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All Journal Parole: Journal of Linguistics and Education English Education Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Research in English and Education Journal
Burhanuddin Yasin
Universitas Syiah Kuala
Humanities Education Languange, Linguistic, Communication & Media

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Journal : English Education Journal

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Using contextual teaching and learning (CTL) approach to improve students' speaking ability Ramzi Yusyac; Asnawi Muslem; Burhanuddin Yasin
English Education Journal Vol 12, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i3.19189

Abstract

The objective of this research is to investigate the implementation of Contextual Teaching and Learning (CTL) to improve students’ speaking skills in the aspects of accuracy, clarity, and fluency. This research employed a quantitative method in nature. A pre-experimental design with pre-test and post-test was used. The population of this research was all second-year students. The sample of this research was one of the second-year classes chosen by using the purposive sampling technique. The instrument used in this research was a speaking test: pre-test and post-test. The data collected were analyzed statistically. The results showed that the implementation of contextual teaching and learning (CTL) improved students’ speaking skills in terms of accuracy, clarity, and fluency. The result of Wilcoxon showed the value of Asymp. Sig (2-tailed) for accuracy, clarity, and fluency is 0.000 which means that the resulting test is less than the minimum requirements of the statistics range (0.05). Therefore, the use of CTL in teaching and learning speaking is very beneficial for students to improve their speaking skills. Thus, the hypothesis of this research was accepted. There is a significant improvement in students’ speaking skills after they were taught by using CTL.
Language learning strategies employed by higher and lower achieving students in learning speaking Suci Rahmi Amjusfa; Burhanuddin Yasin; Kismullah Abdul Muthalib
English Education Journal Vol 12, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v12i2.19468

Abstract

The objectives of this research were to find out the types of language learning strategies employed by higher and lower achieving students on speaking skill and to find out the impacts of language learning strategies employed by them. A questionnaire was used as the instrument of this study. The sample of this research were 82 students who were chosen based on the criteria: (1) the students already passed all the Speaking I to IV classes, (2) the students consist of higher achieving students (score ≥B) and lower achieving students (score ≤C), and (3) the students allowed the researcher to obtain their speaking scores. Thus, purposive sampling was used here. In this research, the researcher used Strategy Inventory for Language Learning (SILL) by Oxford (2003) to determine the students’ language learning strategy. The result revealed that the higher achieving students used memory, cognitive, compensation, metacognitive, affective, and social strategies in learning speaking. On the other hand, the lower achieving students generally did not use the learning strategies in their learning activities. Therefore, as the impact of this learning habit, they do not possess a good speaking ability and achieve low scores in speaking class.
Co-Authors Asnawi Muslem Ayu Mentari Sarani Bina Faisal Mustafa Hadi, Abdul Ika Apriani Fata Kismullah Abdul Muthalib Nurlindawati Nurlindawati Putri Nabila Aisyah Ramzi Yusyac Suci Rahmi Amjusfa