THE EFFECTIVENESS OF CONTEXTUAL TEACHING...
Transcript of THE EFFECTIVENESS OF CONTEXTUAL TEACHING...
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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