The Effect of the CTL Learning Model on the Procedural Text Writing Skills of 7th-Grade Students

Abstract

This study aims to examine the effectiveness of the Contextual Teaching and Learning (CTL) model on the procedure text writing skills of seventh-grade students at MTs Darul Hikmah Pekanbaru. The research was conducted in the even semester of the 2023/2024 academic year. The method used was a quantitative quasi-experimental with a nonequivalent control group design. The population of this study was all seventh-grade students, with a sample of 54 students selected using a purposive sampling technique, divided into class VII J as the control class (N = 27) and class VII K as the experimental class (N = 27). Data collection instruments were in the form of procedure text writing performance tests (pre-test and post-test). Data analysis techniques utilized descriptive statistics and non-parametric hypothesis testing, namely the Mann-Whitney U Test and Wilcoxon Signed Ranks Test using IBM SPSS Statistics 25. The results indicated that the post-test mean score of the experimental class (83.30; high category) outperformed the control class (72.24; medium category). The Mann-Whitney U test proved a significant difference between the two groups (Z = -4.121; p = 0.000 < 0.05). Furthermore, the Wilcoxon test confirmed that the CTL model had a significant effect on improving students’ writing skills (Z = -4.479; p = 0.000 < 0.05). In conclusion, the application of the CTL model is effective in substantively improving students’ procedure text writing skills.