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THE EFFECTIVENESS OFCONTEXTUAL TEACHING AND LEARNING

TO TEACH READING COMPREHENSIONAn Experimental Study at the Eight Grade Students of

MTs At-Thosari Kalirejo Ungaran Timurin Academic Year of 2010/2011

ThesisSubmitted in partial fulfillment of requirementfor the degree of Bachelor of Islamic Education

in English Language Department

By:MUHLISON

Student Number: 6411028

FACULTY OF TARBIYAHSTATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO

SEMARANG2011

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ABSTRACT

Muhlison (Student Number: 063411028). The Effectiveness of Contextual Teaching and Learning to Teach Reading Comprehension (An Experimental Study at the Eight Grade Students of MTs At-Thosari Kalirejo, Ungaran Timur in the Academic Year of 2010/2011). Thesis, Semarang: Bachelor Program of English Language Education of Tarbiyah Faculty, Walisongo State Institute for Islamic Studies (IAIN Walisongo), 2011.

The objective of the research is to know the influence of optimizing of Contextual Teaching and Learning in student reading improvement. This research is quantitative research using experimental method. Subjects of this research are 40 students that are divided into two classes, namely control class (20) and experiment class (20). The writer used cluster random sampling technique to determine the sample.

The writer collected the data using test and observation. Furthermore, the data was analyzed by using descriptive statistical analysis technique and the hypothesis used t-test. Hypothesis test shows that contextual teaching and learning is more effective to improve students’ reading comprehension. This can be seen from the results of test score, it shows that the experimental class which was given treatment using contextual teaching and learning got higher score than control class without contextual teaching and learning.

Based on the t test with the standard of significance of 5%, it was found t count 3.05 and t table 2.021. Because of t count ≥ t table, so although little, there is real difference between results of study of learning using CTL that is 60.00 and learning that is not using CTL that is 56.80. Consequently, learning reading text using CTL is more effective when it is applied in the process of learning English than the non CTL. However, the writer could not deny that the different score between two classes is not much. But the reading improvement in the experiment class has proven that Contextual Teaching and Learning Method can be a good method in developing reading ability.

The result of this study is expected to be information and inputs for the institution, teachers, students and all of the circles to improve students’ achievement.

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ACKNOWLEDGEMENT

The first of all, the writer would like to express his sincere thanks to

almighty Allah SWT who has given health, blessing, inspirations, and guidance to

the writer in finishing this thesis with the title: “THE EFFECTIVENESS OF

CONTEXTUAL TEACHING AND LEARNING TO TEACH READING

COMPREHENSION (An Experimental Study on the Eight Grade Students of

MTs At-Thosari Kalirejo, Ungaran Timur in the Academic year of 2010/2011).

Peace and be upon Prophet Muhammad SAW, his family, his companions, and his

follower.

This thesis is presented to the English Education Department of the

Faculty of Tarbiyah, Walisongo State Institute for Islamic Studies Semarang

(IAIN Walisongo Semarang) as a partial fulfillment of the requirement for the

degree of Bachelor of Education in English Language Education (S-1). The aim of

this study to identify to what is the effectiveness of using contextual teaching and

learning in teaching reading and also to identify the influence of optimizing of

Contextual Teaching and Learning in students reading improvement.

The writer would like to express his great honor and deepest gratitude to

his beloved mother (Fathonah), His beloved brother (Vifta Yusmar), all families,

and all friends who always give support, motivation, and moral encouragement to

finish his study.

The writer would like to express his thanks and gratitude to his advisors

Dra. Hj. Siti Mariam, M. Pd and Dr. Musthofa, M. Ag for his valuable help,

guidance, correction, and suggestions for the completion of this thesis.

His gratitude also goes to:

1. The dean of Tarbiyah Faculty of IAIN Walisongo Semarang Dr. H. Sujai,

M.Ag

2. Siti Tarwiyah, M. Hum as the head of Tadris of IAIN Walisongo

Semarang.

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TABLE OF CONTENT

PAGE OF TITLE ……………………………………………………………. i

PAGE OF RATIFICATION ……………………………………………........ ii

PAGE OF APPROVAL ……………………………………………………... iii

PAGE OF STATEMENT ………… ………………………………………...... iv

ABSTRACT ...…………………………………………………………………. v

ACKNOWLEDGEMENT…. ………………………………………………… vi

TABLE OF CONTENT ……………………………………………………….viii

CHAPTER I: INTRODUCTION

A. Background of the Research……………………………... 1

B. Question of the Research………………………………... 5

C. Objective and Benefit of the Research ….……………... 5

CHAPTER II: REVIEW OF THE RELATED LITERATURE

The Effectiveness of Contextual Teaching and Learning

to Teach Reading Comprehension

A. Previous Research …..…………………………………... 7

B. Theoretical Framework…………………………………... 8

1. Reading ……………………………………………… 8

a. The Understanding of Reading……………………. 8

b. The Kinds of Reading Activity …………………… 10

c. Factors Affecting Student’s Reading Ability …….. 12

d. Teaching Reading in KTSP ………………………. 13

2. Contextual Teaching and Learning ………………..... 16

a. The Understanding of CTL ……………………….. 16

b. The Characteristics of CTL ………………………. 18

c. The Principles of CTL ……………………………. 20

d. The Procedure of CTL in Teaching Reading ……... 23

C. Hypothesis ……………………………………………….. 25

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CHAPTER III: RESEARCH METHOD

A. Design of the Research ………………………………….. 25

B. Research Setting.…………………………………………. 25

C. Population and Sample ………….………………………. 26

D. Variable of the Research ……………………………….. 27

E. The Technique of Data Collecting ……………………... 27

F. The Technique of Data Analysis ………………………... 30

CHAPTER IV ANALYSIS AND RESEARCH FINDINGS

A. The Description of Data ……………………...………….. 34

B. The Analysis of Data ………..…………………………... 39

C. The Test of Hypothesis ………………...………………... 41

CHAPTER V CONCLUSIONS, SUGGESTIONS AND CLOSING

A. Conclusions ……………………………………………… 43

B. Suggestions ……………………………………………… 43

BIBLIOGRAPHY

APPENDIXES

CURRICULUM VITAE

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CHAPTER I

INTRRODUCTION

A. Background of The Research

Reading is a complex activity deploying a large number of separate

actions. One should use the understanding and imagination, observing, and

remembering. We cannot read without moving the eyes or using our

minds. Comprehension and reading speed become very dependent on

proficiency in performing all the necessary organs for it1. Reading is

central to the learning process. By reading activity, people may gain

important information that is not presented by teachers in the classroom.

According to cognitive psychology and schema theory, the reader

is an active participant who has an important interpretive function in the

reading process2. Readers construct a meaning they can create from a text,

so that "what a text means" can differ from reader to reader. Readers

construct meaning based not only on the visual cues in the text (the words

and format of the page itself) but also based on non-visual information

such as all the knowledge readers already have in their heads about the

world, their experience with reading as an activity, and, especially, what

they know about reading different kinds of writing.

The teacher is one who gives knowledge to students. Teachers

indeed occupy an honorable position in the eyes of society. That authority

causes the teacher is respected, so that people do not ask about the teacher

features. With the trust given by society, then on the shoulders of teachers

are given tasks and heavy responsibilities3.

One of the most difficult tasks of a language teacher in the context

of teaching English as a foreign language is to foster attitude toward

1 Soedarso, Speed Reading Sistem Membaca Cepat dan Efektif, (Jakarta: Gramedia PustakaUtama, 1988), p. 4

2 www.writing.colostate.edu/index.cfm, Accessed on April 2, 20113 Syaiful Bahri Djamarah, Guru dan Anak Didik dalam Interaksi Edukatif, (Jakarta: PT.

Rineka Cipta, 2005), p. 31

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reading. It is caused by the limited time and other constraints they face

during the teaching and learning process. Teachers are often unable to

encourage students to find entertaining and interesting information in

reading materials. Therefore it often creates a negative mind-set in

students who consider the effort to interact with reading materials as an

unattractive activity compared to the process they may get from visual

electronic media.

However, reading programs may help students develop their

language skills necessary for success. But it is hard to implement an

effective reading program, especially in countries where English is treated

as foreign language. The success of implementing reading programs will

depend on the students’ interest. Since the beginning of reading material,

reading must be comprehensive and meaningful. That is the teaching of

early reading; children should be given material in a complete form, such

as stories and poems4.

In relation to reading, the survey research administered by National

Education Department of Republic of Indonesia showed surprising results.

It is proved that reading comprehension competence of elementary school

students were in a low level. Almost 76.95% of students were unable to

use dictionary. Among those who were able to use dictionary, there were

only about 5% can search words in Indonesian Dictionary systematically5

The same condition also happens in MTs At-Thosari Kalirejo

Ungaran Timur. The problem they experienced in English is concerning

reading competence. Most students are lack in English. It is shown from

their passing grade in English that are below minimum passing grade

required by the curriculum. As a more intensive observation undertaken,

the problem is mostly in reading comprehension. Students are unable to

comprehend the reading materials in the text. Therefore their

understanding on material taught is quite poor.

4 John W. Santrock, Psikologi Pendidikan, (Jakarta: PT. Kencana, 2008), p.4225 Syah Muhibbin, Psikologi Pendidikan Dengan Pendekatan Baru, (Bandung: PT. Remaa

Rosdakarya Offset, 1995), p.34

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Based on the curriculum, one of purpose of learning reading in

junior high school at the eighth grade is to develop the ability to

communicate in English verbally or written, so the students have ability to

read the written text correctly6. Generally, not all schools can easily

achieve the goal of learning reading in accordance with that state in the

curriculum. Each of schools find the different obstacles in achieve that

purpose. By considering the difficulties encountered and the solutions

needed, the researcher thinks that there should be efforts to improve the

effectiveness and efficiency in learning reading.

Effective reading is likely to impact on effective writing. As

receptive skills, reading provides a stimulus to the writing. The

effectiveness of learning reading and writing from the viewpoints of the

teacher is likely to give optimal results if teachers use the potential

efficiently. Learning efficiency of reading is also influenced y the use of

the facilities available. The use of facilities available optimally will help

students understand the material being taught. Usually students will have

an idea when they connect language learning with the surrounding

condition and their experiences.

Based on the fact above, it is necessary for language teachers to

foster reading on their students. It may be done by selecting proper

materials to the students. The reading programs may be useless if it is not

done properly. Teachers should select reading materials that are relevant to

the students’ needs and interests. Teacher should also select methods that

are fun for to the students, because selecting the wrong method will hinder

the achievement of learning objectives7.

Teaching and learning process of English in Junior High School

mostly emphasize reading, writing, listening and speaking integratedly.

Besides those four language skills in teaching English such language

6 Depdiknas, Kurikulum 2004; Standar Kompetensi Mata Pelajaran Bahasa Inggrissekolah Menengah Pertama dan Madrasah Tsanawiyah, (Jakarta: Pusat kurikulum, BalitbangDepdiknas, 2004), p.28

7 Syaiful Bahri Djamarah, Guru dan Anak Didik dalam Interaksi Edukatif, p.223

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components as vocabulary, structure, spelling etc must also be paid

attention to. The competence standard should be mastered by SMP

students in reading is to understand various meaning in written texts. The

competence covers interpersonal, ideational, and textual meaning8. It

means that the students should master the above meanings in written texts.

Teaching English for Junior High School, especially in reading class for

the second grade, conveys the competence of identifying ideational

meaning in the text, identifying interpersonal rhetoric in the context, and

reading loud the texts. Such a process requires certain approach in the

teaching.

As stated in the new curriculum, the methods employed by

teachers in teaching should convey the techniques that relate subject

matter content to the real word so that the students may construct their

knowledge based on their previous knowledge mastered. Such a method is

called Contextual Teaching and Learning (CTL)9.

According to Johnson, CTL is describing as follows:

Contextual teaching and learning is an educational process thataims to help students see meaning in the academic material theyare studying by connecting academic subjects with the context oftheir daily lives, that is, with context of their personal, social, andcultural circumstance. To achieve this aim, the systemencompasses the following components: making meaningfulconnections, doing significant work, self-regulated learning, andcollaborating, critical and creative thinking, nurturing theindividual, reaching high standards, using authentic assessment. 10

Contextual teaching and learning (CTL) is a teaching method that

provides a constructivist model. The model helps students connect the

content they are learning to the life contexts in which that content could be

used. Therefore, students may find meaning in the learning process. As

8 Depdiknas, Kurikulum 2004; Standar Kompetensi Mata Pelajaran Bahasa Inggrissekolah Menengah Pertama dan Madrasah Tsanawiyah, , p.16

9 Depdiknas, Kurikulum 2004; Standar Kompetensi Mata Pelajaran Bahasa Iggris sekolahMenengah Pertama dan Madrasah Tsanawiyah, p.17

10Elaine B. Johnson, Contextual Teaching and Learning, (Califorrrnia: Corwin Press, Inc.,Thousand Oaks, 2002), p.25

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they try to attain the learning goals, they draw upon their previous

experiences and build upon existing knowledge.

According to Johnson, CTL as learning approach consists of the

following eight important elements. They are Making meaning connection,

Doing significant work, Self regulates learning, collaborating. critical and

collaborative thinking, nurturing the individual, and reaching high

standards and using authentic assessments.

One of the approaches used in the teaching-learning process by

using CTL cover bottom-up processing and top-down processing. These

approaches may work well in schools that have high quality inputs such as

schools located in big cities. However, the approach may encounter

problems when they are applied in small town schools.

It is interesting to study the teachers’ strategies in teaching reading

employing the above approaches as implemented in small town school.

Based on the background above, the writer is intended to do further

research about teaching reading using CTL.

B. Question of The Research

Based on the background of study, statement of the problem: is

there a significant of the influence Contextual Teaching and Learning in

teaching reading comprehension at eighth grade students of MTs At-

Thosari Kalirejo Ungaran Timur?

C. Objective and Benefit of The Research

The objective of the research is to know the significant influence of

effectiveness using Contextual Teaching and Learning in student reading

improvement. The writer hopes this research may become supporting

material to get the better way of language teaching.

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Based on objectives above, the benefit of the research can be stated

as follows:

The result of the study is expected to give advantages as follows:

1. Theoretically; the result of the study can be input in English teaching

learning process especially on reading. And also, it can be used as

additional for those who want to conduct a research in English

teaching learning process.

2. Pedagogically; the result of the study is expected to be as follows:

a) Motivator for the students to improve the quality of reading

comprehension skill.

b) Reference in English language teaching for young learners not only

for the teachers but also for the writers and the readers.

c) Reflection of MTs At-Thosari Kalirejo Ungaran Timur., which at

least, it can examine the instructional practice at the MTs At-

Thosari Kalirejo classroom. It will become consideration not only

for MTs At-thosary itself, but also for Junior High Schools in

making instructional decisions such as teaching materials, methods,

and learning assessments.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

The Effectiveness of Contextual Teaching and Learning

to Teach Reading Comprehension

A. Previous Research

About this research, there has been a plethora of Contextual

Teaching and Learning research. The writer takes review of related

literature from other references as comparison that closes relation to the

Contextual Teaching and Learning. They are:

Dinny Eritha Ningrum’s (1124000013, Faculty of Science of

Education, UNNES) research under the title Efektivitas Pendekatan

Kontekstual (Contextual Teaching and Learning) dalam Mengatasi

Kesulitan Belajar Bahasa Inggris Siswa Kelas VIII Semester I SMP

Negeri 1 Brangsong Kendal Tahun Pelajaran 2004/2005. In her research,

she wrote that teaching and learning at school is only focus grammar

instruction and less gave chance to students to practice speak English. So

the teacher should choose other teaching methods like Contextual

Teaching and Learning that can emphasize in active learning student. So

that it will build interaction in teaching and learning.

The other research is done by Hafidh Mudhofar (A410040191,

Faculty of Teachership and Science of Education, Muhammadiyah

University) under the title Model Pembelajaran Berbasis Contextual

Teaching and Learning (CTL) Untuk Peningkatan Pemahaman Konsep

Program Linear (PTK Pembelajaran di Kelas X SMK Pertiwi Kartasura).

In his research, he wrote that CTL has a purpose to give students the skills

connecting mathematics with daily life and apply them in the questions.

The use of CTL model needs to be given by teachers in teaching and

learning, in order to achieve better learning results.

The similarities with these researches are the research uses

contextual learning strategies. This approach involves students fully in the

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learning process. Learning Contextual is not only listen, and record, but

learning is a process experienced directly. This strategy focuses on

students' full engagement process in order to find material to learn and

connect it with real life situations, encouraging students to be able to apply

it to their lives.

Essentially, this research has no difference with the researches above.

The only difference is the subject, application, and the media that used of

the research. In this research, the application of CTL method in teaching

reading comprehension is to read the text using various media such as

magazine, newspaper, tabloids, etc.

B. Theoretical Framework

1. Reading

a. The Understanding of Reading

Reading is one of the four basic language skills, it is a part or

component of written communication, symbols sounds of language is

converted into written symbols or letters1. Reading is essentially a

complex that involves many things. It is not only recite the text, but also

involves a visual activity, thinking, psycholinguistics, and metacognitive.

As a visual process of reading is a process of translating written symbols

to spoken words. As a process of thinking, reading includes the

introduction of activities word, literal comprehension, interpretation,

critical reading, and creative insight2. In modern society, reading is a part

that cannot be excluded, because without this ability of our world will be

closed and limited only to surrounding environment3.

Reading is about understanding written text. It is complex activity

that involves both perception and thought. In reading, there are two main

1Tampubolon, Kemampuan Membaca: Teknik Membaca Efektif dan Efisien, (Bandung:Angkasa, 1987), p.5

2Farida Rahim, Pengajaran Membaca di Sekolah Dasar, (Jakarta: PT. Bumi Aksara, 2005),p. 2

3Soenjono Dardjowidjojo, Psikolinguistik: Pengantar Pemahaman Bahasa Manusia,(Jakarta: Yayasan Obor Indonesia, 2005), p. 299

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stages; they are beginners and advanced stage. At the beginner stage, the

child's ability to understand the regularity of the letter will have

prerequisites that are psychological and neurological disorders4.

Psychologically, the students must have developed a cognitive ability that

he has been able to distinguish a form from another form. In neurology,

students will not be possible to start reading before the neuro-biology

allows. At advanced stage of the process of reading comprehension,

emphasizes the significance of the material being read. In this stage of

reading can be defined as a process to analyze the input in the form of

written material and produce output in the form of an understanding of the

material5.

Reading is an active skill. It constantly involves guessing,

predicting, checking, and asking oneself question. This should be taken

into consideration when devising reading comprehension exercise. It is

possible, for instance, to develop the students’ powers of inference through

systematical practice, or introduce questions which encourage students to

anticipate the content of a text from its title and illustrations or the end of a

story from the preceding paragraphs.

There are two conflicting views about the reading process, it’s

between top-down and bottom-up processing. In metaphorical terms this

can be linked to the difference between looking down something from

above-getting an overview-and on the contrary being in the middle of

something and understanding where we are by concentrating on all the

individual features. It is the difference between looking at a forest, and

studying the individual trees within it.6

Learning in schools today is not as expected, when associated with

students' understanding of course material. This is caused the use of

4 Soenjono Dardjowidjojo, Psikolinguistik: Pengantar Pemahaman Bahasa Manusia,, p.300

5 Soenjono Dardjowidjojo, Psikolinguistik: Pengantar Pemahaman Bahasa Manusia, p.303

6Jeremy Harmer, The Practice of English Language Teaching, (Great Britain: PearsonEducation Limited, 2001), 3rd Ed, p. 201

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traditional learning systems which students were given only a verbal

knowledge, so that students accepted the abstract knowledge without

experience or see for themselves.

b. The Kinds of Reading Activity

To help students develop communicative efficiency in reading,

there are some activities are used in the classroom to promote the

development of reading skills in our learners. The discussions below

centers on the major types of reading activities that can be implemented as

follows:

a. Discussion

Discussion is probably the most commonly used in the speaking

skills classroom activity7. It is a common fact that discussion really

useful activity for the teacher in order to activate and involve student

in classroom teaching. Typically, student are introduced to a topic via

reading, listening passage, or a video tape and are then asked to get

into pairs or groups to discuss a related topic in order to come up with

a solution, a response, or the like. Normally, people need time to

assemble their thought before any discussion and that is something

needs to consider. So, teacher must take care in planning and setting up

a discussion activity. According to Marianne Celce Murcia, there are

several steps that should be done by the teacher before starting the

discussion activity, that are: first, planned (versus random) grouping or

pairing of students may be necessary to ensure a successful discussion

outcome. Second, students need to be reminded that each person

should have a specific responsibility in the discussion, whether it is

kept on time, take note or report results. And finally, students need to

be clear about what they are to discuss, why they are discussing it, and

what outcome is expected. In order to manage a good discussion

7Marianne Celce-Murcia, Teaching English As A Second or Foreign Language, (Boston:Heinly and Heinle, a Division of Thomson Learning,Inc.2001), p.106

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activity, the writer concludes that the steps above are really important

to do because most teachers hope that they will be able to organize

discussion session in their classroom, particularly if the exchanges of

opinions provoke spontaneous fluent language use.

b. Scanning

When we need to read something to fid specific information, we

move our eyes very quickly across the text. When we scan like this, we

don’t read every word or stop when we see a word we don’t

understand; we read quickly and pause only to find the particular

information we are looking for8. It is a technique we often use when

looking up a word in the telephone book or dictionary. You search for

key words or ideas. In most cases, we know what we're looking for, so

we're concentrating on finding a particular answer. Scanning involves

moving our eyes quickly down the page seeking specific words and

phrases. Scanning is also used when we first find a resource to

determine whether it will answer our questions. Once we've scanned

the document, we might go back and skim it.

c. Skimming

Skimming for content is a useful skill that can help we read and

comprehend faster. We can get a good idea of the content of a passage

without reading every word or sentence. By skimming quickly over the

text we can pick up on the main points of the passage as well as the

main idea of what the reading is about9. Skimming is a process of

speed reading that involves visually searching the sentences of a page

for clues to meaning. For some people, this comes naturally, and

usually may not be acquired by practice. Skimming is usually seen

more in adults than in children. It is conducted at a higher rate (700

words per minute and above) than normal reading for comprehension

8 Neil J. Anderson, Active Skill for Reading, Student Book 4, (Boston: Heinly, a Division ofThomson Learning,Inc, 2003), p.2

9 Neil J. Anderson, Active Skill for Reading, Student Book 4, p.44

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(around 200-230 wpm), and results in lower comprehension rates,

especially with information-rich reading material10.

As with scanning, skimming does not involve reading every

word. Instead, we may skim by reading:

Title

Subheading

words in that are in bold, in italics or underlined

Diagrams

A report’s abstract, introduction or conclusion

The first sentence of every paragraph

Chapter questions

Chapter objectives

Chapter summaries11

d. Reading Aloud

Read aloud is a planned oral reading of a book or print excerpt,

usually related to a theme or topic of study. The read aloud can be used

to engage the student listener while developing background

knowledge, increasing comprehension skills, and fostering critical

thinking. Reading aloud can be used to model the use of reading

strategies that aid in comprehension12.

c. Factors Affecting Student’s Reading Ability

There are many factors that affect the ability to read. Generally, the

ability to read is directed by someone on reading comprehension and

reading speed level owned13. Factors that include:

10 http://en.wikipedia.org/wiki/skimming.html, it was retrieved on April 27, 201111 Davies W.M., Help Sheet Reading Skills, Teaching and Learning Unit, Faculty of

Business and Economics, the University of Melbourne. http://tlu.fbe.unimelb.edu.au/, it wasretrieved on April 1 2011

12 http://www.esiponline.org/classroom/foundations/reading/readalouds.html, it wasretrieved on April 26 2011

13 http://guruit07.blogspot.com/2009/01/faktor-faktor-yang-mempengaruhi.html, Posted byguru IT at 7:32 PM Labels: Artikel Bahasa Indonesia. It was retrieved on April 30 2011

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1. The level of intelligence

Reading itself is in essence the process of thinking and solving

problems. Two different people his IQ was bound to different results

and the ability to read14.

2. Speaking ability

If someone face readings whose language is not never heard it

will be difficult to comprehend the reading text. The cause is not

another because of its limited vocabulary.

3. Attitudes and Interests

The attitude is usually indicated by a sense of happy and

unhappy. Attitudes are generally latent or long. While interest is a state

in the one who encouraged her to do something. More interest for a

moment.

4. Situation Readings

Level of difficulty is removed, the aspect of appearance of, or

design these pages of the books, the size of the letters and the like also

can affect the reading process.

5. Reading habits

The habit in question is whether a person has the tradition of

reading or not. The meaning of this tradition is determined by a lot of

time or opportunity provided by a person as a necessity.

6. Knowledge About How to Read

Knowledge about such a person, finding the main idea quickly,

captures key words quickly, and so forth.

7. Background on Social, Economic and Cultural

Someone will have difficulty in capturing the content of the

reading if the reading was reading a cultural background.

14 http://guruit07.blogspot.com/2009/01/faktor-faktor-yang-mempengaruhi.html, Posted byguru IT at 7:32 PM Labels: Artikel Bahasa Indonesia. It was retrieved on April 30 2011

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8. Emotions

Emotional state that changes will affect one's reading.

9. Knowledge and Experience Previously Owned

The process of reading the daily accumulation of capital is

essentially the knowledge to read next.

In addition to the factors that influence the reading process which

has been described, in the process of reading there are also obstacles such

as:

a) Less able to concentrate to read:

1. Inherently less able to concentrate

2. Health is being compromised

3. Mood not calm

4. Environmental conditions that is less supportive.

b) Speed reading decreases resistance:

1. The wrong body position,

2. Lighting that does not support

d. Teaching Reading in KTSP

Reading is one of skills that taught in English language material.

KTSP is current curriculum applied by Indonesian government. KTSP is

similar with KBK or curriculum-based competence in several ways. The

different are that KTSP give more space to the school to determine basic

competency (kompetensi dasar) and indicator (indikator) based on the

situation of the school15. So, the government only determined the standard

of competency and then it is interpreted by each school.

a) The Standard Competence

To implement KTSP (Kurikulum Tingkat Satuan Pendidikan,) the

local government now has right to improve more how to implement it

15 E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan, (Bandung: PT. Remaja Rosdakarya,2009), p. 10

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in school level. It is obviously stated on the government decree number

19 year 2005 about National Standard Education:

Sekolah dan komite sekolah, atau madrasah dan komitemadrasah, mengembangkan kurikulum tingkat satuanpendidikan dan silabusnya berdasarkan kerangka dasarkurikulum dan standar kompetensi lulusan di bawah supervisiDinas Pendidikan Kabupaten/Kota yang bertanggungjawabterhadap pendidikan untuk SD, SMP, SMA, dan SMK, sertaDepartemen yang menangani urusan pemerintahan di bidangagama untuk MI, MTs, MA, dan MAK ( Pasal 17 Ayat 2).

Perencanan proses pembelajaran meliputi silabus dan rencanapelaksanan pembelajaran yang memuat sekurang-kurangnyatujuan pembelajaran, materi ajar, metode pengajaran, sumberbelajar, dan penilaian hasil belajar (Pasal 20).

So it is understood that school could explore and modify KTSP

according to school’s need and its vision and mission. Furthermore,

KTSP implementation is also stated on National Education Minister’s

decree number 22 and 23 year 2006. In implementing KTSP, one of the

points that need to be considered is how to develop the syllabus. In

English subject, the syllabus is designed based on Standard Isi which is

consist of subject, identity, competence standard and basic competence,

main learning material, learning activity, and indicators, assessment,

time allocation and learning resource16.

So, the government has defined standard competence for reading in

the eighth grade (kelas delapan) at second semester of junior high

school level as follows17:

1. Mengungkapkan makna yang terkait dengan wacana transaksional

dan interpersonal dalam konteks kehidupan sehari-hari.

2. Mengungkapkan makna dalam teks fungsional pendek dan monolog

sederhana berbentuk narative, descriptif, recount, dan anekdot

dalam konteks kehidupan sehari-hari

16 E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan, p.1217 Depag RI, Kurikulum 2004: Sandar Kompetensi Madrasah Tsanawiyah, ( Jakarta:

Depdiknas, 2005), p.173

16

b) The basic competence

The basic competence is the minimum competence that needs to be

mastered by the students in achieving reading skill; it is the

modification of standard competence. The basic competences for

reading skill in the second semester of eighth grade students at MTs

At-Thosari Kalirejo Ungaran Timur are:

1. Mengungkapkan makna yang terkait dengan wacana transaksional

dan interpersonal dalam konteks kehidupan sehari-hari.

2. Mengungkapkan makna dalam teks fungsional pendek dan

monolog sederhana berbentuk narative, descriptif, recount, dan

anekdot dalam konteks kehidupan sehari-hari.

Further detailed of basic competence operational in reading skill

for junior high school in eighth grade students at second semester will

be explained in the indicator of learning outcome.

c) The Indicator

The learning outcome or the indicator indicates some areas that

need to be gained by the students in achieving reading skills. Below are

the learning outcomes at second semester18:

1. Mengidentifikasikan makna gagasan (ideasional) dalam teks

diantaranya

a. Gagasan utama,

b. Gagasan pendukung,

c. Informasi rinci,

d. Makna kata, fase, dan kalimat.

2. Mengidentifikasikan langkah-langkah retorika (interpersonal) di

dalam wacana-wacana

a. Naratif,(Orientasi>evaluasi>komplikasi>resolusi>reorientasi)

b. Deskriptif, (identifikasi>deskripsi)

c. Recount, (orientasi>kejadian nyata)

18 Depag RI, Kurikulum 2004: Sandar Kompetensi Madrasah Tsanawiyah, p.178

17

d. Anekdot. (abstrak>orientasi>krisis>coda)

3. Membaca nyaring secara bermakna wacana naratif, descriptive,

recount, dan anekdot.

2. Contextual Teaching and Learning

a) The Understanding of CTL

The philosophy of CTL was rooted from progressivisms of John

Dewey19. John Dewey, an expert of classical education proposed the

theory of curriculum and teaching methodology related to the student’s

experience and interest. Principally, the students will learn effectively if

they can make a connection between what they are learning with the

experience they had, and also they actively involved in learning process

in the classroom. John Dewey, as quoted by Donald Freeman, said that

what an individual has learned in the way of knowledge and skills in

one situation becomes an instrument of understanding and dealing

effectively with the situation which follows. The process goes on as

long as life and learning continue20.

The word ‘contextual’ naturally replaced ‘applied’ academics

because the word ‘applied’ was simply too small to encompass the

startling innovations achieved by this grassroots reform movement. The

more comprehensive contextual in context implies the interrelatedness

of all things. Everything is connected including ideas and actions.

Contextual also directs our thinking toward experience. When ideas are

experienced, in context, they have meaning.

The theory of Cognitivisme also influenced the philosophy of CTL.

The students will learn so well if they actively involved in the

classroom activities and have a chance to inquiry it by themselves.

19 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, (Jakarta:Kencana Media Group, 2009), p.225

20 Donald Freeman, Changing Teaching: Insight Into Individual Development In TheContexts Of School, On Christopher Ward and Willy Reynanda (Ed.), Language Teaching, a NewInsights For The Language Teacher (Singapore: SEAMEO Regional Language Center, 1999),p.34

18

Students will show their learning achievement through the real things

that they can do. Learning is regarded as an effort or intellectual activity

for developing their idea through introspection activity21.

Based on two theories above, the CTL philosophy was developed.

CTL is a proven concept that incorporates much of the most recent

research in cognitive science. It is also a reaction to the essentially

behaviorist theory that have dominated American education for many

decades. CTL is promoted as the alternative for the new learning

strategy. CTL emphasizes the learning process through constructing not

memorizing and teaching is interpreted as an activity of inquiring

process not only transferring knowledge to the students. In CTL,

students are expected to develop their own understanding from their

past experience or knowledge (assimilation). It is important because our

brain or human mind functioned as the instrument for interpreting

knowledge so that it will have a unique sense.

Meanwhile, several attempts have been made to define the

meaning of CTL method. In the process of searching the meaning of

CTL, the writer has found several definitions about it from different

resources.

Johnson defines CTL as follows:

CTL is an educational process that aims to help student see meaning inthe academic subject with the context of their daily lives, that is, with thecontext of their personal, social, and cultural circumstances. To achievethis aim, the system encompasses the following eight components:making meaningful connections, doing significant work, self-regulatedlearning, and collaborating, critical and creative thinking, nurturing theindividual, reaching high standards, and using authentic assessments22

In addition, Berns and Errickson stated that,Contextual teaching and learning is a conception of teaching andlearning that helps teachers relate subject matter content to real worldsituations and motivates students to make connections between

21 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. p. 25522 Elaine B.Johnson, Contextual Teaching and Learning: What It Is and Why Itís Here to

Stay (Thousand Oaks: Corwin Press,Inc,2002) p.25

19

knowledge and its applications to their lives as family members, citizens,and workers and engage in the hard work that learning requires23.

Meanwhile, The Washington State Consortium for Contextual

Teaching and Learning, as cited in Wina, formulate the definition of

CTL as follows,

Contextual teaching is teaching that enables students to reinforce,

expand, and apply their academic knowledge and skills in a variety of

in school and out-of school settings in order to solve the stimulated or

real world problems24.

b) The Characteristics of CTL

Johnson, as quoted by Wina, characterizes CTL into eight

important elements as follows:

a. Making Meaningful Connections

Students can organize themselves as learners, who learn actively

in improving their interest individually, person who can work

individually or collectively in a group, and a person who can do

learning by doing.

b. Doing Significant Work

Student can make relationship among schools and the various

existing contexts in the real world as business maker and as a citizen

c. Self-Regulated Learning

Students do the significant work; it has purpose, it has connection

with others, it has connection with decision making and it has the

concrete results or products

23 Robert G. Berns and Patricia M. Erickson, Contextual Teaching and LearningPreparing Students for the New Economy. www.nccte.com, it was retrieved on April, 42011

24 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. p.225

20

d. Collaborating

Students are able to work together. The teacher helps students in

order to work effectively in a group and teacher helps them to

understand the way how to persuade and communicate each others.

e. Critical and Creative Thinking

Students are able to apply higher level thinking critically and

effectively. They are able to analyze, to synthesize, to tackle the

problem, to make a decision and to think logically.

f. Nurturing the Individual

Students carry on themselves, understand, give attention, posses

high wishes, motivate and empower themselves. Students can’t get the

success without the support from adult people. Students should respect

their companion and adult person.

g. Reaching High Standards

Students know and reach the high standard. It identifies their

purposes and motivates them to reach it. Teacher shows to students

how to reach what called ‘excellent’.

h. Using Authentic Assessments

Students use academic knowledge in the real world context to the

meaningful purposes. For example, students may describe the

academic information that have learnt in subject of science, health,

education, math, and English subject by designing a car, planning the

school menu, or making the serving of human emotion or telling their

experience25

These eight characteristics make CTL different from other

methods. These characteristics became the main components in

applying CTL method. It is also clearly seen that these eight

characteristics asks the students for actively involving in classroom

activity. Collaborating, nurturing the individual, creative and critical

thinking ask the students to responsible for their own learning. The role

25 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. p.268

21

of teacher in CTL is to facilitate student to find the fact or the meaning,

concept, or principles for themselves. Once these eight characteristics

applied in classroom, it will help both student and teachers in creating a

good atmosphere where the learners have a great responsibility in

achieving their success in learning activity.

c) Principles of CTL

a. Constructivism

Constructivism is the foundation of CTL. The basic premise is

that an individual learner must actively “build” knowledge and skills.

However, all advocates of constructivism agree that it is the

individual’s processing of stimuli from the environment and the

resulting cognitive structure that produce adaptive behavior rather than

the stimuli themselves26. In the classroom teaching learning process,

the application of constructivism are applied in five step of learning

that are activating knowledge, acquiring knowledge, understanding

knowledge, applying knowledge and reflecting on knowledge. The

constructivism paradigm has led us to understand how learning can be

facilitated through certain types of engaging, constructive activities.

This model of learning emphasizes meaning making through active

participation in situated context socially, culturally, historically, and

politically.

b. Inquiry

Basically, inquiry is a complex idea that means many things to

many people in any contexts. Inquiry is asking, asking something

valuable that related to the topic discussed. Inquiry is defined as a

seeking for truth, information or knowledge-seeking information by

questioning. In applying inquiry activity in the classroom teaching,

there are several steps that should be followed that are formulating

problem, collecting data through observation, analyzing and presenting

26 www.chiron.valdosa.edu/whuitt/cogys/construct.html. it was retrieved on April 21,2011

22

data (through written form, picture, report and table) and finally,

communicating and presenting the result of data to the readers,

classmates, and the other audiences.

c. Questioning

Questioning is the mother of contextual teaching and learning,

the beginning of knowledge, the heart of knowledge and the important

aspect of learning.

Sometimes, the teacher asks to the students before, during and

after the lesson. At other times, they are posed effectively by the

students to focus their own lesson, keep them engaged and help them

monitor their understanding of what was learned. In a productive

teaching learning, questioning activity are useful for checking students

comprehension, solving problem faced by students, stimulating

responses to the students, measuring student’s curiosity, focusing

student attention, and refreshing students prior knowledge.

d. Learning Community

In learning community, the result of learning can be gotten from

gathering others and also can be taken from sharing with friends, other

groups, and between make out person and not. Actually, learning

community has the meaning as follows: 1). Group of learning which

communicate to share the idea and experience, 2). Working together to

solve the problem and 3) The responsibility of each member of

learning group27.

It is sometimes forgotten that language classes operate as

communities, each within its own collection of shared understandings

that have been build up over time. The overall character or each

language class is created, developed, and maintained by everyone in

room. Each class member has a specific role to play, even those with

ostensibly low profile such as ‘onlooker’ or ‘observer’ (noticing what

is going on), ‘knower’ (being privy to shared class understanding) and

27 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, p.267

23

follower (reacting in the same way as everyone else to certain teacher

or student initiatives).

e. Modeling

Basically, modeling is verbalization of ideas, teacher

demonstrates to students to study and acting what the teacher need to

be implemented by students. Modeling activity can be summarized

into demonstrates the teacher’s opinion and demonstrates how does the

teacher want the student to learn28.

f. Reflection

Reflection is the ways of thinking about what the students have

learned and thinking about what the students have done in the past29.

Reflection is figuration of activity and knowledge that just have

received. Teacher needs to do the reflections in the end of teaching

learning process. In the end of teaching learning process, teacher

spends a little time and ask student to do the reflection. The realization

of reflection can be done by giving direct statement about the

information that acquired in the lesson, some notes or journal on

student book, some impression and suggestion from students about the

learning process and discussion.

g. Authentic Assessment

Authentic assessment is a procedure of achievement in the CTL.

Assessments of students’ performance can come from the teacher and

the students. Authentic assessment is the process of collecting the data

that can give the description of student learning development. In the

process of learning, not only the teacher that can be placed to provide

accurate assessments of students’ performance, but also students can

be extremely effective at monitoring and judging their own language

production. They frequently have a very clear idea of how well they

are doing or have done, and if we help them to develop this awareness,

28 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, p.26729 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, p.268

24

we can greatly enhance learning30. Meanwhile, authentic assessment

has some characteristics that are: (a) Involves real world experience,

(b) Allows access to information, (c) Encourages the use of computer,

dictionary and human resources, (d) Engages the students by

relevance, (e) Uses open-ended format, (f) Includes self-assessment

and reflection, (g) Warrant effort and practice, (h) Identifies strength to

enable students to show what they can do and (i) Make assessment

criteria clearer to students31.

d) The Procedure of CTL in Teaching Reading

Seven main components of CTL that explained above are the main

requirements in classroom teaching learning process. Below are the

procedures how to apply CTL, including reading class activity, in the

classroom teaching learning process.

a) Improve the understanding that student will learn more effectively

through self-learning, self-inquiring, and self-constructing using

their own knowledge and experience.

First, teacher needs to encourage student to actively

involved in learning process and use the student’s idea and

experience to conduct the learning and whole learning unit.

b) Do the inquiring activity to achieve desired competences in reading

activity.

In this step, the teacher presents the reading material (e.g. in

the form of certain pictures or visual aid that describes some

activities) in which the student need to analyze it by themselves.

Try to challenge the students with their own ideas and conceptions

to interpret it. Allow them to present their own idea and encourage

them to apply their own ideas, experience and interest to direct

learning process.

30 Jeremy Harmer, The Practice of English Language Teaching, the Third Edition (GreatBritain: Pearson Education Limited, 2001), 3rd Ed, p. 100

31 Wina Sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. p. 268

25

c) Create learning community or learning in groups

This step will help student to improve their leadership and

their cooperation among the student. In this step, the students

discuss the material with their friends and then they present it in

front of the class. To make the learning process more effective,

teacher needs encourage the students to express their own ideas

before the teacher did it.

d) Questioning as a learning tool. It is useful for improving student’s

curiosity

The teachers allow the students to ask something related to

the material after the discussion and presentation session finished.

It will give them more understanding in material discussed.

e) Do the reflection in the end of learning to make students feel that

they have learned something.

Provide enough time to reflect, analyze, and respect all

ideas that are expressed by all students. Teacher needs engage the

students in searching the information that can be applied in solving

the problem in their own life. So, the learning process will give

them many benefits in their real life.

C. Hypothesis

This research is to answer the question about the significance different

between teaching reading using CTL and teaching reading using non CTL

Method. Therefore, writer proposes hypotheses as follows:

Alternative Hypothesis (Ha):

There is a significant difference between the students’ reading scores

taught by CTL method and taught by non CTL method.

Null Hypothesis (Ho):

There is no significant difference between the students’ reading scores

taught by CTL and taught by non CTL method.

26

CHAPTER III

RESEARCH METHOD

A. Design of the Research

In this research, the writer uses an experimental design of the

actual/real experiment with the pattern of randomized control-group

pre test - post test design. In this design, a group of subjects taken and

certain populations grouped into two groups namely experimental

group and control group. The experimental group subjected to certain

treatment variables in a certain period, and then both groups are

subjected to the same measurements, and then compared the results.

Differences arising are considered based on treatment variables.

Before doing the research, the researcher observed the location

and population was carried out. The research was done in two classes

namely experiment class and control class. Before treating the students

using CTL and non CTL, the researcher administered the pre-test to

the students in both classes with the same instrument to know the

homogeneity of student’s reading skill.

The next step was the treatment, where the Class of VIII A as

the experiment class was taught using CTL and class of VIII B as the

control class was taught using non CTL. The presentation of the lesson

was done by the researcher.

Then, post-test was administered after finishing the treatment.

The researcher used the same format of question that was administered

in the pre-test. Even though the test instrument was the same, students

didn’t realize that it would be examined again later. Finally, the

researcher made a calculation of the result from both test.

B. Research Setting

The research of this study was held at MTs At-Thosari Kalirejo

Ungaran Timur. The researcher conducted the research about three

27

weeks. It was begun by observation and finished by giving the test in

reading ability. From 21th February up to 28th March 2011, the

researcher did the research for seven meeting. It consisted of giving

pre-test, presenting lesson and giving post-test.

C. Population and Sample

a. Population.

Population is all data that concerns us in a scope and time

that we specify1. The population in this research is all students of

grade eighth of MTs At-Thosari, Kalirejo, Ungaran Timur in

academic year of 2010/2011. The population of the research was

distributed as follow:

1. Class VIII A with the number of 30 students.

2. Class VIII B with the number of 20 students.

b. Sample and Technique Sampling

Sample is part of population, which is chosen to participate in

the study. The researcher will observe not at all of classes but only

a class, that is eight grade. Sampling is the process done to choose

and take sample correctly from population so that it can be used as

valid representative to the population2. In this research, the

researcher will take the subject of research randomly. The subjects

are regarded that each of them has the equal chance to be chosen as

the sample. The sample might be categorize in paired sample

because there are experimental and control group that are

compared. Two classes are chosen randomly, in which the each

class consists of 20 students. Class VIII A is chosen as the

experimental group which is taught by contextual teaching and

learning method while class VIII B is chosen as the control group

which is taught without contextual teaching and learning method.

1 Margono, Metodologi Penelitian Pendidikan: Komponen MKDK, (Jakarta: Rineka Cipta,2009), p118

2 Sugiarto, et al, Teknik Sampling, (Jakarta: Gramedia Pustaka Utama, 2003), p.4

28

The researcher’s consideration choosing the sample is based on the

cognitive structure of the students in each class. At this school, the

students are distributed thoroughly into their classes without

regarding their cognitive competence. So, every class has the same

right to be the sample of the research. In addition, there is a pre-test

to ensure that students’ competence of both class are equal.

D. Variable of The Research

Variable is the object of research or something that become the

concern of research. In this study there are two variables3. They are

Independent Variable (x) and Dependent Variable (y).

1. Independent Variable (x)

Independent variable is variable that influences or those to

be cause of change or emergence the dependent variable4.

Independet variable in this research is the use of Contextual

Teaching and Learning in teaching reading.

2. Dependent Variable (y)

Dependent variable that was affected or that be the result

because of the existence of the independent variable5. Dependent

variable in this reaserch is the vocabulary achievement score of

students for the eight year students of MTs At-Thosari Kalirejo

Ungaran Timur.

E. The Technique of Data Collecting

The researcher used the test to collect the data. The pre-test and

post test were administered to both classes. The pre-test was done

before the teaching learning process and the post-test was done after

3Arikunto Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT RinekaCipta, 2006), p.118

4 Mohammad Ali, Strategi Penelitian Suatu Pendekatan Praktik, (Bandung: Angkasa,1993), p. 26

5Arikunto Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik, p. 118

29

teaching learning process. The pre test was done in order to know the

homogeneity of the two classes in reading skill and the post-test was

done in order to know the influence and the effectiveness of using CTL

in teaching reading skill.

In collecting data, the writer has designed the item for reading

test. The writer used the interaction with peer technique. In this

technique, the writer divided the students into two groups and then

they are asked to discuss a certain topic. Meanwhile, in determining

the score gained by student, the writer used an oral rating scale that

proposed by David P. Harris. Table 1.1 below is the frame of Harris’s

oral English rating scale6.

Table 1.1. The frame of Harris’s oral English rating scale

No CriteriaRating

ScoreComments

1. Pronunciation 5 Has a few of traces of foreign language

4 Always intelligible, thought one is conscious of defined accent

3 Pronunciation problem necessities concentrated listening

occasionally lead to misunderstanding

2 Very hard to understand because of pronunciation problem, most

frequently be asked to repeat

1 Pronunciation problem to serve as to make speech virtually

unintelligible

2. Grammar 5 Make a few (if any) noticeable errors of grammar and words order

4 Occasionally makes grammatical and or words order errors that do

not, however obscure meaning

3 Make frequent errors of grammar and word order, which

occasionally obscure meaning

2 Grammar and word order errors make comprehension difficult,

must often rephrases sentence and or rest rich himself to basic

pattern

1 Errors in grammar and word order, so, severe as to make speech

virtually unintelligible

3. Vocabulary 5 Use of vocabulary and idioms is virtually that of native speaker

6 David P. Harris, Testing English as a Second Language, (New York: McGraw Hill BookCompany, 1969), p.84

30

4 Sometimes uses inappropriate terms and must rephrases ideas

because of lexical and equities

3 Frequently uses the wrong words conversation somewhat limited

because of inadequate vocabulary

2 Misuse of words and very limited vocabulary makes

comprehension quite difficult

1 Vocabulary limitation so extreme as to make conversation virtually

impossible

4. Fluency 5 Reading as fluent and efforts less as that of native speaker

4 Speed of reading seems to be slightly affected by language problem

3 Speed and fluency are rather strongly affected by language problem

2 Usually hesitant, often farced into silence by language limitation

1 Reading is so halting and fragmentary as to make conversation

virtually impossible

5 Comprehension 5 Appears to understand everything without difficulties

4 Understand nearly everything at normal speed although

occasionally repetition may be necessary

3 Understand most of what is said at slower than normal speed

without repetition

2 Has great difficulty following what is said can comprehend only

social conversation spoken slowly and with frequent repetition

1 Can not be said to understand even simple conversational English

The oral ability test divided into five elements; pronunciation,

grammar, vocabulary, fluency, and comprehension. Each elements

characteristics are then defined into five short behavioral statements as

stated in the frames above. This helps to make the test reliable, since it

avoids subjectivity because it provides clear, precise and mutually

exclusive behavioral statements for each point of the scale. The writer

will objectively see the characteristics of each student.

Reading ability whether they achieve 1,2,3,4 or 5 score. Then, it

can easily calculate the score. The amount of maximum scores gained

is 25. It is gained from the five elements of reading as stated above.

31

This amount of score can be described as follows:

Pronunciation : 5

Grammar : 5

Vocabulary : 5

Fluency : 5

Comprehension : 5 +

25

Since our reading class rating system is used the range of point

1-10 or 1-100, then, to make it easier to calculate, the score is

converted into 100 point scale by multiplying it with 4. So, it is clearly

seen that the writer modifies the range score because the need of the

scoring system as stated in the previous page. According to the

rounding off system, writer concludes that 100 point is the highest

score gained by a student and 20 point is the lowest score gained by a

student.

F. The Technique of Data Analysis

Data analysis is the last step in the procedure of research. In

analyzing the data from the pre-test and post test, the researcher used

the statistical calculation of T-test. T-test is used in order to find out

the differences of the result/score of student’s achievement in studying

reading by using CTL and non CTL.

1. Try-out Instrument of the test

The writer prepared 25 items as the instrument of the test.

Measurement is said well if it has good validity, reliability, degree of

test difficult, and degree of question distinctive.

a) Validity

The validity of an item can be known by doing item analysis.

It is counted using product moment formula7.

7Arikunto Suharsimi.Prosedur Penelitian Suatu Pendekatan Praktik, p, 231.

32

Product moment formula:

2222 yyNxxN

yxxyNrxy

xyr = question correlation coefficient

= number of studentsx = number of each item scorey = number of total score

Calculation result of rxy is compared with r table of product

moment by 5% degree of significance. If rxy is higher than r table, the item

of question is valid.

b) Reliability

Reliability refers to the consistency of test score. Besides

having high validity, a good test should have high reliability too.

K-R 21 formula is used to know reliability of test8.

K – R 21 formula:

r 11 =

kVt

MkMk

k 11

Where:

k = the number of items

M = the number of the score

Vt = the total of the variants

c) Degree of test difficulty

A good question is a question that not really difficult and not

really easy. Index difficulty formula:9

P = JsB

Where:

P: difficulty’s index

8Arikunto Suharsimi.Prosedur Penelitian Suatu Pendekatan Praktik, p, 189.9Arikunto Suharsimi.Prosedur Penelitian Suatu Pendekatan Praktik, p, 208.

N

33

B: number of students who has right answer

Js: number of students

The criteria are:

P: 0, 00 too difficult question

0, 00 < P ≤ 0, 03 difficult question

0, 00 < P ≤ 0, 70 average question

0, 70 < P ≤ 1, 00 easy question

P = 1 too easy question

d) Degree of question distinctive

It is used to know how accurate the question differs higher

subject and lower subject is10. The formula is:

D = BAB

B

A

A PPJB

JB

Where:

D: degree of question distinctive

J : the number of participants in the test

JA: the number of participants in the upper class

JB: the number of participants in the low class

BA: the number of participant in the upper class that applied the

matter was true

BB: the number of participants in the low class that applied the

matter was true

PA: the proportion of participants in upper class that answered true

PB: the proportion of participants in low class that answered true.

The criteria are:

0, 00 < D ≤ 0, 20 bad degree of distinctive

0, 21 < D ≤ 0, 40 average degree of distinctive

0, 41 < D ≤ 0, 70 good degree of distinctive

0, 71 < D ≤ 1, 00 very good degree of distinctive

D < 0 question is not good and should be deleted

10Arikunto Suharsimi.Prosedur Penelitian Suatu Pendekatan Praktik, p, 213.

34

After getting the data, they are preceded and analyzed

through the following steps:

a. Seeking gained score from student’s reading test and describing

it in the tables. The gained scores of experiment class are

variable I that symbolized by X and the gained scores of control

class are variable II that symbolized by Y.

b. Determining mean of variable of experiment class with formula

MX= ∑c. Determining mean of variable of control class with formula

MY= ∑d. Determining deviation score of variable X with formula = X-

MX Sum of or ∑ must equal to null from the square of ,

the researcher found out ∑ 2

e. Determining deviation score of variable Y with formula y = Y-

MY

Sum of y or ∑ y must equal to null from the square of y, the

researcher found out ∑ y2

f. Analyzing the result by using statistic calculation of T-Test

t0=

(∑ ∑ ) . ( )( ) . ( . )g. Giving interpretation

CHAPTER IV

ANALYSIS AND RESEARCH FINDING

A. The Description of Data

The purpose of this research is to measure the effectiveness of the

use of contextual teaching and learning methods to teach reading

comprehension in MTs At-Thosari Kalirejo, Ungaran Timur. This research

used quantitative methods conducted from 21st February up to 28th March

2011. After conducting the research, he got the data of research finding

that is obtained by using the test of the experiment class and control class

after conducting different treatment of learning process in both classes.

The implementation of this study was divided in two classes,

namely the experiment class (VIII A) and the control class (VIII B).

Before the activities were conducted, the writer determines the materials

and lesson plan of learning. Learning in the experiment class was

conducted by contextual teaching and learning, while in the control class

using non contextual teaching and learning.

Test was given before and after the students follow the learning

process that was provided by the writer. After the data were collected, the

writer analyzed them to prove the truth of the hypothesis that had been

formulated. However, before the analysis was done, first the writer scored

the results of the test that had been given to the students. The question that

was given to students consists of 25 questions of reading test.

Before analyze the data, first the writer knew the data from the

beginning of control class and experiments class that is taken from the pre-

test score. After the control class and the experiment class conducted the

learning processes, then both classes were given a post test to obtain the

data that will be analyzed.

The steps of this research are as follows:

1. Prepare stage

a. Analysis questions validity

Validity test is used to determine the success of the test

items. The questions that are not deserve to be scrapped and not to

be used. The items that are feasible, it means the item is to present

material that is chosen for comparison. The test is carried out test

of validity, reliability, analysis about the difficulty level, and the

calculation point about the proper use and improper use.

Based on the calculation results obtained results about the

validity of the items which are listed in table 2.1 below.

Tabel 2.1. Percentage of exercise validity

No Criteria Question NumberTotal

( Σ )

1 Valid 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12,

13, 14, 15, 16, 18, 19, 21, 22, 2520

2 Invalid 17, 20, 22, 23, 24 5

See more calculations in appendix 3

b. Analysis questions reliability

Having done validity test, then performed reliability testing

on those instruments1. Reliability test used to determine the level of

consistency in answers to the instrument. A good instrument

accurately has consistent answers to the instrument whenever it is

presented. Based on the calculation point about the reliability

coefficient obtained by r11 = 0, 4615 and rtable = 0.2973. Because r11

= 0, 4615> rtable = 0.2973, it can be concluded that the instrument

can be trusted to be used as a data collection tool. Calculation of

reliability tests can be seen in Appendix 3.

1 Sudjana, Nana, Penilaian Hasil Proses Belajar Mengajar, (Bandung: PT. RemajaRosdakarya, 1995), p.16

c. Analysis degree of test difficulty

Test questions difficulty level is used to determine the level of

difficulty associated with problems that will test the participant’s

level of understanding of the matter. Based on calculations about

the point about the difficulty level is obtained that the question of

the criteria:

a) Very difficult : -

b) Difficult : -

c) Medium : 21`

d) Easy : 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,

15, 16, 17, 18, 19, 20, 22, 23, 24, 25.

e) Very easy : -

For more details can be found in Appendix 3

d. Analysis Degree of question distinctive

Based on the calculation results obtained by distinguishing

about that item about the criteria:

a) Very bad : 17, 22, 23

b) Bad : 1, 2, 8, 9, 10, 12, 20, 21, 24, 25

c) Enough : 3, 4, 5, 6,7, 11, 13, 14, 15, 16, 18, 19

d) Good : -

e) Excellent : -

For more details about the distinguishing features can be

seen in Appendix 3.

From the 25 questions that tested the experimental class of

eighth grade A. 20 obtained a valid question. Before the matter to

the samples tested a valid question and then look for the suitable

and not suitable to be used with table 2.2 calculated as follows:

Table 2.2. Percentage Point Problem Decent Use and Improper

Use

No Criteria Question number Total ( Σ )

1 Dump 1, 2, 5, 8, 9, 10, 12, 17, 20, 21,

22, 23, 24, 2514

2 Use 3, 4, 6, 7, 11, 13, 14, 15, 16,

18, 1911

From 20 valid questions, it was 11 questions selected to be

used and 14 questions selected to be dumped.

2. Implementation stage

The writer conducted field research. The writer held this research

by teaching learning process that was done at two classes that are VIII

B as control class and VIII A as experiment class. And the writer got

the data from pre-test and post test. The pre-test was given before the

lesson began and the post-test was given after the lesson finished.

The result of data analysis can be described as follows:

a. The experiment class using contextual teaching learning (CTL)

The result of pre-test is gained with range score between 55 and 78

and the mean score is 65.75. Meanwhile in the post-test, the range

score is between 62 and 93 and the mean score is 74.6.

The result of data analysis, both data calculation and raw scores,

can be described as follows:

Table 2.3 The score of pre-test and post-test of experiment class

No Sample Pre test Post test Gained score

1 E-1 56 64 8

2 E-2 60 85 25

3 E-3 70 62 -8

4 E-4 75 77 2

5 E-5 67 68 1

6 E-6 70 70 0

7 E-7 72 70 -2

8 E-8 60 68 8

9 E-9 62 93 31

10 E-10 66 64 -2

11 E-11 78 86 8

12 E-12 64 68 4

13 E-13 61 70 9

14 E-14 64 72 8

15 E-15 55 80 25

16 E-16 70 74 4

17 E-17 65 90 25

18 E-18 65 75 10

19 E-19 69 80 11

20 E-20 66 76 10∑ =1315 ∑ =1492 ∑ =177

Mx=65.75 Mx2=74.6 MX=8.85

b. The control class using non CTL

The result of pre-test is gained with range score between 48 and 73

and the mean score is 61.1. Meanwhile, the result of pre-test is

gained with range score between 55 and 80 and the mean score is

67.35.

The result of data analysis, both data calculation and raw scores,

can be described as follows:

Table 2.4, The score of pre-test and post-test of control class

No Sample Pre test Post test Gained1 C-1 61 68 7

2 C-2 52 65 13

3 C-3 60 72 12

4 C-4 60 64 4

5 C-5 59 70 11

6 C-6 62 64 2

7 C-7 56 76 20

8 C-8 73 80 7

9 C-9 65 67 2

10 C-10 63 66 3

11 C-11 67 75 8

12 C-12 57 60 3

13 C-13 50 59 9

14 C-14 72 65 -7

15 C-15 61 64 3

16 C-16 68 75 7

17 C-17 54 55 1

18 C-18 48 59 11

19 C-19 66 73 7

20 C-20 68 70 2∑ =1222 ∑ =1347 ∑ =125

M∑ =61.1 M∑ =67.35 M∑ =6.25

B. The Analysis of Data

After writing the comparison between the score of experiment and

the control class, the writer calculates the deviation and square deviation

for two classes as follows:

Table 2.5. The comparison of scores of each student in experiment

class and control class

No X Y x Y x2 y2

1 8 7 -0.85 0.75 0.7225 0.56252 25 13 16.15 6.75 260.8225 45.56253 -8 12 -16.85 5.75 283.9225 33.0625

4 2 4 -6.85 -2.25 46.9225 5.06255 1 11 -7.85 4.75 61.6225 22.56256 0 2 -8.85 -4.25 78.3225 18.06257 -2 20 -10.85 13.75 117.7225 189.06258 8 7 -0.85 0.75 0.7225 0.56259 31 2 22.15 -4.25 490.6225 18.062510 -2 3 -10.85 -3.25 117.7225 10.562511 8 8 -0.85 1.75 0.7225 3.062512 4 3 -4.85 -3.25 23.5225 10.562513 9 9 0.15 2.75 0.0225 7.562514 8 -7 -0.85 -13.25 0.7225 175.562515 25 3 16.15 -3.25 260.8225 10.562516 4 7 -4.85 0.75 23.5225 0.562517 25 1 16.15 -5.25 260.8225 27.562518 10 11 1.15 4.75 1.3225 22.562519 11 7 2.15 0.75 4.6225 0.562520 10 2 1.15 -4.25 1.3225 18.0625∑ =177 ∑ =125 ∑ =0 ∑ =0

∑ 2=

2036.55∑ 2=

619.75MX=8.85 MY=6.25

From the table at the page above, the writer has got the

result of ∑X=177, ∑Y=125, ∑ x2=2036.55 and ∑ y2=619.75, while each

NX and NY is 20. Then, the writer found out the mean score of

variable X and Y as follows; MX=8.85 and MY=6.25. After getting

MX, MY, ∑ x2, ∑ y2, NX and NY, the writer calculated them based on

the steps of the t-test formula as follows:

a. t0 = (∑ 2 ∑ 2 . ( )2 . ( . )

t0 = 14,60 6,8(2036.55 619.75) . (20 20)20 20 2 . (20.20 )

t0=7,8

1058,812 . 4038 . 400

t0=7,8√6,9902

t0=7,82,56

t0= 3, 0469

= 3, 05

b. df = N1+N2-2

=20+20-2

=38

There is no degree of freedom from 38, so the writer uses the

closer df and it is 40.

c. In degree of significance 5 % (see appendix) from 40 in t t = 2.021

In degree of significance 1 % (see appendix) from 40 in t t = 2.704

d. The writer compared t0 to t table that if to > t table it means that Ho is

rejected and Ha is accepted, but when to < t table it means that Ho is

accepted and Ha is rejected

to: tt = 3.05> 2.021 in degree of significance 5%

to: tt = 3.05> 2.704 in degree of significance 1%

C. The Test of Hypotheses

This research is to answer the question about the significance

different between teaching reading using Contextual Teaching Learning

and teaching reading using non CTL method.

To get the answer of question, the writer should propose alternative

hypothesis (Ha) and null hypothesis (Ho) as below:

Ha= There is a significant difference between the students’ reading

scores taught by Contextual Teaching Learning and taught by non

CTL.

Ho = There is no significant difference between the students’ reading

scores taught by Contextual Teaching Learning and taught by non

CTL Method.

The criteria of hypothesis presentation states that: If to > tt, Ha is

accepted and Ho rejected; and If to < tt, it Ha is rejected and Ho is

accepted.

From the result of the statistic calculation indicates that the

value of t0 is 3.05 and the value of degree of freedom (df) was 38. In this

research, the writer used the degree of significance of 5% and 1%. The

writer used df =40 for there is no df for 38. Meanwhile, the degree of

significance of 5 % is 2.021 and for 1% is 2.704.

After obtaining to, the writer compared it with each values of the

degree of significance, the result is to: tt= 3.05 > 2.021 in degree of

significance 5% and to: tt=4.05 > 2.704 in degree of significance 1%.

Since to score is bigger than tt, it means that alternative hypothesis

(Ha) of research is accepted and the null hypothesis (Ho) is rejected. In

another words, it means that there is a significant difference between the

students’ reading scores taught by Contextual Teaching Learning Method

and taught by non CTL Method.

44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

According to the result of the analysis of the research, it shows

that the value of “t0” (t observation) is 3.05 and the value of “tt” (t table)

from the df (38) on degree of significance of 5 % and 1 %, are 2.021

and 2.704. It means that the value of t0 is bigger than the value of tt.

Therefore, the alternative hypothesis (Ha) is accepted and null hypothesis

(Ho) is rejected, or it can be said that there is a significant influence of

using Contextual Teaching Learning in teaching reading.

It can be concluded that teaching reading through Contextual

Teaching Learning is quite success. It can be seen on the table of the

students’ reading scores that the students who learn reading through

Contextual Teaching Learning, the average score is 60.00 and Non CTL,

the average score is 56.80. They have a significant difference. It means

that there is a significant influence of using Contextual Teaching Learning

in teaching reading.

Therefore, the conclusion is that the students’ reading scores taught

by Contextual Teaching Learning are better than taught by non CTL

Method.

In other words, the use of Contextual Teaching and Learning in

teaching reading has a significant difference to the student’s achievement

in reading skill at the eighth grade of MTs At-Thosari Kalirejo, Ungaran

Timur.

B. Suggestions

Based on the result and the process of research, the writer would

like to give some suggestions as below:

45

1. To The English Teachers

a) As most people said, that reading is the most complicated skill to

master in learning a language. Therefore, teachers do need to encourage

students to practice their reading skill in their daily life more and more.

It is clear that the more they practice their reading ability, the better

they will improve in reading.

b) The teachers need to be a good model in practicing English languages

so that the students will follow what the teachers have done, especially

in practicing reading language

c) It is proved that CTL is the effective way in developing reading

skill, thus, the teachers need to create an attractive learning process, by

using various technique and media, not monotone, to improve students’

reading skill

d) A peer coaching is one of the techniques used in CTL. Therefore, the

teachers need to classify the students based on their proficiency in

reading in order to create a good atmosphere and make an effective

teaching learning process. Also, it will help them in running community

learning as one of the basic principles of CTL.

2. To The Students

a) The students need to realize that learning is two way process, not only

teacher-centered. It means that they play a significant role in achieving

their success in study. So, they need to actively involve in that process.

b) Based on the research, the writer found that there are several students

who are quite well in expressing their idea in oral but they found

difficulty when they are asked to express it in spoken form. Therefore,

they do need to have more practice in order to improve their reading

ability

46

BIBLIOGRAPHY

Ali, Mohammad. Strategi Penelitian Suatu Pendekatan Praktik, Bandung,Angkasa, 1993

Arikunto, Suharsimi, Prosedur Penelitian Suatu Pendekatan Praktik,Jakarta, PT Rineka Cipta, 2006

Celce-Murcia, Marianne. Teaching English As A Second or ForeignLanguage, Boston: Heinly and Heinle, a Division of ThomsonLearning, Inc, 2001.

Dardjowidjojo, Soenjono, Psikolinguistik: Pengantar Pemahaman BahasaManusia, Jakarta, Yayasan Obor Indonesia, 2005

Davies W.M., Help Sheet Reading Skills, Teaching and Learning Unit,Faculty of Business and Economics, the University of Melbourne.http://tlu.fbe.unimelb.edu.au/

Depdiknas, Kurikulum 2004; Standar Kompetensi Mata Pelajaran BahasaInggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah,Jakarta, Pusat Kurikulum, Balitbang Depdiknas, 2004

Donald Freeman, Changing Teaching: Insight Into IndividualDevelopment In The Contexts Of School, On Christopher Ward andWilly Reynanda (Ed.), Language Teaching, a New Insights For TheLanguage Teacher, Singapore, SEAMEO Regional LanguageCenter, 1999

Elaine B.Johnson, Contextual Teaching and Learning: What It Is and WhyItís Here to Stay, Thousand Oaks, Corwin Press, Inc, 2002

E. Mulyasa, Kurikulum Tingkat Satuan Pendidikan, Bandung, PT. RemajaRosdakarya, 2009

G. Berns, Robert and Patricia M. Erickson, Contextual Teaching andLearning Preparing Students for the New Economy.www.nccte.com

Harmer, Jeremy. The Practice of English Language Teaching, Great Britain,Pearson Education Limited, 2001

J. Anderson, Neil. Active Skill for Reading, Student Book 4, Boston, Henley,a Division of Thomson Learning, Inc, 2003

47

Margono, Metodologi Penelitian Pendidikan: Komponen MKDK, Jakarta,Rineka Cipta, 2009

P. Harris, David. Testing English as a Second Language, New York,McGraw Hill Book Company, 1969

Rahim, Farida. Pengajaran Membaca di Sekolah Dasar, Jakarta, PT. BumiAksara, 2005

Sanjaya, Wina. Strategi Pembelajaran Berorientasi Standar ProsesPendidikan, Jakarta, Kencana Media Group, 2009

Soedarso, Speed Reading Sistem Membaca Cepat dan Efektif, Jakarta,Gramedia Pustaka Utama, 1988

Sugiarto, et al, Teknik Sampling, Jakarta, Gramedia Pustaka Utama, 2003,2nd Ed

Syah, Muhibbin, Psikologi Pendidikan Dengan Pendekatan Baru, Bandung,PT. Remaja Rosdakarya Offset, 1995

Syaiful Bahri Djamarah, Guru dan Anak Didik dalam Interaksi Edukatif,Jakarta, PT. Rineka Cipta, 2005

Tampubolon, Kemampuan Membaca: Teknik Membaca Efektif dan Efisien,Bandung, Angkasa, 1987

W. Santrock, John . Psikologi Pendidikan, Jakarta, PT. Kencana, 2008

http://en.wikipedia.org/wiki/skimming.html

http://guruit07.blogspot.com/2009/01/faktor-faktor-yang-mempengaruhi.html, Posted byguru IT at 7:32 PM Labels: Artikel Bahasa Indonesia.

http://www.esiponline.org/classroom/foundations/reading/readalouds.html

www.chiron.valdosa.edu/whuitt/cogys/construct.html

www.writing.colostate.edu/index.cfm,

Appendix 1

Students of Experimental Group

1 Al-Aqni

2 Ahmad Choirul Anam

3 Ahmad Sutikno

4 Alan Karunia Jaya

5 Arum Artinta Sari

6 Dani Gusti K

7 Desti Nur Anisa

8 Dina Rochmatun

9 Dyah Puji Lestari

10 Gita Setyani

11 Gufron Akhid Putranto

12 Hadi Muhamad

13 Iin Andaryati

14 Imatul Hidayah

15 Linda Rahayu L

16 M. Arbi Ma'ayakba

17 Maemunah

18 Mas,udah

19 Muntari

20 Nofika Puspa Dewi

NO NAMA

Appendix 2

Students of Control Group

1 Ahmad Rizki2 Bagus Prakoso3 Danang Setiawan4 Dedi R Y5 Diki Firmansyah6 Edi Rusmianto7 F R Bagaskara8 Heni Krismiyati9 Kasmudi10 Khoirul Yunan M11 M F A Umam12 M. Muhlisin13 Marlyn Yaputri14 Mega Rahayu15 Mohamad Fajar16 Nurul Saefudin17 Prastetyo Wibowo18 Ristika Aprielsari19 Rizki Dwi Saputro20 Wahyu Tri Wibowo

NO NAMA

LESSON PLAN

Experimental Group

School : MTs At-Thosari

Subject : English

Grade / Semester : VIII A / II

Standard Competence : To understand the meaning of reading text in form of

descriptive, narrative, and recount to interact in

surrounding environment.

Basic Competence : Read aloud and respond short functional text and

simple short essay in forms of narrative, and recount

with correct pronunciation, and intonation

Indicators : - Read aloud essay text in form of narrative and recount

- Identify various meaning of narrative, and recount

text

Skill : Reading

Time allotment : 2 x 40 minutes

1. Learning outcome

By the end of the lesson, Students will be able to understand how to read

the text correctly.

Student will be able to identify the meaning of `reading text

2. Activities

1) Opening (10 minutes)

Teacher greets and students give response.

Teacher asks students' condition.

Teacher checks students' attendance.

2) Core (60 minutes)

BKOF (Building Knowledge of the Field)

Teacher warms up students' mind by asking question related with

the material, like: do you like read? What kind of book do you like

to read?

MOT (Modeling of Text)

Teacher explains about the texts (narrative, recount, and

descriptive) and general structure of them

Teacher gives an example of them

Students analyze the kind and generic structure of the text

JCOT (Join Construction the Text)

Teacher asks students to make a group. Each group consists of 4

students.

Teacher gives reading text to each group.

ICOT (Independent Construction of Text)

Teacher asks each group to identify the kind, generic structure,

and the content of the text

Teacher asks one student from each group to read loudly the text of

their group.

Teacher asks each group to discuss the text

Teacher reads the text to give example how to read correctly.

Teacher reads the text and students repeat after the teacher.

3. Closing (10 minutes)

Teacher gives questions to the students about the text to check their

understanding.

Teacher repeats explanation about kinds of text

Teacher asks students if any difficulties about how to read a word

or sentence of the reading text.

Teacher closes with greeting.

Ungaran,2 March 2011

Known By:

English Teacher, Researcher

Arifin, S.Pd.I Muhlison

NIP. NIM.063411028

LESSON PLAN

Control Group

School : MTs At-Thosari

Subject : English

Grade / Semester : VIII B / II

Standard Competence : To understand the meaning of reading text in form of

descriptive, narrative, and recount to interact in

surrounding environment.

Basic Competence : Read aloud and respond short functional text and

simple short essay in forms of narrative, and recount

with correct pronunciation, and intonation

Indicators : - Read aloud essay text in form of narrative and recount

- Identify various meaning of narrative, and recount

text

Skill : Reading

Time allotment : 2 x 40 minutes

4. Learning outcome

By the end of the lesson, Students will be able to understand how to read

the text correctly.

Student will be able to identify the reading text

5. Activities

1) Opening (10 minutes)

Teacher greets and students give response.

Teacher asks students' condition.

Teacher checks students' attendance.

2) Core (70 minutes)

BKOF (Building Knowledge of the Field)

Teacher warms up students' mind by asking question related with

the material, like: do you like read? What kind of book do you like

to read?

MOT (Modeling of Text)

Teacher explains about the texts (narrative, recount, and

descriptive) and general structure of them

Teacher gives an example of them

Students analyze the kind and generic structure of the text

JCOT (Join Construction the Text)

Teacher asks to students to open the English book.

Teacher asks to students to read aloud the reading text of the book,

each student just read one sentence of the text.

Teacher gives the correct pronunciation to student that read a

sentence incorrectly.

ICOT (Independent Construction of Text)

After reading activity, teacher gives questions to student about the

text randomly.

Teacher reads the text to give example how to read correctly.

Teacher reads the text, students repeat after the teacher..

3) Closing (10 minutes)

Teacher asks students if any difficulties about how to read a word

or sentence of the reading text.

Teacher closes with greeting.

Ungaran,2 March 2011

Known By:

English Teacher, Researcher

Arifin, S.Pd.I Muhlison

NIP. NIM.063411028

INSTRUMENT OF RESEARCHClass VIII Semester II MTs AtAcademic Year. 2010/2011

Name :

CLass :

Choose either a, b, c, or d for the right answer!

Our school has three parking lots. Two of them are near the front

We must put our bicycles there. The other parking lot is for the staff's

motorcycles. It is next to the staff room, opposite Class VIIC.

The headmaster's office is between the staf

There are six toilets in the school. Four of them are in the corner, at the

back. They are for students. And the other two are next to Class VIIID. They are

for the staff and guests.

We have a sport hall at the back, behind classrooms IXA, B, and C. Next to

the sport hall are two small dressing rooms.

The science lab is between Class VIIIA and the library. Between the library

and the sport hall there is a small mosque for the

If you want to have snacks and drinks, you can go to the school

near the class VIIF.

(Source:http://www.fadlieha.co.cc/2011/02

1. What are there next to Class VIII D?

a. Toiletsb. Parking lots

2. Where are the parking lots for the students?

a. Opposite class VIII D

b. Between the staffs room

3. "Four of them are in the corner, at the back." (paragraph 3). What does the

underline word refer to?

a. Toilets

b. Parking lots

Muhlison_063711028 _MTs At-Thosari, Kalirejo, Ungaran Timur

OF RESEARCHss VIII Semester II MTs At-Thosari Kalirejo Ungaran Timur

2010/2011

No. :

either a, b, c, or d for the right answer!

Our School

Our school has three parking lots. Two of them are near the front

We must put our bicycles there. The other parking lot is for the staff's

motorcycles. It is next to the staff room, opposite Class VIIC.

The headmaster's office is between the staff room and the school office.

There are six toilets in the school. Four of them are in the corner, at the

back. They are for students. And the other two are next to Class VIIID. They are

for the staff and guests.

We have a sport hall at the back, behind classrooms IXA, B, and C. Next to

the sport hall are two small dressing rooms.

The science lab is between Class VIIIA and the library. Between the library

and the sport hall there is a small mosque for the Muslim students to pray.

If you want to have snacks and drinks, you can go to the school

ttp://www.fadlieha.co.cc/2011/02/soal-dan-pembahasan-un-smp

What are there next to Class VIII D?

c. Laboratories

d. Changing rooms

Where are the parking lots for the students?

Opposite class VIII D

Between the staffs room

c. Next to the school office

d. Near the front yard

are in the corner, at the back." (paragraph 3). What does the

underline word refer to?

Thosari, Kalirejo, Ungaran Timur ˷1˷

Our school has three parking lots. Two of them are near the front of yard.

We must put our bicycles there. The other parking lot is for the staff's

f room and the school office.

There are six toilets in the school. Four of them are in the corner, at the

back. They are for students. And the other two are next to Class VIIID. They are

We have a sport hall at the back, behind classrooms IXA, B, and C. Next to

The science lab is between Class VIIIA and the library. Between the library

tudents to pray.

If you want to have snacks and drinks, you can go to the school cafeteria

smpdescriptive.html)

Changing rooms

Next to the school office

Near the front yard

are in the corner, at the back." (paragraph 3). What does the

Muhlison_063711028 _MTs At-Thosari, Kalirejo, Ungaran Timur ˷2˷

c. Classrooms

d. Changing rooms

The text for question 4, 5, 6, 7, 8 and 9:

Going Fishing for the First Time

Last week my uncle asked me to go fishing with him in the river near his

hour. He also told me that the scenery there is beautiful. I was excited because I

had never gone fishing before. Therefore, he taught me how to do it very well.

We left at 09.00 a.m. when we got to the river, there were already some

people. They were also fishing. Then we look for a convenient place under a tree.

We put our fishing equipment and our lunch box on the mat we brought. After

that, my uncle taught me how to catch fish. He did it very patiently.

Suddenly, in the middle of fishing, I felt something really heavy catching

my hook. I could not pull it until I slipped and fell into the river. I did not realize

that the grass was slippery. My uncle pulled me out quickly. He helped me reach

the ground. Thanks God, I was safe even though I have mud all over my face. It

was embarrassing! (Source: SCAFFOLDING: English for Junior High School Grade VIII)

4. When did the writer go to fishing?

a. One week ago

b. Two weeks ago

c. Three weeks ago

d. Yesterday

5. Who was taught the writer how to fishing?

a. His Father

b. Some People

c. His Uncle

d. Teacher

6. When did the writer go to fishing

a. In the morning

b. In the afternoon

c. In the evening

d. In the night

7. What did the writer feel after he fell into the river?

a. Happy b. Ashamed

Muhlison_063711028 _MTs At-Thosari, Kalirejo, Ungaran Timur ˷3˷

c. Proud d. Excited

8. “They were also fishing…” Paragraph 2 sentence 2nd… They are referring

to…

a. Fish b. Me and uncle

c. The people

d. Writer

9. “I did not realize that the grass was slippery”. The similar meaning of the

underline word is….

a. Soft

b. Hard

c. Slick

d. Sharp

RAFLESIA

Raflesia consists of two parts: the stick like part which grows in the middle and the petals around and below it.The Raflesia plants begin to flower in its tenth year. It blooms three or four time a year.

Before is blossoming, it has a specially green files. They seem eager to explore the flower. But if the files touch the bottom part of the stick like centre, the die.(Source: http://riaenglishcourse.blogspot.com/2011/02/descriptive-and-narrative.html)

10. Why the Raflesia is unusual?

Because of its ……………

a. Colour

b. Smell

c. Discoverer

d. Large size

11. Who discovered Raflesia Arnoldi ?

a. Sir Stamford Raflesia

b. Beccary

c. Arnoldy

d. Scientist

12. ”While the flower is blossoming, it has a very unpleasant smell .....” What

does the underlined word mean?

a. Very nice

b. Bad smell

c. Very sweet

d. Odorless

13. What is the main idea of paragraph 3 ?

a. Part of Raflesiab. The size of Raflesiac. The discovery of Raflesiad. Raflesia produced unpleasant smell

Muhlison_063711028 _MTs At-Thosari, Kalirejo, Ungaran Timur ˷4˷

Sangkuriang

Once upon the time, in West Java, there was a young handsome man fell in love with a beautiful woman. His name was Sangkuriang. The women, he fell in love with was Dayang Sumbi.

One day they were having a date in front of Dayang Sumbi’s house in the forest. Dayang Sumbi caressed Sangkuriang hair tenderly. When she was doing it she found a scar on his head. She asked Sangkuring about the scar. Here’s what he said, “When I was little boy my mother beat me with a wooden spoon”. “Why your mother beat you?” Dayang Sumbi asked, “Because I killed Tumang a dog”, Sangkuriang answered.

Dayang Sumbi was very surprised at that time and said, “So you are my son! It’s unbelieveable ! It’s possible for me to be in love with my own son”. “No, it’s impossible that you are my mother, Dayang Sumbi. She must have been very old now.Sangkuriang kept unbelieveable in Dayang Sumbi and he has very eager to marry her. Dayang Sumbi accepted it under one condition. Sangkuriang had to create a lake and a boot only in a night. Sangkuriang agreed it to his love with her.

Before the work finished, Dayang Sumbi vanished. Sangkuriang was very angry when he knew it. He kicked the boot as strong as he could. The boat fell down in north of Bandung with the upside – down. That’s why people there called it “Tangkuban Perahu” which means the up side down boat. Now it is a name of moment there. (Source: http://zona-orang-gila.blogspot.com/2010/04/sangkuriang-english.html)

14. Where did the story happen?a. In Central Java

b. In Central Bandung

c. In West Java

d. In East Java

15. The word “he” in text refers to ……………a. The dog

b. Father

c. Si Tumang

d. Sangkuriang

16. Who is Tumang actually in the story?

a. Sangkuriang’s fatherb. Sangkuriang’s friendc. A Godd. A Common Dog.

17. How does the story end?

a. Suspending

b. Happy ending

c. Sad ending

d. Absurd

Muhlison_063711028 _MTs At-Thosari, Kalirejo, Ungaran Timur ˷5˷

Part of the plant

A plant is green living thing which cannot move. The main parts of a plant are root, stem, leaf, seed, etc.

The root is part of the plant’s which is underground. It absorbs water from the soil and supports other parts of plant. The stem is the main support of the plant. It grows branches to transport water upwards to the leaves. It is also a store for food.

A leaf is usually flat and grows on branches. The main function of it is to produce food from the sun’s energy. Most plants are green and have leaves. However, not all the plants are green and have leaves. There are some plants that are not green and they do not have leaves, for example a cactus.

A flower is a part of plant that is specialized for reproduction. It will cause fruits and seed to grow. Seeds a capable of producing a new plant.(Source: http://www.tooter4kids.com/Plants/parts_of_plants.htm)

18. What part of the plant produced food from the sun?a. Root

b. Stem

c. Flower

d. Leaf

19. The main support of the plants is…..

a. Stem

b. Seed

c. Flower

d. Root

20. Which paragraph explains about the part of plant that is used for

reproduction?

a. 1

b. 2

c. 3

d. 4

21. What is the root for?

a. for producing foodb. for growing the leafc. for absorbing water from the soild. for transporting the food

22. What does “it” on “the main function of it is ...…………”

The word it refers to?

a. Leaf c. Stem

b. Root d. Seed

23. The word “seed” means ……………

a. Akar b. Batang

Muhlison_063711028 _MTs At-Thosari, Kalirejo, Ungaran Timur ˷6˷

c. Daun d. Biji

24. What kind of the text above?

a. Narrative c. Recount

b. Descriptive d. Anecdote

25. Are all plants green and have leaves ?

a. No, it isn’t

b. Yes, it is

c. Yes, it does

d. No, it doesn’t

GOOD LUCK!!!!

Appendix 12

HypothesisHo : <

Ha : >

Test of HpothesisTo measure the hypothesis using the formula below:

Where

Ha is accepted if t > t(1-a)(n1+n2-2)

m1 m2

TEST OF DIFFERENCES BETWEEN TWO VARIANCES IN THE POST TEST OF EXPERIMENTAL AND CONTROL GROUPS

m1 m2

Daerah penerimaan

21 n

1

n

1s

xxt 21

2nn

1n1ns

21

222

211

ss

Based on the formula, the result was:

Based on the formula, the result was:

1 + 1+ 2

1 120 20

On a = 5% with dk = 29 + 29 - 2 = 56 is obtained t(0.95)(56) =

Variance Sources Experiemntal G Control G

Sum 1492.0 1347.0n 20 20x 74.60 67.35

Variance (s2) 77.0947 42.7658Standart deviation (s) 8.78 6.54

s =20 77.0947

20= 7.74146

20

7.74146 +

67.35= 2.962

20 42.7658

t =74.60

Because of t is in Ha area, so it can be concluded that experimental group is better thancontrol group.

1.69

1.69 2.962

penerimaan Ho

Daerah penerimaan

Ho

Appendix 11

HipotesisHo : =

Ha : ≠

Uji HipotesisTo measure the hypothesis using the formula below:

Where,

Ho is accepted if -t(1-1/2a)< t < t(1-1/2a)(n1+n2-2)

m1 m2

TEST OF DIFFERENCES BETWEEN TWO VARIANCES IN THE PRE TEST OF EXPERIMENTAL AND CONTROL GROUPS

m1 m2

Daerah penerimaan Ho

21 n

1

n

1s

xxt 21

2nn

1n1ns

21

222

211

ss

Dari data diperoleh:

Based on the formula, the result was:

1 + 1+ 2

1 120 20

On a = 5% with dk = 29 + 29 - 2 = 56 is obtained t(0.975)(56) =

Variance Sources Experimental G Control G

Sum 1315.0 1222.0n 20 20x 65.75 61.10

Variance (S2) 34.8289 47.9895Standart deviation (S) 5.90 6.93

s =20 34.8289

20

65.75 61.10= 2.285

47.9895= 6.435

2020

6.435 +

2.02439415

t =

penerimaan Ho

Appendix 10

HypothesisHo: Data distributes normallyH1: Data does not distribute normallyFormula

Criteriais accepted ifTest of HypothesisMax. Value = 93Min. Value = 62Stretches of Value (R) = 93-62 = 31Classes (k) = 1 + 3,3 log 20 = 5.826 = 6 kelasLength of classes (P) = 31/6 = 5.1667 = 6 .

Distribution Table of the Pre Test of Experimental Groupfi X i X i

2 f i .X i f i .X i2

62 – 67 3 64.5 4160.25 193.5 12480.7568 – 73 7 70.5 4970.25 493.5 34791.7574 – 79 4 76.5 5852.25 306 2340980 – 85 3 82.5 6806.25 247.5 20418.7586 – 91 2 88.5 7832.25 177 15664.592 – 97 1 94.5 8930.25 94.5 8930.25

20 1512 115695

TEST OF THE NORMALITY DATA OF POST TESTEXPERIMENTAL GROUP (CLASS X C)

Sum

Class

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

k

i i

ii

E

EOX

1

22 )(

oH tabelhitung XX 22

20 1512 115695

151220

29*115695 - (1512)2

73.04218.54647

List of the Observation Frequency of Experimental GroupOi

61.5 -1.65 -0.450562 – 67 -1.65 0.1221 5.0 3 0.8048

67.5 -0.95 -0.3284 2.468 – 73 -0.95 0.2313 9.5 7 0.6508

73.5 -0.25 -0.0970 4.674 – 79 -0.25 0.2730 11.2 4 4.6215

79.5 0.46 0.1759 5.580 – 85 0.46 0.2007 8.2 3 3.3232

85.5 1.16 0.3766 4.086 – 91 1.16 0.0919 3.8 2 0.8308

91.5 1.86 0.4686 1.892 – 97 1.86 0.0262 1.1 1 0.0052

97.5 2.56 0.4948 0.52.56 X² = 10.2362

For a = 1%, with dk = 6 - 1 = 5 it is obtained X² tabel = Because of X² < X² tabel, so the data is in the normal distribution 15.09

EiClassLuas

Daerah

S 2 =

Zi

=

S 2 =

Bk P(Zi)

S 2 =S =

20(20 - 1)

= 75.6

Sum

X =

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

Appendix 9

HypothesisHo: Data distributes normallyH1: Data does not distribute normallyFormula

Criteriais accepted ifTest of HypothesisMax. Value = 80Min. Value = 55Stretches of Value (R) = 80 - 55 = 25Classes (k) = 1 + 3,3 log 20 = 5.826 = 6 kelasLength of classes (P) = 25/6 = 4.1667 = 5

Distribution Table of the Post Test of Control Groupfi X i X i

2 f i .X i f i .X i2

55 – 59 3 57 3249 171 974760 – 64 4 62 3844 248 1537665 – 69 5 67 4489 335 2244570 – 74 4 72 5184 288 2073675 – 79 3 77 5929 231 1778780 – 84 1 82 6724 82 6724

20 1355 92815Sum

TEST OF THE NORMALITY DATA OF POST TESTCONTROL GROUP (CLASS X D)

Class

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

k

i i

ii

E

EOX

1

22 )(

oH tabelhitung XX 22

20 1355 92815

20

20*92815 - (1355)2

53.35537.30447

List of the Observation Frequency of Control GroupOi

54.5 -1.81 -0.465255 – 59 -1.81 0.0945 3.9 3 0.1976

59.5 -1.13 -0.3706 1.960 64 -1.13 0.1988 8.2 4 2.1147

64.5 -0.44 -0.1718 4.065 – 69 -0.44 0.2665 10.9 5 3.2141

69.5 0.24 0.0947 5.370 – 74 0.24 0.2276 9.3 4 3.0465

74.5 0.92 0.3223 4.675 – 79 0.92 0.1239 5.1 3 0.8507

79.5 1.61 0.4461 2.580 – 84 1.61 0.0429 1.8 1 0.3283

84.5 2.29 0.4891 0.9#### X² = 9.7519

For a = 1%, with dk = 6 - 1 = 5 it is obtained X² tabel = Because of X² < X² tabel, so the data is in the normal distribution 15.09

Sum

S 2 =S =

S 2 =

ZiBkKelasLuas

DaerahEiP(Zi)

=

29(29 - 1)

= 67.75X =1355

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

Appendix 8

HypothesisHo: Data distributes normallyH1: Data does not distribute normallyFormula

Criteriais accepted ifTest of HypothesisMax. Value = 78Min. Value = 55Stretches of Value (R) = 78-55 = 23Classes (k) = 1 + 3,3 log 20 = 5.826 = 6 kelasLength of classes (P) = 23/6 = 3.8333 = 4

Distribution Table of the Pre Test of Experimental Groupfi X i X i

2 f i .X i f i .X i2

55 – 58 2 56.5 3192.25 113 6384.559 – 62 4 60.5 3660.25 242 1464163 – 66 6 64.5 4160.25 387 24961.567 – 70 5 68.5 4692.25 342.5 23461.2571 – 74 1 72.5 5256.25 72.5 5256.2575 – 78 2 76.5 5852.25 153 11704.5

20 1310 86409Sum

TEST OF THE NORMALITY DATA OF PRE TESTEXPERIMENTAL GROUP (CLASS X C)

Class

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

k

i i

ii

E

EOX

1

22 )(

oH tabelhitung XX 22

20 1310 86409

131020

20*86409 - (1310)2

31.78955.63822

List of the Observation Frequency of Experimental GroupOi

54.5 -1.95 -0.474555 – 58 -1.95 0.0817 3.3 2 0.5432

58.5 -1.24 -0.3928 1.659 – 62 -1.24 0.1901 7.8 4 1.8478

62.5 -0.53 -0.2027 3.863 – 66 -0.53 0.2731 11.2 6 2.4109

66.5 0.18 0.0704 5.567 – 70 0.18 0.2420 9.9 5 2.4423

70.5 0.89 0.3124 4.871 – 74 0.89 0.1324 5.4 1 3.6116

74.5 1.60 0.4448 2.675 – 78 1.60 0.0447 1.8 2 0.0156

78.5 2.31 0.4894 0.9#REF! X² = 10.8714

For a = 1%, with dk = 6-1 = 5 it is obtained X² tabel = Because of X² < X² tabel, so the data is in the normal distribution 15.09

Sum

S 2 =S =

S 2 =

=

Bk P(Zi)Luas

DaerahEiClass Zi

20(20 - 1)

= 65.5X =

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

Appendix 7

HypothesisHo: Data distributes normallyH1: Data does not distribute normallyFormula

Criteriais accepted ifTest of HypothesisMax. Value = 73Min. Value = 48Stretches of Value (R) = 73 -48 = 25Classes (k) = 1 + 3,3 log 20 = 5.293 = 6 kelasLength of classes (P) = 25/6 = 4.1667 = 5

Distribution Table of the Pre Test of Control Groupfi X i X i

2 f i .X i f i .X i2

48 – 52 3 50 2500 150 750053 – 57 3 55 3025 165 907558 – 62 6 60 3600 360 2160063 – 67 4 65 4225 260 1690068 – 72 3 70 4900 210 1470073 – 77 1 75 5625 75 5625

20 1220 75400

TEST OF THE NORMALITY DATA OF PRE TESTCONTROL GROUP (CLASS VIII B)

Class

Sum

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

k

i i

ii

E

EOX

1

22 )(

oH tabelhitung XX 22

122020

20*75400 - (1220)2

51.57897.18185

List of the Observation Frequency of Control GroupOi

47.5 -1.88 -0.469948 – 52 -1.88 0.0882 3.6 3 0.1053

52.5 -1.18 -0.3817 1.764553 – 57 -1.18 0.1947 8.0 3 3.1105

57.5 -0.49 -0.1870 3.894258 – 62 -0.49 0.2697 11.1 6 2.3137

62.5 0.21 0.0827 5.394263 – 67 0.21 0.2346 9.6 4 3.2808

67.5 0.91 0.3173 4.691268 – 72 0.91 0.1281 5.3 3 0.9645

72.5 1.60 0.4453 2.561173 – 77 1.60 0.0439 1.8 1 0.3545

77.5 2.30 0.4892 0.8773#### X² = 10.1293

For a = 1%, with dk = 6- 1 = 5 it is obtained X² tabel = Because of X² < X² tabel, so the data is in the normal distribution 15.09

S 2 =S =

Class P(Zi)Zi Ld EiBk

20(20 - 1)

= 61

S 2 =

=X =

i

ii

E

EO 2

X

)1(

22

nn

ffn iiii

i

ii

f

f

Appendix 6

CONTROL EXPERIMEN1347 1492

20 2067.35 74.6042.77 77.09

6.54 8.78

1 19 0.0526 42.766 1.631 30.991 812.5502 19 0.0526 77.095 1.887 35.853 1464.800

Sum 38 66.844 2277.350

2277.35038

B = (Log S2 ) S (ni - 1)B = 1.777646185 38B = 67.55055502

X 2 value = (Ln 10) { B - S(ni-1) log Si

2}

= 59.93026316=

dk 1/dk Si2 Log Si

2

Table of Post Test Homogeneity

Tabel Uji Bartlett

Sample

Source of DataVariant Sources

Sum

dk * Si2dk.Log Si2

nX

Variance (S2)Standart deviation (S)

1

1 22

i

i

n

SinS

X 2 value = (Ln 10) { B - S(ni-1) log Si

2}

X 2 value = 2.302585093 67.55055502 66.844

X 2 val;ue = 1.626204781

For a = 5% with dk = k-1 = 2-1 = 1 is obtained X2table = 3.84

Because of X2 hitung < X2 table so the data is homogeneous

Appendix 5

CONTROL EXPERIMEN1222 1315

20 2061.10 65.7547.99 34.83

6.93 5.90

1 19 0.0526 47.989 1.681 31.942 911.8002 19 0.0526 34.829 1.542 29.297 661.750

Sum 38 61.239 1573.550

1573.55038

B = (Log S2 ) S (ni - 1)B = 1.617096951 38B = 61.44968413

X 2 value = (Ln 10) { B - S(ni-1) log Si

2}

nX

Variance (S2)Standart deviation (S)

dk.Log Si2

Table of Pre Test Homogeneity

Table of Bartlett Test

Sample

Source of DataVariants Sources

Sum

dk * Si2

= 41.40921053=

dk 1/dk Si2 Log Si

2

1

1 22

i

i

n

SinS

X 2 value = (Ln 10) { B - S(ni-1) log Si

2}

X 2 value = 2.302585093 61.44968413 61.239

X 2 value = 0.485946177

For a = 5% with dk = k-1 = 2-1 = 1 is obtained X2table = 3.84

Because of X2 hitung < X2 table so the data is homogeneous

Appendix 4

Data of Test

Control G Experimental G Control G Experimental G1 61 56 68 642 52 60 65 853 60 70 72 624 60 75 64 775 59 67 70 686 62 70 64 707 56 72 76 708 73 60 80 689 65 62 67 9310 63 66 66 6411 67 78 75 8612 57 64 60 6813 50 61 59 7014 72 64 65 7215 61 55 64 8016 68 70 75 7417 54 65 55 9018 48 65 59 7519 66 69 73 8020 68 66 70 76∑ 1222 1315 1347 1492N 20 20 20 20X 61.10 65.75 67.35 74.60S 2

47.99 34.83 42.77 77.09S 6.93 5.90 6.54 8.78

NoPre Test Post Test

S 6.93 5.90 6.54 8.78

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

1 T-2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 625

2 T-11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 625

3 T-20 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 625

Appendix 3

Try Out Test

No CodeItem Test

Y2Score (Y)

3 T-20 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 25 625

4 T-1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 24 576

5 T-4 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24 576

6 T-30 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 24 576

7 T-6 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 23 529

8 T-9 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 1 1 23 529

9 T-3 1 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 22 484

10 T-13 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 22 484

11 T-24 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 0 1 1 22 484

12 T-40 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 0 1 22 484

13 T-7 1 0 1 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 21 441

14 T-10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0 1 21 441

15 T-19 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 21 44115 T-19 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 21 441

16 T-22 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 21 441

17 T-25 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 0 1 0 1 0 1 21 441

18 T-32 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 1 1 1 1 1 21 441

19 T-36 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 1 1 21 441

20 T-39 1 1 0 1 1 0 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 21 441

21 T-17 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0 1 20 400

22 T-35 1 1 1 1 1 1 1 1 0 0 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 20 400

23 T-26 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 0 1 1 1 19 361

24 T-44 1 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 19 361

25 T-5 1 1 1 0 1 1 0 1 0 0 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 18 324

26 T-18 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 0 0 1 18 324

27 T-41 0 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 0 1 0 1 1 18 32427 T-41 0 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 1 1 1 0 1 0 1 1 18 324

28 T-31 1 1 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 0 1 1 1 1 1 1 0 17 289

29 T-42 1 0 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 0 0 1 1 1 17 289

30 T-23 0 1 1 1 1 0 1 1 0 1 0 1 1 1 1 1 1 0 1 0 0 1 0 0 1 16 256

31 T-29 1 1 0 1 0 0 0 0 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 16 256

32 T-33 0 1 0 0 0 0 1 1 1 0 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 16 256

33 T-43 1 1 0 1 0 1 0 0 1 1 1 1 1 0 1 1 1 1 0 1 0 1 0 1 0 16 256

34 T-12 1 0 0 1 1 1 0 0 1 0 0 1 1 0 1 1 1 1 0 1 0 1 1 0 0 14 196

35 T-27 1 0 1 0 1 0 1 0 1 1 1 0 1 1 0 1 1 1 0 0 0 1 1 0 0 14 196

36 T-15 1 0 0 0 1 0 0 0 1 1 1 0 1 0 0 1 1 0 1 1 0 1 0 1 1 13 169

37 T-16 0 0 0 1 1 1 1 1 0 1 1 0 0 0 0 0 1 0 0 1 1 1 1 1 0 13 169

38 T-34 0 0 1 1 1 1 0 1 0 1 0 0 0 0 0 0 1 0 0 1 1 1 1 1 1 13 169

39 T-38 1 1 0 0 0 0 1 0 1 0 1 1 0 1 0 1 1 1 1 1 0 0 0 0 1 13 16939 T-38 1 1 0 0 0 0 1 0 1 0 1 1 0 1 0 1 1 1 1 1 0 0 0 0 1 13 169

40 T-37 0 1 0 1 1 0 0 0 0 1 0 1 0 1 1 1 0 1 0 1 0 0 1 1 0 12 144

41 T-8 1 0 1 0 0 1 0 1 0 1 1 0 0 0 1 0 1 0 0 1 0 0 0 1 1 11 121

42 T-14 0 1 1 1 0 1 0 1 1 0 0 0 0 1 0 0 1 0 1 0 0 0 1 1 0 11 121

43 T-21 1 0 0 0 1 0 0 0 0 0 0 0 1 0 0 1 1 0 0 0 0 1 1 1 1 9 81

44 T-28 0 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 0 1 1 0 0 0 1 1 0 7 49SX 36 32 32 33 29 33 29 32 30 34 30 35 29 31 31 33 39 34 31 35 24 31 30 34 35 809 15805

rxy 0.461538 0.496991 0.53411 0.44107 0.266349 0.47941 0.49679 0.48462 0.33464 0.36976 0.42869 0.61338 0.38157 0.49128 0.55147 0.32604 0.178531712 0.60866 0.5274 0.28039 0.4498 0.154243811 0.111272981 0.1176 0.43301

rtabel 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31 0.31

Kriteria valid valid valid valid tidak valid valid valid valid valid valid valid valid valid valid valid tidak valid valid tidak valid tidak tidak tidak valid

BA 20 18 19 19 17 19 17 18 17 19 18 19 17 19 19 19 19 20 19 18 14 15 14 17 19

BB 16 14 13 14 12 14 12 14 13 15 12 16 12 12 12 14 20 14 12 17 10 16 16 17 16

JA 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22

Val

idita

sD

aya

Pem

beda

JA 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22

JB 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22 22

DP 0.181818 0.181818 0.27273 0.22727 0.227273 0.22727 0.22727 0.18182 0.18182 0.18182 0.27273 0.13636 0.22727 0.31818 0.31818 0.22727 -0.045454545 0.27273 0.3182 0.04545 0.18182 -0.04545455 -0.090909091 0 0.13636

Kriteria Jelek Jelek Cukup Cukup Cukup Cukup Cukup Jelek Jelek Jelek Cukup Jelek Cukup Cukup Cukup Cukup Sangat jelek Cukup Cukup Jelek Jelek Sangat jelek Sangat jelek Jelek Jelek

B 36 32 32 33 29 33 29 32 30 34 30 35 29 31 31 33 39 34 31 35 24 31 30 34 35

TK 0.9 0.8 0.8 0.825 0.725 0.825 0.725 0.8 0.75 0.85 0.75 0.875 0.725 0.775 0.775 0.825 0.975 0.85 0.775 0.875 0.6 0.775 0.75 0.85 0.875

Kriteria Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Sedang Mudah Mudah Mudah Mudah

p 0.9 0.8 0.8 0.825 0.725 0.825 0.725 0.8 0.75 0.85 0.75 0.875 0.725 0.775 0.775 0.825 0.975 0.85 0.775 0.875 0.6 0.775 0.75 0.85 0.875 k 20

q 0.1 0.2 0.2 0.175 0.275 0.175 0.275 0.2 0.25 0.15 0.25 0.125 0.275 0.225 0.225 0.175 0.025 0.15 0.225 0.125 0.4 0.225 0.25 0.15 0.125 Spq 3.836

pq 0.09 0.16 0.16 0.14438 0.199375 0.14438 0.19938 0.16 0.1875 0.1275 0.1875 0.10938 0.19938 0.17438 0.17438 0.14438 0.024375 0.1275 0.1744 0.10938 0.24 0.174375 0.1875 0.1275 0.10938 Vt 18.55273

Dibuang Dibuang Dipakai Dipakai Dibuang Dipakai Dipakai Dibuang Dibuang Dibuang Dipakai Dibuang Dipakai Dipakai Dipakai Dipakai Dibuang Dipakai Dipakai Dibuang Dibuang Dibuang Dibuang Dibuang Dibuang r11 0.835

Ting

kat

Kes

ukar

anR

elia

-bili

tas

Kriteria soal

Day

a Pe

mbe

da

XY25

25

2525

24

24

24

23

23

22

22

22

22

21

21

2121

21

21

21

21

21

20

20

19

19

18

18

00

17

17

0

16

0

16

14

14

13

0

0

1313

0

11

0

9

0

703

SILABUSSekolah : MTs At-Thosari KalirejoKelas : VIII (Delapan )Mata Pelajaran : Bahasa InggrisSemester : 2 (Dua)Standar Kompetensi : Membaca

1.Memahami makna dalam esei pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar

KompetensiDasar

MateriPokok/Pembelajaran Kegiatan Pembelajaran Indikator

Penilaian AlokasiWaktu

SumberBelajarTeknik Bentuk

InstrumenContoh

Instrumen

11.1Membaca nyaringbermakna teks fungsionaldan essai pendeksederhana berbentukrecount dan narrativedengan ucapan, tekanandan intonasi yangberterima yang berkaitandengan lingkungan sekitar

Teks Essai berbentuknarrative / recount

Ciri kebahasaanTeks Essai berbentuknarrative / recount

Tujuan komunikatif teksessai narratif / recount

Langkah retorikanarrative / recount

1. Tanya jawabmengembangkankosakata berdasarkangambar cerita popular

2. Tanya jawab menggaliinformasi dalam ceritaberdasarkan gambar

3. Mendengarkan teksnarrative / recountyang dibaca guru

4. Membaca nyaring teksnarrative / recountdengan ucapan danintonasi yang benar

5. Menjawab berbagaipertanyaan tentanginformasi dalam teksyang di baca

6. Menentukan tujuankomunikatif teksnarrative / recountyang di baca

7. Menentukan langkahretorika dari teksnarrative / recountyang di baca

8. Menentukan cirikebahasaan teksnarrative / recount

Membaca nyaring danbermakna teks essaiberbentuk narrative /recount

Mengidentifikasiberbagai makna teksnarrative / recount

Mengidentifikasi tujuankomunikatif teksnarrative / recount

Mengidentifikasilangkah retorika dan cirikebahasaan teksnarrative / recount

Tes lisan

Tes tulisan

Membacanyaring

Pilihan ganda

Isian singkat

Pertanyaantertulis

Read the storyaloud.

Choose the rightanswer based onthe text.

Complete thefollowingsentences usingthe informationfrom the text.

Answer thefollowing questionsbased on the text.

4 x 40 menit 1.Buku teksyang relevan

2. Buku ceritabahasaInggris

3. Gambar -gambarterkait cerita

KompetensiDasar

MateriPokok/Pembelajaran Kegiatan Pembelajaran Indikator

Penilaian AlokasiWaktu

SumberBelajarTeknik Bentuk

InstrumenContoh

Instrumen

11.2 Merespon makna dalamteks tulis fungsionalpendek sederhanasecara akurat, lancardan berterima yangberkaitan denganlingkungan sekitar

Teks fungsional :- undangan- pengumuman- pesan

Tujuan komunikatif

Ciri kebahasaan

yang di baca9. Membaca teks

narrative / recountlainnya

1. Mencermati teksfungsional pendekterkait materi

2. Menyebutkan jenis teksfungsional yangdicermati

3. Membaca nyaring teksfungsional terkait materi

4. Menjawab pertanyaantentang informasi yangterdapat dalam teks

5. Menyebutkan ciri-ciriteks fungsional yangdibaca

6. Membaca teksfungsional pendeklainnya dari berbagaisumber

Mengidentifikasiberbagai informasidalam teks fungsional

Mengidentifikasi tujuankomunikatif teksfungsional

Mengindentifikasi cirikebahasaan teksfungsional

Tes tulis PG Choose the bestoption, a,b,c or d

2 x 40 menit1. Buku teks

yangrelevan

2. Contohteksfungsional

3. Gambarterkaitmateri dantopik

4. Bendasekitar

Mengetahui:Kepala Sekolah MTs At-Thosari Guru Mata Pelajaran,

Badarus, S.Pd.I Arifin S.Pd.INIP/NRK: NIP/NRK

CURRICULUM VITAE

Nama : Muhlison

NIM : 063711028

Tempat, tanggal lahir : Semarang, 22 7Juni 198

Nama Orang Tua

Ayah : Sonhaji

Ibu : Fatonah

Alamat Asal : Desa Nyatnyono, RT.06 RW. IV, Kec.Ungaran Timur,

Kab. Semarang Kode Pos: 50551

Riwayat Pendidikan : 1. SDN III Nyatnyono. Lulus tahun 1998

2. MTs Ma’arif Nyatnyono. Lulus tahun 2002

3. MAN Suruh. Lulus tahun 2005

4. AMIKA Dharma Nusantara Salatiga. Lulus 2006

5. IAIN Walisongo Semarang. Masuk tahun 2006