Pre-test Post-test I The Description of the Data

Based on the numerical data above, it showed 8 students have passed KKM score 70 and 15 students who got score under KKM 70 . But it has development of percentage’s students’ score from pretest before implementation of CAR. In another word, the applying Contextual Teaching and Learning method in cycle one is enough effective to be used in students’ reading activity at VIII Grade SMP Bakti Mulya 400 Jakarta, but the writer has to do cycle two because there were many students still got under KKM score 70. It could be seen from the diagram below: Figure 4.2 The Result of Student’s Score in Posttest I

3. Post-Test II

After conducting action in cycle 2, the writer has got numerical data from the posttest II. The writer again calculated the data of post-test II into three parts of calculation. First the writer calculates the mean score of the class, second students’ achievement or 2 4 6 8 10 12 14 16 less 70 score 70 above 70 Posttest I improvement’s score into percentage and third the class percentage who passed the KKM 70. In order to know the mean score of the class in post-test II, the writer uses the formula as below: _ ∑x X = ── N _ X = 1655 23 _ X = 71.95 Based on calculation above, it is showed the mean score of the class in post-test II is 71.95. It gained any improvement was 16.74 71.95-55.21 from the pretest or having 30.32 from the pretest to the posttest II result. Then, the writer calculates the data again in order to get th e percentage of students’ achievement score, the calculation as follow the formula below: y2 - y P = ─── X 100 y 71.95 – 55.21 P = X 100 55.21 16.74 P = ──── X 100 55.21 P = 30.32 In the second cycle of posttest II, there were 17 students who passed the KKM. If it was calculated into class percentage, it was derived 73.91 through the formula: F P = ── X 100 N 17 P = ── X 100 23 P = 73.91 Based on the calculation the data above, It is about 73.91 of students in 8-3 class of SMP Bakti Mulya 400 Jakarta could reach KKM 70. It means, there were 17 students who could reach KKM 70, and only 6 students did not pass KKM. In other han d, the students’ score have increased from the pretest and posttest I before. It could be seen from the diagram below: Figure 4.3 The Result of Student’s Score in Posttest II

B. The Interpretation of the Data

This part covers the discussion of the teaching reading descriptive text through Contextual Teaching and Learning and then interpret the 2 4 6 8 10 less 70 score 70 above 70 Posttest II result of the data. The discussion is based on “can Contextual Teaching and Learning improve the students’ comprehension in reading descriptive text and how does it improve their comprehension in reading descriptive text. The finding of the study proved that Contextual Teaching and Learning can improve the students’ comprehension in reading descriptive text. It can be seen from the observation, questionnaire, interview, and result of test.

1. Data Observation

From the data observation, the data gained from unstructured observation showed that there were any improvements of the students’ participation in the teaching-learning process for each meeting. However, after the students have taught using Contextual Teaching and Learning, they have motivated and active in teaching learning process. It is because of CTL make them easier and enjoyable in learning reading descriptive text.

2. Data of Questionnaire

The result of questionnaire result showed that the implementation of this method got positive responses from students in their teaching- learning process of reading. It was proven that 87 of the students showed good or positive responses toward the implementation of Contextual Teaching and Learning method in teaching reading descriptive text. Besides, after the implementation the students could motivate in teaching learning English, especially reading descriptive text.

3. Data of Interview

The data gained from the pre interview with the English teacher indi cated that the students’ comprehension in reading was poor because the students had some difficulty to understand the text, and the st udents’ participation in reading class was not too active. Consequently, it needed

Dokumen yang terkait

Applying Think-aloud Technique in Improving Students' Reading Comprehension of Narrative Text (Quasi Experimental Study of Tenth Grade Students of SMK Bhakti 17 Jagakarsa)

0 11 119

The Correlation Between Students’ Mastery In Vocabulary And Their Reading Comprehension Skill Of Descriptive Text

1 10 77

The Effectiveness Of Using Student Teams-Achievement Divisions (STAD) Techniques in Teaching Reading

1 16 116

The Effectiveness of Collaborative Learning in Improving Students’ Abililty in Reading Descriptive Text (A Pre-Experimental Study of the Seventh Grade Students of SMP Pelita Harapan, South Jakarta).

0 6 103

The Effectiveness of Numbered Heads Together Technique (NHT) Toward Students’ Reading Ability on Descriptive Text A Quasi Experimental Study at the Second Grade of SMPN 2 Tangerang Selatan in Academic Year 2013/2014

1 9 128

The Effectiveness of Jigsaw Technique toward Students' Reading Comprehension of Recount Text

0 3 133

The Effect Of Using K-W-L Chart Technique On Students' Reading Comprehension Of Descriptive Text (A Quasi-Experimental Study At the Eighth Grade Of MTs Darul Hikmah Pamulang In The 2015/2016 Academic Year)

0 3 152

THE EFFECTIVENESS OF TEACHING READING COMPREHENSION ON DESCRIPTIVE TEXT THROUGH COMIC STRIPS

0 0 11

TEACHING READING COMPREHENSION ON DESCRIPTIVE TEXT THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) METHOD

0 0 10

1 THE EFFECTIVENESS OF RECIPROCAL TEACHING IN TEACHING READING COMPREHENSION OF DESCRIPTIVE TEXT

0 0 9