Observing Contextual Teaching and Learning on Students’ Achievement in Writing Recount Text (Case Study: Smp Swasta Bina Bangsa, Batubara Regency)


Contextual learning theory  occurs only when students (learners) process new information or knowledge in such a way that it makes sense to them in their own frames of reference (their own inner worlds of memory, experience, and response). This approach to learning and teaching assumes that the mind naturally seeks meaning in context-that is, in relation to the person’s current environment-and that it does so by searching for relationships that make sense and appear useful.   This study is intended to discover the effect of contextual teaching and learning on students’ achievement in writing recount text. It is conducted at eight (VIII) grade students of SMP Swasta Bina Bangsa,  Batubara Regency. Based on the calculation, it shows that the reliability of the test is 0.99. Then, after analyzing the data, it was found that the value is 5.65 with the degree of freedom (df) = 38 at the level of significance p(0.05) = 2.024. It means that it is higher than tt (5.65 > 2.024). The result  shows that contextual teaching and learning has a significant effect on students’ achievement in writing recount text in this school.

Keywords: Contextual Teaching and Learning, Recount Text, Students’ Achievement, writing

Article Review Status: Published

Pages: 57-68 (Download PDF)

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