Observing contextual teaching and learning on students’ achievement in writing recount text
Rafida, Tien · Repository UIN Sumatera Utara
Abstrak / Ringkasan
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 SwastaBinaBangsa, 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.
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Observing contextual teaching and learning on students’ achievement in writing recount text
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