THE IMPLEMENTATION OF CONTEXTUAL TEACHING LEARNING (CTL) IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

Appendix 6

INTERVIEW

Respondent : Students.

Pertanyaan

1. Apakah menurut anda Bahasa Inggris itu penting? Apa alasannya

2. Berkaitan dengan pertanyaan no 1 apakah sebenarnya anda senang dengan pelajaran

Bahasa Inggris?

3. Apakah guru anda selalu memberikan tujuan dari materi yang diajarkan disesi awal?

4. Proses belajar mengajar seperti apa yang paling anda sukai? Mengapa?

5. Apakah anda merasa senang dalam proses belajar mengajar tadi?mengapa?

6. Apakah anda terlibat dalam proses belajar mengajar tadi?berikan contoh?

7. Apakah menurut anda keberhasailan seorang siswa dalam kemampuan berbahasa Inggris

sangat bergantung pada metode mengajar yang diterapkan oleh guru? Mengapa?

8. Apakah pelajaran mengenai hortatory exposition text ini pernah anda dapat sebelumnya? Kapan?

9. Apakah Metode yang diterapkan guru Anda tadi membuat Anda dapat berfikir kritis dan mampu membuat hortatory exposition text? mengapa?

10. Apakah metode yang diterapkan oleh guru anda tadi membuat anda dapat dengan mudah

menganalisa generic structure dan tipe dari text dalam hal ini hortatory exposition?

Mengapa?

Appendix 7

The Students’ Response to the Interview Question

Student’s Name : Mayang Kencana

1. Apakah menurut anda Bahasa Inggris itu penting? Apa alasannya? Ya, karena dengan

bahasa inggris kita bisah menjelajahi dunia.

2. Berkaitan dengan pertanyaan no 1 apakah sebenarnya anda senang dengan pelajaran

Bahasa Inggris? Ya saya suka bahasa inggris

3. Apakah guru anda selalu memberikan tujuan dari materi yang diajarkan disesi awal? Ya, guru saya selalu memberikan tujuan materi terlebih dahulu 4. Proses belajar mengajar seperti apa yang paling anda sukai? Mengapa? Yang saya suka belajar sambil bermain, karena tidak terlalu tegang

5. Apakah anda merasa senang dalam proses belajar mengajar tadi?mengapa? Ya mengasikan, Karena ngajarnya lucu dan tidak terlalu tegang

6. Apakah anda terlibat dalam proses belajar mengajar tadi?berikan contoh? Ya, saya ikut

dalam Tanya jawab

7. Apakah menurut anda keberhasailan seorang siswa dalam kemampuan berbahasa Inggris sangat bergantung pada metode mengajar yang diterapkan oleh guru? Mengapa? Ya, karena berpengaruh dengan mood siswa. Siswa menyerap informasi dari guru harus dengan metode yang menyenangkan

8. Apakah pelajaran mengenai hortatory exposition text ini pernah anda dapat sebelumnya? Kapan? Ya pernah, Kelas 1 MAN

9. Apakah Metode yang diterapkan guru Anda tadi membuat Anda dapat berfikir kritis dan

ngajarin cara berfikir kritis, gurunya ngajak siswa untuk berfikir tentang hal-hal yang baru

10. Apakah metode yang diterapkan oleh guru anda tadi membuat anda dapat dengan mudah menganalisa generic structure dan tipe dari text dalam hal ini hortatory exposition? Mengapa? Ya, karena gurunya menjelaskan dengan baik Student’s Name : Mayang Kencana

1. Apakah menurut anda Bahasa Inggris itu penting? Apa alasannya? Ya English is very important ka, karena kalo kita mau berhubungan dngan dunia luar ya bahasa inggris modalnya.

2. Berkaitan dengan pertanyaan no 1 apakah sebenarnya anda senang dengan pelajaran Bahasa Inggris? Ya saya suka banget bahasa inggris

3. Apakah guru anda selalu memberikan tujuan dari materi yang diajarkan disesi awal? Ya,

gurunya sering ngejelasin tujuan belajar materinya 4. Proses belajar mengajar seperti apa yang paling anda sukai? Mengapa? Yang saya suka belajar sambil bermain, karena kita bisa berintraksi dengan baik

5. Apakah anda merasa senang dalam proses belajar mengajar tadi?mengapa? Ya mengasikan, Karena ngajarnya easy going

6. Apakah anda terlibat dalam proses belajar mengajar tadi?berikan contoh? Ya, saya ikut dalam Tanya jawab

7. Apakah menurut anda keberhasailan seorang siswa dalam kemampuan berbahasa Inggris

sangat bergantung pada metode mengajar yang diterapkan oleh guru? Mengapa? Kemungkinan besar ya, karena didukung oleh metode yang baik dapat membuat siswa berkembang.

8. Apakah pelajaran mengenai hortatory exposition text ini pernah anda dapat sebelumnya?

Kapan? Ya pernah, Kelas 1 MAN

9. Apakah Metode yang diterapkan guru Anda tadi membuat Anda dapat berfikir kritis dan

mampu membuat hortatory exposition text? mengapa? Ya, karna hortatory exposition

10. Apakah metode yang diterapkan oleh guru anda tadi membuat anda dapat dengan mudah menganalisa generic structure dan tipe dari text dalam hal ini hortatory exposition? Mengapa? Ya, Karna dijelaskan oleh gurunya dengan jelas dan baik

THE IMPLEMENTATION OF

CONTEXTUAL TEACHING LEARNING (CTL)

IN READING HORTATORY EXPOSITION TEXT AT THE SECOND

YEAR OF MAN 1 BANDAR LAMPUNG

(A Script)

By:

BENNY ARBY UMRAN

ABSTRACT

THE IMPLEMENTATION OF CONTEXTUAL TEACHING LEARNING (CTL)

IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG By

Benny Arby Umran The lack of students’ competence in reading text ability, especially hortatory exposition text, usually hinders them in comprehending some texts. Therefore, this descriptive quantitative research is intended to find out how the English teacher treats the whole seven elements of Contextual Teaching Learning in his teaching learning process, namely constructivism, inquiry, learning community, questioning, modeling, reflection and authentic assessment. This research focuses on the “on going process” of teaching learning itself. The teaching stages as well as the students respond to them would be the source of the data.

Concerning the teachers’ treatment toward each element underlying the CTL the researcher concludes that he has treated each of them well, shown by the result of observation sheet done by the researcher and other two raters. The teacher’s performance in employing the seven CTL’s elements scored 80% in aspect of inquiry, 76.6% in aspect of constructivism, 80% in aspect learning community, 76.6% in aspect of authentic assessment, 80% in aspect of reflection, and 76.6% in aspect of modeling. Only in terms of questioning, the teacher got less satisfactory performance (60%). The video record shows that the students enjoy the lesson and are active in the learning process.

Based on the research findings it is suggested that the teacher consider a follow up treatments to deal with the students’ frequent errors in creating hortatory exposition text. In relation to the teacher’s questioning technique, it is also suggested that the teacher give a clear question from the very beginning of the 1esson to eliminate students’ hindrance in answering the questions. He should consider using guided questions to help students to tell their ideas.

THE IMPLEMENTATION OF

CONTEXTUAL TEACHING LEARNING (CTL)

IN READING HORTATORY EXPOSITION TEXT AT THE SECOND

YEAR OF MAN 1 BANDAR LAMPUNG

By:

BENNY ARBY UMRAN

A Script

Submitted in a Partial Fulfillment of

The Requirements For S-1 Degree

The Language and Arts Department of

Teacher Training and Education Faculty Research Title : THE IMPLEMENTATION OF CONTEXTUAL

TEACHING LEARNING (CTL) IN READING HORTATORY EXPOSITION TEXT AT THE SECOND YEAR OF MAN 1 BANDAR LAMPUNG

Student’s Name : Benny Arby Umran Student’s Number : 0543042074 Study Program : S1 English Education Department : Language and Arts Faculty : Teacher Training and Education

Advisor Committee

Advisor 1 Advisor 2

H. Ujang Suparman, S.Pd., M.A.,Ph.D. Dra. Rosita Simbolon, M.A.

NIP 19570608 198603 1 001 NIP 19480920 197503 2 001

The Chairperson of Language and Arts Education Department

ADMITTED BY

1. Examination Committee Chairperson : H. Ujang Suparman, S.Pd., M.A., Ph.D.

…………..

Examiner : Drs. Heri Yufrizal, M.A., Ph.D. …………..

Secretary : Dra. Rosita Simbolon, M.A. …………..

2. The Dean of Teacher Training and Education Faculty Dr. Hi. Bujang Rahman, M.Si.

ACKNOWLEDGEMENTS

The writer would like to acknowledge his countless thankfulness to the Most Gracious and the Most Merciful, Allah SWT who always blesses him with love and health and grants him strong determination to finish his script. Shalawat and salaam to the prophet Muhammad SAW and his family. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teacher Training and Education Faculty in the Lampung University.

The writer would like to take his opportunity to express his deep and sincere gratitude to Drs. Hi. Ujang Suparman, M.A., Ph.D., his first advisor who has guided the writer patiently and provides his expertise in writing the script. His deep gratitude is also extended to Dra. Rosita Simbolon, M.A. his second advisor, who has corrected and revised his script. Besides that, his sincere gratitude is extended to Drs. Heri Yufrizal, M.A., Ph.D., his examiner who has given his suggestion and criticism to improve this script. Furthermore, the writer would like to express his grateful appreciation to Drs. Jamsari, M.Ag., the headmaster of MAN 1 Bandar Lampung for allowing him to undertake the research and also to Antoni Iswantoro, S.Pd., M.Ed., the English teacher of the school in which the writer carried out his research. Appreciation is also addressed to all the students of XI A1 who have welcomed him into their environment. The writer also would like to acknowledge his gratitude to his beloved father and mother Drs. H. Umran Harun, M.Ag., and Hj. Zahrul Yati, B.A. His sincere gratitude is also dedicated to his beloved wife Otia Haryani Jasa, SP., who always motivates and supports him. His sincere gratitude are also dedicated to his beloved brother M. Aris Umran, S.Pd.I., Imam Harmain and M. Fahmi Azis. Unforgettable appreciation is extended to his beloved friends of English Department Arie Handayani, Erlan Heryanto, Eka Setiawan,Sahlan, Ida Suryani, Dwi Cahyo, M. Ali Usman, Noprisyah and also his beloved friends in Oversight Consultant of the Empowerment Program (PNPM Mandiri Perkotaan Lampung).

Hopefully, this script will be useful for the reader or those who want to carry put further research. th

The writer was born in Tanjung Karang, on November 11 , 1984. He is the first child of the four sons of a devout Moslem Couple, Drs. Hi. Umran Harun, M.Ag., and Hj. Zahrul Yati, B.A. He entered TK Al-Jami’ in 1989, and then he continued his study in Elementary School SDN 2 Sukarame in 1990 and graduated in 1996. Then, he continued his study in Junior High School SLTPN 1 Bandar Lampung and graduated in 1996. He went to MAN 1 Bandar Lampung and graduated in 2002. After graduating from Senior High School, he continued his study in D3 Program of Informatics Management at the Faculty of Computer Science STMIK Darmajaya and graduated in 2006. In 2003 he also took D3 English Profession Program at the Teacher Training and Education Faculty, Lampung University and graduated in 2006. Graduated from both universities in 2006, he has been working as a facilitator in the National Community Development Program (PNPM Mandiri Perkotaan), and now he serves as Assistant City Coordinator in that program. In 2007, he was registered as an S-1 college student of Lampung University at English Education Program of Teacher Training and Education Faculty. In 2008, he also continued his study in S-1 program of Informatics System at the Faculty of Computer Science IBI Darmajaya and graduated in 2010. Since 2010, he has been serving as lecturer at AMIK DCC Lampung and free lance consultant in some empowerment programs, for example BSPS, State Minister for Public Housing Program in Lampung Province.

DEDICATION

T h i s p i ece of p a p er i s d ed i ca t ed t o

M y bel ov ed Pa r en t s, H . U m r a n a n d H j . Za h r u l Y a t i

I l ov e y ou Pa h , M a h

M y W i f e, Ot i a H a r y a n i J., SP

T h a n k y ou f or y ou r l ov e a n d y ou r su pp or t .

L et ’s m a k e ou r d r ea m s com e t r u e

M y bel ov ed br ot h er s, A r i s, I m a m a n d F a h m i

L et ’s m a k e ou r p a r en t s p r ou d of u s

M y bel ov ed f r i en d s,

Er l a n , Ek a , U sm a n , N op r i , A r i e, I d a , Ca h y o, Sa h l a n

T h a n k s f or y ou r h el p & su p p or t

M y A l m a m a t er

M OT T O

“Li v e W i t h K n ow ledge, D i e W i t h F a it h“

(T he w r i t er )

TABLE OF CONTENTS

Page TITLE i

ABSTRACT ii

APPROVAL iii

ACKNOWLEDGEMENTS vi

CURRICULUM VITAE vii

DEDICATION viii

MOTTO ix

TABLE OF CONTENTS x

LIST OF FIGURE xii

LIST OF TABLES xiii

LIST OF APPENDICES xiv I.

INTRODUCTION

1.1. Background of the Problems

1.2. Reviews of the Previous Research

1.3. Identification of the Problems

1.4. Limitation of the Problems

1.5. Problem Formulations

1.6. Objective of the Research

1.7. Uses of the Research

1.8. Scope of the Research

1.9. Definition of Terms

9 II. FRAME OF THEORIES

2.1. Concept of Contextual Teaching Learning

2.1.1. Contextual Teaching and Learning Strategies

2.1.2. Elements of CTL

2.2. Concept of Reading Comprehension

2.3. Hortatory Exposition Text

2.4. Reading Process

2.4.1. Bottom Up Model

2.4.2. Top Down Model

2.4.3. Interactive Model

2.5. Teaching Procedures

2.6. Teaching Learning Activities

2.6.1. Pre-Activity

2.6.2. While-Activity

2.6.3. Post-Activity

26 III. METHOD OF RESEARCH

3.1. Research Design

3.2. Source of Data

3.3. Data Collecting Technique

3.4. Validity of Data

3.5. Research Procedure

3.6. Data Analysis

30 IV. RESEARCH FINDINGS AND DISCUSSIONS

4.1. Result of the Research

4.2. Teaching Learning Process within the Implementation of CTL

4.2.1. Pre-Activity

4.2.2. While-Activity

4.2.3. Post-Activity

4.3. Discussions

46 V. CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions

5.2. Suggestions

50 REFERENCES

51 APPENDICES

LIST OF FIGURE

Figures Page

1. Newmann and Wehlage’s circles

LIST OF TABLE

Table Page

1. Information of the seven elements occurrences in three teaching learning phases

40 Appendices Page

1. Lesson Plan 1

2. Lesson Plan 2

3. Lesson Plan 3

4. Percentage of Teaching Observation

5. Observation Sheet

6. Questionnaire

7. Result of the Questionnaire

8. Interview

LESSON PLAN 1 Subject : English Topic : Hortatory Exposition Text nd Level : 2 year of Senior High School Time Allocation : 2 X 45 Minutes Skill : Reading Standard Competence

The students are able to communicate English both orally and written form communicatively.

Basic Competence The students are able to identify what the hortatory exposition text is. Indicators

1. The students are able to identify the content of the constructions of the hortatory exposition text.

2. The students are able to answers the questions about the hortatory exposition text given by the teacher.

3. The students are able to mention and identify the generic structures and lexico grammatical of hortatory exposition text.

4. The students are able to create a hortatory exposition text by using their own words according to their experience.

Method : CTL

Teaching Learning Activities Pre-Activities 1. The teacher greets the students.

2. The teacher checks the students’ attendance list.

3. The teacher tries to review the materials that have been learnt previously by asking some questions to the students.

While Activities

4. The teacher tries to brainstorm the students by asking them to memorize their arguments according to their own experience.

(Constructivism)

5. The teacher asks one of the students to express an argument about some thing that is related to their daily life. (Constructivism)

6. The teacher gives an example of an argument by telling it to the students orally. (Modeling)

7. The teacher asks the students some questions related to argument that they just have already heard. (Questioning)

8. The teacher tells the students that they are going to learn about the hortatory exposition text. (Inquiry)

9. The teacher gives an example of hortatory exposition text in written form to each student. (Modeling)

10. The teacher asks the students to read aloud the text given by imitating the teacher’s reading. (Modeling)

11. The teacher explains the students about the hortatory exposition text completely. (Constructivism)

12. The teacher asks students to find some difficult words and to identify he constructions of the hortatory exposition text (lexico grammatical, generic structure) used within the hortatory exposition text (Constructivism)

13. The teacher gives the students some questions from the text and asks

14. The teacher lets the students to ask some questions related to hortatory exposition text that perhaps they haven’t understood yet. (Inquiry)

15. The teacher divide the students in groups, one group consist four students.(Learning Community)

16. The teacher asks students to identify the incorrect order hortatory exposition text below by determining which one is theses, the argument and the recommendation. The students have to do it individually. (Authentic Assessment)

Post Activities

17. The teacher asks the students’ reflection by asking them, what they have got and what they have learnt. (Reflection)

18. The teacher gives the students homework to make a hortatory exposition text. (Reflection)

19. The teacher closes the meeting while greeting the students.

Source

Students’ Handbook (Th. M. Sudarwati and Grace, Eudia. 2006. Look A head 1, Kurikulum KTSP. Jakarta: Erlangga)

Media

Hortatory exposition sheets
Exercise sheets
Pictures

Material

 The teacher explained the students about the hortatory exposition text completely.

Hortatory exposition is a text which represents the attempt of the writer to have

the addressee do something or act in certain way.

Generic Structure of Hortatory Exposition:

1. Thesis

2. Arguments

3. Recommendation

Language Feature of Hortatory Exposition:

1. Focusing on the writer

2. Using abstract noun; policy, advantage, etc

3. Using action verb

4. Using thinking verb

5. Using modal adverb; certainly, surely, etc

6. Using temporal connective; firstly, secondly, etc

7. Using evaluative words; important, valuable, trustworthy, etc

8. Using passive voice

9. Using simple present tense A Hortatory exposition is a type of spoken or written text that is intended to explain the listeners or readers that something should or should not happen or be done. To strengthen the explanation, the speaker or writer needs some arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation. Hortatory exposition text can be found in scientific books, journals, magazines, newspaper articles, academic speech or lectures, research report etc. Hortatory expositions are popular among science, academic community and educated people. The generic structure of hortatory exposition usually has three components: (1) Thesis, (2) Arguments and (3) Recommendation.

The example of hortatory exposition text Thesis:

Reading habit is poor among Indonesians because most people haven’t realized the importance of reading

Argument 1

Reading is important to transform knowledge and technology. By reading, one knows the world. He or she will understand what he doesn’t see by himself or herself. The lines of the paragraphs in an article contain pieces of knowledge. The knowledge is needed to improve the quality of human’s life. Technology transformation from other country can only be done by reading a lot various sources of literature. Valuable books in libraries and in bookstores mean nothing if they are not read.

Argument 2

Realizing the importance of reading will make someone motivated to read. When we know that something is very important because it can give us valuable information, we will try to get or do the thing. For example, a businessman who always follows latest information or news will know what to do in his/ her business. He will make a good decision to make a transaction. Most people in all developed countries have realized the importance or reading and they have good reading habits. In bus and train stations, vehicles, waiting rooms, parks, people like reading. They enjoy reading which gives them valuable knowledge and inspiration.

Argument 3 organized and effective campaign. To plant an understanding in a generation’s minds is not an easy job. It needs a hard work from all components of the nation, especially the government. A serious campaign which is organized by the central and local government can help common people wake up and stand to face the real competition. The campaign can be done through various kinds of mass media such as TV, radio, booklets, bulletins, newspapers, magazines. It can also be conducted by teachers, parents and all people who care.

Recommendation

Therefore, a nation-wide effective campaign of the importance of reading by all components of the nation should be done, facilitated by the government, to face the tighter competition. The world has forced globalization. Those people with little knowledge will be left behind. To speed up the better change in this country, a good reading habit is really important.

Written by Cahyono KD Evaluation

 The teacher asks students to identify the incorrect order hortatory exposition text below by determining which one is the Theses, argument, and recommendation. The students have to do it individually.

capital. As most people know, Tanjung Priok port smuggling is not a new thing at all. Entrepreneurs who want to minimize their tax payments tend to do such a thing more often. They even bribe the officials.

2 I believe we should start at the earliest stages in school and I think everyone should be involved in the effort to eradicate corruption. We must not make any distinction.

Do you know what the meaning of corruption is? What is the relation between money and corruption? Well, corruption is common everywhere in the world, even in the United States. It’s just a matter of intensity. However, it is quite shocking when one reliable survey claims Jakarta as the most corrupt place in Indonesia.

LESSON PLAN 2 Subject : English Topic : Hortatory Exposition Text nd Level : 2 year of Senior High School Time Allocation : 2 X 45 Minutes Skill : Reading Standard Competence