The Effect of Contextual Teaching and Learning Method and

Motivation toward the Results of English Learning

Mulyadi

, Athith Outhay

, Sri Sundari

and Etiyasningsih

Jakarta Islamic University, National University of LaosVientiane, Gresik University, East Java

Keywords: Contextual Learning and Teaching, Learning Motivation, Learning Outcomes

Abstract: This study has the objective to obtain scientific information on the English learning effectiveness through

contextual teaching and learning method (CTL) and motivation, and its influence on learning outcomes. In

this study, there are three variables namely CTL learning method (X1) obtained from the posttest and

motivation (X2) obtained from the questionnaire as independent variables and the dependent variable is the

result of English learning (Y) obtained from the results of tests. This study used the 2x2 factorial design.

The populations in this study were all students of second semester of Jakarta Islamic University totaling 432

students. The research samples were 70 students who were second semester students of Islamic Educational

Faculty, Jakarta Islamic University The results showed 1) Therewere significant differences of English

learning outcomes between students who were taught with CTL and with conventional method, CTL

method was better. 2) There were significant differences of English learning outcomes between students

who have high motivation taught with CTL and with conventional method, where students who have high

motivation learned better with CTL. 3) There were significant differences of English learning outcomes

between students who have low motivation taught with CTL and with conventional method, where students

who have low motivation learned better with CTL. 4) There was no significant interaction effect between

the use of CTLand motivation toward English learning outcomes, however the CTLand motivation are both

have relationships with students and significant impact on outcome variables studied.

1 INTRODUCTION

The task of a teacher is attempting students

to have an interest and desire to learn constantly.

The efforts of the teacher can be done by providing

the motivation in learning process, i.e. at the stage

apresiation, exploration, consolidation,

establishment of competence, and assessment. But,

there are still many students who have low

motivation shown by tend to come late, lazy, leave

class room for various reasons or can not even

complete the task on time.

For the successful of the study, teachers

must implement a quality learning process.

Adequate facilities, professional educators, media

utilization and learning appropriate methods make

the advantages for the school. The success of

learning will be very effected by teaching methods

as well as other aspects relating to the learning

situation.

While the method of learning is a technique or

ways used by teachers that functionally can be used

to assist in the optimization of the results of the

study. It can be viewed not only from the learning

results (output) but it is also seen from the process in

the form of the interaction of students with various

learning methods which can stimulate and accelerate

learning for understanding and mastery of the

lesson. Implementation of the learning method of

utilization in the process of learning is already listed

in the curriculum. Effective learning is a learning

process that uses a variety of learning methods.

Teaching and learning activities emphasized on the

activity of students by observing the objects or

situations that exist in the surrounding environment.

Further more in the process of learning required a

teaching method that suits the purpose of education,

students' level of maturity, circumstances, private

facilities, and teacher as well as his professional

ability in teaching, in the process of interaction

between teachers and students.

A good teacher must be able to master the

various teaching methods, so as to choose a method

of learning which should be applied in a particular

Mulyadi, ., Outhay, A., Sundari, S. and Etiyasningsih, .

The Effect of Contextual Teaching and Learning Method and Motivation toward the Results of English Learning.

DOI: 10.5220/0009944024312438

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2431-2438

ISBN: 978-989-758-458-9

2431

class and on certain subjects. One of the methods

that can be used as the basis of learning is

Contecxtual Teaching and Learning (CTL).

Contextual Teaching and Learning approach is the

concept that helps teachers relate the material being

taught with real world situations, students encourage

to make connections between knowledge assets with

application in daily activities. With the concept of it,

learning outcomes expected more meaningful

because the process is more important than seeing

the results. In this context students need to

understand the meaning of learning, what its benefits

and how it aims to make aware that they learned, it

was a useful thing in the life of the future.

2 PROBLEM FORMULATION

The formulation of the problems are as follow:

1. Are there any differences on the English

learning results between the students who taught

with contextual teaching and learning method and

those who taught with conventional method?

2. Is there any differenceon the English learning

results between students who have high motivation

taught with contextual teaching and learning method

and those who taught with conventionalmethod?

3. Is there any difference on the English

learning results between students who have low

motivation taught with contextual teaching and

learning method and those who taught with

conventional model?

4. Is there any interaction effect between

contextual teaching and learning method and

motivation on the English learning results?

3 THEORETICAL DESCRIPTION

3.1 Learning Achievement

3.1.1 Understanding of Learning

Achievement

The learning achievement is the results achieved by

learners after learning a certain time, after the end of

the semester. According Mulyasa, "an achievement

of learning outcomes of learners as a whole are an

indicator of the degree of competence and behavior

change". The learning achievement is the "level of

success achieved from an activity that can provide

emotional satisfaction, and can be measured by a

tool or a specific test. 'Learning is the process by the

which an activity originates or is changed through

training procedures as distinguished from change by

factors not atributable to training' (Hilgard, E.R,

1948: 4). Learning is something changes in behavior

through exercise and be with the changes caused by

factors that can not be classified to exercise itself ".

'Learning is defined as the modification or

strengthening of behavior through experiencing'.

Romine revealed that: 'learning is a process

or learning activities not only remember, but

learning is a modification or reinforce attitudes

through experience. So change the behavior of

individuals obtained as a result of interaction with

the environment. Learning is a whole series of

activities done consciously by a person and lead to a

change in him in the form of knowledge or skills

that are less permanent. Learning can also be

interpreted as an activity that produces behavioral

changes in the individual that is being studied,

potential or actual. Based on some understanding of

the learning at the core of learning has the following

key aspects: (a) Learning brings changes in behavior

(behavior change) actual or pontensial (b) That

change was principally obtained with new skills or

upgrading skills. (C) That the change occurred

because students actively doing the activity /

activities to build their own knowledge.

Achievement is a result that has been

achieved. Learning outcomes assessment conducted

by educators, educational and governmental units.

Learning outcomes assessment conducted by

educators and educational units including internal

assessment, while the organized government,

including an external assessment. Internal

assessment is an assessment of planned and carried

out by the teacher in the learning process takes place

in the framework of quality assurance. External

assessment is an assessment carried out by the

government as quality controllers, such as the

national exam.

Class room evaluation is an internal

assessment process conducted by the teacher in the

classroom on behalf of the school to assess the

competence of learners at a certain level at the time

and the end of the lesson. Therefore, this class

evaluation done specifically for the implementation

of the assessment of learning outcomes by educators

and educational units. Classroom assessment is a

form of teachers' activities associated with making

decisions about the competence or the achievement

of learning outcomes of students who follow a

particular learning process. The decision-making

activities, required the data as the information is

reliable as a basis for decision making. The decision

ICRI 2018 - International Conference Recent Innovation

2432

relates to or may not be successful learners in

achieving a competency.

In the classification according to Bloom's

taxonomy of cognitive domains are as follows:

1. Knowledge (knowledge, memory), that is

studying and considering the facts, words,

terms, events, concepts, principles, rules,

categories, methodology, theory, and so on.

2. Comprehension (understanding,

explaining), ie interpreting something,

translate it in another form, express it in

their own words, conclusions based on

what is known, suspected due to something

based on knowledge.

3. Application (apply), which uses what is

learned in a new situation, transfer.

4. Analysis (decipher), describes something

the whole into parts to see the nature of the

parts.

5. Synthesis (organizing, planning), which

combine parts and creative form something

new.

6. Evaluation (judge), which uses criteria to

judge anything.

Based on the description, it can be

concluded learning achievement is outcomes of a

learner in the form of changes / additions and the

improved quality of the behavior of cognitive,

affective and psychomotor achieved through the

activities of learners in the learning process.

3.1.2 Factors Affecting the Achievement of

Students

There are several factors that affect the achievement

of learners, they are internal factors and external

factors and the factors of learning approaches.

Internal factors, such as factors that come from

inside a person that can affect academic

achievement. Among the internal factors that can

affect a person's learning achievements are, among

others: 1) intelligence, 2) talent; 3) interest; 4)

motivation. As for external factors, such as factors

that can affect one's learning achievement that are

coming from the outside oneself. Which included

these factors are, among others: 1) the family

environment; 2) the school environment; and 3)

society

3.2 Contextual Teaching and Learning

Method

Contextual Teaching and Learning is a concept of

learning that helps teachers link between the

learning materials with real-world situations,teacher

encourages students to make connections between

the knowledge possessed by students in their lives

day-to-day, involving seven major components

effective learning, namely constructivism, ask

(Questioning), find (Inquiry), learning community,

modeling, and actual (authentic} assessmentTrianto

(2011).

CTL system is an educational process that aims

to help students look for meaning in academic

material, they learned how to connect the academic

subjects in the context of their daily lives. To

achieve this goal, the system includes the following

eight components: create linkages-linkages are

meaningful, do meaningful work, do a self-regulated

learning, cooperation, critical and creative thinking,

helps individuals to grow and thrive, achieve high

standards and using authentic assessment.

In this context, learners need to understand what

it means to learn, what are the benefits, what their

status, and how to achieve it. They are aware that

they are learning useful for later life. Thus theymake

themselves as requiring a provision for later life.

They learn what is beneficial to him and try to reach

it. In that effort, they need teachers as counselors.

In contextual, the task of the teacher is to guide

learners to achieve its objectives. Futher more

teachers to deal with strategy rather than giving

information. The task of teachers manage the class

as a team work to find something new to the class.

Something new kind of knowledge and skills come

from "finding themselves" instead of "what the

teacher said." That's the role of teachers in the

classroom which is managed by a contextual

approach. Contextual only as a learning strategy. As

with any other learning strategy, contextual learning

was developed in order to be more productive and

meaningful. Contextual approach can be

implemented without having to change the

curriculum and the existing contents.

There are a few things to consider for any

teacher when using CTL

approachDepartemenPendidikanNasional (2003):

a. Students in learning is seen as a growing

individual. The learning ability of a person

to be affected by the development and

breadth of experience they have. Kids are

not adults in miniature, but organisms that

The Effect of Contextual Teaching and Learning Method and Motivation toward the Results of English Learning

2433

while being in the developmental stages.

Ability to learn will be largely determined

by the level of development and their

experience. Thus, the role of the teacher is

not an instructor or "ruler" which forces the

will but the teacher mentor students so they

can learn at their development stage.

b. . Students have a tendency to learn new

things and challenging. Craze child is

trying things that are considered strange

and new. Therefore learning for them is to

try to solve every problem that is

challenging. Thus, teachers play in

selecting learning materials that are

considered important for the students to

learn.

c. Learning for students is the process of

looking for a relationship or

connection between the new things with

things that are already known. Thus, the

role of the teacher is to help each student is

able to find a link between the new

experiences with previous experience.

d. Learning for children is the process of

perfecting the existing scheme

(assimilation) or the formation process or

queen scheme (accommodation), thus the

task of the teacher is to facilitate (simplify)

that students are able to perform the process

of assimilation and accommodation

processe.

The role of teachers in English with

ainstructional model CTL is as a facilitators. They

should be able to motivate so that students play an

active role in discovering or proving the concepts of

the problems in their everyday lives. According to

Ibrahim (2003) ,"One of the theories or views are

very well known with regard to constructivism

learning theory, that is Piaget's theory of mental

development. This theory also called theory of

intellectual development or the theory of cognitive

development. The learning theory with regard to the

child's readiness to learn, which is packaged in a

stage of intellectual development from birth to

adulthood. Each stage of intellectual development is

equipped with certain characteristics in constructing

knowledge. For example, at this stage of the motor

sensory children think through the motions or

actions ".

In connection with this, Ibrahim (2003) stated

that there are some things that must be considered

for each teacher when using CTL approach, namely:

1. Students in contextual learning is seen as a

growing individual. The learning ability of a

person to be influenced by the level of

development of its experience and flexibility.

Kids are not adults in miniature, but organisms

that were at different stages of development.

Ability to learn will be largely determined by

the level of development and their experience.

Thus the role of the teacher is not an instructor

or "ruler" who impose their will, but the

teacher is a mentor, so students can learn at

their development stage.

2. Every student has a tendency to learn new

things and solve any problems that

challenge. Thus teachers play in selecting

learning materials that are considered

important for the students to learn.

3. Learning for students is the process of

looking for a relationship or connection

between the new things with things that are

already known. Thus the role of the teacher

is to help each student is able to find a link

between the new experiences with previous

experience,

4. Learning for student is a process of

establishing new schemes

(accommodation), thus the task of the

teacher is to facilitate (simplify) that the

student is able to process asmiliationand the

accommodation process.

3.3 Motivation

3.3.1 Understanding Motivation

The word "motive" is defined as "efforts that

encourage someone to do something". or as

Sardiman in his book Understanding of Human

Behavior Psychology quoted M. NgalimPurwanto:

'motif is the behavior or actions of a goal or

incentive'.

WS Winkel, "motivation is the driving force

that has become active, the motive becomes active at

a given moment, even the need to achieve the goal is

perceived or internalized".

Understanding these motivations contains three

key elements below.

1. Motivation that led to a change in energy at

the individual human being, whose visibility

regarding human physical activity;

2. Motivation is marked by the emergence of a

person's sense of feeling affection. Motivation

matters relevant to psychiatric affections and

emotions that can determine human behavior;

3. Motivation will be stimulated for their

purposes.

ICRI 2018 - International Conference Recent Innovation

2434

Motivation is not a problem that can be

observed, but a problem that can be concluded is.

Motivation is something that we see every activity a

person does something that is driven by power from

within oneself, the driving force that is called

motive.

The conclusion is that the motivation is an

issue that is very important for every human being to

achieve a success or a desire to achieve what is

coveted by everyone. If someone already has the

motivation, it is in tension, and he is ready to work

on the necessary aspects in accordance with what he

wanted.

Motivation in the view of Hamzah (2008) is

"internal and external encouragement to students

who are learning to hold a change of behavior".

Another suggestion by Mc. Donald (2008) asserts

that "Motivation is the energy change of a person

characterized by emerging feeling and preceded with

the response to their destination". Motivation in the

classroom to give effect to both the learning process

and the students' behavior. The students are

motivated to learn, which raised interest in what they

have to do, then these students will learn better. The

students were active in their learning, in general,

able to avoid him of deviant behavior.

Motivation expected and developing of self-

esteem, is self motivation. In the sense of a student

or students themselves who develop their own

interest in learning. But how efforts to develop self-

motivation on the sisiwa? Here's the opinion

presented by experts, including: Flow Humanism.

Carl Roger argued that "there is a natural or innate

predilection of the students to learn, so teachers can

develop and push for further improved". While the

flow of behaviorism. As B.F. Skiner argues that:

"the classroom environment should be arranged so

that can mereinforce behavior as an indication of

motivation".

3.4 Hypothesis

The research hypothesis is formulated in the form of

these statements.

1. There is a difference between contextual

teaching and learning methodand conventional

method onEnglish learning results

2. There is a difference between students who

have high motivation taught with

contextualteaching and learning method with

conventional method on Englihlearning results.

3. There is a difference between students who

have low motivation taught with contextual

teaching and learning method and with

conventional method on English learning

results.

4. There is an interaction effect between

contextual teaching and learning method

andmotivation toward English learning results.

3.5 Research Methodology

3.5.1 Methods

Methods used in this study were experiment

methods, the statistical approach used is descriptive

analysis, comparative and correlative.

Learning

model

Motivation

CTL

convensional

High A1B1 A2B1

Low A1B2 A2B2

Figure 1: Experimental research design

Information:

A = Learning Methods

A1 = a group of students were given the contextual

teaching and learning method as an experimental

class

A2 = group of students were given conventional

method as a control or comparison class

B1 = High motivation

B2 = Low Motivation

A1B1 = Groups with highly motivated students who

use the learning contextual teaching and learning

method

A1B2 = group of students with low motivation who

use learning contextual teaching and learning

method

A2B1 = group of highly motivated students with the

use of thecontextual teaching and learning

contextual method

A2B2 = group of students with low motivation that

use conventional method

a. Population and Sample

1. Population

The populations in this study were all

second semester students ofJakarta Islamic

University totaling of 432 people.

2. Samples

The sample set is taken 70 second semester

students of IslamicEducational

Faculty,consisit of two classes as

The Effect of Contextual Teaching and Learning Method and Motivation toward the Results of English Learning

2435

experimental class and control class, each

class has 35 students.

b. Data Collection Techniques

Data collection techniques used in this study in two

ways: using thetest and non-test. Test is used to

measure the results of Englishlearning (Y), and

Contextual Teaching and Learning (X1). Non-

testtechniques in the form of questionnaires for

learning motivation (X2).

Table 1: Answer on likert scale

Statements

TA A SS DA TDA

Positive

5 4 3 2 1

Negative

1 2 3 4 5

Considerations using Likert scale model in this study

are as follows:

1. Likert Scale has a high reliability based on the

intensity of certain attitudes.

2. Likert Scale is extremely flexible and versatile,

more flexible than other measurement techniques.

c. Hypothesis testing

The formula used to test hypotheses is the test

formula t testStatisticsSugiono (2010)

d. Hypothesis Testing

Hypothesis 1

After conducting the posttest for the experimental

class and control class, the data obtained were

analyzed. The following are the results of the

posttest analysis using the SPSS version 19 program.

Tabel 2: Result of t test forPosttest experiment and control class

Independent Samples Test

Levene's Test for

Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed

)

Mean

Differen

Std.

Error

Differen

95% Confidence Interval

of the Difference

Lower Upper

Postt

est

Equal

variances

assumed

29,243 ,000 -

4,515

68 ,000 -

3,00000

,66452 -

4,32603

-1,67397

Equal

variances

not assumed

4,515

46,608 ,000 -

3,00000

,66452 -

4,33714

-1,66286

Based on the table above obtained information that

the Fcount value of 29.243 is greater than Ftable of

3.98 at the real level of 0.05, thus the variance of the

data of the two groups is the same or homogeneous

therefore H0 is accepted, thus reading the table is

aimed at Equal variances assumed. Then it can be

seen that t count (-4,515) is smaller than t table

(2,000) at the real level 0,05 and df = 68, then there

is a significant difference in the posttest results of

the two groups. Therefore H1 is accepted and μA1>

μA2, meaning that the experimental class average is

greater than the control class mean.

Hypothesis 2

Tabel 3: Variant analysis test effect of variable

interactions of X1 and X2 on Y

Tests of Between-Subjects Effects

Dependent Variable:Hasbel

Source Type III

Sum

of Squares df

Mean

Square F Sig.

Corrected

Model

157,681

2 78,841 10,056 ,000

Intercept 27103,797 1 27103,79

3456,9

,000

Motivasi ,181 1 ,181 ,023 ,880

Metode 153,426 1 153,426 19,569 ,000

Error 525,305 67 7,840

Total 36391,000 70

Corrected

Total

682,986 69

a. R Squared = ,231 (Adjusted R Squared = ,208)

Based on the table above, it is obtained information

that there is a significant effect between the

application of learning methods and learning

motivation together on English learning outcomes,





ICRI 2018 - International Conference Recent Innovation

2436

this is indicated by the value of Sig. = 0,000 is

smaller than the real level 0,05 and Fcount is 10,056

is greater than Ftable (3,13) at the real level 0,05 and

d denominator = 2 and the numerator = 69 or 9,754>

3,13. In the learning motivation variable the value of

F is 0.023 is smaller than Ftable (3.98) at the

significant level of 0.05 and dk = 69 or 0.023 <3.98;

thus H0 is accepted and H1 is rejected

Hypothesis 3

From the results of the calculation analysis obtained

the following data:

Table 4: Comparison of high motivation variables test results against CTL learning methods with conventional

Independent Samples Test

Levene's Test

for

Equality of

Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval

of the Difference

Lower Upper

MTi

nggi

Equal

variances

assumed

46,240 ,000 -4,822 50 ,000 -3,83333 ,79495 -5,43004 -2,23663

Equal

variances

not assumed

-4,522 26,9

,000 -3,83333 ,84777 -5,57295 -2,09371

Based on the table above obtained information that

the two groups of data came from the same or

homogeneous variants, because the Fcount value

(46.240) was greater than Ftable (4.03) at the

significance level of 0.05 and dk = 50, therefore

the reading of the analysis was shown at equal

variances assumed and the result is

that there is a significant difference between the

CTL method and the conventional seen from the

tcount smaller than ttable (-4.822 <2.009) at the

0.05 level with dk = 50, therefore H1 is accepted

meaning μA1B1> μA1B2 or the average group of

students who have high motivation with the CTL

method is greater than the average group of

students who have high motivation with

conventional methods.

Hypothesis 4

The following is the result of data analysis of

differences between groups with high motivation

through the use of CTL learning methods with

conventional learning using the SPSS version 19

program.

Table 5: Comparison of low motivation variable test results to the CTL method with conventional

Independent Samples Test

Levene's Test for

Equality of Variances t-test for Equality of Means

F Sig. t df

Sig.

(2-tailed)

Mean

Difference

Std. Error

Difference

95% Confidence Interval

of the Difference

Lower Upper

MRendah Equal variances

assumed

3,887 ,066 -

,397

16 ,697 -,42857 1,07919 -

2,71636

1,85921

Equal variances

not assumed

,432

15,810 ,672 -,42857 ,99268 -

2,53500

1,67786

Based on the table above, it is obtained information

that the two groups of data come from the same or

homogeneous variants because the value of Sig.

greater than the probability value at the level of 0.05

(0.066> 0.05), therefore the reading of the analysis is

aimed at equal variances assumed and the result is

that there is a significant difference between the

CTL method and the conventional seen from the

value of tcount<t table (-0.397 < 2,120) at the level

of 5% with dk = 16, because H1 is accepted meaning

that μA2B1> μA2B2 or the average group of

students who have low motivation with the CTL

method is greater than the mean group of students

who have low motivation with conventional

methods

The Effect of Contextual Teaching and Learning Method and Motivation toward the Results of English Learning

2437

4 DISCUSSION

The results of the research hypothesis analysis

showed that the experimental class had higher

learning outcomes compared to the control class.

Based on the difference in mean scores between the

experimental class and the control class, the

difference is 3, and this is a fairly high difference.

This means that with this CTL learning method,

students in the experimental class are much more

interested and attentive to the material being taught.

In learning in the experimental class, classroom

conditions are directed at the reality that occurs and

the learning method is adapted to the material to be

taught. Thus there is a new atmosphere in the

teaching and learning process in the classroom, and

this makes students do not feel bored and gain new

experience in the process of receiving learning

information.

Piaget, known as the first constructivist,

asserted that this knowledge was built in the mind of

children through assimilation and accommodation.

Piaget further stated in DadiPermadi

that:"Knowledge is not passively obtained by

someone, but through action. In fact, children's

cognitive development depends on how far they

actively manipulate and interact with their

environment. Meanwhile, cognitive development

itself is a continuous process about the state of

imbalance and equilibrium. From Piaget's view of

the stage of cognitive development of children can

be understood that at some stage the way and ability

of the child to construct science varies based on the

intellectual maturity of the child. Learning is an

activity that takes place interactively between

internal factors in the student's self and external or

environmental factors, giving birth to behavioral

changes. That is, that students must be mentally

active in building their knowledge structures based

on their cognitive maturity. In other words, students

are not expected to be small bottles ready to be filled

with various knowledge in accordance with the

teacher's will.

5 CONCLUSIONS

From the results of the study, the researchers then

provide conclusions as a target of the problems and

hypotheses raised in this study, following the

conclusions:

5. There are significant differences in the learning

outcomes of English subjects between students

who tought CTL learning methods and those

who were taught conventionally, where CTL

learning methods are better.

6. There is a significant difference between

students who have high learning motivation

towards CTL learning methods and

conventional, where students who have high

learning motivation towards CTL learning

methods are better.

7. There is a significant difference between

students who have low learning motivation

towards CTL learning methods and

conventional, students who have low learning

motivation towards CTL learning methods are

better.

8. There is a significant interaction effect between

the use of learning models and learning

motivation on English learning outcomes.

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R. Ibrahim dan Nana S. Sukmadinata (2003:74) Penelitian

dan Penilaian Pendidikan. Bandung: Sinar Baru

Algesindo.

Sabri, M. Alisuf. (2001). Pengantar Psikologi Umum dan

Perkembangan. Jakarta: CV. Pedoman Ilmu Jaya.

Cetakan ke-3.

Sugiyono, (2010), Metode Penelitian Pendidikan

(Pendekatan Kuantitatif, Kualitatif dan R &

D).Bandung: Afabeta.

Trianto, (2011). Mendesain Model Pembelajaran Inovativ-

Progresif. Jakarta: Kencana.

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