7

CHAPTER II THEORETICAL DESCRIPTION, CONCEPTUAL FRAMEWORK AND HYPOTHESIS

A. Theoretical Description
1. Teaching Reading Comprehension of Procedure Text Reading is a special aspect skills in language, because without reading we are not able to find out or get the information from a text and we do not understand the meaning of the text. Reading consists of two related process: word recognition and comprehension. Word recognition refers to the process of perceiving how written symbols correspondence to ones speaker language. Comprehension is the process of making sense of words, sentence and connected text. According to Dhakal, Reading is a common way of acquiring knowledge. It generally means understanding or making sense of a written text.3 Three Watson and Irvine say, Reading is a cool way to take a mental trip. As you read, let the words create sounds and picture in your mind.4 While according to Mahwah and New Jersey, Reading is a complex ability in which the reader is required to use a number of different cognitive processes including word recognition, access to word meaning syntactic analysis

Rebat Dhakal kumar, Make Sense and Nonsense: Strategy to Improve Reading Comprehension , http://www.rbt.dhakal@yahoo.com. Accessed on 7 January 2012. P.25 Three Watson, Irvine, Reading Comprehension Skill and Strategy, (New Yrok: Saddle Back Educational Publishing, 2002), p. 108.

of sentences and interpretation of the overall text all of which need to occur rapidly.5 Based on the explanation above, the writer concludes that reading is understanding the meaning of the text includes, magazine, newspaper, book story and so forth, to get some information and pleasure to reader. Comprehension is the ability to make meaning from the text and reading comprehension is an essential part of the reading process. It forms the stepping stone for the rest of a childs education. Harvey and Goudvis 2 say, Reading comprehension is an ongoing process of evolving thinking. When readers read they carry on an inner conversation with the text, they respond with delight. Wonder, even outrange, the question the text, argue with the author, nod either heads in agreement, they make connection, ask question and draw inferences to better understand and learn from what they read.6 According to Dhakal, Reading comprehension is about much more than answering literal questions at the end of a passage, story of chapter. 7 Three Watson and Irvine say, Reading comprehension skill and strategy is designed to reinforce and extend the reading skills of your students.8 According to Otong Setiawan Djuhari, Teks procedure bertujuan untuk memberikan prtunjuk tentang langkah-langkah / metode / cara-cara melakukan
5

6 7 8

Mahwah, Fluency in Reading Synchronization of Process , (London: Laurance Erlbaum Associates Publisher, 2006), p. 15. Rebat Dhakal Kumar, op.cit, p. 26. Ibid, p. 26 Three Watson and Irvine, op.cit, p. 5.

sesuatu.9 It means procedure text purpose to give instruction about the step / method / and ways to do something. He also says that in gerenal procedure text have structure, they are: a. Goal b. Materials c. Steps Procedure text often using elements of language, such as: a. Imperative, ex: go, sit, dont put, dont mix, etc. b. Action verb. The verb relation with intellectual, ex: mix, turn, dont, put, and, etc. c. Numbering, ex: first, second, third, etc. According to Peter Knapp and Mean Watkins procedural instructions such as recipes and direction are concerned with telling someone how to do something.10 Example: Table 1 The Example of Procedure Text
Chocolate Crackies Ingredients : Four cup of ris bubles One cup of iceaing shoger 200 and 50 rams chopo Three table spoon of cocoe One cup of coconut How to make melt the chopo Then por the chopo with the uder stuf Then ster it up Then spoon into the pary pan Then put it in the fridge till ready yearl Goal Materials, ingredients

Sequence of steps

10

Otong Setiawan Djuhari, Genre Dilengkapi 700 Soal Ujian Pemahaman , (Bandung: Yrama Widya, 2008), p. 38. Peter Knapp and Megan Watkins, Genre Text Grammar, 2005, p. 157.

10

Linda Gerot and Peter Wignell say that the social function procedure text is describe how something is accomplished through a sequence of actions or steps.11 Generic structure: Goal Materials (not required for all procedural texts) Steps (i.e. goal followed by a series of steps oriented to achieving the goal). Focus on generalized human agents. Use of simple present tense. Often imperative. Use mainly of temporal conjunctions (or numbering to indicate sequence). Use mainly of material processes. According to Taufik Nugroho Hafrizan, Procedure text are to instruct, to warm, and state temporal sequence.12 Linguistic features used to instruct is imperative; and to state temporal sequences is sequencers, such as first, next, then, finally. Occasionally, procedural texts are completed with diagram, flow chart, of illustrations. For example: Table 2 The Example of Procedure Text
Text organization Goal Materials Language features Making a kite Things you need 3 pieces of cane (2 x 60 cm: 1 x 80 cm) Thread Large sheet or strong paper (ex: tissue)
11

Precise information How long? How many What type?

12

Linda Gerot and Peter Wignell, Making Sense of Functional Text Grammar , (Australia: 20000, p. 197. Taufik Nugroho, Hafrizan Introduce to Genre Text Based Approach , (Ministry of Nation Education, 2010), p. 9.

11

Steps

Soft pencil Scissors Paint and paint brush Glue Strong string What to do The frame 1. Dampen cane to make flexible. 2. Carefully, bend cane do to desired shape then tie securely with thread. The covering 3. Lay frame on sheet of paper. 4. Trace around frame with pencil. 5. Cut covering approx 1 cm larger than outline. 6. Paint bird on covering (ex: owl). 7. When paint is dry, place frame on painted slide. Now fold edges of covering over the frame carefully and glue them down. The bridle 8. Cut 3 of string, each 20 cm long. 9. Secure one and of each string tightly to frame at the shoulders and tail of the bird. Then tie the other ends in a knot.

What type? Commands details How? With what? Where? Action verbs

Linking word

Based on the explanation above so the writer concludes that the reading comprehension of procedure text is the way to get the information and knowledge from the text about steps and ways to do something. 2. Contextual Teaching and Learning Method The students will learn effectively if they can make a connection between they are learning with the experience they had, and also they actively involve in learning process in the classroom. Contextual teaching and learning method is the way or the concept of teaching that help teacher and students to relate subject to the real life situation

12

and motivate students to connect and apply all aspects of learning in to their role in real life. According to Wina Sanjaya, Contextual Teaching and Learning (CTL) adalah suatu strategi pembelajaran yang menekankan kepada proses keterlibatan siswa secara penuh untuk dapat menemukan materi yang dipelajari dan menghubungkannya dengan situasi kehidupan nyata sehingga mendorong siswa untuk dapat menerapkannya dalam kehidupan mereka.13 It means contextual teaching and learning is learning strategy that emphasizes students engagement in full process to be able to find out the material being studied and relating to real life situations that encourage students to apply them in their lives. Trianto says, Contextual teaching and learning merupakan suatu konsepsi yang membantu guru menaitkan konten mata pelajaran dengan situasi dunia nyata dan memotivasi siswa membuat hubungan antara pengetahuan dan penerapannya dalam kehidupan mereka sebagai anggota keluarga, warga negara, dan tenaga kerja.14 It means contextual teaching and learning is a concept that help teachers relate subject content and the real world situation and the motivation of students to make connections between knowledge and its application in their lives as family members, citizen, and workers. Then Suyatno says, Pembelajaran kontekstual adalah pembelajaran yang dimulai dengan sajian atau Tanya jawab lisan (ramah, terbuka, negosiasi) yang terkait dengan dunia nyata kehidupan siswa (daily life modeling), sehingga akan
13

14

Wina Sanjaya, Pembelajaran dalam Implementasi Kurikulum Berbasis Kompetensi , (Jakarta: Kencana Prenada Media Group, 2010), p. 109. Trianto, Mendesain Model Pembelajaran Inovatif Progresif, (Jakarta: Prenada Media Group, 2010), p. 104.

13

terasa bermanfaat dari materi yang akan disajikan, motivasi belajar muncul, dunia pikiran siswa menjadi konkret dan suasana menjadi konklusif, nyaman dan menyenangkan.15 It means contextual teaching and learning is learning that begins with a question and answer oral presentation (friendly,, open, negotiation) related to the real world of students life, so it will be feel the benefits of the material to be presented, the motivation to learn arises, the students mind to the world of concrete, and the atmosphere becomes conclusive, comfortable, and enjoyed. Based on the explanation above, the writer concludes that contextual teaching and learning is an educational process that aims to help students see meaning in the academic subject with the context of their daily lives, that is with context of their personal social, and cultural circumstance. As for the discussion of the writer in contextual teaching and learning method in this study there are three components, namely: a. Constructivism Constructivism is the foundation of CTL, the basic promise is that individual learner must actively build knowledge and skills. All advocates of constructivism agree that its individuals processing of stimuli from the environment and resulting cognitive structure that procedure adaptive. Trianto says, Pendekatan ini pada dasarnya menekankan pentingnya siswa membangun sendiri pengetahuan mereka lewat keterlibatan aktif proses belajar

15

Suyatno, Menjelajah Pembelajaran Inovatif, (Surabaya: Masmedia Buana Pustaka, 2009), p. 56.

14

mengajar.16 It means constructivism basically emphasizes the importance of student construct their own knowledge through active involvement of the teaching and learning process. According to Wina Sanjaya, Konstruktivisme adalah proses membangun atau menyusun pengetahuan baru dalam struktur kognitif siswa berdasarkan pengalaman.17 It means constructivism is a process to build of construct new knowledge students cognitive structure based on the experience. According to Dewi Seima Prawiradiaga, Ada lima prinsip konstruktivisme tentang belajar dan menngajar, yaitu: 1) Pembelajar telah memiliki pengetahuan awal, 2) Belakar merupakan proses pengkonstruksian suatu pengetahuan berdasarkan pengetahuan yang telah dimiliki, 3) Belajar adalah perubahan konsesi pembelajar, 4) Proses pengkonstruksian pengetahuan berlangsung dalam suatu konteks sosial tertentu, 5) Pembelajar bertanggung jawab terhadap proses belajarnya.18 It means there are five principles of constructivism in learning and teaching, namely: 1) Teacher have had knowledge of the beginning knowledge, 2) Study is a process construct a knowledge based on the beginning knowledge, 3) Study is changing the learning concept, 4) Process to construct knowledge happened in a context social, 5) Teacher is responsibility for their learning process. Next Rusman says, Konstruktivisme merupakan landasan berfikir

16 17 18

Trianto, op.cit, p. 111. Wina Sanjaya, op.cit, p. 118. Dewi Salma Prawiradilaga, Pembelajaran dalam Pembelajaran Biologi, (Jakarta: Departemen Pendidikan Nasional, 2007), p. 39.

15

(filosofi) dalam CTL, yaitu bahwa pengetahuan dibangun oleh manusia sedikit demi sedikit yang hasilnya diperluas melalui konteks yang terbatas. 19 It means constructivism is the foundation of CTL that is knowledge is built by human gradually expanded till context of results are limited. Based on the explanation above, writer concludes that constructivism is teaching and learning is a process built and construct new knowledge based on their experience. b. Inquiry Inquiry is a complex idea that means many things to many in any context. Inquiry is asking something valuable that related to the topic and discuss. Trianto says, Inquiry merupakan bagian inti dari kegiatan pembelajaran berbasis kontekstual, pengetahuan dan keterampilan diperoleh siswa diharapkan bukan hasil dari mengingat seperangkat fakta-fakta tetapi hasil dari menemukan sendiri.20 It means inquiry is a core part of the learning activities based contextual, knowledge and skills students are expected not to remember the facts but the result of finding him self. According to Wendi Wijarwadi, There are several steps that should be followed that are formulating problem, collecting data thorugh observation, analyzing dan presenting data (through written form, picture, report and table) of data to the reader, classmate, and the other audients .21

19

20 21

Rusman, Model Pembelajaran Mengembangkan Profesionalisme Guru, (Jakarta: Rajawali Pers, 2011), p. 193. Trianto, op.cit, p. 114. Wendi Wijarwadi, The Effectiveness of Contextual Teaching and Learning in Teaching Speaking, (http://idb4.wikispace.com/file/view/rc.+18+The effectivenss+ of contextual + teaching + and learning in teaching speaking) pdf, 13 October 2012.

16

Next, Wina Sanjaya says, Inkuiri merupakan proses pembelajaran didasarkan pada pencarian dan penemuan melalui proses berfikir secara sistematis.22 It means inquiry is learning process based on the seeking and inquiring pass of thinking process systematic. According to Rusman, Dilihat dari segi kepuasan dan emosional suatu hasil menemukan sendiri nilai kepuasan lebih tinggi disbandingkan dengan hasil pemberian.23 It means that seeing for the satisfaction way of emotional a result of inquiry is a value of satisfaction more high that compared with result of supply. Based on the explanation above, the writer conclude that learning inquiry will be best for students if students has motivation and learning together with another students. c. Questioning Questioning is the mother of contextual teaching and learning method the beginning knowledge and the important of learning. Wina Sanjaya says, Belajar pada hakikatnya adalah bertanya dan menjawab pertanyaan. Bertanya dapat dipandang sebagai refleksi dari keingintahuan setiap individu sedangkan menjawab pertanyaan mencerminkan kemampuan seseorang dalam berfikir.24 It means learning is essentially asking and answering question can seen as a reflection of each individuals curiosity while answering questions reflect someone skill in thinking.

22 23 24

Wina Sanjaya, op.cit, p. 119. Rusman, op.cit, p. 194. Wina Sanjaya, op.cit, p. 120.

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Rusman says, Bertanya merupakan strategi utama dalam CTL. Penerapan dalam unsur bertanya dalam CTL harus difasilitasi oleh guru, kebiasaan siswa dalam bertanya atau kemampuan guru dalam menggunakan pertanyaan yang baik akan mendorong pada peningkatan kualitas dan produktivitas pembelajaran. 25 It means questioning is the general strategy in CTL. Questioning in CTL should be facilitated by teacher, a students habit or the teacher mastery in using good question will lead to increase quality and productive of learning. According to Trianto, Bertanya merupakan strategi utama yang berbasis kontekstual, bertanya dalam pembelajaran dipandang sebagai kegiatan guru untuk mendorong, membimbing dan menilai kemampuan berfikir siswa.26 It means questioning is a general strategy in CTL, questioning is learning as a teacher activity to motivate, a guide, and asses student ability in thinking. According to Dewi Salma Prawiradilaga, Kemampuan bertanya merupakan keterampilan penting untuk belajar, bertanya bukan hanya penting untuk mencari jawaban terhadap sesuatu yang ingin diketahui, tetapi bertanya juga mendorong anak untuk berfikir.27 It means questioning is an important skill in learning, questioning not only important to seeking an answer to a something want to knew, but questioning also is to motivate a students in thinking. Based on the explanation above, so the writer conclude that questioning is an important aspect of learning, questioning activity are useful for checking students comprehension, solving problem faced by students, stimulating

25 26 27

Rusman, op.cit, p. 159. Trianto, op.cit, p. 115. Dewi Salma Prawiradilaga, op.cit, p. 40.

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responses to the students measuring students curiosity, focusing students attention and refreshing students prior knowledge. Based on the explanation above, the writer concludes that CTL involves making learning meaningful to students by connecting to the real world, it draw upon students diverse skills, interest, experience and cultures and integrates these into what and how students learn and how they are assessed. 3. Group Investigation Method Group investigation is a general classroom organization plan in which students work in small groups using cooperative inquiry, group discussion, and cooperative planning and projects. According to Rusman, GI adalah kelompok dibentuk oleh siswa itu sendiri dengan beranggotakan 2-6 orang. Tiap kelompok bebas memilih subtopik dari keseluruhan unit materi (pokok bahasan) yang akan diajarkan kemudian membuat atau menghasilkan laporan kelompok.28 It means group investigation is a group formed by the students themselves with a composed 2-6 people, each group is free to choose the subtopic of the whole matter (subject matter) to be thought, then make or produce a report group. According to Yatim Riyanto, Group investigasi merupakan salah satu bentuk model pembelajaran kooperatif yang menekankan pada partisipasi dan aktivitas siswa untuk mencari sendiri materi pelajaran yang akan dipelajari melalui bahan-bahan yang tersedia.29 It means group investigation is an form of cooperative learning method that emphasizes the participation and activities of the
28 29

Rusman, op.cit, p. 220. Yatim Riyanto, Paradigma Baru Pembelajaran, (Jakarta: Kencana Prenada Media Group, 2009), p. 278.

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students to find their own material (information) lesson will be learned through materials available. Kunandar says, Tipe GI melibatkan siswa sejak perencanaan baik dalam menentukan topik maupun cara untuk mempelajarinya melalui investigasi. 30 It means GI is investigation engages students from planning well in determining the topic and how to learn through investigation. Based on the explanation above, the writer conclude learning groups were formed by students themselves with the entire unit consisting of matter (subject matter) to be taught and then create and produce a report group. The steps of group investigation method as indicator that will be discussed by writer in this study are: a. Selection of Topic In this method, students from their two-to six member group choose topics from a unit being studied by entire class. Kunandar says, Para siswa memilih berbagai subtopik dalam suatu

wilayah masalah umum yang biasanya digambarkan lebih dahulu oleh guru. 31 It means the students choose a variety of subtopics within a region commonly described problem in advance by the teacher. According to Trianto, Siswa memilih subtopik khusus dalam suatu daerah masalah umum yang biasanya ditetapkan oleh guru.32 It means students choose a specially subtopics in a problem commonly that used to described by teacher then

30 31 32

Kunandar, Guru Profesional, (Jakarta: Rajawali Pers, 2010), p. 366. Ibid, p. 366. Trianto, op.cit, p. 80.

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students organized in two six member group each group becomes task oriented group, the group should be heterogen an academic and ethnicity. According to Yatim Riyanto, Para siswa memilih berbagai suptopik dalam suatu wilayah masalah yang umum yang biasanya digambarkan lebih dulu oleh guru, para siswa selanjutnya diroagnisasikan menjadi kelompok-kelompok yang berorientasi pada tugas (task oriented group) yang beranggotakan 2 hingga 6 orang. Komposisi kelompok heterogen baik dalam jenis kelamin, etnik maupun akademik.33 It means the students choose the various subtopics in a problem commonly described earlier by teacher, students the organized into groups whose members are task oriented groups 2 to 6 peoples, heterogen groups in genders, ethnicity, and academic ability. Made Wena says, Setiap anggota kelompok terlibat aktif dalam melakukan identifikasi terhadap topik-topik pembelajaran yang akan dibahas.34 It means that each member of groups is actively involved in the identification of learning topics to be discussed. Based on the explanation above, so the writer concludes that identify of topics and choice by teacher and students then the students seeking the information from the topic and will be presented in the class. b. Planning for Cooperation After students selected the subtopics that described by teacher then students prepare learning procedure.

33 34

Yatim Riyanto, op.cit, p. 278. Made Wena, Strategi Pembelajaran Inovatif Komputer, (Bumi Aksara, 2009), p. 195.

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Trianto says, Siswa dan guru merencanakan prosedur pembelajaran, tugas dan tujuan khusus yang konsisten dengan subtopik yang dipilih pada tahap pertama.35 It means student and teacher prepare learning procedure, task and special purposes that consist of subtopics that chosen in the first steps. According to Kunandar, Para siswa beserta guru merencanakan berbagai prosedur belajar khusus, tugas dan tujuan umum (goals) yang konsisten dengan berbagai topik dan subtopik yang telah dipilih pad alangkah pertama di atas.36 It means students and teacher plan learning trending special procedures, task and objectives that are consistent with the general range of topics and subtopics that have been in the first step. Rusman says, Merencanakan tugas-tugas belajar direncanakan bersamasama oleh para siswa dalam kelompoknya masing-masing meliputi siapa, apa yang kita selidiki, bagaimana kita melakukannya, siapa apa pembagian kerja, untuk tujuan apa topik ini diinvestigasi. 37 It means prepare learning task, planned jointly by the students in each group covering, what we investigate, how we do it, who what the division of labor for the purposes of this topics in the investigation. According to Made Wena, Setelah topik ditetapkan, kegiatan kelompok berikutnya adalah melakukan perencanaan tugas belajar. Dalam hal ini bisa saja tugas-tugas pembelajaran dibagi-bagi untuk setiap anggota, sesuai dengan topik yang ditetapkan.38n it means that after a specified topic, the next group activity is task be divided to each member in accordance with the specified topic.

35 36 37 38

Trianto, op.cit, p. 80. Kunandar, op.cit, p. 366. Rusman, op.cit, p. 220. Made Wena, op.cit, p. 195.

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Based on the explanation above, the writer concludes that planning for cooperation is formation of learning teams based on interests. c. Implementation In the implementation of cooperative learning types group investigation, each group presenting the result of their investigation in entire class, when a group presentation entire class another group evaluation the presentation. According to Kunandar, Para siswa melaksanakan rencana yang telah dirumuskan pada langkah kedua di atas pembelajaran harus melibatkan berbagai aktivitas dan keterampilan dengan variasi yang luas dan mendorong siswa untuk menggunakan berbagai sumber baik yang terdapat didalam maupun diluar sekolah.39 It means students carry out a plan that has been formulated on the second steps above, learning activities and skills should lead to wide variation and encourages students to use variety of sources, both with in and out side the school. Next Rusman says, Siswa mencari informasi, menganalisis dan membuat kesimpulan, setiap kelompok harus berkontribusi kepada usaha kelompok, para siswa bertukar pikiran mendiskusikan, mengklarifikasi dan mensistensikan ideide.40 It means students find information, analyze and make conclusions each group members must contribute to the business group, students brainstorm, discuss, clarify, and synthesis ideas. According to Made Wena, Setelah tugas pembelajaran masing-masing anggota ditetapkan,s etiap anggota mulai melakukan penelitian, setelah masing39 40

Kunandar, op.cit, p. 366. Rusman, op.cit, p. 220.

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masing anggota bekerja sesuai tugasnya selanjutnya diadakan diskusi kelompok untuk menyimpulkan hasil penelitian41 it means that after learning the task assigned each member, each member began to do research, after each member of the work according to the next task doing a group discussions to conclude the research. According to Trianto, Siswa menerapkan rencana yang telah mereka kembangkan sebelumnya didalam tahap kedua, kegiatan pembelajaran hendaknya mengarahkan siswa kepada jenis-jenis sumber belajar yang berbeda baik di dalam maupun diluar sekolah, guru secara ketat mengikuti kemajuan kelompok dan menawarkan bantuan bila diperlukan.42 It means students implement a plan which has been develop in the second steps, learning should wrap many activities and skills and focused students to kinds of different study source in or out school. Teacher must follow the progress of group and giving assistance needed. Based on the explanation above, the writer concludes that implementation is a students implement a plan from a subtopic that should given by teacher and student seeking the information, discuss, and make a conclusions to prepare group report. Based on the explanation above, so the writer concludes that group investigation method is the students form interest group whitin which to plan and implement an investigation and synthesize the findings into a group presentation for the class.

41 42

Made Wena, op.cit, p. 195. Trianto, op.cit, p. 80.

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B. Conceptual Framework
The result of learn students in learning process caused by using learning method that used by teacher in learning process. If teacher didnt used interest method, so students will be low in study reading comprehension of procedure text. To mastery reading comprehension of procedure text and get the learning active in the class, teacher needed a suitable method based on the matter have been learned. Contextual teaching and learning method is provides opportunities for students to learn knowledge and skills in meaningful context such as the home, the community and the workplace. Group investigation method is students from interest groups within which to plan and implement and investigation and synthesizes that findings into a group presentation for the class. Contextual teaching and learning or group investigation method are a suitable method to mastery reading comprehension of procedure text because need a discussion in the groups. From the previous conceptual framework, it is very assumed that there is a significant comparison between CTL and group investigation method in teaching reading comprehension of procedure text at the eight grade student of SMP Negeri 1 Batangtoru.

C. Hypothesis
Hypothesis is an important element in a research. L.R. Gay Geoffrey E. Mills and Peter W. Airasian say, A hypothesis is a researchers prediction of the

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researchers expectations relations among the variables in the research topics.43 According to M. Burhan, Hipotesis maksudnya sebagai kesimpulan penelitian yang belum sempurna, sehingga perlu disempurnakan dengan membuktikan kebenaran hipotesis itu melalui penelitian.44 It means that hypothesis is a conclusion unclear of the research, so the important to complete with proving the truth that hypothesis through research. According to Mustofa Djaelani, Hipotesa adalah dalil atau prinsip yang logis dan dapat diterima secara rasional tanpa mempercayainya sebagai kebebaran sebelum diuji (ditest) atau disesuaikan dengan fakta-fakta atau kenyataan yang mendukung atau menolak kebenarannya.45 It means that hypothesis is logic thesis and can be accepted rationally without trusting as a trust before it is tested or adjusted with some supported facts or rejected facts. Besides that, Borg and Gall who quoted by Suharsimi Arikunto states that hypothesis can be said good if completed 4 characteristics, they are: 1. Formulation of 2 or more variables. 2. Followed by some reason or scientific theory and result of invention before. 3. Must be testable. 4. Brief and accurate.46 Based on the conceptual framework described before, the writer hypothesizes that There is a significant comparison between CTL and Group

43

44

45 46

L.R. Gay Geoffrey E. Mills and Peter Airasian, Educational Research Competencies for Analysis and Application, (New Jersey: Pearson, 2009), p. 71. M. Burhan Bunging, Metodologi Penelitian Kuantitatif: Komunikasi Ekonomi dan Kebijaksanaan Publik Serta Ilmu-Ilmu Sosial Lainnya, (Jakarta: Kencana Prenada Media Group, 2010), p. 75. Mustofa Djaelani, Metode Penelitian Bagi Pendidik, (Jakarta: Rineka Cipta, 2006), p. 71. Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: Rineka Cipta, 2009), p. 50.

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Investigation Method in teaching reading comprehension of procedure text at the eight grade students of SMP Negeri 1 Batangtoru.