TEACHING WRITING USING CONTEXTUAL TEACHING AND
LEARNING IN 2nd
GRADE JUNIOR HIGH SCHOOL AT SMP N 1
KALIJAMBE, SRAGEN
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by:
PRAHITA ISNAINI NINGTYAS
A320130164
DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2018
i
TESTIMONY
Herewith, I testify that in publication article there is no plagiarism of the
previous literary works which have been raised to obtain bachelor degrees of a
university, Nor there are options or masterpiece which have been written or
published by others, expect those in which the writing are referred in the manuscript
and mentioned in literary reviews and references.
Hence later, if it is proven that there are some untrue statements in this
testimony, I will hold fully responsible.
Surakarta, 6 Maret 2018
The Researcher,
PRAHITA ISNAINI NINGTYAS
A320130164
ii
APPROVAL
TEACHING WRITING USING CONTEXTUAL TEACHING AND
LEARNING IN 2nd
GRADE JUNIOR HIGH SCHOOL AT SMP N
1KALIJAMBE, SRAGEN
PUBLICATION ARTICLE
By
PRAHITA ISNAINI NINGTYAS
A320130164
Approved by
Consultant
Aryati Prasetyarini, S.Pd, M.Pd
NIK. 725
iii
ACCEPTANCE
TEACHING WRITING USING CONTEXTUAL TEACHING AND
LEARNING IN 2nd
GRADE JUNIOR HIGH SCHOOL AT SMP N
1KALIJAMBE, SRAGEN
PUBLICATION ARTICLE
By:
PRAHITA ISNAINI NINGTYAS
A320130164
Accepted and approved by the board of Examiners School of Teacher Training and
Eduction Muhammadiyah University of Surakarta
Team of Examiner
1. Aryati Prasetyarini, S.Pd, M.Pd (.....................................)
( Chair Person )
2. (.....................................)
( Member 1 )
3. (.....................................)
( Member 2 )
Dean
Prof. Dr. Harun Joko Prayitno, M.Hum.
NIP. 196502819933031001
1
TEACHING WRITING USING CONTEXTUAL TEACHING AND
LEARNING IN 2nd
GRADE JUNIOR HIGH SCHOOL AT SMP N 1
KALIJAMBE, SRAGEN
ABSTRACT
This study focuses on the use of contextual teaching and learning in the learning
process. This study aims to describe 1). The purpose of using contextual teaching and
learning 2). Materials used in contextual teaching and learning 3). Procedures used in
contextual teaching and learning 4). Media used in contextual teaching and learning.
Data collection techniques used in this study were interviews of students and
teachers. Data analysis using interview, syllabus, learning implementation plan. The
type of this research is qualitative descriptive research.The resulst of the reseacher as
follows: the objective of using contextual teaching and learning in teaching writing is
to make the students more interested in learning to write and so that students can
easily write because the contextual teaching and learning concerned with the daily
life of students.The materials used in implementing contextual teaching and learning
in contextual teaching and learning are descriptive and narrative material, in
accordance with the syllabus but less profound.The procedure of contextual teaching
and learning in writing in the contextual teaching and learning procedures are
opening, main activity and closing, which are in accordance with the lesson plan.The
teacher used the media around the school for example just UKS and scouts which is
not always in line with the syllabus.
Keywords: learning writing, contextual teaching and learning strategy
ABSTRAK
Penelitian ini berfokus pada penggunaan contextual teaching and learning pada
proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan 1). Tujuan
penggunaan contextual teaching and learning 2). Materi yang digunakan pada
contextual teaching and learning 3). Prosedur yang digunakan pada contextual
teaching and learning 4). Media yang digunakan pada contextual teaching and
learning. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah
wawancara terhadap murid dan guru. Analisis data menggunakan wawancara,
silabus, rencana pelaksanaan pembelajaran. Jenis penelitian ini adalah penelitian
deskriptif kualitatif. Pengambilan kesimpulan sebagai berikut: Tujuan penggunaan
pengajaran dan pembelajaran kontekstual dalam pengajaran menulis adalah agar
siswa lebih tertarik untuk belajar menulis sehingga siswa dapat lebih mudah menulis
karena pembelajaran kontekstual yang bersangkutan dalam kehidupan sehari-hari.
siswa. Materi yang digunakan dalam mengimplementasikan pembelajaran
kontekstual dalam pembelajaran kontekstual menggunakan materi deskriptif dan
naratif, sesuai dengan silabus namun kurang mendalam. Prosedur pengajaran dan
pembelajaran kontekstual secara tertulis dalam prosedur pengajaran dan
pembelajaran kontekstual yang menerapkan pembukaan, aktivitas utama dan
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penutupan, sesuai dengan rencana pelajaran. Guru menggunakan media di sekitar
sekolah misalnya hanya UKS dan pramuka, yang tidak selalu sesuai dengan silabus.
Kata kunci: pembelajaran menulis, strategi kontekstual teaching and learning
1. INTRODUCTION
Communication is very important for our life. We use languages for
communicating and talking to each other everyday. Nowadays, we do not need
only one language but also we need more than one language for our conversation.
If we master other language like English language, we will not find any problem
when we meet foreigners. As we know, English as one of the international
languages used by many countries all over the world as a means of
communication.
Out of the four language skills, writing is the most difficult skill to master.
Writing can be encouraging and motivating in communicating and can add
important material to our thinking. Richard & Renandya (2002) in Fauziati (2010:
45) state that writing is the most difficult skill to learn for foreign students.
Writing skill is an important skill that must be mastered by the English learners.
The facts show that students' ability to write is far from expectation. Students feel
that writing is a difficult skill to master.
As Heaton (1989: 5) states writing skills are complex and sometimes
difficult to teach, requires mastery not only grammatical and rhetorical device but
also a conceptual and judgmental element. That statement was supported by
Hedge (1988: 5) who stated that writing is more complex than speech. Compared
with speech, effective writing requires several things: high the organizational
level in the development of ideas and information; high level of accuracy so there
is no ambiguity of meaning; the use of complex grammar devices for focus and
emphasis; and a careful, grammatical vocabulary choice patterns, and sentence
structure to create a style that matches the subject materials and end-users. That
means there are many aspects that should be controlled by students to produce
good writing. They should be able to thrive and set the idea, select the vocabulary
correctly, and use the appropriate grammar build the correct sentence. Hughes
3
(1996:91) mentions five aspects of writing, namely: grammar ( an element of
writing which deals with a set of rules to have a writer construts sentences that
make sense and accepable in English ), vocabulary ( it deals with a list of words
and their meaning; mechanics, that is the convention in writing which is related to
punctuation, spelling and capitalization), fluency (which refers to the easy and the
style of the composition; and organization that is the logical sequence and
cohesion or the flow of ideas being put in to written language, to make unified
constribution to the whole paragraph).
Writing can be taught to students using a variety of methods. Because
writing is an active process that requires students to be actively involved in the
learning process. One of the methods that can be used is Active Learning. It is a
learning activity involving students for activities such as writing, reading and
discussion. Active learning is a learning model that involves more learners in
accessing the various information and knowledge to be discussed and learned in
the learning process, so that they gain plenty of experience that can improve their
competence. Active learning is a learning model that aims to improve the quality
or quality of education by empowering students actively in the learning process.
Indeed, the active learning model is a concept that is difficult to define, because
all the ways of learning contain elements of learner activity. However, they must
return to the characteristics of liveliness that reflect the active learning itself, the
intellectual and emotional involvement of the teaching-learning process, the
assimilation of cognitive accommodation in the attainment of knowledge, action
and direct feedback on writing skills and rewards and internalization and the
establishment of attitudinal values.
Many researchers try to find the best approach and learning model to
improve students' ability, for example is contexctual teaching and learing.
According to B. Johnson, Contextual Teaching and Learning (CTL) is an
educational process that aims to help students see meaning in the academic
material they are learning by connecting academic subjects to the context in their
daily lives, that is with their context. personal, social, and cultural. Students gain
the freedom of learning, and the portfolio also provides wider opportunities for
4
developing and motivating students. This assessment does not necessarily have
numerical value, but rather views the student process as an active learner.
From the explanation above it can be concluded that the relevance of active
learning and contextual learning is in the concept that makes students more active
in learning. According to Sugiyanto Jonhson (2007), Contextual Learning is an
educational process aimed at helping students see meaning in the academic
materials they learn by connecting academic subjects in the context of their daily
lives. To facilitate students in writing students have some keys or aspects to learn,
namely grammar, punctuation, and spelling. Good writing allows their authors to
communicate their massage with their readers or teachers. In active learning
activities we can also use contextual learning methods.
This research took place at SMP N1 Kalijambe, Sragen. This research is
intended to know the learning process which takes place in the school and how the
process of contextual teaching and learning applied in the school. Researcher does
research on the school because she sees that the school has been using teaching
and learning contextual method. Students can follow the lesson easily. In this
case, the reseacher observed the second grade.
Based on the ideas above, the researchers is interested in knowing the reality
empirically and conducting a research entitled: “ Teaching Writing Using
Contextual Teaching and Learning in 2nd
Grade Junior High School at SMP
N 1 Kalijambe, Sragen ”.
2. RESEARCH METHOD
Type of the research is qualitative research. The researcher took the data by
interviewing and taking notes. The data is taken from event, informant, and
document. This study uses the three data collection techniques, namely : interview,
observation and document. The subjects of the study were 2nd
grade students and the
teacher of SMP N 1 Kalijambe, Sragen to know their writing skills.The object of this
study focuses on the contextual teacing and learning used by teachers in SMP N 1
Kalijambe, Sragen. To make the credibility of this research, researcher use
triangulation technique.
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3. RESEARCH FINDING AND DISCUSSIN
3.1 Findings
The research findings were teaching writing through Contextual Teaching and
Learning in 2nd
grade junior high school ( a case study at SMP N 1 Kalijambe,
Sragen). The researcher have collected the data from observation and interview. This
point focuses on Sagala (2003:88-94) and Sitinjak (2002:3-8) theory in Contextual
Teaching and Learning. The teachers applied constructivism, questioning, inquiry,
learning community, modeling, reflection, real assessment.
The researcher collected the data from observation and nterview. Following is the
result:
3.1.1 The Objective of Using Contextual Teaching and Learning in Teaching
Writing at the 2nd
Grade of SMP N 1 Kalijambe, Sragen.
Based on the results of interviews conducted by the researcher to teacher in
the school, in general the use of contextual teaching and learning method is to
facilitate students to write. It can be seen from the following statement:
Tujuan saya menggunakan contextual teachig and learning ini untk
memotivasi siswa agar lebih memahami materi pelajaran yang
dipelajarinya dengan mengkaitkan dengan konteks kehidupan mereka
sehari-hari sehingga siswa memiliki pengetahuan atau keterampian
yang secara refleks dapat dierapkan dari permasalahan ke
permasalahan
( My goal is to use contextual teaching and learning to motivate students to
better understand the subject matter they are learning by linking the context of their
daily life so that students have knowledge or expression that can be applied
reflexively from problem to problem ).
From the above statement, can be concluded that the objective of using
contextual teaching and learning is that students can write more easily, so the use of
this method is very supportive of students in learning to write. The purpose of the
teachers above is very supportive for learning writing, especially in text narrative.
The researcher think teacher using contextual teaching and learning is very suitable
because the lesson plan is only written that the ultimate goal in the learning is that
students can write text narrative with good and true, whereas in the syllabus the aim
6
is that students can write short and simple text in the form of recount with correct
rhetoric step.
3.1.2 The Materials Used in Implementing Contextual Teaching and Learning
in Teaching Writing at the 2nd Grade of SMP N 1 Kalijambe, Sragen
The use of material on the method of contextual teaching and writing on
learning writing usually teachers using narrative text. Or it can be said material in the
form of text used by students in writing. Can be seen based on the statement below:
Kalau saya menggunakan materi dari buku siswa terkadang siswa saya
suruh keluar kelas agar lebih bisa untuk berexplore. Terkadang saya
tidak terlalu mempermasalahkan masalah grammar hanya tanda baca
dan penulisan saja.
( If I use material from students' books, sometimes my students send out the
class to be more able to explore. Sometimes I do not really question the problem
grammar just punctuation and writing only ).
From the results of the interview above the teacher using text narrative as
material. Teacher only focus on punctuation and text only. The material used by the
teacher is very simple but the material is in accordance with the syllabus. In the
syllabus, the material used is narrative or recount text, narrative or recount text,
narrative or recount text rhetoric, simple past or past continuous grammar,
vocabulary, punctuation and spelling.
3.1.3 The procedure of Contextual Learning and Learning in writing skills at
the 2nd
Grade of SMP N 1 Kalijambe, Sragen.
The procedure used by teachers in learning to write in contextual teaching and
learning method is very important because the learning procedure is closely related
to how students can get good learning right. The results interview show the
procedure of teachers in learning can be seen in the following statement:
Based on my observations in the school the learning procedures used were the
introduction, the core and the closing. The teacher entered the class to say hello.
Then the teacher asked the assignment for previous lesson. If there was a task it
would be corrected it first. After finished correcting, the teacher entered the next
chapter. First the teacher would explain the material in the book. Teachers also
provided examples for students to better understand. Then the students created a
7
working group. After that the teacher gave assignment to each group. After the whole
group had been completed then be corrected by the way read in front of each group
class. And the teacher also gave assessment and feedback to the group. If the lesson
was up and the correction was not complete then it would be continued at the next
meeting. After all the teachers finished greeting back.
Guru memasuki kelas
Guru : Assalammualaikum anak-anak
Siswa : Waalaikumsalam bu guru
Guru : Ada tugas kemaren?
Siswa : Ada bu
Guru : Sampai halaman berapa kemaren?
Siswa : Hal 175-185
Guru : Dilanjutkan dulu, siapa yang mau maju duluan?
Siswa : (Tidak ada yang menjawab)
Guru : Ayo siapa?
Siswa : (Tidak ada yang menjawab lagi)
Guru : Yasudah sesuai absen saja
Siswa : Tinggal 3 orang saja bu
Guru : Yuk maju satu-satu
Siswa yang bernama Iksan pun maju dan membcakan hasil
kerjanya yang kebetulan saat itu materi membuat dialog.
Setelah selesai membacakan guru pun menanyakan inti dari
dialog tesebut. Begitupun dengan siswa berikutnya.
Guru : Baik. Tugas kemaren sudah selesai. Sekarang kita
lanjutkan materi berikutnya yaitu mengenai narasi. Narasi
adalah salah satu jenis pengembangan paragraf alam sebuah
tulisan yang rangkaian peristiwa dari waktu ke waktu
dijabarkan dengan urutan awal, tengah dan akhir. Disini saya
menggunakan metode kontekstual yang memotivasi siswa untuk
memahami makna materi pelajaran yang dipelajarinya dengan
mengkaitkan materi tersebut dengan konteks kehidupan mereka
sehari-hari. Sekarangsaya beri contoh narasi yang
menggunakan metode kontekstual.
Sejumlah pembenahan dilakukan di lingkungan oleh pihak
sekolah kami dalam beberapa bulan terakhir. Pembenahan
dilakukan mulai dari ruang guru yang dipermak beberapa
bagian dan diganti warna catnya. Pembenahan tersebut juga
terjadi di beberapa ruang kelas dan juga ruang perpustakaan.
8
Dengan begitu, ruang-ruang yang ada di sekolah akan lebih
nyaman untuk digunakan. Tak hanya sampai di situ, pagar
sekolah kami pun juga diganti dengan pagar yang tingginya
menjapai 2,5 meter dan di ujung atasnya terdapat kawat berduri
yang memanjang. Pemasangan pagar itu dilakukan sebagai
cara untuk menakut-nakuti pencuri yang hendak mencuri
barang-barang di sekolah kami. Sebab, pihak sekolah
menyatakan bahwa sekolah kami tidak ingin mengalami
pencurian seperti beberapa sekolah lainnya, di mana penyebab
utama terjadinya pencurian tersebut adalah rendahnya tinggi
pagar sekolah. Selain pagar, CCTV pun dipasang pihak sekolah
di beberapa sudut-sudut tertentu dan dikontrol oleh pihak
keamanan. Pembenahan-pembenahan yang dilakukan oleh
pihak sekolah tersebut bisa membuat lingkungan sekolah kami
menjadi lebih aman dan nyaman lagi.
Sekarang kita buat kelompok sesuai absen. Satu kelompok
terdiri dari 4 orang. Tugasnya yaitu membuat test narasi . satu
kelompok temanya sama.
Tiba-tiba bel istirahat berbunyi.
( The teacher entered the class
Teacher: Assalammualaikum children
Student: Waalaikumsalam
Teacher: was there assignment yesterday?
Student: yes, There was miss
Teacher: what page did we study yesterday?
Student: Pg 175-185
Teacher: First, who want to go first?
Student: (No one answered)
Teacher: Come on ,who?
Student: (Nobody answered again)
Teacher: ok, I will call you based on absent number.
Student: Only 3 people ,miss
Teacher: Go forward one by one
Students named Iksan went forward and gave the results of his work which
coincidentally when the material made the dialogue. Having finished
reading the teacher asked the core of the dialogue. Likewise with the next
student.
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Teacher: Right. Yesterday's assignment has done. Now we continue the
next material that is about the narrative. Narrative is one kind of
development of a natural paragraph of a writing that series of
events from time to time are spelled out in the beginning, middle
and end order. Here I use a contextual method that motivates
students to understand the meaning of the subject matter they are
learning by linking the material to the context of their daily life.
Now give me an example of a narrative using a contextual
method.
A number of improvements had been done in the neighborhood
by our school in last months. Improvements were made by
starting from the teacher's room decorated some parts and
replaced the paint color. Settlement was also happening in some
classrooms and library space. That way, the spaces in the school
would be more comfortable to use. Not only got there, fence of
our school was also replaced with a fence that reached 2.5 meters
high and at the top there was a barbed wire that extends.
Installation of the fence was done as a way to frighten thieves
who wanted to steal things in our school. Because, the school
stated that our school does not want to experience theft like some
other schools, where the main cause of the theft was low high
school fence. In addition to the fence, CCTV was also installed by
the school in some corners and controlled by the security. The
improvements were made by the school so it could make our
school environment more secure and comfortable again.
Now we make the group as absent. One group consists of 4
people. The task is to make a narrative test. One group of the
same theme.
Suddenly the bell rang ).
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Based on observation, after teachers entered the classroom, teachers would
say hello and asked previous assignment. Then the teacher would give an explanation
of the material to be discussed on this day. Then students asked to make groups and
teachers began to assign tasks to each group. After the completion of the students in
turn they presented their work in front of the class. After all finished as a reflection
the teacher usually gave a quiz. This learning procedure was in accordance with the
contents of the lesson plan made by the teacher.
3.1.4 The media used in Contextual Teaching and Learning in teaching
writing at the 2nd Grade of SMP N 1 Kalijambe, Sragen.
Media was useful to support the smoothness of students during the writing
process. Media also helped students to discover the exploration of their storytelling
skills. The following results of the researcher's interview to one of the students:
Klo medianya biasa yang disekitar kita gitu... paling apa yang
biasanya ada di sekolah contohnya pramuka terus UKS yang
gampang gampang aja sih dan yang siswa tau betul gitu...
kadang juga organisasi diluar sekolah kadang juga guru
menggunakan media gambar, siswa dikasih gambar trus suruh
ceritain gituu. Kalo pakai gambar biasanya suruh bikin
kelompok jadi satu kelompok temanya sama.
( The ordinary media used is the objects that existed around us. Usually there
were schools such as Boy Scouts and UKS so that students better understood,
Sometimes organizations outside school, Sometimes using the image media, the rest
of the picture then told the story. So one group of themes was the same ).
Based on the statement spoken by the teacher, the students used the media and
images around them to facilitate the process of writing students on learning writing
using this method of teaching and learning contextual. The media used by teachers
was somewhat different from the syllabus. In the syllabus, it was explained that the
media used is from relevant textbooks, English story books, story-related pictures.
3.2 Discussion
Based on the observation and interview, the researcher can make an analysis.
This study focuses on the use of Contextual Teaching and Learning entitled
11
"Teaching Writing Through Contextual Teaching and Learning in 2nd Grade Junior
High School (a case study at SMP N 1 Kalijambe, Sragen). After doing the
observation in SMP N 1 Kalijambe Sragen the researcher can know that the school
uses Contextual Teaching and Learning. Based on the results of interviews, the
researcher gets data that can be analyzed. The researcher conducted interviews in
grade VII D student’s as many as two students. When conducting an interview the
researcher was accompanied by a homeroom teacher in the class. The researcher
discusses 1). The purpose of using 2nd Grade of SMP N 1 Kalijambe, Sragen 2). The
materials used in implementing Contextual Teaching and Learning in teaching
writing at the 2nd Grade of SMP N 1 Kalijambe, Sragen 3). The procedure of
Contextual Learning and Learning in writing skills at the 2nd Grade of SMP N 1
Kalijambe, Sragen 4). The media used in the application of 2nd Grade of SMP N 1
Kalijambe, Sragen.
The use of constextual teaching and learning in this research is in accordance
with Sagala (2003:88-94) and Sitinjak (2002:3-8) theories, namely the inquiry,
questioning, constructivism, modeling, learning, community, authentic assegment,
reflection. Based on research done, the teacher has not fulfilled 7 aspects that must
be fulfilled in learning contextual teaching and learning. In the aspect of
constructivism the teacher invites the students to leave the class and find the topic of
their own discussion so the students are invited to explore outside the classroom.
Then in the aspect of questioning the students are invited to ask questions to the
teacher. For example, the teacher does not tell the student the text to be made. In the
aspect of inquiry the teacher only asks the students to present only in front of the
class. For modeling the teacher give examples to the students one form of narration.
Then the students are invited to make groups outside the classroom to be more able
to explore including aspects of learning community. For authentic assignment the
teacher is not so concerned with the reflection.
The researcher relates the findings with the previous ones use several studies.
“The Use of Diary Writing in the Teaching of Writing Recount Text” (An
Experimental Study at the Eighth Grade Students of SMP Nurul Islami Mijen
Semarang in the Academic Year of 2009/2010) written by I‟in Ainatuz Zahiroh,
12
(English Language Education of Walisongo State Institute for Islamic Studies,
Semarang, 2010) the main objective of this study is to find out the effectiveness of
the teaching of writing recount text with the use of diary writing. “The Use of
Contextual Teaching and Learning in Writing Subjects: A Case Study of the Second
Year Students at SDN 3 Bareng Lor Klaten in 2013/2014” by Lisrohli Irawati
(2013). The writer can find that with CTL the students got more interest in the
teaching and learning process and did not easily get bored. “Improving Students’
Narrative Text Writing through Contextual Teaching and Learning (CTL) at The
Second Year of SMA 9 Bandar Lampung” by Riska Gustiawan (2011). His
conclusion of the research is Contextual teaching and learning gives improvement on
the students’ ability in writing narrative text.
4. CONCLUSION
4.1 Conclusion
The conclusion of the researcher as follows:
1) The objective of using contextual teaching and learning in teaching
writing is to make the students more interested in learning to write and so
that students can more easily in writing because the contextual teaching
and learning concerned in the daily life of students, not in accordance
with the lesson plan.
2) In contextual teaching and learning teachers uses descriptive and narrative
material which is in accordance with the syllabus but less profound.
3) The procedure of Contextual Teaching and Learning in writing
is opening, main activity and closing. There are seven aspect: inquiry,
questioning, constructivism, modeling, learning community, authentic
assegment, reflection.
4) The teacher use the media around the school for example UKS and scouts
which is not always in line with the syllabus.
4.2 Implication
1) The teacher has not been able to fulfill 7 aspect contextual teaching and
learning
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2) For authentic assignment should be made in the portfolio to make the
report more interesting and students will also be more eager in doing.
3) For reflection the biggest constraint is insufficient time. Teachers may
use contextual teaching and learning material as games.
4.3 Suggestion
4.3.1 Suggestions for Teachers:
1) Teachers need to attend training on strategies to attract students'
interest in writing
2) Teachers need to improve their insights about contextual learning
so that their implementation can be more effective.
3) Teachers should be able to solve student problems while learning
contextual teaching and learning
4.3.2 Suggestions for School:
1) Schools need to work more on improving teacher professionalism
through trainings, which are related to learning models, especially
on the implementation of contextual learning.
2) Schools should seek the availability of facilities that can sustain the
implementation of learning activities using contextual learning.
BIBLIOGRAPHY
Fauziati. Endang. (2010). Teaching English As A Foreign Language (TEFL).
Surakarta: Era Pustaka Utama
Gustiawan, Riska. 2011. Improving Students’ Narrative Text Writing Through
Contextual Teaching and Learning (CTL) at the Second Year of Senior
High School 9 Bandar Lampung.
Heaton, J.B. 1989. Writing English Language Test. New York: Longman Inc.
Hedge, T. (1988). Writing. Oxford University Press.
Hughes, Arthur.1996. Testing for Language Teach-ers. Cambridge: Cambridge
University Press.
Lisrohli Irawati (2013) “The Use of Contextual Teaching and Learning in Writing
Subjects: A Case Study of the Second Year Students at SDN 3 Bareng Lor
Klaten in 2013/2014”.
14
Sagala (2003:88-94) and sitinjak (2002:3-8)
http://digilib.unila.ac.id/10529/15/CHAPTER%20II.pdf
Sugiyanto. 2007. Model-model Pembelajaran Inovatif. Surakarta: Panitia Sertifikasi
Guru Rayon 13.
Zahiroh, I’in Ainatuz (2010) The use of diary writing in the teaching of writing
recount text (an experimental study at the eighth grade students of SMP
Nurul Islami Wonolopo Mijen Semarang in the academic year of
2009/2010). Undergraduate (S1) thesis, IAIN