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Azzahra Nabila
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Modèle d’apprentissage contextuel basé sur le journal quotidien des étudiants comme support authentique pour améliorer la compétence en production écrite en français Setia Rini; Nani Kusrini; Diana Rosita; Indah Nevira Trisna; Riza Harani Bangun; Endang Ikhtiarti; Hudzaifah Ubaidillah Irfani; Amanda Saras Ayu Anggita; Buby Adian Ibrahim; Azzahra Nabila; Simson Winata
Didacticofrancia Journal Didactique du FLE Vol. 15 No. 2 (2026): Octobre 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/didacticofrancia.v15i2.66089

Abstract

This study analyzes the implementation of a contextual learning model based on students’ daily journals as an authentic medium to develop writing competence in French. Quantitative results show that the average post-test score (63.77) did not exceed the pre-test score (71.04), and the difference was not statistically significant (p = 0.064). This lack of improvement is partly due to the fact that a considerable proportion of students (46.15%) still rely predominantly on artificial intelligence to write their journals, which limits the expected reflective process. On the qualitative level, however, the model demonstrates positive effects: the majority of students (80.77%) reported increased motivation to learn, stimulated by greater awareness of their weaknesses and by regular feedback from the instructor. Thus, although quantitative effectiveness is not yet confirmed in the first cycle, the model shows strong potential to enhance students’ motivation and critical reflection, in line with the principles of the action-oriented approach and Contextual Teaching and Learning.
Co-Authors Amanda Saras Ayu Anggita Buby Adian Ibrahim Diana Rosita Hudzaifah Ubaidillah Irfani Ikhtiarti, Endang Indah Nevira Trisna Nani Kusrini Riza Harani Bangun Setia Rini Simson Winata