CHAPTER I INTRODUCTION
A. The Background of Study
In the era of globalization, English is a very important as a means of international communication. Therefore, English is one of the main subject in
Indonesian secondary schools where learning English effectively is a must. Moreover English can be categorized as a scientific language. It can be seen from
many scientific books in university library written in English it is impossible for us to get the idea or massages stated within the books.
Generally, Indonesian students are easy to learn about English and the teachers are also creative and innovative to teach it. Moreover this condition
makes the government more easy to developing human resources, with the emphasis in English language teaching. If the education minister changes, the
teaching English does too. For the reason, in Indonesian English is not a native or even second language but it is a foreign language. So, the teacher faces some
difficulties in teaching English skills, especially reading skills. Moreover, Based on Junior High School National English, one of English
materials, the students is hoped to master kinds of reading text namely procedure, descriptive, recount, narrative, and report. So, the students are demanded to
master reading skill. Reading is difficult, because it is an extremely activity that involve combination of abilities, such as linguistic and cognitive abilities. Besides
the students’ motivation is also a main factor of reading in a classroom, the students’ interest in reading is various.
As the writer has observed during PPKT activity at SMP PGRI 12 Jakarta, some difficulties that are faced by students in learning reading can be
caused by some factors such as the limitation of time, so the teachers do not give them the materials optimally, because some students did not realize in condition
so reading is various in one of some students. In order to help students’ problems to enhance their reading ability, the
writer will use the contextual teaching and learning to make it easier. Then the teachers’ attempts to improve the students’ ability in reading are by using suitable
approach in teaching reading, and must be useful in learning process is it can build students’ motivation and stimulate them to be more focus in the study.
“A context is the parts of a sentence, paragraph, etc. or immediately next to or surrounding a specified world or passage and determining its exact
meaning”.
1
Meanwhile “Contextual is a clue based on the text or information’s knowledge of the world”.
2
Contextual Teaching and Learning is a respond to Behaviourism Approach which emphasizes on the concepts of stimulus respond with mechanical
drills. To be able to use the language naturally as in real life and in various situation critical thinking and meaningful learning are needed. When the students
can relate the lessons they have got in school to their daily lives, they will be aware of the benefit learning. Besides, they will realize the importance of reading
skills; in fact many instances around the world we may argue that reading is the most important foreign language skill, particularly in cases where students have to
read English materials’ for their own specialist subject. The definition model contextual teaching and learning CTL in up ward
is the model teaching to make connecting material and with the context of students’ real world not only material students’ knowing in school after students’
learn and than the CTL method to focus in students’ real world in she knowing and with material context to students’ knew.
1
Victoria Neufeldt, Webster’s New World Dictionary 3
rd
edition united state of America: prentice Hall Trade, p.301
2
I.S.P Nation, Learning Vocabulary in Another Language Cambridge: Cambridge University Press, 2001, p. 242
And many definitions to teaching in CTL or learning are: 1 “A relatively permanent change in response potentiality which occurs as a result of
reinforced practice” and 2 “A change in human disposition or capability, which can be retained, and which is not simply ascribable to the process of growth.
3
Teaching learning process of a language cannot be separated from the curriculum or syllabus. It is influenced by a view of language. A view to the
language will affect the method and technique of teaching, as Mackey stated, “Differences in language theory affect language teaching in two ways. The may
affect the analysis of the language on which a method is based, and they may affect the classroom techniques of language teaching”.
4
This statement means that a view of language and approach will affect both the method and technique of
language teaching. Regarding the explanation above, the writer intended to discuss about
“Teaching Reading Using Contextual Teaching and Learning CTL” A Pre- Experimental study at the second Grade of SMP PGRI 12 Jakarta
B. Limitation and Formulation of Problem 1. The Limitation of the problem, which will be discussed in this
Research, is:
In this research the writer limits the discussion to using Contextual Teaching and Learning as an approach in teach reading. The writer wants to know
the difference between pre-test and post-test scores in teaching reading using contextual teaching reading. If post-test scores are better than pre-test scores, he
wants to presents an alternative method in teaching English, it can become guidance to English teacher in classroom teaching.
2. The formulation of problem studied in this research.
Based on the background above, the writer conducts a study concerning on the using contextual in English teaching learning process for reading skill at
the second grade of SMP PGRI 12 Jakarta.
3
Johnson, E.B. Contextual Teaching and Learning: Menjadikan Kegiatan Belajar-
Mengajar,Menghasilkan dan Bermakna, Bandung: Mizan Learning Center MLC, 2008, p. 3
4
William Francise Mackey, Language Teaching Analysis, London: Longman, green and co ltd 1965, p. x
The general question for this research is how contextual in teaching learning process support does reading skill?
This main question can be formulated into more specific questions as follow: a. Why contextual teaching learning activities good for students?
b. Why contextual teaching learning suitable in teaching reading skill? c. How contextual teaching learning makes teaching reading skill easier?
d. How does contextual teaching learning different from the tradisional approach?
C. Objectives of Study
In line with the statement of the problems the purposed of the study are as follow:
1. To describe that contextual teaching learning activities are good for students.
2. To describe that contextual teaching learning is suitable in teaching reading skills.
3. To describe that teaching-learning activity using contextual is easier. 4. To promote that contextual teaching learning differs from the traditional
approach.
D. Hypothesis of the Study
This study contents to answer such a question “is there any correlation between using contextual teaching and learning with their reading ability?”
To get the answer, the writer proposes two hypothesis; they are alternative hypothesis Ha and Null hypothesis Ho.
Ha: There is a positive correlation between using contextual teaching learning with their reading ability.
Ho: There is no correlation between using contextual teaching learning with their reading ability
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