63 Related to qualitative study; first, it is derived from the observation
result in which the Contextual Teaching and Learning is successful in improving students’ participation in teaching reading descriptive text. They
seem more enthusiastic in the teaching learning process rather than before implementation of CAR. Second, based on the interview result with the
English teacher, it can be known that students of grade VIII-3 at SMP Bakti Mulya 400 Jakarta are able to improve in understanding reading descriptive
text.
B. Suggestion
There are some suggestions that can be given in relation to the writer’s
conclusion. Some suggestions offer to the English teachers and the other researchers.
To the English teacher should be selective in choosing the materials especially in reading skill and heshe should be creative in connecting that
material to the students’ real life because material is one of the external factors which can motivate students to learn joyfully.
To the further researcher, particularly those who have the same problem and interested in conducting research, it is suggested that this study
can be a reference. 63
64
BIBLIOGRAPHY
Anderson, Mark, and Kathy Anderson, Text Types in English 3. Australia: Macmilan, 1988.
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Hill, 2002. Chaffe, John Thinking Critically, 4
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Yrama Widya, 2007. Flynn, Naomi, and Rhona Stainthorp, The Learning and Teaching of Reading and
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Harmer, Jeremy, The Practice of English Language Teaching. New York: Longman Publishing, 1991.
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www.teachingenglish.org.ukthinkmethodologyaction-research.html
RENCANA PELAKSANAAN PEMBELAJARAN READING Cycle 1 of CAR
I. Identitas
Satuan Pendidikan : SMP Bakti Mulya 400 Jakarta
Mata Pelajaran : Bahasa Inggris
Kelas Semester : VIII Delapan Ganjil
Tema : Indoor Hobies
Aspek Skill : Reading membaca
Alokasi waktu : 4x40 Menit 2 meeting
Jenis teks : Descriptive text
Tahun Pelajaran : 20102011
II. Standar Kompetensi
Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berakitan dengan lingkungan sekitar.
III. Kompetensi Dasar
Membaca nyaring bermakna teks tulis fungsional dan esei berbentuk descriptive dan recount pendek sederhana dengan ucapan, tekanan dan intonasi yang
berterima serta merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan
sekitar yang berbentuk descriptive dan recount.
IV. Indikator
1. Menentukan gagasan utama main idea dalam teks descriptive
2. Menentukan gagasan pendukung supporting detail teks descriptive
3. Menemukan informasi spesifik Scanning dalam teks descriptive
4. Mengidentifikasi langkah retorika schematic structure teks descriptive
5. Berpartisipasi aktif selama proses belajar mengajar berlangsung.
V. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat:
