Peningkatan Keterampilan Menulis dengan Menggunakan Layanan Informasi Berbasis Contextual Teaching and Learning (CTL)

Romi Fajar Tanjung


Very important learning skills mastered to support the achievement of a learner, especially students who are already at a high level as well as the learning patterns demanded independence and maximum sincerity to be able to complete the study properly and on time. One of the skills learned are very important for a student namely writing skills. Student condition at the present time most have yet to master the technique of writing optimally, so that it could lead to underprivileged students write a scientific paper. This article is trying to improve student understanding of the writing skills by using a information service based Contextual Teaching and Learning (CTL). The sampling method using simple random sampling. The research sample is student counseling, amounting to 22 people. Analysis of the results using percentages and statistical tests using SPSS with the using Wilcoxon Signed Rank Test. The research found that the information services based Contextual Teaching and Learning (CTL) can significantly improve the writing skills of students with significant value of 0.005.


Writing Skills; Information Services; Contextual Teaching and Learning

Full Text:

PDF (Indonesian)


Alarcon, J. B., & Morales, K. N. S. (2011). Grammatical Cohesion in Students’ Argumentative Essay. Journal of English and Literature, 2(5), 114–127.

Ardimen. (2016). Counseling Services Based Research to Improve the Quality of Learning Through Counseling. GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling, 6(2), 164–171.

Ardimen. (2017). Improvement of Professional Competence in Writing Proposal of Candidate for Research Counselors. Islamic Counseling, 1(1), 63–94.

Beaubouef, T., & Mason, J. (2005). Why the High Attrition Rate for Computer Science Students: Some Thoughts and Observations. ACM SIGCSE Bulletin, 37(2), 103–106.

Boscolo, P., & Hidi, S. (2007). The Multiple Meanings of Motivation to Write. In: P. Boscolo, & S. Hidi (Eds.), Studies in writing (pp. 1–14). Oxford, UK: Elsevier.

Conley, D. T. (2005). College Knowledge: What It Really Takes for Students to Succeed and What We Can Do to Get Them Ready. San Fransisco: Jossey-Bass.

Das, I. & Elfi. (2004). Belajar untuk Belajar. Bukittinggi: Usaha Ikhlas.

De Porter, B. & Hernacki, M. (2000). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Bandung: Kaifa.

Djamarah, S. B. (2008). Rahasia Sukses Belajar. Jakarta: Rineka Cipta.

Djamarah, S. B. (2011). Psikologi Belajar. Jakarta: Rineka Cipta.

Fitri, E., Ifdil, I., & Neviyarni, N. (2016). Efektivitas Layanan Informasi dengan Menggunakan Metode Blended Learning untuk Meningkatkan Motivasi Belajar. Jurnal Psikologi Pendidikan & Konseling, 2(2), 84-92.

Gourlay, L. (2009). Threshold Practices: Becoming a Student Through Academic Literacies. Journal Education, 7(2), 181–192.

Graham, S., Harris, K. R., & McKeown, D. (2013). The Writing of Students with LD and a Metaanalysis of SRSD Writing Intervention Studies: Redux. In: L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (2d ed., pp. 405–438). New York, NY: Guilford.

Hasani, A. (2016). Enhancing Argumentative Writing Skill Through Contextual Teaching and Learning, Educational Research and Reviews, 11(16), 1573-1578.

Hernowo. (2006). Quantum Writing: Cara Cepat dan Bermanfaat untuk Merangsang Munculnya Potensi Menulis. Bandung: Mizan Learning Center.

Hiester, M., Nordstrom, A., & Swenson, L. M. (2009). Stability and Change in Parental Attachment and Adjustment Outcomes During the First Semester Transition to College Life. Journal of College Student Development, 50(5), 521–538.

Johnson, E. B. (2014). Contextual Teaching and Learning: Menjadikan Kegiatan Belajar Mengajar Mengasyikkan dan Bermakna. Terjemahan Ibnu setiawan. Bandung: Kaifa.

Kreniske, P. (2017). How First-Year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts. Computers and Composition, 45, 1–20.

Mateos, M., Villalon, R., de Dios, M. J., & Martin, E. (2007). Reading and Writing Tasks on Different University Degree Courses: What do the Students Say They Do? Studies in Higher Education, 32(4), 489–510.

Nippold M. A. (2000). Language Development During the Adolescent Years: Aspects of Pragmatics, Syntax, and Semantics. Topics in Language Disorders, 20(2), 15–28.

Nurhadi (2002). Pendekatan Kontekstual. Jakarta: Depdiknas.

Prayitno & Amti, E. (2004). Dasar-dasar Bimbingan dan Konseling. Jakarta: Rineka Cipta.

Preiss D. D., Carlos, J., Grigorenko E. L., & Manzi J. (2013). Argumentative Writing and Academic Achievement : A longitudinal Study. Learning and Individual Differences, 28(3), 204–211.

Sukardi, D. K. (2000). Pengantar Pelaksanaan Program Bimbingan dan Konseling di Sekolah. Jakarta: Rineka Cipta.

Sumiati & Asra. (2007). Metode Pembelajaran. Bandung: Wacana Prima.

Tohirin. (2007). Bimbingan dan Konseling di Sekolah dan Madrasah. Jakarta: Raja Grafindo Persada.



  • There are currently no refbacks.

Copyright (c) 2019 Romi Fajar Tanjung

Consilium : Berkala Kajian Konseling dan Ilmu Keagamaan in Abstracts and Indexed by the following database :

Fakultas Dakwah dan Komunikasi
Universitas Islam Negeri Sumatera Utara Medan

Address: Jl. Williem Iskandar Pasar V Medan Estate
Phone/WhatssApp: +6285370066117
Work Hours: 09.00 AM – 08.00 PM
Best hours to visit: From 9 am to 11 am or after 3 pm. The busiest times are between 11 am and 3 pm. 


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Show My Stat