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

2

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.

5

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.

9

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 ).

10

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

13

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