The Effectiveness of Contextual Teaching and Learning Approach on the Students’ Argumentative Writing Skills

 Franscy

Universitas Negeri Jakarta / Universitas Panca Sakti, Indonesia

Dadang Sunendar

Universitas Pendidikan Indonesia

Aceng Rahmat

Universitas Negeri Jakarta

Address for correspondence:

Jl. Rawamangun Muka, Rawamangun, Jakarta Timur, Daerah Khusus Ibukota Jakarta 13220 Indonesia

Bio-Profiles:

Franscy is a lecturer of English Language Education, Universitas Panca Sakti Bekasi, Indonesia. He is a student of Language Education, Doctoral Program of Universitas Negeri Jakarta. In 2015, he received his master’s degree in Language Education from Univesitas Negeri Jakarta. He can be reached at franscy_lt15s3@mahasiswa.unj.ac.id.

Dadang Sunendar is a Professor in Faculty of Language Education and Literature at Universitas Pendidikan Indonesia. He can be reached at dadangsunendra@gmail.com.

Aceng Rahmat is a Professor in Faculty of Language Education and Literature at Universitas Negeri Jakarta. He can be reached at aceng.rahmat@unj.com.

Abstract

This research is designed specifically to measure the effectiveness of contextual teaching and learning approach (learning community technique and inquiry learning technique) on the students’ argumentative writing skills at students of English Language Education Program, Faculty of Teacher Training and Education, Riau University. Based on the result of preliminary observation which show that students learning outcome was still quite low and there were some problems that arise related to the result of their writing skills that still have not achieved the expected aims. This research used quantitative approach, with quasi experimental design that involved the number of samples in this research were 60 students divided into two classes, experimental class and control class. For the data collecting technique, this research used argumentative writing skills test after students participated in the contextual teaching and learning approach. Data garnered from the experimental research was described with descriptive analysis, followed by subsequent inferential analysis involving a series of normality and homogeneity tests, ANOVA analysis was utilized using students’ score of argumentative writing skills as the covariate variable. The research result shows that there is significant difference on the students’ of argumentative writing skills between the experimental and control classes. This result also revealed that community learning technique is better applied than inquiry learning technique in the teaching and learning process of argumentative writing skills

Keywords: learning community, inquiry, writing argumentative skills

Full Text : https://www.asian-efl-journal.com/monthly-journals/2019-monthly-journals/volume-25-issue-5-1-2019-2/