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TEACHING READING USING CONTEXTUAL TEACHING AND

LEARNING (CTL)

(A Pre Experimental Study at the Second Grade of SMP PGRI 12 Jakarta)

A “Skripsi”Presented to the Faculty of Tarbiyah and Teachers Training

in A Partial Fulfillment of the Requirementsfor the Degree of “Sarjana” in English Language Education

By:

Abdul KadirNIM: 104014000280

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2011 M/1433 H

i

ABSTRACT

Kadir. Abdul, 2009, Teaching Reading using Contextual Teaching and Learning

(CTL) A Pre Experimental study at the Second Grade of SMP PGRI 12

Jakarta. Skripsi, English Education Departement, the Faculty of Tarbiyah

and Teaching, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Dra. Hj. Farida Hamid, M.Pd

Key words: Experimental Study, Reading, Contextual Teaching and Learning.

Education is a place which has the purpose to help student in developing

their potentials and talents. To reach the purpose of education, the teacher must do

the evaluation, to know whether the effort which is done in education has already

reached the purpose or not. It has important way in teaching learning process,

because it becomes one of standard the success of teaching learning process.

The objectives of the study are to find out learning process student with

the method Contextual Teaching and Learning (CTL). The method of this

research is correlation study and applied a purposive sampling technique, with the

total number of the sample is 40 students. Meanwhile, the research data were

analyzed by using product moment person. The formula used to find out

understod students’ with the method Contextual Teaching and Learning. This

result of this research are as follows, the average score of students’ understanding

is 6,66%. And the average score of students’ didn’t understanded is 4,66%. its

means that the result obtained from the computation is greater than its critical

velue. Based on the result, it can be concluded that the student understanding wiht

the method of CTL their is a significant between student didn’t understanded.

ii

ABSTRACT

Kadir. Abdul, 2009, Teaching Reading using Contextual Teaching and Learning

(CTL) A Pre Experimental study at the Second Grade of SMP PGRI 12

Jakarta. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu

Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah

Jakarta.

Pembimbing: Dra. Hj. Farida Hamid, M.Pd

Kata Kunci: Experimental Study, Reading, Contextual Teaching and Learning.

Pendidikan adalah sebuah tempat yang bertujuan untuk membantu

siswa dalam mengembangkan kemaapuan dan bakat mereka. Untuk mencapai

tujuan pendidikan, guru harus melakukan evaluasi, untuk mengetahui apakah

usaha yang sudah dilakukan dalam pendidikan sudah mencapai tujuan atau belum.

Hal tersebut adalah cara yang penting dalam proses belajar mengajar, sebab

evaluasi adalah salah satu standar kesuksesan dalam proses belajar mengajar.

Tujuan dari penelitian ini adalah untuk mengetahui proses pembelajaran

siswa dalam menggunakan metode Teaching Reading using Contextual Teaching

and Learning (CTL). Metode ini adalah studi korelasi dan menerapkan teknik

purposive sampling, dengan jumlah sempel sebanyak 40 siswa sementara data

diperoleh melalui tes. Data penelitian dianalisis dengan produk moment person.

Formula yang digunakan untuk mengetahui pemahaman siswa terhadap model

Contextual Teaching and Learning (CTL). Hasil dari penelitian ini adalah sebagai

berikut. Nilai rata-rata siswa memahami pelajaran dengan CTL adalah 6,66%.

Nilai rata-rata siswa yang tidak memahami dengan CTL adalah 4,66%. berati

bahwa hasil yang diperoleh dari perhitungan adalah lebih besar dari critical value.

Berdasarkan hasilnya dapat disimpulkan bahwa pemahaman siswa dengan metode

CTL yang signifikan antara siswa yang tidak memahami.

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent and the Merciful.

All praise is to Allah who has bestowed upon the writer in completing this

“Skripsi”. Peace and blessing be upon our prophet Muhammad SAW, this family,

his companies, and his followers.

The writer is conscious he could not carry out this work without helping of

others, either material or spiritual. In this occasion the writer would like to express

her gratitude to all people who have helped her in completing this “Skripsi”,

particularly too many people have assisted the writer in writing this ‘Skripsi’ so he

realized that he would never her finish without the help of some people around

here. Therefore, the writer would like to give her sincerest gratitude to her beloved

parents “H. Kibong bin Faung (Alm) and Hj. Hadhijah binti H. Digul (Almh)”

and all her beloved sisters and brothers Zaini Kibong, B.A, Drs. H. Tabroni, M.A,

Hj. Nuraini Kibong, S.Ag, Sahroni M.Si, Abdul Rohman, S.T, Abdul Hakim,

M.M, for their prayed, spirit, endless love and teaching to be strong and standing

up for me forever, and thanks to support and financial to me science student in

UIN and special to my sister thanks to support in Handbook Computer, who

always cheer her up. For their supports, understanding, advises, contributions,

love and financial encouragement.

The writer would like to express her thanks and great attitude to her

advisor Dra. Hj. Farida Hamid, M. Pd., for her time, guidance, kindness,

contribution, and full of pertinence in correcting and helping her in finishing this

“Skripsi”.

The writer would like to give her special thanks and appreciation to:

1. All lectures of English Department for heir encouragement the writer.

2. Drs. Syauki, M.Pd, the Head of English Department.

3. Neneng Sunengsih, M.Pd, the secretary of English Department.

4. Prof. Dr. Nurlaena Rifai, M.A., Ph.D, the Dean of Faculty of Tarbiyah and

Teacher’ Training.

iv

5. All Teachers and Staffs in SMP PGRI 12 Jakarta for heir kindness when

the writer doing her research.

6. The Staffs and Officers of Libraries of Universitas Islam Negeri Jakarta,

Universitas Terbuka, and Unika Atmajaya.

7. All her beloved best friends (Zakaria (Zack), Ali F. Hendra, U. Azmi,

Fatihatus sholiha (Faiz), Iceu, Asef MA, Sefty and etc) for their support

when the writer writing this research.

8. All her friends in the English Department (specially class A year 2004),

that makes her life brighter.

9. Every one who has given their in writing this research that the writer could

not mention one by one.

By all modesty, the writer hopes this research would be useful for the writer and

readers. Their suggestion and critic for the improvement of this research is highly

appreciated.

Jakarta, November 2011

The writer

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TABLE OF CONTEN

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

TABLE OF CONTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

LIST OF TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

CHAPTER I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

A. The Background of Study . . . . . . . . . . . . . . . . . . . . . . . . . . 1

B. Limitation and Formulation of Problem . . . . . . . . . . . . . . . 3

C. Objective of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

D. Hypothesis of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

E. The Method of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . 5

F. Organizational of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 5

CHAPTER II. THEORITICAL FRAMEWORK. . . . . . . . . . . . . . . . . . . 6

A. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1. The Definition of Reading . . . . . . . . . . . . . . . . . . . . . . 6

2. Aims of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3. Types of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

4. The Principle in Teaching Reading . . . . . . . . . . . . . . . 9

B. Contextual Teaching and Learning (CTL) . . . . . . . . . . . . . . . 11

1. Contextual Teaching and Learning (CTL) . . . . . . . . . 11

2. Definition of Contextual Teaching and Learning . . . . 13

3. Components of Contextual Teaching and Learning . . 14

4. Strategies in Contextual Teaching and Learning . . . . . 16

5. Principle in Contextual Teaching and Learning . . . . . 18

C. Teaching Reading Using Contextual Teaching and Learning . 20

D. Thinking Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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CHAPTER III. RESEARCH METHODOLOGY AND FINDING . . . . . . 23

A. Researt Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1. Subject of Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

2. Place and Time of Research . . . . . . . . . . . . . . . . . . . . . . . . . 23

3. Technique of Taking Sample . . . . . . . . . . . . . . . . . . . . . . . . 23

4. Technique of Data Collecting . . . . . . . . . . . . . . . . . . . . . . . . 24

B. Research Finding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

1. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2. Data Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

3. The Technique Analysis of Data . . . . . . . . . . . . . . . . . . . . . . 28

4. Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

5. The Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

CHAPTER IV. CONCLUSION AND SUGGESTION. . . . . . . . . . . . . . . . 38

A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

B. Suggestion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

BIBLIOGRAPHY

APPENDICES

vii

LIST OF TABLE

Table 3.1 Students Score of Pre-Test and Post-Test . . . . . . . . . . . . . . . . 25

Table 3.2 Students Score of the results on pre test . . . . . . . . . . . . . . . . . . 28

Table 3.3 Frequency and Percentage of Pre-Test Result . . . . . . . . . . . . . . 30

Table 3.4 Students Score of the results on pre test . . . . . . . . . . . . . . . . . . 30

Table 3.5 Frequency and Percentage of Post-Test Result . . . . . . . . . . . . . 32

Table 3.6 The Result of Students’ English Pre Test and Post Test . . . . . . 33

1

CHAPTER I

INTRODUCTION

A. The Background of Study

In the era of globalization, English is a very important as a means of

international communication. Therefore, English is one of the main subject in

Indonesian secondary schools where learning English effectively is a must.

Moreover English can be categorized as a scientific language. It can be seen from

many scientific books in university library written in English it is impossible for

us to get the idea or massages stated within the books.

Generally, Indonesian students are easy to learn about English and the

teachers are also creative and innovative to teach it. Moreover this condition

makes the government more easy to developing human resources, with the

emphasis in English language teaching. If the education minister changes, the

teaching English does too. For the reason, in Indonesian English is not a native or

even second language but it is a foreign language. So, the teacher faces some

difficulties in teaching English skills, especially reading skills.

Moreover, Based on Junior High School National English, one of English

materials, the students is hoped to master kinds of reading text namely procedure,

descriptive, recount, narrative, and report. So, the students are demanded to

master reading skill. Reading is difficult, because it is an extremely activity that

involve combination of abilities, such as linguistic and cognitive abilities. Besides

the students’ motivation is also a main factor of reading in a classroom, the

students’ interest in reading is various.

2

As the writer has observed during PPKT activity at SMP PGRI 12

Jakarta, some difficulties that are faced by students in learning reading can be

caused by some factors such as the limitation of time, so the teachers do not give

them the materials optimally, because some students did not realize in condition

so reading is various in one of some students.

In order to help students’ problems to enhance their reading ability, the

writer will use the contextual teaching and learning to make it easier. Then the

teachers’ attempts to improve the students’ ability in reading are by using suitable

approach in teaching reading, and must be useful in learning process is it can build

students’ motivation and stimulate them to be more focus in the study.

“A context is the parts of a sentence, paragraph, etc. or immediately next

to or surrounding a specified world or passage and determining its exact

meaning”.1 Meanwhile “Contextual is a clue based on the text or information’s

knowledge of the world”.2

Contextual Teaching and Learning is a respond to Behaviourism

Approach which emphasizes on the concepts of stimulus respond with mechanical

drills. To be able to use the language naturally as in real life and in various

situation critical thinking and meaningful learning are needed. When the students

can relate the lessons they have got in school to their daily lives, they will be

aware of the benefit learning. Besides, they will realize the importance of reading

skills; in fact many instances around the world we may argue that reading is the

most important foreign language skill, particularly in cases where students have to

read English materials’ for their own specialist subject.

The definition model contextual teaching and learning (CTL) in up ward

is the model teaching to make connecting material and with the context of

students’ real world not only material students’ knowing in school after students’

learn and than the CTL method to focus in students’ real world in s/he knowing

and with material context to students’ knew.

1 Victoria Neufeldt, Webster’s New World Dictionary 3rd edition (united state of America: prenticeHall Trade), p.301

2 I.S.P Nation, Learning Vocabulary in Another Language (Cambridge: Cambridge UniversityPress, 2001), p. 242

3

And many definitions to teaching in CTL or learning are: (1) “A

relatively permanent change in response potentiality which occurs as a result of

reinforced practice” and (2) “A change in human disposition or capability, which

can be retained, and which is not simply ascribable to the process of growth. 3

Teaching learning process of a language cannot be separated from the

curriculum or syllabus. It is influenced by a view of language. A view to the

language will affect the method and technique of teaching, as Mackey stated,

“Differences in language theory affect language teaching in two ways. The may

affect the analysis of the language on which a method is based, and they may

affect the classroom techniques of language teaching”.4 This statement means that

a view of language and approach will affect both the method and technique of

language teaching.

Regarding the explanation above, the writer intended to discuss about

“Teaching Reading Using Contextual Teaching and Learning (CTL)”(A Pre- Experimental study at the second Grade of SMP PGRI 12 Jakarta)

B. Limitation and Formulation of Problem

1. The Limitation of the problem, which will be discussed in this

Research, is:

In this research the writer limits the discussion to using Contextual

Teaching and Learning as an approach in teach reading. The writer wants to know

the difference between pre-test and post-test scores in teaching reading using

contextual teaching reading. If post-test scores are better than pre-test scores, he

wants to presents an alternative method in teaching English, it can become

guidance to English teacher in classroom teaching.

2. The formulation of problem studied in this research.

Based on the background above, the writer conducts a study concerning

on the using contextual in English teaching learning process for reading skill at

the second grade of SMP PGRI 12 Jakarta.

3 Johnson, E.B. Contextual Teaching and Learning: Menjadikan Kegiatan Belajar-Mengajar,Menghasilkan dan Bermakna, Bandung: Mizan Learning Center (MLC), 2008, p. 3

4 William Francise Mackey, Language Teaching Analysis, (London: Longman, green and co ltd1965), p. x

4

The general question for this research is how contextual in teaching

learning process support does reading skill?

This main question can be formulated into more specific questions as follow:

a. Why contextual teaching learning activities good for students?

b. Why contextual teaching learning suitable in teaching reading skill?

c. How contextual teaching learning makes teaching reading skill easier?

d. How does contextual teaching learning different from the tradisional

approach?

C. Objectives of Study

In line with the statement of the problems the purposed of the study are

as follow:

1. To describe that contextual teaching learning activities are good for

students.

2. To describe that contextual teaching learning is suitable in teaching

reading skills.

3. To describe that teaching-learning activity using contextual is easier.

4. To promote that contextual teaching learning differs from the traditional

approach.

D. Hypothesis of the Study

This study contents to answer such a question “is there any correlation

between using contextual teaching and learning with their reading ability?”

To get the answer, the writer proposes two hypothesis; they are alternative

hypothesis (Ha) and Null hypothesis (Ho).

Ha: There is a positive correlation between using contextual teaching learning

with their reading ability.

Ho: There is no correlation between using contextual teaching learning with their

reading ability

5

E. The Method of the Study

The finding is (result) of this study expected to provide useful

information about contextual teaching learning process for reading skill at second

grade SMP PGRI 12 Jakarta. It is expected that these findings can contribute to

three groups of people, they are: school principal, the teachers, and further

researcher. As he decision maker, the school principal has the authority to

improve the teacher quality in teaching and learning activities.

Furthermore, the teachers are suggested to use varied strategies in their

teaching and learning activities. In this case, the teachers can use contextual

teaching and learning to improve the students’ reading skill in their classroom.

Finally, these findings of these studies will deliver useful information or they can

be used as basic information and reference for further researchers who are

interested in conducting similar studies.

F. Organizational of Writing

This consists of four chapter, the first chapter is introduction which

presents and discusses the background of the study, limitation and formulation of

problem, the objective of study, hypothesis of the study, the method of the study,

and organizational of the writing.

The second chapter is theoretical framework which explains reading. It

elaborates into: the definition of reading, types of reading, use of reading, and

problems in teaching reading.

Contextual learning approach discusses the definition of contextual

teaching and learning, components of contextual teaching learning, strategies in

contextual teaching learning, and principle in contextual teaching and learning.

An Effectiveness of using Contextual Teaching and Learning in Reading.

Research findings are written in the third chapter. It includes contextual

learning approach conducted by the teacher; some problems involved teaching

reading, teacher’s role in contextual learning and students’ role in contextual

learning.

Finally, the writer tries to give conclusion and suggestion in the fourth

chapter.

6

CHAPTER II

THEORIETICAL FRAMEWORK

A. Reading

1. Definition of Reading

Reading knowledge is broadened and well informed by reading. Reading

is really crucial for our knowledge in usually broadened and informed by reading

activities, and the activity of reading can be found in the Internet, book, etc.

Students should practice their reading more and more, so that their

reading ability and their reading experience will be improved. They may find

difficulty and frustrating, but it they keep practicing, they will have a good sense

of English and will help then to grasp the total meaning of the words. Another

think should be remembered in reading that students should not open a dictionary

too often because it will slow down their reading rate and can make them bored. If

they find new words, they should try to guess the meanings by trying to find out

any clue words according to the context in the passages there are a lot of

definitions of reading. Linguistic gives definition about reading, their opinions

about reading vary.

Some of them say reading is the process to get, to understand, to catch

the context of the reading. And also reading is a process to understand a written

text, which means extracting the required information from it as efficiently as

possible. According to Walter R. Hill “reading is what the reader does to get the

meaning he needs from textual sources”.1 Meanwhile guy L Bond Wagner

1 Walter R. Hill, secondary school Reading: process, program, procedure (Boston: Allyn andBacon), 1974, p. 4

7

explained the meaning of reading as “the process of acquiring and of interpreting,

evaluation, and effecting upon those meanings”.2

F. Dublin explained the meaning of reading, as “reading is primarily a

cognitive process, which means that the brain does most of the work”. 3

Those statements above show the various definitions of reading, they

mean generally. Reading means a complex process of thinking in assigning

meaning from printed materials which involve most of the reader’s intellectual act

such as pronunciation and comprehension in other to receive ideas or information

extended by the test. It can be seen that reading is not only looking at ward in the

form of graphic symbols but also getting meaning from word to word or line to

understand what we read. It means that reading is a process to understand the text

content and the get information.

2. Aims of Reading

A person may read for many purposes, and purpose help to understand

more what is read by people. If he is reading for pleasure or reading for pure

recreation and enjoyment, he may read either quickly or slowly based on the way

he likes or fails. But if read for studying or setting information such news, science

or some line, which are part of his study or assignment he does it very slowly and

carefully.

According to Paul S. Anderson, there are seven aims of reading, reading

for details and fact, reading for main ideas, reading for sequence or organization,

reading for inference, reading for classifying of content. 4

a. Reading for details and fact is reading to know what is done by the subject of

the story.

2 Guy L Bond and Eva Bond Wagner, Teaching the child to read, (New York: the Macmillancompany, 1969), p.4

3 F. Dublin, D. E. Eskey and W. Grabber, Teaching second language Reading for academicpurpose (California: Edison-Wesley Publishing company, 1986), p.6

4 A widyamartaya, Seni membaca untuk study (yogyakarta: Kamsius, 1992), p. 90

8

b. Reading for main ideas is reading to get the problem statements.

c. Reading for sequence of organization is reading to know each part of the

story.

d. Reading for inference is reading to know what is the writer meant by its story.

e. Reading for classifying is reading to find unusual things

f. Reading for evaluating is reading to know the value of the story.

g. Reading for comparing or content is reading to compare the way of life at the

story with the way of live of the reader.

Another author said that the aim of reading is:

a. Reading for pleasure.

b. Reading for information (in order to find out something or in order to do

something whit the information you get). 5

Meanwhile Lester and Allice Crow classified two general purposes, these

purposes includes: leisure-time reading and more serious reading. 6

a. Leisure-time reading. It is reading for enjoyments which may very in follow

your favorite sport, comic, article, and movie program.

b. More serious reading. It is reading to study for a goal such as to obtain factual

information and solve problems.

3. Types of Reading

Depending on the purpose s of reading it also can be classified into two

types of activities, intensive and extensive reading.7

a. Intensive Reading

Intensive reading means reading shorter texts to extract specific

information. This activity is likely more to emphasize the accuracy activity

5 Francoise Grellet. Developing Reading skills. (Cambridge: Cambridge University Press,1981),p.4

6 Lester and Allice Crow, How to Study: to learn better, poss examination, get better Grades(USA: Collier macmillan publishers, 1976), p.53

7 Christine Natal, Teaching Reading Skill in Foreign Language (London: The WomennEducational ltd,1982), p.23

9

involving reading for detail. The process of scanning takes a more premiere role

here than skimming. Reader is trying to absorb all the information given,

example: reading dosage instruction for medicine.

b. Extensive Reading

Reader deals with a longer text as a whole, which requires the ability to

understand the component part and their contribution the overall meaning, usually

for one’s own pleasure. This is a fluency activity, mainly involving global

understanding. Example: Reading a newspaper, article, short story or novel.

In other words Francoise Grillet defines that “skimming is quickly running one’s

eyes over a text to get the gist of it while, “scanning is quickly going through a

text to find a particular piece of information”. 8

So if a person wants to get an address, phone number, a date in a book

over paragraph in order to locate a special piece of information, that activities is

called “scanning” but if he read all the passage in order to know about what it

deals about his reading, that is called “skimming”.

In skimming a reader must ask himself what the text is talked about he

must move his eyes quickly over the text, looking especially at the main title, the

beginning and the end, and the first sentence of paragraph. In scanning the reader

must ask himself weather or not the text contains what he is looking for and if

any, he must find where is located, he moves also his eyes more or less quickly

over the text for specific item.

4. The Principles of Teaching Reading

In teaching reading there are several principles in order to achieve the

purpose of reading according to Jeremy harmer, they are: 9

a. Reading is not a passive skill

Reading is an active occupation. If involves any skills as guessing,

predicting, checking, and asking oneself questions to do it successfully, we have

8 Francoise Grellet, op cit., p.4

9 Jeremy harmer, How to Teach-English: An Introduction to the practice of English language,(England: Longman, ltd), p. 70-7

10

to understand what the words mean, see the pictures the words are painting,

understand the arguments, and work out if we agree with them. If we do not do

these things-and if students do not do these things-then we only just scratch the

surface of the text and we quickly forget it.

b. Students need to be engaged with what they are reading

Students who are not engaged with the reading text not actively interested

in what they are doing-are less likely to benefit from it.

c. Students should be encouraged to respond to the context of a reading text, not

just to the language.

Teacher should give students chances to respond to the message in some

ways. It is important hat they should be allowed to expense their feelings about

the topic.

d. Prediction is a major factor in reading.

Teacher should give students ‘hints’ so that they can predict what is

coming too. If will make them better and more effective readers.

e. Match the task to the topic

The most interesting text can be determined by asking boring and

inappropriate questions; the most commonplace passage can be made exciting

with imaginative and challenging tasks.

f. Good teachers exploit reading texts to the full.

Many reading text is full of sentences, words, ideas, descriptions, etc. it

does not make sense just to get students to read it and then drop it to more on to

something else. Good teachers integrate the reading text into interesting class

sequences, using the topic for discussion and further tasks.

According to Med D. Marksheffel, the principles of teaching reading are: 10

a. Reading is a highly complex thinking process in which the entire organism

participates. It is composite of innumerable skills, abilities, process, and

condition.

10 Med D. Marksheffel, op cit, p. 59-60

11

b. The continuous, cooperative evaluation of reading is the keystone to the

student growth and development in learning.

c. Improvement in reading and learning in context areas is best achieved

when reading is taught by subject-matter teacher.

d. To achieve maximum learning, teaching must begin at the student’s

instructional reading level.

From the principle of teaching reading stated by the experts, the writer takes the

conclusion that the principles in teaching reading are:

a. The students have to be encouraged to respond the meaning of reading

text.

b. The teacher should explain the material or reading text clearly, she or he

should match the ask given to the topic. It can increase the students

achievement in learning.

c. Reading involves many skills and abilities, therefore the teacher should

give great attention to the students’ development that involves the

students’ abilities to become efficient and skillful readers.

B. Contextual Teaching and Learning

1. Contextual Teaching and Learning

Philosophy of Contextual Teaching and Learning is rooted from John

Dewey progressivism, the students will best learning if what they have

learnt/learned is related with what they have already known and teaching learning

process will be productive if the students are active in the process of teaching.

The majority of students in our school are learning and how that

knowledge will be used. This is because the way they process information and

their motivation for learning are not touched by the traditional methods of

classroom teaching. The students have a difficult time in understanding academic

concepts (such as math concept) as they are commonly taught (that is using an

abstract, lecture method), but they desperately need to understand the concepts as

they relate to the workplace and to larger society in which they will live and work.

12

Traditionally, students have been expected to make these connections on their

own outside the classroom.

According to Contextual Learning theory, learning occurs only when

students (learners) process new information or knowledge in such a way that it

makes sense to them in their own frames of reference (their own inner worlds of

memory, experience, and response). This approach to learning and teaching

assumes that the mind naturally seeks meaning in Context-that is, in relation to the

person’s current environment-and that is does so by searching for relationships

that make sense and appear useful.

Building upon this understanding contextual learning theory focuses on

the multiple aspects of any learning environment, whether a classroom, a

laboratory, a computer lab, a worksite, or a wheat field. It encourages educators to

choose and/or design learning environments that in corporate as many different

forms of experience as possible-social, cultural, physical, and psychological-in

working toward the desired learning outcomes11.

Contextual based learning is not a hot buzzword in many education, circles

today, but it is not a new concept john sounders said that contextual teaching

learning was a subject of great interest to educations philosopher, John Dewey

around turn of the century. He added that contextual learning supports that when

new knowledge presented in the context of persons past time experience, the

learning is most effective12.

Contextual teaching and learning (CTL), an instructional system is based

on the premise that meaning emerges from the relationship between content and

its context. Context gives meaning to context. The broader the context within

11 Jack, Richards, “The Context of Language Teaching”, http://wwwTexas Collaborative, Org. 13May 2008.

12 John, Sounders, Contextually Based Learning, fad or Pronen Practice in a forum brief:http://www. Contextual Teaching Inform, html.

http://www/

http://www/

13

which students’ is able to make connections, the more meaning content will hold

for them13.

Contextual Teaching and Learning is a system of instruction based on the

philosophy that students learn when they see meaning in academic material and

they see meaning in schoolwork when they can connect new information with

prior knowledge and their own experience14.

Basically CTL is a responds to Behaviorism Approach, which emphasizes

on the concepts of stimulus respond with mechanical drills. To be able to use the

language naturally as in real life and in various situation, critical thinking and

meaningful learning are needed, when the students can relate the lessons they

have got in school to their daily lives, they will be aware of the benefit learning.

Besides, they will realize the importance of going to schools.

2. Definition of Contextual Teaching and Learning

The writer found come definitions about Contextual Teaching and

Learning (CTL). Based on Johnson in “ Contextual Teaching and Learning: what

it is and why it is Here to Stay”, he stated that “the CTL system is and educational

process that aims to help students see meaning in academic material they are

studying by connecting academic subjects with the context of their personal,

social, and cultural circumstances …”15.

Based on Nurhadi in pembelajaran kontekstual (CTL) dan penerapanya

dalam KBK, there is a definition about CTL from the Washington state

consortium for Contextual Teaching and Learning; contextual teaching is teaching

that enables students to reinforce, expand and apply their academic knowledge

13 Translate to Johnson, E.B., Contextual Teaching And Learning; menjadikan kegiatan Belajar-mengajar, mengasikkan dan bermakna, Bandung: Mizan Learning Centre (MLC), 2008, p. 57

14 Johnson, E.B. op cit, p. 14

15 Johnson, E.B. op cit, p. 67

14

and skills in a variety of in school and out-of-school settings in order to solve

simulated or real-world problem16.

Based on the department of Natural Education CTL is the concept of

learning that aim to help teacher to make connection between the teaching

materials with the context of students’ real world and encourages students to make

connection between their knowledge with its applications in their daily lives17.

Based on the definitions above, CTL is a learning concept that help

teacher relate subject matter content to real world situations to their daily life, and

then students can gained knowledge and skills more and more by construct and

solve a problem by their self in their community as a citizen.

3. Components of Contextual Teaching and Learning

a. Constructivism

Constructivism is the philosophy of CTL approach mentioning that

knowledge is constructed gradually and the result will be expanded through

limited context and is eventually developed18. It is out of the question that a

teacher can transfer all knowledge to the students. Therefore, students should

construct what they have in mind by finding out complicated information to other

situations of their own. During classroom activities students can refer to their

experiences in lives. One thing the teacher should keep in mind that s/he can take

students to learning atmosphere, which relates the lesson in class to what is

available in their real lives.

b. Inquiry

On the basis of teaching, Inquiry is the care of CTL process. While

designing the tasks of activities in class teachers should refer to an inquiry activity

bath in reading and in speaking knowledge and skill that achieved by from self-

16 The Washington state Consortium for CTL in pembelajaran kontekstual (CTL) andpenerapannya dalam KBK, by Nurhadi. 2004 (Malang: penerbit UNM), p.12

17 Departemen Pendidikan Nasional, 2003. KBK, Jakarta: Balitbang Depdikbud.

18 http://www. Milville cache, k12. Ut. us / milville / teachers/ carles / philosophy construl.htm.

http://www/

15

inquiry. The cycles of inquiry are observation, questioning, hypothesis date

gathering, and conclusion.

c. Questioning

Questioning is not a new strategy. In teaching and learning process,

teachers have already applied this strategy. Whet is new is that questioning is not

only monopolized by the teacher but also is asked but the students it is natural to

say that curiosity means questioning. If someone in curiousity about something,

s/he will ask questions concerning the thing s/he is observing. Good questions can

raise students’ interest, motivate them and lead to attract their attention to the

phenomena observed.

d. Learning Community

Learning community suggests that the result of teaching and learning is

resulted from doing tasks with other student’s in-group: in other words sharing is

needed among friends, groups and among those who have known to those who

haven’t. And this concept suggested that the result of learning be achieved from

cooperative with another people.

e. Modeling

Another main component that is applicable is modeling teaching and

learning English has quite many chances of applying modeling, begun with

phonology to passages or texts. In assigning students to write a paragraph in form

of narrative, the teacher does not only define what narrative is but s/he also gives

examples. By so doing, the students know and can identify the narrative then at

the end, they can apply it in their piece of writing.

f. Reflection

Reflection plays an important role in contextual teaching and learning. In

reflection, the teacher thinks of what s/he has seen and heard. S/he pays more

attentions to her/his teaching and is open to ideas or suggestions from other

people. The teacher needs to consider several aspects such as learning constraints,

students’ motivation, interesting and challenging tasks, and ways to help students

learn. Reflection directs a teacher to act on purpose: what and when s/he does

something. Teachers can also motivate the students to reflect about their lesson.

16

g. Authentic Assessment

Assessment is the on going process of gathering and analyzing evidence of

what a students can do the term “Authentic assessment” is used to describe the

multiple forms of assessment that reflect students learning achievement,

motivation, and attitudes on instructionally-relevant classroom activities19.

Authentic assessment challenges students to apply new academic

information and skills to a real situation for a significant purpose. It is the tool of a

mind full school …clear about what it expects of standardized testing, authentic

assessment gives young people the chance to exhibit the full range of their

abilities while showing what they have learned20.

4. Strategies in Contextual Teaching and Learning (CTL)

As explained above that CTL helps us relate subject matter content to real

world situations and motivates students to make connections between knowledge

and its application to their personal, social, and cultural circumstances in their

lives. Therefore, the strategies in using CTL techniques are (Carr, M., et al.,

1999:2).

a. Problem-based

Contextual teaching learning (CTL) can begin with a simulation or real

problem. Students use critical thinking and systematic approach to inquiry to

address the problem or issue, students may also drown upon multiple context

areas to solve these problems, worthwhile problems that are relevant to students

families, school experiences, workplaces, and communities hold greater personal

meaning for students.

b. using multiple contexts

Theories of situated cognition suggest that knowledge connote be separate

from the physical and social context in which in develops.

19 O Mulley and Pierce. Authentic Assessment for English language learners: PracticalApproaches for Teachers. United state of America: Addison-wesley publishing company, 2003

20 Johnson, E.B. p. 288

17

How and where a person acquires and creates knowledge is therefore very

important. CTL experiences are enriched when students learn skills in multiple

contexts (i.e. school, community, workplace, family).

c. Drawing upon students diversity.

On the whole, our students population is becoming more diverse, and with

increased diversity comes differences can be the impetus for learning and can add

complexity to the CTL experience. Team collaboration and group learning

activities respect students diverse histories broaden perspectives, and build inter-

personal skills.

d. Supported self-regulated learning.

Ultimately students must become life long learners, lifelong learners are

able to seek out, analyze, and use information with little to no supervision. To do

so, students must become more aware how they process information, employ

problem-solving strategies, and use background knowledge. CTL experiences

should allow for trial and error, provide and structure for reflection; and provide

adequate support to assist to more from dependent to independent learning.

e. Using interdependent learning groups.

Students will be influenced by and will contribute to the knowledge and

beliefs of others, learning groups or learning communities are established in

workplaces and schools in an effort to share knowledge, focus on goals, and allow

all to teach and learn from each other, when learning communities are established

in school, educator act as coaches, facilitators and mentors.

f. Employing authentic assessment.

Contextual teaching a learning (CTL) is intended to build knowledge and

skills in meaningful ways by engaging students in real life, or “authentic” context

Assessment of learning should align with the methods and purposes of instruction.

Authentic assessment shows (among other things) that learning has occurred; are

blended into the teaching learning has process; and provide students with

opportunities and direction for improvement. Authentic assessment is used to

monitor student progress and inform teaching practices.

18

Meanwhile, the center of occupational research and development (CORD)

states that are five strategies for the teachers for applying the contextual learning,

they are called REACT.

a. Relating.

Learning related with the real world experience context.

b. Experiencing.

Learning focused on the exploration, discovery, and invention.

c. Applying.

Learning should be presented into the context, togetherness, etc.

d. Transferring.

Learning by using the knowledge in the context or in the new situation

Many of these strategies should be used by teacher using contextual teaching and

learning approach. Activities such as team teaching, cooperative learning,

integrated learning, work-based learning, service learning, problem based

learning, and others support CTL approach and they are must by practiced in

classroom properly.

5. Principles in Contextual Teaching and Learning (CTL).

Related with the students individually needed, to apply the Contextual

Teaching and Learning (CTL) a teacher must have these following principles:

a. Planning a suitable learning for the students developmentally appropriate.

Relationship between curriculum context and methodology that used to

teach must be based on social condition, emotional and students intellectual

development for example, what have learnt and done by junior high school

students must be different with the senior high school have learnt and done.

b. Making independent learning groups.

Students can learn from each others in a little group and learn in a bigger

team (class). This ability is a cooperation that needed by an adult in a work place

and in another context. However, the students are hoped to act actively.

19

c. Preparing an environment that supports self-regulated learning.

Environment that supports self-regulated learning has three general

characteristics they are awareness in thinking, the use of strategy, and continuing

motivation. A teacher must create an environment where the students can reflect

how they learn, finish the assignment, face a problem and corporate with other

teacher it is clear that regulated learning not only related with simply minded

about the students thinking but also helped them to use their performance; so they

can solve a problem in a good way.

d. Considering the diversity of students.

In the class, a teacher used to teach variety students for instance

background ethnic, social-economy status, mother language that they use in their

home, and another weakness they have. However, a teacher is expecting to help

the students to achieve their learning purpose.

e. Pay attention to the students multiple intelligences.

In using Contextual Teaching and Learning (CTL) approach, the way of

students participation in a class must be pay attention on the need and the eight

orientations learning (special-verbal, linguistic-verbal, interpersonal, musical-

rhythm, naturalistic, pysickinesthetic, intrapersonal and logic- mathematic).

However, in serving the students in a class a teacher must be integrated any

learning strategies in contextual teaching and learning (CTL) approach. So the

learning will be more effective for the students with their each intelligence.

f. Using questioning techniques to explore the students learning, problem

solving development, and high-thinking order.

In other to achieve the purpose of CTL, kind and the question level must

be spoken, the question must be selected carefully in other to produce the high

thinking order, responses, and the action that need by the students and all of

audiences in contextual learning.

g. Applying the authentic assessment.

Authentic assessment evaluates the applying of knowledge and students

complex thinking, it is better than the students just memorizing the actual

information. CTL nature condition needs the interdisciplinary assessment that can

20

measure knowledge and skills deeply and in a variety way than one disciplinary

measure.

C. Teaching Reading by using Contextual Teaching and Learning

(CTL).

Contextual Teaching and Learning (CTL) is a system of instruction based

on the philosophy that students learn when they see meaning in academic

material, and they see meaning in schoolwork when they can connect new

information with prior knowledge and their own experience.

Therefore, when teaching reading by using CTL, the writer tries to give

the reading material has a connection with their real life. So, the students can

connect new information that they already have with their own experience.

The writer will give the procedures of an effectiveness of using Contextual

Teaching Learning in reading.

1. The teacher greets the students with good morning, students! And asked “How

are you today?”

2. The teacher checks the student attendance list.

3. The teacher gives motivation to the students by giving the students

understanding important of English language in their life, and motivate them

to study hard and seriously.

4. Teacher asks the students to tell what news is popular at that time and the

teachers related it with the topic that the students will learn which profession

is.

5. The teacher gives games that related to the topic and the students should do the

games with their partner.

6. Teachers introduce the material they are going to be learned.

7. The teacher shows the media (flash card) related to the topic.

8. The teacher asks the students to tell what kind of profession that they already

know with their own experience.

9. Teacher gives dialogue that related to the topic which profession is and asks the

students to act it out in the front of the class in fair.

21

10. Teacher asks what kind of information that the students get about kind of

profession in that the dialogue, about location, uniform, time and so on.

11. Teacher explains about activities in the future and asks the students to tell

what kind of profession that they want in the future and than make an example

with uses kind of profession.

12. Teacher asks the students to make a group of four. Each students count from

one ten. Number one belongs to group one; two belongs to group two and so

on.

13. Teacher gives a hand out that consists of kind of profession and their

explanation. The students work in their group to match kind of profession with

their explanation.

14. Teacher asks the students to find another kind of profession and its

explanation. And then another group has to find out what kind of profession

with their explanation.

15. Teacher plays a film scene to the students. The teachers ask the students to

make four groups. Lines one become a group one, line to become a group

two and so on.

16. The teacher asks the students to work in their group to discuss the film scene

that the teachers have played to the students.

17. Teacher asks the students to find out the information about kind of profession

in the film scene with their group.

18. Each group makes a report about the information that they get from the film

scene.

19. Teacher asks the students from each group to present the result or their report

in front of the class.

20. Discussed with the teacher or another students about what they have learned

today.

21. Evaluation of CTL got from students progress, students participation in group

work and the presentation by students during the teaching and learning

process.

22

D. Thinking Framework

Theaching learning process is one of the activities in the educational field.

The success of teahing learning process does not entirely depend on the teacher,

but the student also influences it.

There is Teaching Reading using Contextual Teaching Learning (CTL)

because the students who has understand material with get hight score in english

test. In contrast, most students with contextual teaching and learning material

have more success in learning english because they are able to understand it and

english is a very important to the student to understand. There is no a correlation

between using contextual teaching and learning material teaching reading and

reading ability in learning english because the students with no understand in

reading ability usually tend to face more difficulties in learning english.

The ability to understand about english learning achievement depends on

several factors, such as language skills, students’ experiences, motivational,

bacgraound knowledge, the ways at english teachers in teaching reading.

It is very important for teacher to understand the implication of differences

contextual teaching learning english in the class in order to encourage the

fulfillment of each students’ scholastic potential. This it can be concluded that

students’ to understand role on the students learning achievement in english.

Students’ achievement is signed by their final scores it is resulted from the

average of their daily scores (formative scores) and their final test score.

The learning achievement in this research is the result of teaching english

in SMP PGRI 28 Jakarta, the result got through the final test from the second

semester. High or low students’ ability is seen from their achievemet after getting

lesson. If they get low result it means there are many abstacles, such as:

psychological, sociological and physiological. Therefore they can reach maximal

result in other words, their achievement is under their ability, students’ who have

abstacles in learning process are said have learning difficulties.

23

CHAPTER III

RESEARCH METHODOLOGY AND FINDING

A. Research MethodologyMethod of Research

1. Subject of Research.

The subject of research was the second grade Students of SMP PGRI

12 Jakarta in Pondok Labu. The writer got the data from class (VIII-1) and

took 40 students as a sample of the research.

2. Place and Time of Research.

The research of this study was held at SMP PGRI 12 Pondok Labu

Jakarta. It was begun by observation and finished by giving the test about

reading from 31 October up to 28th November 2008. The writer did the

research for four meetings. The research consisted of presenting lesson and

giving test, after data was collected, the writer began to analyze them.

3. Technique of Taking Sample.

a. Population

The writer did the research to the second grade Students of SMP PGRI

12 Jakarta that was involved in the process of using contextual teaching

learning for reading skill approach.

The reseach populations are the students of SMP PGRI 12 Jakarta.

There are seven parallel class VIII.1 until class VIII.7. The students of the

second grade Students were (328) pupils from classes, and the writer took 40

24

students from one classes (VIII-1) as a sample of the research. It was 15 %

from the total population based on the academic year 2008/2009. The writer

chose this class (VIII-1) because he taught in the class and to make her easier

in collecting the data.

b. Sample

The sample was taken by random sampling system namely where 20

students from experiment contextual in english teaching learning process for

reading skill at front of and 20 students from control reading text with

skimming and skanning.

4. Technique of Data Collecting.

The technique of data collecting is done by test. The test is done for

getting the data objectives of Students achievement in teaching English

reading using Contextual Teaching and learning. The test was given after

Teaching and learning process had been finished. The instruments consisted of

30 items test consisting of three types:

a. Multiple choice, there are fifteen items and each item is scored 2, so the

total score of this type is 30.

b. True-Falls, there are ten items and each item is scored 3, so the total score

of this type is 30.

c. Completion, there are fifth items and each items is scored 4, so the total

score of this type is 40.

B. Research Finding

1. Data Analysis

Data analysis is the last step in the procedure of experiment in this case,

data processing. Data processing is the step to know the result of the an

effectiveness by using CTL in teaching reading.

25

The technique of data analysis used in this research is descriptive analysis

(percentage), which is described on the table of the percentage. The writer uses

the formula:

P = F × 100 %N

P: Percentage

F: Frequency

N: Number of sample

Mid point (Xi) =2

min smaks xx + 1

X maks: Underneath class

X min’s: Beneath class

To find out how significance the increase of students’ reading skill using

contextual teaching and learning, the writer used a statistical calculation of t-test

to determine the final calculation of to (t observation) that is done to measure last

score of the reseach test.

The formula that used is2:

to = MDSEMD

MD = Mean of differences; the average score from the differences gain scores

between Y1 and Y2 variable, wich are calculating with the formula:

MD = Ʃ DN

Ʃ D = The total score between Y1 and Y2 variable, D is gained with the formula:

D = Y1 – Y2

N = Total of Students’

1 M. Subana, M.Pd .dkk, Statistik Pendidikan, (Bandung: Pustaka Setia) p.412 Anas Sudjodo, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2003), p.296

26

SEMD = The standard error from mean of differences which is gained with the

formula:

SDMD = SDD

√N-1

SDD = The standard deviation from the differences between score of variable Y1

and variable Y2 which is gained with formula:

SDD = √Ʃ D2 - √Ʃ DN ( N )

2. Data Description

To know the result of the test, the writer makes the table of students’ pre-

test and post-test score as follows:

Table 3.1

Students Score of Pre-Test and Post-Test

Population Pre-Test Post-Test

Students 1 77 92

Students 2 68 78

Students 3 71 78

Students 4 48 64

Students 5 64 74

Students 6 68 75

Students 7 79 82

Students 8 74 75

Students 9 64 75

Students 10 70 73

Students 11 64 75

27

Students 12 64 77

Students 13 64 68

Population Pre-Test Post-Test

Students 14 88 92

Students 15 75 77

Students 16 68 75

Students 17 73 78

Students 18 54 65

Students 19 64 78

Students 20 54 70

Students 21 71 73

Students 22 74 79

Students 23 73 75

Students 24 79 80

Students 25 70 73

Students 26 68 74

Students 27 80 88

Students 28 56 64

Students 29 78 81

Students 30 68 77

Students 31 51 74

Students 32 58 75

Students 33 59 75

Students 34 70 77

Students 35 71 80

Students 36 68 70

Students 37 71 74

Students 38 58 71

Students 39 68 77

Students 40 70 74

28

3. The Technique Analysis of data.

a. Pre-test Result (X)

Table 3.2

Students Score of the Results on Pre Test

Population Pre-Test Population Pre-Test

Students 1 77 Students 21 71




















Ʃ X = 2712

29

Based on the table of the results on pretest, the writer calculated the result of

variable X ( Ʃ X ) is 2712 and sought the mean score of variable X, the higher

score, and lower score of the students’ pre test with formula:

• MX = Ʃ X = 2712 = 67,8 (mean score)N N 40

• The higher score = 88

• The lower score = 48

R = XMAKS - XMINS

= 88 - 48

= 40

Number of class (C)

C = 1 + 3.3 LOG 40

= 1 + 3.3 (1.60206)

= 1 + 5.286798

= 6.286798

= 6

Ratio (R) is the highest mark (H) mines the Lowest mark (L).

I =C

R

=6

40

= 6.666667

= 7

30

Table 3.3

Frequency and Percentage of Pre – Test Result

Interval Frequency percentage % Mind Point (xi) F. Xi

48 - 54 4 10% 51 204

55 - 61 4 10% 58 232

62 - 68 13 32.5% 65 845

69 - 75 13 32.5% 72 936

76 - 82 5 12.5% 79 395

83 - 89 1 2.5% 86 86

Total 40 100% 2698

Mean =F

XF i.∑

=40

2698

= 67.45 = 67.5 = 68

b. Post-Test Result

Table 3.4

Students Score of the Results on Pre Test

Population Pre-Test Population Pre-Test










31












Ʃ X = 3032

Based on the table of the results on pretest, the writer calculated the result of

variable Y ( Ʃ Y ) is 3032 and sought the mean score of variable Y, the higher

score, and lower score of the students’ pre test with formula:

• MY = Ʃ Y = 3032 = 75,8 (mean score)N N 40

• The higher score = 92

• The lower score = 64

R = XMAKS - XMINS

= 92 - 64

= 28

Number of classes (C)

C = 1 + 3.3 LOG 40

= 1 + 3.3 (1.60206)

= 1 + 5.286798

= 6.286798 = 6

32

Ratio (R) is the highest mark (H) mines the Lowest mark (L)

I =C

R

=6

28

= 4.666667 = 5

Table 3.5

Frequency and Percentage of Post – Test Result

Interval Frequency percentage % Mind Point (xi) F. Xi

64 - 68 4 10% 66 264

69 - 73 6 15% 71 426

74 - 78 22 55% 76 1672

79 - 83 5 12.5% 81 405

84 - 88 1 2.5% 86 86

89 - 93 2 5% 91 182

Total 40 100% 3035

Mean =N

XF i.∑

=40

3035

= 75.875 = 75.8 = 76

c. The comparison between the pre test and post test score.

After finding the score of the students’ pre test and post test, the writer compared

the result of the test by using t-test formula:

to = MD_SEMD

33

Table 3.6

The Result of Students’ English Pre Test and Post Test

Students (N)The score ofpre test (X)

The score ofpost test (Y) D= ( X-Y ) D2 = ( X - Y)2

1 77 92 -15 225

2 68 78 -10 100

3 71 78 -7 49

4 48 64 -16 256

5 64 74 -10 100

6 68 75 -7 49

7 79 82 -3 9

8 74 75 -1 1

9 64 75 -11 121

10 70 73 -3 9

11 64 75 -11 121

12 64 77 -13 169

13 64 68 -4 16

14 88 92 20 400

15 75 77 -2 4

16 68 75 -7 49

17 73 78 -5 25

18 54 65 -11 121

19 64 78 -14 196

20 54 70 -16 256

21 71 73 -2 4

22 74 79 -5 25

23 73 75 -2 4

24 79 80 -1 1

25 70 73 -3 9

34

26 68 74 -6 36

27 80 88 -8 64

28 56 64 -8 64

29 78 81 -3 9

30 68 77 -9 81

31 51 74 -23 529

32 58 75 -17 289

33 59 75 -16 256

34 70 77 -7 49

35 71 80 -9 81

36 68 70 -2 4

37 71 74 -3 9

38 58 71 -13 169

39 68 77 -9 81

40 70 74 -4 16

N = 40 Ʃ X = 2712 Ʃ Y = 3032 Ʃ D = -316 Ʃ D2 = 3956

Note :

N : Number of students

X : The score of pre test

Y : The score of post test

Ʃ X : The Total score of X

Ʃ Y : The Total score of Y

Ʃ D : The Total of difference

Ʃ D2 : The Total score of quadrate difference

Based on the data in table 3.6, the writer calculation the result of Ʃ D : -316 and ƩD2 : 3956. Then, the writer tried to find out the standard deviation with formula:

35

SDD : √ ƩD2 - [ ƩD ]2

N N

: √ 3956 - [ -316 ]2

40 40

: √ 98.9 - [ 7.9 ]2

SDD : √ 98.9 - 62.41

: √ 36.49

SDD : 6.04

To find out the mean of differences ( MD ) between variable X and Y, the writer

used formula:

MD : Ʃ D_N

: - 316_40

MD : - 7.9

After finding the result of SDD, the writer can seek SEMD (the standard error )

from mean of differences which is gained with the formula:

SEMD : SDD_√ N-1

: _6.04__√ 40 - 1

: _6.04__√ 39

: _6.04__6.24

SEMD : 0.96

The last calculation is determining the result of to (t observation) that is done to

measure last score of the research test with formula:

to : MD_SEMD

36

: _-7.9__0.96

to : -8.22

the last result -8.22 indicates that there is a difference of degree as much as -8.22.

regardless the minus it does not indicate negative score.

Then to complete the result of the research, the writer tries to find out the degree

of freedom ( df ) with formula:

df : N- 1

df : 40 – 1

df : 39 (see table of “t” values at degree of significances of 5% and 1%).

At the degree of significance of 5 % : 2.04

At the degree of significance of 1 % : 2.76

The result of analyzing the data by using the formula above shows that the

coeficient is 8.22. this means that there is a significant increase in students’

reading scores by using contextual teaching learning.

4. Interpretation of Data.

Based on the data collected from the test gained from the pre test and post

test has showed the mean scores of post test after using contextual teaching and

learning in reading activities was 75.87 while the mean score of pre test before

using contextual teaching learning was 67.45.

From explanation above the analysis of the result, we can see that the

teacing reading using contextual teaching and learning is adeguate success, it can

be seen on the table above.

5. The Hypothesis Testing

The writer states the hypothesis as follow:

a. Ha : “There is a significance on students’ reading score before and after

using contextual teaching and learning”.

37

b. Ho : “There is no significant difference on students’ reading score before

and after using contextual teaching and learning”.

According to Sudjono, if the result of calculation to ( t observation ) is

higher than tt ( t table ), to > tt; so the null hypothesis is rejected. It mean that

there is a significant difference on students’ reading score before and after using

contextual teaching and learning, and if the result calculation to ( t observation )

is lower than tt ( t table), to < tt ; so the null hypothesis (Ho) is accepted3.

As stated above, the result of df (40-1 : 39) on degree of significance of

5% and 1% are 2.04 and 2.76. comparing the to with each values of the degree of

significance, the result is 2.04 < 8.22 > 2.76.

Since to which is obtained from the result of calculating is higher than the

tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is

rejected.

3 Anas Sudjodo, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2003), p.328

38

CHAPTER IV

CONCLUSION AND SUGGESTION

A. Conclusion

Derived from the result of the analysis of research, the value of “to” (t

observation) is 8.22 and the value of “tt” (t table) from the df (39) on degree of

significance of 5% and 1% are 2.04 and 2.76. it means that the value of to higher

than the value of tt. Therefore, the alternative hypothesis (Ha) is accepted and the

null hypothesis (Ho) is rejected. The data described previously, the writer

concludes that “teaching reading using contextual teaching and learning is

successful. Based on the pre-test and post-test average mark there is a different

result between the pre-test score. The pre-test has average mark 67.45 and the

post-test has average mark 75.87. The average mark is increasing. According to

Norman E. Gronlund, 75.87 are classified into more than enough from the

explanation above “Teaching Reading using Contextual Teaching Learning in”.

It can be seen from the average score of the test, the average score is

75.87. From the result of analysis, it is generally accepted that Contextual

Teaching and Learning (CTL) approach should be applied in the teaching and

learning process.

B. Suggestion

According to the conclusion above, this study would like to propose the

following suggestions for teachers, head masters, policy makes, and others who

are involved in teaching and learning process: (1) The English teacher should be

well prepared before entering the classroom, (2) the learning material should be

39

related to the context of students lives in order to make the students easier to relate

new information and their background knowledge, (3) The teacher should make

the students realize that the material that will be given is important for their daily

communication, (4) The activities of learning should be various and enjoyable, (5)

The English teachers should give some variations in teaching reading. Teaching

can do role-play, making group, using picture or kind of game that are attractive

for the students.

40

BIBLIOGRAPHY

A widyamartaya, Seni membaca untuk study. Yogyakarta: Kamsius, 1992.

As Hornby, Oxford Advance learner’s Dictionary. New York: Oxford Universitypress, sixth edition, 1987.

Anas Sudjodo. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada,2003.

Bevis G. Yaxley. Developing Teachers theories of Teaching: A TouchstoneApproach, London: The Falmer Press, 1991.

Barbara L. McCombs Jo Sue Whisler. The Learner-Centered Classroom andSchool, San Francisco: Jossey Bass Publishers, 1997.

Christine Nuttall. Teaching Reading Skill in Foreign Language, Briton:Heinemann, New Ed, 1996.

Departemen Pendidikan Nasional. Kurikulum Berbasis Kompetensi, Jakarta:Balitbang Depdikbud. 2003.

Dra. Ruoestiyah N.K. Masalah pengajaran Sebagai Suatu System, Jakarta:RenitaCipta, 1986.

Departemen Pendidikan Nasional. Pedoman Penyusunan KTSP tingkatpendidikan dasar dan menengah, Jakarta: Depdiknas, 2007.

David Nunan, syllabus design, ed. C. N. Candlin and H.G. Widdowson, NeyYork: Oxford University Press, 1988.

Francoise Grellet. Developing Reading skills, Cambridge: Cambridge UniversityPress, 1981.

F. Dublin, D. E. Eskey and W. Grabber. Teaching second language Reading foracademic purpose, California: Edison-Wesley Publishing company, 1986.

Graham Hall. Redefining the Syllabus: an investigation into whether syllabus canmeet learners’ linguistic and social needs. WWW Ling. Lancs.,Ac.UK/groups/ crile/ does/ crile ashall. Pdf. 2008.

Guy L Bond and Eva Bond Wagner. Teaching the child to read, New York: theMacmillan company, 1969.

Howard L. Kingsley. The Nature and Conditions of Learning, 2nd ed, Prentice-Hall, 1957.

41

Hellman,W. Artur, Timothy, R. Blair, William, H. Rupley. Principle andPractices of Teaching Reading, (5th Edition), Columbus, Ohio: Charles E.Merril Publisher co., 1981.

http://www. Milville cache, k12. Ut. us / milville / teachers/ carles / philosophyconstrul.htm.

http://www.Sum-net.Com . . . learning.

http://www.Sum-net.Com/Main.Php?Mode=1&actxkd=2 learning.

I.S.P Nation, Learning Vocabulary in Another Language. Cambridge: CambridgeUniversity Press, 2001.

Jeremy harmer, How to Teach-English: An Introduction to the practice of Englishlanguage, England: Longman, ltd.

Johnson, E.B. Contextual Teaching and Learning: What it is and Why it is Here toStay, United State of America: Corwin Press, Inc. 2002.

Jack, Richards, “The Context of Language Teaching”, http://www TexasCollaborative, Org. 13 May 2008.

John, Sounders, Contextually Based Learning, fad or Pronen Practice in a forumbrief: http://www. Contextual Teaching Inform, html.

James Dean Brown, The elements of Language Curriculum: A SystematicApproach to Program Development, Boston: Heinle & Heinle Publisher,1995.

Karl Kranhrike, Approaches to Syllabus Design for Foreign Language Teaching,New Jersey: Practice Hall Regnts, 1887.

Lester and Allice Crow, How to Study: to learn better, poss examination, getbetter Grades, Collier macmillan publishers, 1976.

L.G. Alexander, Developing Skills. Penerbit Kanisius, 1975.

Leonard H. Clark and Irving S. Starr, Secondary and Middle School TeachingMethods, United States of America: Macmillan PublishingCo., Inc., 4thEd, 1981.

Marksheffel D, Ned., Better Reading in Secondary School, New York: TheRonald Press Companny, 1966.

Margaret E. Gredler, Learning And Intruction (theory into practice), ColumbusOhio: Merril Prentice Hall, 2001, Fourth Ed.

http://www/

http://www/

http://www/

42

Neil Mercel, world and minds; how we use language to think together, Londonand New York: Routledge Taylor and Francis Group. 2000.

Nurhadi. The Washington state Consortium for CTL in pembelajaran kontekstual(CTL) and penerapannya dalam KBK, Malang: penerbit UNM, 2004.

O Mulley and Pierce. Authentic Assessment for English language learners:Practical Approaches for Teachers. United state of America: Addison-wesley publishing company, 2003.

Praticia J. Wentz, the student Teaching Experience, Merrill Prentice Hall, 1994.

R. Ibrahim and Nana Syaodih S., Prencanaan Pengajaran, .Jakarta: RienekeCipta, t.t.

Victoria Neufeldt, Webster’s New World Dictionary 3rd edition, United State ofAmerica: Preantice Hall Trade.

Walter R. Hill, secondary school Reading: process, program, procedure, Boston:Allyn and Bacon, 1974.

William Francise Mackey, Language Teaching Analysis, London: Longman,green and co ltd, 1965.

47

RENCANA PELAKSANAAN PEMBELAJARAN(Experiment Class)

SMP/ MTs : SLTP PGRI 12 Pondok LabuMata Pelajaran : Bahasa InggrisKelas/ Semester : VIII ( Delapan )/ 1

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek sederhanaberbentuk teks report, descriptive, dan recount yang berkaitandengan lingkungan sekitar.

Kompetensi dasar : 5.1 Membaca nyaring bermakna teks tulis fungsional dan eseiberbentuk report, descriptive dan recount pendek dan sederhanadengan ucapan, tekana dan intonasi yang berkaitan denganlingkungan sekitar.

Indikator : Siswa mampu:• Siswa mampu membaca teks dengan nyaring dan intonasi yang

benar dengan berbentuk text descriptive.• Siswa mampu menyebutkan jenis-jenis biggest flower,pengertian

flower dan macam-macam flower yang terdapat pada teksberbentuk descriptive.

• Siswa dapat menemukan kata kunci yang terdapat pada teksfungsional pendek berbentuk descriptive.

Tema : This is the Biggest Flower.Aspek/ Skill : Membaca.Alokasi Waktu : 2 x 40 menit

I. Skenario Pembelajaran

Kegiatan Guru Waktu

a) Kegiatan Pendahulauan

1. Memberi salam dan tegur sapa

2. Guru menginformasikan tentang pentingnya penguasaan bahasa

Inggris

3. Penjelasan tentang topic yang akan di bahas.

10

Menit

b) Kegiatan Inti1. Guru memberikan reading teks kepada siswa dan siswa

mempraktekan didepan kelas dengan membaca nyaring dan

intonasi yang benar.

2. Setiap siswa membaca text satu paragraf kemudian dilempar lagi

kesetiap siswa untuk membaca paragraf selanjutnya.

Appendix V

48

3. Guru dengan secara bergiliran memberikan arahan dengan

intonasi yang benar setiap kalimat kepada siswa setelah

pembacaan kalimat text selesai dan kemudian siswa melanjutkan

lagi membaca text dengan siswa yang lain mulai dari paragraf

awal.

4. Siswa berdiskusi dalam kelompok setelah membaca text dengan

menganalisa text dan gambar yang tertera dalam teks descriptive.

5. Guru memonitor aktivitas siswa dalam kelompok.

6. Setiap kelompok diwakili oleh satu orang untuk

mempresentasikan hasil teks tersebut di depan kelas dan siswa

lain mengoreksinya.

c) Kegiatan Penutup1. Guru memberi kesempatan kepada siswa untuk bertanya dan

mengungkapkan kesulitan-kesulitan yang dihadapi selama

kegiatan belajar

2. Guru menyimpulkan materi pelajaran

3. Menutup pelajaran dan memberi salam

60

Menit

10

Menit

II. Sumber Belajar.a. Buku teks yang relevan : “Smart Steps” the smartest way to learn English.

An English Textbook for Junior High School Grade VIII,Ganneca, Ali Akhmadi and Ida Safrida.

b. Script percakapan.c. gambar yang relevan.

III. Penilaian.a. Teknik : Tes lisan.b. Bentuk : Menjawab pertanyaa-pertanyaan dari teks fungsional pendek berbentuk

descriptivec. Instrumen : Terlampir

49




Kompetensi dasar : 5.1 Membaca nyaring bermakna teks tulis fungsional dan eseiberbentuk report, descriptive dan recount pendek dan sederhanadengan ucapan, tekanan dan intonasi yang berkaitan denganlingkungan sekitar.

Indikator : Mengungkapkan berbagai tindak tutur :• Siswa mampu mengidentipikasi informasi yang terdapat dalam

teks fungsional pendek berbentuk teks descriptive• Siswa mampu membaca kosa kata tentang biggest flowers atau

yang berhubungan dengan biggest flowers dengan benar.• Siswa dapat menjawab pertanyaan-pertanyaan yang berkaitan

dengan teks berbentuk descriptive.

Tema : This is the Biggest Flower.Aspek/ Skill : MembacaAlokasi Waktu : 2 x 40 menit


Kegiatan Guru Waktu

a) Kegiatan Pendahulauan

1. Memberi salam dan tegur sapa

2. Guru memberitahukan tentang KD dan tujuan pembelajaran yang

ingin dicapai.

b) Kegiatan Inti

1. Guru membagi siswa dalam beberapa kelompok yang terdiri dari 5

orang.

2. Guru membagikan gambar yang berurutan berisi beberapa biggest

flowers kepada setiap kelompok.

3. Guru meminta siswa menganalisis gambar sesuai dengan

pengalaman dan minat mereka

4. Siswa berdiskusi dalam kelompok untuk menganalisa gambar yang

10

Menit

Appendix VII

50

didapat dan dituangkan dalam teks descriptive.

5. Guru meminta siswa untuk membuat text descriptive yang

deskripsi gambarnya berurutan dengan kelompok lain.

6. Guru memonitor aktivitas siswa dalam membaca teks yang

diberikan guru

7. Setiap kelompok membacakan teks tersebut di depan kelas.

8. Guru meminta siswa-siswa lain untuk melakukan koreksi terhadap

kesalahan penggunaan penulisan dari kelompok yang sedang

presentasi.

c) Kegiatan Penutup

1. Guru memberi kesempatan kepada siswa untuk bertanya dan

mengungkapkan kesulitan-kesulitan yang dihadapi selama kegiatan

belajar

2. Guru menyimpulkan materi pelajaran

3. Menutup pelajaran dan memberi salam

60

Menit

10

Menit




III. Penilaian.a. Teknik : Tes lisan.b. Bentuk : Menjawab pertanyaa-pertanyaan dari teks fungsional pendek

berbentuk descriptive

c. Instrumen : terlampir




Kompetensi dasar : 5.1 Membaca nyaring bermakna teks tulis fungsional dan eseiberbentuk report, descriptive dan recount pendek dan sederhanadengan ucapan, tekana dan intonasi yang berkaitan denganlingkungan sekitar.

Indikator : Siswa mampu:• Siswa mampu membaca teks dengan nyaring dan intonasi yang

benar dengan berbentuk text descriptive.• Siswa mampu menyebutkan jenis-jenis biggest flower,pengertian

flower dan macam-macam flower yang terdapat pada teksberbentuk descriptive.

• Siswa dapat menemukan kata kunci yang terdapat pada teksfungsional pendek berbentuk descriptive.

Tema : This is the Biggest Flower.Aspek/ Skill : Membaca.Alokasi Waktu : 2 x 40 menit


Kegiatan Guru Waktu

a) Kegiatan Pendahulauan1. Memberi salam dan tegur sapa2. Guru menginformasikan tentang pentingnya penguasaan bahasa

Inggris3. Penjelasan tentang topic yang akan di bahas.

b) Kegiatan Inti1. Guru memberikan reading teks kepada siswa.2. Guru mem‘break down’ reading teks menjadi kalimat-kalimat

potong.

10

Menit

1. The famous public gardens arethe Bogor Botanical Gardens.

2. It lies 60 kilometers southof Jakarta.

3. It was built at the order of the British GovernorSir Thomas Stamford Raffles,

4. but the Dutch Governor-General Van Der Cappellen

opened it in 1817.

3. Guru melempar bola kertas kepada siswa yang sudah diatur

dengan berpasangan.

setiap pasangan yang mendapatkan lemparan bola harus membacakalimat yang sudah dipotong dan teman sebangkunya mencatat apayang dibaca oleh teman pasangannya dan seterusnya.

4. Guru membaca teks secara utuh siswa mendengarkan dan siswamengoreksi hasil yang sudah ditulis.

5. Siswa berdiskusi dengan pasangannya untuk merapihkan teksyang sudah dibaca oleh guru secara utuh.

6. Setiap kelompok diwakili oleh satu orang untukmempresentasikan hasil teks tersebut di depan kelas dan siswalain mengoreksinya.

7. Guru membahas reading teks

c) Kegiatan Penutup1. Guru memberi kesempatan kepada siswa untuk bertanya dan

mengungkapkan kesulitan-kesulitan yang dihadapi selamakegiatan belajar

2. Guru menyimpulkan materi pelajaran3. Menutup pelajaran dan memberi salam

60

Menit

10

Menit




III. Penilaian.a. Teknik : Tes lisan.b. Bentuk : Menjawab pertanyaa-pertanyaan dari teks fungsional pendek berbentuk

descriptivec. Instrumen : Terlampir

Ket:X1: Siswa MembacaX2: siswa mendengarkan dan menulis

Teacher

X1 X2 X1 X2 X1 X2

X1 X2

X1 X2 X1 X2 X1 X2

X1 X2

CURRICULUM Abdul KadirVITAE Jl. Kramat Rt 014 / 01 NO. 19

Cilandak Timur Ps.Minggu Jakarta Selatan 12560Telp: (021) 92521366/ 081388542883

DATA PRIBADI

PENDIDIKAN

1. 2004 – 2011 Universitas Islam Negeri (UIN) Syarif Hidayatullah JakartaCiputat, Tanggerang.

Fakultas Ilmu Tarbiyah dan Keguruan Jurusan Pendidikan Bahasa

Inggris Program Studi Instrumentasi (S.1)

2. 2000 – 2003 Madrasah Aliyah Negeri (MAN) CirebonCiwaringin, Cirebon

3. 1997 – 2000 Madrasah Tsanawiyah Negeri (MTSN) CirebonCiwaringin, Cirebon

4. 1992 – 1997 Madrasah Ibtidaiyah (MI) Nurul HidayahCilandak, Jakarta

PENGALAMAN ORGANISASI

1. 2007 - 2008 Penggurus Himpunan Mahasiswa Islam (HMI) Cab. CiputatCiputat, Tanggerang.

2. 2005 - 2006 Ketua Bidang LSO JurnalistikBadan Eksekutif Mahasiswa- Fakultas (BEM-F) Ilmu Tarbiyah danKeguruan

Universitas Islam Negeri (UIN) Syarif Hidayatullah JakartaCiputat, Tanggerang

3. 2001 – 2002 Pengurus Organisasi Siswa Intra Sekolah (OSIS)Madrasah Aliyah Negeri (MAN) Model CirebonCiwaringin, Cirebon.

4. 2001- 2002 Pengurus Majelis Bimbingan Dakwah (MBD)Madrasah Aliyah Negeri (MAN) Model CirebonCiwaringin Cirebon

Tempat Tanggal Lahir : Jakarta, 30 Juni 1985Jenis Kelamin : Laki-LakiAgama : IslamKebangsaan : IndonesiaTinggi : 165 cmBerat : 60 Kg

department of english education · a “skripsi ” presented to the ... here. therefore, ... every...

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