THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE

  • Kitri Katon Peni SMPN 3 Surakarta Jl. Kartini No. 18, Timuran, Banjarsari, Surakarta, Indonesia Email: kitrikatonpeni@gmail.com
Abstract views: 358 , PDF downloads: 258
Keywords: Reading Comprehension, Contextual Teaching and Learning, Intelligence

Abstract

 
 

The research examines: (1) the effectiveness of Contextual teaching and learning (CTL) compared to grammar translation method in teaching reading, (2) effect of intelligence quotient to reading comprehension, and (3) interaction between teaching methods and the  intelligence in teaching reading. The research was carried out at SMPN 14 Surakarta, using the  experimental design assigning 72 students as sample.  Data were collected using the documentary and test technique. To analyze the data, Multifactor Analysis of Variance (ANOVA) test of 2x2 and Tukey test were used. The results show that: (1) CTL was more effective than grammar translation method in teaching reading, (2) the students having high intelligence quotient had better reading comprehension than those having low intelligence, and (3) interactions occur between teaching methods and intelligence in teaching reading.

 


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References

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Published
2018-05-30
How to Cite
Peni, K. K. (2018). THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING TO TEACH READING COMPREHENSION VIEWED FROM STUDENTS’ INTELLIGENCE. IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics, 3(2), 119-132. https://doi.org/10.30957/ijoltl.v3i2.451
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Articles