TEACHING READING BY USING LEARNING COMMUNITY IN CONTEXTUAL TEACHING AND LEARNING (CTL) METHOD TO
THE SECOND YEAR STUDENTS OF SMA NEGERI I TAKA BONERATE SELAYAR
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in English Education Department of Tarbiyah and Teaching
Science Faculty of UIN Alauddin Makassar
By:
Andi Sukmawati Reg. Number: T20401106105
ENGLISH EDUCATION DEPARTMENT TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR
ACKNOWLEDGEMENT
Alhamdulillah Rabbil Alamin, the writer expresses her gratitude to
the God Almighty who bestows and blesses her, so she could finish writing
this thesis.
The writer realizes that this writing would not finish without helping
and the guidance from the other people, so she is to express to her deepest
indebtedness to the following person:
1. Beloved parents, Datu Mama’ and Sia for their love, pray, supports,
and sacrifices when the writer was studying at English Department of
Tarbiyah and Teaching Faculty of Alauddin State Islamic University
(UIN) Makassar.
2. Prof. DR. H. Azhar Arsyad, MA, the Rector of Islamic State
University of Alauddin Makassar for his advice during he studied at the
university.
3. Prof. DR. Muh. Natsir Mahmud. MA. The Dean of Tarbiyah and
Teaching Science Faculty for advice and motivation.
4. Dra. Djuwariah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah
M.Pd.I. The Head and the Secretary of English Department of
and Teaching Science Faculty of Alauddin State Islamic University
(UIN) Makassar who have helped, guided, and supported the writer.
5. The writer thanks for the guidance and correction of this writing;
deeply thanks are expressed to some people, especially to Drs. H.
Wahyuddin Naro, M.Hum first and Dra. Kamsinah, M.Pd.I as the
second – consultants who always give advice and guidance.
6. The writer’s especially indebted goes to the headmaster of SMA Negeri
I Taka Bonarate Selayar. Drs. Nalawapa Yunus and to the english
teacher Abdul Hakim Arda, S.Pd and Ahmad Yusuf, S.Pd who have
given her opportunity to conduct this research. Also for the second year
students, she would like to say many thanks for their cooperation and
their participation during the completion this research
7. The writer thanks to her family. They always helped and supported her
to continuo her study in the university.
8. The writer also would like to say thanks for her best friends: Marzuki
S.pd and Murni who always got together with the writer to start
learning about English.
9. The writer also would like to thank to her best friends and her beloved
friend in PBI 5 and PBI 6 academic year 2006 who always helping to
solve the problems and give spirit and mental support to her.
11. All people who help and those whom the writer cannot mention one by
one.
Finally the writer is sure that, this writing thesis far from being
perfect so the writer sincerely appreciates the constructive criticism from
the reader.
Wallahu Muwaffiq Ilaa Aqwamit Thariq
Wassalam.
Makassar, Agustus 2010
LIST OF CONTENTS
C. The Objective of the Research ...3
D. The Significance of the Research ...4
E. The Scope of the Research ...4
F. Difinition of Term ...4
CHAPTER II REVIEW OF RELATED LITERATUR ...7
A.Previous Related Research Findings ...7
B.Definition of Reading...8
C.Reading Process ...10
D.Kinds of Reading ...12
E. Factor Affecting of Reading Comprehension ...14
F. Level of Reading Comprehension ...16
G.Concept of Contextual Teaching and Learning Method ...17
CHAPTER IV FINDING AND DISCUSSION ...35
A. Findings ...35
B. Discussion ...37
CHAPTER V CONCLUSION AND SUGESTION ...40
A. Conclusions ...40
B. Sugestions ...40 BIBLIOGRAPHY
APPENDIXES
ABSTRACT
Name : A. Sukmawati
Reg. No : 20401106105
Faculty : Tarbiyah
Department : English Department
Semester : VIII
Title : “Teaching Reading by using Learning Community in
Contextual Teaching and Learning (CTL) method to contribution to the teaching and learning process.
The problem statement of this research is Learning Community in (CTL) Method effective in improving the understanding of the second year students of SMA Negeri I Taka Bonerate, about Reading.
The researcher used in this research was test. The test was dividing into two stages. The first stage was pretest and the second stage was posttest. The test consisted of 10 items.
The population of the research was the second year students of SMA Negeri I Taka Bonerate in academic year 2010-2011. It consisted of 60 students with 3 classes. The researcher took only one classes of the population as sample 20 students from class VIII IPS 2. The study used one kind of instrument to collect data, namely a test of Reading which consisted of 10 items. The data was analyzed in the t-test analysis.
The result of the research analysis of pre-experiment shows that the t-test is 10,5 and value of table is 2,093. It means that the result of test higher than t-table so, null hypothesis is rejected. It also proved that there is a significant difference on Reading between the students who were treated by using Learning Community in (CTL) Method.
Based on the result of t-test, the researcher draws a conclusion that the use of Learning Community in (CTL) Method is more effective in teaching Reading.
CHAPTER 1
INTRODUCTION
A. Background
Reading is an English skill to be learned in English learning.
Learning reading is a way to get enough knowledge about English
because having well understood of English is also in understanding
reading text. So, in the school, the students should have chance to
improve their English by reading more in the classroom. The priority of
teaching English based on 1994 curriculum is reading. It show the
importance of teaching reading however does not mean that, the others skill are denied. Kustaryo in Fitri Fajar (1996:2) states, “Reading is the
most important skill in learning language beside speaking and writing.”
In teaching learning English process, the comprehension towards
the reading material is the main goal but the fact shows that, the
majority of the students are not competent to comprehend English well.
Teaching and learning reading is not an easy matter but it is a complex process. It does not only involve the students “ability to read the text
but also the readers” experience to comprehend it.
These cases have made the teachers of English at junior and senior
high school find difficulties in teaching reading. It is supported by
Aminah (1997:1) who stated that most English teachers found it
difficult to teach reading at SMA.
Over the year, the government and education experts in Indonesia
have done some efforts to increase the quality of teaching reading. However, the students’ achievement in reading English texts is still
unsatisfactory. This is proved by the results of some previous
researchers, which show the low achievement in reading
comprehension. Those research defined the completely difficult of
teaching reading. These are concluded into three difficulties of learning
reading: 1) difficult to pronounce word well, 2) difficult to understand
about reading text, and 3) difficult to find the idea of reading text.
Therefore, the researcher would like to implement a methodology of teaching reading in improving students’ reading ability. CTL
(contextual teaching and learning) is one of the learning strategies,
which emphasized on the efficient and the effectiveness and teaching
and learning process.
Besides that, Contextual is a system of instruction based on the
philosophy that students learn when they can connect new information
so they can learn and remember it and students should be realized that
how important the English is and it will be useful for not only present
but future also (Elaine, 2002:3).
Looking for good ability of students’ reading the researcher will
address the useful of CTL as effective way in teaching and learning process under the title: “Teaching Reading by using Learning
Community in Contextual Teaching and Learning (CTL) Method to the
second year students of SMA Negeri I Taka Bonerate.”
B. Problem Statements
some objectives of the research as follows:
1. To find out the students’ reading ability before using Learning
2. To find out the increasing students’ reading after using Learning
Community in (CTL) Method.
3. To find out the significantly of Learning Community in CTL Method to improve students’ reading ability.
D. The Significance of the Research
The research is intended to give useful information for teaching
English and also for English teacher widely. Particularly for students in
their efforts to improve their reading, to use Learning Community. In
addition, this research is also for additional information in learning
reading for the readers in general commonly and for English teachers
specially in their effort to improve their reading teaching skill.
E. The Scope of the Research
The scope of the research is limited the teaching reading by using
Learning Community in (CTL) Method to the second year students of
SMA Negeri 1 Taka Bonerate.
F. Definition of Terms
There are some essential terms to be defined in this writing thesis
of research, they are :
2. Reading is an interactive between what a reader already knows about
given topic or subject and what the writer writes (Nunan, 1989:33).
3. Learning Community is collaboration between students to solve
problem in group. According to Elaine B Johnson (2002:116),
4. Learning Community is an corporation way in study will be make
easy to understand the material because the students can get the help
of his/her friend.
5. Learning Community occurs when the communication is done,
means that communication must be build in the class but it is not
mean than anyone the class, one to others of who in the class have to
have the same change to speak it is emphasized students can share.
6. The good result of learning is got from sharing with another person.
Group is as well as the individual. Group at as well the person does
not know yet: it is happened in all level as community in class,
activity using approach or CTL the teaching is suggested to do
learning in grouping.
7. Contextual Teaching and Learning is one of holistic education
process and the aim to help students to understand the meaning of
material that are learned with related to the material in daily real life
context (personal context, social and cultural context). So the
students have knowledge or skill and flexibility can be applied
8. According to Blanchard (2000), Contextual Teaching and Learning
is defined as a conception of teaching and learning that helps
teachers relate subject matter content to real world situations; and
motivates students to make connections between knowledge and its
applications to their lives as family members, citizens, and workers
and engage in the hard work that learning require.
9. Method is a way of language teaching is based of systematic
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings
Some researchers have reported the ways of providing reading to the
students in order to motivate them learning reading comprehension.
Nurlia (2004) conducted research entitle factor Hampering Reading
Comprehension Achievement of the Third Year Students of SMK 1
Makassar in Academic year 2004 / 2005. She found that one of the factors
that hampers the students in reading comprehension was the material that
used in teaching reading which was the conventional material were not interest the student. She also found that 65% of the students said “less
interest” in learning reading comprehension. Because of the uninteresting
material that was used by the teacher.
Heryanti (2003) conducted researched entitled Teaching English
Reading Comprehension through culture oriented material. She found that
teaching English reading should interesting materials in order to increase student’s interest to the reading material and to increase the students
reading comprehension. She stated that one of factors influence the student’s interest and attitude in English reading comprehension was
Nurhadi, Yasin B, Senduk, A.G (2004) state that contextual teaching and
learning helps us relate subject matter content to real world situations and
motivate students to make connections between knowledge and its
applications in writing descriptive text about their lives as family members,
citizens, and workers and engage in the hard work that learning requires.
B. Definition of Reading
Jeanne and Steven in Ummi Khaerati (2008:8) define that reading is
an activity to extract information which the reader want to derive from
the point whether it is on piece of paper on in many other media.
Reading is an activity characterized by the translation of symbol, letter,
into words and sentences that have meaning into individual.
Buzan (1971) says that reading is understanding what the author
intended taking in the written word and the assimilation of printed
information.
Rozakis (1995) defines that reading is process by which our minds
translate symbols into ideas. How quickly we are able to decode and
process this information is depending on our speed and comprehension
Mark A Clark in Gloria (1988) states that reading is an active
cognitive process of interacting with print and monitoring
comprehension to establish meaning. Reading is the instantaneous
recognition of various written symbols, simultaneous association of these
symbols with exiting knowledge, and comprehension of the information
and ideas communicated. It means that when a reader interacts with
print, his prior knowledge combined with the visual (written)
information result in comprehending the message. Therefore, reading is
actually a conversation of shorts between a writer and reader.
Ramenes (1995) states that reading can conclude a broad range of
text types. These text may come from literary genres such as short
stories, essay, poem, and novel in often involves the act of constructing
meaning sent by a writer a remote time and place.
Based on some definition presented, reading could be defined as a
complex process where by looks at and understands what has been
written, the combination of some components that result of one active
attempt the part of the reader to understand writer’s message.
Reading is a tall of education which is used from elementary graders
thought old age, as the individual continues his formal or informal
education. It is very important to learn. Therefore reading can not be
Reading is a complex and complicated process because it involves
the internal and the external factors of the reader. The internal factors
means everything that come from the reader that can result and
interacting in the reading process. The external factors mean everything
that has relationship with the reading material and environment where
the reading is taking place.
From the statement above, it is clear that reading is a process of
obtaining meaning from written text effective reader to the text,
knowledge of the writing, knowledge of the language, ability to interpret,
appropriate, knowledge of the word assumed by the writer a reason for
reading that determine his style.
Reading is similar to comprehension and they can even be used into
one unit that is reading comprehension. Both of two terms have similar
definitions good differences between reading and comprehension lies on
the form of words to understand in which comprehension involves both
oral and written language.
C.Reading Process
Reading process consists of the perception, comprehension of ideas,
critical evaluation, and integration. According to Hornby, 1995. Rreading
maintaining meaning the use of print page. Since one varies in degree,
the term must be elastic enaugh to apply to all varieties and graduations
of reading involved in the use of books.
Before reading, students are to set a purpose, preview and plan.
During reading, students read with a purpose and connect with the text.
After reading students pause and reflect, reread and remember. Research
shows that purpose setting and previewing a text before reading can help
less capable readers become skilled, strategic readers (Heilman, Blair, &
Rupley, 2002). Purpose setting, previewing, and planning enable
students to apply reading strategies better during and after reading
(Heilman et all. 2002). For example, the student who determines his or
her purpose before reading can then use that purpose to identify and
focus an the most important information in the text.
After reading, students are to pause and reflect, reread and
remember. Educators and researchers have long recognized the need for
students to look back at the text to reread or review what they did not
understand during reading (Vacca & Vacca, 2002). The pause and reflect
step after reading is integral to comprehension and strategic reading.
Students also identify parts of the text that were confusing and need to be
D. Kinds of Reading
Harris in Andi Nurmasita (2009:10) classified reading into two kinds
as follows:
a. Developmental reading activities are those in which the teacher
main purpose to bring an improvement in reading skill activities
in which learning to read is the main goal.
b. Functional reading in includes reading which the primary aim is
to obtain information in other words, reading has enjoyment,
entertainment, and appreciation as major purpose.
According to Doft in Hikmawati (2008:13) there are three kinds
of reading; they are silent reading, reading aloud, and speed reading as
follows:
a. Silent reading
Silent reading is the activity we normally engage in when we
read books, newspaper, road sigus, etc. It involves looking at the
sentences and understanding the message they convey.
According to Nars in Rahman (2004:6) states that we could
develop understanding in silent reading by giving short reading
to test students speed and understanding, teacher can do the
following steps:
1. Give them a limited time to read a certain passage
2. Give them a particular question to answer about it
b. Reading Aloud
Reading aloud is completely different activity. Its purpose is
not only understand a text but also to covey the information to
someone else. Reading aloud is very useful in the early stage of
foreign language learning to practice prononciation.
It is abvious tha reading aloud is some difficult then silent
reading because our attention is divided between reading and
speaking but it is very important especially for those whose
prononciation is made guate.
c. Speed reading
The kind of reading is used to improve speed and
comprehension. It is a very important skill for student to apply in
reading. If the reader do not have a skill of reading speed, all the
process of studying will be slow and effective. That is only speed
The purpose of the skill reading is comprehension. There will
not of reading with faster if the purpose of reading is not fullfilled.
The rate of reading depends on the kinds of reading material.
E. Factor Affecting of Reading Comprehension
There are many factors influencing the students reading comprehension
Wallance and Stephen in Aminah (1997) describe a number of factors as
follows :
a. The Nature of the Reader
The nature of the reader is a strong factor in effecting the
reader comprehension level. The readers background and
experience, interest, motivation, physical condition, and reading
ability all should be considered. The students who find the reading
materials understanding probably will not pay as close attention to
it as the students who find the reading materials both fascinating
and absorbing. Similarly, the reader who has varied and extensive
reading background will find more success than the reader who has
a more limited background of experiences and exposure to reading.
b. The Reading Purpose
The readers purpose also must be viewed as an important
factor influencing comprehension. Some readers experience
their comprehension. According to variants type of materials they
are reading. The degree of comprehension when reading for
pleasure, for example certainly is quite different from the intense
comprehension necessary when studying for final examination.
c. The Type of Materials
The type of materials is read may also affect reading
comprehension. Reading materials that are too difficult for students
will influence the level comprehension negatively correct. Student
may attend to technical aspect of reading, such as word analysis,
when the reading materials become too involved and puzzling. A
lack of emphasis often is noted when students struggle with the
recognition of new words. Complicated language pattern and style
also will contribute to comprehension of many students because the
emphasis must be placed of placed of reading aspect other than
comprehension. In addition, if the reading comprehension depend
on number of factors such as background, if reading comprehension
depend on number of factors such as background knowledge,
motivation task understanding. Reading comprehension requires
motivation, mental frameworks for holding ideas, concentrating,
F. Level of Reading Comprehension
According to Mohammad (1999) there are three levels of
comprehension namely :
a. The first level, literal comprehension is the most obvious.
Comprehension at this level involves surface meaning. At this level,
teacher can ask the students to find information and ideas that are
explicitly stated in the text. In addition, it is also appropriate to test
vocabulary. Being able to read for literal meanings ideas is influenced by one’s mastery of word meaning.
b. The second level or stand interactive or inferential comprehension.
At this level, students go beyond what is said and read or deeper
meaning. They must be able to read critically and analyze carefully
what they have read. Students heed to be able to see relationship
among ideas.
c. Finally, the third level of comprehension is critical reading or
applied reading where by ideas and information is evaluated.
Mohammad (1999) critical evaluation occurs only after our students
have understood the ideas and information that the writer has
presents. At this level, students can be tasted on the following skills:
1) The ability differentiate between facts and opinions.
3) The ability to judge the accuracy of the information given in the
text.
Although comprehension takes places at several levels, mastery
at any one is not a prerequisite to comprehension at another level,
Furthermore, the reading skills for each level. They are relevant to
young readers in primary school, secondary school students’ right up
to students at tertiary level. Teacher also to keep in mind that the
levels is not distinctive.
G. Concept of Contectual Teaching Learning Method
a. Definition of CLT Method
Contextual Teaching and Learning is an educational process that
aims to help students see meaning in the academic material they are
studying by connecting academic subjects with the context of their
daily lives, that is, with context of their personal, social, and cultural
circumstance. (Johnson, 2007).
Contextual Teaching and Learning is fast becoming the new and
innovative approach towards addressing the needs in education as
Accountability becomes the main focus of administrators and law
makers in education today, and educators are looking at ways by
Standardized Tests that are becoming the earmark of our educational
society. This is without question the number one issue of concern in
education throughout our nation (Harwell, S.H. & Blank, W.E., 2001).
Contextual Teaching and Learning helps us relate subject matter
content to real world situations and motivate students to make
connections between knowledge and its applications in writing
descriptive text about their lives as family members, citizens, and
workers and engage in the hard work that learning requires. (Nurhadi,
Yasin B., Senduk, A.G., 2004).
According to Blanchard (2001), Contextual Teaching and
Learning Strategies: (1) emphasize problem solving. (2) Recognize
the need for teaching and learning to occur in a variety of contexts
such as home, community, and work sites (3) Teach students to
monitor and direction their own learning so they become self-regulated learners (4) Anchor teaching in students’ diverse life
-contexts (5) Encourage students to learn from each other and together
b. Elements of CTL
1. Constructivism
Kasihami in Alimuddin (2003:2). States that constructivism
is a learning theory the claims that people construct or build their
own sense and meaning from new experiences based on their prior
knowledge and believe. A constructivism teacher need to learn
his/her students, culture, life experiences and knowledge and then
structure learning experiences that give students new opportunities
to deeper that knowledge is a way that challenger his/her exiting
beliefs. Deep understanding of a concept is developed through
authentic and meaningfull learning experiences where the teacher
process question to student to challenger their thinking.
2. Inquiry
The term of inquiry is one complex one there is no definite
or certain definition is what inquiry is how ever, Hornby in
Syarifuddin (2003:2) as requesting for help or information about
something, trying, to find out about something, asking,
3. Questioning
Questioning can motivate our students to train using
language function with good grammar, contextual vocabulary based
on the certain theme. Questioning can also stimulate other language
skills; for example, the teacher asks his/her students to write a short
report of his/her partner’s answers or to retell his/her group’s
experiences.
4. Learning Community
Learning community is collaboration between students to
solve problem in group.
5. Modeling
Modeling is one the seven elements of CTL. Where teacher
in the process of teaching and learning gives examples or
demonstrated the issue that he/she wants his or her learners to
know. This is very important because by watching the
demonstration from the teacher learners can understand more easily
compare to when the issue dealt with is presented by lecturing only
6. Reflection
Reflection derives from latin “Refletore” meaning to see
real word as flashback.
7. Authentic Assessment
Authentic assessment holds great promise for ESL students
although the challenge to modify existing methods of assessment
To develop new approaches is not an easy one benefits for
both teachers and students are great. The ideas and models
presented to be adoptable, practical, and realistic for teachers who
are dedicated to creating meaningful and effective assessment
experiences for ESL students.
Authentic assessment can give add values and motivate
teachers in order to develop the learning and appropriate
assessment especially for the english activities in the classroom
(Darwis Sasmedi, 2003:12).
c. Characteristics of CTL
a. agreement
b. mutual subsidize
d. learn lyrically
e. integration study
f. use various source
g. mobile student
h. sharing with friend
i. creative teacher critical student
d. Description of CTL Method
The application of Contextual Learning to America classroom will
first proposed by John Dewey in 1916, who educated in curriculum and teaching methodology tied to child’s experience and interest and
who deplored the separation of education into mind and body of
school programs into academic.
Contextual is learning that occur in class relationship with actual
experience. People have used such terms as experiential learning real
world education, active and creative learner, so the learner can
understand the subject well and its can give meaning in their life.
According to Johnson (2007: 4-5), CTL engage students in
students see meaning in their school work. When students formulates
project or identify interesting problems when they make choices and
accept responsibility, search out information and reach conclusion,
when they actively choose, organize, touch, plan, investigate,
questioning, and make decision to reach objectives, they connect to
the context of life situation and this way discover meaning.
e. Advantages of CTL Method
There are many advantages of the CTL Method these are:
a. Students are actively engaged.
b. Students view learning as relevant.
c. Students learn from each other.
d. Students are encouraged to become active in community.
e. Teacher act as facilitator of students learning.
H. Learning Community
Learning Community is collaboration between students to solve
problem in group. According to Elaine (2002:116), Learning
Community is a corporation way in study will be making easy to
understand the material because the students can get the help of his or
done, means that communication must be build in the class but it is not
mean than anyone dominate the class, one to others of who in the class
have to have the same change to speak it is emphasized students can
share.
The activeness of studying language should study together. Where
language can practice directly. It means, language should study together
as its function that language is the communication (connect someone to
other). The good result of learning is got from sharing with another
person. Group is as well as the individual. Group at as well the person
does not know yet: it is happened in all level as community in class,
activity using approach or CTL the teaching is suggested to do learning
INPUT The Reading Material I. Theoretical Framework
The theoretical frame work of this research which has been done
served in the following diagram:
a. Input : Refers to reading material
b. Process : Refers to the teaching and learning material by using
Learning Community in (CTL) method
c. Output : Refers to the students reading comprehension in
reading using Learning Community PROCESS The use of Learning
Community in (CTL) method in teaching and learning
OUTPUT The Students Reading
J. Hypothesis
1. Ho: The use of Learning Community in CTL method is not effective to improve the students’ ability in reading to the second
year students of SMA Negeri 1 Taka Bonerate.
2. Hi: The use of Learning Community in CTL method is effective to improve the students’ ability in reading to the second year students
CHAPTER III
METHOD OF THE RESEARCH
This research, the researcher presents the research design,
population and sample, variable and instrument, data collection procedures,
and data analysis techniques.
A.Research Design
This research used experimental method with one group
test and post-test. Before the treatment, the students were given a
pre-test, at the pre-test and of the treatment, both groups were given post-test.
The result was then being compared. The design is:
01 X 02
Pre-test Treatment Post-test
(Gay, 1981)
B. Population and Sample
a. Population
Knowing more about the condition of population in composing
this thesis, the writer explain definition of population. Arikunto
(2006:130) states that population is all the research subject. The
population of this research is the second year students of SMA Negeri
classes. Each class consists of 20 students, so the total number of
population were 60 students.
b. Sample
The sample of the research by using purposive sampling
technique. Therefore, the researcher choose one class as the sample of
the research, namely class VIII IPS 2 that consist of 20 students.
C. Variable and Instrument
a. Variables
There are two variables in this research, they are; dependent
and independent variables. The independent variable of this
research is teaching reading and the dependent variable is using
Learning Community in (CTL) Method.
b. Instrument of the research
The researcher was used reading test in essay to the students
in consist of pre-test and post-test.
1. Pre-test
The pre-test was given before the general review of
reading. It consisted of 10 items. It aims to know the students
2. Post-test
The test was given after the second meetings of
treatment are conducted. The material for reading test is in the
same portion or same levels with pre-test. It consisted of 10
comprehension before to be given the treatment.
3. The researcher allocated the reading text and gave the students chance to discuss the text and consult each other. It’s about twice based on the devision of the students’ group.
4. The researcher evaluated the students reading comprehension ability once time as the final result of the
research.
c. Post-test
After the treatment, the post-test was conducted to find
out the students reading ability. The post-test is similar with the
form of pre-test.
E. Technique of Data Analysis
Data of this research was be analyzed quantitatively, the
quantitatively analysis is used for the data result from the reading
test. It employed statistical calculation to the test hypothesis.
2. Calculating the frequency and the rate percentage of the students’
scores
̅ = ∑
Where:
̅ = The means score
∑ The sum of all score
N = The total number of subjects
(Adapted from Gay,
Table 1
The writer classifies the score into five categories standard of
To find out of the students’ percentage the formula follows:
% =
=100%
Meanings:
% = The students’ percentage
= The means score of the pre-test
= The means score of the post-test
(Gay, 1981)
Calculating the value of test to indicate the significance between the
mean of pre-test and post-test, the research formulated the
following formula:
√∑ (∑ ) ( )
Meanings:
T = Test of significance
D = The means score difference
∑ = The sum of total score different
∑ = The square of total score difference
1 = Test of significance
CHAPTER IV
FINDING AND DISCUSSION
This chapter presents findings and discussion of the research. The
findings consist of the data obtained through achievement test to know the
students achievement before and after being taught the materials f reading
comprehension through Learning Community in Contextual Teaching and
Learning (CTL) Method. The data collected through a reading test in essay
to know the students attitude towards the study of reading comprehension
materials by using learning community. The discussion deals with the
description and interpretation of the findings.
A. Findings
The findings reported in this section based on the analysis of the
data collected and the previous chapter. The findings were organized in
three kinds, by referring to the research questions formulated in the
previous chapter, they are: 1) How is the students reading ability before
using learning community in (CTL) method?. 2) How is the students
reading ability after using learning community in (CTL) method?. 3) to
what extent is the use learning community significantly impriving the
In collecting data, the researcher distributed test. The test was
done two times. Pre-test was given before the treatment and post-test
was given after treatment. The result of the data were classified from
very poor until very good classification, and the data of this findings
were be analyzed by using men analysis. The further interpretations of
the findings are given below:
The students achievement in pre-test and post-test. After using
learning community in CTL method, the achievement of the students
score improve significantly. To get clear information about the score of
pre-test and post-test, it can be seen in the following table.
Table 2
The table shows that from 20 students it is indicated that most of
students (40%). Were in fair classification it means that most of the
students have less improvement in their reading comprehension before
the treatment.
Table 3
The rate percentage of the students score in the post-test
No Achievement
significant improvement in their reading comprehension after the
treatment.
The data of the rate percentage before shows that the use of
learning community in CTL method is effective to improve the
students, reading to the second year students of SMA Negeri I Taka
Table 4
The mean score of the students pre-test and pos-test analysis
Types of test Mean score
pre-test 65,7
pos-test 73,7
The data above indicated that the mean score of the students
pre-test is 65,7 while the mean score of the students post-pre-test is 73,7. Score
of the post-test is higher than the pre-test
The mean score of the pre-test and post-test statically are
significant on the level of significant (p) = 0,5 and df = 19. See the
following table:
Table 5
The t – test of the students achievement
Variable T – test Value T – table
X1 – X2 10,5 2,093
Based on the table above, the value of t – test (10,5) is higher than
the value of t – table (2,093), it means than the there is a significant
improvement of the students reading comprehension by using learning
B. Discussion
The using of learning community in CTL method in teaching reading comprehension at the second year students of SMA Negeri 1 Taka Bonerate
Selayar can improve the students’ comprehension to understand the reading
material. This can be proved by the students’ means score of the pre-test is
65,7 and the mean score of the test is 73,7. The mean score of the postest is greater than pre-postest (73,7 > 65,7) (see table 4). And also the value of t-test was greater than t-table (10,5 > 2,093)
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusions
Based on the finding and discussion in previous chapter, it is concluded that:
1. The students’ reading abilities are in low level of understanding before getting the activities of Learning Community in teaching reading. 2. The use of Learning Community is effective in teaching Reading. It is
proud statistical analysis by t-test in teaching Reading greater (10,5) than t-table is (2,093) with degree freedom (df) = N-1 =19. It means that there is significant teaching Reading by using Learning Community in CTL Method.
B. Suggestions
Based on the conclusion above, the researcher presents some suggestion as follows:
1. It is recommended to the teacher of English to use Learning Community in CTL method to teach their students because it could
bring about a positive improvement to their students’ achievement, at
least a reading.
2. The teacher should optimal and improve the learning community in CTL Method, so that the students like and very enthusiastic to learn English reading.
3. The teacher should give motivation to the students to learn English reading especially through the use of learning community.
4. As a facilitator, the teacher should manage the students’ reading to improve students’ ability and comprehending that material in order
words, the materials should be based on the students’ program of
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APPENDIX A
PRE-TEST
10 QUESTIONS
A. Read the text and answer the questions
SARS The New Ghost
SARS stands for severe acute respiratory syndrome. It is an illness that attacks the human respiratory system. This disease is very contagious.
It doesn’t take a long time for disease to become epidemic especially in
Asia, North America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hongkong, China, Taiwan. It is not unusual to catch SARS. This disease spreads through the air or even through bodily contact.
Question:
1. What does SARS stand for ?
2. What system is attacked by SARS ? 3. Where does the epidemic mostly happen ? 4. Why do people in Hongkong wear masks ? 5. How does the disease spread ?
6. Who has conducted research on SARS ? 7. What is corona ?
8. What is the main idea of the text ? 9. Why doesn’t disease take a long time ?
APPENDIX B
TREATMENT
First Meeting
A. Read the text and answer the question
The King
Once upon a time there lived a king in island. He had four children, two boys and two girls, whom he loved dearly. However, their stepmother was joules, she moves a spell that turned the children into swans.
The king was heartbroken. His beard and hair turned white grief as he searched for his children. One day he saw four swams. He did not realize who they were, although, the recognized him as their father.
Question:
1. What is the title about the text ?
2. How many children of the king ? 3. Where he live with his children ? 4. Is the king have heartbroken ? 5.What is we get message of the text ? 6. who is the king saw ?
7. where is the swams transformed with her children ? 8. what is characteristic of the king ?
Second Meeting
A. Read the text and Answer the Question
Leopard
Leopards live in many parts of the world, from Siberia to Afrika. They have very beautiful yellow skin with large black sports. They live for about is years and eat small animals such as young zebras, monkeys, and deer. They sleep for about 12 hours a day. Leopards are very solitary animals. They spend most of their time alone in trees. They want until a small animals passes. They jump on animal and then pull it up into tree.
We cannot find many Leopards now because people kill them. People kill them because their fur is beautiful and very expensive.
Questions:
1. What is the title of the text? 2. Where is Leopards from?
3. What is the skin color of Leopard? 4. Where is Leopard live?
5. Why many people kill Leopards?
7. How long it sleep a day?
8. Why do we cannot find many Leopards now?
9. Does it wait a small animal passes?
APPENDIX C
POST-TEST
A. Read the text below and answer the following question
SPORTS
Sport are good for our health. They can make our body health. They are interest in sports for pleasure. For this reason, everyone should do sports to make life health and happy.
Nowadays, many people like not only doing it, but also watching on TV or live. They are even willing to spend their money to see a football match, boxing, running, etc. We can choose to do what we like. Most people like running because it is cheap and simple. It is to do and we can to do it almost everywere.
Questions:
1. What is the text about?
2. What is the most popular sports in Indonesia? 3. Why many people doesn’t like sports?
4. How many kinds sports in Indonesia? 5. What is we get sports?
6. Why does people like running?
7. Can sports to make life health and happy? 8. Is Indonesia well-known because of badminton?
APPENDIX E
Raw Data of the Students Classification Test Score
13 75 5625 80 6400 5 25
14 70 4900 80 6400 10 100
15 80 6400 85 7225 5 25
16 80 6400 90 8100 10 100
17 75 5625 85 7225 10 100
18 70 4900 85 7225 15 225
19 85 7225 90 8100 5 25
20 90 8100 95 9025 5 25
∑
∑( )
∑
∑( )
∑
APPENDIX D
Students Classification of Pre Test
Sample Pre Test Score Classification 1 50 Poor
2 50 Poor
3 50 Poor
4 60 Fair
5 60 Fair
6 60 Fair
7 60 Fair
8 60 Fair
9 55 Fair
10 60 Fair
11 55 Fair
12 70 Good
13 75 Good
14 70 Good
15 80 Good
18 70 Good
19 85 Very good
20 90 Very good
Students Classification of Post Test
Sample Post Test Score Classification
1 55 Fair
2 60 Fair
3 50 Fair
4 70 Good
5 70 Good
6 65 Good
7 65 Good
8 70 Good
9 65 Good
10 70 Good
12 80 Good
13 80 Good
14 80 Good
15 85 Very good
16 90 Very good
17 85 Very good
18 85 Very good
19 90 Very good
APPENDIX F
The mean score and standard deviation of pretest and posttest A. The mean score of Pre Test
̅=∑
Where:
∑
N = 20 X =
= 65,7 B. The mean score of Post Test
̅ =∑ Where:
∑ = 1475 N = 20 X =
CIRRICULUM VITAE
The writer, Andi Sukmawati was born on May 20, 1987 in Selayar Regency, South Sulawesi. She is the first daughter from one brother. Her parents Datu Mama and Sia who always aducate, support and pray for her succesfull.
