasi CTL dengan TPACK.…”

Section: Pendahuluanunclassified

“…CTL mempunyai pengaruh signifikan terhadap motivasi membaca(Indrayadi et al, 2020). Lebih spesifik pada konteks mata pelajaran PPkn di sekolah dasar, temuan ini sejalan dengan kesimpulanSoleha et al, bahwa model pembelajaran CTL berpengaruh SITTAH, Vol.…”

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Pengaruh Model Pembelajaran Contextual Teaching and Learning Berbasis Tpack Terhadap Hasil Belajar PPKN Di Madrasah Ibtidaiyah Swasta

Furroyda

Ibda

Wijanarko

2022

SJPE

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The learning outcomes of grade III students in Civic Education (PPKn) subjects are still low. The cause of the low learning outcomes is that the methods used by teachers are still conventional, namely with lecture methods and using single learning resources. Learning also has not utilized technology in the learning process. To improve the results of these students, researchers used the Contextual Teaching and Learning (CTL) learning model. This study uses a quasi-experiment research model with a nonequivalent control group design. The study results concluded that the TPACK-based CTL learning model affects the learning outcomes of PPKn class III. It is evidenced by the results of the t-test conducted by researchers using the SPSS application. In cognitive learning outcomes, a significant value of 0.004 < 0.05 was obtained, based on the conditions of concluding if the significant value < significant level, Ha was accepted, and H0 was rejected. It was concluded that the TPACK-based CTL learning model affects the cognitive learning outcomes of PPKn class III. While in the affective learning outcomes of students, a significant score of 0.049 <0.05 was obtained, it can be concluded that the TPACK-based CTL learning model affects the affective learning outcomes of PPKn class III Madrasah Ibtidaiyah Salafiyah Kranggan

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“…Learning approach using CTL have improved mastery of the student concept in classroom (Hyun, 2020). The basic principle of CTL is to develop the competence of students (Indrayadi, 2020). CTL can also optimize the students' critical thinking ability (Mahmud, 2021).…”

Section: Rememberi Ng 20%mentioning

confidence: 99%

Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability

Hakim

Sari²

2022

Elsya

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Contextual Teaching and Learning (CTL), a learning approach which connects learning materials with real life applications within the context of students’ lives, encourages students to find the meaning of what they have learned on their own and the lecturer only act as a guide or facilitator, so the students are motivated to think critically. This study aims to describe the implementation of CTL approach to enhance students’ higher order thinking skill (HOTS) in writing ability of STKIP PGRI Sidoarjo, which has been found in preliminary observations to be lacking in this aspect. This quantitative research uses a quasi-experimental design through a pretest-posttest pattern. The research sample was 22 students of 2021 A class (Experimental Class) and 23 students of 2021 B class (Control Class). The data were collected through observation, test, and questionnaires. The higher order thinking skill includes: understanding problems (24,20%), making assumptions (28,17%), explaining in depth (25,13%), solving problems (23,25 %), and making conclusions (20,63%). From the table of t-test results, the results (α) = 0.004. It can be stated that (α) < 0.05, so it can be concluded that there is a significant difference in the students' higher order thinking skill in writing ability by using contextual teaching and learning approach. The findings revealed that the contextual teaching and learning approach was successful to enhance students’ higher order thinking skill in writing ability. Moreover, it is recommended that CTL and higher order thinking skill have significant influence toward writing ability.

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The Effect of Contextual Teaching and Learning on Reading Comprehension

Cited by 6 publications

References 9 publications

Students’ Perception on Learning Speaking English by Using English Domino Games: The Case of a Private University

Students’ Perception on Learning Speaking English by Using English Domino Games: The Case of a Private University

Pengaruh Model Pembelajaran Contextual Teaching and Learning Berbasis Tpack Terhadap Hasil Belajar PPKN Di Madrasah Ibtidaiyah Swasta

Practicing Contextual Teaching and Learning Approach to Enhance Students’ Higher Order Thinking Skill on Writing Ability

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