ABILITIES OF CLASS IX STUDENTS MTs.N IN WRITING CRITICAL RESPONSE TEXT THROUGH CONTEXTUAL LEARNING ( CTL )

Elfiana Martyassasi

Abstract


Abstract

 

The need for mutual interaction between people in the middle of life causes the need for students as a generation to be able to communicate all the contents of their ideas and thoughts, both orally and in writing in effective language. This study directs students to be able to express their ideas and ideas through writing products of critical response text that students have learned in class IX MTs./SMP. This study involved the dependent variable (critical response text) and the independent variable (contextual learning / CTL).

The research is based on the researcher's knowledge of several studies which state that contextual learning is very fun and gives students freedom in thinking patterns to decide on a phenomenon, and can even improve writing skills. This study aims to describe the skill level of students of class IX MTs.N 5 West Bandung in writing critical response texts through contextual learning (CTL). This study used a pretest and posttest design with two types of instruments, namely the observation sheet and the test sheet. The method used is an experiment with a sample of 25 class IX students. Existing data processing includes grading / scoring, grouping, calculation, and others.

The results showed that the teaching and learning process of the students' skills abilities of class IX MTs.5 West Bandung in writing critical response texts through contextual learning (CTL) went well and smoothly, succeeded in accordance with the basic competencies in the syllabus. Students are more enthusiastic and the learning atmosphere becomes more active, interactive, not monotonous, and students are more free to express their ideas and thinking according to their respective abilities. Student scores also seem to have increased significantly between before and after going through the contextual learning process (CTL). ). The processed data shows that the initial test score is 59.6 and the final test score is 80.6. Meanwhile, the ability to write critical response text through the lecture method shows the initial test results of 57.1 and the final test of 72.8. Teachers and students are more intimately engaged and the learning atmosphere is more comfortable and relaxed. This is evident from the overall percentage, that 93% of students follow learning well and 7% of students do not follow learning well.

 

Keywords  :  writing skills, critical response text, contextual learning (CTL)

 

Abstraks

 Adanya kebutuhan saling berinteraksinya antarmanusia di tengah kehidupan menyebabkan perlunya siswa sebagai generasi untuk mampu mengkomunikasikan segala isi gagasan dan pikiran mereka, baik secara lisan maupun tulisan dengan bahasa yang efektif . Penelitian ini mengarahkan siswa untuk mampu mengungkapkan ide dan gagasannya melalui produk tulisan teks tanggapan kritis yang telah siswa pelajari di kelas IX MTs./SMP. Penelitian ini melibatkan variabel terikat ( teks tanggapan kritis ) dan variabel bebas ( pembelajaran kontekstual /CTL ).

Penelitian yang didasari oleh pengetahuan peneliti terhadap beberapa penelitian yang menyatakan bahwa pembelajaran kontekstual sangat menyenangkan dan memberikan kebebasan siswa dalam berpola pikir memutuskan suatu fenomena, bahkan mampu meningkatkan keterampilan menulis. Penelitian ini betujuan untuk mendeskripsikan tingkat kemampuan  keterampilan siswa kelas IX MTs.N 5 Bandung Barat dalam menulis teks tanggapan kritis melalui pembelajaran kontekstual ( CTL ). Penelitian  ini menggunakan desain pretest dan posttest dengan dua jenis  instrumen, yakni  lembar observasi dan lembar tes. Adapun metode yang digunakannya  ialah  eksperimen dengan sampel 25 siswa kelas IX. Pengolahan data yang ada meliputi pemberian nilai/skor, pengelompokan, perhitungan, dan yang lainnya.  

Hasil penelitian menunjukkan bahwa proses belajar mengajar kemampuan keterampilan siswa kelas IX MTs.5 Bandung Barat dalam menulis teks tanggapan kritis melalui pembelajaran kontekstual ( CTL ) berjalan dengan baik dan lancar, berhasil sesuai dengan kompetensi dasar yang ada pada silabus.  Siswa lebih antusias dan suasana belajar menjadi lebih aktif, interaktif, tidak monoton, dan siswa lebih bebas leluasa mengungkapkan ide dan gagasan  berpikirnya sesuai dengan kemampuan mereka masing-masing. Nilai siswa pun terlihat meningkat secara signifikan antara sebelum dan sesudah melalui proses pembelajaran kontekstual ( CTL ). ).  Data yang telah diolah menunjukkan bahwa nilai tes awal sebesar 59,6 dan tes akhir sebesar 80,6. Sedangkan, kemampuan keterampilan menulis teks tanggapan kritis melalui metode ceramah menunjukkan hasil  tes awal sebesar 57,1 dan tes akhir sebesar 72,8. Guru dan siswa lebih akrab berinteraktif dan suasana belajar lebih nyaman dan santai. Hal itu terbukti dari persentase keseluruhan ialah 93% siswa mengikuti pembelajaran dengan baik dan  7% siswa tidak mengikuti pembelajaran dengan baik.

Kata Kunci: keterampilan menulis, teks tanggapan kritis, pembelajaran kontekstual                 

       (CTL)


Keywords


Keywords : writing skills, critical response text, contextual learning (CTL)

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References


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DOI: http://dx.doi.org/10.22460/jler.v4i3.p121-127

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