The Effect of the Contextual, The Problem-Based, and the Group Investigation Learning Models on the Short Story Appreciation Ability Viewed from the Verbal Linguistic Intelligences

Abstract

The objectives of this research are investigate: whether or not there is a difference in the short story appreciation ability among the groups of students instructed with the contextual teaching and learning (CTL), the problem-based learning (PBL), and the group investigation learning (GI) models; whether or not there is a difference in the short story appreciation ability between the students with the high verbal linguistic intelligence and those with the low verbal linguistic intelligence; and whether or not there is an interaction of effect between the learning models and the verbal linguistic intelligences on the short story appreciation ability.

This research used the experimental research method with the factorial design of 3x2. Manipulations were done to the variables of the learning models. The experimental groups were exposed to special treatments; the group was instructed with the Contextual Teaching and Learning, problem-based learning, and GI models. The experimental groups also differentiated into the students with the high linguistic verbal intelligence and those with the low verbal linguistic intelligence. The population of the research was the students in Grade V of Nationally Standardized Primary Schools of the Office of Education and Culture of Central Java province in Academic Year 2011/2012. The samples of the research were the students in Grade V of 15 Primary Schools in five regencies/cities as many as 530 students. The samples of the research were taken by using the multi stage area random sampling technique. The data of the short story appreciation ability as well as those of the linguistic verbal intelligences were collected through tests. The data were validated by using expert judgment, and their reliability was tested by using Kuder –Richardson (KR-20)’s formula. They were then presented tables and graphs and analyzed by using the two-way analysis of variance.

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The results of the research are as follows. 1) The short story appreciation ability of the students instructed with the contextual teaching and learning (CTL) model is better than that of the students instructed with the problem-based learning (PBL) model and that of the students instructed with the GI model. In addition, the short story appreciation ability of the students instructed with the PBL model is as good as that of the students instructed with the GI model. 2) The short story appreciation ability of the students with the high linguistic verbal intelligence is better than that of the students with the low linguistic verbal intelligence. 3) There is an interaction between the learning models and the linguistic verbal intelligences. The short story appreciation ability of the students with the high linguistic verbal intelligence instructed with the CTL model (A₃B₂) is better than both those instructed with the PBL model (A₂B₂) and those instructed with the GI model (A₁B₂). In addition, the short story appreciation ability of the students with the low linguistic verbal intelligence instructed with the PBL model (A₂B₁) is as good as that of the students instructed with the GI model (A₁B₁).

Keywords:       Learning model, contextual, problem-based, group investigation, short story appreciation ability, and linguistic verbal intelligence