The main purpose of this research was to investigate the reading comprehension of students in MTs Muhammadiyah Metro, which was found in reading descriptive text and to know that the breadth of Contextual Teaching and Learning method can help students in the process of Learning. The writer tried to prove that the contextual teaching and learning method could be one of the teaching methods to improve students' reading skills, especially in descriptive text. He showed that the indicator of the success of the research has been achieved, at least 80% of students have met the minimum mastery criterion and it is clear that with the implementation of the Contextual Teaching and Learning Method, students' ability to read descriptive text can be increased.
Tujuan utama dari penelitian ini adalah untuk mengetahui kemampuan membaca siswa MTs Muhammadiyah Metro dalam membaca teks deskriptif dan mengetahui sejauh mana metode Contextual Teaching and Learning dapat membantu siswa dalam proses pembelajaran. Penulis mencoba membuktikan bahwa metode Contextual Teaching and Learning dapat menjadi metode dalam meningkatkan kemampuan membaca siswa khususnya pada teks deskriptif. Hal ini menunjukkan keberhasilan penelitian ini dengan menerapkan metode Contextual Teaching and Learning untuk meningkatkan keterampilan siswa dalam membaca teks deskriptif dan penelitian ini berhasil.
It is titled “Improving students' reading skills in descriptive text through contextual teaching and learning method in eighth grade of MTs Muhammadiyah Metro.
INTRODUCTION INTRODUCTION
Problem Identification
Problem Limitation
Problem Formulation
- Benefit of the Study
- Definition Of Reading
- Kinds of Reading
- The Purpose of Descriptive Text
- Schematic Structures of Descriptive Text
- Principles of Contextual Teaching and Learning Method
- The Components of Contextual Teaching and Learning Method According to Johnson mentioned that the components of
- The Strategies in Contextual teaching and Learning Method
- The Strengths and Weakness of Contextual Teaching and Learning Method
Contextual Teaching and Learning: Why It Is and Why It Is Here to Stay?, (United States of America: Corwin Press, Inc2002), p.20. In order to develop the purpose of Contextual Teaching and Learning, different questions should be stated. Contextual Teaching and Learning: Why It Is and Why Is It Here to Stay?, (United States of America: Corwin Press, Inc2002), p.24.
The contextual method of teaching and learning requires students to demonstrate their achievement of high standards through authentic assessment. Contextual experiences of teaching and learning are enriched when students learn skills in multiple contexts. The contextual method of teaching and learning is one of the hot topics in education these days.
Contextual Teaching and Learning: Why It Is and Why It is Here to Stay?, (United States of America: Corwin Press, Inc2002), p.18.
Teaching Reading Descriptive Text Through Contextual Teaching And Learning Method
Action Hypothesis
- Independent Variable
- Dependent Variable
The term variable as a characteristic of the participants or situation that has different values in a study.18 An operational definition describes or defines a variable in terms of the operations used to produce it or techniques used to measure it. It means variable is the state or characteristics when experiment can be manipulation, control or observation. The values of the independent variable are under the control of the experimenter.19 It can be concluded that the independent variable receives the experimental manipulation or treatment from the experimenter one by one.
Morgan, “Research Problems and Variables,” Journal of the American Academy Psychiatr, (Lippincott Williams & Wilkins, a Wolters Kluwer Company), Vol. In this study, the researcher will use two-way teaching to observe the reading comprehension of the eighth grade students of MTs Muhammadiyah Metro. The values of the dependent variable depend on another variable called the independent variable.20 It means that the dependent variable is the variable that is observed and measured to determine the effect of the independent variable.
It can be defined as knowledge in recognizing the text that the students have read.
Setting of the study
Subject and Object of Study
Research Procedure
Action Procedure
- Planning Phase
- Acting Phase
- Observing Phase
- Reflecting Phase
The researcher used more than one cycle in case the learning problem was not yet completed. First of all, the preliminary study was done by the researcher before the implementation of CAR. Here, the researcher carried out the observation of the students' activity in the teaching learning process in class 8 in MTS Muhammadiyah Metro.
After the lesson plan was completed, the researcher prepared the instruments to collect the data during the implementation of CAR. The researcher prepared some instruments such as the interview guidelines, questionnaire, observation note and test for each cycle including pre-test and post-test. Based on discussion between the researcher and the English teacher, the criteria of action success or the method can be used to solve students' problem.
The researcher uses the determined strategy while the teacher observes the state of teaching learning activity.
Data Collecting Technique
- Observation
- Interview
- Questionnaire
- Test
- Documentation
Regarding the above statement, the writer and the English teacher agreed that the action would be performed in two cycles. In this stage, the writer collects data that she had analyzed to decide whether the solution was successful or not. In the final stage, the writer and the English teacher discussed the implementation and the data they collected.
In this case, the author conducted two sessions of the observation, they are; in the interim and during the CAR. Another way to get data, the writer also conducted the questionnaire in two sessions, before and after implementation of CAR. The author wants to know the students' response and experiences about the ideas of contextual teaching and learning.
Each questionnaire consists of ten questions covering 3 categories namely; students' feelings towards the comprehension of reading descriptive text, the implementation of the method and the effect of contextual teaching and learning on the improvement of knowledge and reading skills.
Data Analysis Technique
- Description of Research Setting
- Description of Research Result’s Data
- Acting
- Observing
- Reflection
- Planning
In this research, the researcher uses a very simple statistical formula to compare the result of pretest and posttest. In order to know the result, the researcher will also compare between pretest and posttest. Then, at the end of this meeting, the researcher gave the post-test in cycle 1.
In observation of the research, the researcher used two observations in Cycle I to find information about the activity of the teacher and the students in reading descriptive text. In observation of the research, the researcher used two observations in cycle II to find information about the teacher's and the students'. The comparison between Post-Test I scores in Cycle I and Post-Test II scores in Cycle II.
Comparison of students reading descriptive text Score after test I and scores after test II in cycle II.
Discussion
- The Result of Pre-Test
- The Result of Cycle I
- The Result of Cycle II
- Comparison of Score in Pre-Test, Post-Test I in cycle I, and Post-Test II in Cycle II
- The Result of Students’ Learning Activities in Cycle I and Cycle II The students’ learning activities data was gotten from the whole
Based on the results of the students' scores in the pre-test and post-test I, there was an improvement in relation to the students' outcome scores. This means that in cycle I, the students' performance could enough, but it was not successful because the indicator of success was not reached yet. The researcher presented posttest II to measure students' abilities after implementation of the treatment.
It showed that most of the students achieved the Minimum Mastery Criterion (MMC) of at least 75. Furthermore, in cycle II, the students' average score was higher than cycle I. the following was the table of illustration score in cycle I and cycle II. Based on the results of the pre-test, post-test I and post-test II, it was known that there was a positive significant increase in the students' score.
Based on the graph above, it could be concluded that the contextual teaching and learning method could improve the students' reading skill in descriptive text. The students' attention to the teacher's explanation increased from the first meeting to the next. Students who ask/answer questions to the teacher improve from the first session to the next.
Students who completed the task performed better. d) Students collaborate with their friends. It can be seen from table 4.17 that there was an improvement in the average grade and the total score of the students who took the test from the pre-test, post-test I to post-test II. Based on the results of using contextual teaching and learning in descriptive reading, it could be concluded that there was an improvement of students in reading descriptive text by using contextual teaching and learning in eighth graders of MTs Muhammadiyah Metro.
This made it easier for students to develop their idea in order to improve students' reading comprehension. It was clear that the Contextual Teaching and Learning Method could be to improve the students.
Suggestion
Lawin, Lary, Leading the way in reading and writing: Strategies and activities to support struggling students in grades 6-12. Louis Cohen, et.al., Research Method in Education (New York: Routledge, 2007) Mills, Geoffrey E, Action Researcher, 2nd ed. Oshima, Alice and Ann Hogue, Introduction to Academic Writing 3rd Edition, New York: Pearson Longman, 2007.
APPENDICES
MATA PELAJARAN
BAHASA INGGRIS
MTS MUHAMMADIYAH METRO
Kompetensi Dasar
Linguistic features of descriptive text are: focus on specific participants, use of simple present tense and descriptive adjectives. When we have no obligations, it is our free time, we can spend it reading. We can buy them in the bookstore or borrow them from our school ID.
After reading the text above, write down the purpose, the schematic structure and the language features of the text!
- Metode Pembelajaran/Teknik
- Sumber dan Media Pembelajaran a. Sember Belajar
- Penilaian
- Sumber dan Media Pembelajaran c. Sember Belajar
- Langkah-langkah Kegiatan a. Kegiatan Pendahuluan
Kelas/Semester : VII (Delapan) / Ke Topik : Tempat Menarik Aspek/Keterampilan : Alokasi Waktu Membaca : 2 X 40 menit Jenis Teks : Teks Deskriptif Tahun Pelajaran II. Tanjung Benoa Tanjung Benoa, atau semenanjung Benoa di utara Nusa Dua telah menjadi lebih sibuk selama bertahun-tahun dan memiliki berbagai macam akomodasi, termasuk resort bergengsi seperti The Conrad. Daerah ini hampir secara eksklusif menjadi rumah bagi hotel mewah, vila pribadi, restoran mewah, kafe terbuka, dan fasilitas olahraga air.
The shape of the beach also makes Tnjung Benoa perfect for water sports with no shortage of shops catering to marine sports enthusiasts. Right at the tip of the peninsula is the peaceful part of Tanjung Benoa, with its village like alleys and rows of traditional identification.
After reading the text above, write down the purpose, the schematic structure and the language features of the text!
It is centrally located in the country on the northwest coast of Java Island at the mouth of the Ciliwung River. Cooking is especially good for girls, because in the future the girl will be a housewife. Her eyes seem blue, like the color of the sky on a sunny day, while her eyelids flicker when she lies down.
It was formed by the subduction of the Indo-Australian plate beneath the Eurasian plate. It was formed by the subduction of the Indo-Australian plate beneath the Eurasian plate.” (Paragraph 1).
