Improving Reading Comprehension Using Contextual Teaching and Learning (CTL)

Yudha Aprizani

doi:10.24815/siele.v3i2.4964

Abstract

This study aimed to find out whether teaching-learning reading comprehension using Contextual Teaching and Learning (CTL) would get better results than using Direct Instruction approach. The research used a quantitative method. The population of the research was students from the Islamic University of Kalimantan Muhammad Arsyad Al-Banjari. The researcher used cluster random sampling to select two sample groups, the control group and the experimental group. The control group with 25 students was the class that continued to use the Direct Instruction approach. The experimental group, with 20 students, was the class tested using the CTL approach. The test was a written test with five multiple choice questions plus an essay test. The test was used to obtain the data. The students’ scores were the data for the study of reading comprehension comparing CTL and Direct Instruction. Based on the results of the study, the researcher found that CTL was more effective than Direct Instruction because the null hypothesis was rejected and the alternative hypothesis was accepted so that CTL was found to be better for teaching reading skills. CTL encourages materials that are related to the students’ surrounding so that it helps them use English related to their daily activities.

Highlights

Most students still have problems learning English because in Indonesia, English is a foreign language which makes it difficult for them to learn it. It is a compulsory subject at high schools in Indonesia which means that English must be studied at school and students must pass their final exams in English in order to graduate from high school
The data was the results from the tests of reading comprehension after the teaching-learning process using either the contextual teaching-learning (CTL) approach or the Direct Instruction approach
Null Hypothesis (Ho): “There will be no significant difference in the results for reading comprehension from students who studying Extensive Reading using the Contextual Teaching and Learning (CTL) approach compared to the results from students taught using the Direct Instruction approach”

Summary

Introduction

Most students still have problems learning English because in Indonesia, English is a foreign language which makes it difficult for them to learn it. Students still had trouble learning English even though they had studied English for many years, they still could not speak English fluently. These problems must be overcome by teachers so that students can learn it well. Most students have problems during the English lesson and so they give less attention to the subject in the classroom This made their learning less optimal, teachers must find ways and effective methods to gain their attention, and further pay attention to their learning styles. All four skills have to be learnt by students in order to be able to use the language either in spoken or written form

Objectives

Methods

Results

Discussion

Conclusion