1. Home
  2. Vol 3, No 1 (2019)
  3. Romi Fajar Tanjung

Increasing skills reading students through guidance and counseling classical using Contextual Teaching and Learning (CTL) approach

  • Abstract Views: 756
  • PDF Downloads: 34
  • November 20, 2018
  • Romi Fajar Tanjung Universitas Negeri Padang,  Indonesia
  • Neviyarni Neviyarni Universitas Negeri Padang,  Indonesia
  • Firman Firman Universitas Negeri Padang,  Indonesia
Corresponding Author

DOI:

https://doi.org/10.24036/0037za0002

Keywords:

Reading Skill, Guidance and Counseling, Contextual Teaching and Learning

Abstract

Counseling has been such a trend in 21 century, as a science that studied a human in psychology perspective. However, it appear with progressive touch, has affect in human mindset in every life that undertake. In 21 century development, many opinion and argumentation about counseling has an uniqueness in philosophy multicultural perspective that counseling has linkage with cultural and philosophy values in human it self, that make a new paradigm has been raise to the surface, such indigineous counseling and multicultural counseling perspective. Regardless with that paradigm, we can’t deny that basically all of science was from a human philosophy about their life with purpose to make understand and handle their life with solving a problems. But it is not all of cultural and philosophy values can be a such formulation to solve a problems, and if it can be transform to such formulation as a science, there are a procedure and criteria to be needed. Also if a counseling as a philosophy or science and also practical intervention, how to implemented in real life with a multicultural and multivalues in philosophy of life. In this article, will describe more further such a synthesize that counseling can be a science or practical science in educational multicultural philosophy paradigm and a result found that 27 (45%) counselor perception about counseling profession that as educational practice.

Full Text:

References

Anmarkrud, O., & Braten, I. (2009). Motivation for reading comprehension. Learning and Individual Differences, 19(2), 252–256.

Asmidaryani, Firman, Gistituati, N. (2018). The effectivenes of layanan informasi using contextual teaching and learning (CTL) approach to degree of students pornography trends. Proceeding International Conferences on Educational, Social Sciences and Technology, 133-144.

Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. Journal of Educational Psychology, 102(4), 773–785.

Brown, F. (2000). The effect of an inquiry-oriented environmental science on preservice elementary teachers’ attitudes about science. Journal of Elementary Science Education, 12(2), 1-6.

Cavallo, A. M. L., Miller, R. B., & Saunders, G. (2002). Motivation and affect toward learning science among elementary school teachers: Implications for classroom teaching. Journal of Elementary Science Education, 14(2), 25-38.

Clark, C. (2011). Setting the Baseline. The National Literacy Trust’s first annual survey into young people’s reading. National Literacy Trust.

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 Conference on Science and Applied Science, 1(2), 101-108.

Hasibuan, M. F., Firman, & Ahmad, R. (2016). Efektivitas layanan informasi dengan menggunakan pendekatan contextual teaching and learning dalam mengurangi sikap siswa terhadap gaya hidup hedonisme. Jurnal Penelitian Pendidikan Indonesia, 2(1), 1-11.

Ilhan, N., Yildirim, A., & Yilmaz, S. S. (2016). The effect of context-based chemical equilibrium on grade 11 students' learning, motivation and contructivist learning environment. International Journal of Environment & Science Education, 11(9), 3117-3137.

Jauhari, M. (2011). Implementasi PAIKEM. Jakarta: Prestasi Pustakaraya.

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

Lau, K., & Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26(2), 177–190.

Leppanen, U., Aunola, K., & Nurmi, J.-E. (2005). Beginning readers’ reading performance and reading habits. Journal of Research in Reading, 28(4), 383–399.

Logan, S., & Medford, E. (2011). Gender differences in the strength of association between motivation, competency beliefs and reading skill. Educational Research, 53(1), 85–94.

Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers’ reading comprehension performance. Learning and Individual Differences, 21(1), 124–128.

McGeown, S. P., Duncan, L. G., Griffiths, Y. M., & Stothard, S. E. (2014). Exploring the relationship between adolescent’s reading skills, reading motivation and reading habits. Journal Reading and Writing, 28(4), 545-569.

McGeown, S. P., Norgate, R., & Warhurst, A. (2012). Exploring intrinsic and extrinsic reading motivation among very good and very poor readers. Educational Research, 54(3), 309–322.

Medford, E., & McGeown, S. (2011). Cognitive and motivational factors for reading: The need for adomain specific approach to motivation. In J. N. Franco & A. E. Svensgaard (Eds.), Handbook on psychology of motivation: New research (pp. 187–208). Hauppauge, NY: Nova Science Publications.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296.

Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296.

Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children’s reading skills and reading motivation?. Exceptional Children, 73(2), 165–183.

Nurhadi. (2016). Strategi meningkatkan daya baca. Jakarta: Bumi Aksara.

OECD. (2013). PISA 2015 draft mathematics framework. Retrieved from OECD: http://www.oecd.org

Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S. (2007). Assessing adolescents’ motivation to reading. Journal of Adolescent and Adult Literacy, 50(5), 378-396.

Sears, S. J. (2002). Contextual teaching and learning: A primer for effective instruction. Bloomington, IN: Phi Delta Kappa Educational Foundation.

Sears, S. J., & Hersh, S. (2000). Best practices in contextual teaching and learning: Program profiles and cross-profile analysis. Columbus: The Ohio State University.

Shamsid-Deen, I. (2006). Contextual teaching and learning practices in the family and consumer sciences curriculum. Journal of family and Consumer Sciences Education, 24(1), 14-27.

Smith, B. P. (2010). Instructional strategies in family and consumer sciences: Implementing the contextual teaching and learning pedagogical model. Journal of Family and Consumer Sciences Education, 28(1), 23-38.

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

Taboada, A., Tonks, S. M., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22(1), 85–106

Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39(2), 162–186.

Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.

Zahri, T. N., Yusuf, A. M. & Neviyarni, S. (2017). Hubungan gaya belajar dan keterampilan belajar dengan hasil belajar mahasiswa. Jurnal Konselor, 6(1): 18-23.

Refbacks

  • There are currently no refbacks.