i
COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT
THROUGH RECIPROCAL TEACHING TECHNIQUE AND THOSE
TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING
AT THE SECOND GRADE OF SMP NEGERI 5 METRO
By
Arie Handayani
Reading is a complex cognitive process of decoding symbols for the intention of
deriving meaning (reading comprehension) and or constructing meaning. The
problems of the study are the students have difficulty in comprehending in reading
text. Some factors that cause students difficulties in comprehending the text are
interest in the material (the text), schemata, and ignoring reading technique.
The objectives of this research are to find out whether there is a significant
difference in reading comprehension achievement between those taught through
Reciprocal Teaching Technique and those taught through Contextual Teaching
and Learning and to investigate which strategy is more effective to improve
. The research applied pretest
posttest control group design. This experimental method deals with two groups:
an experimental class and a control class. The samples of the research were the
second grade of SMPN 5 Metro.
is 83.20 is higher than 70.83, with the mean difference is 12.37. The value of two
tail significant is 0.000. it means that H
0was rejected and H
1was accepted since
0.000 < 0.05. The conclusion of this research is that there is a significant
ii
Department
Program
Faculty
:
:
:
:
:
RECIPROCAL TEACHING TECHNIQUE AND
THOSE TAUGHT THROUGH CONTEXTUAL
TEACHING AND LEARNING AT THE SECOND
GRADE OF SMP NEGERI 5 METRO
ARIE HANDAYANI
0543042066
Language and Art
English
Teacher Training and Education
APPROVED BY
Advisory Committee
1
stSupervisor
2
ndSupervisor
H. Ujang Suparman, S.Pd., M.A., Ph.D.
Dra. Editha Gloria Simanjuntak
NIP 19570608 198603 1 001
NIP 19480123 197703 2 003
The Chairperson of
Language and Arts Education Department
iii
1. Examination Committee
Chairperson
:
H. Ujang Suparman, S.Pd., M.A., Ph.D. ...
Examiner
:
Drs. Hery Yufrizal, M.A., Ph.D.
...
Secretary :
Dra. Editha Gloria Simanjuntak
...
2. The Dean of Teacher Training and Education Faculty
Dr. Bujang Rahman, M.Si.
NIP 19600315 198503 1 003
iv
Arie Handayani was born on January 18
th, 1985 in Metro Lampung. She is the
first daughter of a great couple, Burhani and the late Ida Minarni. She started her
study from kindergarten at TK Pertiwi 1989 and graduated in 1991. In the same
year, she took Elementary School at SD Pertiwi Teladan Metro and graduated in
1997. She continued her study at SLTP Negeri 3 Metro and graduated in 2000.
Then, she pursued her study at SMA Negeri 2 Metro and graduated in 2003.
In 2003, she was registered as a student of D3 English Profession Study Program
at Teacher Training and Education Faculty, Lampung University and graduated in
2006. Then in 2007, she continued her study in S1 English Education Study
Program at Teacher Training and Education Faculty, Lampung University. From
January to April 2009, she conducted her Teaching Practice Program at SMPN 1
Natar.
v
Beloved Mama (the late)
Beloved Papa
Beloved Brother
Beloved Families
Beloved Friends
Beloved One
Beloved Almamater
vi
Thomas Henry Huxley (1825-1895)
ACKNOWLEDGEMENTS
vii
This script is submitted as a compulsory fulfillment of the requirements for
obtaining S1 degree of The English Education Study Program at The Teacher
Training and Education Faculty, University of Lampung.
Among many individuals who gave generously suggestions for improving this
research report, first of all the writer would like to express her sincere gratitude
and respect to her first supervisor, H.M. Ujang Suparman, S.Pd., M.A., Ph.D. and
also to her second supervisor, Dra. Editha Gloria Simanjuntak who have
contributed and given their invaluable evaluations, comments, and suggestions
during the completion of this research report. The writer also would like to
express her deepest gratitude and respect to Drs. Hery Yufrizal, M.A., Ph.D. as
her examiner who has given suggestions and critics to the research report. It will
be hard for the writer to make the research report better without his contributions.
Her appreciation is given to Poniran, S.Pd. the headmaster of SMP Negeri 5
Metro who has given time. The writer also appreciates to Tri Wihar Susilowati,
S.Pd. the English teacher of SMPN 5 Metro who supported her to finish her script,
helped her to conduct the research and also for all students of 8B, 8F, and 8G in
academic year 2011/2012 at SMP Negeri 5 Metro.
Most importantly, her special gratitude goes to her beloved mother, Ida Minarni,
her beloved father, Burhani and her beloved brother Ricky Darmawan, A.Md.KL.,
who always give their loves, prayers and supports. Especially, her great
Ida Suryani, Beny Arbi Umran, Dwi Cahyo Jatmiko, Faradiaswita, Rahayu
Lestari, and all 2005 crew.
Hopefully, this script would give a positive contribution to the educational
development or those who want to carry out further research.
Bandar Lampung,
April 2012
The writer
TABLE OF CONTENTS
Page
viii
ACKNOWLEDGEMENTS ...
vii
TABLE OF CONTENTS...
viii
LIST OF TABLES ...
x
LIST OF APPENDICES...
xi
I.
INTRODUCTION
1.1 Background of the Problem ...
1
1.2 Identification of the Problems...
4
1.3 Limitation of the Problems ...
5
1.4 Formulation of the Problems...
6
1.5 Objective of the Research ...
6
1.6 The Uses of the Research ...
7
1.7 Scope of the Research ...
7
II.
FRAME OF THEORIES
2.1 Review of Previous Research...
8
2.2 Review of Related Literature ...
9
2.2.1 Concept of Reading Comprehension...
9
2.2.2 Concept of Reciprocal Teaching Technique ...
12
2.2.3 Concept of Contextual Teaching and Learning...
16
2.2.4 Concept of Recount Text...
20
2.2.5 Procedures of Teaching Reading Comprehension
through Reciprocal Teaching Technique ...
22
2.2.6 Procedures of Teaching Reading Comprehension
through CTL ...
26
2.2.7 Theoretical Assumption ...
28
2.2.8 Hypotheses ...
29
III.
RESEARCH METHOD
3.1 Research Design...
30
3.2 Population and Sample...
32
3.3 Data Collecting Technique...
32
3.4 Variables ...
33
3.5 The Criteria of Good Test ...
34
3.5.1 Validity of the Test ...
34
3.5.2 Reliability of the Test ...
36
3.5.3 Level of Difficulty ...
38
3.5.4 Discrimination Power ...
39
3.6 Scoring System ...
40
3.7 Research Procedure...
40
3.8 Instrument ...
43
3.9 Data Analysis ...
43
3.10 Data Treatment...
43
3.10.1 Normality Test ...
44
3.10.2 Homogeneity Test ...
44
ix
4.1.2 Result of Pre Test...
51
4.1.3 Result of Post Test ...
52
4.1.4 The Increase of the S
Achievement ...
53
4.1.5 Hypothesis Testing...
56
4.2 Discussion ...
58
V.
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions ...
71
5.2 Suggestion ...
72
REFERENCES...
73
APPENDICES ...
75
LIST OF TABLES
Table
Page
1. Table of Specification of Try Out Test ...
35
2. The Analysis of the Homogeneity Test...
45
3. The Analysis of the Hypothesis Test ...
46
4. Distribution Frequency of Pretest Scores in Experimental Class and
Control Class...
51
x
Control Class...
53
8.
vement in Experimental Class .
54
9.
...
55
10.
ension
Score in Both Classes...
56
11.
...
57
LIST OF APPENDICES
Appendices
Page
1. Research Schedule ...
78
2. Lesson Plan 1, 2 and 3 in Experimental Class and Control Class...
79
3. Try Out Test ...
119
4. Pretest/Posttest ...
129
5. Upper Group of Try Out Test Tabulation ...
136
6. Lower Group of Try out Test Tabulation...
138
7.
Test ...
140
xi
11. Table of Frequencies of Posttest in Experimental Class and
Control Class...
145
12.
...
147
13. Table of Specification of Posttest in Lesson Plan 1, 2 and 3 ...
148
14.
...
149
15. Normality Test in Experimental Class and Control Class ...
150
16. T-test of Pretest in Experimental Class and Control Class ...
152
17. T-test of Posttest in Experimental Class and Control Class...
153
18. T-table ...
154
19. The Lowest and the Highest Score of Try Out Test in
Try Out Class ...
155
20. The Lowest and the Highest Score of Pretest
in Experimental Class ...
156
21. The Lowest and the Highest Score of Pretest in Control Class ...
157
22. The Lowest and the Highest Score of Posttest
in Experimental Class ...
158
i ABSTRACT
A COMPARATIVE STUDY OF STUDENTS’ READING COMPREHENSION ACHIEVEMENT BETWEEN THOSE TAUGHT
THROUGH RECIPROCAL TEACHING TECHNIQUE AND THOSE TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING
AT THE SECOND GRADE OF SMP NEGERI 5 METRO
By Arie Handayani
Reading is a complex cognitive process of decoding symbols for the intention of deriving meaning (reading comprehension) and or constructing meaning. The problems of the study are the students have difficulty in comprehending in reading text. Some factors that cause students difficulties in comprehending the text are interest in the material (the text), schemata, and ignoring reading technique.
The objectives of this research are to find out whether there is a significant difference in reading comprehension achievement between those taught through Reciprocal Teaching Technique and those taught through Contextual Teaching and Learning and to investigate which strategy is more effective to improve students’ reading comprehension achievement. The research applied pretest posttest control group design. This experimental method deals with two groups: an experimental class and a control class. The samples of the research were the second grade of SMPN 5 Metro.
The results show that the mean of students’ posttest scores in the experimental class is higher than the mean of students’ posttest scores in the control class, that is 83.20 is higher than 70.83, with the mean difference is 12.37. The value of two tail significant is 0.000. it means that H0 was rejected and H1 was accepted since 0.000 < 0.05. The conclusion of this research is that there is a significant
I. INTRODUCTION
This chapter describes the background of the study, identification of the problems, limitation of the problem, formulation of the problems, objectives of the research, significances of the research and the scope of the research.
1.1Background of the Problems
Language is one of the most important things in communication and it is used as a tool of communication among the nations all over the world. As an international language, English is very important and has many interrelationships with various aspects of life of human being. In Indonesia, English is considered as the first foreign language and taught formally from elementary school through the university level.
program which must be covered in teaching learning process, and the aim of teaching reading skill in teaching English is to enable students to comprehend the text and to get implicit and explicit information from the text.
In reality most of students at junior high school level still have problems in comprehending a text. The achievement of student’s of junior high school in comprehending a reading text still far from the objectives state in the curriculum that many SMP students have difficulties in comprehending the English text.
In the newest curriculum, School Based Curriculum (KTSP) (Depdiknas 2006:278), the goal of reading skill teaching process for the eighth grade is to enable the students to construct meaning from the text. It is the same as reading comprehension goal. Without understanding the text, student will get nothing even confusing. In summary, comprehension is the necessary basic ability for learning to read; that is, the ability to acquire meaning from print.
According to the writer’s experience when she took the field practice program at SMPN 1 Natar 2009-2010, she found that one of the problems faced by the students was that they often found difficulty in comprehending the text. As the result their average score of reading was low. The writer assumes that this happens because they are unable to identify the main ideas, specific information, reference and inference of each paragraph of the text. They also found many unknown words on the text. This problem leads them to spend much time to open their dictionary and to find the meaning of the difficult words.
knowledge that the reader brings to the text, the complexity of the concept expressed, and vocabulary knowledge. Besides that, the teaching reading technique is also the substantial factor that affects students’ problem in reading. As a matter of fact, the conventional reading technique cannot give satisfied results.
Considering this issue, the researcher tried to compare the two techniques; those are Reciprocal Teaching Technique (RTT) and Contextual Teaching and Learning (CTL). Reciprocal Teaching Technique (RTT) is the best one because it is an effective way to improve the students’ reading comprehension. This technique is used to develop comprehension of expository texts in which teacher and students take turns leading a dialogue concerning the sections of a text. The systematic sections are incorporated into the technique: predicting, questioning, clarifying and summarizing. At the beginning, teacher leads the students the steps or sections correctly. Thus, students gradually learn to assume the role of teacher in helping their peers construct meaning from text by doing the steps. The structure of the dialogue and interactions of the group members require that all students participate and foster new relationships between students of different ability levels.
From the problems above, the researcher tried to solve the problems by having a comparative study between two techniques that is Reciprocal Teaching Technique (RTT) and Contextual Teaching and Learning (CTL) in reading comprehension. The researcher used these technique to find out whether one or both of them effective or not for increasing students’ reading comprehension achievement. These techniques were chosen the Junior High School students have
monologue/essay e.g. recount text, narrative text, descriptive text, procedure text, as their reading material stated in curriculum 2006.
Considering these, the researcher decided to conduct these two techniques and compare which one is better. This research administered in SMP Negeri 5 Metro as the school that never been held this research before. The result finally could become a consideration for teachers nowadays to make the teaching reading comprehension better and increase the reading comprehension ability. Therefore, the researcher tried to find out whether there is any significant difference of students’ reading comprehension between students who are taught through Reciprocal Teaching Technique and those who are taught through Contextual Teaching and Learning (CTL) at the second grade of SMP Negeri 5 Metro.
1.2Identification of the Problems
In relation to the background above, the following problem can be identified: 1. The students tend to be passive (teacher-centered)
3. The student’s lack of reading motivation, lack of vocabulary and reading strategy are some factors which cause problem in comprehending a text. 4. The teacher still applies the same old teaching strategy and had not tried
other various strategies.
5. The students get bored while learning. It may be because the teachers do not use the authentic materials and only adopt the course book. It cause the students do not realize and understand the emphasis of reading in a real knowledge.
6. The students have no good self confidence in learning English. So it is difficult for them to learn English well because they regard that English is difficult to be learnt well.
7. The students are lazy to memorize the words and practice English in their daily life. So they cannot use English well.
8. The teacher uses inappropriate technique in teaching English. So it is difficult in helping student understanding reading comprehension easier.
1.3Limitation of the problems
1.4Formulation of the problems
To deal with the limitation of the problem above, the problem of the research is formulated as follow:
1. Is there any significant difference in students’ reading comprehension achievement between those taught through Reciprocal Teaching Technique (RTT) and those taught through Contextual Teaching and Learning (CTL)?
2. Which strategy is more effective to improve students’ reading comprehension achievement?
1.5Objectives of the Research
In relation to the formulation of the problem above, the objectives of this research are:
1. To find out whether there is a significant difference in students’ reading comprehension achievement between those taught through Reciprocal Teaching Technique (RTT) and those taught through Contextual Teaching and Learning (CTL).
1.6Uses of the Research
Based on the objective above, the uses of the research are:
1. Theoretically, the results of this research are expected to confirm and clarify the previous theories about the effectiveness of teaching reading through Reciprocal Teaching Technique (RTT) and Contextual Teaching and Learning (CTL)
2. Practically, the result gives information to the English teachers, especially of SMPN 5 Metro whether Reciprocal Teaching Technique (RTT) can increase students’ reading comprehension.
1.7Scope of the Research
This quantitative research is focused on the utilizing of Reciprocal Teaching Technique (RTT) and its influence in increasing of students’ reading
II. REVIEW OF THEORIES
2.1 Review of Previous Research
The previous research proved that Reciprocal Teaching Technique was an
effective technique for reading comprehension. Palincsar and Brown (1984)
conducted a series of studies to determine the effectiveness of reciprocal teaching
technique. In their experiment, the improvements were reflected in the regular
classroom as the experimental students' percentile rankings.
Miller and Rose (1998) study found out that students taught using Reciprocal
Teaching Technique score significantly higher on a multiply-choice reading
comprehension test.
On the other side, previous research has been done by Maulida (2005) at SMA
Taman Siswa Teluk Betung, she made an experiment using Contextual Teaching
and Learning (CTL) to investigate whether it might increase students’ reading
comprehension. She found the students’ scores within experimental class
increased significantly from 58.65 to 70.85 point while the increase of the
students’ score within control class were only from 56.95 to 59.87 point. She
convinces that Contextual teaching and Learning (CTL) techniques carries
Considering the previous research above, it can be stated that if it was compared
with the other technique, the use of Reciprocal Teaching Technique and CTL in
learning process can increase the students’ reading comprehension achievement
significantly. So the researcher was interested in comparing the two of techniques
to investigate whether there was a difference of reading comprehension
achievement between students who are taught through the two of the techniques
and which one was more effective to help students improve their reading
comprehension.
2.2 Review of Related Literature
2.2.1 Concept of Reading Comprehension
There are two kinds of reading activity, namely reading aloud and silent reading.
Reading aloud is to change the written sign (form) into oral sign giving meaning.
The most important characteristics of reading aloud (oral reading) are
pronunciation, tone, speed and pause. What we are doing in silent reading is to
use our eyes and our ability to understand the meaning of the written sign, thus
comprehending the text will be given more emphasizes in silent reading.
Smith (1978:2) states that reading is a matter of making sense of written language
rather than decoding print to sound. It means that reading is not simply makes
sound of text, but it is about comprehending the idea of the text itself. In other
words, it can be said that there will be no reading without comprehension. Frank
Smith (1978:15) says that reading certainly implies comprehension – as when we
they reply that they have been reading the book for two hours and scarcely
understood a word. Smith also states that comprehension can be regarded as a
condition where no uncertainty exists. Then, he also says that Comprehension in
reading as a matter of “making sense” of text, of relating written language to what
we know already and to what we want to know.
Clark and Silberstein (1987:21) define reading as an active cognitive process of
interacting with print and monitoring comprehension to establish meaning. While
Finochioro and Bonomo (1973:119) state that reading is bringing and getting
meaning from the printed or the written materials. Moreover, Nuttal (1985) states
that reading as the meaningful interpretation of printed or written verbal symbols.
These concepts basically, state that reading always deals with printed materials,
which stress on the grasping meaning from the printed language. It seems that
reading activity is the interaction between the perception of graphic symbols that
represent the language and the readers’ language skill, cognitive skills and the
knowledge of the world. In this process, the reader tries to create the meaning
intended by the writer.
At the same time, Richard (1986) in Ellyana (1999:8) defines comprehension as
the process by which the person understands the meaning of the written or spoken
language. Furthermore, Williams (1981) in Ellyana (1998:8) says that
comprehension is mind’s act or power of understanding what has been written.
From these statements, the writer concludes that comprehending is the process of
According to these views, it is clear that reading and comprehension are regarded
as one activity which cannot separated, and each program is depend on the
progress of activity of mind. In other words, reading comprehension is an activity
to grasp the meaning of written materials with fully understanding.
In relation to this, Eskey (1986:9) says that schemata play a major in reading
comprehension. Comprehension means relating to what we do not know or new
information, to what we already know. To make any sense of information thus
acquired the good reader must relate it to what he already knows about the subject
at hand and in combining two. Therefore, in comprehending a text, the reader
relates new information from the text being read to his previous knowledge that
he has stored in his mind.
Reading the words of a composition is one thing, but comprehending is the vital
point for the reader. Reading the words has no benefit if the reader does not
comprehend what is being read. In reading process a reader utilizes vision,
perception, comprehension and reaction (Brown, 1982:6). Rubin (1993:94) states
that reading comprehension is a complex intellectual process involving a number
of abilities. The two major abilities involve word meaning and verbal reasoning.
Without words meaning and verbal reasoning, there could be no reading
comprehension. Without reading comprehension, there would be no reading.
Reading comprehension is the process of constructing meaning from text. The
goal of all reading instruction is ultimately targeted at helping a reader
comprehend text. Reading comprehension involves at least two people: the reader
words and then using background knowledge to construct an approximate
understanding of the writer's message.
Here the researcher sees that in reading comprehension, it is important that the
reader should be able to interpret what they read and associate with their
experience, not only see and identify the symbol in front of them. This is
necessary because when a reader reads a text, the communication process between
the reader and writer has happened. The reader tries to interact with print, his/her
prior knowledge combined with the visual (written) information result in his
comprehending the text. In short, we can say that reading comprehension is a
combination of recognition intellect and emotion interrelated with prior
knowledge to understand the massage communicated.
2.2.2 Concept of Reciprocal Teaching Technique
Reciprocal teaching is a technique used to develop comprehension of expository text in which teacher and students take turns leading a dialogue concerning
sections of a text. Four activities are incorporated into the technique: predicting,
questioning, clarifying, and summarizing. It is based on Palinscar and Brown
(1984) who developed a technique called reciprocal teaching that taught students
to predict, summarize, clarify, and ask questions for sections of a text.
The technique had positive outcomes. Since then, the use of strategies like
summarizing after each paragraph have come to be seen as effective strategies for
reading comprehension skills on their own if the teacher gives them explicit
mental tools for unpacking text.
According to Alverman and Phelps (1998), reciprocal teaching has two major
features: (1) instruction and practice of the four comprehension strategies
predicting, question generating, clarifying, and summarizing and (2) a special
kind of cognitive apprenticeship where students gradually learn to assume the role
of teacher in helping their peers construct meaning from text.
According to Rosenshine and Meister (1994), there are four important
instructional practices embedded in reciprocal teaching:
o Direct teaching strategies, rather than reliance solely on teacher questioning o Student practice of reading strategies with real reading, not with worksheets or
contrived exercises
o Scaffolding of instruction; student as cognitive apprentices o Peer support for learning
Reciprocal teaching involves a high degree of social interaction and collaboration,
as students gradually learn to assume the role of teacher in helping their peers
construct meaning from text. In essence, reciprocal teaching is an authentic
activity because learning, both inside and outside of school, advances through
collaborative social interaction and the social construction of knowledge
(Alverman and Phelps, 1998).
As teaching technique, reciprocal is considered useful because it is not only help
reads. Klinger and Vaughn (1996) has been used reciprocal teaching to improve
the comprehension of students who are able to decode, but display difficulties
with the comprehension of text.
According to Palinscar and Brown (1984), the purpose of reciprocal teaching is to
facilitate a group effort between teacher and students as well as among students in
the task of bringing meaning to the text. Each strategy was selected as follows:
Predicting occurs when students hypothesize what the author will discuss next
in the text. In order to do this successfully, students must activate the relevant
background knowledge that they already possess regarding the topic. The
students have a purpose for reading: to confirm or disprove their hypotheses.
Furthermore, the opportunity has been created for the students to link the new
knowledge they will encounter in the text with the knowledge they already
possess. The predicting strategy also facilitates use of text structure as students
learn that headings, subheadings, and questions imbedded in the text are
useful means of anticipating what might occur next.
Question generating reinforces the summarizing strategy and carries the learner one more step along in the comprehension activity. When students
generate questions, they first identify the kind of information that is significant
enough to provide the substance for a question. They then pose this
information in question form and self-test to ascertain that they can indeed
answer their own question. Question generating is a flexible strategy to the
extent that students can be taught and encouraged to generate questions at
supporting detail information; others require that the students be able to infer
or apply new information from text.
Clarifying is an activity that is particularly important when working with
students who have a history of comprehension difficulty. These students may
believe that the purpose of reading is saying the words correctly; they may not
be particularly uncomfortable that the words, and in fact the passage, are not
making sense. When the students are asked to clarify, their attention is called
to the fact that there may be many reasons why text is difficult to understand
(e.g., new vocabulary, unclear reference words, and unfamiliar and perhaps
difficult concepts). They are taught to be alert to the effects of such
impediments to comprehension and to take the necessary measures to restore
meaning (e.g., reread, ask for help).
Summarizing provides the opportunity to identify and integrate the most
important information in the text. Text can be summarized across sentences,
across paragraphs, and across the passage as a whole. When the students first
begin the reciprocal teaching procedure, their efforts are generally focused at
the sentence and paragraph levels. As they become more proficient, they are
able to integrate at the paragraph and passage levels.
According to the explanation above, the researcher resumes the strengths and the
weaknesses of Reciprocal Teaching Technique. The strengths of Reciprocal
Teaching Technique are as follows:
a. Students get greater knowledge of the theme of text.
Discussing the topic firstly in predicting will give students more knowledge
b. Students can gain an improved understanding of complex text in content areas.
c. Students can improve language skills.
Students will improve their language skills in the activities, such as reading
skill by reading the text, speaking skill by leading the group activities in
English, writing skill by writing the answers in learning logs, and listening
skill by listening to leader instruction in guiding the activities.
d. Students enjoy working together and being "teacher/leader" of groups.
e. Students improve leadership skill by being the leader of group.
f. Students can increase cooperation between students in group.
g. Students are actively engaged in process of learning. Dialogue happens during
the activities between leader and groups.
The weaknesses of Reciprocal Teaching Technique are as follow;
a. It can be time consuming because of the complex steps of activities.
b. The class might be noisy because dialogue or discussion happens during
learning for all groups in class.
c. The class needs more control because the teacher does not teach directly or
just monitor. Actually, the teacher position is changed by leader of each
group.
2.2.3 Concept of Contextual Teaching and Learning (CTL)
Contextual Teaching and Learning (CTL) helps us relate subject matter content to real world situations and motivate students to make connections between
knowledge and its applications to their lives as family members, citizens, and
and Learning (CTL) is combination between school-based teaching and learning
and community-based teaching and learning.” Students learn in the field of their
interest, often providing a service to the community during the learning
experience. It promotes the development of the knowledge and skills for success
in the real world. In this process, CTL is connecting educational theoretical
knowledge to community practical applications.
According to Department of National Education, there are seven elements of
CTL:
1. Constructivism
Constructivism is the philosophical base of contextual approach that means
that learners increase knowledge little by little since the knowledge is not a set
of fact, concepts or rules that come accidentally. In this approach, the students
are actively involved in learning process based on the previous knowledge
(entry behavior). They will try to predict the rhetorical of the text by
previewing and constructing the provisional map. In other words, students
preview the title and predict what they believe the text will be cover. The
students should construct the knowledge by themselves through the direct
involvement of the students in teaching-learning activity. The students become
the main center of the activity, not the teacher.
2. Inquiry
Inquiry is a cycling of observing, questioning, investigating, analyzing and
concluding (Depdiknas, 2002). Knowledge and skills that the students have are
during reading activity students will realize whether their prediction and
locating the schemata are correct or not.
3. Learning Community
Learning Community is a group of people who share them knowledge in
learning. The principle of learning community is that learning in-group will
give better result than learning alone. In doing the tasks students will interact
with one another in sharing the information/ideas that they get from the text so
the could help each other in order to increase their achievement in reading
comprehension.
4. Questioning
In CTL, questioning should not be dominated by the teacher. The teacher
should provide or create situation that make his students to have curiosity. If
the students are curios in something, automatically they will ask more about it
to the teacher or his classmates. If this situation happens, the teaching learning
process will be alive and the students will be motivated in learning (Flora
2004).
5. Modeling
In the Contextual Teaching and Learning, the model is not only the teacher.
Model can be organized by involving the students. In short, the teacher can ask
the students to give the model to his/her friends about how to spell and
pronounce a difficult word that they find in reading text.
6. Reflection
Students and teacher review the respond of the event, activities and experience.
appeared. For example, the students pronounce the word ‘sick’ incorrectly, and
the teacher corrects it by demonstrating. From the model is given by teacher ,
the students realize that what they have done is wrong and try to pronounce it
correctly by imitating like what the teacher has done.
7. Authentic assessment
Teacher who wants to know the students’ development in learning should
collect the data from the real activity while the students learn. The data are
taken from the students’ activity when they are listening whether it happens in
the class or not, and the data of this model is called Authentic data.
Authentic assessment is a process of gathering the data that can give
information about the students’ development. It aims at evaluating students’
abilities in real world context. It is used to describe students’ real competence
to the subject matter. In other words, the aim of authentic assessment is to
provide valid and accurate information about students’ progress and what they
know and are able to do.
For the CTL approaches to be effective in students learning, teacher must plan,
implement reflect upon and revise lessons. Such plans are based on CTL
principles and approaches that require teacher to serve in the following roles:
facilitator, organizer of the teaching/learning/assessment process, role model,
learning mentor, content specialist and knowledge dispenser.
According to the explanation above, the researcher resumes the strengths and the
weaknesses of CTL. The strengths of CTL are as follows:
1. It builds up the students’ creativity; the students are not only seated as
2. CTL gives the real examples of structure to the students by relating to the
real world of them so they will organize around real world experiences
3. Self-discovery of the rules keeps retention longer than when accepted
passively from the teacher
4. CTL teaches students to monitor and direct their own learning so they
become self-regulated learners.
5. It encourages students to learn from each other and together
The weaknesses of CTL:
1. Self-discovery will not occur if the whole students in one group consist of
weak students
2. It spends much time during the teaching learning process.
2.2.4 Concept of Recount Text
According to School Based Curriculum (KTSP), there are several types of text
can be implemented for teaching, namely narrative, descriptive, recount,
procedure and report.Narrative and recount in some ways are similar. Both are
telling something in the past so narrative and recount usually apply PAST
TENSE; whether Simple Past Tense, Simple Past Continuous Tense, or Past
Perfect Tense. The ways narrative and recount told are in chronological order
using time or place. Commonly narrative text is found in story book; myth, fable,
folklore, etc while recount text is found in biography. The thing that makes
narrative and recount different is the structure in which they are constructed.
conflict or psychological conflict. In some ways narrative text combines all these
conflicts. In the contrary, we do not find these conflicts inside recount text.
Recount applies series of event as the basic structure
Recount is a text which retells a series of events or experiences in the past. Its
purpose is to inform or retell something that happened in the past or a series of
past event.
To achieve the purpose of recount text, the students should move through a
different set of stages:
a. Orientation : Introducing the participants, place and time.
b. Events : Describing series of event that happened in the past.
c. Reorientation : It is optional, stating personal comment or personal note
of the writer.
Beside generic structure, recount text also has language features (lexico
grammatical features). The following ate the language features of recount text:
a. Introducing personal participant: I, my group, we, etc
b. Using chronological connection: then, first, suddenly, etc
c. Using action verb or material process: looked, went, changed, etc
d. Using simple past tense pattern
The following is the example of recount text.
Going to Sanur Beach
hotel because we didn’t have any relatives there. We stayed in Bali Beach Hotel near Sanur Beach.
Event 1 : When we came to the hotel, we didn’t come to our room directly, but we have to check in first. We were received by the
receptionists who were friendly and kind, and then we were helped by a room boy who took us to our rooms.
Event 2 : On the second day we visited Sanur Beach. We just took a walk, because the beach is in front of the hotel. We walked along the seashore, played water and sand. Actually we also wanted to swim in the beach but the lifeguard didn’t allow us.
Event 3 : Besides doing many activities we also watched some foreign tourist’s activities. They were lying on the beach, while others were having message or surfing.
Reorientation : When we felt tired, we took a rest to have some meals and drinks. And at 2 p.m. we went to the hotel. It was tiring but we were happy.
2.2.5 Procedure of Teaching Reading Comprehension through Reciprocal Teaching Technique
Based on Palinscar and Brown (1984), the procedures of teaching reading
comprehension through Reciprocal Teaching Technique are as follow:
1. Pre activities
Pre-reading activities used to prepare students for reading. During pre-reading:
a. The teacher greets the students
b. The teacher checks the students’ attendance list.
c. Firstly, the teacher introduces about technique that they will apply.
d. The teacher asks the students to make some groups.
e. The teacher delivers visual clues, cue card and learning logs.
1st step: Predicting (determining main idea)
The students are encouraged to predict what the author will discuss next in the
text by looking at the visual clues. In order to do this successfully, students must
activate the relevant background knowledge that they already possess regarding
the topic.
The leading questions can be:
“From the title and visual illustration, can you predict the topic of the text?”
“What do you think may happen next in first paragraph?”
During prediction:
- Use the prediction languages:
I predict ….
I think…..
I imagine….
I suppose….
- Use clues or illustrations from the text to support prediction:
I predict … because…
g. The teacher asks the students to write their prediction in learning logs.
h. The teacher checks the predictions to see whether it makes sense or no.
i. The teacher delivers the first paragraph text.
2. While activities
a. The teacher asks the students to do the second step instruction by guiding with
cue card:
2nd step: Questioning (finding specific information and part of text)
The students are encouraged to generate appropriate questions from the
passage to monitor how deep their comprehension is. The leading questions
can be:
Make some questions based on the text! (such as main idea, detailed-oriented
questions and inferential questions)
During questioning:
- Use the wh-questions, such as who, what, where, when, why and how.
- Ask some questions that can be inferred.
b. The teacher asks the students to do the third step instruction by loking at cue
card:
3rd step: Clarifying (finding reference, inference and understanding
vocabulary)
The students are encouraged to identify what makes a given text difficult and
seek an understanding of new vocabulary, unclear reference words, and
unfamiliar and perhaps difficult concepts.
The leading questions might be:
- What parts were hard to understand?
- What words or ideas do not you understand?
- Do you know, what does the sentence mean?
During clarifying:
- Reread, reread and reread the sentence and look for the key ideas to help you
understand the word.
- Look for prefix or suffix in the word or break the word apart into smaller
words.
- Read on for clues / illustration.
- Check the part of the word you know.
- Try another word.
- Use the clarifying language:
I don’t understand the part about …so that I need to … (reread, slow down,
look at the pictures, try out to figure out this word, etc.)
- Identify words that are difficult to pronounce.
c. The teacher asks the students to do the fourth step instruction:
4th step: Summarizing
The students are encouraged by the teacher to identify and integrate the most
important information in the text. The leading questions can be:
- What is the message of the text?
- What does the author want us to remember or learn from this passage?
- What is the most important information in this passage/ paragraph?
During summarizing:
- Use the language for summarizing:
- The most important ideas in this text are….
- Include only main events or important ideas.
- Tell main events or important ideas in order.
- Use some vocabularies from the text.
d. The teacher asks the students to do predicting, questioning, clarifying, and
summarizing again, with all the paragraph or sections in the passage.
3. Post activities
a. Reviewing what students have learnt
b. The teacher asks the students to discuss whether they have some difficulties
on lesson or not.
c. Giving the students exercise for their homework.
2.2.6 Procedure of Teaching Reading Comprehension through Contextual Teaching Learning
Based on Alyousef, H.S: (2005) the steps of this activity are divided into three
phases, included Pre Reading, While Reading and Post Reading
The procedures in conducting the treatments in this research are as follow:
1. Pre Reading
a. Teacher asks the students about their daily activities and about the event or
experience story (e.g. “Have you ever gone to Sanur beach?”)
b. Teacher asks questions related to the material they will learn (e.g. “Where
2. While Reading
a. Teacher arranges the students’ answers on the whiteboard based on the
generic structure and grammatical features of recount text (Modeling).
b. Teacher explains about the generic structure, grammatical features
(Inquiry).
c. Teacher gives a chance for the students to ask question (Questioning)
d. Teacher gives the text to the students.
e. Teacher breaks the class into some groups and asks them to read and
discuss a recount text given by the teacher. (Text 1), (Learning
community, authentic assessment).
f. Teacher moves among the students to control their activities and help them
if necessary.
g. Teacher asks the students to do the reading comprehension test (Text1).
h. Teacher and the students discuss the answer of reading comprehension test
together.
i. Teacher asks the students to read recount text (text 2) individually and
answer the reading comprehension test given.
j. Teacher collects the students, answer sheet and discusses the reading
comprehension test.
3. Post Reading
a. Reviewing what students have learnt.
b. Teacher asks the students the difficulty in understanding the lesson.
c. Teacher gives the summary of the lesson. (Reflection)
2.2.7 Theoretical Assumption
Based on the frame of theories above, it can be assumed that reading is extremely
complex in learning language. Dallman (1982: 23) said that reading is more than
knowing what each letter of alphabet stands for; reading involves more than word
recognition; that comprehension is an essential of reading; that without
comprehension no reading takes place.
At least, appropriate teaching technique is needed to improve reading
comprehension ability. Researcher assumes that reciprocal teaching technique is
more suitable technique for teaching reading comprehension. It has been found
highly successful in helping first language poor readers improve their level of
reading comprehension (Palinscar & Brown, 1984). Moreover, reciprocal teaching
has systematic steps that help students to comprehend the reading text deeper. It is
also an active process and collaborative because dialogue/ discussion between
students are required during learning process. It provides opportunities for
students to learn to monitor their own learning and thinking. Students with variety
levels share their knowledge. Finally, students reading comprehension ability will
2.2.8 Hypothesis
Based on the theoretical assumption above, the writer formulates the hypotheses
as follow:
Ho
H1 :
:
There is no significant difference of students’ reading comprehension
achievement between those taught through RTT and those taught
through CTL.
There is a significant difference of students’ reading comprehension
achievement between those taught through RTT and those taught
through CTL.
V. CONCLUSIONS AND SUGGESTIONS
5.1Conclusions
In line with the result of the data analysis and discussions, the researcher draws
the following conclusions:
a. There is a significant difference of students’ reading comprehension
achievement between those taught through Reciprocal Teaching
Technique and those taught through Contextual Teaching and Learning, as
seen from the result of the hypothesis testing which shows that the value
of two-tail significance is smaller than 0.05. It also can be seen from the
data of student’s pre-test and post-test scores of both classes.
b. RTT is more effective than CTL to help students improve their reading
comprehension. In experimental class, the students followed the reading
class enthusiastically. They enjoyed working in group and the media
attracted and helped them much. Discussion happened during the class
since the teacher monitored them. The four step of RTT, predicting,
questioning, clarifying and summarizing made them understand the
reading text deeper. On the other hand, CTL can also challenge them but
not as effective as RTT. In control class, the students sometimes felt that
5.1Suggestions
Referring to the conclusion above, the researcher suggests that the teacher should
apply RTT in teaching reading because the technique has advantages; (1) Makes
the teaching learning process more effective. (2) Improves language skills,
especially reading.(3) Makes students enjoy studying and working in group. (4)
Increases cooperation between students. (5) Makesstudents actively engaged in
process of learning. (6) Increases students’ reading comprehension achievement.
It proved from the result of the research in SMP Negeri 5 Metro in experimental
class. The mean or average score of posttest is higher than the mean score of
pretest 83.20 > 48.90. The gain score between the mean of pretest and posttest is
34.30. The significant value of the posttest in both classes was 0.000 (p=0.000)
that was lower than 0.05 (0.000<0.05). value is 9.168 which is higher than
TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING
AT THE SECOND GRADE OF SMP NEGERI 5 METRO
By
ARIE HANDAYANI
A Script
Submitted in a Partial Fulfillment of the Requirement for S-1 Degree
in
The Language and Arts Departement of Teacher Training and Education Faculty
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
TAUGHT THROUGH CONTEXTUAL TEACHING AND LEARNING
AT THE SECOND GRADE OF SMP NEGERI 5 METRO
(Script)
By
ARIE HANDAYANI
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
III. RESEARCH METHOD
This part discusses the design of this research and how to collect the data from
those samples. The researcher encloses the data collecting technique and the
procedures of this research. The researcher also gives the scoring system and how
the data were analyzed.
3.1 Research Design
The researcher conducted quantitative research with pretest posttest control group
design in her research that belongs to the true experimental design. The researcher
used the design because she wanted to compare students’ reading comprehension
achievement between those taught trough Reciprocal Teaching Technique and
those taught through Contextual Teaching and Learning and which one of them is
more effective in increasing it. According to Hatch and Farhady (1982: 22) define
the basic the characteristics of true experimental designs into three:
a. a control group is present,
b. the students are randomly select and assigned to the groups, and
c. a pretest is administered to capture the initial differences between the
groups.
Those three basic characteristics allowed the researcher to avoid almost all the
The researcher used two classes – that was an experimental class and a control
class. The researcher gave three treatments to the experimental class and control
class. Each treatment was teaching reading comprehension (related to aspects –
that is: main ideas, details, inferences, references, and vocabularies) through RTT.
The control class received the treatment but they studied through CTL as
regularly. Both classes received the some pretest and posttest. Pretest was
administered to see the students’ basic ability within both groups in order to
ensure that their ability was equal before treatments. Then, after giving the
treatments the researcher administered the posttest to the both groups. The posttest
was administered in order to prove that RTT can increase students’ reading
comprehension between both classes.
According to Hatch and Farhady (1982: 22), the research design is presented as
follows:
G1 : T1 X1 T2
G2 : T1 X2 T2
Where:
G1 : Experimental Class
G2 : Control Class
T1 : Pre Test
T2 : Post Test
X1 : Treatment 1 (Teaching reading through RTT)
3.2 Population and Sample
3.2.1 Population
The population of the research was the second grades students of SMPN 5 Metro.
There were 21 classes in this school and each grade has 7 classes. The total
number of the population was 630 students, consisting of 304 female students and
326 male students. In this research, the researcher chose the second grade in the
first semester of academic year 2010/2011 were investigated. There were seven
classes of the second grade students, they are 8.A, 8.B, 8.C, 8.D, 8.E, 8.F, 8.G and
each class consists of 30 students. Their ages range from 13-14 years old.
3.2.2 Sample
The researcher took two classes as the sample of the research, class 8.F as
experimental class that was given the treatment by the researcher (teaching
reading of recount text using Reciprocal Teaching Technique) and class 8.G as
control class that was given the treatment by the researcher (teaching reading of
recount text using CTL). In addition, class 8.B was assigned as try-out class. The
classes were chosen randomly by lottery.
3.3 Data Collecting Technique
The instrument of this research was reading test. There were three kinds of test
They are as follow:
1. Try out Test
This test had aim to know the validity and reliability of the test. The test was
administered before the pretest. The total items were 50 and it was allocated
within 80 minutes.
2. Pretest
The pretest was administered to measure the students’ basic reading
comprehension ability before they are given the treatments. The pretest consisted
of 30 items of multiple choices. The pretest was conducted within 60 minutes.
3. Posttest
The posttest was administered to the students after treatments. The aim was to
know the result of students’ reading comprehension after applying Reciprocal
Teaching Technique and CTL in their reading. There were 30 items of multiple
choices and it takes 60 minutes.
3.4 Variables
There were three variables in this research. They were:
1. Reciprocal Teaching Technique as independent variable 1(X1)
2. Contextual Teaching and Learning (CTL) as independent variable 2 (X2)
3.5 The Criteria of Good Test
The testes were said to have good quality if it has a good validity, reliability, and
level of difficulty and discrimination power.
3.5.1 Validity of the Test
Validity refers to the extent to which an instrument really measures the objective
to be measured and suitable with the criteria (Hatch and Farhady, 1982: 250). A
test can be considered to be valid if it can precisely measure the quality of the test.
There are four types of validity: (1) face validity, (2) content validity, (3)
construct validity, and (4) criterion-related validity. In this research, the writer use
content validity and construct validity.
To measure whether the test had a good validity, the researcher used content and
construct validity since the other two were considered to be less needed. Face
validity only concerns with the layout of the test. Criterion-related validity is
concerned with measuring the success in the future, as in replacement test (Hatch
and Farhady, 1982: 251)
a. Content Validity
According to Hatch and Farhady (1982: 251), content validity is the extent to
which the test measures a representative sample of the subject matter content.
Good test is the test which is appropriate with the material has been taught and the
material is developed from the educational goal. The test instrument was designed
on syllabus for second grade of junior high school students and (2) represent the
materials taught in the class.
The validity of the instrument is referred to the content and constructs validity in
which the question represents five sort reading skills, i.e. determining main idea,
finding the detail information, reference, inference, and vocabulary (Nuttal, 1985).
In this research, the content of the test items was presented in the table of
specification below.
Table1. Specification of Data Collecting Instrument (Try-Out Test)
No. Reading Skills Item Number % of Items
1. Determining Main Idea 2., 11., 14., 23., 28., 37., 43., 50. 16%
2. Finding Specific Information 3., 6., 13., 18., 21., 24., 31., 40. 16% 3. Determining concept of text (generic
structure / language features)
4., 8., 15., 20., 27., 33., 35., 41., 45. 18 %
4. Finding Reference 5., 7., 16., 25., 32., 36., 49., 46. 16%
5. Finding Inference 1., 10., 12., 19., 26., 30., 38., 42., 48. 18%
6. Understanding Vocabulary 9., 17., 22., 29., 34., 39., 44., 47. 16%
TOTAL 100%
b. Construct Validity
Regarding the construct validity, it measures whether the construction had already
referred to the theory, meaning that the test construction had already in line with
3.5.2 Reliability of the Test
Reliability refers to the extent to which a test produces consistent result when
administered under similar condition (Hatch and Farhady, 1982: 244). In addition,
Hatch and Farhady (1982: 246) also state that, there are three basic methods of
estimating reliability: (1) test-retest, (2) parallel test, and (3) internal consistency
methods.
The first, test-retest is administered in order to determine the stability of the test
results. Reliability is obtained by administering a form test to the same students
twice and computing the correlation between the two administrations. The second,
parallel test is administered in order to determine the correlation between two
alternate or parallel forms of tests, and called as a coefficient of equivalence. The
tests has equivalent in length, difficulty, time limits, format and all other such
aspects. The third, internal consistency method is administered in order to
estimate reliability from a single administration of a single test. There are three
basic methods for calculating reliability from an examination of internal
consistency of the test: split-half method, Kuder-Richardson Formula 20, and
Kuder-Richardson Formula 21 (Hatch and Farhady, 1982: 246).
Split-half method was used by the researcher to estimate the reliability of the test
since this formula is simple to use. Besides that it avoids troublesome correlations
and in addition to the number of item in the test, it involves only the test, mean
and standard deviation, both of which are normally calculated (Heaton, 1991:
164). To use the split-half method, the researcher classified the test items into two
parts, it was made as if the whole tests had been taken twice. The correlation
between those two parts encounters the reliability of half test by using Pearson
Product Moment (Henning, 1987: 60). After researcher has obtained the reliability
of half test, the researcher then uses Spearmen Brown’s Prophecy Formula (Hatch
and Farhady, 1982: 246) to determine the reliability of the whole test. To measure
the correlation coefficient of the reliability between odd and even number
(reliability of half test), the researcher used Pearson Product Moment (Henning,
1987: 60) in the following formula:
2 2 22
x
N
y
y
x
N
y
x
xy
N
xy
r
Where:rxy : the correlation coefficient of reliability between odd and even
N : the number of students who take part in the test
x : the total numbers of odd number items
y : the total numbers of even number items
x2 : the square of x
y2 : the square of y
∑x : the total score of odd number items
∑y : the total score of even number items
Then the researcher used Spearman Browns Prophecy formula (Hatch and
Farhady, 1982; 246) to determine the reliability of test as follow:
xy xy k
r
r
r
1
2
Where:
rk : the reliability of the whole test
rxy : the reliability of half test
(Hatch and Farhady, 1982:247)
The criteria of reliability are:
0.90 – 1.00 = high
0.50 – 0.89 = moderate
0.0 - 0.49 = low
3.5.3 Level of Difficulty
To see the level of difficulty, the writer used the following formula:
R LD =
N
Where:
LD : Level of difficulty
R : the number of the students who answer correctly
The criteria are:
< 0.30 = difficult
0.030 – 0.70 = average
> 0.70 = easy
(Shohamy, 1985:79)
3.5.4 Discrimination Power
The discrimination power is used to discriminate between weak and strong
examines in the ability being tested. The students of try out class were divided
into two groups, upper and lower students. The upper students meant the students
who answer the question correctly were more than the lower student who answer
the question correctly (upper students’ > lower students’ score).
To see the discrimination power, the writer used the following formula:
The proportion of upper SS – the proportion of lower SS DP =
½ total number students
(Shohamy, 1985:81)
The criteria are:
1. If the value is positive, it has discrimination because a larger number or
more knowledgeable students than poor students get the item correct. If
the value is zero, it means no discrimination.
2. If the value is negative, it has negative discrimination because more low –
level students than high level students get the item correct.
3. In general, the higher discrimination index, the better, in classroom
3.6 Scoring System
The researcher in scoring the students work, the researcher uses Arikunto’s
formula. The ideal highest score will be 100. The score of pretest and posttest are
calculated by using the following formula:
100
N
R
S
Where:
S : the score of the test
R : the total of the right answer
N : the total items
(Arikunto, 2005: 236)
3.7 Research Procedure
The procedures in administering the research were as follow:
1. Determining the sample of the research
The sample was chosen by simple random probability sampling, using lottery
since the students’ ability were parallel and all students had the same chance. The
researcher took two classes of the second grade students of SMP Negeri 5 Metro.
They were 8.F as experimental class and 8.G as control class. One class, 8.B was
2. Determining the research instrument
The instrument of this research was objective reading test. This is supported by
Henning (1975), who states that to measure reading comprehension, requesting
students to write short-sentence answers to written questions is less valid
procedure than multiple-choice selection (as cited in Henning, 1987:48).
Objective test was used for pretest and posttest. Each test consisted of 30 items of
multiple choices of comprehension question and some reading texts. The question
had four alternative answers for each (A, B, C and D), one was correct answer and
the rest were the disasters. The scoring system was that the load of each correct
answer had five points. For both reading test, most of the materials were taken
from students’ English textbook and students’ task sheet. In this research, the
researcher used one type of reading text that is recount text.
3. Administering the try-out test
It was conducted to measure the reliability of pretest and posttest and to make sure
whether the test was good or bad for students. The test was tried out to the
students whose level was equal to the sample of the research. It was administered
to find out the quality of the test before it is used, whether the items were good or
not in validity, reliability, level of difficulty, and the discrimination power. This
exam used reading text with 50 items of multiple choices in 80 minutes. The
4. Administering the pretest
This test had aim to know the students’ basic reading comprehension ability
before they were given the treatments. It consisted of 30 items of multiple choices
and was conducted within 60 minutes. At least, if a student could answer all items
correctly, s/he got 100 points.
5. Conducting treatments
The researcher taught the students reading comprehension in reading text using
Reciprocal Teaching Technique for the experimental class and Contextual
Teaching and learning (CTL) for the control class. The researcher gave three
times of treatments in three meetings, which took 2X40 minutes in every meeting.
The texts were taken from the students’ English textbook that are Let’s Talk and
English on Sky for Grade VIII of Junior High School and internet for second
grades.
6. Administering the posttest
The researcher conducted the posttest to measure the students’ ability in reading
comprehension after giving treatment. It consisted 30 items of multiple choices
and reading texts which took 60 minutes.
7. Analyzing the data (pretest and posttest)
In his step, the pretest and posttes
