The Effectiveness of Scientific Approach and Contextual Teaching and Learning Approach in Writing Classes

Indrilla, Nidia (2018) The Effectiveness of Scientific Approach and Contextual Teaching and Learning Approach in Writing Classes. S2 thesis, UNY.

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Abstract

The aims of this study were to reveal: (1) the differences in the students’ achievement in the writing of recount texts among the students taught by using the scientific approach and Contextual Teaching and Learning (CTL) approach, and those taught by using the conventional approach; (2) whether the use of the scientific approach was more effective than that of the conventional approach in the writing classes of recount texts; (3) whether the use of the CTL approach was more effective than that of the conventional approach in the writing classes of recount texts; and (4) whether the use of the scientific approach was more effective than that of the CTL approach in the writing classes of recount texts. This research used the quasi-experimental method with the type of nonequivalent control group design with pretest and posttest. The population was 121 grade VIII students of SMP XX Yogyakarta. A sample 91 students was established using the cluster random sampling technique, divided into: two experimental groups taught using the scientific approach and CTL approach,and one control group taught using the conventional approach. The data were collected by using tests, both the pretest and the posttest, in the form of writing composition. The validity of the instruments was obtained through content validity. The reliability of the data was obtained through the inter-rater reliabilityand then the results were calculated by using Intraclass Correlation(ICC) in SPSS 22 for windows. Finally, the data were analyzed through descriptive statistic analysis and continued by inferential statistic analysis using the Analysis of Covariance (ANCOVA). The results of the study were as follows. (1) There were significant differences in the students’ achievement in the writing of recount texts among the students taught by using the scientific approach and the CTL approach, and those taught by using the conventional approach, as shown bythe Sig. value of ANCOVA that was less than Sig. level(α) (0.05) (0.000 < 0.05). (2) The use of the scientific approach was more effective than that of the conventional approach in the writing classes of recount texts, with the mean difference of 14.72. (3) The use of the CTL approach was more effective than that of the conventional approach in the writing classes of recount texts, with the mean difference of 13.61. (4) The use of the scientific approach was not more effective than that of the CTL approach in the writing classes of recount texts, with the mean difference of 1.11.In sum, the scientific approach and the CTL approach were the effective approaches in writing classes.

Item Type: Thesis (S2)
Uncontrolled Keywords: Scientific approach, Contextual Teaching and Learning approach, Writing Classes
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Sekolah Pascasarjana (SPS) > Program Pascasarjana > Pendidikan Bahasa Inggris
Depositing User: Perpustakaan Pascasarjana
Date Deposited: 06 Aug 2018 07:35
Last Modified: 27 Oct 2022 04:23
URI: http://eprints.uny.ac.id/id/eprint/58181

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