Enhancing Students' Ability to Write Personal Experiences in Sundanese Language through a Contextual Learning Approach

Abstrak

Learning to write by using Sundanese language in Junior High School get to attention from Sundanese teacher. When learning to write personal experience, students always feel difficult especially in using language. The most of result, students writing problems are spelling, punctuation and diction of Sundanese language. This research to increase students’ skill in writing personal experience through contextual approach. The method used in this research was classroom action research by combining qualitative and quantitative data and following Kemmis & Taggart’s research model approach, which consists of 4 stages in each cycle, i.e., planning, action/implementation, observation, and reflection. Qualitative data was analyzed by describing the action research process and the quality of students' ability to write short stories through the contextual approach, while quantitative data was analyzed using percentages.  This study showed an increase in the ability to write personal experiences through a contextual approach starting from pre-action, cycle 1, cycle 2, and cycle 3. Cycle I, there was an increase in the average writing score, which became writing skills, which became 73.4, the number of learners who reached the minimum cut-off score was 12 learners or 48% of the total number of learners. In Cycle II, the average score of the learners' writing skills increased again to 78.76, there were 19 (76%) learners who scored ≥75, and in Cycle III, the average score of the learners' writing skills increased again to 84.64, all the learners met the KKM, where the lowest score was 77 and the highest score was 97. Finally, based on the research findings, the application of a contextual approach in writing personal experience with the Sundanese language makes the Sundanese language learning process more dynamic and fun.