ISI SKRIPSI ocke

8/3/2019 ISI SKRIPSI ocke

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CHAPTER I

INTRODUCTION

A. Background of the ProblemIn the globalization era like this moment, English language so important. Without

learning English we were getting behind. In the system of our national education, the

Junior High School (SMP) was the last stage of primary education. SMP had a

strategic foundation in developed and enhanced the human resource. First, it

prepared the students to continue their studies, in order to find a job. Second, but

learning process, which purpose to mastered of the materials proved, success in

competition to remind short term but it lost to provision for the student to solve their

problem in long life term, this problem always happened in the class of our school.

In the English language, we were know about four kinds of language skill, they

were; Reading, Speaking, Listening and writing. In explanation below described

about the speaking skill. Furthermore and, reading skill was the communicative study

by read a paper of test, speaking skill was the student speak about the related

material in the English subject, listening skill was the students listen carefully to the

material who given by the teacher, and writing skill was the student write down some

sentences related to the grammar arranged. In this paper was described the speaking

skill.

Communicative Language Teaching was an approach which could be applied if

the teacher was thought reading skill not speaking skill, one of the reasons was the

aim of CLT was not only applicable for reading but it was also applicable for any

language skill, such as speaking or listening.


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Teaching reading could be hard work task as it was often difficult to know how

to improve student skill was one of the most obvious. The point about reading was

that there are different types of reading skills. These different types of skill used

quite naturally when reading in a mother tongue. Unfortunately, when learning a

second foreign language, people tend to employ only intensive style reading skill.

Good reading strategies help you to read in a very efficient way using them; you aim

to get the maximum benefit from your reading with minimum effort.

As a current issue of language teaching model, CLT aimed at increasing students

proficiency in communicative competence. In other words, communicative

competence was a primary goal of English teaching aims. Harmer (2001) states that

the aim mastered by the language learner through information gaps. It was the key of

communicative competence. It means that if the teacher was developed students

proficiency in communicative competence, she or he design and manage an English

class by applying any method or strategy, which gives many opportunities in

information gap because CLT never recommend a particular method or strategy. The

point was the method or strategy could be provide the students with the opportunity

to use the language in context.

The procedures of the teaching of reading skill by using CLT varied based on the

genres. But in general, it was very difficult for the teacher how to apply the

principles, aims, and techniques of CLT on the teaching of reading skill. According

to Tarigan (1979) by reading, the knowledge of the students gradually increase which

it might caused the increase in the other language skills such as listening, speaking,

and writing, even the knowledge and experience obtained from reading was make

wide intellectual abilities.


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Reading activity provides the language input, the same as listening. These fact

show that the teaching of reading was important to get attention seriously and

reading was not only looked as a stair to speaking and writing activity but also were

developed every time.

Based on the phenomena above, I intend investigate The Effectiveness of

Communicative Language Teaching (CLT) in the Reading Comprehension for the

Eighth Graders of SMPN 1 Labuhan Badas.

B. Scope and limitation of studyThis study was limited on students proficiency of reading comprehension by

using Communicative Language Teaching (CLT). It was as a primary target because

of the important of the approach in determining students success of mastering

English. It was as evidence that CLT was applicable for any language skill, such as

reading and listening.

The subjects of this study were all numbers of the students in students for the

Eighth Graders of SMPN 1 Labuhan Badas and the object was the implementation

of communicative language teaching (CLT) on the teaching of reading

comprehension.

C. Statement of the problemThe problems of this study were formulated as follows:

a. Is Communicative Language Teaching (CLT) effective on the teaching of

reading comprehension for the Eighth Graders of SMPN 1 Labuhan Badas

in the school years 2009/2010?


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b. To what extent is the effectiveness of Communicative Language Teaching

(CLT) towards reading comprehension for The Eighth Graders of SMPN 1

Labuhan Badas in the school years 2009/2010?

D. Objectives of StudyThis study aimed at determine as follows:

a. To know whether of Communicative Language Teaching (CLT) is effective

on reading comprehension for The Eighth Graders of SMPN 1 Labuhan

Badas in the school years 2009/2010?

b. To know the extent of the effectiveness Communicative Language Teaching

(CLT) towards reading comprehension for The Eighth Graders of SMPN 1

Labuhan Badas in the school years 2009/2010?

E. Significance of the StudyThis study contributed theoretically and practically, such as describe by Harmer

(2001) as follows :

a.Theoretical Significances

The result of this study can contribute to the development of the

teaching theory of teaching English as a foreign language in this country. It

was very important because of the change of Indonesian curriculum which

emphasizes on the character building of the language learners in using

English as a tool communication, not only as knowledge.


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b. Practical Significances

The results of this study practically give contribution to the teacher,

English language learners, and other researchers. The contribution of this

study to the teacher enhanced and empowered the student in managed

English class of reading comprehension by using CLT. The contribution to

the learners was to provide them with knowing knowledge and skill how to

learn to read and read to learn. Learn to read related to technique of

learning to read, such as spelling, or the use of appropriate vocabulary

based on the context. While read to learn refers to techniques of reading

comprehension, such as skimming and scanning approaches. The last, the

results of this study can give a point of view in the use of CLT in reading

class.

F. Assumptions of StudyThe assumptions of this study could be stated that the English teacher at the

school where this study was conducted does not completely implement

Communicative Language Teaching (CLT) was an effective approach to teach

reading in the teaching of English language for any skill, such as reading, speaking

or writing. Therefore, the students have the same experiences in studying English.

G. Hypothesis of the StudyThe alternative hypothesis (Ha) of this study was as follows:

Communicative Language Teaching (CLT) was effective toward reading

comprehension for The Eighth Graders of SMPN 1 Labuhan Badas.


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H. Definition of key termsTo avoid misunderstanding or misinterpretation about the topic of this study, the

writer explained some terms used in this study, as follows :

a. Communicative Language Teaching is known by CLT, is n approach to the

teaching of second and foreign language that emphasize interaction as both

the means and the ultimate goal of learning language (Harmer : 2001)

b. Communicative competence is the primary goal of applying CLT, (Harmer :

2001)

c. Reading comprehension is one of receptive skills, which concentrate on the

negotiation and comprehension the messages of a particular reading text,

(Tarigan, 1979 : 7).


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CHAPTER II

REVIEW OF RELATED LITERATURE

This part explained Communicative Language Teaching, reading as a language

skill, the teaching of reading skill by using Communicative Language Teaching,

relevant studies, and theoretical framework.

A. Communicative Language TeachingIn this sub title, the writer explained about the meaning of CLT, the element of

communicative language teaching, and the purposed of communicative language

teaching. These are the aspects of communicative language teaching or CLT.

1. The Meaning of Communicative Language TeachingCommunicative language teaching was developed from Communicative

Approach. The aimed of this approach was to enhance the students capability

in communicative competence. That was the primary goal of teaching English

as a foreign language in this country. The students are helped to master the

communicative competence, which cover such as grammatical competence,

sociocultural competence, and discourse competence (Brown, 2001).

Johnson (2002) states that in the teaching of English as a foreign

language in a country, the combination between the theory of learning and

theory of language or linguistic must be integrated into a system of English

teaching, which was known by language learning theory or LLT. Theory of

learning relates to psychological aspects of the learners and linguistic refers to

language knowledge and language skill. Language knowledge consisted of

grammar, vocabulary, etc. While language skill consists of listening, speaking,


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reading and writing. It meant that if a teachers reading skill, she must pay

closely attention to the psychological factors of the students, where, when and

also are taught. The main aim of this theory was the students could be master

the communicative competence of English, for example. So, LLT was

categorized into Communicative Language Teaching because CLT does not

recommend one theory or method in the implementation.

2. The Elements of CLTAccording to (Brown: 2001) the elements of Communicative Language

Teaching (CLT) are based on several divided as follows:

a. Communication- according to ability

Whether CLT was considered an approach or a methodology was a

more abstract debate, which have been used to challenge the future

relevance of CLT, firstly, the label implies a focus on communication and

some might argue that is method could not be employed genuinely with

low level as there is no authentic communication, due to a limited

vocabulary and restricted range of functions. Or gauge the success of their

teaching.

b. Accuracy as well as fluency

This focus on accuracy versus fluency was one of the issues not often

consider in a discussion of CLT, the teacher decides to pay attention to one

or other end of this band, defending on the type of lesson, or stage of a

particular lesson, and accuracy were their choice if they want to deal with

student getting things right, take an opportunity for correction.


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c. Promoting learning

According to Richards and Rodgers, in Guangwei Hu, CLT is

basically about promoting learning. Then again Mark Lowe suggested that

we follow Hallidays lead and drop the distinction between learning andacquisition, and referred to language. (Brown : 1980).

d. Motivation

Motivation related to engaging students but also included confidence

building. If there is a climate of trust was support in the classroom, then

student are more likely to contribute. (Evelyn Doman : 1990) suggested that

The need for ongoing negotiation during interaction increase the learners

overt participation it is this involvement we need to harness and build

on.

e. Approach

1. Theory of language

Language theory refers to the nature of language use of a community,

the functional view of language is the primary one behind the

communicative method, as well as. (Nuttal : 1982).

2. Theory of learning

Language theory refers to the nature of language use of a community.

Not a great deal has been written about the learning theory behind

communicative approached. (Harmer : 1997).

f.Design

1. Objectives

According to (Tarigan : 1975) here are some of the objectives of

Communicative language teaching:

- Student has learned to use language as a means of expression.

- Student has used language as a means of expressed values and

judgments.

- Students have learned to express the functions that best meet their own

communication needs.


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2. The syllabus

Communicative language teaching often uses a functional-national

syllabus, (Nutlal : 1980).

g. Types of Learning Techniques and Activities

Communicative language teaching used almost an activity that

engages learners in authentic communication, latewood, however has

distinguished two major activity types that was functional communication

activities and social interaction activities.

h. Procedure

It is difficult to summarize the procedure in communicative classes

because of the wide variety of activities used.

B. Reading as a Language SkillAs we know that the sub areas of the language arts are listening, speaking,

reading and writing, these basic sub areas are interrelated because they all depend on

the process of the exchange of thought. Because this was true, the vocal point in that

group of skills are thinking organization and reorganization of thought, in that

relation, listening and reading classified as receptive or analytical skills, because they

represent to the process of interpretation of the thoughts of someone else. Then

speaking and writing can be classified as synthetic or expressive skills because they

represents to the process of sending or sharing thoughts with others.

1.Definition of Reading

In general, reading is a process done by the readers to get the

massages expressed by the writer through written language (Hodgson in


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Tarigan, 1979:7). But it is not simple process as it is. (Harris : 1975) notes

that:

Reading is a very complex process in which the recognition andcomprehension of written symbols are influenced by the perceptual skill,

the decoding skill, the experience, the language background, the mind set,

and reasoning ability of the reader as he anticipates meaning on the basic

of what he has just read (Harris : 1975).

To support the opinion above, (Burns : 1970) at, al quoted the

opinion of Chambers and Lowry as follows:

Reading is more than merely recognizing the words for which

certain combination of letters bring about a correct recall. It included tothe whole gamut of thinking responses: feeling and defining some needs,

selecting alternative means, experimenting with choices route, and

devised some means of evaluated the results (Chambers and Lowry in

Zainurrafiq, 2005:9).

Another expert, Lado (1961:228) Defines reading in foreign language as

the grasping of the full linguistic meaning of what is read in subjects

within the common experience of the culture of which the language is

central part. He also defined that reading is the process of understandinglanguage patterns from its written form (Lado in Tarigan, 1979:7).

2.Types of Reading

Before talking about the types of reading, it was necessary to view

reading from its aspects, in broad outlines reading has two aspects, namely

mechanical and comprehension skills.

Mechanical skill, according to Tarigan (1979:1), is considered as a

lower order, this aspect consist of:

a.Recognizing the letter.

b.Recognizing the elements such as phonemes until sentences.

c.Recognizing the relationships between syllable and sound to bark at print.

d.The speed of lower reading rates


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Furthermore, Broughton (in Tarigan, 1979: 11) points out that the

comprehension skill is considered as a higher level or order consisting several

elements:

a.Understanding simple meaning (lexical, grammatical, and rhetorical).

b.Understanding the significance or meaning.

c.Evaluation of the content and style.

d.The flexibility of reading speed.

In order achieved those aspect, Tarigan (1979: 12-13) points out that

mechanical skill have been done through oral reading aloud, mean while,

comprehension skill have been achieved through silent reading.

Talking about silent reading, Tarigan (1979: 29) says that silent

reading skill is a key for getting all of science and knowledge, because after

leaving school, most learners were often read through silent reading than oral

reading. It is also because silent reading can be done anywhere, such as on

the bus, in the caf, on the bed, and so forth without disturbing someone else.

In accordance with silent reading, Tarigan (1979: 31) classified it into

intensive and extensive reading. In order to get the detail information about

them, the writer described them separately.

3.Intensive Reading

There might be a particular place to conduct this type of reading in

achieved the purpose of this type, that was to arrived at a profound and

detailed understanding of the text; not only of what is means, but also of how

the meaning is produced (Nuttal, 1982: 83). Therefore; Tarigan (1979: 35)


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says that intensive reading is an accurate study of a text is which conducted in

a classroom.

According to Nuttal (1982: 147) what someone can do in intensive

reading as follows:

a.Use skimming when appropriate to ensure that he reads only that relevant,

and to help such sequent comprehension.

b.Make use of non-text information (especially diagrams, etc) to supply the

text and increase understanding.

c.Read in different ways according to this purpose and the type of the text.

d.Not worry if he does not understand words (every word). Except good

writer choose his word differently and carefully and would have meant

something different if he had chosen A rather than B (advanced student

and also be able to explain the difference).

e.Make use reference system, discourse markers etc: to help himself

comprehend the meaning of difficult passages.

f.Make use reference system and be aware of a sentence with the same

significance that may have different values in different contexts.

g.Be aware when necessary, that she has not understood a text, then, be able

to locate the source of misunderstanding and tackle it.

Moreover, she also listed out several aspects of intensive reading on

separate pages as follows:

a.Oral presentation of the materials was which needs necessary

explanation.

b. Intensive auditing (listening and understanding).


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c. Oral and individual reading for the sake establishing the correct

rhythm, speed and intonation.

d.

Intensive aural oral work.

e. Memorization of the whole texts and selected passage.

f. Oral and written consolidating.

From those aspects, it does not mean that nothing else varied in the

class as possible the presentation of those aspects depended on the length and

difficulty of the presentation which might taken several conceptive class of

period for a single text.

In this extent Marry (in Zainurrafiq, 2005: 13) notes that Intensive

Reading, as the tern indicates, cache vocabulary and structure item is

explained and made the students active language pronunciation and

intonation are stressed; and each concept is clarified.

4.Extensive Reading

Extensive reading means reading widely, that is why this type of

reading is usually out of the class. In this case, the teacher have given

assignment to their students as home works, and some types of teachers cheek

whether the students have understood the assignment given, for example a

story (Brooks in Tarigan, 1979:35).

In accordance with this type of reading, Tarigan (1979: 31) states that

the objects of this type of reading program consist of as many as possible text

in the instantly time. He wrote that the students comprehension and

understanding beyond the passage is minimum.


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In order to get more detail information of extensive reading,

Broughton et. Al in Tarigan (1979: 31) divided reading into three categories,

namely survey reading, skimming and superficial reading.

a. Survey ReadingSurvey reading according to Tarigan (1979: 31- 32) is done when a

reader needs to explore any deep information or detail from the written

production that was why before one starts reading the text she needs to

analyze first that phenomena was analyzed in the reading process to do this.

Proposed necessary steps in survey reading as follows:

- Glancing, exploring the index, or vocabulary choices in the texts.

- Glancing and viewing at the topics, branch topic, and the like of the

texts book.

- Glancing viewing and recognizing the schema, cards and outlines of the

books.

Furthermore, he said that the speed of appropriateness of survey,

reading materials was necessary in helping the readers mastery the text

faced later.

b. SkimmingThe term skimming is used to denote the method of glancing through

the text in order to become familiar with the gist of the content. Another

expert, Nuttal (1982: 32) defined skimming as a kind of reading by

glancing rapidly through the text either to search for specific piece-of

information (e.g. name, date) or to get grasp an initial impression of


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whether a book on gardening deals with the cultivation of a particular

vegetable.

To the same extent, Tarigan (1979: 34) says that skimming is a kind

of reading which makes our eyes moving more rapidly, in this case, to find,

to recognize, or to explore the information or illumination from written

texts.

Furthermore, she listed several major purposes in skimming as follows:

- To get general information from a book, article or short narratives.

- To find certain particular things from the written production.

- To find or to put materials needed in the library.

At get last, Nuttal ET. Al (1982: 40) again reminds that skimming

should probably not be done competitively. In this extent, can be asked to

locate facts which are expressed in sentence rather than in single word; or

they can be asked to say briefly what a text is glancing quickly through a

text.

c. Superficial ReadingGenerally, superficial reading was aimed at getting superficial

understanding of a text. In this extent according to Tarigan (1979: 34)

superficial reading is done, when a reader needs to read for pleasures or to

get happiness by reading short stories, novel, and the like.

Moreover, Broughton (in Tarigan, 1979: 34) states that superficial

reading have been done to relax but resulting happiness.

At last, intensive and extensive reading depend on the complexity of the

materials, its interest to the students, and the number of pages.


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C. The Strategy and Technique of ReadingReading was probable the most important strategy and technique we need for

success in our studies. We have to read lengthy assignments in different subjects

with varying degrees of detail and difficulty. If we read inaccurately, we have failed

to understand the information and ideas that we read slowly we have to spend too

much time reading our assignments so that our other work may be left. That is why;

in order to read accurately and efficiently we have to know the strategy and

techniques of reading.

Good reading strategies help you to read in a very efficient way, using them; you

aimed to get the maximum benefit from your reading with the minimum effort. This

section show you how to use six different strategies and techniques that you can use

to read more effectively.

- Knowing what you need to know, and reading appropriately.

- Knowing how deeply to read the document: skimming, scanning or studying.

- Using active reading techniques to pick out key points and keep your mind

focused on the material.

- Using the table of contents for reading magazines and newspaper, and clipping

useful article.

- Understanding how to extract information from different articles types.

- Creating your own table contents for reviewing material.

- Using indexes table of contents, and glossaries to help you assimilate technical

information.

According to Wiriyachitra (1982: 21-22) read scientific material

comprehensively, the students must learn and practice the following:


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- Vocabulary recognition

- Sentence comprehension

-

Paragraph analysis

- Interpretation of illustration

D. CLT on Language TeachingAs stated above that reading comprehension was one of receptive skills. It has

many components and types. These are nature or the characteristic of reading

comprehension. So, the teaching of reading skill might be suited with its

characteristics, which were comprehension of messages of the texts.

According to Harmer (2001) that a key of communicative language class is

information gap. A teacher can use any approach or method when she implements

CLT because there was no special approach or method recommended by the pioneer

of CLT. If there was information gap, which encourage the language learners,

communicate each other, that was, CLT. In other word, CLT requires any classroom

activities, which give a large chance to the language learners, use the target language.

But, the question is CLT an appropriate approach for the teaching of reading skill?

This question based on the theoretical review of CLT that focused on the

communication and interaction.

To answer the question, of course, needs theoretical and empirical data.

Theoretical data could be collaborated from the examination of any theory, which

relates to CLT and reading skill. And, it has been explored above. So, the teaching of

reading comprehension could be implemented through CLT on the consideration that

reading was one type of written communication.


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In reading, the writer communicates with a reader by using a systematic symbol,

such as morpheme, words, phrase, clause, and sentence. The empirical data were

determined by the results of this and other studies. Here, the writer has been

exploring the strategies of teaching reading skill by using CLT. As stated above that

the basic theories of CLT are communication and interaction. It was very difficult to

design an instruction of reading class if it was based on the two theories. But, the

other point was considered was CLT requires information gap. So, the teacher must

design communicative activities, which give a large chance to the students to

communicate each others about the text what they read. The teacher has to

encourage the students in negotiating the messages of what they read and it be done

in pairs or in-group.

E. Relevant StudyThe part discusses about the research on reading comprehension has been held by

the prior researches. Some of the studies have relation with this study i.e.

Usman (2008) had conducted a study in which attempted to discover the

influence of contextual teaching learning (CTL) to improving reading comprehension

an experimental study for the eighth graders of SMPN 1Labuhan.Badas in the

school years 2009/2010. The research present statement into two research question

was formulated (1). Is contextual teaching learning (CTL) able to influence

improving reading comprehension of the student? (2). what is the difference in term

of class using CTL between who are not, in specific sub-skill of reading such as

vocabulary and specific information? Usman research was ex-post factor design; the

target population of this study was all for the eighth graders of SMPN 1


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Labuhan.Badas. The sample was drawn from the population by using random

sample technique. The number of accessible population of this study was 60

students. The writer considered taking 10% from the accessible population, therefore,

from 450 students only 60 students participle in this study.

The research instruments, which were developed to collect data, were test. The

test consists of type sentence namely reading comprehension test. The test was

divided into parts namely pre-test and post-test. Research given treatment:

1) The pre-test was given before student have the treatment of teaching using CTL,

this test used to reputed measure the students reading comprehension, and.

2) The posttest was given after the students have treatment of teaching (CTL)

3) The treatment of this study was researcher teaches the students by contextual

teaching and learning (CTL) in reading.

The results of the analysis showed that the student who are taught by using

contextual teaching learning (CTL) have the better result than the student who are

not taught by using CTL and the null hypothesis (Ho) was refused.

The factor might influence of CTL to improving reading comprehension of junior

high school were the English teachers attention, so, the English teachers was make

effort in order that the students influence of the CTL to improving reading

comprehension, was similar and at last the all students getting good achievement.

The relevancy of the above study, with this study was the variables, which were

studied. Usman studied about reading comprehension in the CTL and used

comparative design namely used ex-post de facto research while this study used

experimental design because the phenomena which were studied (reading


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comprehension) had been treated by using communicative language teaching or

CLT.

F. Theoretical FrameworkReading Comprehension was a type of reading skill, which concerns to negotiate

messages of a particular text. The reader of the text tries to catch messages of the text

in general or in details. In the classroom, the students are usually taught reading skill

of a particular text, such descriptive, narrative or argumentative text. The students are

asked about the general and specific information of the text for examining students

comprehension of what they read. When they read, there was an active process in

their minds that was interpreting messages of the text. It was one way of

comprehensible English exposure to the students and they can get the language input

in the form of vocabulary, grammar and information.

To teach reading skill was very important for the Junior High School. They might

be taught how to study to read and to read to study. To study to read means that they

was taught how to read English well and to read to study relates to the ways or

strategies mastery of reading comprehension. These are was mastered by the students

and of course, the teacher was treat competitive activities which could be motivate

the students to increase their capability in comprehending a reading text. The

activities might be equivalent with the primary goal of teaching English in general,

namely communicative competence. A component of communicative competence

was discourse competence. For these purpose, CLT was treated to know whether it

was effect or not to increase students ability in comprehending a reading text.


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CHAPTER III

RESEARCH METHODOLOGY

This chapter describes research design, population of the study, sample of the

study, instrument, techniques of data collection, and techniques of data analysis.

A. Research DesignBased on the characteristics of this study, it was categorized into quantitative in

the form of experimental design. It was known because of the variable examined in

this study, namely Communicative Language Teaching or CLT and reading

comprehension. CLT was implemented as an approach of teaching English as a

foreign language at SMPN 1 Labuhan.Badas. It had been manipulated to know the

effect towards reading comprehension. It means that the writer held an experiment to

the subject of this study.

As stated above that this study was experimental design. The procedures was

applied in this study are, designing the test; taking sample of this study;

administrating a pretest; treating CLT to the experimental groups and conventional

approach to the control group; and administrating a posttest. The design of this study

in general could be seen in the following table:

Table 1. Research Design of this Study

Group Pre-testIndependent

Variable

Dependent

variable

Pos-test

E T1 X - T2

C T1 - - T2

Whereas:

E = Experimental group

C = Control group


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X = Treatment

T1 = Pre-test

T2 = Post-test (Arikunto, 2002)

The design of both groups has any characteristic such as follows:

1. The sample was divided into two groups by using simple random sampling

technique, which consists of experimental group (E) and control groups (C).

The pretest and posttest was administrated to the experimental group. The

treatment also applied in the experimental group.

2. Control group have been group that was given pretest and posttest without

treatment. It was control by using conventional approach.

3. The results of posttest of both groups are compared to know which group was

higher and to know whether Communicative Language Teaching was

effective on reading comprehension.

B. Population and SampleIn this part, the present writer described the population and sample of this current

research.

Population

Population is the number of people or a set of events that had the same at

least characteristic (Hadi, 1982:120). The population of this research is all for the

Eighth graders ofSMPN 1 Labuhan.Badas in the school year 2009/2010 that consist

of two classes (VIIIA

to VIIIB). The numbers of that population were being presented

in the following table.


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Table 2. Population of the study

No Class Number of Students

1 VIIIA

37

2 VIIIB

38

Total 75

Sample

Sample is the part of population. (Arikunto, 1997:104) states that if

researcher only studies a part of population, the part of population is called sample.

The sample of this research was taken through simple random sampling technique

because the writer realized that there were some difficulties to carry out, because of

this limitation of the facility, finance, energy, time, etc, posses by him.

If the present writer used the random sampling it meant that the writer does

not take all of the population, but a half of them who were taken based on what

Arikunto suggest. If the number of population was more than 100, it was suggested

to take 1015 % or 2025 % (Arikunto. 2002:111). In this study, the writer takes

53, 3 % or 40 students as sample of 40 students. There were 20 students in the

control group and 20 students in the experimental group. So, the total numbers of

sample was 40 students. The present writer randomized the sample, the purpose of

sampling process is simple taken data collecting for the students because the

researcher took the data on two group of sample or class. The process above did

during research because the researcher finds out the students achievement level on

classical group of study. The entire students were given by some task reading. Be

based total population, here the sample of study:


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Table 3. Sample of Study

No Class Number of Students

1 VIIIA

20

2 VIIIB 20

Total = 40

C. Instrument of the StudyInstrument was very important in any research because it was used to collect the

data. The type of instrument used depends on the characteristics and the aims of the

study. So, the writer used reading comprehension test in the form of multiple-choice.

Multiple choice or MC test was used in this study to collect students proficiency

on the reading comprehension. It was composed based on the need of this study. That

was the students achievement which was treated by using CLT. The test consists of

20 items. The scoring system of the test was each item was given 5 (five) score for

one correct answer and 1 (one) score for incorrect answer. So, the total maximal

score is 100 and the total minimal score is 20. The time allocation for students to

answer the test is 30 minutes.

D. Technique of Data CollectionThe primary data of this study was obtained from the result of the test of

students proficiency of reading comprehension text. The text was suited with the

material, which was used by the teacher. The test was administrated by the writer and

helped by the English teacher. The steps of data collection can be illustrated as

follows:


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1. Arranging the distance of the students seats in order that the students did not

disturb each other;

2.

Giving explanation to the set of test that was given;

3. Giving each student a set of test and asking them to answer it properly;

4. After finishing doing the test on the allocated time, their answer sheets were

collected and;

5. Evaluating students answers based on the standard

E. Technique of Data AnalysisIn this part, the writer discusses about (1) Normality testing of the data; and (2)

Hypothesis testing.

1. Data AnalysisBefore testing hypothesis, the normality testing of the data was

conducted, the present writer processed the data by calculating the Mean and

Deviation between experimental and control group by using following

formula:

a. Experiment Group

N

XM

N

XSD

2

M = mean score of experimental group

= sum of sigma

N = total number of sample


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X = deviation score of test

b.

Control Group

N

YM

N

YSD

2

M = Mean score of experimental group

= sum of sigma

N = total number of sample

Y = deviation score of test

2. Hypothesis TestingBefore testing hypothesis the writer got students score of the

experimental and control groups. The score checked for pre-test and post-test.

Firstly the writer calculated the mean score of experimental group. For the

purpose the following formula was applied as follows:

N

XM

A

Where:

MA = the mean score of experimental group

X = the deviation score of pre-test and post-test

N = the number of sample

= the sum of..

Then, the formula was applied for the control group is as follows:

N

YM

B

Where:


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MB = the mean score of control group

Y = the deviation score of pre-test and post-test

N = the number of sample

= the sum of.. (Arikunto, 2002).

Mean score obtained through the above formula was analyzed and

interpreted. Finally, the computation of correlation of the two means score is

needed is tasted significant. For the sake of the computation, it was applied

the formula recommended by Arikunto (2002: 280). The formula is as

follows:

BAbA

BA

NNNN

YX

MMt

11

2

22

Where:

t = computation of correlation

M = the mean score of each group

N = the number of sample of each group

A = the sample of experimental group

B = the sample of control group

X = deviation of X1and X2

Y = deviation of Y1 and Y2

= the sum of sigma


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= the root of (Arikunto, 2002: 280).

Furthermore, the criterion is as follows:

1. If t-test t-table in significant rank of 0.05, Ho (null hypothesis) is

rejected. It means that mean score of the experimental group is higher

than the control group.

2. If t-test t-table in significant rank of 0.05, Ho (null hypothesis)

accepted. It means that the rates of mean score of the experimental

group are lower than the control group.


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CHAPTER IV

RESEARCH RESULT AND DISCUSSION

This research held on 8th

August 2010 up to 2 March 2010 located in SMPN 1

Labuhan Badas. In this part, the writer explained the result of the research. The

explanation was based on the objectives of the research, to know whether CLT was

effective towards reading comprehension and the factors that promote of the

effectiveness of CLT towards reading comprehension.

In this research, before the researcher taught the students a treatment used by

CLT, both groups were given pre-test. In this study, the process of teaching and

learning was done on the objective test in multiple choices forms. The topic was

taught at the experimental group, and then the researcher conducted the test to that

group to know the different of the result of teaching and learning between those who

used CLT method and who were not. Reading comprehension was tested Multiple

Choice form. The test consists of 20 items, and allocated time for the test was 30

minutes.

To prove that the objectives of the study were processed based on

characteristic of the research variables. The data were in the quantitative form. The

data were analyzed by using descriptive and inferential statistic. After displaying the

result of data analysis, they were discussed and interpreted the result of statistical

analysis.


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A. Description of the dataAs stated in chapter three that there are two groups of sample, that is,

experimental and control group. Experimental group was treated by using CLT and

control group was not. The both group were examined by using reading test which

was prepared before. The test was administrated twice, namely pretest and posttest

for both groups.

The data of experimental group in pretest show that the lowest score was 20 and

the highest score was 50. While for the control group that the lowest score was 95

and highest score was 100.

From the data above The average (mean) score which obtained in this

investigation for experimental groups in the test was 63.25 while for the control

groups the mean was 50.05. Furthermore, standard deviation of experimental group

was 64.27 while for control group were 51.45.

To classify the degree level of the students ability in using present tense for the

both groups, the researcher used standard categories in which consist of the

maximum score (SMI) was 100 and the minimum score was 20. The ideal mean

score (MI) gained was x 100 = 50 and the ideal standard deviation (SDI) was (SD)

= 1/3 x 50 =16.67. The categories gained after calculating into the standard

categories are as follows:


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1. Mi +1 SDi up to Mi + 3 SDi

50 + 1.5 (16.67) up to 50 + 3 (16.67)

50 + 25 up to 50 + 50

75 up to 100

It means from 75 up to 100 is High Score

2. Mi1 SDi up to Mi + 1 SDi

501.5 (16.67) up to 50 + 1.5 (16.67)

5025 up to 50 + 25

25 up to 75

It means from 25 up to 75 is Average Score

3. Mi3 SDi up to Mi1 SDi

50 - 3 (16.67) up to 501.5 (16.67)

5050 up to 5025

0 up to 25

It means from 0 up to 25 is Low Score

Based on standard categories above, the students ability in experimental

group was categorized into average and is the same categories with control group.

Based on the result of hypothesis testing, it was found that value of t-test was

33.55 whereas, the value of the t-table degrees of freedom = 20 + 202 = 38 at 0.05

was 0.02. The result of t-test = while 5.22 t-table on t-test 0.05 (df = 38) = 2.02 so the

effect is 5.22 > 2.02 it indicates significant. It shows that t-test was higher than t-

table. It means that null hypothesis was rejected while alternative hypothesis was

accepted.


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B. DiscussionsBased on the data description above indicates that Communicative Language

Teaching or CLT is effective in the teaching of reading skill at Junior high school. It

was proven based on the results of data analysis by using descriptive statistic and

inferential statistic.

The result of data analysis by using descriptive statistics showed that the mean of

experimental group and control group are difference. The data of experimental group

in the test showed that the lowest score was 20 and the highest score was 50. While

for the control group that the lowest score was 95 and the highest score was 100.

From the data above the average (mean) score which obtained in this

investigation for experimental groups in the test was 63.25 while for the control

groups the mean was 50.05 furthermore, standard deviation if experimental group

was 64.27 while for control group was 51.45. look at the table 1 and table 2.

Based on standard categories above, the students ability in experimental group

was in categorized into high and average categories with control group. Based

on the result of hypothesis testing, it was found that value of t-test was 33.55

whereas, the value of the t-table degrees of freedom = 20 + 20 2 = 38 at 0.05 was

2.02. From the explanation could be known that t-value was higher than t-table. It

means that null hypothesis was rejected while alternative hypothesis was accepted.

So, thepresent writer concluded that there is significantly different effectiveness of

CLT toward reading comprehension for the second year students of SMPN 1

Labuhan Badas in the school year 2010/2011.


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It proves that null hypothesis should be rejected. It means that CLT was effective

in the teaching of reading skill. It could be applied in English class Junior High

School. Thus, it leaded the writer to arrive at the conclusions of this study.

Based on result of my observation, the students were mostly active when they

were teaching by using CLT. Active here means students especially in experimental

group were active in proposing question, relate to topics discussed.

The other factor was the atmosphere of teaching and learning process more create

was the teacher was given rich in information especially about the materials

discussed.


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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusion and suggestion of investigation which are

based on the data analysis and interpretation of the results.

A. ConclusionsThe conclusions of this study was based on the results of the data analysis as the

answer of the research question formulated in chapter one. The writer finally comes

forward to the conclusions as follows:

1. The Communicative language Teaching (CLT) is effective on the teaching of

reading comprehension for the eighth graders of SMPN 1Labuhan Badas in the

school year 2009-2010.

2. There are the significant effect of the effectiveness of Communicative Language

Teaching (CLT) towards reading comprehension for the eighth graders of SMPN

1Labuhan Badas in the school year 2009-2010.

B. SuggestionfindingBased on the of the study the writer offers some suggestions as follows;

1. It is suggested to the English teacher to apply the method of teaching reading

comprehension because when teaching reading we can involve most of language

aspects.

2. The writer also suggests to the student that they should more active in every

classroom activities, especially emphasizing on reading comprehension.

3. The writer hopes that the information presented in his thesis was useful for the

readers, especially for those who interested in teaching and learning of English.


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4. Finally, the writer hopes to other researchers that they were motivated to attend

the further investigation to find out the main factors that have effect positively in

the instructional activity.


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