The Effect of Contextual Teaching and Learning on Reading Motivation

Abstract

This study is an investigation the effect of Contextual Teaching and Learning (CTL) approach on developing English second semester students’ eight reading motivation dimension. The study aimed to compare conventional and CTL group eight reading motivation dimension achievement and gain before and after receiving different treatment of the study. The study employed in quasi experimental research. The cluster random sampling technique was used in choosing the participants of the study. The random sampling was administered after analyzing the participants literal reading score of first semester through normality test, homogeneity test, and t-test. Questionnaire was used for the data collection. The result of the study revealed that CTL approach was effective to develop eight reading motivation dimension for second semester students of English department. The development of students’ eight reading motivation dimension appeared in achievement and gain after the implementation of conventional and CTL treatment of the study to both of the group. CTL treatment was found to have more significantly effects on eight reading motivation dimension achievement and gain of English department students of Islamic Institute of Kerinci compared to conventional treatment. The study recommended CTL needed to be conducted to other skill of English and other level of students with more than two classes, and targeted other skills of English and other level of students for further research to determine whether the implementation of CTL approach has a positive effect for teaching and learning process outcome

Keywords: Contextual teaching and learning, reading motivation dimension