Teaching Reading by using Learning Community in Contextual Teaching and Learning (CTL) Method to the Second Year Students of SMA Negeri I Taka Bonerate Selayar - Repositori UIN Alauddin Makassar
TEACHING READING BY USING LEARNING COMMUNITY IN CONTEXTUAL TEACHING AND LEARNING (CTL) METHOD TO THE SECOND YEAR STUDENTS OF SMA NEGERI I TAKA BONERATE SELAYAR
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan (S.Pd.) in English Education Department of Tarbiyah and Teaching
Science Faculty of UIN Alauddin Makassar
By:
Andi Sukmawati
Reg. Number: T20401106105
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY OF
MAKASSAR
2010
ACKNOWLEDGEMENT
Alhamdulillah Rabbil Alamin, the writer expresses her gratitude to the God Almighty who bestows and blesses her, so she could finish writing this thesis.
The writer realizes that this writing would not finish without helping and the guidance from the other people, so she is to express to her deepest indebtedness to the following person:
1. Beloved parents, Datu Mama’ and Sia for their love, pray, supports, and sacrifices when the writer was studying at English Department of Tarbiyah and Teaching Faculty of Alauddin State Islamic University (UIN) Makassar.
2. Prof. DR. H. Azhar Arsyad, MA, the Rector of Islamic State University of Alauddin Makassar for his advice during he studied at the university.
3. Prof. DR. Muh. Natsir Mahmud. MA. The Dean of Tarbiyah and Teaching Science Faculty for advice and motivation.
4. Dra. Djuwariah Ahmad, M.Pd., M. TESOL and Dra. Kamsinah
M.Pd.I. The Head and the Secretary of English Department of
Tarbiyah and Teaching Science Faculty of Alauddin State Islamic University (UIN) Makassar who have helped, guided, and supported the writer.
5. The writer thanks for the guidance and correction of this writing; deeply thanks are expressed to some people, especially to Drs. H.
Wahyuddin Naro, M.Hum first and Dra. Kamsinah, M.Pd.I as the
second – consultants who always give advice and guidance.
6. The writer’s especially indebted goes to the headmaster of SMA Negeri
I Taka Bonarate Selayar. Drs. Nalawapa Yunus and to the english teacher Abdul Hakim Arda, S.Pd and Ahmad Yusuf, S.Pd who have given her opportunity to conduct this research. Also for the second year students, she would like to say many thanks for their cooperation and their participation during the completion this research
7. The writer thanks to her family. They always helped and supported her to continuo her study in the university.
8. The writer also would like to say thanks for her best friends: Marzuki
S.pd and Murni who always got together with the writer to start learning about English.
9. The writer also would like to thank to her best friends and her beloved friend in PBI 5 and PBI 6 academic year 2006 who always helping to solve the problems and give spirit and mental support to her.
10. Deep thanks to my friend in my dormitory, A. Risna, Devy Dekawati, vebrianti, Astri Ifa, because always give me a spirit.
11. All people who help and those whom the writer cannot mention one by one.
Finally the writer is sure that, this writing thesis far from being perfect so the writer sincerely appreciates the constructive criticism from the reader.
Wallahu Muwaffiq Ilaa Aqwamit Thariq Wassalam.
Makassar, Agustus 2010 ANDI SUKMAWATI NIM. T20401106105
LIST OF CONTENTS
TITLE PAGE .......................................................................................................... i PERNYATAAN KEASLIAN SKRIPSI .................................................................ii PERSETUJUAN PEMBIMBING .........................................................................iii UNKNOWLEDGEMENT ......................................................................................v LIST OF CONTENTS .........................................................................................viii ABTRACT ............................................................................................................xi
CHAPTER I INTRODUCTION .....................................................................1
A. Background ............................................................................1 B. Problem Statements ................................................................3 C. The Objective of the Research ...............................................3 D. The Significance of the Research ..........................................4 E. The Scope of the Research ....................................................4 F. Difinition of Term ..................................................................4CHAPTER II REVIEW OF RELATED LITERATUR ................................7
A. Previous Related Research Findings .....................................7 B. Definition of Reading.............................................................8 C. Reading Process ...................................................................10 D. Kinds of Reading .................................................................12 E. Factor Affecting of Reading Comprehension .....................14 F. Level of Reading Comprehension .......................................16 G. Concept of Contextual Teaching and Learning Method .....17 H. Learning Community ……………………….......................23 I. Theoretical Framework………………………………........25 J. Hypothesis………………………………..…………….......26CHAPTER III METHOD OF THE RESEARCH ........................................27
A. Research Design ................................................................27 B. Population and Sample ......................................................27 C. Variable and Instrument ....................................................28 D. Procedures of Collecting Data............................................29 E. Technique of Data Analysis ...............................................30
CHAPTER IV FINDING AND DISCUSSION ............................................35
A. Findings ...........................................................................35 B. Discussion .......................................................................37CHAPTER V CONCLUSION AND SUGESTION ......................................40
A. Conclusions .....................................................................40 B. Sugestions ........................................................................40 BIBLIOGRAPHY APPENDIXES CURICULUM VITAE
ABSTRACT
Name : A. Sukmawati Reg. No : 20401106105 Faculty : Tarbiyah Department : English Department Semester : VIII Title : “Teaching Reading by using Learning Community in Contextual Teaching and Learning (CTL) method to theSecond Year Students of SMA Negeri I Taka Bonerate
Selayar”
This thesis aims at finding out the teaching Reading to the second year students of SMA Negeri I Taka Bonerate, by using Learning Community in Contextual Teaching and Learning (CTL) Method, which is hoped to give contribution to the teaching and learning process.
The problem statement of this research is Learning Community in (CTL) Method effective in improving the understanding of the second year students of SMA Negeri I Taka Bonerate, about Reading.
The researcher used in this research was test. The test was dividing into two stages. The first stage was pretest and the second stage was posttest. The test consisted of 10 items.
The population of the research was the second year students of SMA Negeri I Taka Bonerate in academic year 2010-2011. It consisted of 60 students with 3 classes. The researcher took only one classes of the population as sample 20 students from class VIII IPS 2. The study used one kind of instrument to collect data, namely a test of Reading which consisted of 10 items. The data was analyzed in the t-test analysis.
The result of the research analysis of pre-experiment shows that the t-test is 10,5 and value of t-table is 2,093. It means that the result of t-test higher than t- table so, null hypothesis is rejected. It also proved that there is a significant difference on Reading between the students who were treated by using Learning Community in (CTL) Method.
Based on the result of t-test, the researcher draws a conclusion that the use of Learning Community in (CTL) Method is more effective in teaching Reading.
CHAPTER 1 INTRODUCTION A. Background Reading is an English skill to be learned in English learning. Learning reading is a way to get enough knowledge about English
because having well understood of English is also in understanding reading text. So, in the school, the students should have chance to improve their English by reading more in the classroom. The priority of teaching English based on 1994 curriculum is reading. It show the importance of teaching reading however does not mean that, the others skill are denied. Kustaryo in Fitri Fajar (1996:2) states, “Reading is the most important skill in learning language beside speaking and writing.”
In teaching learning English process, the comprehension towards the reading material is the main goal but the fact shows that, the majority of the students are not competent to comprehend English well. Teaching and learning reading is not an easy matter but it is a complex process. It does not only involve the students “ability to read the text but also the readers” experience to comprehend it.
These cases have made the teachers of English at junior and senior high school find difficulties in teaching reading. It is supported by Aminah (1997:1) who stated that most English teachers found it difficult to teach reading at SMA.
Over the year, the government and education experts in Indonesia have done some efforts to increase the quality of teaching reading.
However, the students’ achievement in reading English texts is still unsatisfactory. This is proved by the results of some previous researchers, which show the low achievement in reading comprehension. Those research defined the completely difficult of teaching reading. These are concluded into three difficulties of learning reading: 1) difficult to pronounce word well, 2) difficult to understand about reading text, and 3) difficult to find the idea of reading text.
Therefore, the researcher would like to implement a methodology of teaching reading in improving students’ reading ability. CTL (contextual teaching and learning) is one of the learning strategies, which emphasized on the efficient and the effectiveness and teaching and learning process.
Besides that, Contextual is a system of instruction based on the philosophy that students learn when they can connect new information with their own experience. CTL invite students to connect school work with daily life in ways that hold personal meaning in their school work, so they can learn and remember it and students should be realized that how important the English is and it will be useful for not only present but future also (Elaine, 2002:3).
Looking for good ability of students’ reading the researcher will address the useful of CTL as effective way in teaching and learning process under the title: “Teaching Reading by using Learning Community in Contextual Teaching and Learning (CTL) Method to the second year students of SMA Nege ri I Taka Bonerate.”
B. Problem Statements
Relating to the statement previous, the writer formulates the problems as follows:
1. How is the students’ reading ability before using Learning Community in (CTL) Method?
2. How is the students’ reading ability after using Learning Community in (CTL) Method?
3. To what extent is the use Learning Community significantly improving the students reading?
C. The Objective of the Research
Relating to the problem statements before, the writer decides some objectives of the research as follows:
1. To find out the students’ reading ability before using Learning Community in (CTL) Method.
2. To find out the increasing students’ reading after using Learning Community in (CTL) Method.
3. To find out the significantly of Learning Community in CTL Method to improve students’ reading ability.
D. The Significance of the Research
The research is intended to give useful information for teaching English and also for English teacher widely. Particularly for students in their efforts to improve their reading, to use Learning Community. In addition, this research is also for additional information in learning reading for the readers in general commonly and for English teachers specially in their effort to improve their reading teaching skill.
E. The Scope of the Research
The scope of the research is limited the teaching reading by using Learning Community in (CTL) Method to the second year students of SMA Negeri 1 Taka Bonerate.
F. Definition of Terms
There are some essential terms to be defined in this writing thesis of research, they are :
1. Teaching is used is most formal situation and can refer to academic.
(Hornby, As.,1995:1187).
2. Reading is an interactive between what a reader already knows about given topic or subject and what the writer writes (Nunan, 1989:33).
3. Learning Community is collaboration between students to solve problem in group. According to Elaine B Johnson (2002:116),
4. Learning Community is an corporation way in study will be make easy to understand the material because the students can get the help of his/her friend.
5. Learning Community occurs when the communication is done, means that communication must be build in the class but it is not mean than anyone the class, one to others of who in the class have to have the same change to speak it is emphasized students can share.
6. The good result of learning is got from sharing with another person.
Group is as well as the individual. Group at as well the person does not know yet: it is happened in all level as community in class, activity using approach or CTL the teaching is suggested to do learning in grouping.
7. Contextual Teaching and Learning is one of holistic education process and the aim to help students to understand the meaning of material that are learned with related to the material in daily real life context (personal context, social and cultural context). So the students have knowledge or skill and flexibility can be applied (transfer) from one problem/context to the other problem/context.
8. According to Blanchard (2000), Contextual Teaching and Learning is defined as a conception of teaching and learning that helps teachers relate subject matter content to real world situations; and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers and engage in the hard work that learning require.
9. Method is a way of language teaching is based of systematic principle and procedure.
CHAPTER II REVIEW OF RELATED LITERATURE A. Previous Related Research Findings Some researchers have reported the ways of providing reading to the students in order to motivate them learning reading comprehension. Nurlia (2004) conducted research entitle factor Hampering Reading Comprehension Achievement of the Third Year Students of SMK 1 Makassar in Academic year 2004 / 2005. She found that one of the factors
that hampers the students in reading comprehension was the material that used in teaching reading which was the conventional material were not interest the student. She also found that 65% of the students said “less interest” in learning reading comprehension. Because of the uninteresting material that was used by the teacher.
Heryanti (2003) conducted researched entitled Teaching English Reading Comprehension through culture oriented material. She found that teaching English reading should interesting materials in order to increase student’s interest to the reading material and to increase the students reading comprehension. She stated that one of factors influence the student’s interest and attitude in English reading comprehension was material used. Nurhadi, Yasin B, Senduk, A.G (2004) state that contextual teaching and learning helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications in writing descriptive text about their lives as family members, citizens, and workers and engage in the hard work that learning requires.
B. Definition of Reading
Jeanne and Steven in Ummi Khaerati (2008:8) define that reading is an activity to extract information which the reader want to derive from the point whether it is on piece of paper on in many other media. Reading is an activity characterized by the translation of symbol, letter, into words and sentences that have meaning into individual.
Buzan (1971) says that reading is understanding what the author intended taking in the written word and the assimilation of printed information.
Rozakis (1995) defines that reading is process by which our minds translate symbols into ideas. How quickly we are able to decode and process this information is depending on our speed and comprehension level.
Mark A Clark in Gloria (1988) states that reading is an active cognitive process of interacting with print and monitoring comprehension to establish meaning. Reading is the instantaneous recognition of various written symbols, simultaneous association of these symbols with exiting knowledge, and comprehension of the information and ideas communicated. It means that when a reader interacts with print, his prior knowledge combined with the visual (written) information result in comprehending the message. Therefore, reading is actually a conversation of shorts between a writer and reader.
Ramenes (1995) states that reading can conclude a broad range of text types. These text may come from literary genres such as short stories, essay, poem, and novel in often involves the act of constructing meaning sent by a writer a remote time and place.
Based on some definition presented, reading could be defined as a complex process where by looks at and understands what has been written, the combination of some components that result of one active attempt the part of the reade r to understand writer’s message. Reading is a tall of education which is used from elementary graders thought old age, as the individual continues his formal or informal education. It is very important to learn. Therefore reading can not be considered one isolates subject in our study.
Reading is a complex and complicated process because it involves the internal and the external factors of the reader. The internal factors means everything that come from the reader that can result and interacting in the reading process. The external factors mean everything that has relationship with the reading material and environment where the reading is taking place.
From the statement above, it is clear that reading is a process of obtaining meaning from written text effective reader to the text, knowledge of the writing, knowledge of the language, ability to interpret, appropriate, knowledge of the word assumed by the writer a reason for reading that determine his style.
Reading is similar to comprehension and they can even be used into one unit that is reading comprehension. Both of two terms have similar definitions good differences between reading and comprehension lies on the form of words to understand in which comprehension involves both oral and written language.
C. Reading Process
Reading process consists of the perception, comprehension of ideas, critical evaluation, and integration. According to Hornby, 1995. Rreading includes those processes that are involved in approaching, perfecting,and maintaining meaning the use of print page. Since one varies in degree, the term must be elastic enaugh to apply to all varieties and graduations of reading involved in the use of books.
Before reading, students are to set a purpose, preview and plan. During reading, students read with a purpose and connect with the text. After reading students pause and reflect, reread and remember. Research shows that purpose setting and previewing a text before reading can help less capable readers become skilled, strategic readers (Heilman, Blair, & Rupley, 2002). Purpose setting, previewing, and planning enable students to apply reading strategies better during and after reading (Heilman et all. 2002). For example, the student who determines his or her purpose before reading can then use that purpose to identify and focus an the most important information in the text.
After reading, students are to pause and reflect, reread and remember. Educators and researchers have long recognized the need for students to look back at the text to reread or review what they did not understand during reading (Vacca & Vacca, 2002). The pause and reflect step after reading is integral to comprehension and strategic reading. Students also identify parts of the text that were confusing and need to be reread.
D. Kinds of Reading
Harris in Andi Nurmasita (2009:10) classified reading into two kinds as follows: Developmental reading activities are those in which the teacher a. main purpose to bring an improvement in reading skill activities in which learning to read is the main goal.
Functional reading in includes reading which the primary aim is b. to obtain information in other words, reading has enjoyment, entertainment, and appreciation as major purpose.
According to Doft in Hikmawati (2008:13) there are three kinds of reading; they are silent reading, reading aloud, and speed reading as follows:
a. Silent reading
Silent reading is the activity we normally engage in when we read books, newspaper, road sigus, etc. It involves looking at the sentences and understanding the message they convey.
According to Nars in Rahman (2004:6) states that we could develop understanding in silent reading by giving short reading passage in the beginning and by asking question obout it afterward, to test students speed and understanding, teacher can do the following steps:
1. Give them a limited time to read a certain passage
2. Give them a particular question to answer about it
b. Reading Aloud Reading aloud is completely different activity. Its purpose is not only understand a text but also to covey the information to someone else. Reading aloud is very useful in the early stage of foreign language learning to practice prononciation.
It is abvious tha reading aloud is some difficult then silent reading because our attention is divided between reading and speaking but it is very important especially for those whose prononciation is made guate.
c. Speed reading The kind of reading is used to improve speed and comprehension. It is a very important skill for student to apply in reading. If the reader do not have a skill of reading speed, all the process of studying will be slow and effective. That is only speed reading should be regarded as one of main skill in reading.
The purpose of the skill reading is comprehension. There will not of reading with faster if the purpose of reading is not fullfilled.
The rate of reading depends on the kinds of reading material.
E. Factor Affecting of Reading Comprehension
There are many factors influencing the students reading comprehension Wallance and Stephen in Aminah (1997) describe a number of factors as follows : a. The Nature of the Reader
The nature of the reader is a strong factor in effecting the reader comprehension level. The readers background and experience, interest, motivation, physical condition, and reading ability all should be considered. The students who find the reading materials understanding probably will not pay as close attention to it as the students who find the reading materials both fascinating and absorbing. Similarly, the reader who has varied and extensive reading background will find more success than the reader who has a more limited background of experiences and exposure to reading.
b. The Reading Purpose The readers purpose also must be viewed as an important factor influencing comprehension. Some readers experience problem with comprehension because there are unable to adjust their comprehension. According to variants type of materials they are reading. The degree of comprehension when reading for pleasure, for example certainly is quite different from the intense comprehension necessary when studying for final examination.
c. The Type of Materials
The type of materials is read may also affect reading comprehension. Reading materials that are too difficult for students will influence the level comprehension negatively correct. Student may attend to technical aspect of reading, such as word analysis, when the reading materials become too involved and puzzling. A lack of emphasis often is noted when students struggle with the recognition of new words. Complicated language pattern and style also will contribute to comprehension of many students because the emphasis must be placed of placed of reading aspect other than comprehension. In addition, if the reading comprehension depend on number of factors such as background, if reading comprehension depend on number of factors such as background knowledge, motivation task understanding. Reading comprehension requires motivation, mental frameworks for holding ideas, concentrating, and good study techniques.
F. Level of Reading Comprehension
According to Mohammad (1999) there are three levels of comprehension namely : a. The first level, literal comprehension is the most obvious.
Comprehension at this level involves surface meaning. At this level, teacher can ask the students to find information and ideas that are explicitly stated in the text. In addition, it is also appropriate to test vocabulary. Being able to read for literal meanings ideas is influenced by one’s mastery of word meaning.
b. The second level or stand interactive or inferential comprehension.
At this level, students go beyond what is said and read or deeper meaning. They must be able to read critically and analyze carefully what they have read. Students heed to be able to see relationship among ideas.
c. Finally, the third level of comprehension is critical reading or applied reading where by ideas and information is evaluated.
Mohammad (1999) critical evaluation occurs only after our students have understood the ideas and information that the writer has presents. At this level, students can be tasted on the following skills: 1) The ability differentiate between facts and opinions.
2) The ability to recognize persuasive statements.
3) The ability to judge the accuracy of the information given in the text.
Although comprehension takes places at several levels, mastery at any one is not a prerequisite to comprehension at another level, Furthermore, the reading skills for each level. They are relevant to young readers in primary school, secondary school studen ts’ right up to students at tertiary level. Teacher also to keep in mind that the levels is not distinctive.
G. Concept of Contectual Teaching Learning Method
a. Definition of CLT Method
Contextual Teaching and Learning is an educational process that aims to help students see meaning in the academic material they are studying by connecting academic subjects with the context of their daily lives, that is, with context of their personal, social, and cultural circumstance. (Johnson, 2007).
Contextual Teaching and Learning is fast becoming the new and innovative approach towards addressing the needs in education as Accountability becomes the main focus of administrators and law makers in education today, and educators are looking at ways by which to develop students learning to successfully pass the Standardized Tests that are becoming the earmark of our educational society. This is without question the number one issue of concern in education throughout our nation (Harwell, S.H. & Blank, W.E., 2001).
Contextual Teaching and Learning helps us relate subject matter content to real world situations and motivate students to make connections between knowledge and its applications in writing descriptive text about their lives as family members, citizens, and workers and engage in the hard work that learning requires. (Nurhadi, Yasin B., Senduk, A.G., 2004).
According to Blanchard (2001), Contextual Teaching and Learning Strategies: (1) emphasize problem solving. (2) Recognize the need for teaching and learning to occur in a variety of contexts such as home, community, and work sites (3) Teach students to monitor and direction their own learning so they become self- regulated learners (4) Anchor teaching in students’ diverse life- contexts (5) Encourage students to learn from each other and together and (6) employ authentic assessment.
b. Elements of CTL
1. Constructivism Kasihami in Alimuddin (2003:2). States that constructivism is a learning theory the claims that people construct or build their own sense and meaning from new experiences based on their prior knowledge and believe. A constructivism teacher need to learn his/her students, culture, life experiences and knowledge and then structure learning experiences that give students new opportunities to deeper that knowledge is a way that challenger his/her exiting beliefs. Deep understanding of a concept is developed through authentic and meaningfull learning experiences where the teacher process question to student to challenger their thinking.
2. Inquiry The term of inquiry is one complex one there is no definite or certain definition is what inquiry is how ever, Hornby in
Syarifuddin (2003:2) as requesting for help or information about something, trying, to find out about something, asking, investigating.
3. Questioning Questioning can motivate our students to train using language function with good grammar, contextual vocabulary based on the certain theme. Questioning can also stimulate other language skills; for example, the teacher asks his/her students to write a short report of his/her partner’s answers or to retell his/her group’s experiences.
4. Learning Community Learning community is collaboration between students to solve problem in group.
5. Modeling Modeling is one the seven elements of CTL. Where teacher in the process of teaching and learning gives examples or demonstrated the issue that he/she wants his or her learners to know. This is very important because by watching the demonstration from the teacher learners can understand more easily compare to when the issue dealt with is presented by lecturing only Furaidah, in Sari (2003:1)
6. Reflection Reflection derives from latin “Refletore” meaning to see real word as flashback.
7. Authentic Assessment Authentic assessment holds great promise for ESL students although the challenge to modify existing methods of assessment To develop new approaches is not an easy one benefits for both teachers and students are great. The ideas and models presented to be adoptable, practical, and realistic for teachers who are dedicated to creating meaningful and effective assessment experiences for ESL students.
Authentic assessment can give add values and motivate teachers in order to develop the learning and appropriate assessment especially for the english activities in the classroom (Darwis Sasmedi, 2003:12).
c. Characteristics of CTL
a. agreement
b. mutual subsidize
c. fun, doesn’ boring d. learn lyrically
e. integration study
f. use various source
g. mobile student
h. sharing with friend i. creative teacher critical student
d. Description of CTL Method The application of Contextual Learning to America classroom will first proposed by John Dewey in 1916, who educated in curriculum and teaching methodology tied to child’s experience and interest and who deplored the separation of education into mind and body of school programs into academic.
Contextual is learning that occur in class relationship with actual experience. People have used such terms as experiential learning real world education, active and creative learner, so the learner can understand the subject well and its can give meaning in their life.
According to Johnson (2007: 4-5), CTL engage students in significant activities that help them to connect academic studies to their contexts in real life situation. By making these connections, students see meaning in their school work. When students formulates project or identify interesting problems when they make choices and accept responsibility, search out information and reach conclusion, when they actively choose, organize, touch, plan, investigate, questioning, and make decision to reach objectives, they connect to the context of life situation and this way discover meaning.
e. Advantages of CTL Method There are many advantages of the CTL Method these are: a. Students are actively engaged.
b. Students view learning as relevant.
c. Students learn from each other.
d. Students are encouraged to become active in community.
e. Teacher act as facilitator of students learning.
H. Learning Community
Learning Community is collaboration between students to solve problem in group. According to Elaine (2002:116), Learning Community is a corporation way in study will be making easy to understand the material because the students can get the help of his or her friend. Learning Community occurs when the communication is done, means that communication must be build in the class but it is not mean than anyone dominate the class, one to others of who in the class have to have the same change to speak it is emphasized students can share.
The activeness of studying language should study together. Where language can practice directly. It means, language should study together as its function that language is the communication (connect someone to other). The good result of learning is got from sharing with another person. Group is as well as the individual. Group at as well the person does not know yet: it is happened in all level as community in class, activity using approach or CTL the teaching is suggested to do learning in grouping.
I. Theoretical Framework
The theoretical frame work of this research which has been done served in the following diagram:
INPUT
The Reading Material
PROCESS
The use of Learning Community in (CTL) method in teaching and learning
OUTPUT
The Students Reading Comprehension
: Refers to reading material
a. Input : Refers to the teaching and learning material by using
b. Process Learning Community in (CTL) method : Refers to the students reading comprehension in
c. Output reading using Learning Community
J. Hypothesis
1. Ho: The use of Learning Community in CTL method is not effective to improve the students’ ability in reading to the second year students of SMA Negeri 1 Taka Bonerate.
2. Hi: The use of Learning Community in CTL method is effective to improve the students’ ability in reading to the second year students of SMA Negeri 1 Taka Bonerate.
CHAPTER III METHOD OF THE RESEARCH This research, the researcher presents the research design,
population and sample, variable and instrument, data collection procedures, and data analysis techniques.
A. Research Design
This research used pre-experimental method with one group pre- test and post-test. Before the treatment, the students were given a pre- test, at the pre-test and of the treatment, both groups were given post-test. The result was then being compared. The design is:
01 X
02 Pre-test Treatment Post-test (Gay, 1981)
B. Population and Sample
a. Population
Knowing more about the condition of population in composing this thesis, the writer explain definition of population. Arikunto (2006:130) states that population is all the research subject. The population of this research is the second year students of SMA Negeri
1 Taka Bonerate in academic year of 2010-2011. There are three classes. Each class consists of 20 students, so the total number of population were 60 students.
b. Sample
The sample of the research by using purposive sampling technique. Therefore, the researcher choose one class as the sample of the research, namely class VIII IPS 2 that consist of 20 students.
C. Variable and Instrument
a. Variables There are two variables in this research, they are; dependent and independent variables. The independent variable of this research is teaching reading and the dependent variable is using Learning Community in (CTL) Method.
b. Instrument of the research The researcher was used reading test in essay to the students in consist of pre-test and post-test.
1. Pre-test
The pre-test was given before the general review of reading. It consisted of 10 items. It aims to know the students reading ability before threat by Learning Community.
2. Post-test
The test was given after the second meetings of treatment are conducted. The material for reading test is in the same portion or same levels with pre-test. It consisted of 10 items.
D. Procedures of collecting data
In collecting data the researcher was do based on the following procedures: a. Pre-test
The pre-test is conducted before treatment. Pre-test is aimed to determine the previous ability of the students in reading comprehension before to be given the treatment.
b. Treatment In treatment, the students are given certain material. The steps are conducted as follows:
1. The researcher explained about the mechanism of Learning
Community to the students twice to have the students anderstood about Learning Community.
2. The researcher divided the students in the class into several groups; consist of 4 up to 6 persons about three times as follow up activities.
3. The researcher allocated the reading text and gave the students chance to discuss the text and consult each other.
It’s about twice based on the devision of the students’ group.
4. The researcher evaluated the students reading comprehension ability once time as the final result of the research.
c. Post-test
After the treatment, the post-test was conducted to find out the students reading ability. The post-test is similar with the form of pre-test.
E. Technique of Data Analysis
Data of this research was be analyzed quantitatively, the quantitatively analysis is used for the data result from the reading test. It employed statistical calculation to the test hypothesis. Concerning with how to score such as a test the researcher use the following formula:
1. Scoring the students correct answer of pre-test and post-test by using formula: Score = x100
(Depdikbud, 1985)
2. Calculating the frequency and the rate percentage of the students’ scores
∑
̅ = Where:
̅ = The means score ∑ The sum of all score
N = The total number of subjects (Adapted from Gay,
1981:223)
Table 1 The writer classifies the score into five categories standard of evaluating as follows:
No Classification Categories
1
2
3
4
5 Very poor Poor Fair Good Very Good
0-34 35-54 55-64 65-84 85-100 To find out of the students ’ percentage the formula follows:
% = =100% Meanings:
% = The students’ percentage = The means score of the pre-test
= The means score of the post-test (Gay, 1981)
Calculating the value of test to indicate the significance between the mean of pre-test and post-test, the research formulated the following formula:
√∑ (∑ )
( ) Meanings: T = Test of significance D = The means score difference
∑ = The sum of total score different ∑
= The square of total score difference 1 = Test of significance N = The total of students
CHAPTER IV FINDING AND DISCUSSION This chapter presents findings and discussion of the research. The
findings consist of the data obtained through achievement test to know the students achievement before and after being taught the materials f reading comprehension through Learning Community in Contextual Teaching and Learning (CTL) Method. The data collected through a reading test in essay to know the students attitude towards the study of reading comprehension materials by using learning community. The discussion deals with the description and interpretation of the findings.
A. Findings
The findings reported in this section based on the analysis of the data collected and the previous chapter. The findings were organized in three kinds, by referring to the research questions formulated in the previous chapter, they are: 1) How is the students reading ability before using learning community in (CTL) method?. 2) How is the students reading ability after using learning community in (CTL) method?. 3) to what extent is the use learning community significantly impriving the students reading?
In collecting data, the researcher distributed test. The test was done two times. Pre-test was given before the treatment and post-test was given after treatment. The result of the data were classified from very poor until very good classification, and the data of this findings were be analyzed by using men analysis. The further interpretations of the findings are given below:
The students achievement in pre-test and post-test. After using learning community in CTL method, the achievement of the students score improve significantly. To get clear information about the score of pre-test and post-test, it can be seen in the following table.
Table 2 The rate percentage of the students score in the students score in the pre-test
No Achievement Score Pre test categories Frequency Percentage
1 Very poor 0 -34
2 Poor
35
3
15