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
