The Use of Contextual Teaching and Learning to Teach Reading Comprehension Viewed from Students’ Locus of Control
Sunarti Sunarti,
Rani Herning Puspita
Issue:
Volume 4, Issue 4, December 2019
Pages:
58-64
Received:
1 November 2019
Accepted:
26 November 2019
Published:
6 December 2019
Abstract: The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The research was conducted at University of Muhammadiyah Kalimantan Timur. The samples were from two classes, cluster random sampling technique was used. Each class was divided into two groups (the students who have high and low locus of control) in experiment and control class. The techniques used to collect the data were questionnaire and reading comprehension test. The two instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. The research findings: (1) CTL is more effective than GTM to teach reading comprehension, the result from ANOVA shows that Fo is higher than Ft or Fo > Ft; (2) the reading comprehension of the students who have high locus of control is better than that of those who have low locus of control, the result from ANOVA shows that Fo is higher than Ft or F o > Ft.; and (3) there is an interaction between teaching methods and Locus of control for teaching reading. It’s concluded that teaching methods had a strong influence on students’ reading comprehension.
Abstract: The aims of this study are to investigate: (1) if CTL is more effective than grammar-translation method to teach reading comprehension; (2) if the students having high locus of control have better reading mastery than those having low locus of control; and (3) if interaction between methods used and students’ locus of control is availavle. The rese...
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The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau
Issue:
Volume 4, Issue 4, December 2019
Pages:
65-75
Received:
26 November 2019
Accepted:
21 December 2019
Published:
10 February 2020
Abstract: We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.
Abstract: We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De...
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