Comparison Between The Flipped Classroom Learning Model and Contextual Teaching and Learning in Improving Students Speaking Skills
DOI:
https://doi.org/10.33394/jtp.v8i2.6490Keywords:
The Flipped Classroom, Contextual Teaching and LearningAbstract
The aims of this research is to help students become more confident public speakers. The research approach is an experiment using a posttest-only control group design. Thirty undergraduates served as the study's sample, which was split evenly between two groups. Using a t-test with a significance threshold of = 0.05, the researchers calculated (n1+ n2-2) = 28 and got a result of 1.701, while the tcount value from the test was 2.355. If tcount > ttable, then Ho is ruled out. It follows that the group using the contextual teaching and learning model had a greater impact (= 73.00 and s = 8.194) than the group using the traditional approach (= 76.67 and s = 9.194) on students' gains in fluency in speech. The study's findings suggest that, in comparison to the flipped classroom approach, the contextual teaching and learning model is more effective at fostering students' growth in their oral communication skills.
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Nurhayati, T., Herminastiti, R., & Khakim, N. (2019). Upaya Meningkatkan Keterampilan Berbicara melalui Metode Contextual Teaching and Learning dalam Kegiatan Circle Time. Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara, 1–10. http://jurnal.stkipkusumanegara.ac.id/index.php/semnara2019/article/view/252
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Sa’diyah, A., Hasanudin, C., Rosyida, F., Fitrianingsih, A., & Kholiqul, A. (2021). Kolaborasi Flipped Classroom dengan Media Plotagon dalam Pembelajaran Menulis Teks Persuasi. … Pendidikan Bahasa …, 63–72. https://doi.org/10.3
Saragih, L. M., Tanjung, D. S., & Anzelina, D. (2021). Pengaruh Model Pembelajaran Open Ended terhadap Hasil Belajar Siswa pada Pembelajaran Tematik. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/https://doi.org/10.31004/basicedu.v5i4.1230
Sugiyono. (2012). Statistika untuk penelitian. PT Alfabeta.
Suryadi, S., & Erlangga, F. (2020). Using Inside-Outside Circle Method to Enhance Students’ Speaking Skill. Journal of English Language Studies, 5(1), 73–80. https://doi.org/DOI: http://dx.doi.org/10.30870/jels.v5i1.6964
Suryadi, S., Widyaningrum, W., & Erlangga, F. (2020). The Effects of Google Word Coach Game and Vocabulary Mastery on Students’ Speaking Skill. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 92–100. https://doi.org/10.30605/25409190.146
Zhang, H., Li, J., Jiao, L., Ma, W., & Guan, C. (2016). The Adjustment and Effects of Vocabulary Teaching Strategies in Flipped Classroom. Creative Education, 07(14), 1966–1973. https://doi.org/10.4236/ce.2016.714199
Busrial. (2022). Upaya meningkatkan Aktivitas dan Hasil Belajar Siswa pada Pembelajaran Bahasa Inggris melalui Penerapan Model Siklus Belajar (Learning Cycle). Jurnal Inovasi, Evaluasi Dan Pengembangan Pembelajaran, 2, 1–8. http://journal.ainarapress.org/index.php/jiepp/article/view/130%0Ahttp://journal.ainarapress.org/index.php/jiepp/article/download/130/154
Darmuki, A., & Hariyadi, A. (2019). Peningkatan Keterampilan Berbicara Menggunakan Metode Kooperatif Tipe Jigsaw Pada Mahasiswa Pbsi Tingkat I-B Ikip Pgri Bojonegoro Tahun Akademik 2018/2019. KREDO : Jurnal Ilmiah Bahasa Dan Sastra, 2(2), 256–267. https://doi.org/10.24176/kredo.v2i2.3343
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Fadillah, A., Dewi, N. P. L. C., Ridho, D., Majid, A. N., & Prastiwi, M. N. B. (2017). The effect of application of contextual teaching and learning (CTL) model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems. International Journal of Science and Applied Science: Conference Series, 1(2), 101. https://doi.org/10.20961/ijsascs.v1i2.5128
Harefa, D., Sarumaha, M., Fau, A., Telaumbanua, T., Hulu, F., Telambanua, K., Sari Lase, I. P., Ndruru, M., & Marsa Ndraha, L. D. (2022). Penggunaan Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Kemampuan Pemahaman Konsep Belajar Siswa. Aksara: Jurnal Ilmu Pendidikan Nonformal, 8(1), 325. https://doi.org/10.37905/aksara.8.1.325-332.2022
Husada, A., Asri Untari, M. F., & Nashir Tsalatsa, A. (2019). Peningkatan Keterampilan Berbicara dengan Metode Bermain Peran Pada Siswa. Journal of Education Action Research, 3(2), 124. https://doi.org/10.23887/jear.v3i2.17268
Khoerunnisa, P., & Aqwal, S. M. (2020). Analisis Model-model Pembelajaran. Khoerunnisa, Putri Aqwal, Syifa Masyhuril, 4(1), 1–27. https://doi.org/10.36088/fondatia.v4i1.441
Megawati, M. (2019). THE CORRELATION BETWEEN STUDENTS’ ANXIETY AND SPEAKING SKILL AT STKIP KUSUMA NEGARA JAKARTA (A survey research first semester academic year 2018/2019). Scope : Journal of English Language Teaching, 3(2), 117. https://doi.org/10.30998/scope.v3i2.3384
Megawati, M., Harimurti, E. R., Nurwiatin, N., & Nurhasanah, N. (2021). Hubungan Antara Kebiasaan Menonton Film Berbahasa Inggris Menggunakan English Subtitle Dan Kemampuan Berbicara Bahasa Inggris. Research and Development Journal of Education, 7(2), 363. https://doi.org/10.30998/rdje.v7i2.8594
Mirdad, J. (2020). Model-Model Pembelajaran (Empat Rumpun Model Pembelajaran). Jurnal Sakinah, 2(1), 14–23. https://doi.org/https://doi.org/10.2564/js.v2i.17
Mulyaningsih, A., Gunayasa, I. B. K., & Zain, M. I. (2021). PENGARUH MODEL PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP KETERAMPILAN BERBICARA SISWA KELAS IV GUGUS 1 KECAMATAN WAWO. Pendas: Primary Rducation Journal, 2, 168–175. https://doi.org/https://doi.org/10.29303/pendas.v2i2.366
Nielsen, P. L., Bean, N. W., & Larsen, R. A. A. (2018). The impact of a flipped classroom model of learning on a large undergraduate statistics class. Statistics Education Research Journal, 17(1), 121–140. https://doi.org/10.52041/serj.v17i1.179
Nurhayati, T., Herminastiti, R., & Khakim, N. (2019). Upaya Meningkatkan Keterampilan Berbicara melalui Metode Contextual Teaching and Learning dalam Kegiatan Circle Time. Prosiding Seminar Nasional Pendidikan STKIP Kusuma Negara, 1–10. http://jurnal.stkipkusumanegara.ac.id/index.php/semnara2019/article/view/252
Qu, X., & Miao, R. (2021). Research of Learning Strategies in Flipped Classroom. OALib, 08(05), 1–8. https://doi.org/10.4236/oalib.1107398
Sa’diyah, A., Hasanudin, C., Rosyida, F., Fitrianingsih, A., & Kholiqul, A. (2021). Kolaborasi Flipped Classroom dengan Media Plotagon dalam Pembelajaran Menulis Teks Persuasi. … Pendidikan Bahasa …, 63–72. https://doi.org/10.3
Saragih, L. M., Tanjung, D. S., & Anzelina, D. (2021). Pengaruh Model Pembelajaran Open Ended terhadap Hasil Belajar Siswa pada Pembelajaran Tematik. Jurnal Basicedu, 6(4), 7174–7187. https://doi.org/https://doi.org/10.31004/basicedu.v5i4.1230
Sugiyono. (2012). Statistika untuk penelitian. PT Alfabeta.
Suryadi, S., & Erlangga, F. (2020). Using Inside-Outside Circle Method to Enhance Students’ Speaking Skill. Journal of English Language Studies, 5(1), 73–80. https://doi.org/DOI: http://dx.doi.org/10.30870/jels.v5i1.6964
Suryadi, S., Widyaningrum, W., & Erlangga, F. (2020). The Effects of Google Word Coach Game and Vocabulary Mastery on Students’ Speaking Skill. Ethical Lingua: Journal of Language Teaching and Literature, 7(1), 92–100. https://doi.org/10.30605/25409190.146
Zhang, H., Li, J., Jiao, L., Ma, W., & Guan, C. (2016). The Adjustment and Effects of Vocabulary Teaching Strategies in Flipped Classroom. Creative Education, 07(14), 1966–1973. https://doi.org/10.4236/ce.2016.714199
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