The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control

Sunarti Sunarti; Rani Herning Puspita

doi:doi:10.11648/j.tecs.20190404.11

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The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control

Sunarti Sunarti, Rani Herning Puspita

Published in Teacher Education and Curriculum Studies (Volume 4, Issue 4)

Received: 1 November 2019 Accepted: 26 November 2019 Published: 6 December 2019

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Abstract

The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that F_o is higher than F_t or F_o > F_t; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F _o > F_t.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.

Published in	Teacher Education and Curriculum Studies (Volume 4, Issue 4)
DOI	10.11648/j.tecs.20190404.11
Page(s)	58-64
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Contextual Teaching and Learning, Reading, Students’ Locus of Control, Grammar Traslation Method

References

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[2]	Benson, Eric, & Steele, G, Ric. 2005. Locus of Control: Encyclopedia of Human Development. SAGE Publications. 10 May 2010. Avalaible at: http://www.sage-ereference.com/humandevelopment/article_n382.html.
[3]	Weaver, C. (2009). Reading Process Brief Edition of Reading Process and Practice. (L. Luedeke, Ed.). Ohio: Winthro Publisher, Inc.
[4]	Sanchez, C. A., & Goolsbee, J. Z. (2010). Character size and reading to remember from small displays. Computers & Education, 55, 1056-1062.
[5]	Ruddell, Martha Rapp. 2004. Teaching Content Reading and Writing. Wiley: USA.
[6]	A, Aleka, dan H. Achmad H. P. 2010. Bahasa Indonesia untuk Perguruan Tinggi. Jakarta: Kencana Prenada Media Group.
[7]	Sumadayo. (2011). Strategi dan teknik pembelajaran membaca (Learning technique and strategy in Reading. Yogyakrta: Graha Ilmu.
[8]	Trianto. 2009. Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Prenada.
[9]	Komalasari, Kokom. 2011. Pembelajaran Kontekstual. Bandung: PT. Refika Aditama.
[10]	Komalasari, Kokom. 2012. The Effect of Contextual Learning in Civic Education On Student’ Character Development. Asia Pacific Journal of Educators and Education, Vol. 27 (Online), Http://apjee.usm.my/APJEE_27_2012/apjee27_2012_ART%206%20(87-103).pdf) diakses 9 Agustus 2018.
[11]	Celce-Murcia, M. (2014). An overview of language teaching methods and approaches. In M.
[12]	Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). New York, NY: Oxford University Press.
[13]	Zhou and niu. 2015. Approaches to language teaching and Learning. Journal of Language Teaching and Research, Vol. 6, No. 4, pp. 798-802.
[14]	Robbins, Stephen P. & Judge, Timothy A. (2008). Perilaku Organisasi. Jakarta: Salemba Empat.
[15]	Duffy, K. G. & Atwater, E. (2005). Psychology for Living: Adjustment, Growth, and Behavior Today. (ed. 8). New Jersey: Prentice Hall.
[16]	Lefcourt. 1982. Locus of control : current trends in theory and research. Hillsdale NJ.
[17]	Brownell, P. (October 1982b) “A field study examination of budgetary participation and locus of control”, The Accounting Review, pp. 766-777.
[18]	Grimes PW, Millea MJ & Woodruff TW 2004. Grades — Who’s to blame? Student evaluation of teaching and locus of control. Journal of Economic Education, 35: 129-148. Available at http://www.proquest.com Accessed 10 October 2005.
[19]	Berliner& Gage. 1984. Educational Psychology. 3rd edition. Houghton Mifflin Company. All right reserved.
[20]	Nowicki S, Duke MP. (2016: 70-147). Foundations of locus of control research. In: Infurna F, Reich JW, editors. Perceived control: theory, research, and practice in the first 50 years. New York, NY, USA: Oxford University Press; 2016. p. 147–70.
[21]	Nurdin & Senduk, A. G. 2003. Pembelajaran Kontekstual dan Penerapannya dalam KBK Malang: Universitas. Negeri Malang. Media Group.

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APA Style

Sunarti Sunarti, Rani Herning Puspita. (2019). The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control. Teacher Education and Curriculum Studies, 4(4), 58-64. https://doi.org/10.11648/j.tecs.20190404.11

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ACS Style

Sunarti Sunarti; Rani Herning Puspita. The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control. Teach. Educ. Curric. Stud. 2019, 4(4), 58-64. doi: 10.11648/j.tecs.20190404.11

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AMA Style

Sunarti Sunarti, Rani Herning Puspita. The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control. Teach Educ Curric Stud. 2019;4(4):58-64. doi: 10.11648/j.tecs.20190404.11

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@article{10.11648/j.tecs.20190404.11,
  author = {Sunarti Sunarti and Rani Herning Puspita},
  title = {The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {4},
  pages = {58-64},
  doi = {10.11648/j.tecs.20190404.11},
  url = {https://doi.org/10.11648/j.tecs.20190404.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190404.11},
  abstract = {The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.},
 year = {2019}
}

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TY  - JOUR
T1  - The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control
AU  - Sunarti Sunarti
AU  - Rani Herning Puspita
Y1  - 2019/12/06
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20190404.11
DO  - 10.11648/j.tecs.20190404.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 58
EP  - 64
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190404.11
AB  - The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.
VL  - 4
IS  - 4
ER  -

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Author Information

Sunarti Sunarti

Faculty of Education, English Department Universitas Muhammadiyah Kalimantan Timur, Samarinda, Indonesia
Rani Herning Puspita

Faculty of Education, English Department Universitas Muhammadiyah Kalimantan Timur, Samarinda, Indonesia

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APA Style

Sunarti Sunarti, Rani Herning Puspita. (2019). The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control. Teacher Education and Curriculum Studies, 4(4), 58-64. https://doi.org/10.11648/j.tecs.20190404.11

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ACS Style

Sunarti Sunarti; Rani Herning Puspita. The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control. Teach. Educ. Curric. Stud. 2019, 4(4), 58-64. doi: 10.11648/j.tecs.20190404.11

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AMA Style

Sunarti Sunarti, Rani Herning Puspita. The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control. Teach Educ Curric Stud. 2019;4(4):58-64. doi: 10.11648/j.tecs.20190404.11

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@article{10.11648/j.tecs.20190404.11,
  author = {Sunarti Sunarti and Rani Herning Puspita},
  title = {The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control},
  journal = {Teacher Education and Curriculum Studies},
  volume = {4},
  number = {4},
  pages = {58-64},
  doi = {10.11648/j.tecs.20190404.11},
  url = {https://doi.org/10.11648/j.tecs.20190404.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20190404.11},
  abstract = {The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.},
 year = {2019}
}

Copy | Download

TY  - JOUR
T1  - The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control
AU  - Sunarti Sunarti
AU  - Rani Herning Puspita
Y1  - 2019/12/06
PY  - 2019
N1  - https://doi.org/10.11648/j.tecs.20190404.11
DO  - 10.11648/j.tecs.20190404.11
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 58
EP  - 64
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20190404.11
AB  - The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.
VL  - 4
IS  - 4
ER  -

Copy | Download