Abdul Kadir Fitk

TEACHING READING USING CONTEXTUAL TEACHING ANDLEARNING (CTL)

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

A SkripsiPresented 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 TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITYJAKARTA

2011 M/1433 H

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

(CTL) A Pre Experimental study at the Second Grade of SMP PGRI 12Jakarta. Skripsi, English Education Departement, the Faculty of Tarbiyahand Teaching, Syarif Hidayatullah State Islamic University Jakarta.

Advisor: Dra. Hj. Farida Hamid, M.PdKey words: Experimental Study, Reading, Contextual Teaching and Learning.

Education is a place which has the purpose to help student in developingtheir potentials and talents. To reach the purpose of education, the teacher must dothe evaluation, to know whether the effort which is done in education has alreadyreached 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 withthe method Contextual Teaching and Learning (CTL). The method of thisresearch is correlation study and applied a purposive sampling technique, with thetotal number of the sample is 40 students. Meanwhile, the research data wereanalyzed by using product moment person. The formula used to find outunderstod 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 didnt understanded is 4,66%. itsmeans that the result obtained from the computation is greater than its criticalvelue. Based on the result, it can be concluded that the student understanding wihtthe method of CTL their is a significant between student didnt understanded.

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

(CTL) A Pre Experimental study at the Second Grade of SMP PGRI 12Jakarta. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas IlmuTarbiyah dan Keguruan, Universitas Islam Negeri Syarif HidayatullahJakarta.

Pembimbing: Dra. Hj. Farida Hamid, M.PdKata Kunci: Experimental Study, Reading, Contextual Teaching and Learning.

Pendidikan adalah sebuah tempat yang bertujuan untuk membantusiswa dalam mengembangkan kemaapuan dan bakat mereka. Untuk mencapaitujuan pendidikan, guru harus melakukan evaluasi, untuk mengetahui apakahusaha yang sudah dilakukan dalam pendidikan sudah mencapai tujuan atau belum.Hal tersebut adalah cara yang penting dalam proses belajar mengajar, sebabevaluasi adalah salah satu standar kesuksesan dalam proses belajar mengajar.

Tujuan dari penelitian ini adalah untuk mengetahui proses pembelajaransiswa dalam menggunakan metode Teaching Reading using Contextual Teachingand Learning (CTL). Metode ini adalah studi korelasi dan menerapkan teknikpurposive sampling, dengan jumlah sempel sebanyak 40 siswa sementara datadiperoleh melalui tes. Data penelitian dianalisis dengan produk moment person.Formula yang digunakan untuk mengetahui pemahaman siswa terhadap modelContextual Teaching and Learning (CTL). Hasil dari penelitian ini adalah sebagaiberikut. Nilai rata-rata siswa memahami pelajaran dengan CTL adalah 6,66%.Nilai rata-rata siswa yang tidak memahami dengan CTL adalah 4,66%. beratibahwa hasil yang diperoleh dari perhitungan adalah lebih besar dari critical value.Berdasarkan hasilnya dapat disimpulkan bahwa pemahaman siswa dengan metodeCTL 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 thisSkripsi. 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 ofothers, either material or spiritual. In this occasion the writer would like to expressher 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 aroundhere. Therefore, the writer would like to give her sincerest gratitude to her belovedparents 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 standingup for me forever, and thanks to support and financial to me science student inUIN and special to my sister thanks to support in Handbook Computer, whoalways 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 heradvisor Dra. Hj. Farida Hamid, M. Pd., for her time, guidance, kindness,contribution, and full of pertinence in correcting and helping her in finishing thisSkripsi.

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.

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5. All Teachers and Staffs in SMP PGRI 12 Jakarta for heir kindness whenthe 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 supportwhen 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 couldnot mention one by one.

By all modesty, the writer hopes this research would be useful for the writer andreaders. Their suggestion and critic for the improvement of this research is highlyappreciated.

Jakarta, November 2011

The writer

vTABLE OF CONTEN

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiTABLE OF CONTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vLIST OF TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

CHAPTER I. INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1A. The Background of Study . . . . . . . . . . . . . . . . . . . . . . . . . . 1B. Limitation and Formulation of Problem . . . . . . . . . . . . . . . 3C. Objective of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4D. Hypothesis of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 4E. The Method of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . 5F. Organizational of Writing . . . . . . . . . . . . . . . . . . . . . . . . . 5

CHAPTER II. THEORITICAL FRAMEWORK. . . . . . . . . . . . . . . . . . . 6A. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1. The Definition of Reading . . . . . . . . . . . . . . . . . . . . . . 62. Aims of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73. Types of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84. The Principle in Teaching Reading . . . . . . . . . . . . . . . 9

B. Contextual Teaching and Learning (CTL) . . . . . . . . . . . . . . . 111. Contextual Teaching and Learning (CTL) . . . . . . . . . 112. Definition of Contextual Teaching and Learning . . . . 133. Components of Contextual Teaching and Learning . . 144. Strategies in Contextual Teaching and Learning . . . . . 165. Principle in Contextual Teaching and Learning . . . . . 18

C. Teaching Reading Using Contextual Teaching and Learning . 20D. Thinking Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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CHAPTER III. RESEARCH METHODOLOGY AND FINDING . . . . . . 23A. Researt Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

1. Subject of Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232. Place and Time of Research . . . . . . . . . . . . . . . . . . . . . . . . . 233. Technique of Taking Sample . . . . . . . . . . . . . . . . . . . . . . . . 234. Technique of Data Collecting . . . . . . . . . . . . . . . . . . . . . . . . 24

B. Research Finding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

2. Data Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263. The Technique Analysis of Data . . . . . . . . . . . . . . . . . . . . . . 28

4. Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365. The Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

CHAPTER IV. CONCLUSION AND SUGGESTION. . . . . . . . . . . . . . . . 38A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38B. Suggestion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

BIBLIOGRAPHY

APPENDICES

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LIST OF TABLE

Table 3.1 Students Score of Pre-Test and Post-Test . . . . . . . . . . . . . . . . 25Table 3.2 Students Score of the results on pre test . . . . . . . . . . . . . . . . . . 28Table 3.3 Frequency and Percentage of Pre-Test Result . . . . . . . . . . . . . . 30Table 3.4 Students Score of the results on pre test . . . . . . . . . . . . . . . . . . 30Table 3.5 Frequency and Percentage of Post-Test Result . . . . . . . . . . . . . 32Table 3.6 The Result of Students English Pre Test and Post Test . . . . . . 33

1CHAPTER IINTRODUCTION

A. The Background of StudyIn the era of globalization, English is a very important as a means of

international communication. Therefore, English is one of the main subject inIndonesian secondary schools where learning English effectively is a must.Moreover English can be categorized as a scientific language. It can be seen frommany scientific books in university library written in English it is impossible forus to get the idea or massages stated within the books.

Generally, Indonesian students are easy to learn about English and theteachers are also creative and innovative to teach it. Moreover this conditionmakes the government more easy to developing human resources, with theemphasis in English language teaching. If the education minister changes, theteaching English does too. For the reason, in Indonesian English is not a native oreven second language but it is a foreign language. So, the teacher faces somedifficulties in teaching English skills, especially reading skills.

Moreover, Based on Junior High School National English, one of Englishmaterials, the students is hoped to master kinds of reading text namely procedure,descriptive, recount, narrative, and report. So, the students are demanded tomaster reading skill. Reading is difficult, because it is an extremely activity thatinvolve combination of abilities, such as linguistic and cognitive abilities. Besidesthe students motivation is also a main factor of reading in a classroom, the

students interest in reading is various.

2As the writer has observed during PPKT activity at SMP PGRI 12Jakarta, some difficulties that are faced by students in learning reading can becaused by some factors such as the limitation of time, so the teachers do not givethem the materials optimally, because some students did not realize in conditionso 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 theteachers attempts to improve the students ability in reading are by using suitableapproach in teaching reading, and must be useful in learning process is it can buildstudents 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 exactmeaning.1 Meanwhile Contextual is a clue based on the text or informations

knowledge of the world.2

Contextual Teaching and Learning is a respond to BehaviourismApproach which emphasizes on the concepts of stimulus respond with mechanicaldrills. To be able to use the language naturally as in real life and in varioussituation critical thinking and meaningful learning are needed. When the studentscan relate the lessons they have got in school to their daily lives, they will beaware of the benefit learning. Besides, they will realize the importance of readingskills; in fact many instances around the world we may argue that reading is themost important foreign language skill, particularly in cases where students have toread English materials for their own specialist subject.

The definition model contextual teaching and learning (CTL) in up wardis the model teaching to make connecting material and with the context ofstudents 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, Websters 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

3And many definitions to teaching in CTL or learning are: (1) Arelatively 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 thecurriculum or syllabus. It is influenced by a view of language. A view to thelanguage 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 mayaffect the classroom techniques of language teaching.4 This statement means that

a view of language and approach will affect both the method and technique oflanguage 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 Problem1. 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 knowthe difference between pre-test and post-test scores in teaching reading usingcontextual teaching reading. If post-test scores are better than pre-test scores, hewants to presents an alternative method in teaching English, it can becomeguidance 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 atthe 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

4The 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 StudyIn 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 forstudents.

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

5E. The Method of the StudyThe finding is (result) of this study expected to provide useful

information about contextual teaching learning process for reading skill at secondgrade SMP PGRI 12 Jakarta. It is expected that these findings can contribute tothree groups of people, they are: school principal, the teachers, and furtherresearcher. As he decision maker, the school principal has the authority toimprove the teacher quality in teaching and learning activities.

Furthermore, the teachers are suggested to use varied strategies in theirteaching and learning activities. In this case, the teachers can use contextualteaching and learning to improve the students reading skill in their classroom.

Finally, these findings of these studies will deliver useful information or they canbe used as basic information and reference for further researchers who areinterested in conducting similar studies.

F. Organizational of WritingThis consists of four chapter, the first chapter is introduction which

presents and discusses the background of the study, limitation and formulation ofproblem, 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. Itelaborates into: the definition of reading, types of reading, use of reading, andproblems in teaching reading.

Contextual learning approach discusses the definition of contextualteaching and learning, components of contextual teaching learning, strategies incontextual 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 contextuallearning approach conducted by the teacher; some problems involved teachingreading, teachers role in contextual learning and students role in contextual

learning.

Finally, the writer tries to give conclusion and suggestion in the fourthchapter.

6CHAPTER IITHEORIETICAL FRAMEWORK

A. Reading1. Definition of Reading

Reading knowledge is broadened and well informed by reading. Readingis really crucial for our knowledge in usually broadened and informed by readingactivities, and the activity of reading can be found in the Internet, book, etc.

Students should practice their reading more and more, so that theirreading ability and their reading experience will be improved. They may finddifficulty and frustrating, but it they keep practicing, they will have a good senseof English and will help then to grasp the total meaning of the words. Anotherthink should be remembered in reading that students should not open a dictionarytoo often because it will slow down their reading rate and can make them bored. Ifthey find new words, they should try to guess the meanings by trying to find outany clue words according to the context in the passages there are a lot ofdefinitions of reading. Linguistic gives definition about reading, their opinionsabout reading vary.

Some of them say reading is the process to get, to understand, to catchthe context of the reading. And also reading is a process to understand a writtentext, which means extracting the required information from it as efficiently aspossible. According to Walter R. Hill reading is what the reader does to get themeaning 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

7explained 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, theymean generally. Reading means a complex process of thinking in assigningmeaning from printed materials which involve most of the readers intellectual actsuch as pronunciation and comprehension in other to receive ideas or informationextended by the test. It can be seen that reading is not only looking at ward in theform of graphic symbols but also getting meaning from word to word or line tounderstand what we read. It means that reading is a process to understand the textcontent and the get information.

2. Aims of ReadingA 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 purerecreation and enjoyment, he may read either quickly or slowly based on the wayhe likes or fails. But if read for studying or setting information such news, scienceor some line, which are part of his study or assignment he does it very slowly andcarefully.

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

8b. 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 thingsf. 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, thesepurposes includes: leisure-time reading and more serious reading. 6

a. Leisure-time reading. It is reading for enjoyments which may very in followyour favorite sport, comic, article, and movie program.

b. More serious reading. It is reading to study for a goal such as to obtain factualinformation and solve problems.

3. Types of ReadingDepending on the purpose s of reading it also can be classified into two

types of activities, intensive and extensive reading.7

a. Intensive ReadingIntensive 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

9involving reading for detail. The process of scanning takes a more premiere rolehere 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 tounderstand the component part and their contribution the overall meaning, usuallyfor ones 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 oneseyes 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 bookover paragraph in order to locate a special piece of information, that activities iscalled 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 hemust 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 readermust ask himself weather or not the text contains what he is looking for and ifany, he must find where is located, he moves also his eyes more or less quicklyover the text for specific item.

4. The Principles of Teaching ReadingIn 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 skillReading 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

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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 dothese things-and if students do not do these things-then we only just scratch thesurface of the text and we quickly forget it.

b. Students need to be engaged with what they are readingStudents 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 aboutthe 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 andinappropriate questions; the most commonplace passage can be made excitingwith 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 tosomething else. Good teachers integrate the reading text into interesting classsequences, 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 organismparticipates. It is composite of innumerable skills, abilities, process, andcondition.

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

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b. The continuous, cooperative evaluation of reading is the keystone to thestudent growth and development in learning.

c. Improvement in reading and learning in context areas is best achievedwhen reading is taught by subject-matter teacher.

d. To achieve maximum learning, teaching must begin at the studentsinstructional reading level.

From the principle of teaching reading stated by the experts, the writer takes theconclusion that the principles in teaching reading are:

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

b. The teacher should explain the material or reading text clearly, she or heshould match the ask given to the topic. It can increase the studentsachievement in learning.

c. Reading involves many skills and abilities, therefore the teacher shouldgive great attention to the students development that involves thestudents abilities to become efficient and skillful readers.

B. Contextual Teaching and Learning1. Contextual Teaching and Learning

Philosophy of Contextual Teaching and Learning is rooted from JohnDewey progressivism, the students will best learning if what they havelearnt/learned is related with what they have already known and teaching learningprocess will be productive if the students are active in the process of teaching.

The majority of students in our school are learning and how thatknowledge will be used. This is because the way they process information andtheir motivation for learning are not touched by the traditional methods ofclassroom teaching. The students have a difficult time in understanding academicconcepts (such as math concept) as they are commonly taught (that is using anabstract, lecture method), but they desperately need to understand the concepts asthey relate to the workplace and to larger society in which they will live and work.

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Traditionally, students have been expected to make these connections on theirown outside the classroom.

According to Contextual Learning theory, learning occurs only whenstudents (learners) process new information or knowledge in such a way that itmakes sense to them in their own frames of reference (their own inner worlds ofmemory, experience, and response). This approach to learning and teachingassumes that the mind naturally seeks meaning in Context-that is, in relation to thepersons current environment-and that is does so by searching for relationshipsthat make sense and appear useful.

Building upon this understanding contextual learning theory focuses onthe multiple aspects of any learning environment, whether a classroom, a

laboratory, a computer lab, a worksite, or a wheat field. It encourages educators tochoose and/or design learning environments that in corporate as many differentforms of experience as possible-social, cultural, physical, and psychological-inworking toward the desired learning outcomes11.

Contextual based learning is not a hot buzzword in many education, circlestoday, but it is not a new concept john sounders said that contextual teachinglearning was a subject of great interest to educations philosopher, John Deweyaround turn of the century. He added that contextual learning supports that whennew knowledge presented in the context of persons past time experience, thelearning is most effective12.

Contextual teaching and learning (CTL), an instructional system is basedon the premise that meaning emerges from the relationship between content andits 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.

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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 thephilosophy that students learn when they see meaning in academic material andthey 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 thelanguage naturally as in real life and in various situation, critical thinking andmeaningful learning are needed, when the students can relate the lessons theyhave 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 LearningThe 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 arestudying by connecting academic subjects with the context of their personal,social, and cultural circumstances 15.

Based on Nurhadi in pembelajaran kontekstual (CTL) dan penerapanyadalam KBK, there is a definition about CTL from the Washington stateconsortium for Contextual Teaching and Learning; contextual teaching is teachingthat 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 solvesimulated or real-world problem16.

Based on the department of Natural Education CTL is the concept oflearning that aim to help teacher to make connection between the teachingmaterials 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, andthen students can gained knowledge and skills more and more by construct andsolve a problem by their self in their community as a citizen.

3. Components of Contextual Teaching and Learninga. Constructivism

Constructivism is the philosophy of CTL approach mentioning that

knowledge is constructed gradually and the result will be expanded throughlimited context and is eventually developed18. It is out of the question that ateacher can transfer all knowledge to the students. Therefore, students shouldconstruct what they have in mind by finding out complicated information to othersituations of their own. During classroom activities students can refer to theirexperiences in lives. One thing the teacher should keep in mind that s/he can takestudents to learning atmosphere, which relates the lesson in class to what isavailable in their real lives.

b. InquiryOn 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 activitybath 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.

15

inquiry. The cycles of inquiry are observation, questioning, hypothesis dategathering, and conclusion.

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

teachers have already applied this strategy. Whet is new is that questioning is notonly monopolized by the teacher but also is asked but the students it is natural tosay that curiosity means questioning. If someone in curiousity about something,s/he will ask questions concerning the thing s/he is observing. Good questions canraise students interest, motivate them and lead to attract their attention to the

phenomena observed.

d. Learning CommunityLearning community suggests that the result of teaching and learning is

resulted from doing tasks with other students in-group: in other words sharing isneeded among friends, groups and among those who have known to those whohavent. And this concept suggested that the result of learning be achieved from

cooperative with another people.

e. ModelingAnother main component that is applicable is modeling teaching and

learning English has quite many chances of applying modeling, begun withphonology to passages or texts. In assigning students to write a paragraph in formof narrative, the teacher does not only define what narrative is but s/he also givesexamples. By so doing, the students know and can identify the narrative then atthe end, they can apply it in their piece of writing.

f. ReflectionReflection 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 moreattentions to her/his teaching and is open to ideas or suggestions from otherpeople. 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 doessomething. Teachers can also motivate the students to reflect about their lesson.

16

g. Authentic AssessmentAssessment 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 academicinformation and skills to a real situation for a significant purpose. It is the tool of amind full school clear about what it expects of standardized testing, authentic

assessment gives young people the chance to exhibit the full range of theirabilities 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 knowledgeand its application to their personal, social, and cultural circumstances in theirlives. Therefore, the strategies in using CTL techniques are (Carr, M., et al.,1999:2).

a. Problem-basedContextual teaching learning (CTL) can begin with a simulation or real

problem. Students use critical thinking and systematic approach to inquiry toaddress the problem or issue, students may also drown upon multiple contextareas to solve these problems, worthwhile problems that are relevant to studentsfamilies, school experiences, workplaces, and communities hold greater personalmeaning for students.

b. using multiple contextsTheories 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 veryimportant. CTL experiences are enriched when students learn skills in multiplecontexts (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 addcomplexity to the CTL experience. Team collaboration and group learningactivities 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 doso, students must become more aware how they process information, employproblem-solving strategies, and use background knowledge. CTL experiencesshould allow for trial and error, provide and structure for reflection; and provideadequate 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 inworkplaces and schools in an effort to share knowledge, focus on goals, and allowall to teach and learn from each other, when learning communities are establishedin school, educator act as coaches, facilitators and mentors.

f. Employing authentic assessment.

Contextual teaching a learning (CTL) is intended to build knowledge andskills 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; areblended into the teaching learning has process; and provide students withopportunities and direction for improvement. Authentic assessment is used tomonitor 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 situationMany of these strategies should be used by teacher using contextual teaching andlearning approach. Activities such as team teaching, cooperative learning,

integrated learning, work-based learning, service learning, problem basedlearning, and others support CTL approach and they are must by practiced inclassroom 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 toteach must be based on social condition, emotional and students intellectualdevelopment for example, what have learnt and done by junior high schoolstudents 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 biggerteam (class). This ability is a cooperation that needed by an adult in a work placeand in another context. However, the students are hoped to act actively.

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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 continuingmotivation. A teacher must create an environment where the students can reflecthow they learn, finish the assignment, face a problem and corporate with otherteacher it is clear that regulated learning not only related with simply mindedabout the students thinking but also helped them to use their performance; so theycan solve a problem in a good way.d. Considering the diversity of students.

In the class, a teacher used to teach variety students for instancebackground ethnic, social-economy status, mother language that they use in theirhome, and another weakness they have. However, a teacher is expecting to helpthe students to achieve their learning purpose.e. Pay attention to the students multiple intelligences.

In using Contextual Teaching and Learning (CTL) approach, the way ofstudents participation in a class must be pay attention on the need and the eightorientations 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 anylearning strategies in contextual teaching and learning (CTL) approach. So thelearning 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 highthinking order, responses, and the action that need by the students and all ofaudiences in contextual learning.g. Applying the authentic assessment.

Authentic assessment evaluates the applying of knowledge and studentscomplex thinking, it is better than the students just memorizing the actualinformation. CTL nature condition needs the interdisciplinary assessment that can

20

measure knowledge and skills deeply and in a variety way than one disciplinarymeasure.

C. Teaching Reading by using Contextual Teaching and Learning(CTL).

Contextual Teaching and Learning (CTL) is a system of instruction basedon the philosophy that students learn when they see meaning in academicmaterial, and they see meaning in schoolwork when they can connect newinformation with prior knowledge and their own experience.

Therefore, when teaching reading by using CTL, the writer tries to givethe reading material has a connection with their real life. So, the students canconnect new information that they already have with their own experience.The writer will give the procedures of an effectiveness of using ContextualTeaching 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 themto study hard and seriously.

4. Teacher asks the students to tell what news is popular at that time and theteachers related it with the topic that the students will learn which professionis.

5. The teacher gives games that related to the topic and the students should do thegames 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 thestudents 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 ofprofession in that the dialogue, about location, uniform, time and so on.

11. Teacher explains about activities in the future and asks the students to tellwhat kind of profession that they want in the future and than make an examplewith uses kind of profession.

12. Teacher asks the students to make a group of four. Each students count fromone ten. Number one belongs to group one; two belongs to group two and soon.

13. Teacher gives a hand out that consists of kind of profession and theirexplanation. The students work in their group to match kind of profession withtheir explanation.

14. Teacher asks the students to find another kind of profession and itsexplanation. And then another group has to find out what kind of professionwith their explanation.

15. Teacher plays a film scene to the students. The teachers ask the students tomake four groups. Lines one become a group one, line to become a grouptwo and so on.

16. The teacher asks the students to work in their group to discuss the film scenethat the teachers have played to the students.

17. Teacher asks the students to find out the information about kind of professionin the film scene with their group.

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

19. Teacher asks the students from each group to present the result or their reportin front of the class.

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

21. Evaluation of CTL got from students progress, students participation in groupwork and the presentation by students during the teaching and learningprocess.

22

D. Thinking FrameworkTheaching 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 englishtest. In contrast, most students with contextual teaching and learning materialhave more success in learning english because they are able to understand it andenglish is a very important to the student to understand. There is no a correlationbetween using contextual teaching and learning material teaching reading andreading ability in learning english because the students with no understand inreading ability usually tend to face more difficulties in learning english.

The ability to understand about english learning achievement depends onseveral 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 thefulfillment of each students scholastic potential. This it can be concluded thatstudents 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 secondsemester. 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 maximalresult in other words, their achievement is under their ability, students who have

abstacles in learning process are said have learning difficulties.

23

CHAPTER IIIRESEARCH 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) andtook 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 aboutreading from 31 October up to 28th November 2008. The writer did theresearch for four meetings. The research consisted of presenting lesson andgiving 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 PGRI12 Jakarta that was involved in the process of using contextual teachinglearning 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 thesecond 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 writerchose this class (VIII-1) because he taught in the class and to make her easierin collecting the data.

b. SampleThe sample was taken by random sampling system namely where 20

students from experiment contextual in english teaching learning process forreading skill at front of and 20 students from control reading text withskimming 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 Englishreading using Contextual Teaching and learning. The test was given afterTeaching and learning process had been finished. The instruments consisted of30 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 Finding1. 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 aneffectiveness 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 usesthe formula:

P = F 100 %N

P: Percentage

F: Frequency

N: Number of sample

Mid point (Xi) = 2min smaks xx + 1

X maks: Underneath classX mins: Beneath class

To find out how significance the increase of students reading skill usingcontextual teaching and learning, the writer used a statistical calculation of t-testto determine the final calculation of to (t observation) that is done to measure lastscore of the reseach test.

The formula that used is2:to = MD

SEMD

MD = Mean of differences; the average score from the differences gain scoresbetween Y1 and Y2 variable, wich are calculating with the formula:

MD = DN

D = The total score between Y1 and Y2 variable, D is gained with the formula:D = Y1 Y2N = 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 theformula:

SDMD = SDDN-1

SDD = The standard deviation from the differences between score of variable Y1and variable Y2 which is gained with formula:

SDD = D2 - DN ( N )

2. Data DescriptionTo know the result of the test, the writer makes the table of students pre-

test and post-test score as follows:

Table 3.1Students 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 3.2Students Score of the Results on Pre Test

Population Pre-Test Population Pre-Test

Students 1 77 Students 21 71




















X = 2712

29

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

variable X ( X ) is 2712 and sought the mean score of variable X, the higherscore, and lower score of the students pre test with formula:

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

The higher score = 88

The lower score = 48

R = XMAKS - XMINS= 88 - 48

= 40Number 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 =CR

=

640

= 6.666667= 7

30

Table 3.3Frequency and Percentage of Pre Test Result

Interval Frequency percentage % Mind Point (xi) F. Xi48 - 54 4 10% 51 20455 - 61 4 10% 58 23262 - 68 13 32.5% 65 84569 - 75 13 32.5% 72 93676 - 82 5 12.5% 79 39583 - 89 1 2.5% 86 86

Total 40 100% 2698

Mean =F

XF i.

=

402698

= 67.45 = 67.5 = 68

b. Post-Test Result

Table 3.4Students Score of the Results on Pre Test

Population Pre-Test Population Pre-Test










31












X = 3032

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

variable Y ( Y ) is 3032 and sought the mean score of variable Y, the higherscore, and lower score of the students pre test with formula:

MY = 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 =CR

=

628

= 4.666667 = 5

Table 3.5Frequency and Percentage of Post Test Result

Interval Frequency percentage % Mind Point (xi) F. Xi64 - 68 4 10% 66 26469 - 73 6 15% 71 42674 - 78 22 55% 76 167279 - 83 5 12.5% 81 40584 - 88 1 2.5% 86 8689 - 93 2 5% 91 182

Total 40 100% 3035

Mean =N

XF i.

=

403035

= 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

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Table 3.6The Result of Students English Pre Test and Post Test

Students (N) The score ofpre test (X)The score ofpost test (Y) D= ( X-Y ) D

2= ( 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 X = 2712 Y = 3032 D = -316 D2 = 3956

Note :

N : Number of studentsX : The score of pre test

Y : The score of post test

X : The Total score of X Y : The Total score of Y D : The Total of difference D2 : The Total score of quadrate difference

Based on the data in table 3.6, the writer calculation the result of D : -316 and D2 : 3956. Then, the writer tried to find out the standard deviation with formula:

35

SDD : D2 - [ D ]2N N

: 3956 - [ -316 ]240 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 writerused formula:

MD : D_N

: - 316_40

MD : - 7.9After 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 : 0.96The last calculation is determining the result of to (t observation) that is done tomeasure last score of the research test with formula:

to : MD_SEMD

36

: _-7.9__0.96

to : -8.22the 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 degreeof freedom ( df ) with formula:

df : N- 1df : 40 1df : 39 (see table of t values at degree of significances of 5% and 1%).At the degree of significance of 5 % : 2.04At the degree of significance of 1 % : 2.76

The result of analyzing the data by using the formula above shows that thecoeficient 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 andlearning in reading activities was 75.87 while the mean score of pre test beforeusing contextual teaching learning was 67.45.

From explanation above the analysis of the result, we can see that theteacing reading using contextual teaching and learning is adeguate success, it canbe seen on the table above.

5. The Hypothesis TestingThe 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 beforeand after using contextual teaching and learning.

According to Sudjono, if the result of calculation to ( t observation ) ishigher than tt ( t table ), to > tt; so the null hypothesis is rejected. It mean thatthere 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 of5% and 1% are 2.04 and 2.76. comparing the to with each values of the degree ofsignificance, the result is 2.04 < 8.22 > 2.76.

Since to which is obtained from the result of calculating is higher than thett, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) isrejected.

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

38

CHAPTER IVCONCLUSION AND SUGGESTION

A. ConclusionDerived 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 ofsignificance of 5% and 1% are 2.04 and 2.76. it means that the value of to higherthan the value of tt. Therefore, the alternative hypothesis (Ha) is accepted and thenull hypothesis (Ho) is rejected. The data described previously, the writerconcludes that teaching reading using contextual teaching and learning issuccessful. Based on the pre-test and post-test average mark there is a differentresult between the pre-test score. The pre-test has average mark 67.45 and thepost-test has average mark 75.87. The average mark is increasing. According toNorman E. Gronlund, 75.87 are classified into more than enough from theexplanation above Teaching Reading using Contextual Teaching Learning in.

It can be seen from the average score of the test, the average score is75.87. From the result of analysis, it is generally accepted that ContextualTeaching and Learning (CTL) approach should be applied in the teaching andlearning process.

B. SuggestionAccording to the conclusion above, this study would like to propose the

following suggestions for teachers, head masters, policy makes, and others whoare involved in teaching and learning process: (1) The English teacher should bewell 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 relatenew information and their background knowledge, (3) The teacher should makethe students realize that the material that will be given is important for their dailycommunication, (4) The activities of learning should be various and enjoyable, (5)The English teachers should give some variations in teaching reading. Teachingcan do role-play, making group, using picture or kind of game that are attractivefor the students.

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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.

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.

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

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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 PembelajaranKegiatan Guru Waktu

a) Kegiatan Pendahulauan

1. Memberi salam dan tegur sapa2. Guru menginformasikan tentang pentingnya penguasaan bahasa

Inggris

3. Penjelasan tentang topic yang akan di bahas.

10Menit

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

mempraktekan didepan kelas dengan membaca nyaring danintonasi yang benar.

2. Setiap siswa membaca text satu paragraf kemudian dilempar lagikesetiap siswa untuk membaca paragraf selanjutnya.

Appendix V

48

3. Guru dengan secara bergiliran memberikan arahan denganintonasi yang benar setiap kalimat kepada siswa setelahpembacaan kalimat text selesai dan kemudian siswa melanjutkanlagi membaca text dengan siswa yang lain mulai dari paragrafawal.

4. Siswa berdiskusi dalam kelompok setelah membaca text denganmenganalisa 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 siswalain mengoreksinya.

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

60Menit

10Menit

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


a) Kegiatan Pendahulauan1. Memberi salam dan tegur sapa2. Guru memberitahukan tentang KD dan tujuan pembelajaran yang

ingin dicapai.

b) Kegiatan Inti1. Guru membagi siswa dalam beberapa kelompok yang terdiri dari 5

orang.

2. Guru membagikan gambar yang berurutan berisi beberapa biggestflowers kepada setiap kelompok.

3. Guru meminta siswa menganalisis gambar sesuai denganpengalaman dan minat mereka

4. Siswa berdiskusi dalam kelompok untuk menganalisa gambar yang

10Menit

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 guru7. Setiap kelompok membacakan teks tersebut di depan kelas.8. Guru meminta siswa-siswa lain untuk melakukan koreksi terhadap

kesalahan penggunaan penulisan dari kelompok yang sedangpresentasi.


mengungkapkan kesulitan-kesulitan yang dihadapi selama kegiatanbelajar


60Menit

10Menit




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

berbentuk descriptivec. 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


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 membreak down reading teks menjadi kalimat-kalimat

potong.

10Menit

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 Cappellenopened it in 1817.

3. Guru melempar bola kertas kepada siswa yang sudah diaturdengan 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


mengungkapkan kesulitan-kesulitan yang dihadapi selamakegiatan belajar


60Menit

10Menit




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 BahasaInggris 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

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Abdul Kadir Fitk