10. Teacher asks what kind of information that the students get about kind of profession in that the dialogue, about location, uniform, time and so on.
11. Teacher explains about activities in the future and asks the students to tell what kind of profession that they want in the future and than make an example
with uses kind of profession. 12. Teacher asks the students to make a group of four. Each students count from
one ten. Number one belongs to group one; two belongs to group two and so on.
13. Teacher gives a hand out that consists of kind of profession and their explanation. The students work in their group to match kind of profession with
their explanation. 14. Teacher asks the students to find another kind of profession and its
explanation. And then another group has to find out what kind of profession with their explanation.
15. Teacher plays a film scene to the students. The teachers ask the students to make four groups. Lines one become a group one, line to become a group
two and so on. 16. The teacher asks the students to work in their group to discuss the film scene
that the teachers have played to the students. 17. Teacher asks the students to find out the information about kind of profession
in the film scene with their group. 18. Each group makes a report about the information that they get from the film
scene. 19. Teacher asks the students from each group to present the result or their report
in front of the class. 20. Discussed with the teacher or another students about what they have learned
today. 21. Evaluation of CTL got from students progress, students participation in group
work and the presentation by students during the teaching and learning process.
D. Thinking Framework
Theaching learning process is one of the activities in the educational field. The success of teahing learning process does not entirely depend on the teacher,
but the student also influences it. There is Teaching Reading using Contextual Teaching Learning CTL
because the students who has understand material with get hight score in english test. In contrast, most students with contextual teaching and learning material
have more success in learning english because they are able to understand it and english is a very important to the student to understand. There is no a correlation
between using contextual teaching and learning material teaching reading and reading ability in learning english because the students with no understand in
reading ability usually tend to face more difficulties in learning english. The ability to understand about english learning achievement depends on
several factors, such as language skills, students’ experiences, motivational, bacgraound knowledge, the ways at english teachers in teaching reading.
It is very important for teacher to understand the implication of differences contextual teaching learning english in the class in order to encourage the
fulfillment of each students’ scholastic potential. This it can be concluded that students’ to understand role on the students learning achievement in english.
Students’ achievement is signed by their final scores it is resulted from the average of their daily scores formative scores and their final test score.
The learning achievement in this research is the result of teaching english in SMP PGRI 28 Jakarta, the result got through the final test from the second
semester. High or low students’ ability is seen from their achievemet after getting lesson. If they get low result it means there are many abstacles, such as:
psychological, sociological and physiological. Therefore they can reach maximal result in other words, their achievement is under their ability, students’ who have
abstacles in learning process are said have learning difficulties.
CHAPTER III RESEARCH METHODOLOGY AND FINDING
A.
Research Methodology
Method of Research 1. Subject of Research.
The subject of research was the second grade Students of SMP PGRI 12 Jakarta in Pondok Labu. The writer got the data from class VIII-1 and
took 40 students as a sample of the research.
2. Place and Time of Research.
The research of this study was held at SMP PGRI 12 Pondok Labu Jakarta. It was begun by observation and finished by giving the test about
reading from 31 October up to 28
th
November 2008. The writer did the research for four meetings. The research consisted of presenting lesson and
giving test, after data was collected, the writer began to analyze them.
3. Technique of Taking Sample. a. Population
The writer did the research to the second grade Students of SMP PGRI 12 Jakarta that was involved in the process of using contextual teaching
learning for reading skill approach. The reseach populations are the students of SMP PGRI 12 Jakarta.
There are seven parallel class VIII.1 until class VIII.7. The students of the second grade Students were 328 pupils from classes, and the writer took 40
