THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN IMPROVING STUDENTS’ READING SKILL IN PROCEDURAL TEXT : A Quasi-Experimental Study of Second Grade Students at One Vocational School in Bandung.

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THE EFFECTIVEN ESS OF CONTEXTUAL TEACHING AND LEARNING IN IMPROVING STUDENTS’ READING SKILL IN PROCEDURAL TEXT

(A Quasi-Experimental Study of Second Grade Students at One Vocational School in

Bandung)

A Research Paper

Submitted to the English Education Department in Partial

Fulfillment of the Requirements for Sarjana Pendidikan

Degree in English Education

By Khaefiatunnisa

0902431

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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The Effectiveness of Contextual Teaching

a d Lear i g i I provi g Stude ts’

Reading Skill in Procedural Text

(A Quasi-Experimental Study of Second

Grade Students at One Vocational School

in Bandung)

Oleh

Khaefiatunnisa

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra

Januari 2015

Hak Cipta dilindungi undang-undang.

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PAGE OF APPROVAL

Khaefiatunnisa (0902431)

THE EFFECTIVEN ESS OF CONTEXTUAL TEACHING AND LEARNING IN IMPROVING STUDENTS’ READING SKILL IN PROCEDURAL TEXT

(A Quasi-Experimental Study of Second Grade Students at one Vocational School in Bandung)

Approved by: Main Supervisor

Prof. Dr. Nenden Sri Lengkanawati, M. Pd

NIP. 19511124 198503 2 001

Co-Supervisor

Lulu Laela Amalia, S. S., M. Pd

NIP. 19750409 200710 2 001

Head of Department of English Education Faculty of Language and Literature Education

Indonesia University of Education

Prof. Dr. Didi Suherdi, M.Ed

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Khaefiatunnisa, 2015

THE EFFECTIVENESS OF CONTEXTUAL TEACHING AND LEARNING IN IMPROVING STUDENTS’ READ ING SKILL IN PROCED URAL TEXT

Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu ABSTRAK

Penelitian ini bertujuan untuk mengkaji efektivitas penggunaan pendekatan pembelajaran kontekstual dalam meningkatkan kemampuan membaca teks prosedur siswa dan mengetahui respon siswa terhadap penggunaan pendekatan pembelajaran kontekstual dalam proses pembelajaran. Penelitian ini menggunakan metode kuasi eksperimen dengan melibatkan dua kelompok siswa, yaitu kelas eksperimen dan kelas kontrol. Data dalam penelitian ini diperoleh dari pretest, posttest, dan wawancara. Data yang dieroleh dari pretest dan posttest dianalisis untuk mengetahui efektivitas pendekatan pembelajaran kontekstual dalam meningkatkan kemampuan membaca teks prosedur siswa, sedangkan data wawancara dianalisis untuk mengetahui respon siswa terhadap penggunaan pendekatan pembelajaran kontekstual dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa pendekatan pembelajaran kontekstual dapat meningkatkan kemampuan membaca teks prosedur siswa. Selain itu, data yang diperoleh dari wawancara menunjukkan bahwa pendekatan pembelajaran kontekstual memotivasi siswa untuk belajar dan membantu siswa memahami materi pembelajaran. Berdasarkan hasil penelitian yang diperoleh, disarankan bahwa pendekatan pembelajaran kontekstual dapat diimplementasikan dalam pembelajaran membaca teks prosedur.

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Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu ABSTR ACT

This study aimed to investigate the effectiveness of Contextual Teaching and

Learning (CTL) approach in improving students’ reading skill in procedural text and

to find out the students’ responses toward the use of CTL in learning process. The

quasi experimental design was employed in this study involving two classes which were assigned as experimental and control groups. The data were collected through pretest, posttest, and interview. The data from pretest and posttest were analyzed by

using SPSS to examine the effectiveness of CTL approach in improving students’

reading skill in procedural text, while the interview data were analyzed to find out

the students’ responses toward the use of CTL in learning process. The findings obtained from statistical computation showed that CTL approach could improve

students’ reading skill in procedural text. In addition, the interview data showed that

the use of CTL motivated students to learn and helped the students to understand the materials. Based on these findings, it is recommended that CTL approach is implemented in teaching reading procedural text.

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Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu

LIST OF CHARTS

Chart 4.1 Students’ Opinion about Reading... 61 Chart 4.2 Students’ Difficulties in Reading ...62

Chart 4.3 Students’ Opinion about Contextual Teaching and Learning ... 62 Chart 4.4 Students’ Opinion about the Advantages of Contextual

Teaching and Learning ... 63

Chart 4.5 Students’ Opinion about the Disadvantages of Contextual

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LIST OF APPENDICES

Appendix A

Lesson Plan

Appendix B

Pilot Test Items

Samples of Students’ Worksheet on Pretest and Posttest

Appendix C

Students’ Work

Interview Data

Appendix D

Students’ Score in Pretest and Posttest

Appendix E

Pilot Test Result

Appendix F

Data from Pretest and Posttest Scores (SPSS)

Appendix G

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CHAPTER I

INTRODUCTION

This chapter provides a brief description about the content of the study

including background, statement of the problem, aims of the study, scope of study,

significance of the study, clarification of key terms, and organization of paper.

1.1 Background

Reading is one of the skills that should be acquired by the students in learning

English. It is in line with Harmer (2007, p. 99) who states that reading gives effects

on students’ vocabulary knowledge, spelling, and writing. However, Indonesian

students’ reading ability is low. Media Indonesia (as cited in Sukyadi and Hasanah, n.d) reported that sixty nine percent (69%) of 15-year-old Indonesian students have

internationally worst reading performance. Another discussion in Kompas daily newspaper (as cited in Sukyadi and Hasanah, n.d) found that around 37.6% of

15-year-old students can only read the texts without understanding the meaning carried

by the text. Only 24.8% out of them are able to relate the texts with their prior

knowledge. This reflects that many students in Indonesia still have inadequate ability

to comprehend the texts.

Besides, in one vocational school, it was found that many students had

difficulties in reading. They could not understand the passage and answered the

questions given, since they had lack of vocabularies. The students’ failure in reading

achievement also occurred as a result of not putting the reading materials and

vocabularies in a context when they were used in teaching and learning process.

Thus, the students were not able to get clear idea of the overall meaning of the text

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Beare (2014) states that giving contextual clues is important to help students

understand unfamiliar words that they find in the text, thus the context clues can help

students to increase their existing vocabulary knowledge. In order to provide context

clues in teaching and learning process, Contextual Teaching and Learning (henceforth

CTL) approach is applied. In relation to the School Based Curriculum (KTSP) of

Vocational School released by National Education Ministry year 2006, the basic

competence number 2.6, “Understanding simple Instructions”, demands students to

develop their reading skill to comprehend the instructions or procedures. Thus, the

implementation of CTL is crucial as one of the choices to help students understand

the instructions and recognize the vocabulary used in the text.

According to Satriani, Emilia, & Gunawan (2012), the contextual approach is

“A learning philosophy that emphasizes students’ interests and experiences”. A study

of the Office of Vocational and Adult Education (2001) explains that contextual learning occurs when teachers relate the subject matter to real world situations.

Therefore, the students are motivated to make connections between the knowledge

they learned and its applications to their lives as family members, citizens, and

workers and engage in the hard work that learning requires. The Contextual Teaching

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English to Vocational School students. It is supported by the content standard

released by National Education Ministry number 22 in 2006 related to the purpose of

English subject in Vocational School, which is “Understanding the knowledge and

basic skill of English to support the achievement of major’s competence”. Besides, in

relation to the approaches of CTL proposed by Berns and Erickson (2001), work-based learning is applied to integrate the materials with the workplace situation.

Previous research on the implementation of CTL had been conducted in

Indonesian classroom setting. The study conducted by Wandansari (2011) on the first

grade students of Senior High School found that the use of CTL approach could

improve students’ reading comprehension. Besides, Reardon (2011) conducted a research to adult English language learners in the Community Education English

class in Wisconsin. It was found that the context clues were beneficial to increase

students’ reading comprehension significantly and helped the students to understand

unknown vocabulary words. The research in the same zone was also conducted by

Muhlison (2011) on the second grade students of private Junior High School in

Central Java. The result of the study showed that the application of CTL on English

learning influenced pupil achievement. Another research on the use of CTL was

conducted by Husna (2009) on the first grade of public Junior High School. She

found that the students were able to increase their reading ability because of the

enjoyable learning situation in the teaching and learning process.

From the previous research, CTL is applied with General English material. So

far, there has been a little evidence of empirical study on the use of CTL in teaching

reading procedural text with the application of ESP materials in Indonesian classroom

setting. Therefore, this study is going to cover the effectiveness of CTL in teaching

reading procedural text to Vocational School students and the students’ responses

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Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu 1.2 Statement of the Problems

In conjunction with background of the problem, this study formulates the

problem in the following research questions.

1. _{Does the use of Contextual Teaching and Learning (CTL) approach improve}

the students’ reading skill particularly reading procedural text?

2. What are the students’ responses toward the use of CTL approach in the

learning process?

1.3 Aims of the Study

Based on the formulation of the problem, the aims of the study are formulated

as follows.

1. Investigate the effectiveness of Contextual Teaching and Learning (CTL)

approach in improving students’ reading skill in procedural text.

2. Find out the students’ responses toward the use of CTL in the learning

process.

1.4 The Scope of Study

This study is limited to the use of CTL in improving students’ reading skill in

procedural text which is implemented to eleventh graders of one of the public

vocational schools in Bandung. In addition, this study demonstrates the students’

responses toward the use of CTL approach in reading procedural text. Two classes

are taken as the sample of this study, those have the function as the experimental and

control groups.

1.5 Significance of the Study

This study is expected to contribute both theoretically and practically to the

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this study can enrich the teaching reading theory and method. Practically, for the

teachers, it is expected that this study can help teachers to get more information about

how to teach reading, especially reading procedural text by using CTL approach.

Whereas, for the students, hopefully this study can motivate students to learn English,

improve their reading skill, help them to enhance their vocabulary and increase their

knowledge through the texts given. For the school, it is expected that this study can

be used as reflection in order to gain effective and innovative teaching and learning

process by applying the CTL approach to improve students’ reading skill in

procedural text. For the other researchers, this study is expected to be used as an

additional source especially for those who conduct a research on the method used in

teaching reading.

1.6 Clarification of Key Terms

In order to avoid misunderstanding, some terms are clarified as follows.

 The contextual approach is a learning philosophy that emphasizes students’

interests and experiences (Satriani, et al, 2012). CTL approach in this study is a

method used in teaching reading procedural text.

 Reading is an ability to draw meaning from printed page and to construe

information appropriately which entails a great deal of practice and skill

(Grabe and Stoller, 2002; Mereilon, 2007 as cited in Alemi and Ebadi, 2010).

Reading in this study refers to reading procedural text on the eleventh grade of

Vocational School.

 Procedural text is one of types of the text which instructs in how to do something through a sequence of the steps (Emilia, 20011, p. 28). Procedural

text in this study focuses on the instructions used in Computer and

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 REACT is strategies of teaching which consist of relating, experiencing, applying, cooperating, and transferring (Crawford, 2001). REACT in this study refers to stages of activities in CTL approach.

 ESP is an approach to language teaching which aims to meet the needs of

particular learners (Hutchinson and Waters, 1986, p. 21). ESP in this study

refers to English for Computer and Networking Technology.

1.7 Organization of Paper

This research is organized into five chapters as follows.

CHAPTER I Introduction. This chapter consists of background, statement of the problem, aims of the study, scope of study, significance of the study, clarification

of key terms, and organization of paper.

CHAPTER II Theoretical Foundation. This chapter highlights the theoretical framework of the study, which serves a set of relevant theories as a base for

investigating research problems. In addition, previous studies related to the use of

Contextual Teaching and Learning (CTL) approach are also reviewed to match

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CHAPTER III Research Methodology. This chapter presents the research method for conducting the study including research design, research hypothesis,

population and sample, data collection, and data analysis technique.

CHAPTER IV Findings and Discussion. This chapter presents the research findings obtained from pretest, posttest, and interview, and the discussions of the

research result.

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C

HAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodical aspects of the present study. This

chapter covers research design, research hypothesis, population and sample, data

collection, and data analysis.

3.1 Research Design

This study used a quasi-experimental design, which included experimental

and control groups. Hatch & Farhady (1982) states that quasi-experimental designs

are practical compromises between true experimentation and the nature of human

language behavior which the researcher wishes to investigate. It creates treatment

conditions by manipulating an independent variable, and then giving test to the

participants to obtain a set of scores within each condition (Gravetter and Forzano,

2012). A quasi-experimental design involves selecting groups which are tested

without any random sampling. Therefore, it can reduce time and resources needed for

experimentation (Shuttleworth, 2008).

There were two groups investigated in this study. They were an experimental

group and a control group. The experimental group was given treatment of CTL

approach, while the control group was given treatment of GTM.

Table 3.1 The Experimental Research

Experimental T1E X1 T2E

Control T1C X2 T2C

(Adapted from Hatch and Farhady, 1982, p. 21)

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T1E : students‟ reading score of experimental group in pretest

T1C : students‟ reading score of control group in pretest

X1 : treatments using CTL approach for experimental group

X2 : treatments using GTM for control group

variables in this study, including independent and dependent variables. According to

Hatch and Farhady (1982, p. 15), independent variable is the major variable which

the researcher wishes to investigate. The independent variable in this study was the

use of CTL. Meanwhile, dependent variable is the variable observed and measured to

determine the effect of the independent variable (Hatch and Farhady, 1982). The

dependent variable in this study was students‟ reading comprehension scores.

3.2 Research Hypothesis between the independent and dependent variable.

The null hypothesis (H0) in this study stated there is no significant difference in

mean’s score between students who are taught by using CTL approach and GTM.

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characteristics in terms of academic competence. Moreover, the study was conducted

in one of Vocational Schools in Bandung. The selection of the Vocational School

students as the research site is based on several reasons. First, this school is expected

to be the model for surrounding schools under the West Java Province Government,

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satisfying yet. Therefore, there should be an appropriate method to help students

improve their skills in English. Second, the researcher had been familiar to this site.

Therefore, the researcher could adapt easily to the surroundings and the students

(Creswell, 2012, pp. 210-211 as cited in Mayangsari, 2014).

3.4 Data Collection

The data were collected through several instruments which were elaborated in

the instrumentation, and the treatments given were described in the research

procedure.

3.4.1 Instrume ntation

In collecting the data, there were three instruments used: teaching materials,

pilot test, pretest and posttest, and interview.

3.4.1.1 Te aching M ate rial

Teaching materials given to the students were taken from the relevant

textbooks for the second grade students of Vocational School, including “Get Along

with English” by Sutinah and “Electronic Book (BSE)” by Widyantoro, Pratiwi, &

Prihatini, and sources from the internet. The materials covered some procedural texts

about giving instruction. This is in accordance with basic competence number 2.6,

“Understanding Simple Instruction”, stated in the School Based Curriculum (KTSP)

of Vocational School released by National Education Ministry year 2006. The

materials about understanding simple instruction was taught to the second grade

students of Vocational School on the fourth semester. The materials were associated

to the students‟ major as the context of learning. The materials were chosen and then

developed into lesson plans and delivered during the treatments.

In the experimental group, the material was delivered by using CTL approach.

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group. However, it was delivered by using GTM. The use of CTL approach and GTM

in the experimental and control groups aimed to help students to improve their

reading comprehension. The study conducted by Wandansari (2011) on the first grade students of Senior High School found that the use of CTL approach effectively

improved students‟ reading comprehension. Another study related to the use of GTM was conducted by Zahra (2012) on the second grade students of Junior High School

in Karawang. The result of the study showed that the use of GTM could help students

to read better, to know the vocabulary and the meaning of the text, and to improve

their reading ability. Therefore, this study tried to give treatment to help students

improve their reading comprehension through different way. CTL provides students

with the context, meanwhile GTM facilitates students with grammar and translations

of the words to help students gain comprehension.

3.4.1.2 Pilot Te s t

A pilot test is a standard scientific tool for 'soft' research, allowing scientists

to conduct a preliminary analysis before committing to a full-blown study or

experiment (Shuttleworth, 2014). The pilot test was administered to examine the

validity of the instrument used in pretest and posttest. The pilot test items were

designed by choosing the text related to computer and networking technology and

developing 40 questions related to the text. The students‟ score in pilot test was then

analyzed by using SPSS 17.0 for windows. The items considered valid were then

calculated to find out the reliability, level of difficulty, and discrimination index.

After that, these items were used to formulate pretest and posttest.

3.4.1.3 Pre te s t and Pos tte s t

The pretest was given to both control and experimental groups before the

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treatments given were successful in increasing students‟ knowledge of the training

content

(

I-Tech Technical Implementation Guide, 2010). Therefore, it can be

determined if there is significant difference between the control and experimental

groups after receiving treatments.

Pretest and posttest were developed based on the analysis of pilot test. The

questions in pre-test and post-test covered finding main ideas, supporting details,

vocabularies, and characteristics of procedural text.

3.4.1.4 Inte rvie w

The interview was carried out to the students in the experimental group after

the treatments were completed. It aimed to obtain more information about the

students‟ responses toward the use of CTL approach. The interview was conducted individually in the form of open ended questions. Open ended questions allow

interviewees to express what they think in their own words (McLeod, 2014) and elicit

deeper information about the topic discussed (Sugiyono, 2010). The coverage of

interview included students‟ opinion about reading, students‟ opinion about the importance of reading, difficulties that the students found in reading, the students‟

opinion toward the use of CTL in the learning process, the advantages and

disadvantages they got after learning procedural text by using CTL. The interview

was developed by formulating open-ended questions to fulfill the coverage of the

interview mentioned before. The students‟ answer in interview was then classified and converted into percentage.

3.4.2 Research Procedure

This study was conducted from April 25 to May 30, 2014. The research

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Universitas Pendidikan Indonesia | repository.upi.edu|perpustakaan.upi.edu Table 3.2 Schedule of Research

No. Experimental Group (EG) Control Group (CG)

Date Material Date Material

1. April 25,

In implementing the research, the following procedures were carried out.

1. Administering the pilot test

The first step of this research was conducting a pilot test. It aims to examine

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Therefore, pilot test is one of the most critical aspects of a successful survey to

generate good survey data (Rothgeb, 2013). The pilot test was delivered to 32

students of eleventh graders of Vocational School in the same major by giving forty

multiple choice questions.

2. Administering the pretest

The pretest was conducted on April 25th and April 30th 2014. It was given to both experimental and control groups in which each group consists of 30 students.

This test was conducted in the first meeting for 60 minutes. There were 31 questions

in the form of multiple choice items related to procedural text.

3. The treatments

The treatments were carried out for five meetings. The experimental group

was given treatments by using CTL approach to teach reading procedural text.

Meanwhile, the control group was taught by using Grammar Translation Method. The

materials used were taken from the relevant English textbooks and sources from

internet. The material includes some procedural texts about giving instruction related

to computer.

Regarding the methodology used in administering the treatments, the stages of

REACT (Relating, Experiencing, Applying, Cooperating, and Transferring) were applied in every meeting in the treatment. The treatments which used CTL in

teaching and learning process were discussed below.

 Treatment 1: How can I change it?

On the first meeting, students were displayed a picture of computer and

laptop. Then, they were given some questions related to the pictures and were asked

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of relating stage. In experiencing stage, students were given a text (see appendix A) and instructed to find the appropriate words to complete the text. In applying stage, students discussed the content of the text and were given a quiz to answer the

questions related to the text. After that, they were instructed to arrange the pictures

based on the given instructions. The cooperating stage was included in every stage of activity. In transferring stage, students were given new texts with the same topic and instructed to answer the questions in group. (see Appendix A)

 Treatment 2: How do I Upload My Photo?

On the second treatment, as an application of relating stage, a picture of Facebook Homepage was displayed and some questions including the steps of

uploading photos in Facebook were also proposed. After that, in experiencing stage, the students completed the text (see appendix A) with appropriate words. After

discussing the answer, the students were given a word search game, in which the

students were challenged to find the words based on the clues given. In applying

stage, the students answered the questions orally and mentioned the tools needed in

doing the instruction given before. After that, they arranged the jumbled pictures into

the correct order based on the instructions. In the last stage, transferring, the students were given different texts and answered the questions provided. (see Appendix A)

 Treatment 3: How to Reset Printer

On the third treatment, the students were displayed a video about resetting

Epson T13 printer and were given some questions as the relating stage. In the

experiencing stage, the students completed the text (see appendix A) with appropriate words. After that, they were instructed to write down the words according to the clues

given. Then, students analyzed the parts of the text guided by the teacher. In the

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that, every group were asked to demonstrate the instructions given before. The new

text and exercises were given in the transferring stage. (see Appendix A)

 Treatment 4: I Need to Send It

On the fourth treatment, the students were stimulated by using a video which

showed how to send email using yahoo. After that, they were asked whether they

have ever sent an email using yahoo, and explained the steps of sending an email they

have ever done. These steps were implemented in relating stage to relate the material being learned with their experience. Completing the text (see appendix A) with the

appropriate words, matching the words with the clues, and mentioning temporal

connective words found in the text were applied in the experiencing stage. In

applying stage, students played a „find the answer games’. Here, students worked together to answer the questions given one by one. Students could take the next

question after they have answered the question correctly. The fastest group which

could finish the questions became the winner and got the highest score. After that, the

students were instructed to apply the instructions about sending an email using Yahoo

Mail. Internet connection provided by the school enabled students to send the email.

In transferring stage, the students were given new texts and completed the exercises. (see Appendix A)

 Treatment 5: Design Your Presentation

On the last treatment, the students watched a short video about how to insert

video in the Power Point Presentation for windows 2007. Then, they were asked to explain how to put a video in the Power Point Presentation for windows 2007 based on their own experience or the video they have watched. These activities were

implemented in relating stage. In experiencing stage, the students completed gaps in the text (see appendix A) and played ‘Find the Words Games’ to find the appropriate

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group to complete the task. After that, the students found imperative words

mentioned in the text. In applying stage, the students were given a quiz related to the text that they have read and were instructed to design their own presentation in

Microsoft Office Power Point. Then, the students‟ work was displayed in front of the class. In the last stage, transferring, students were given a different text and completed the exercises. (see Appendix A)

4. Post-test

After the treatments were delivered, the post-test was administered to

investigate if there is significance different between the control and experimental

groups, in which both of them received different treatments. This test was given to

both control and experimental groups on May 30th 2014 by giving 31 numbers of multiple choice questions.

5. Interview

The interview was conducted on May 30th 2014 using interview guide to

discover students‟ responses toward the use of (CTL) approach in the learning process. The interview was carried out to nine students in experimental group after

the treatments were completed. The respondents were selected based on the principle

of voluntary and fairness (Herdiansyah, 2013, p. 49). In addition, Sugiyono (2012)

states that the respondents of interview should know themselves, can be trusted, and

have the same interpretation about the questions proposed. The time efficiency is

another aspect considered in choosing the number of the respondents in this study.

The interview was conducted by using Bahasa Indonesia to allow students to

express themselves clearly (Asri, 2013). Besides, Andreenkova (2012) states that the

interview should be conducted by using the language which is used most or the

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using Bahasa Indonesia, the students can understand well the questions proposed and

feel more comfortable in responding the questions.

During the interview, the students were asked about whether they like reading,

whether reading is important, difficulties they found in reading, their opinion toward

the use of CTL in reading procedural text, advantages and disadvantages they got

after they learned procedural text by using CTL. (see Appendix B)

3.5 Data Analysis

The data collected through the instruments were analyzed in accordance with

the specific purpose. In this study, there were three kinds of analysis carried out: (1)

test instrument analysis, (2) pretest and posttest data analysis, (3) interview data

analysis.

3.5.1 Test Instrume nt Analysis

In conducting the study, there were some aspects that should be considered to

formulate a good test instrument. Therefore, the test instruments used in this study

should be analyzed to find out if the instrument can be used in this study. The

analysis of the test instrument includes validity, difficulty, discrimination index, and

reliability.

3.5.1.1 Validity

Validity refers to the extent to which the results of the procedure serve the

uses for which they were intended (Hatch and Farhady, 1982, p. 250). The validity of

a test examines whether the test can measure what is supposed to measure.

To calculate the validity of the test instrument, this study employed SPSS 17.0

for windows with Pearson Product Moment correlation type. The following criteria

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 If rvalue > rcrit, the instrument or question is significantly correlated to the total

score. It means that the question is valid.

 If rvalue < rcrit, the instrument or question is not significantly correlated to the

total score. It means that the question is not valid.

Based on the calculation of validity test, it was found that 31 of 40 questions

were valid, since the values were above r critical (rcrit = 0.349, N=32). Therefore, these items were appropriate to use as the instrument.

3.5.1.2 D ifficulty

Difficulty of the test purposes to get the level of difficulty for each item of the

instrument (Arikunto, 1993, p. 209). Therefore, by examining the instrument, each

number of the instrument can be classified into easy, moderate, and difficult. The

index of difficulty in this study was calculated by using SPSS 17.0 for windows. The

following criteria were used to interpret the index of difficulty. The smaller the index

means the more difficult the test. Meanwhile, the bigger the index means the easier

the test.

Table 3.3 The Criteria of Difficulty

Facility Value Interpretation

0.00 - 0.300 Difficult

0.300 - 0.700 Moderate

0.700 – 1.000 Easy

(Arikunto, 1993, p. 210)

The result of the calculation found that 17 of 31 questions were above the

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between the value 0.30 and 0.70, and were categorized as moderate. Only 1 item was

categorized as difficult, since the value was below 0.30.

3.5.1.3 D is crimination Inde x

Discrimination Index aims to differentiate students who have high ability and low ability (Sudjana, 2009, p. 141). It means that if the students can answer the

question correctly, it indicates that they have high ability. On the contrary, if students

give the wrong answer, it means that they have low ability. Therefore, it is expected

that the students who have high ability would select the correct answer more often

that those who have low ability. To calculate the Discrimination Index, SPSS 17.0 for

windows was employed. The following criteria were used to interpret the

discrimination index.

Table 3.4 The Interpretation of Discrimination Index

Discrimination Index Interpretation

DI > 0.70 Excellent (can be used)

0.40 < DI < 0.70 Good (can be used)

0.20 < DI < 0.40 Moderate

DI < 0.20 Poor

Sumarna (2004, p. 31)

The calculation of discrimination index found that 7 items were above the

value 0.7. Therefore, these items could be categorized as excellent. Whereas, 20 items

were categorized as good since the values were between 0.4 and 0.7. The rest 4 items

were categorized as moderate since the values were between 0.2 and 0.4.

3.5.1.4 R e liability

According to Hatch and Farhady (1982, p. 244), reliability is defined as the

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conditions. Therefore, a reliable test will have consistent score if it is given more than

one time toward the same object.

SPSS 17.0 for windows was applied to calculate the reliability of the test

items. To determine the reliability of the test instrument, Sugiyono (2012, p. 184)

states that an instrument is reliable if the minimum coefficient of reliability is 0.60.

Therefore, it can be concluded that the instrument is reliable if α > 0.60, while the instrument is not reliable if α < 0.60.

The data obtained from the calculation showed the value 0.883. By comparing

the value obtained from the calculation with the minimum coefficient of reliability, it

was found that the test items were reliable.

3.5.2 Pretest and Posttest Data Analysis

To analyze the students‟ score in pretest and posttest, SPSS 17.0 for windows

was employed. Before the output data is analyzed in t-test, the following criteria

should be fulfilled (Coolidge, 2000):

1. The data should have normal of distribution

2. The variance of two groups must be homogenous

3. The participants must be different in each group

Considering the criteria above, the calculation of normal distribution and

homogeneity of the variance was measured before calculating data by using t-test

formula. If the data do not fulfill the criteria, Mann-Whitney test is operated to test the hypothesis. Mann-Whitney test is used to test the difference between one group and another without considering the criteria stated above. However, the data obtained

should be ranked. The result of the calculation is then compared to Ucrit to determine

whether the hypothesis is accepted or rejected.

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The normality of distribution test aims to find out the normality of the test,

thus the parametric statistics can be applied (Sugiyono, 2002). This test is important

to examine whether the data obtained represents the population. The

Kolmogorov-Smirnov was performed by using SPSS 17.0 for windows.

There were two steps in analyzing the normality of distribution. It included

formulating the hypothesis of normality of distribution and determining the

significance level. The first step was formulating the hypothesis in analyzing the

normality of distribution of pretest and posttest score. The hypothesis were

formulated as follows.

H0 states that the score of experimental and control groups are normally

distributed

Ha states that the score of experimental and control groups are not normally

distributed.

The second step was determining significant level of normality of distribution

by comparing the result of the calculation to p = 0.05. The table data output from the

SPSS 17.0 computation is simply concluded as: if the column labeled sig. > 0.05, it

means that the data are normally distributed. However, if the column labeled sig. <

0.05, it means that the data are not normally distributed.

3.5.2.2 Homoge ne ity of Variance Te s t

The requirements should be fulfilled in conducting an experimental research

is the control and experimental groups must be homogenous or having the similar

characteristics (Sugiyono, 2001). It means that the students in experimental and

control groups‟ competence in reading should be equal. If the data are not

homogenous, the hypothesis testing cannot be performed since the data obtained do

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show that the difference in the result of the t-test computation is caused by the

difference between groups (Sutrisna, 2012).

To measure homogeneity of the variance test, Levene‟s test for equality of variance in SPSS 17.0 was employed to find out whether or not the data are

homogenous. Beforehand, the hypothesis is determined as follows.

H0: there is no difference between experimental and control group‟s score in

pretest. It means that the students are homogenous

Ha: there is difference between experimental and control group‟s score in pretest. It means that the students are not homogenous

The next step was determining the significant level. The significant level was

determined in the level 0.05. Based on the level of significance, the criterion states

that if the probability > 0.05, H0 is accepted, which means that the experimental and

control groups are homogenous. On the contrary, if probability < 0.05, H0 is rejected,

which means that the experimental and control groups are not homogenous.

If the data are not normally distributed, Mann-Whitney test is administered to

test the hypothesis and calculated by using SPSS 17.0.

3.5.2.3 T-te s t

The t-test is a test which aims to determine whether the means of two groups

differ to a statistically significant degree (Kranzler and Moursund, 1999, p. 89). There

were two kinds of t-test used in this study: independent and dependent t-test.

3.5.2.3.1 The Inde pe nde nt t-te s t

The independent t-test purposes to determine whether there is significant

difference between the experimental and control groups‟ means on the dependent

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chosen randomly and the means of both groups should not differ from each other at

the beginning of the experiment.

The calculation of independent t-test in this study employed SPSS 17.0 for

windows. The result of the calculation was then analyzed by comparing the

significance value with the level of significance to test the hypothesis. If the

significant value is higher than or equal to the level of significance (0.05), the null

hypothesis is accepted, and it can be concluded that there is no significant different

between the means of two groups. On the other hand, if the significant value is lower

than the level of significance (0.05), the null hypothesis is rejected, and it can be

concluded that the means of two groups are significantly different.

3.5.2.3.2 The D e pe nde nt t-te s t

Dependent t-test is a test that aims to compare the students‟ score of each group in pretest and posttest. It is in line with Kranzler (1999, p. 97) who states that

dependent t test is a test in which each pretest score is logically linked to one, and

only one posttest score. Therefore, the scores are paired.

By employing SPSS 17.0 for windows, the significant value obtained from the

calculation was then compared to the level of significance to test the hypothesis. If

the significant value is higher than the level of significance (0.05), the null hypothesis

is accepted, and it means that there is no significant different between the means of

each group in pretest and posttest. However, if the significant value is less than the

level of significance (0.05), the null hypothesis is rejected, and it indicates that the

means of each group in pretest and posttest are significantly different.

3.5.2.4 The Calculation of Effe ct Size

Effect size refers to the effect or the influence of independent variable upon

the dependent variable (Coolidge, 2000, p. 151). On the other words, the effect size

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large difference between two groups‟ means), the effect size is large. Meanwhile, if

the difference between two groups‟ means is small, then there is said to be a small

effect size.

The formulation of effect size according to Coolidge (2000) is described as

follows.

Where:

r = effect size

t = t obtain or t value from the calculation of independent t-test

df = N1 + N2 – 2

The correlation coefficient of the effect size will always be positive and range

from 0 to 1.00. The following scale is used to interpret the magnitude of the effect

size.

Table 3.5 Interpretation of Effect Size

Effect Size r value

Small 0.100

Medium 0.243

Large 0.371

(Coolidge, 2000)

3.5.3 Intervie w Data Interpretation

Interview covered some questions related to the use of CTL approach in

teaching and learning Procedural text. The Interview was conducted after the

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experimental group. The students‟ answer in interview was converted into percentage

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CHAPTER V

CONCLUSION

This chapter contains two main parts; conclusion and recommendation. In

conclusion, all findings and discussions in the previous chapter are drawn together to

get the summary of the study. Besides, practical implication of the study in the use of

CTL in teaching reading is presented in suggestion.

5.1 Conclusions

The conclusions are made based on the findings discussed in chapter IV.

There are two main conclusions related to the implementation of CTL in teaching

reading. They are: (1) the use of CTL improved students’ reading skill; and (2) the

use of CTL was positively responded by the students. Each point is elaborated below.

First, the use of CTL has been proven to increase students’ reading skill. The

calculation of t-test in SPSS 17.0 for windows showed that the experimental group’s

post-test score significantly improved than the score of control group. It can be seen

from the experimental group’s mean score which was 86.53, while control group’s

mean score was 82.40. Besides, significant value from the computation of

independent t-test was sig. (2 tailed) = 0.018 which was lower than 0.05 (0.018 <

0.05), and the tobt was higher than tcrit (2.424 > 2.002). It was indicated that the null

hypothesis was rejected and there was significant difference between students who

received treatments by using CTL and GTM. In conclusion, the use of CTL improved

the students’ reading skill in procedural text.

Moreover, the data gained from interview showed that the students have some

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result of the interview showed that the students got many advantages through the use

of CTL in classroom activity.

Regarding the advantages of using CTL in reading procedural text, there are

two points highlighted from the students’ answer in interview. The first point is

helping students in getting better understanding about materials through the various

media used in the learning process. The second point is motivating students to learn

through group work. The students found that learning in group could increase their

motivation in learning, since they could share their knowledge and worked together in

completing the task.

Although the current study revealed some positive findings for the

development of teaching reading in Indonesia, there are also weaknesses that should

be looked at the future study. The main problem was that the students found that the

use of CTL did not give them opportunity for dialogue practice.

5.2 Recommendations

There are several suggestions recommended for other studies in the future.

These suggestions will focus on two fields, suggestion for English teacher and for

further researchers who are interested in CTL approach.

First, it has been shown that the use of CTL approach could improve students’

reading skill. Therefore, it is suggested that CTL is implemented in teaching reading

to help students get better understanding, especially in reading procedural text.

Second, the teacher who would like to apply this approach in classroom needs to

prepare and plan the lesson well since it can determine the success of the teaching and

learning process. Third, to gain students’ motivation in learning, it is important for

the teacher to provide various kinds of media and choose the material which relates to

the students’ needs and interest. Fourth, since CTL approach includes five stages in

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students and manage the classroom activities well. In addition, for the researchers

who are interested in the similar study can involve students from different level

(junior high school and elementary level) or students of vocational school but from