CHAPTER I

INTRODUCTION
A. Research Background
Writing is one English skill, writing used to communicate each people
indirectly, its no needs face to face one and another to communicate each
other. In writing students can express their ideas, opinions, and experiences in
form of written English. By mastering writing in English, students are expected
to be able to make a good writing in written form.
In senior high school the students should be learnt writing certain text,
based on the syllabus of Kurikulum Tingkat SatuanPendidikan 2006 (KTSP)
students at senior high school there are three texts that students need to learnt
such as Procedure text, Narrative text, and Recount text. So, recount text is one
of standard of competence for tenth grade students in writing skill in English.
In senior high school one of the goals in learning English is develop the
writing skills so that able to learn English text when continue their study in
higher level. However writing skills for senior high school still so far enough
from the expectation. It also happens at tenth grade students of SMA N 1
Belimbing Nanga Pinoh. Based on the discussions the researcher with the
English teacher, the researcher found the problem that students face in learning
English, especially in writing that used to make a good writing. The students
cannot write well because students difficult in how to use Generic structure
(Orientation, Events, and Reorientation), mechanic, vocabulary and grammar
in recount text because the students have less understanding of it.
The Effect of Using Contextual Teaching and Learning (CTL) on
students achievement in Writing Recount Text of tenth grade of SMA Sultan

IskandarMuda Medan had been proven by PutriMasritaLubis and Willem

Saragih (2012), who has investigated in teaching Writing Recount text. Based
on the findings of this study, it was found that there is a significant effect of
Contextual Teaching and Learning (CTL) on students achievement in writing
recount text. Then, Contextual Teaching and Learning to Teaching English
Writing to second graders of a Junior high school had been proven by
Satrianiet al (2012), who has investigated in Writing. The findings revealed
that the teaching writing program was successful to improve students recount
writing skill. Specifically, they showed some improvement on schematic
structure, grammar roles, and graphic features. Moreover, Contextual teaching
and Learning (CTL) is connecting the material with the context of students
daily live, it makes the students easy to understand the material because the
material related with students daily life.
Based on explanation above, the researcher applied Contextual Teaching
and Learning in Writing Recount text. The researcher introduced this to students
and hope that can be effective for students achievement in writing Recount Text.
These reasons bring the researcher to conduct the research design entitled
The Effectiveness of Using Contextual Teaching and Learning (CTL) on
Student Achievement in Writing Recount Text (An Experimental Study to the
Tenth Grade Students of SMA N 02 Sintang.
B. Research Question
The problem of the study Is using Contextual Teaching and Learning
(CTL) method effective for teaching students writing recount text achievement
to the tenth grade of SMA N 1Belimbing Nanga Pinoh in the academic year of
2016/2017?

C. Research Purpose
To answer the research problem above, the purposes of this research was
to find out the use of Contextual Teaching and Learning (CTL) effective for
teaching students writing recount text achievement to the tenth grade students
of SMA N 1Belimbing Nanga Pinoh in the academic year of 2016/2017.
D. Scope of Research
1. Research Variable
Research variables can be defined as the elements, characteristics or
condition that can be manipulated and observed in doing the research that
become the focus of the research. In this research there are two variables,
Independent variable and dependent variable. The two of the variables in
this research as following:
a. Independent Variable
Independent variable is a variable that influence the other variable.
According to Fraenkelet al (2012: 80) Independent variable is a variable
that presumed to affect (at least partly cause) or somehow influence at
least one other variable. In this research, the Independent variable is
teaching Contextual teaching (CTL).
b. Dependent Variable
Dependent variable is avariable that influence by the other
variable.According to Fraenkelet al (2012: 80) Dependent variable is a
variable the independent variable presumed to affect. In this research,
Dependent variable is Students achievement in writing recount text
which was affected by the treatment which applied by the researcher in
conducting this research.

Figure.1
The relationship between Independent variable Dependent variable
(CTL)
(Independent Variable)

Effect

Learning Achievement
(dependent Variable)

Adopted from: Fraenkelet al (2012: 80)

2. Terminology
The researcher also use specific terms in writing in this research,
which the purpose is to lead the readers in order to have the same
interpretation and avoid misconception as well. They are:
a. Writing achievement refers to students achieve the knowledge in
aspects of writing recount text.
b. CTL is a system to see meaning in the academic material they are
studying by connecting academic subject with context of students daily
life.
c. Recount is a text which retells events or experiences in the past. Its
purpose is either or to entertain the readers.
E. Hypotheses
Research hypothesis is a temporary answers allegation of a research.
According to Singh (2006: 54) a hypothesis is a tentative answer suggested a
solution to a problem or as an explanation of some phenomena. Based on the
explanation above a hypothesis is a temporary or tentative answer to a problem
and there are two parts of hypotheses such as, Null hypotheses and Alternative
Hypotheses. The null hypothesis is generally symbolized as H 0 and the
alternative hypothesis as Ha..Thus, a null hypothesis represents the hypothesis
that trying to reject and alternative hypothesis represents all other possibilities.

The hypothesis in this research as follows:

1. Null Hypothesis (Ho)
Null hypothesis is a solution that against the method applied.
According to Kothari (2004:185) states that Null hypothesis is the one
which one wishes to disprove. Therefore the null hypothesis in this research
is Contextual Teaching and Learning (CTL) is not effective for teaching
Writing in Recount Text.
2. Alternative Hypothesis (Ha)
Alternative hypothesis is a solution that accepts the method applied.
According to Kothari (2004:185) states that Alternative hypothesis is
usually the one which one wishes to prove. Therefore the alternative
hypothesis in this research is Contextual Teaching and learning (CTL) is
effective for teaching Writing in Recount Text.
.

CHAPTER II
CONTEXTUAL TEACHING AND LEARNING (CTL) ON STUDENTS
ACHIVEMENT IN WRITING RECOUNT TEXT

A. The Nature of Contextual Teaching and Learning (CTL)

1. The Definition of Contextual Teaching and Learning
Contextual Teaching and Learning (CTL) is a one of system that can
apply in teaching writing, through this student can colligate their ideas,
thinks and opinions through this system. The Effect of Using Contextual
Teaching and Learning (CTL) on students achievement in Writing Recount
Text of tenth grade of SMA Sultan IskandarMuda Medan had been proven
by PutriMasritaLubis and Willem Saragih (2012), who has investigated in
teaching Writing Recount text. Based on the findings of this study, it was
found that there is a significant effect of Contextual Teaching and Learning

(CTL) on students achievement in writing recount text. Based on the

explanation above Contextual teaching and Learning (CTL) is very effective
to teaching students, Because Contextual Teaching and Learning (CTL)
connecting the material with the context of students daily live, it makes the
students easy to understand the material because the material related with
students daily life
Contextual Teaching and Learning (CTL) is a system that connecting
the material with the context of students daily lives. The explanation above
in line with Johnson (2002:25) statement that states the contextual teaching
and learning system is an educational process that aims to help students see
meaning in the academic material they are studying by connecting academic
subjects with the context of their daily lives, that is, with the context of their
personal, social, and cultural circumstance, added Contextual Teaching and
Learning (CTL) is a system instruction based on the philosophy that
students learn when they see meaning in academic material, and they see
meaning in schoolwork when they can connect the new information with
prior knowledge and their own experience. Therefore, the fundamental of
CTL is the connection that leads to meaning. Context gives meaning to
content the broader the context within which students are able to make
connections, the more meaning content will hold for them.
Based on explanation above the researcher concludes that Contextual
teaching and learning is a system to see meaning in the academic material
they are studying by connecting academic subject with context of students
daily life, as a foundation for solving the problem of writing recount text.

2. Principles of Contextual Teaching and Learning (CTL)

CTL as one of method for teaching and learning has scientific principles.
According to Johnson (2002:26) there are 3 principles of it. They are principles
of interdependence, the principles of differentiation, and the principles of selfregulation.The Principlesof CTL in this research as follows:

a. Principles of Interdependence
Human being could not establish intimacy with one another
(Johnson, 2002:28). It means that although the approach consists of
authentic learning activity that is conducted group, there is no one
can intimidate the others to follow the certain students. It is a
sharing and discussing section when it is conducting in group, so
the principle stresses that all of the learners have the
interdependence.
b. Principle of Differentiation
When the students are different in their creativity, they could
be free to explore their individual talents, cultivate their own
learning styles, and progress at their own pace(Johnson, 2002:31).It
means that contextual teaching and learning method can be
conducted to the students with different characters, talents, and
ability. The importance of the principle is how the contextual
teaching learning helps the students to explore their own talent and
can have a big motivation to study based on their life context.
c. Principle of Self-Regulation

Self-regulation means everything is set up, maintained, and

recognized by yourself. The principle motivates the students to
show all of their potentials. Moreover, it also explores them to get
the new talents. The teacher should give them belief by giving
responsibility for taking the decision, behavior, choice, plan,
solution etc.
Based on the explanation above, there are 3 principles they
are principles of interdependence, the principles of differentiation,
and the principles of self-regulation that very important to attention
in Contextual teaching and learning (CTL)

3. Components of Contextual Teaching and Learning (CTL)

Contextual teaching and learning also consists of some components that
must be conducted as the part of its application. There are seven components of
contextual teaching and learning that are useful to gain success in applying it
(Wijarwadi, 2008:27).The Components of CTL in this research as follows:
a.

Constructivism
Constructivism is the foundation of CTL. In the classroom
teaching learning process, the application of constructivism areapplied
in five step of learning that are activating knowledge, acquiring
knowledge, understanding knowledge, applying knowledge and

b.

reflecting on knowledge.
Inquiry

The principle shows how learning is conducted by including the

process of discovery that needs critical thinking. In this case,
knowledge as the part of learning does not get by considering a
number of facts but also from stimulating learning that allows the
students to find their own material in the real context..
c. Questioning
Questioning is one of the parts in teaching learning process. The
students ask something because they want to know something that
they do not know. They are curious to get the answer of their problem.
Thats why they ask to the teacher or others.
d. Learning Community
Contextual teaching and learning is conducted in group because
its purpose is wants the students to have sharing and discussing
section without the intimacy of others. The other purpose is the
students can help the others who need their help in positive way.
e. Modeling
Modeling is derived from the word model. Model means
example. The component of modeling means the teacher gives
example to the students if they find difficulties in real way. For
example the English teacher gives the example to pronounce certain
words.
f. Reflection
Reflection is the ways of thinking about what the students have
learned and thinking about what they have done in the past. In this
case, the teacher can do about the information that acquired in the
action.
g. Authentic Assessment
Authentic assessment is a procedure of achievement in the

10

CTL. Authentic assessment is the process of collecting the data

that can give the description of student learning development.
Based on the explanation above, there are seven components that are
very important in CTL, there are constructivism, Inquiry, questioning,
learning community, modeling, reflection, authentic assessment. So, the
researcher will put the seven components above in lesson plan, to make the
teaching learning success using Contextual teaching and learning.
4. Procedure of Contextual Teaching and Learning (CTL)
In implementing CTL in this research, the researcher was applied all
those components every meeting. The procedure in teaching writing
(Nurhadi and Senduk, 2003:31) in table below:
Table 2.1
Procedure of CTL

11

Phase
1. Opening
2. Pre-Teaching of

Component of CTL

Questioning

Indicator
-

Greeting
Praying
Calling the roll
Asking the previous lesson
Asking students some questions

writing activities
to arouse interest in the new
topic/theme
3. While-Teaching

Modeling

- Writing recount text and giving

of writing

an example how to use 4

activities

aspects in recount text, there are

Generic Structure, Vocabulary,
-

Inquiry

Mechanic and Grammar, after

that the purpose of the text

Constructivism

- Asking the students to find the

difficult words in recount text

- Asking the students to observe,
-

Learning

gather data, and draw the

Community

conclusion

Questioning
- Asking the students to find the

aspects of recount text, there are

Generic Structure, Vocabulary,
mechanic, and Grammar after
that the purpose of the text
- Asking the students to work and

understand the passage in small

groups

- Asking and answering students

12

question about the topic and

theme
- Giving the students assistance

In addition, the procedures of CTL in this research are:

1. Problem-Based Learning- Students are given either a real or
stimulated problem and must use critical thinking skills and
inquiry to solve it. Problems which have some personal relevance
to the students are best choices to encourage maximum participant
and learning.
2. Cooperative Learning students work together in small group and
focus on achieving a common goal through collaboration, each
student within the group makes a significant contribution to the
goal.
3. Authentic assessment students are evaluated by means of their
performance on task whether in an oral of written form.
Based on the explanation above, the researcher used all components of
CTL, but the researcher was not apply all of those in every meeting, after
that the researcher used Problem-Based Learning to make students think
critically, Cooperative Learning to make students can work together,
discussing, and sharing the in small group, the last the researcher used
authentic assessment to evaluated students performance in written form.
5. Advantages and Disadvantages of Contextual Teaching and Learning (CTL)
a. Advantages of Contextual Teaching and Leaning (CTL)
There are advantages of using contextual teaching and learning
method in writing class, according to Satrianiet al (2012:10) there are
six advantages, the first engaging students in the writing activity, second
is increasing students motivation to participate actively in the writing

13

class, third is helping students to construct their writing, forth helping

students to solve their problems in writing, fifth providing ways for
students to discuss or interact with their friends, and the last is helping
the students to summarize and reflect the lesson
Based on the statement above, there are six the advantages using
CTL in the class, so the researcher must make a sure that all students got
six advantages above.
b. Disadvantages of Contextual teaching and Leaning (CTL)
There is the disadvantages of using Contextual teaching and
learning, Johnson(2002:13) states that the disadvantages of Contextual
Teaching and Learning method is teacher must look at each child in the
classroom expressly to understand that childs emotional state, learning
style, English speaking skills, cultural and racial context, and financial
circumstance. Then, to overcome the problems above the researcher as
the model of material, the researcher considers that all of the students got
the same position with no differences for each student.

B. The Nature of Writing

1. The Definition of Writing
Writing is one of important skills in English because it takes part as
important communication tools. In writing, students can express their ideas,
opinions, and experiences in the form of written English. According to
while Bell and Burney in Faisal (2013: 241) defined writing is transferred
feeling or ideas on a paper that meant to inform or entertain the readers.

14

Based on the explanation above writing is transferred feeling or ideas on the

paper about what writer wants to say to the reader.
2. The Important of Writing
Writing is also important to trains the students in thinking and applied
what they are thinking through written form because writing is not only an
activity of arranging words into form of sentences, but also when people
write, they should organize some interesting stuffs, which are experiences or
ideas in written form. According to Tarigan (1994: 3 in Faisal et al 2013:
240) writing is as one English skill, writing used to communicate with other
people indirectly, it no needs face to face one and another to communicate
each other.
Based on the explanation above, the researcher concludes that writing
is one of English skill, that used for communicate with other people
indirectly, using written form without face to face.
3. Types of Texts
Based on Kurikulum Tingkat SatuanPendidikan in senior high school
there are 3 texts that students should be learnt, there are Procedure text,
Recount text and Narrative text. In this discussion the researcher will
provide types of text, according to Cavanagh (1998:4) there are 9 types of
writing such as:
a. Narrative to amuse/entertain the readers and to tell a story. It
always appears as a hard portrait of participant's past experience
and it has conflict among the participants.
b. Recount is a text which retells events or experiences in the past. Its
purpose is either or to entertain the readers. It has not conflict
among the participant.

15

c. Descriptive: is a text which says what a person or a thing is like. Its

purpose is to describe and reveal a particular person, place, or
thing.
d. Response Responses are used to respond to an artistic work in
either the written, visual or aural form. They are texts written about
texts and are important in English and Creative Arts as they allow
individual responses to be made.
e. Report text is a text which presents information about something,
as it is. It is as a result of systematic observation and analysis.
f. Procedure text is a text show a process in order. Its function is to
describe how something is completely done through a sequence of
series.
g. Explanation text is a text which tells processes relating to forming
of natural, social, scientific and cultural phenomena.
h. Exposition is used to persuade by arguing one side of an issue.
i. Discussions are used to consider an issue from more than one point
of view in order to persuade the reader to act or think in a particular
way.
Based on explanation above there are 9 types of text, that really
important to learn. In writing the students should be learnt types of text
based on Syllabus in KTSP there are procedure text, recount text and
narrative text. In this research, the researcher used recount text as the
material because appropriate with the problems that students face in writing
and appropriate with Syllabus.
C. The Nature of Recount Text
1. The Definition of Recount Text

16

One kind of texts that is learned by Senior High School Students

is recount text. Recount text is one of text types that retells past events.
Recount is a text which retells events or experiences in the past.
According to Cavanagh (1998:13) Recount is a text which retells events
or experiences in the past. Its purpose is either or to entertain the
readers. It has not conflict among the participant. Based on the
explanation recount is one of texts which retell about the events or
experiences that happen in the past.

2. Kind of Recount
In recount text, has some of kinds to be concerned, according to
Department For Education and Child Development, (2012:1) Recounts
are used to relate experiences or retell events for the purpose of
informing, entertaining or reflecting.
Recounts can be personal, factual or imaginative:
a. Personal recount retelling an activity that the writer has
been personally involved in and may be used to build the
relationship between the writer and the reader e.g.
anecdote, diary journal, personal letter
b. Factual recount reporting the particulars of an incident by
reconstructing factual information e.g. police reconstruction
of an accident, historical recount, biographical and
autobiographical recounts
c. Imaginative recount applying factual knowledge to an
imaginary role in order to interpret and recount events e.g.
A Day in the Life of a Roman Slave, How I Discovered
Radium.

17

Based on the explanation above, there are three types of recount

text. In this research used personal recount as the type of recount text
thathad been the material, because personal recount is appropriate
with the instruction (see appendix IV)
3. The Aspects of Recount Text
In recount text there are some aspects to be concern in recount
text, according to Heaton in Ema (2015:70) there are 4 aspects of
recount text, there are Generic structure (Orientation, Events and ReOrientation), mechanic, vocabulary and Grammar.
a. Generic structure
In Recount Text there is generics structure that really
important to make a paragraph of Recount Text, according to
Department for Education and Child Development, (2012:2) there
are 3 generic:
1) Orientation: provides the reader with background information needed to
understand the text. E.g. what, who, when, where.
2) Events series of events typically ordered in chronological
order. In this example it is appropriate to include personal
comments and evaluative remarks throughout the text.
3) Re-Orientation a summary statement/an evaluative
comment/a return to the starting point.
Table.2.2
Generic Structure of Recount text
Title
Orientation: provides the
reader

with

background

My holiday text
During the holidays, our family went to
Victor Harbor. We stayed in a holiday

18

information

needed

to

understand the text. e.g.

who, when, where
events series of events
typically

ordered

apartment. There were nine other apartments

where we stayed.
After we unpacked our things, we went

in

to the beach. At the beach we met our cousins

chronological order. In this

and played with them. Later on, Mum went

example it is appropriate to

shopping with my brother to buy some

include personal comments

and

evaluative

remarks

throughout the text.

The next day we went to Greenfields

Adventure Park. It was really crowded.
Every day we went to the beach.
Sometimes while we were there, we went

Re-orientation
summary
evaluative

fishing with Dad.

On the last day of our holiday,

statement/an

we all went fishing again. We caught

comment/a

lots of fish. It was really cool fishing

return to the starting point.

with Dad.
Taken from Department For Education and Child
Development, (2012:2)
b. Mechanics
In recount text, the mechanics is important aspect to make the
students writing well, according to kane (2000:46) there are some
parts of mechanics are as follow:
1) Spelling
Spelling in writing form is very important to be
checked. As Harmer (2004:46) states that spelling make
English relatively easy to read although in correct spelling

19

does not often prevent the understanding of a written

message. For example in spelling in writing:
a) We went to swimming poul (incorrect spelling)
b) We went to swimming pool (correct spelling)
2) Capitalization
Capitalization letter used in beginning sentences or
after full stop. Capital also important thing in writing. Thus,
capitalization also needed in produce a good writing.
Example of capitalization is follow:
a) abet and hendrik lived in pontianak 2 years ago
(incorrect capitalization)
b) Abet and Hendrik lived in Pontianak 2 years ago
(correct capitalization)
3) Punctuation
Punctuation also needed in produce a good writing.
According to Kane (2000:379), Punctuation exists, basically,
to help readers understand what you wish to say.
Furthermore according to Harmer (2004:50), there are some
kinds of punctuation as follow:
a) Period (.) is called an end stop because it is used
at the end of sentence.
b) Comma (,) is show a short pause that separates parts
of sentences.
c) Inverted commas () is to show words that are
spoken (direct speech). They are also used around
tittles of books or film or a nick name.
d) Brackets (()) is to show extra information or an
explanation which is not considered essential.
e) Apostrophe () is used where two words are
contracted and show possession.

20

f) Hyphen (-) is used when two words join together

g) Exclamation mark (!) is used to show surprise. It
comes at the end of sentences and if often used in
dialogue.
h) Question mark (?) is show a direct question is being
asked. It is also used in request.
i) Colon (:) is tells you that something is coming next.
c. Vocabulary
Vocabulary is needed to produce a good writing. According
Harmer (1991: 158) knowing a word (vocabulary) means knowing
about meaning, word use, word formation, and word grammar. It
refers to students ability in using the correct words which
distinguish as their function as follow:
a) Verb
The verb is included action verbs, thinking verbs
and saying verb.
For example: ran, walked, thought, and said etc.
b) Adjective
Adjective present precise description of the
characters and settings. It is used to amplify the meaning of
a noun or pronoun.
For example: afraid, dark, and silent etc.
c) Noun
Nouns are used to identify the specifics characters
and places in the story.
For example: I, my parents, the house and snake etc.

d) Adverb
Adverb is used to amplify the meaning of verbs and
adjectives.
For example: suddenly, quickly, never etc.
d. Grammar

21

In recount text, grammar is very important aspect to produce

good writing, according to Kane (2000:13) Grammar means the
rules which structure our language. Grammar in this research only
focuses about tenses which in recount text that use some forms of
past tense: Simple past tense, past continuous tense, and past
perfect.
a. Simple past tense
Simple past tense is used to indicate that something
happened or excited at a specific time in the past.
For example;
1) My brother bought a new motorcycle yesterday
2) He was not at office yesterday
b. Past continuous tense
Past continuous tense is used to talk about temporary
situation that exited at around a particular time in the past.
For example;
1) I was listening music when you called me
2) My mother was cooking when I arrived
c. Past perfect tense
Past continuous tense is used to talk about a pas
situation activity or a before a particular time in the past.
For example;
He had eaten your bread when I entered the room
Based on the explanation above about the aspects of recount
text, concludes that the aspects recount text in this research are
Generic structure (Orientation, Events, Re-orientation), Mechanics
(spelling, capitalization, punctuation), Vocabulary (verb, adjective,

22

noun, adverb), Grammar (Forms of Past tense).Based on the

explanation above, the researcher intends to evaluate all of aspects of
recount text in writing test, because they are appropriate with syllabus
and scoring rubric.

23

CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher used one of an experimental design.An
experimental design is the traditional approach to conduct quantitative
research (Creswell, 2012: 294). It could be as a research method which is
used to find out the effect of the treatment toward something else in
controlling condition. Furthermore, in an experimental design, you test an
idea (or practice or procedure) to determine whether it influences an
outcome or dependent variable (Creswell, 2012: 295). The researcher used
pre-experimental design in conducting this research. It is appropriate with
the aim of the researcher which is to find out the effectiveness or the
influence of Contextual Teaching and Learning (CTL) on Student
Achievement in Writing Recount Text.
The researcher used Pre-experimental design which has a single group
to observe sub-sequent to some treatment presumed to cause change. In the
other words, a single group is often studied but no comparison between
equivalent non-treatment groups has made. Creswell (2009: 158) states that
with pre-experimental designs, the researcher studies a single group and
provided an intervention during the experimental. This design does not have
a control group to compare with the experimental group. Additionally, one

24

case was observed at two points, one point before the treatment and one
point after the treatment. Fraenkelet al (2012: 269) state that in the onegroup pretest-posttest design, a single group is measured or observed not
only after being exposed to a treatment of some sort, but also before.
Moreover Cohen et al (2007: 282) state that a pre-experimental design is the
one group pre-test and post-test design. The researcher has to measure a
group and proceeded to account for difference between pre-test and post-test
score by the reference to the effect of treatments.
Based on the explanation above, the researcher concludes that preexperiment is just used one group or class (one group pre-test and post-test)
to obverse and in this design does not have a control group to compare with
the experimental group. Equally important, the researcher considers
establishing possible causes between the independent variable (Contextual
Teaching and Learning) and dependent variable (students achievement in
writing Recount Text). It means that the researcher attempts to control all
variables that influence the outcome, except of the independent variable.
The reason for chosen Pre-Experiment, it was considered to be an
appropriate research design, in order to test the effectiveness of Using
Contextual Teaching and Learning (CTL) on students achievement in
Writing Recount Text. Besides, by inviting a single group of sample and
give them the treatment, the researcher can analyzes the effect of the
treatment therefore the researcher was be able to analyze the characteristic
of the problem which was stated in this research. Hence the pre-

25

experimental type one group pretest-posttest using pretest and posttest to

compare the students mean score before and after treatment. The form of a
pre-experimental study that the researcher applied as the following:
Table 3.1
One Group Pre-test and Post-test Design
Pre-test

Treatment
O1

Post-test

O2

Taken from:Fraenkelet al (2012: 269)

Based on the table above, O1 was given to know the students mean
score before giving the treatment. Meanwhile X represents as the treatment.
O2 was given to measure the students achievement after the treatment was
given. In this research, a pre-experimental design did not have a control
group. The influence of experimental treatments can be seen by seeing the
mean score between the pre-test and post-test.
B. Population and Sample
a. Population
Population (or target group) is group about which the researcher
wants to gain information and draw conclusion. According to Fraenkelet al
(2012:92), population is the group of interest to the researcher, the group
to whom the researcher would like to generalize the results of the study.
Based on the expert above, researcher concludes that population is a group
that researcher interest to generalize the result of research.

26

In this research, the population was the students Class X in SMA N

2 Sintang in first semester. In addition, the classes start from A to F, so
the population of this research consisted of 8 classes. The researcher
presented the detail of the total of population in this research below:
Table. 3.2
The Population of The Research
No.
1
2
3
4
5
6
7

Class
XA
XB
XC
XD
XE
XF
XG
Total

The Number of Student

35
35
35
35
35
35
35
245

b. Sample and Sampling

Sample is small proportion which is use as a source of data
collecting. Cohen et al (2005:93) state that sample is a small group that is
observed. It can be said that the sample is a part of population which is
was be the object in research. In this research design, the researcher used
Probability Sampling (Random Sampling) type Cluster random sampling.
According to Kothari (2004:60) Probability sampling is also known as
random sampling or chance sampling. Under this sampling design,
every item of the universe has an equal chance of inclusion in the sample
and Cluster random sampling is the total area of interest happens to be a
big one, a convenient way in which a sample can be taken is to divide the
area into a number of smaller non-overlapping areas and then to
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randomly select a number of these smaller areas (usually called clusters),

with the ultimate sample consisting of all (or samples of) units in these
small areas or clusters.
Based on the explanation above sample is the small group that will
observe by the researcher, and cluster random sampling is types of
probability sampling to selecting the sample in a way researchers mix the
objects within the population so that all objects are considered to have
the same opportunity as the sample. Based on the explanation above, the
researcher chosen sample manually, the researcher wrote the name of
each class on the piece of paper and put it in the glass. Then, the
researcher shakes that glass and takes one piece of paper only for
experimental class. Finally, the researcher found 1 class; that isAclass as
the experimental class.
C. Technique and Tool of Collecting Data
1. Technique of Collecting Data
The technique of collecting data that used by the researcher in this
research is measurement technique to measure the students writing recount
achievement. According to Ross (2005:33), measurement is a process that
assigns a numerical description to some attribute of an object, person or
event. Furthermore, it also can be used to measure the achievement of the
students by using questionnaires or tests. In this research, the researcher
used writing test in measuring the students achievement. The test was used
by the researcher in order to find out the students achievement about
recount text.

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2. Tool for Collecting Data

In collecting the data, the researcher used a tool to find out the
students achievement in learning process. The tool for collecting data that
used by researcher in this research is writing test. Frankel et al (2012:236)
said that a test is a kind of device or procedure for measuring ability,
achievement, interest, and other traits. Based on the that statement, the tool
for collecting data the researcher used test to measuring ability,
achievement, interest and other, after that the researcher used writing test
for collecting the data. Pretest and Posttest was applied in order to find out
the effectiveness of Contextual Teaching and Learning (CTL) in teaching
recount text which the researcher had been applied in this research.
D. Readability
In this research, the researcher used the writing test; in order to back up
the writing test the researcher was served the readability test. Lockyer, et
al(2009:173) state that readability is the level of easy or difficulty with which
test material can understood by a particular reader who is reading that text for a
specific purpose. Based on the explanation above readability is a level of test
material that can understand by the reader or students. The readability test was
given by giving questionnaires to the students as the reader that was be the
investigate to validating of data suitable with students comprehension of
writing test instrument or question, in order to know how easy the instruction
of writing test can be understand. The researcher was given readability test to
the students to know how easy the instruction understood by the students.
E. Data Analysis

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The researcher used a pre-experimental design, which is this research is a

quantitative research that needs a data analysis. This analysis is related to the
computation of the data and hypothesis testing presented. The researcher
applied an appropriate system to analyze the data to find out whether
Contextual Teaching and Learning (CTL) on Students achievement in writing
recount text is effective or not.
The data was collect from students works in recount paragraph writing
test. In scoring students works in recount paragraph, there are four items to be
evaluated: Generic structure (Orientation, Events and Reorientation),
mechanic, vocabulary and grammar. The test material was arranged to measure
the students achievement in writing recount text comprehension the tenth
grade students of the SMANegeri2 Sintang. To analyze the result of the test the
researcher used the guidance of scoring rubric (see appendix VI)
1. The students mean score of Pre-test and Post-test
M1 =

X1
N

M2 =

X2
N

(Adopted fromJ.B Heaton, 1988:176)

Note:
M1

: The students mean score of Pre-test

M2

: The students mean score of Post-test

X1

: The studentsof individual score of Pre-test

X2

: The students of individual score of Post-test

: The total number of students

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The students mean score of pre-test and post test is very important,
because the data matched with the criteria (Table 3.3) to know how far the
writing achievement before and after treatment, which the researcher had
been applied in this research.
Table 3.3
Writing Score Classification
Total

Representative score

Score
80-100
70-79
60-69
50-59
<50

Qualification

in symbol
A
Excellent
B
Good
C
Average
D
Poor
E
Very poor
Adapted from Writing English Language Tests

by J.B.heaton,(1988:96)
2. The analysis on the students different score of Pre-test and Post-Test
MD = M2 - M1
Note :
MD: The different students mean score of Pre-test
M2: The students mean score of Post-Test
M1: The students mean score of Pre-test
The analysis students different score of pre-test and post test is
very important, to know how far the writing achievement before and after
treatment, which the researcher had been applied in this research.
3. Normality Test
Normality test is the way which researcher has been taken in order
to find out the data distribution is normal or not and it determines the

31

researcher to use t-test if both of the data in normal distribution. In

finding it out the researcher used SPSS 16.0. After having and calculating
the students score both of pretest and posttest, the researcher found that
the data were in normal distribution. Then, the researcher presented the
detail of the result of normality test in the chapter IV.
4. Homogeneity Test
Homogeneity test conducted in order to find out that the participant
of this research are homogenous. The researcher takes this step to find
out the variance scores which is produced by participants on the test.
Furthermore, to measure the data that was been taken from the
participants is Homogeny or not.
The researcher used SPSS 16 (One war ANOVA) to calculate and
measure the homogeneity based on their result of score pretest and
posttest. The calculation of the homogeneity had been presented in the
Chapter IV.
5. The test significant of the score of pre-test and post-test
In order to know the test significant of the score of pre-test and
post-test,the researcher considers the type of statistic which appropriate
with the data. If the data in normal distribution, the researcher used the
parametric statistic by using Paired-samples t-test. Paired samples t-test
compares the mean between pretest and posttest, to analyze the data the
researcher used SPSS 16 to help the researcher to find it out.
6. Hypothesis Testing

32

In finding out the hypothesis which was referred to the

effectiveness of the treatment which has been used, the researcher had
been taken and collected the data based on the result of the students in the
posttest. Furthermore, the researcher compared the result of pretest and
posttest by using paired - sample t-test. Then, the result of the calculation
has to be compared by Sig. If score sig > 0.05, means that Ho was
acceptedIf score sig < 0.05, means that Ho was rejectedAfter comparing
the result toward the Sig, the researcher can conclude that the treatment
accepted or rejected. Moreover, if the Contextual Teaching and Learning
(CTL) was effective, it meant that the hypothesis was accepted.
Meanwhile, the Contextual Teaching and Learning (CTL) was not
effective, it meant that the hypothesis was rejected.

33