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Armita Permatasari
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Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Education Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Other

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Fostering Active Learning and Writing Proficiency: The Role of Contextual Teaching and Learning Approach in EFL Descriptive Texts Armita Permatasari
Jurnal Ilmiah Multidisiplin Vol. 2 No. 2 (2025): Juli
Publisher : Yayasan Yuta Pendidikan Cerdas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62282/juilmu.v2i2.176-188

Abstract

This study aimed at finding out the impact of Contextual Teaching and Learning Approach in enhancing EFL learners descriptive text writing skill and also perception of learners about the utilization of Contextual Teaching and Learning Approach in writing descriptive text. This study employed experimental research which the experimental group was given treatment using CTL Approach, on the other hand, the control group was given treatment using the conventional way. The participants were forty-eight of the first semester learners of Agricultural faculty at Universitas Muhammadiyah Sinjai, in 2024-2025 academic year. Two intact classes were randomly selected as control and experimental group and each group comprised twenty-four learners. The research instrument that was used in this study were pre-posttest and the perceptional questionnaires. The data were analyzed by using descriptive statistics and inferential statistics on SPSS. The result of this study showed that the significance value (Sig.) in the table is 0.007, which is less than 0.05. Therefore, there was a significant difference between learners who was taught by using CTL approach and those were taught by using conventional teaching. Then, learners responded positively to the implementation of CTL Approach. So that, further researches with deepest investigation to examine follow-up activities after knowing student perceptions are highly recommended.
An Analysis on the English-Speaking Anxiety of the First Semester Students of Aquatic Resource Management Study Program Armita Permatasari
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.343

Abstract

This study aimed at finding out the factors that causing student’s’ anxiety in English speaking and the types of student’s’ anxiety in English speaking. This research employed descriptive-qualitative method. The population of this research consisted of 196 the first semester students of Agricultural faculty at Universitas Muhammadiyah Sinjai. This research used purposive sampling technique in choosing sample; the sample of this study was 15 students of Aquatic Resources Management study program Agricultural faculty. The researcher used observation checklist, open-ended questionnaire and interview in collecting data. The result of this study showed that there are five factors that causing students’ anxiety in speaking English, the first factor that mostly provoking students to be anxiety is afraid of making mistake when the students have perception about their low ability in English proficiency and afraid to going wrong in their performance. The second factor was lack of vocabulary. The third was lack of confidence. Most of students anxious because they were un-confident of their ability in speaking. The fourth was friends/classmates. The types of anxiety that students experienced in their speaking performance, the most type of anxiety was test anxiety. The second was communication apprehension and the lowest was fear of negative evaluation. Furthermore, the lecturer of speaking must recognize the anxious students and give treatment based on their types of anxiety.
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