TEACHING READING USING CONTEXTUAL TEACHING AND

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

A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in A Partial Fulfillment of the Requirements
for the Degree of Sarjana in English Language Education

By:

Abdul Kadir
NIM: 104014000280

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011 M/1433 H

ABSTRACT
Kadir. Abdul, 2009, Teaching Reading using Contextual Teaching and Learning
(CTL) A Pre Experimental study at the Second Grade of SMP PGRI 12
Jakarta. Skripsi, English Education Departement, the Faculty of Tarbiyah
and Teaching, Syarif Hidayatullah State Islamic University Jakarta.

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

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

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

their potentials and talents. To reach the purpose of education, the teacher must do
the evaluation, to know whether the effort which is done in education has already
reached the purpose or not. It has important way in teaching learning process,
because it becomes one of standard the success of teaching learning process.
The objectives of the study are to find out learning process student with
the method Contextual Teaching and Learning (CTL). The method of this
research is correlation study and applied a purposive sampling technique, with the
total number of the sample is 40 students. Meanwhile, the research data were
analyzed by using product moment person. The formula used to find out
understod students with the method Contextual Teaching and Learning. This
result of this research are as follows, the average score of students understanding
is 6,66%. And the average score of students didnt understanded is 4,66%. its
means that the result obtained from the computation is greater than its critical
velue. Based on the result, it can be concluded that the student understanding wiht
the method of CTL their is a significant between student didnt understanded.

ABSTRACT
Kadir. Abdul, 2009, Teaching Reading using Contextual Teaching and Learning
(CTL) A Pre Experimental study at the Second Grade of SMP PGRI 12
Jakarta. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu
Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah
Jakarta.
Pembimbing: Dra. Hj. Farida Hamid, M.Pd
Kata Kunci: Experimental Study, Reading, Contextual Teaching and Learning.

Pendidikan adalah sebuah tempat yang bertujuan untuk membantu

siswa dalam mengembangkan kemaapuan dan bakat mereka. Untuk mencapai
tujuan pendidikan, guru harus melakukan evaluasi, untuk mengetahui apakah
usaha yang sudah dilakukan dalam pendidikan sudah mencapai tujuan atau belum.
Hal tersebut adalah cara yang penting dalam proses belajar mengajar, sebab
evaluasi adalah salah satu standar kesuksesan dalam proses belajar mengajar.
Tujuan dari penelitian ini adalah untuk mengetahui proses pembelajaran
siswa dalam menggunakan metode Teaching Reading using Contextual Teaching
and Learning (CTL). Metode ini adalah studi korelasi dan menerapkan teknik
purposive sampling, dengan jumlah sempel sebanyak 40 siswa sementara data
diperoleh melalui tes. Data penelitian dianalisis dengan produk moment person.
Formula yang digunakan untuk mengetahui pemahaman siswa terhadap model
Contextual Teaching and Learning (CTL). Hasil dari penelitian ini adalah sebagai
berikut. Nilai rata-rata siswa memahami pelajaran dengan CTL adalah 6,66%.
Nilai rata-rata siswa yang tidak memahami dengan CTL adalah 4,66%. berati
bahwa hasil yang diperoleh dari perhitungan adalah lebih besar dari critical value.
Berdasarkan hasilnya dapat disimpulkan bahwa pemahaman siswa dengan metode
CTL yang signifikan antara siswa yang tidak memahami.

ii

ACKNOWLEDGEMENT

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

All praise is to Allah who has bestowed upon the writer in completing this
Skripsi. Peace and blessing be upon our prophet Muhammad SAW, this family,
his companies, and his followers.
The writer is conscious he could not carry out this work without helping of
others, either material or spiritual. In this occasion the writer would like to express
her gratitude to all people who have helped her in completing this Skripsi,
particularly too many people have assisted the writer in writing this Skripsi so he
realized that he would never her finish without the help of some people around
here. Therefore, the writer would like to give her sincerest gratitude to her beloved
parents H. Kibong bin Faung (Alm) and Hj. Hadhijah binti H. Digul (Almh)
and all her beloved sisters and brothers Zaini Kibong, B.A, Drs. H. Tabroni, M.A,
Hj. Nuraini Kibong, S.Ag, Sahroni M.Si, Abdul Rohman, S.T, Abdul Hakim,
M.M, for their prayed, spirit, endless love and teaching to be strong and standing
up for me forever, and thanks to support and financial to me science student in
UIN and special to my sister thanks to support in Handbook Computer, who
always cheer her up. For their supports, understanding, advises, contributions,
love and financial encouragement.
The writer would like to express her thanks and great attitude to her
advisor Dra. Hj. Farida Hamid, M. Pd., for her time, guidance, kindness,
contribution, and full of pertinence in correcting and helping her in finishing this
Skripsi.
The writer would like to give her special thanks and appreciation to:
1. All lectures of English Department for heir encouragement the writer.
2. Drs. Syauki, M.Pd, the Head of English Department.
3. Neneng Sunengsih, M.Pd, the secretary of English Department.
4. Prof. Dr. Nurlaena Rifai, M.A., Ph.D, the Dean of Faculty of Tarbiyah and
Teacher Training.

iii

5. All Teachers and Staffs in SMP PGRI 12 Jakarta for heir kindness when
the writer doing her research.
6. The Staffs and Officers of Libraries of Universitas Islam Negeri Jakarta,
Universitas Terbuka, and Unika Atmajaya.
7. All her beloved best friends (Zakaria (Zack), Ali F. Hendra, U. Azmi,
Fatihatus sholiha (Faiz), Iceu, Asef MA, Sefty and etc) for their support
when the writer writing this research.
8. All her friends in the English Department (specially class A year 2004),
that makes her life brighter.
9. Every one who has given their in writing this research that the writer could
not mention one by one.
By all modesty, the writer hopes this research would be useful for the writer and
readers. Their suggestion and critic for the improvement of this research is highly
appreciated.

Jakarta,

November 2011

The writer

iv

TABLE OF CONTEN

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
TABLE OF CONTEN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
LIST OF TABLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

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

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

A. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1. The Definition of Reading . . . . . . . . . . . . . . . . . . . . . . 6
2. Aims of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3. Types of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4. The Principle in Teaching Reading . . . . . . . . . . . . . . . 9
B. Contextual Teaching and Learning (CTL) . . . . . . . . . . . . . . . 11
1. Contextual Teaching and Learning (CTL) . . . . . . . . . 11
2. Definition of Contextual Teaching and Learning . . . . 13
3. Components of Contextual Teaching and Learning . . 14
4. Strategies in Contextual Teaching and Learning . . . . . 16
5. Principle in Contextual Teaching and Learning . . . . . 18
C. Teaching Reading Using Contextual Teaching and Learning . 20
D. Thinking Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

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

A. Researt Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
1. Subject of Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
2. Place and Time of Research . . . . . . . . . . . . . . . . . . . . . . . . . 23
3. Technique of Taking Sample . . . . . . . . . . . . . . . . . . . . . . . .

23

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

B. Research Finding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
1. Data Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2. Data Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3. The Technique Analysis of Data . . . . . . . . . . . . . . . . . . . . . . 28
4. Interpretation of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
5. The Hypothesis Testing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

CHAPTER IV.

CONCLUSION AND SUGGESTION. . . . . . . . . . . . . . . . 38

A. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
B. Suggestion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
BIBLIOGRAPHY
APPENDICES

vi

LIST OF TABLE

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

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

vii

CHAPTER I
INTRODUCTION

A. The Background of Study

In the era of globalization, English is a very important as a means of
international communication. Therefore, English is one of the main subject in
Indonesian secondary schools where learning English effectively is a must.
Moreover English can be categorized as a scientific language. It can be seen from
many scientific books in university library written in English it is impossible for
us to get the idea or massages stated within the books.
Generally, Indonesian students are easy to learn about English and the
teachers are also creative and innovative to teach it. Moreover this condition
makes the government more easy to developing human resources, with the
emphasis in English language teaching. If the education minister changes, the
teaching English does too. For the reason, in Indonesian English is not a native or
even second language but it is a foreign language. So, the teacher faces some
difficulties in teaching English skills, especially reading skills.
Moreover, Based on Junior High School National English, one of English
materials, the students is hoped to master kinds of reading text namely procedure,
descriptive, recount, narrative, and report. So, the students are demanded to
master reading skill. Reading is difficult, because it is an extremely activity that
involve combination of abilities, such as linguistic and cognitive abilities. Besides
the students motivation is also a main factor of reading in a classroom, the
students interest in reading is various.

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

Jakarta, some difficulties that are faced by students in learning reading can be
caused by some factors such as the limitation of time, so the teachers do not give
them the materials optimally, because some students did not realize in condition
so reading is various in one of some students.
In order to help students problems to enhance their reading ability, the
writer will use the contextual teaching and learning to make it easier. Then the
teachers attempts to improve the students ability in reading are by using suitable
approach in teaching reading, and must be useful in learning process is it can build
students motivation and stimulate them to be more focus in the study.
A context is the parts of a sentence, paragraph, etc. or immediately next
to or surrounding a specified world or passage and determining its exact
meaning.1 Meanwhile Contextual is a clue based on the text or informations
knowledge of the world.2
Contextual Teaching and Learning is a respond to Behaviourism
Approach which emphasizes on the concepts of stimulus respond with mechanical
drills. To be able to use the language naturally as in real life and in various
situation critical thinking and meaningful learning are needed. When the students
can relate the lessons they have got in school to their daily lives, they will be
aware of the benefit learning. Besides, they will realize the importance of reading
skills; in fact many instances around the world we may argue that reading is the
most important foreign language skill, particularly in cases where students have to
read English materials for their own specialist subject.
The definition model contextual teaching and learning (CTL) in up ward
is the model teaching to make connecting material and with the context of
students real world not only material students knowing in school after students
learn and than the CTL method to focus in students real world in s/he knowing
and with material context to students knew.

Victoria Neufeldt, Websters New World Dictionary 3rd edition (united state of America: prentice
Hall Trade), p.301

I.S.P Nation, Learning Vocabulary in Another Language (Cambridge: Cambridge University

Press, 2001), p. 242

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

relatively permanent change in response potentiality which occurs as a result of
reinforced practice and (2) A change in human disposition or capability, which
can be retained, and which is not simply ascribable to the process of growth. 3
Teaching learning process of a language cannot be separated from the
curriculum or syllabus. It is influenced by a view of language. A view to the
language will affect the method and technique of teaching, as Mackey stated,
Differences in language theory affect language teaching in two ways. The may
affect the analysis of the language on which a method is based, and they may
affect the classroom techniques of language teaching. 4 This statement means that
a view of language and approach will affect both the method and technique of
language teaching.
Regarding the explanation above, the writer intended to discuss about
Teaching Reading Using Contextual Teaching and Learning (CTL)
(A Pre- Experimental study at the second Grade of SMP PGRI 12 Jakarta)
B. Limitation and Formulation of Problem
1. The Limitation of the problem, which will be discussed in this
Research, is:
In this research the writer limits the discussion to using Contextual
Teaching and Learning as an approach in teach reading. The writer wants to know
the difference between pre-test and post-test scores in teaching reading using
contextual teaching reading. If post-test scores are better than pre-test scores, he
wants to presents an alternative method in teaching English, it can become
guidance to English teacher in classroom teaching.
2. The formulation of problem studied in this research.
Based on the background above, the writer conducts a study concerning
on the using contextual in English teaching learning process for reading skill at
the second grade of SMP PGRI 12 Jakarta.
3

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

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

The general question for this research is how contextual in teaching

learning process support does reading skill?
This main question can be formulated into more specific questions as follow:
a. Why contextual teaching learning activities good for students?
b. Why contextual teaching learning suitable in teaching reading skill?
c. How contextual teaching learning makes teaching reading skill easier?
d. How does contextual teaching learning different from the tradisional
approach?

C. Objectives of Study
In line with the statement of the problems the purposed of the study are
as follow:
1. To describe that contextual teaching learning activities are good for
students.
2. To describe that contextual teaching learning is suitable in teaching
reading skills.
3. To describe that teaching-learning activity using contextual is easier.
4. To promote that contextual teaching learning differs from the traditional
approach.

D. Hypothesis of the Study

This study contents to answer such a question is there any correlation
between using contextual teaching and learning with their reading ability?
To get the answer, the writer proposes two hypothesis; they are alternative
hypothesis (Ha) and Null hypothesis (Ho).
Ha: There is a positive correlation between using contextual teaching learning
with their reading ability.
Ho: There is no correlation between using contextual teaching learning with their
reading ability

E. The Method of the Study

The finding is (result) of this study expected to provide useful
information about contextual teaching learning process for reading skill at second
grade SMP PGRI 12 Jakarta. It is expected that these findings can contribute to
three groups of people, they are: school principal, the teachers, and further
researcher. As he decision maker, the school principal has the authority to
improve the teacher quality in teaching and learning activities.
Furthermore, the teachers are suggested to use varied strategies in their
teaching and learning activities. In this case, the teachers can use contextual
teaching and learning to improve the students reading skill in their classroom.
Finally, these findings of these studies will deliver useful information or they can
be used as basic information and reference for further researchers who are
interested in conducting similar studies.

F. Organizational of Writing
This consists of four chapter, the first chapter is introduction which
presents and discusses the background of the study, limitation and formulation of
problem, the objective of study, hypothesis of the study, the method of the study,
and organizational of the writing.
The second chapter is theoretical framework which explains reading. It
elaborates into: the definition of reading, types of reading, use of reading, and
problems in teaching reading.
Contextual learning approach discusses the definition of contextual
teaching and learning, components of contextual teaching learning, strategies in
contextual teaching learning, and principle in contextual teaching and learning.
An Effectiveness of using Contextual Teaching and Learning in Reading.
Research findings are written in the third chapter. It includes contextual
learning approach conducted by the teacher; some problems involved teaching
reading, teachers role in contextual learning and students role in contextual
learning.
Finally, the writer tries to give conclusion and suggestion in the fourth
chapter.

CHAPTER II
THEORIETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading knowledge is broadened and well informed by reading. Reading
is really crucial for our knowledge in usually broadened and informed by reading
activities, and the activity of reading can be found in the Internet, book, etc.
Students should practice their reading more and more, so that their
reading ability and their reading experience will be improved. They may find
difficulty and frustrating, but it they keep practicing, they will have a good sense
of English and will help then to grasp the total meaning of the words. Another
think should be remembered in reading that students should not open a dictionary
too often because it will slow down their reading rate and can make them bored. If
they find new words, they should try to guess the meanings by trying to find out
any clue words according to the context in the passages there are a lot of
definitions of reading. Linguistic gives definition about reading, their opinions
about reading vary.
Some of them say reading is the process to get, to understand, to catch
the context of the reading. And also reading is a process to understand a written
text, which means extracting the required information from it as efficiently as
possible. According to Walter R. Hill reading is what the reader does to get the
meaning he needs from textual sources.1 Meanwhile guy L Bond Wagner
1

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

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

evaluation, and effecting upon those meanings. 2
F. Dublin explained the meaning of reading, as reading is primarily a
cognitive process, which means that the brain does most of the work. 3
Those statements above show the various definitions of reading, they
mean generally. Reading means a complex process of thinking in assigning
meaning from printed materials which involve most of the readers intellectual act
such as pronunciation and comprehension in other to receive ideas or information
extended by the test. It can be seen that reading is not only looking at ward in the
form of graphic symbols but also getting meaning from word to word or line to
understand what we read. It means that reading is a process to understand the text
content and the get information.

2. Aims of Reading
A person may read for many purposes, and purpose help to understand
more what is read by people. If he is reading for pleasure or reading for pure
recreation and enjoyment, he may read either quickly or slowly based on the way
he likes or fails. But if read for studying or setting information such news, science
or some line, which are part of his study or assignment he does it very slowly and
carefully.
According to Paul S. Anderson, there are seven aims of reading, reading
for details and fact, reading for main ideas, reading for sequence or organization,
reading for inference, reading for classifying of content. 4
a. Reading for details and fact is reading to know what is done by the subject of
the story.

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

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

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

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

c. Reading for sequence of organization is reading to know each part of the
story.
d. Reading for inference is reading to know what is the writer meant by its story.
e. Reading for classifying is reading to find unusual things
f. Reading for evaluating is reading to know the value of the story.
g. Reading for comparing or content is reading to compare the way of life at the
story with the way of live of the reader.
Another author said that the aim of reading is:
a. Reading for pleasure.
b. Reading for information (in order to find out something or in order to do
something whit the information you get). 5
Meanwhile Lester and Allice Crow classified two general purposes, these
purposes includes: leisure-time reading and more serious reading. 6
a. Leisure-time reading. It is reading for enjoyments which may very in follow
your favorite sport, comic, article, and movie program.
b. More serious reading. It is reading to study for a goal such as to obtain factual
information and solve problems.

3. Types of Reading
Depending on the purpose s of reading it also can be classified into two
types of activities, intensive and extensive reading.7
a. Intensive Reading
Intensive reading means reading shorter texts to extract specific
information. This activity is likely more to emphasize the accuracy activity
5

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

p.4

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

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

involving reading for detail. The process of scanning takes a more premiere role
here than skimming. Reader is trying to absorb all the information given,
example: reading dosage instruction for medicine.
b. Extensive Reading
Reader deals with a longer text as a whole, which requires the ability to
understand the component part and their contribution the overall meaning, usually
for 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 ones
eyes over a text to get the gist of it while, scanning is quickly going through a
text to find a particular piece of information. 8
So if a person wants to get an address, phone number, a date in a book
over paragraph in order to locate a special piece of information, that activities is
called scanning but if he read all the passage in order to know about what it
deals about his reading, that is called skimming.
In skimming a reader must ask himself what the text is talked about he
must move his eyes quickly over the text, looking especially at the main title, the
beginning and the end, and the first sentence of paragraph. In scanning the reader
must ask himself weather or not the text contains what he is looking for and if
any, he must find where is located, he moves also his eyes more or less quickly
over the text for specific item.

4. The Principles of Teaching Reading

In teaching reading there are several principles in order to achieve the
purpose of reading according to Jeremy harmer, they are: 9
a. Reading is not a passive skill
Reading is an active occupation. If involves any skills as guessing,
predicting, checking, and asking oneself questions to do it successfully, we have
8

Francoise Grellet, op cit., p.4

Jeremy harmer, How to Teach-English: An Introduction to the practice of English language,

(England: Longman, ltd), p. 70-7

10

to understand what the words mean, see the pictures the words are painting,
understand the arguments, and work out if we agree with them. If we do not do
these things-and if students do not do these things-then we only just scratch the
surface of the text and we quickly forget it.
b. Students need to be engaged with what they are reading
Students who are not engaged with the reading text not actively interested
in what they are doing-are less likely to benefit from it.
c. Students should be encouraged to respond to the context of a reading text, not
just to the language.
Teacher should give students chances to respond to the message in some
ways. It is important hat they should be allowed to expense their feelings about
the topic.
d. Prediction is a major factor in reading.
Teacher should give students hints so that they can predict what is
coming too. If will make them better and more effective readers.
e. Match the task to the topic
The most interesting text can be determined by asking boring and
inappropriate questions; the most commonplace passage can be made exciting
with imaginative and challenging tasks.
f. Good teachers exploit reading texts to the full.
Many reading text is full of sentences, words, ideas, descriptions, etc. it
does not make sense just to get students to read it and then drop it to more on to
something else. Good teachers integrate the reading text into interesting class
sequences, using the topic for discussion and further tasks.
According to Med D. Marksheffel, the principles of teaching reading are: 10
a. Reading is a highly complex thinking process in which the entire organism
participates. It is composite of innumerable skills, abilities, process, and
condition.

10

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

11

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

student growth and development in learning.
c. Improvement in reading and learning in context areas is best achieved
when reading is taught by subject-matter teacher.
d. To achieve maximum learning, teaching must begin at the students
instructional reading level.
From the principle of teaching reading stated by the experts, the writer takes the
conclusion that the principles in teaching reading are:
a. The students have to be encouraged to respond the meaning of reading
text.
b. The teacher should explain the material or reading text clearly, she or he
should match the ask given to the topic. It can increase the students
achievement in learning.
c. Reading involves many skills and abilities, therefore the teacher should
give great attention to the students development that involves the
students abilities to become efficient and skillful readers.

B. Contextual Teaching and Learning

1. Contextual Teaching and Learning
Philosophy of Contextual Teaching and Learning is rooted from John
Dewey progressivism, the students will best learning if what they have
learnt/learned is related with what they have already known and teaching learning
process will be productive if the students are active in the process of teaching.
The majority of students in our school are learning and how that
knowledge will be used. This is because the way they process information and
their motivation for learning are not touched by the traditional methods of
classroom teaching. The students have a difficult time in understanding academic
concepts (such as math concept) as they are commonly taught (that is using an
abstract, lecture method), but they desperately need to understand the concepts as
they relate to the workplace and to larger society in which they will live and work.

12

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

own outside the classroom.
According to Contextual Learning theory, learning occurs only when
students (learners) process new information or knowledge in such a way that it
makes sense to them in their own frames of reference (their own inner worlds of
memory, experience, and response). This approach to learning and teaching
assumes that the mind naturally seeks meaning in Context-that is, in relation to the
persons current environment-and that is does so by searching for relationships
that make sense and appear useful.
Building upon this understanding contextual learning theory focuses on
the multiple aspects of any learning environment, whether a classroom, a
laboratory, a computer lab, a worksite, or a wheat field. It encourages educators to
choose and/or design learning environments that in corporate as many different
forms of experience as possible-social, cultural, physical, and psychological-in
working toward the desired learning outcomes11.
Contextual based learning is not a hot buzzword in many education, circles
today, but it is not a new concept john sounders said that contextual teaching
learning was a subject of great interest to educations philosopher, John Dewey
around turn of the century. He added that contextual learning supports that when
new knowledge presented in the context of persons past time experience, the
learning is most effective12.
Contextual teaching and learning (CTL), an instructional system is based
on the premise that meaning emerges from the relationship between content and
its context. Context gives meaning to context. The broader the context within

11

Jack, Richards, The Context of Language Teaching, http://wwwTexas Collaborative, Org. 13

May 2008.

12

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

13

which students is able to make connections, the more meaning content will hold
for them13.
Contextual Teaching and Learning is a system of instruction based on the
philosophy that students learn when they see meaning in academic material and
they see meaning in schoolwork when they can connect new information with
prior knowledge and their own experience14.
Basically CTL is a responds to Behaviorism Approach, which emphasizes
on the concepts of stimulus respond with mechanical drills. To be able to use the
language naturally as in real life and in various situation, critical thinking and
meaningful learning are needed, when the students can relate the lessons they
have got in school to their daily lives, they will be aware of the benefit learning.
Besides, they will realize the importance of going to schools.

2. Definition of Contextual Teaching and Learning

The writer found come definitions about Contextual Teaching and
Learning (CTL). Based on Johnson in Contextual Teaching and Learning: what
it is and why it is Here to Stay, he stated that the CTL system is and educational
process that aims to help students see meaning in academic material they are
studying by connecting academic subjects with the context of their personal,
social, and cultural circumstances 15.
Based on Nurhadi in pembelajaran kontekstual (CTL) dan penerapanya
dalam KBK, there is a definition about CTL from the Washington state
consortium for Contextual Teaching and Learning; contextual teaching is teaching
that enables students to reinforce, expand and apply their academic knowledge

13

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

14

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

15

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

14

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

simulated or real-world problem16.
Based on the department of Natural Education CTL is the concept of
learning that aim to help teacher to make connection between the teaching
materials with the context of students real world and encourages students to make
connection between their knowledge with its applications in their daily lives 17.
Based on the definitions above, CTL is a learning concept that help
teacher relate subject matter content to real world situations to their daily life, and
then students can gained knowledge and skills more and more by construct and
solve a problem by their self in their community as a citizen.

3. Components of Contextual Teaching and Learning

a. Constructivism
Constructivism is the philosophy of CTL approach mentioning that
knowledge is constructed gradually and the result will be expanded through
limited context and is eventually developed18. It is out of the question that a
teacher can transfer all knowledge to the students. Therefore, students should
construct what they have in mind by finding out complicated information to other
situations of their own. During classroom activities students can refer to their
experiences in lives. One thing the teacher should keep in mind that s/he can take
students to learning atmosphere, which relates the lesson in class to what is
available in their real lives.
b. Inquiry
On the basis of teaching, Inquiry is the care of CTL process. While
designing the tasks of activities in class teachers should refer to an inquiry activity
bath in reading and in speaking knowledge and skill that achieved by from self-

16

The Washington state Consortium for CTL in pembelajaran kontekstual (CTL) and
penerapannya 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 date

gathering, and conclusion.
c. Questioning
Questioning is not a new strategy. In teaching and learning process,
teachers have already applied this strategy. Whet is new is that questioning is not
only monopolized by the teacher but also is asked but the students it is natural to
say that curiosity means questioning. If someone in curiousity about something,
s/he will ask questions concerning the thing s/he is observing. Good questions can
raise students interest, motivate them and lead to attract their attention to the
phenomena observed.
d. Learning Community
Learning community suggests that the result of teaching and learning is
resulted from doing tasks with other students in-group: in other words sharing is
needed among friends, groups and among those who have known to those who
havent. And this concept suggested that the result of learning be achieved from
cooperative with another people.
e. Modeling
Another main component that is applicable is modeling teaching and
learning English has quite many chances of applying modeling, begun with
phonology to passages or texts. In assigning students to write a paragraph in form
of narrative, the teacher does not only define what narrative is but s/he also gives
examples. By so doing, the students know and can identify the narrative then at
the end, they can apply it in their piece of writing.
f. Reflection
Reflection plays an important role in contextual teaching and learning. In
reflection, the teacher thinks of what s/he has seen and heard. S/he pays more
attentions to her/his teaching and is open to ideas or suggestions from other
people. The teacher needs to consider several aspects such as learning constraints,
students motivation, interesting and challenging tasks, and ways to help students
learn. Reflection directs a teacher to act on purpose: what and when s/he does
something. Teachers can also motivate the students to reflect about their lesson.

16

g. Authentic Assessment
Assessment is the on going process of gathering and analyzing evidence of
what a students can do the term Authentic assessment is used to describe the
multiple forms of assessment that reflect students learning achievement,
motivation, and attitudes on instructionally-relevant classroom activities19.
Authentic assessment challenges students to apply new academic
information and skills to a real situation for a significant purpose. It is the tool of a
mind full school clear about what it expects of standardized testing, authentic
assessment gives young people the chance to exhibit the full range of their
abilities while showing what they have learned20.

4. Strategies in Contextual Teaching and Learning (CTL)

As explained above that CTL helps us relate subject matter content to real
world situations and motivates students to make connections between knowledge
and its application to their personal, social, and cultural circumstances in their
lives. Therefore, the strategies in using CTL techniques are (Carr, M., et al.,
1999:2).
a. Problem-based
Contextual teaching learning (CTL) can begin with a simulation or real
problem. Students use critical thinking and systematic approach to inquiry to
address the problem or issue, students may also drown upon multiple context
areas to solve these problems, worthwhile problems that are relevant to students
families, school experiences, workplaces, and communities hold greater personal
meaning for students.
b. using multiple contexts
Theories of situated cognition suggest that knowledge connote be separate
from the physical and social context in which in develops.

19

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

20

Johnson, E.B. p. 288

17

How and where a person acquires and creates knowledge is therefore very
important. CTL experiences are enriched when students learn skills in multiple
contexts (i.e. school, community, workplace, family).
c. Drawing upon students diversity.
On the whole, our students population is becoming more diverse, and with
increased diversity comes differences can be the impetus for learning and can add
complexity to the CTL experience. Team collaboration and group learning
activities respect students diverse histories broaden perspectives, and build interpersonal skills.
d. Supported self-regulated learning.
Ultimately students must become life long learners, lifelong learners are
able to seek out, analyze, and use information with little to no supervision. To do
so, students must become more aware how they process information, employ
problem-solving strategies, and use background knowledge. CTL experiences
should allow for trial and error, provide and structure for reflection; and provide
adequate support to assist to more from dependent to independent learning.
e. Using interdependent learning groups.
Students will be influenced by and will contribute to the knowledge and
beliefs of others, learning groups or learning communities are established in
workplaces and schools in an effort to share knowledge, focus on goals, and allow
all to teach and learn from each other, when learning communities are established
in school, educator act as coaches, facilitators and mentors.
f. Employing authentic assessment.
Contextual teaching a learning (CTL) is intended to build knowledge and
skills in meaningful ways by engaging students in real life, or authentic context
Assessment of learning should align with the methods and purposes of instruction.
Authentic assessment shows (among other things) that learning has occurred; are
blended into the teaching learning has process; and provide students with
opportunities and direction for improvement. Authentic assessment is used to
monitor student progress and inform teaching practices.

18

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

states that are five strategies for the teachers for applying the contextual learning,
they are called REACT.
a. Relating.
Learning related with the real world experience context.
b. Experiencing.
Learning focused on the exploration, discovery, and invention.
c. Applying.
Learning should be presented into the context, togetherness, etc.
d. Transferring.
Learning by using the knowledge in the context or in the new situation
Many of these strategies should be used by teacher using contextual teaching and
learning approach. Activities such as team teaching, cooperative learning,
integrated learning, work-based learning, service learning, problem based
learning, and others support CTL approach and they are must by practiced in
classroom properly.

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

Related with the students individually needed, to apply the Contextual
Teaching and Learning (CTL) a teacher must have these following principles:
a. Planning a suitable learning for the students developmentally appropriate.
Relationship between curriculum context and methodology that used to
teach must be based on social condition, emotional and students intellectual
development for example, what have learnt and done by junior high school
students must be different with the senior high school have learnt and done.
b. Making independent learning groups.
Students can learn from each others in a little group and learn in a bigger
team (class). This ability is a cooperation that needed by an adult in a work place
and in another context. However, the students are hoped to act actively.

19

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

Environment that supports self-regulated learning has three general
characteristics they are awareness in thinking, the use of strategy, and continuing
motivation. A teacher must create an environment where the students can reflect
how they learn, finish the assignment, face a problem and corporate with other
teacher it is clear that regulated learning not only related with simply minded
about the students thinking but also helped them to use their performance; so they
can solve a problem in a good way.
d. Considering the diversity of students.
In the class, a teacher used to teach variety students for instance
background ethnic, social-economy status, mother language that they use in their
home, and another weakness they have. However, a teacher is expecting to help
the students to achieve their learning purpose.
e. Pay attention to the students multiple intelligences.
In using Contextual Teaching and Learning (CTL) approach, the way of
students participation in a class must be pay attention on the need and the eight
orientations learning (special-verbal, linguistic-verbal, interpersonal, musicalrhythm, naturalistic, pysickinesthetic, intrapersonal and logic- mathematic).
However, in serving the students in a class a teacher must be integrated any
learning strategies in contextual teaching and learning (CTL) approach. So the
learning will be more effective for the students with their each intelligence.
f. Using questioning techniques to explore the students learning, problem
solving development, and high-thinking order.
In other to achieve the purpose of CTL, kind and the question level must
be spoken, the question must be selected carefully in other to produce the high
thinking order, responses, and the action that need by the students and all of
audiences in contextual learning.
g. Applying the authentic assessment.
Authentic assessment evaluates the applying of knowledge and students
complex thinking, it is better than the students just memorizing the actual
information. CTL nature condition needs the interdisciplinary assessment that can

20

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

C. Teaching Reading by using Contextual Teaching and Learning

(CTL).
Contextual Teaching and Learning (CTL) is a system of instruction based
on the philosophy that students learn when they see meaning in academic
material, and they see meaning in schoolwork when they can connect new
information with prior knowledge and their own experience.
Therefore, when teaching reading by using CTL, the writer tries to give
the reading material has a connection with their real life. So, the students can
connect new information that they already have with their own experience.
The writer will give the procedures of an effectiveness of using Contextual
Teaching Learning in reading.
1. The teacher greets the students with good morning, students! And asked How
are you today?
2. The teacher checks the student attendance list.
3. The teacher gives motivation to the students by giving the students
understanding important of English language in their life, and motivate them
to study hard and seriously.
4. Teacher asks the students to tell what news is popular at that time and the
teachers related it with the topic that the students will learn which profession
is.
5. The teacher gives games that related to the topic and the students should do the
games with their partner.
6. Teachers introduce the material they are going to be learned.
7. The teacher shows the media (flash card) related to the topic.
8. The teacher asks the students to tell what kind of profession that they already
know with their own experience.
9. Teacher gives dialogue that related to the topic which profession is and asks the
students to act it out in the front of the class in fair.

21

10. Teacher asks what kind of information that the students get about kind of
profession in that the dialogue, about location, uniform, time and so on.
11. Teacher explains about activities in the future and asks the students to tell
what kind of profession that they want in the future and than make an example
with uses kind of profession.
12. Teacher asks the students to make a group of four. Each students count from
one ten. Number one belongs to group one; two belongs to group two and so
on.
13. Teacher gives a hand out that consists of kind of profession and their
explanation. The students work in their group to match kind of profession with
their explanation.
14. Teacher asks the students to find another kind of profession and its
explanation. And then another group has to find out what kind of profession
with their explanation.
15. Teacher plays a film scene to the students. The teachers ask the students to
make four groups. Lines one become a group one, line to become a group
two and so on.
16. The teacher asks the students to work in their group to discuss the film scene
that the teachers have played to the students.
17. Teacher asks the students to find out the information about kind of profession
in the film scene with their group.
18. Each group makes a report about the information that they get from the film
scene.
19. Teacher asks the students from each group to present the result or their report
in front of the class.
20. Discussed with the teacher or another students about what they have learned
today.
21. Evaluation of CTL got from students progress, students participation in group
work and the presentation by students during the teaching and learning
process.

22

D. Thinking Framework
Theaching learning process is one of the activities in the educational field.
The success of teahing learning process does not entirely depend on the teacher,
but the student also influences it.
There is Teaching Reading using Contextual Teaching Learning (CTL)
because the students who has understand material with get hight score in english
test. In contrast, most students with contextual teaching and learning material
have more success in learning english because they are able to understand it and
english is a very important to the student to understand. There is no a correlation
between using contextual teaching and learning material teaching reading and
reading ability in learning english because the students with no understand in
reading ability usually tend to face more difficulties in learning english.
The ability to understand about english learning achievement depends on
several factors, such as language skills, students experiences, motivational,
bacgraound knowledge, the ways at english teachers in teaching reading.
It is very important for teacher to understand the implication of differences
contextual teaching learning english in the class in order to encourage the
fulfillment of each students scholastic potential. This it can be concluded that
students to understand role on the students learning achievement in english.
Students achievement is signed by their final scores it is resulted from the
average of their daily scores (formative scores) and their final test score.
The learning achievement in this research is the result of teaching english
in SMP PGRI 28 Jakarta, the result got through the final test from the second
semester. High or low students ability is seen from their achievemet after getting
lesson. If they get low result it means there are many abstacles, such as:
psychological, sociological and physiological. Therefore they can reach maximal
result in other words, their achievement is under their ability, students who have
abstacles in learning process are said have learning difficulties.

23

CHAPTER III
RESEARCH METHODOLOGY AND FINDING
A. Research Methodology
Method of Research
1. Subject of Research.
The subject of research was the second grade Students of SMP PGRI
12 Jakarta in Pondok Labu. The writer got the data from class (VIII-1) and
took 40 students as a sample of the research.

2. Place and Time of Research.

The research of this study was held at SMP PGRI 12 Pondok Labu
Jakarta. It was begun by observation and finished by giving the test about
reading from 31 October up to 28th November 2008. The writer did the
research for four meetings. The research consisted of presenting lesson and
giving test, after data was collected, the writer began to analyze them.

3. Technique of Taking Sample.

a. Population
The writer did the research to the second grade Students of SMP PGRI
12 Jakarta that was involved in the process of using contextual teaching
learning for reading skill approach.
The reseach populations are the students of SMP PGRI 12 Jakarta.
There are seven parallel class VIII.1 until class VIII.7. The students of the
second grade Students were (328) pupils from classes, and the writer took 40

24

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

from the total population based on the academic year 2008/2009. The writer
chose this class (VIII-1) because he taught in the class and to make her easier
in collecting the data.

b. Sample
The sample was taken by random sampling system namely where 20
students from experiment contextual in english teaching learning process for
reading skill at front of and 20 students from control reading text with
skimming and skanning.

4. Technique of Data Collecting.

The technique of data collecting is done by test. The test is done for
getting the data objectives of Students achievement in teaching English
reading using Contextual Teaching and learning. The test was given after
Teaching and learning process had been finished. The instruments consisted of
30 items test consisting of three types:
a. Multiple choice, there are fifteen items and each item is scored 2, so the
total score of this type is 30.
b.

True-Falls, there are ten items and each item is scored 3, so the total score
of this type is 30.

c. Completion, there are fifth items and each items is scored 4, so the total
score of this type is 40.

B. Research Finding
1. Data Analysis
Data analysis is the last step in the procedure of experiment in this case,
data processing. Data processing is the step to know the result of the an
effectiveness by using CTL in teaching reading.

25

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

(percentage), which is described on the table of the percentage. The writer uses
the formula:
P = F 100 %
N
P: Percentage
F: Frequency
N: Number of sample
Mid point (Xi) =

x maks + x min s
2

X maks: Underneath class

X mins: Beneath class

To find out how significance the increase of students reading skill using
contextual teaching and learning, the writer used a statistical calculation of t-test
to determine the final calculation of to (t observation) that is done to measure last
score of the reseach test.
The formula that used is2:
to = MD
SEMD
MD = Mean of differences; the average score from the differences gain scores
between Y1 and Y2 variable, wich are calculating with the formula:
MD = D
N
D = The total score between Y1 and Y2 variable, D is gained with the formula:
D = Y 1 Y2
N = Total of Students
1

M. Subana, M.Pd .dkk, Statistik Pendidikan, (Bandung: Pustaka Setia) p.41

Anas Sudjodo, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2003), p.296

26

SEMD = The standard error from mean of differences which is gained with the
formula:
SDMD = SDD
N-1

SDD = The standard deviation from the differences between score of variable Y1
and variable Y2 which is gained with formula:

SDD = D2
N

- D
(N)

2. Data Description
To know the result of the test, the writer makes the table of students pretest and post-test score as follows:

Table 3.1
Students Score of Pre-Test and Post-Test
Population

Pre-Test

Post-Test

Students 1

77

92

Students 2

68

78

Students 3

71

78

Students 4

48

64

Students 5

64

74

Students 6

68

75

Students 7

79

82

Students 8

74

75

Students 9

64

75

Students 10

70

73

Students 11

64

75

27

Students 12

64

77

Students 13

64

68

Population

Pre-Test

Post-Test

Students 14

88

92

Students 15

75

77

Students 16

68

75

Students 17

73

78

Students 18

54

65

Students 19

64

78

Students 20

54

70

Students 21

71

73

Students 22

74

79

Students 23

73

75

Students 24

79

80

Students 25

70

73

Students 26

68

74

Students 27

80

88

Students 28

56

64

Students 29

78

81

Students 30

68

77

Students 31

51

74

Students 32

58

75

Students 33

59

75

Students 34

70

77

Students 35

71

80

Students 36

68

70

Students 37

71

74

Students 38

58

71

Students 39

68

77

Students 40

70

74

28

3. The Technique Analysis of data.

a. Pre-test Result (X)

Table 3.2
Students Score of the Results on Pre Test
Population

Pre-Test

Population

Pre-Test

Students 1

77

Students 21

71

Students 2

68

Students 22

74

Students 3

71

Students 23

73

Students 4

48

Students 24

79

Students 5

64

Students 25

70

Students 6

68

Students 26

68

Students 7

79

Students 27

80

Students 8

74

Students 28

56

Students 9

64

Students 29

78

Students 10

70

Students 30

68

Students 11

64

Students 31

51

Students 12

64

Students 32

58

Students 13

64

Students 33

59

Students 14

88

Students 34

70

Students 15

75

Students 35

71

Students 16

68

Students 36

68

Students 17

73

Students 37

71

Students 18

54

Students 38

58

Students 19

64

Students 39

68

Students 20

54

Students 40

70
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 higher
score, 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
= 40
Number of class (C)
C = 1 + 3.3 LOG 40
= 1 + 3.3 (1.60206)
= 1 + 5.286798
= 6.286798
=6
Ratio (R) is the highest mark (H) mines the Lowest mark (L).
I=

R
C

40
6

= 6.666667
=7

30

Table 3.3
Frequency and Percentage of Pre Test Result
Interval

Frequency

percentage %

Mind Point (xi)

F. Xi

48 - 54

10%

51

204

55 - 61

10%

58

232

62 - 68

13

32.5%

65

845

69 - 75

13

32.5%

72

936

76 - 82

12.5%

79

395

83 - 89

2.5%

86

86

Total

40

100%

Mean =
=

2698

F .X i
F
2698
40

= 67.45 = 67.5 = 68
b. Post-Test Result
Table 3.4
Students Score of the Results on Pre Test
Population

Pre-Test

Population

Pre-Test

Students 1

92

Students 11

75

Students 2

78

Students 12

77

Students 3

78

Students 13

68

Students 4

64

Students 14

92

Students 5

74

Students 15

77

Students 6

75

Students 16

75

Students 7

82

Students 17

78

Students 8

75

Students 18

65

Students 9

75

Students 19

78

31

Students 10

73

Students 20

70

Students 21

73

Students 31

74

Students 22

79

Students 32

75

Students 23

75

Students 33

75

Students 24

80

Students 34

77

Students 25

73

Students 35

80

Students 26

74

Students 36

70

Students 27

88

Students 37

74

Students 28

64

Students 38

71

Students 29

81

Students 39

77

Students 30

77

Students 40

74
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 higher
score, 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=
=

R
C
28
6

= 4.666667 = 5
Table 3.5
Frequency and Percentage of Post Test Result
Interval

Frequency

percentage %

Mind Point (xi)

F. Xi

64 - 68

10%

66

264

69 - 73

15%

71

426

74 - 78

22

55%

76

1672

79 - 83

12.5%

81

405

84 - 88

2.5%

86

86

89 - 93

5%

91

182

Total

40

100%

Mean =
=

3035

F .X i
N
3035
40

= 75.875 = 75.8 = 76

c. The comparison between the pre test and post test score.
After finding the score of the students pre test and post test, the writer compared
the result of the test by using t-test formula:
to = MD_
SEMD

33

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

The score of
pre test (X)
77

The score of
post test (Y)
92

68

D= ( X-Y )

D2 = ( X - Y)2

-15

225

78

-10

100

71

78

-7

49

48

64

-16

256

64

74

-10

100

68

75

-7

49

79

82

-3

74

75

-1

64

75

-11

121

10

70

73

-3

11

64

75

-11

121

12

64

77

-13

169

13

64

68

-4

16

14

88

92

20

400

15

75

77

-2

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

22

74

79

-5

25

23

73

75

-2

24

79

80

-1

25

70

73

-3

Students (N)

34

26

68

74

-6

36

27

80

88

-8

64

28

56

64

-8

64

29

78

81

-3

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

37

71

74

-3

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 students

: The score of pre test

: The score of post test

: The Total score of X

: The Total score of Y

: 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 ]2
N
N
: 3956 - [ -316 ]2
40
40
: 98.9
SDD : 98.9

- [ 7.9 ]2
- 62.41

: 36.49
SDD : 6.04
To find out the mean of differences ( MD ) between variable X and Y, the writer
used formula:
MD : D_
N
: - 316_
40
MD : - 7.9
After finding the result of SDD, the writer can seek SEMD (the standard error )
from mean of differences which is gained with the formula:
SEMD : SDD_
N-1
: _6.04__
40 - 1
: _6.04__
39
: _6.04__
6.24
SEMD : 0.96
The last calculation is determining the result of to (t observation) that is done to
measure last score of the research test with formula:
to : MD_
SEMD

36

: _-7.9__
0.96
to : -8.22
the last result -8.22 indicates that there is a difference of degree as much as -8.22.
regardless the minus it does not indicate negative score.
Then to complete the result of the research, the writer tries to find out the degree
of freedom ( df ) with formula:
df : N- 1
df : 40 1
df : 39 (see table of t values at degree of significances of 5% and 1%).
At the degree of significance of 5 % : 2.04
At the degree of significance of 1 % : 2.76
The result of analyzing the data by using the formula above shows that the
coeficient is 8.22. this means that there is a significant increase in students
reading scores by using contextual teaching learning.

4. Interpretation of Data.
Based on the data collected from the test gained from the pre test and post
test has showed the mean scores of post test after using contextual teaching and
learning in reading activities was 75.87 while the mean score of pre test before
using contextual teaching learning was 67.45.
From explanation above the analysis of the result, we can see that the
teacing reading using contextual teaching and learning is adeguate success, it can
be seen on the table above.

5. The Hypothesis Testing

The writer states the hypothesis as follow:
a. Ha : There is a significance on students reading score before and after
using contextual teaching and learning.

37

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

and after using contextual teaching and learning.
According to Sudjono, if the result of calculation to ( t observation ) is
higher than tt ( t table ), to > tt; so the null hypothesis is rejected. It mean that
there is a significant difference on students reading score before and after using
contextual teaching and learning, and if the result calculation to ( t observation )
is lower than tt ( t table), to < tt ; so the null hypothesis (Ho) is accepted3.
As stated above, the result of df (40-1 : 39) on degree of significance of
5% and 1% are 2.04 and 2.76. comparing the to with each values of the degree of
significance, the result is 2.04 < 8.22 > 2.76.
Since to which is obtained from the result of calculating is higher than the
tt, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
rejected.

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

38

CHAPTER IV
CONCLUSION AND SUGGESTION

A. Conclusion
Derived from the result of the analysis of research, the value of to (t
observation) is 8.22 and the value of tt (t table) from the df (39) on degree of
significance of 5% and 1% are 2.04 and 2.76. it means that the value of to higher
than the value of tt. Therefore, the alternative hypothesis (Ha) is accepted and the
null hypothesis (Ho) is rejected. The data described previously, the writer
concludes that teaching reading using contextual teaching and learning is
successful. Based on the pre-test and post-test average mark there is a different
result between the pre-test score. The pre-test has average mark 67.45 and the
post-test has average mark 75.87. The average mark is increasing. According to
Norman E. Gronlund, 75.87 are classified into more than enough from the
explanation above Teaching Reading using Contextual Teaching Learning in.
It can be seen from the average score of the test, the average score is
75.87. From the result of analysis, it is generally accepted that Contextual
Teaching and Learning (CTL) approach should be applied in the teaching and
learning process.

B. Suggestion
According to the conclusion above, this study would like to propose the
following suggestions for teachers, head masters, policy makes, and others who
are involved in teaching and learning process: (1) The English teacher should be
well prepared before entering the classroom, (2) the learning material should be

39

related to the context of students lives in order to make the students easier to relate
new information and their background knowledge, (3) The teacher should make
the students realize that the material that will be given is important for their daily
communication, (4) The activities of learning should be various and enjoyable, (5)
The English teachers should give some variations in teaching reading. Teaching
can do role-play, making group, using picture or kind of game that are attractive
for the students.

40

BIBLIOGRAPHY
A widyamartaya, Seni membaca untuk study. Yogyakarta: Kamsius, 1992.
As Hornby, Oxford Advance learners Dictionary. New York: Oxford University
press, sixth edition, 1987.
Anas Sudjodo. Pengantar Statistik Pendidikan. Jakarta: Raja Grafindo Persada,
2003.
Bevis G. Yaxley. Developing Teachers theories of Teaching: A Touchstone
Approach, London: The Falmer Press, 1991.
Barbara L. McCombs Jo Sue Whisler. The Learner-Centered Classroom and
School, San Francisco: Jossey Bass Publishers, 1997.
Christine Nuttall. Teaching Reading Skill in Foreign Language, Briton:
Heinemann, New Ed, 1996.
Departemen Pendidikan Nasional. Kurikulum Berbasis Kompetensi, Jakarta:
Balitbang Depdikbud. 2003.
Dra. Ruoestiyah N.K. Masalah pengajaran Sebagai Suatu System, Jakarta:Renita
Cipta, 1986.
Departemen Pendidikan Nasional. Pedoman Penyusunan KTSP
pendidikan dasar dan menengah, Jakarta: Depdiknas, 2007.

tingkat

David Nunan, syllabus design, ed. C. N. Candlin and H.G. Widdowson, Ney
York: Oxford University Press, 1988.
Francoise Grellet. Developing Reading skills, Cambridge: Cambridge University
Press, 1981.
F. Dublin, D. E. Eskey and W. Grabber. Teaching second language Reading for
academic purpose, California: Edison-Wesley Publishing company, 1986.
Graham Hall. Redefining the Syllabus: an investigation into whether syllabus can
meet 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: the
Macmillan company, 1969.
Howard L. Kingsley. The Nature and Conditions of Learning, 2nd ed, PrenticeHall, 1957.

41

Hellman,W. Artur, Timothy, R. Blair, William, H. Rupley. Principle and

Practices of Teaching Reading, (5th Edition), Columbus, Ohio: Charles E.
Merril Publisher co., 1981.
http://www. Milville cache, k12. Ut. us / milville / teachers/ carles / philosophy
construl.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: Cambridge
University Press, 2001.
Jeremy harmer, How to Teach-English: An Introduction to the practice of English
language, England: Longman, ltd.
Johnson, E.B. Contextual Teaching and Learning: What it is and Why it is Here to
Stay, United State of America: Corwin Press, Inc. 2002.
Jack, Richards, The Context of Language Teaching, http://www Texas
Collaborative, Org. 13 May 2008.
John, Sounders, Contextually Based Learning, fad or Pronen Practice in a forum
brief: http://www. Contextual Teaching Inform, html.
James Dean Brown, The elements of Language Curriculum: A Systematic
Approach 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, get
better Grades, Collier macmillan publishers, 1976.
L.G. Alexander, Developing Skills. Penerbit Kanisius, 1975.
Leonard H. Clark and Irving S. Starr, Secondary and Middle School Teaching
Methods, United States of America: Macmillan PublishingCo., Inc., 4th
Ed, 1981.
Marksheffel D, Ned., Better Reading in Secondary School, New York: The
Ronald Press Companny, 1966.
Margaret E. Gredler, Learning And Intruction (theory into practice), Columbus
Ohio: Merril Prentice Hall, 2001, Fourth Ed.

42

Neil Mercel, world and minds; how we use language to think together, London
and New York: Routledge Taylor and Francis Group. 2000.
Nurhadi. The Washington state Consortium for CTL in pembelajaran kontekstual
(CTL) and penerapannya dalam KBK, Malang: penerbit UNM, 2004.
O Mulley and Pierce. Authentic Assessment for English language learners:
Practical Approaches for Teachers. United state of America: Addisonwesley publishing company, 2003.
Praticia J. Wentz, the student Teaching Experience, Merrill Prentice Hall, 1994.
R. Ibrahim and Nana Syaodih S., Prencanaan Pengajaran, .Jakarta: Rieneke
Cipta, t.t.
Victoria Neufeldt, Websters New World Dictionary 3rd edition, United State of
America: Preantice Hall Trade.
Walter R. Hill, secondary school Reading: process, program, procedure, Boston:
Allyn and Bacon, 1974.
William Francise Mackey, Language Teaching Analysis, London: Longman,
green and co ltd, 1965.

Appendix V

RENCANA PELAKSANAAN PEMBELAJARAN

(Experiment Class)
SMP/ MTs
Mata Pelajaran
Kelas/ Semester

: SLTP PGRI 12 Pondok Labu

: Bahasa Inggris
: VIII ( Delapan )/ 1

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk teks report, descriptive, dan recount yang berkaitan
dengan lingkungan sekitar.
Kompetensi dasar
: 5.1 Membaca nyaring bermakna teks tulis fungsional dan esei
berbentuk report, descriptive dan recount pendek dan sederhana
dengan ucapan, tekana dan intonasi yang berkaitan dengan
lingkungan 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 teks
berbentuk descriptive.
Siswa dapat menemukan kata kunci yang terdapat pada teks
fungsional pendek berbentuk descriptive.

Tema
Aspek/ Skill
Alokasi Waktu

: This is the Biggest Flower.

: Membaca.
: 2 x 40 menit

I. Skenario Pembelajaran
Kegiatan Guru

Waktu

a) Kegiatan Pendahulauan
1. Memberi salam dan tegur sapa
2. Guru menginformasikan tentang pentingnya penguasaan bahasa

10
Menit

Inggris
3. Penjelasan tentang topic yang akan di bahas.
b) Kegiatan Inti
1. Guru memberikan reading teks kepada siswa dan siswa
mempraktekan didepan kelas dengan membaca nyaring dan
intonasi yang benar.
2. Setiap siswa membaca text satu paragraf kemudian dilempar lagi
kesetiap siswa untuk membaca paragraf selanjutnya.

47

3. Guru dengan secara bergiliran memberikan arahan dengan

intonasi yang benar setiap kalimat kepada siswa setelah

60

pembacaan kalimat text selesai dan kemudian siswa melanjutkan

Menit

lagi membaca text dengan siswa yang lain mulai dari paragraf
awal.
4. Siswa berdiskusi dalam kelompok setelah membaca text dengan
menganalisa text dan gambar yang tertera dalam teks descriptive.
5. Guru memonitor aktivitas siswa dalam kelompok.
6. Setiap

kelompok

diwakili

oleh

satu

orang

untuk

mempresentasikan hasil teks tersebut di depan kelas dan siswa

lain mengoreksinya.
c) Kegiatan Penutup
1. Guru memberi kesempatan kepada siswa untuk bertanya dan
mengungkapkan

kesulitan-kesulitan

kegiatan belajar

yang

dihadapi

selama

10
Menit

2. Guru menyimpulkan materi pelajaran

3. Menutup pelajaran dan memberi salam

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
b. Bentuk
c. Instrumen

: Tes lisan.
: Menjawab pertanyaa-pertanyaan dari teks fungsional pendek berbentuk
descriptive
: Terlampir

48

Appendix VII

RENCANA PELAKSANAAN PEMBELAJARAN

(Experiment Class)
SMP/ MTs
Mata Pelajaran
Kelas/ Semester

: SLTP PGRI 12 Pondok Labu

: Bahasa Inggris
: VIII ( Delapan )/ 1

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk teks report, descriptive, dan recount yang berkaitan
dengan lingkungan sekitar.
Kompetensi dasar
: 5.1 Membaca nyaring bermakna teks tulis fungsional dan esei
berbentuk report, descriptive dan recount pendek dan sederhana
dengan ucapan, tekanan dan intonasi yang berkaitan dengan
lingkungan 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
Aspek/ Skill
Alokasi Waktu

: This is the Biggest Flower.

: Membaca
: 2 x 40 menit

I. Skenario Pembelajaran
Kegiatan Guru

Waktu

a) Kegiatan Pendahulauan
1. Memberi salam dan tegur sapa
2. Guru memberitahukan tentang KD dan tujuan pembelajaran yang

10
Menit

ingin dicapai.
b) Kegiatan Inti
1. Guru membagi siswa dalam beberapa kelompok yang terdiri dari 5
orang.
2. Guru membagikan gambar yang berurutan berisi beberapa biggest
flowers kepada setiap kelompok.
3. Guru meminta siswa menganalisis gambar sesuai dengan
pengalaman dan minat mereka
4. Siswa berdiskusi dalam kelompok untuk menganalisa gambar yang

49

didapat dan dituangkan dalam teks descriptive.

5. Guru meminta siswa untuk membuat text descriptive yang

60
Menit

deskripsi gambarnya berurutan dengan kelompok lain.

6. Guru memonitor aktivitas siswa dalam membaca teks yang
diberikan guru
7. Setiap kelompok membacakan teks tersebut di depan kelas.
8. Guru meminta siswa-siswa lain untuk melakukan koreksi terhadap
kesalahan penggunaan penulisan dari kelompok yang sedang
presentasi.
c) Kegiatan Penutup
1. Guru memberi kesempatan kepada siswa untuk bertanya dan
mengungkapkan kesulitan-kesulitan yang dihadapi selama kegiatan
belajar

10

2. Guru menyimpulkan materi pelajaran

Menit

3. Menutup pelajaran dan memberi salam

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
b. Bentuk

: Tes lisan.
: Menjawab pertanyaa-pertanyaan dari teks fungsional pendek
berbentuk descriptive

c. Instrumen

: terlampir

50

RENCANA PELAKSANAAN PEMBELAJARAN

(Experiment Class)
SMP/ MTs
Mata Pelajaran
Kelas/ Semester

: SLTP PGRI 12 Pondok Labu

: Bahasa Inggris
: VIII ( Delapan )/ 1

Standar Kompetensi : 5. Memahami makna teks tulis fungsional dan esei pendek sederhana
berbentuk teks report, descriptive, dan recount yang berkaitan
dengan lingkungan sekitar.
Kompetensi dasar
: 5.1 Membaca nyaring bermakna teks tulis fungsional dan esei
berbentuk report, descriptive dan recount pendek dan sederhana
dengan ucapan, tekana dan intonasi yang berkaitan dengan
lingkungan 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 teks
berbentuk descriptive.
Siswa dapat menemukan kata kunci yang terdapat pada teks
fungsional pendek berbentuk descriptive.

Tema
Aspek/ Skill
Alokasi Waktu

: This is the Biggest Flower.

: Membaca.
: 2 x 40 menit

I. Skenario Pembelajaran
Kegiatan Guru
a) Kegiatan Pendahulauan
1. Memberi salam dan tegur sapa
2. Guru menginformasikan tentang pentingnya penguasaan bahasa
Inggris
3. Penjelasan tentang topic yang akan di bahas.
b) Kegiatan Inti
1. Guru memberikan reading teks kepada siswa.
2. Guru membreak down reading teks menjadi kalimat-kalimat
potong.
1. The famous public gardens are
the Bogor Botanical Gardens.

2. It lies 60 kilometers south

of Jakarta.

3. It was built at the order of the British Governor

Sir Thomas Stamford Raffles,
4. but the Dutch Governor-General Van Der Cappellen
opened it in 1817.

Waktu

10
Menit

3. Guru melempar bola kertas kepada siswa yang sudah diatur

dengan berpasangan.
Teacher

X1

X2

X1

X2

X1

X2

X1

X2

X1

X2

X1

X2

X1

X2

X1

X2

60
Menit

setiapKet:
pasangan yang mendapatkan lemparan bola harus membaca
X1:yang
Siswa sudah
Membaca
kalimat
dipotong dan teman sebangkunya mencatat apa
X2: siswa mendengarkan dan menulis
yang dibaca oleh teman pasangannya dan seterusnya.
4. Guru membaca teks secara utuh siswa mendengarkan dan siswa
mengoreksi hasil yang sudah ditulis.
5. Siswa berdiskusi dengan pasangannya untuk merapihkan teks
yang sudah dibaca oleh guru secara utuh.
6. Setiap kelompok diwakili oleh satu orang untuk
mempresentasikan hasil teks tersebut di depan kelas dan siswa
lain mengoreksinya.
7. Guru membahas reading teks
c) Kegiatan Penutup
1. Guru memberi kesempatan kepada siswa untuk bertanya dan
mengungkapkan kesulitan-kesulitan yang dihadapi selama
kegiatan belajar
2. Guru menyimpulkan materi pelajaran
3. Menutup pelajaran dan memberi salam

10
Menit

II. Sumber Belajar.

a. Buku teks yang relevan : Smart Steps the smartest way to learn English.
An English Textbook for Junior High School Grade VIII,
Ganneca, Ali Akhmadi and Ida Safrida.
b. Script percakapan.
c. gambar yang relevan.
III. Penilaian.
a. Teknik
b. Bentuk
c. Instrumen

: Tes lisan.
: Menjawab pertanyaa-pertanyaan dari teks fungsional pendek berbentuk
descriptive
: Terlampir

Abdul Kadir

CURRICULUM
VITAE

Jl. Kramat Rt 014 / 01 NO. 19

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

DATA PRIBADI

Tempat Tanggal Lahir

Jenis Kelamin
Agama
Kebangsaan
Tinggi
Berat

:
:
:
:
:
:

Jakarta, 30 Juni 1985

Laki-Laki
Islam
Indonesia
165 cm
60 Kg

PENDIDIKAN
1. 2004 2011

Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta

Ciputat, Tanggerang.
Fakultas Ilmu Tarbiyah dan Keguruan Jurusan Pendidikan Bahasa
Inggris Program Studi Instrumentasi (S.1)

2. 2000 2003

Madrasah Aliyah Negeri (MAN) Cirebon

Ciwaringin, Cirebon

3. 1997 2000

Madrasah Tsanawiyah Negeri (MTSN) Cirebon

Ciwaringin, Cirebon

4. 1992 1997

Madrasah Ibtidaiyah (MI) Nurul Hidayah

Cilandak, Jakarta

PENGALAMAN ORGANISASI
1. 2007 - 2008

2. 2005 - 2006

Penggurus Himpunan Mahasiswa Islam (HMI) Cab. Ciputat

Ciputat, Tanggerang.
Ketua Bidang LSO Jurnalistik
Badan Eksekutif Mahasiswa- Fakultas (BEM-F) Ilmu Tarbiyah dan
Keguruan
Universitas Islam Negeri (UIN) Syarif Hidayatullah Jakarta
Ciputat, Tanggerang

3. 2001 2002

Pengurus Organisasi Siswa Intra Sekolah (OSIS)

Madrasah Aliyah Negeri (MAN) Model Cirebon
Ciwaringin, Cirebon.

4. 2001- 2002

Pengurus Majelis Bimbingan Dakwah (MBD)

Madrasah Aliyah Negeri (MAN) Model Cirebon
Ciwaringin Cirebon