Widayati Pangestika 14411053

THE EFFECT OF CONTEXTUAL TEACHING LEARNING TOWARDS
STUDENTS’ READING ACHIEVEMENT BASED ON STUDENTS’

CRITICAL THINKING ABILITY AT SMPN 1 NARMADA
A THESIS
BY
WIDAYATI PANGESTIKA
14411053
MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION

FACULTY OF LANGUAGE AND ART EDUCATION
ENGLISH DEPARTMENT
2018
THE EFFECT OF CONTEXTUAL TEACHING LEARNING TOWARDS
STUDENTS’ READING ACHIEVEMENT BASED ON STUDENTS’
CRITICAL THINKING ABILITY AT SMPN 1 NARMADA
A THESIS
Submitted as the Partial Fulfillment of the Requirement for the Degree of

Sarjana Pendidikan at the Faculty of Language and Art Education
Mataram of Institute of Teacher Training and Education
BY
WIDAYATI PANGESTIKA
14411053
MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION

FACULTY OF LANGUAGE AND ART EDUCATION
ENGLISH DEPARTMENT
2018
MOTTO AND DEDICATION
MOTTO:
“Keadaan Sosial Menentukan Kesadaran Sosial”

By: Pilar Seni
DEDICATION
This thesis is dedicated to:

1. Thanks to Allah SWT that always hearing my pray in every time.
2. My beloved parents (Sugeng Praptono and Suyati) who give me love,
pray, motivation and material, I love you so much.
3. My Brother and Sister who give me love, pray, and motivation, I love
you so much.
4. My best friends (Herman, Omi Erki Dinura, Badrul Umam, Diah
Ekawati, Faisal Ahmadi, Amar Akbar) and for Bclass thank you so
much for your support.
5. My first consultant (Dedi Sumarsono M.Pd.) and second consultant
(Edi Firman, M.Pd) thanks for your guidance in correcting my thesis
and help me during the process of writing this thesis. Thank you so
much.
6. My lectures in IKIP Mataram that I can’t mention one by one, thanks
for give me guidance and experience during the year of the study.
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ACKNOWLEDGMENT
First of all, the writer would like to express the deepest gratitude to Allah
SWT for the blessing, guidance and also the strength until the writer has the
opportunity to complete this thesis. The second, the writer salutation to the
prophet Muhammad SAW peace be upon him, who has guided us from
Jahiliah era into Islamiah era.
However, the researcher will not be able to finish this thesis proposal
well without any help, guidance, and support from the other people.
Therefore, the writer would like to thanks to: Dedi Sumarsono, M.Pdas my
first consultant and second consultant Edi Firman, M. Pd, for your guidance,
motivation, and you‘re helping during the process of this thesis proposal
arranging.
Finally, I would like to extend my deepest gratitude to my family,
especially my parents who supported me, and the people that I cannot mention
them individually here, thank you very much.
Mataram, Oktober 2018
Researcher
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STATEMENT OF ORIGINALITY
This undersigned:
Name : Widayati Pangestika
Student Number : 14.411.053
Study Program : English Education Department
Address : Jln. Raya sandik, Lombok Barat
Hereby I certify that this thesis is my own work submitted as a partial
fulfillment of the requirement of the degree of Sarjana Pendidikan (S.Pd) at the
Mataram Institute of Teacher Training and Education (IKIP Mataram) and it is
has never been submitted to any other institutions for any other purposes. The
works of others cited therein have been properly acknowledged in the
bibliography section.
Mataram, Oktober 2018
WIDAYATI PANGESTIKA
NIM: 14.411.053
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ABSTRACT
The effect of Contextual Teaching Learning towards students’ reading

achievement based on students’ critical thinking ability at Smpn 1 Narmada in
Academic Year 2017/2018. (Supervised by Dedi Sumarsono and Edi Firman).
This research was aimed to find out the effect of Contextual Teaching Learning
towards students‘ reading achievement based on students‘ critical thinking ability.
The research is experimental research and the design that was used was pre-test
and post-testdesign. The population of the study was the second-grade students of
SMPN 1 Narmadawhich consisted of two classes. Two classes were chosen as the
samples, those were SMPN 1 Narmada VIII.1 Class as control group consisted of
forty students and VIII.2 Class as experimental group consisted forty-two
students. They were chosen by using Population Sampling technique.
Experimental group was treated by Contextual Teaching Learning and control
group was treated by Example non-example. The instrument that was used
objective test in forms of multiple choices and essay test. Then, the scores were
analyzed by using statistical analysis. It shows that the mean score of
experimental group was 77,5 while the mean score control group was 75,35 and
the value of f (f test) = 18.83, 23.56, and 73.45 was higher than the value of (f
table) = 3,96 at the significance level of 5%. Therefore, according to the result of
the analysis, it can be concluded thatthe use of Contextual Teaching Learning is
effective towards students‘ reading achievement based on students‘ critical
thinking ability at second grade students of SMPN 1 Narmada. In other word,
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
Key word: Contextual Teaching Learning, Reading, Critical Thinking.
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TABLE OF CONTENTS
COVER ........................................................................................................... i
LOGO .............................................................................................................. ii
MOTTO AND DEDICATION ...................................................................... iii
RATIFICATION ............................................................................................ iv
APROVAL ...................................................................................................... v
ACKNOWLEDGMENT ............................................................................... vi
STATEMENT OF ORIGINALITY ............................................................. vii
ABSTRACT................................................................................................... . viii
TABLE OF CONTENTS ............................................................................... ix
LIST OF TABLES ......................................................................................... xi
LIST OF APPENDICES ............................................................................... xii
CHAPTER I INTRODUCTION................................................................... 1
A. Background of Study ........................................................................... 1

B. Statement of Problems ......................................................................... 3
C. Purpose of the Study ............................................................................ 3
D. Significances of the Study.................................................................... 4
E. Limitation of the Study ........................................................................ 5
F. Definition of Key Term ........................................................................ 5
CHAPTER II REVIEW OF RELATED LITERATURE .......................... 6
A. Theory of Reading................................................................................ 6
1. Definition of Reading .................................................................... 6
2. Indicator of Reading ...................................................................... 6
B. Critical Thinking .................................................................................. 8
1. Definition of Critical Thinking ...................................................... 8
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3. The Function of Critical Thinking in Reading ............................... 8
2. Indicator of Critical Thinking ........................................................ 9
4. How Those Indicators Would Be Applied ..................................... 10
C. Contextual Teaching Learning ............................................................. 20
1. Definition of Contextual Teaching Learning ................................. 20
2. Procedure of Contextual Teaching Learning ................................. 20
D. Previous of Study ................................................................................. 21
E. Theoretical Framework ........................................................................ 22
F. Hypothesis ............................................................................................ 24
1. Alternative hypothesis (Ha) ........................................................... 24
2. Null hypothesis (Ho) ...................................................................... 24
CHAPTER III RESEARCH METHODS……………………………….. .. 25
A. Research Design ................................................................................... 25

B. Population and Sample......................................................................... 26
C. Research Instrument ............................................................................. 27
D. Technique of Data Collection .............................................................. 29
E. Technique of Data Analysis ................................................................. 30
CHAPTER IV RESEARCH FINDING AND DISCUSSION………….. .. 35

A. Research Finding…………………………………………………… .. 35
B. Discussion………………………………………………………….. .. 40
CHAPTER V CONCLUSIONS AND SUGGESTIONS………………..... 42
A. Conclusions………………………………………………………… .. 42
B. Suggestions…………………………………………………………. . 42
BIBLIOGRAPHY .......................................................................................... 44
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LIST OF TABLES
Table 0.1 Previous of the Study ....................................................................... 21
Table 0.2 Scheme of the Research ................................................................... 26
Table 0.3 Two ways anova............................................................................... 34
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LIST OF APPENDICES
Appendix 1 (RPP Experimental group) .......................................................... 45
Appendix 2 (RPP Control Group) .................................................................... 50
Appendix 3 (Blue Print Reading) .................................................................... 55
Appendix 4 (Instrument Reading) ................................................................... 56
Appendix 5 (Blue Print Critical Thinking) ..................................................... 61
Appendix 6 (Instrument Critical Thinking) .................................................... 62
Appendix 7 (Table of Students‘ score) .................................................. 78
xii
CHAPTER I
INTRODUCTION
A. Background of the Study
According to Bailey and Heritage (2008:10)reading is a complex
linguistic achievement, and teaching children to read is a complex activity
requiring a great deal of knowledge and skill.When the reader reads the text,
the reader not just understands the meaning of text. In short reading is the
ability to understand a text.
Reading is one of the most important skills in learning language. It is
not only English subject, but also in studying all of subjects that related to the
language. Troughs reading, the readers can enhance their knowledge, solve
the problems and broaden their thinking.
In reading there is critical thinking which also need to have by every
student to think more critical in solving problem and comprehend reading
material. Critical thinking in reading is recognizing both what a text says and
how the text portrays the subject. Criticalthinking in readingfinds many ways
to discover how the text is a unique creation of the author.
Today, the ability to think critically is very important in everyday life,
because to develop other thinking skills, such as the ability to make decisions
and solve problems. Lotsof phenomena in everyday life that need to be
criticized.Especially in learning to read, students need to use critical thinking
in analyzing and understanding the meaning of the text.According to Bailey
and Heritage (2008:10)reading is a complex linguistic achievement, and
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teaching children to read is a complex activity requiring a great deal of
knowledge and skill.An achievement is something which someone has
succeeded in doing, especially after a lot of effort.So, students should make
the critical thinking for analyzing the text in order to be successes in learning
reading.
Based on the pre-observation, the researcher found someproblems in
learning reading. The students have different understanding, there are some
students have low participation and low interest in learning reading, and then
there are some of them have high participation and high interest in learning
reading,students also feel bored with the learning process because students
waste the time is used for working the textbook, hearing the teacher
explanation and working the test. Especially in critical thinking, there are
many students cannot fully understand the benefits and influence of critical
thinking in learning reading, and it can think critically when in confronted
with the material in the learning process.In learning reading the students also
not detail when they find out the main idea in a text, not understanding the
meaning of vocabulary in a text, not finding detail information given in the
text and not really understand the text. Based on the problems above, the
students cannot success in learning reading.
Some of problems above are probably caused by the teaching strategy,
the teacher teaching by example non-example in the learning process. The
teacher sometime did not match strategy that suitable for the reading material.
Based on the reason above, the researcher tries to use Contextual
Teaching Learning to create new learning atmosphere.
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According to Aqib (2013: 4),Contextual Teaching Learningis defined
is a learning concept that helps the teacher to connect between the material
from the teacher and the real world situation. It encourages the students to
make connections between their knowledge and application with daily life.
Based on the problems above, the researcher wants to know the effect
ofContextual Teaching Learning (CTL) Towards Students‘ Reading
Achievement Based on Students Critical Thinking ability atSMPN 1
NARMADA
B. Statement of the Problems
Based on the background of the study above, the researcher
formulates the research question that reads:
1. Is there any significant difference on students reading achievement for
those having high and low critical thinking atSMPN 1 NARMADA?
2. Is there any significant difference on students reading achievement
between those who taught by Contextual Teaching Learning and
Example non-example at SMPN 1 NARMADA?
3. Is there any interaction between Contextual Teaching Learning and
critical thinking towards students‘ reading achievement at SMPN 1
NARMADA?
C. Purposes of the Study
Based on the problem above, the objective of this study is:
1. To find out the differences on students‘ reading achievement for those
having high and low critical thinking at SMPN 1 NARMADA?
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2. To find out the difference on students‘ reading achievement between
those who taught by Contextual Teaching Learning and example non
example at SMPN 1 NARMADA?
3. To find out the interaction between Contextual Teaching Learning and
NARMADA?
D. Significances of the Study
The benefits of research are the impact of the achievement of
objectives and answer the problem formulation accurately. The benefits of
research should be able to distinguish between theoretical benefits and their
practical benefits.
1. The theoretical significance
a. The result gave theoretical information about the important of
contextual teaching learning towards student‘ reading achievement
based on student‘s critical thinking ability.
b. The researcher expected to be the reference for the next researcher.
2. The practical significance
a. For the students
To motivate students to be more active use critical thinking in
learning English reading.
b. For the teachers
To motivate teacher in finding a good technique for teaching learning
English reading, and it will be useful to give contribution of developing
the application English learning process.
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E. Limitation of the Study
This research of the study focused on the narrative text in learning
reading at the eighth grade at in academic years 2017/2018. And the strategy
used Contextual Teaching Learning (CTL)
F. Definition of Key Term
Researcher avoids misunderstanding of the title of this study, the
researcher trying to explain the meaning of the title:
1. Contextual Teaching and Learning
Contextual Teaching and Learning are defined is a learning concept
that helps the teacher to connect between the material from the teacher
and the real world situation. It encourages students to make connections
between their knowledge and application with daily life.
2. Critical thinking
Critical thinking is a cognitive activity that relates to the use of
reason. Learn to think critically using mental processes, such as paying
attention, categorizing, selecting, and judging / decisions.
3. Reading achievement
Reading is the process of building and understanding of the text and
achievement is something which someone has succeeds in doing. So,
reading achievement is the process of understanding text and succeeds
when understanding a text.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theory of Reading
1. Definition ofReading
According to Jhonson (2008: 3)reading is the practice of using text
to create meaning. Reading also requires knowledge and
experience.Reading is a constantly developing skill. Like any skill, we get
better at reading by practicing. And conversely, if we do not practice, we
will not get better and our skills may deteriorate.
Based on the definition above, it can be concluding that reading is
the process understanding written text and use by the reader to get the
information from the writer through words media or written language, and
also an essential part in learning language because reading provides
multiple opportunities for the students to study language, such as:
vocabulary, grammar, punctuation, and the way to construct sentence
paragraph, and texts.
2. Indicators of Reading
According to Chesla (2002: 24) there are nine indicators those will
be explained as follow:
1. Main idea
These questions ask you to identify the main idea of the passage
(or sometimes part of a passage, such as a specific paragraph).
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2. Vocabulary
There are two types of vocabulary questions.One kind asks you to
determine the meaning of a word as it is used in the passage.
3. Specific fact or detail
This kind of question asks you to identify a specific fact or detail
mentioned in the passage. Specific fact or detail information refers to
the reader ability of finding detail information given in the text. the
detail information is the supporting idea which provides author‘s
evidence of the main idea.
4. Exception
These questions ask you to identify which item was not specifically
mentioned in the passage. Exception refers to question about what is not
mention in the text. This question aims to test the reader whether they
really understand the text or not.
5. Location of information
This kind ofquestion asks you to identify the exact place in the
passage where specific information is provided.Author often organize
their idea or specific information in different way in paragraph.
6. Inferences
This type of question asks you to make an inference (draw a logical
conclusion) based on the information in the passage.It is important for
readers to make their own perception of the text they read.
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7. References
These questions ask you to determine what a specific word or
phrase in the passage refers to. (The word or phrase is often a pronoun,
such as ―its.‖). Author often use specific vocabulary as reference for
particular sentence means.
B. Critical Thinking
1. Definition of Critical Thinking
According to Paul and Elder (2005:7), critical thinking is the
process of analyzing and assessing thinking with a view to improving it.
Critical thinking is the processof thinking seriously consciously attends to
that process and asks the right question. Critical thinking is
theintellectually disciplines process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action.
2. The function of critical thinking in reading
According to Reynolds (2011), an individual or group engaged in a
strong way of critical thinking gives due consideration to establish for
instance:
a. Evidence through reality
b. Context skills to isolate the problem from context
c. Relevant criteria for making the judgment well
d. Applicable methods or techniques for forming the judgment
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e. Applicable theoretical constructs for understanding the problem and
the question at hand
In addition to possessing strong critical-thinking skills, one must
be disposed to engage problems and decisions using those skills. Critical
thinking employs not only logic but broad intellectual criteria such as
clarity, credibility, accuracy, precision, relevance, depth, breadth,
significance, and fairness.
3. The Indicators of Critical Thinking
Indicators of critical thinking according to Paul and Elder (2005:
21) as following:
a. Purpose
Students explain in their own words (clearly and precisely) the
purpose of the subject or discipline being studied.
b. Point of view
Students demonstrate awareness of the fact that reasonable people
can vary significantly in their points of view, especially on
controversial issues.
c. Assumptions
Assumptions should be made clear and justified by sound
evidence.
d. Implications
Students identify the most significant implications and
consequences of their reasoning and behavior.
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e. Information
Students express in their own words (clearly and precisely) the
most important information (in a discussion, chapter, assignment, etc.).
f. Inference
Students state, elaborate and exemplify the meaning of an
inference.
g. Concept
Students who think critically recognize that all thinking is
expressed through, and shaped by concepts and ideas.
h. Question
Students express in their own words (clearly and precisely) the
question at issue (in a lesson, chapter, assignment, etc).
The indicators of critical thinking will be applied when the students
working the test of reading or when students learning reading, students
used the students‘ critical thinking based on the indicators of critical
thinking.
4. How those indicators would be applied
a. Purpose
According to Paul & Elder (2005:21) Students who think
critically seek to understand not only what they are learning but why.
They formulate purposes, goals, and objectives that are clear,
reasonable,and fair. They also identify purposes that are unclear,
inconsistent, unrealistic, and unfair.
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1. Students explain in their own words (clearly and precisely) the
purpose and significance of what is happening in class—of
classroom activities, tests, and assignments.
purpose of the subject or discipline being studied.
purpose of reasoning through a problem or issue (within a
discipline or subject, or across disciplines).
purpose of reasoning through problems in their own life.
5. Students notice when they or other students are straying from the
purpose at hand, and redirect the thinking back toward the
purpose.
6. When asked to select a goal or purpose (for example, to choose a
problem to solve), students demonstrate the ability to adopt
realistic ends.
7. Students choose reasonable secondary (instrumental) goals that
make sense in working toward the accomplishment of a more
ultimate goal.
8. Students regularly adjust their thinking to fit their ultimate
purposes.
9. Students choose purposes and goals that are fair-minded,
considering the relevant needs and rights of others (and assess the
purposes of others for fairness).
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b. Point of view
critically are aware of the fact that anyone‘s viewpoint, at any given
time, reflects some combination of these dimensions.
1. Students accurately define the meaning of ―point of view.‖ They
can accurately state, elaborate and exemplify its meaning.
2. Students demonstrate awareness of the fact that reasonable people
can vary significantly in their points of view, especially on
controversial issues.
3. Students enter empathically into points of view with which they
disagree, and accurately represent those viewpoints. They seek
common ground whenever possible.
4. Students are aware that there is some truth in points of view other
than their own, and that the worth of a viewpoint has nothing to
do with its popularity.
5. Students seek to expand their insights by studying points of view
that differ from their own—and that differ from the view most
dominant in their culture—with the sense that there is value and
truth in the viewpoints of other cultures and peoples.
6. Students think critically about their own point of view and avoid
the notion that their viewpoint is in all respects true, correct, or
insightful.
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c. Assumptions
They understand that assumptions often contain prejudices,
stereotypes, biases and distortions. They routinely assess their
assumptions, as well as those of others, to determine whether those
assumptions are based in sound reasoning and evidence.
1. Students accurately identify their own assumptions, as well as
those of others.
2. Students make assumptions that are reasonable and justifiable,
given the situation and evidence.
3. Students make assumptions that are consistent with one another.
4. Students are aware of the natural tendency in humans to use
stereotypes, prejudices, biases and distortions in their reasoning;
they regularly identify their own stereotypes, prejudices, biases
and distortions; they demonstrate skill in accurately identifying
the stereotypes, prejudices, biases and distortions in the thinking
of others.
5. Students accurately state the assumptions underlying the
inferences they, or others make, and then to accurately assess
those assumptions for justifiability.
6. Students demonstrate understanding of the fact that assumptions
function primarily at the unconscious or subconscious level of
thought
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7. Students demonstrate recognition that the mind naturally
(egocentrically) seeks to hide unjustifiable assumptions in the
mind in order to maintain its belief system or pursue selfish ends.
8. Students seek out, in their thinking, unjustifiable assumptions
generated and maintained through native egocentric tendencies
(hidden at the unconscious level of thought).
9. Students accurately identify assumptions within subjects,
disciplines and texts.
10. Students identify the assumptions embedded in the concepts they
use and the theories they study.
d. Implications
According to Paul & Elder (2005:28) They are not only able to
follow out the implications of thinking and behavior, but also to
follow out the implications of implications. In other words, they think
in the following way: ―If we decide to do this, the following
implications are likely…, and if this or that consequence occurs, the
implications (of that consequence) are as follows…‖
1. Students distinguish, clearly and precisely, the difference between
(and overlap between) an implication and a consequence.
2. Students identify the most significant implications and
consequences of their reasoning and behavior.
3. Students distinguish clearly defined implications and
consequences from vaguely expressed ones.
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4. Students consider negative as well as positive implications (of
their own thinking or behavior, of others thinking or behavior).
5. Students distinguish probable from improbable (and therefore
unlikely) implications and consequences.
6. Students identify the implications of language usage in context
(and recognize the relationship between language used and the
concepts formed in a situation).
7. Students think through implications when reasoning through
issues and problems within subjects and disciplines.
e. Information
critically seek the information relevant to the questions they are trying
to answer, problems they are trying to solve, or issues they are trying
to resolve. They routinely check information for accuracy. They make
sure they are considering all of the important information before
attempting to answer a question, and that the information they have is
sufficient to answer the question. Students who think critically also
routinely analyze and assess the information used by others (using the
same guidelines).
1. Students express in their own words (clearly and precisely) the
most important information (in a discussion, chapter, assignment,
etc.).
2. Students distinguish the following related but different concepts:
facts, information, experience, research, data, and evidence.
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3. Students state their evidence for a view clearly and fairly.
4. Students distinguish relevant from irrelevant information when
reasoning through a problem. They consider only relevant
information, disregarding what is irrelevant.
5. Student actively search for information against, not just for, their
own position.
6. Students draw conclusions only to the extent that those conclusions
are supported by the facts and sound reasoning. They demonstrate
the ability to objectively analyze and assess information in coming
to conclusions based on the information.
7. Students demonstrate understanding of the difference between
information and inferences drawn from that information. They
routinely delineate information and inferences in their own and
others‘ reasoning.
8. Students demonstrate understanding of the types of information
used within particular subjects and disciplines, as well as
understanding of how professionals within fields use information in
reasoning through problems.
f. Inference
According to Paul & Elder (2005:24) Students seek a clear
understanding of the inferences they are making and the degree to
which those inferences are clear, logical, justifiable, and reasonable.
They assess the extent to which others reason to logical inferences
and conclusions. they understand that all inferences result, not only
16
from information, but also from assumptions that lie beneath the
surface of thinking. They therefore regularly check the assumptions
that lead to the inferences they are making, assessing them for
justifiability.
1. Students state, elaborate and exemplify the meaning of an
inference.
2. Students distinguish between inferences and conclusions.
3. Students distinguish between clear and unclear inferences.
4. Students make only those inferences that follow logically from the
evidence or reasons presented.
5. Students distinguish between deep and superficial inferences; they
make deep, rather than superficial inferences when reasoning
through complex issues.
6. Students reason to logical conclusions, after considering relevant
and significant information.
7. Students distinguish between consistent and inconsistent
inferences; they make inferences consistent with one other.
8. Students distinguish between assumptions and inferences; they
uncover and accurately assess the assumptions underlying
inferences.
9. Students notice inferences or judgments made within particular
disciplines.
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g. Concept
critically seek a clear understanding of the concepts and ideas that
shape their reasoning and the reasoning of others. They understand
the powerful role of concepts in human thought, that it is through
concepts that people define and shape their experiences. They
understand that humans often use distorted concepts, concepts that
negate fundamental agreed-upon definitions and understandings. They
recognize that people often distort concepts in order to maintain a
particular viewpoint, position, or to control or manipulate the thinking
of others. They regularly and routinely assess the concepts they use,
makingsure they are using concepts justifiably. Similarly, they
regularly and routinely assess the concepts used by others.
1. Students are able to state, elaborate and exemplify what a concept
is.
2. Students demonstrate understanding of the following distinctions:
theories, principles, definitions, laws, & axioms (they can
accurately state, elaborate, and exemplify each one).
3. Students identify the key concepts and ideas they and others use.
4. Students are able to accurately explain the implications of the
key
4. Words and paraphrases they use.
5. Students distinguish nonstandard uses of words from standard
ones.
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6. Students are aware of irrelevant concepts and ideas and use
concepts and ideas in ways relevant to their functions.
7. Students think deeply about the concepts they use.
8. Students analyze concepts and to draw distinctions between
related but different concepts
9. Students use language with care and precision, while holding
others to the same standards.
10. Students demonstrate awareness of the mind‘s naturally tendency
to distort concepts in order to maintain a particular viewpoint or
set of beliefs; they show a propensity to identify when concepts
are being misused.
h. Question
Students who think critically seek a clear understanding of the
main question they are trying to answer, problem they are trying to
solve, or issue they are trying to resolve. They formulate questions
clearly and precisely.
1. Students express in their own words (clearly and precisely) the
question at issue (in a lesson, chapter, assignment, etc.).
2. Students re-express a question in a variety of ways (with clarity
and precision).
3. Students divide complex questions into sub-questions (accurately
delineating the complexities in the issue).
4. Students formulate foundational and significant questions within
any particular discipline or subject.
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5. Before reasoning through a question, students accurately
categorize the question, determining whether it is a question of
fact or preference, or one that calls for reasoned judgment.
6. Students distinguish conceptual questions from factual questions.
7. Students distinguish significant questions from trivial ones
8. Students demonstrate sensitivity to the assumptions built into the
questions they ask; they analyze and assess those assumptions for
justifiability.
C. Contextual Teaching Learning
1. Definition of Contextual Teaching Learning
According to Aqib (2013: 4), contextual Teaching Learning are
defined is a learning concept that helps the teacher to connect between the
material from the teacher and the real world situation. It encourages
students to make connections between their knowledge and application
with daily life.
2. Procedures of Contextual Teaching Learning
According to Aqib (2013: 6), procedure of Contextual Teaching
and Learning is:
a. Develop thinking that children will learn more meaningfully by
working alone, and constructing their own new knowledge and skills.
b. Implement as far as possible inquiry activities for all topics
c. Develop the student's curiosity by asking questions
d. Create study groups
e. Present the model as an example of learning
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f. Reflection at the end of the meeting
g. Appraisal of the truth in various ways
D. Previous of the Study
The researcher takes one previous of study to know the differences and
similarities.
Table 0.1
Scheme Pervious of the Study
NO TITLE DIFFERENCES SIMILARITIES
1. The effectiveness of 1. This research 1. This research
contextual teaching and uses the usesthe
learning to teach reading descriptive experimental
comprehension analysis in design.
technique of 2. The researcher
data analysis. uses the
2. This research Contextual
uses 2 classes Teaching and
as the Learning
experimental
group and
control group.
In this research, the researcher takes one previous of study that has
been done by Muhlison, Master Study Program of English Language
Education of Tarbiyah Faculty, Walisongo State Institute for Islamic Studies
(IAIN Walisongo) conducted an experimental research entitled: The
21
effectiveness of Contextual Teaching and Learning to teach reading
comprehension at the eighth grade students of MTs At-Thosari Kalirejo
Ungaran Timur in Academic year of2010/2011. This study was done in 2011.
The subject of this study is taking 2 Classes as the sample, the first as control
class (20) and experimental class (20), the writer used cluster random
sampling technique to determine the sample. Furthermore, the researcher will
conducta experimental research entitled ―THE EFFECT OF CONTEXTUAL
TEACHING LEARNING TOWARDS STUDENTS‘ READING
ACHIEVEMENT BASED ON STUDENTS‘ CRITICAL THINKING
ABILITY‖. This research aims to find out whether or not there is a significant
effect of using Contextual Teaching Learning toward students‘ reading
achievement based on students‘ critical thinking ability.
E. Theoretical Framework
According to Jhonson (2008: 3) reading is a complex interaction
between the text and the reader which is shaped by the reader‘s prior
knowledge, experience, attitude, and language community which culturally
and socially situated.
Reading has been regarded as a vital component and basic of language
ability. It is conceived of as a good indicator of second language proficiency.
But on the other hand, the students often fail to comprehend the text that they
have read. They have unsuccessful because many factors. The factors
include, students not interest and not have participate in learning reading,
because, the students at SMPN 1 NARMADA have different knowledge,
there is students who have fast thinking to comprehend the material and then
22
there is students also who have slow thinking to comprehend the material,
and then students also still difficult to think critically when they read a text,
students only read without analyzing what the meaning of the text, that
makesstudents difficult to reading achievement. Based on the elaboration
above, the English teacher should be able to overcome the problem. One way
by using the good strategy to make student easy to have critical thinking and
reading achievement. In reading English the Contextual Teaching Learning is
one of the good method to comprehend the text. Contextual Teaching
Learning are defined is a learning concept that helps the teacher to connect
between the material from the teacher and the real world situation. It
encourages students to make connections between their knowledge and
application with daily life. So, this methodis suitable to solve the students‘
difficulties of critical thinking in reading and make them interest to interact
with another friend, and make interest when they are learning, in order to the
students will be reading achievement. Because this methodgives them
learning with connecting that they got material from the teacher with the
students‘ real situation in their daily life, and the students also can be sharing
their knowledge with learning community that have in the component of
Contextual Teaching Learning.
23
F. Hypothesis of the Study
Starting from the problem of this study as started previously, as
tentative answer the researcher will be use associative hypothesis gets the
following:
1. Alternative hypothesis (Ha):
a. There is significant difference on students reading achievement for
those having high and low critical thinking at SMPN 1 NARMADA?
b. There is significant difference on students reading achievement
c. There is interaction between Contextual Teaching Learning and critical
thinking towards students‘ reading achievement at SMPN 1
NARMADA?
2. Null hypothesis (Ho):
a. There is no significant difference on students reading achievement for
b. There is no significant difference on students reading achievement
c. There is no interaction between Contextual Teaching Learning and
NARMADA?
24
CHAPTER III
RESEARCH METHOD
A. Research Design
This research used quantitative approach. According to Singh
(2013: 216) quantitative is the process of assigning numeral value to the
extend or amount of a variable of an individual. The quantitative is done by
employing the process of measurement. This process yields data and scores.
This research used experimental research, the kind of methods used in this
research is quasi experimental with pretest and posttest design and the
researcher uses nonequivalent design. According to Sugiyono (2016: 114)
nonequivalent control group design is including assignment but not random
assignment of participants to groups.
This research used the two way anova in technique of data
analysis. According to Sugiyono (2017: 165) two way anova is when the
researcher would test the comparative hypothesis when every sample include
two categories. The researcher used two way anova because, the researcher
would test the comparative hypothesis contextual teaching learning towards
students‘ reading achievement based on critical thinking ability.
In this research, the researcher divided into two groups of sample
and treated differently. The first group as an experimental group was given the
treatment by contextual teaching learning meanwhile the second group as a
control group was given the treatment by example non-example. The design of
this research as follow:
25
Table 0.2
Scheme of the Research
Strategy CONTROL GROUP EXPERIMENTAL
Category (X1) GROUP (X2)
High (Y1) Example-non example Contextual Teaching
Learning
Low (Y2) Contextual Teaching
Example-non example Learning
Where:
X1 = Control group
X2 = Experimental group
Y = Critical Thinking
Y1 = Students who have high critical thinking
Y2 = Students who have low critical thinking
Y1 high used Control group
Y2 low used Control group
Y1 high used Experimental group
Y2 low used Experimental group
B. Population of study Sample
a. Population
Sugiyono (2017: 61) population is generalization region that
contain; object/subject which have certain quality and characteristic that is
decided by the researcher for study and then to take the conclusion. So, the
population containedat all subject that wants to search. In this case, the
subject of the research is the eleventh grade student in SMPN 1
26
NARMADA. The totals population of students is 83 students. Divided in
two classes. They are VIII 1, and VIII 2, in VIII 1 there are 42 students
and in VIII 2 there are 41 students.
b. Sample
Sugiyono (2017: 62), sample is a part from the total and
characteristic of the population. Based on the population, the researcher
used population sampling technique to take two classes as the sample for
this research. The numbers of classes for the first grade student 2 classes
and it consisted of 83 students in total.
The researcher used two classes, where VIII 1 and VIII 2. VIII 1
class consisted of 42 students include 24 males and 18 females as
experimental group and VIII 2 consisted of 41 students include 23 males
and 18 females as control group. So, total numbers of sample were 83
students.
C. Research Instrument
In this research, the researcher used instrument to collect the data
with reading test and critical thinking test.
a. Test
In this research, the researcher gave narrative text with the multiple
choice that consisted of 20 questions with 5 options (a, b, c, d or e) each
correct answer get score 3and incorrect answer get score 0. And for critical
Thinking Test, the researcher used critical thinking test. In here the
researcher used essay text, each correct answer gets score 4, and
27
incorrect answer gets score 0. The test used to investigate the students‘
critical thinking and the test which consists of 10 items.
Table of scoring formatting
No Number of Question Score

A. Multiple Choice
1 1 3
2 2 3
3 3 3
4 4 3
5 5 3
6 6 3
7 7 3
8 8 3
9 9 3
10 10 3
11 11 3
12 12 3
13 13 3
14 14 3
15 15 3
16 16 3
17 17 3
18 18 3
19 19 3
20 20 3
Total of Score Multiple Choice 60
B. Essay
1 1 4
2 2 4
3 3 4
28
4 4 4
5 5 4
6 6 4
7 7 4
8 8 4
9 9 4
10 10 4
Total of Score Essay 40
Total Score ( Tot MC + Tot Essay) 60 + 40 = 100
D. Techniques of Data Collection
In this research, data is important thing because data as the
sources to see the progress of students. The researcher used test to collect the
data. The steps as follows:
1. Reading Test and Critical Thinking Test
a. Pretest:
The researcher gave pretest with multiple choices that consisted of
20 questions and 10 questions with essay test for experimental group
and control group. The researcher gave pretest because the researcher
wants to know the students‘ reading achievement based on students‘
critical thinking before giving treatment.
b. Posttest:
The researcher gave posttest with multiple choices that consist of
20 questions and 10 questions with essay test for experimental group
and control group. The researcher gave posttest because the
29
researcher wants to know the students‘ reading achievement based on
students‘ critical thinking after giving treatment.
E. Techniques of Data Analyzes
1. Descriptive Analysis
Descriptive statistic is applied only to the members of a sample or
population from which data have been collected. Descriptive statistic is
divided into:
a. Mean
Mean is a group explanation technique based on the average value of
the group, it can be formulated as the following formula:
∑𝑥
Me =
𝑛
Where:
Me : Mean score
∑x : The total student‘s score
n : The total number of students
(Sugiyono, 2011: 49)
b. Median
Median is value in middle. Identification of median score will be
calculated by using formula as follows:
1
𝑛−𝐹
2
Md = b + 𝑝
𝑓
30
Where:
Md = Median score
b = The lower limit of the interval within which the median lies
p = Interval
n = The total number of students
F = The cumulative frequency in all interval below the interval
containing the median
f = The frequency of case within the interval containing the
median
c. Mode
The value in a set of data which appears frequently. Identification of
mode score will be calculated by using formula as follows:
b1
Mo = b + 𝑝
b1 + b2
Mo = Mode score
b = The lower limit of the interval within which the mode lies
p = Interval
b1 = The frequency of interval containing mode reduced by that of
previous interval
b2 = The frequency of interval containing mode reduced by that of
following interval.
31
d. Standard Deviation
To find out the standard deviation the researcher will use the
following formula:
∑ xᵢ–x͞ ²
o̵ =
n
Where: o̵ : Standar Deviation
xᵢ : total of students in one group
x͞ : Mean
n : total sample
(Sugiyono, 2011: 57)
2. Inferential Analysis
Before analyzing data to find out whether or not, Normality and
Homogeneity should be sought first:
a. Homogeneity
According Sugiyono (2011:175) before variance analysis is done for
hypothesis testing it is necessary to test homogeneity of variance
first. Testing using F test.
High Variians
F=
Low Varians
b. Normality
According to Sugiyono (2011:75) State the use of
parametric statistics, works with the assumption that the data of
each research variable to be analyzed form a normal distribution. If
32
not normal, then the parametric statistical technique cannot be used
for the analysis
Formula of Normality:
𝒙₁ − 𝒙͞
𝒛=
𝒔
Where:
z = Standard deviation for the Normality
xᵢ = Data to I from a group data
x͞ = Average of the group
s = Standard deviation
3. Analysis of variant
According to Sugiyono (2011: 166), analyze of Varian is
parametric inferential technique statistic, that use for hypothesis
comparative test.
33
Table 0.3
Two Ways Anova
Sum ofQuadrat
Dk MK Fh Ft Kep
SV
(JK)
∑ Xkol 2
Ant kol – ∑
nkol JKkol
kol 1 (∑ Xtot)² kol − 1
−
N
∑ Xbar 2 Tab
∑ MKdal
Ant nbar MKbar MKdal
m–1 F
bar (∑ Xtot)² m−1
− Fh>Ft
N
JKbag– (JKkol + Ha
MKint
Int Mx1
JKbar) Mx1 Received
N–m JKtot – (JKkol +

MKdal
Dal
x kol JKbar + JKint) DK
𝑋𝑡𝑜𝑡 2
tot N-1
(∑ 𝑋𝑡𝑜𝑡)2
−
N
Where:
SV = Sources of variation
Tot = Total
Ant = Between Groups
Int = Interaction
Dal = In Groups
Tab F = Table f For 5%
(Sugiyono, 2017: 190)
34
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
A. Research Finding
In this chapter, the researcher intended to show the statistical analysis of
the data obtained. This analysis leads to discuss result finding investigation
before the whole discussion is stated at conclusion. Then the discussion is
continued to the analysis and the interpretation of the investigation. To find out
the solution of the problem in this research the researcher intended to analyze
the data obtained from students‘ test result. This study was aimed at finding out
the research problem that has been stated in previous chapter:
1. Is there any significant difference on students reading achievement for
2. Is there any significant difference on students reading achievement between
those who taught by Contextual Teaching Learning and Example non-
example at SMPN 1 NARMADA?
3. Is there any interaction between Contextual Teaching Learning and critical
thinking towards students‘ reading achievement at SMPN 1 NARMADA?
1. Descriptive Analysis
This particular chapter deals with analysis of the data obtained since
the investigation conducted. As the researcher stated on previous chapter,
the interpretation applied in quantitative data form. Meanwhile, these
quantitative results applied through basic statistical computation.In finding
the data needed the researcher selected for the reason that there were two
classes, class VIII.1 consists of 40, and VIII.2 class consist 42, and the total
35
number of the sample there were 82 students. Therefore, the researcher used
quasi-experimental design with two group of pre-test and post-test.
At the beginning of this stage, the classes were divided into two large
groups namely experimental group and control group in order to have
different treatment. Firstly, the researcher focused on students‘ vocabulary.
The researcher took the data from pre-test and posttest. Pre-test for both
groups to know about basic knowledge thereading achievement based on
critical thinking of students. After that, the students in experimental group
were treated by Contextual Teaching Learning and the students in control
group were treated by Example-non example. After teaching the materials,
the students were given post-test, and the scores of the test were analyzed to
find whether Contextual Teaching Learning has an effect towards students
reading achievement based on students‘ critical thinking.
a. Experimental Group
The data description of experimental group showed that for pre-
test result before teaching and giving treatment using Contextual
Teaching Learning. In the pre-test, the result of the data analysis shows
that highest score was 84 and the lowest score was 38. The mean score
was 67.3, the median score was 67,21, and the mode score was 68. In the
post-test, the highest score was 94, the lowest score was 52, the mean
score was 77.5, the median score was 79.5, the mode score was 79.77,
and the standard deviation score was 227.83. Here, the researcher
provides the frequency distribution of experimental group pre-test and
post-test which describes the data based on the central tendency of the
36
group of data. The following data distribution is created based on steps of
data analysis.
Table 4.1
Frequency Distribution of Experimental Group for Post-Test
Class Class Mid
No Tally Frequency Percentage
Limit Boundaries Point
1 52-58 51,5- 58,5 55 I 1 2.5%
2 59-65 59,5- 65,5 62 IIII 5 12%
3 66-72 66,5- 72,5 70 IIII IIII 14 33.5%
IIII
4 73- 79 73,5- 79,5 76 I 1 2.5%
5 80-86 88,5- 86,5 83 IIII IIII I 11 26%
6 87-93 87,5- 93,5 90 IIII II 7 16.5%
7 94-100 94,5- 100,5 97 III 3 7%
Total 42 100%
b. Control Group
The data description of control group showed that for pre-test the
result of the data analysis shows that highest score was 84 and the lowest
score was 38. The mean score was 58,6, the median score was 65.87, the
mode score was 72. Besides, for the post-test score the result of the
research shows that the highest score of post-test was 93 and the lowest
score was 47. The mean score of post-test was 75.35, the median score
was 74.5, the mode score was 75.04, and standard deviation score was
235.82. Here, the researcher provides the frequency distribution of
control group pre-test and post-test which describes the data based on the
central tendency of the group of data. The following data distribution is
created based on steps of data analysis.
37
Table 4.1
Frequency Distribution of Control Group for Post-Test
Table 4.2
Class Class Mid
No Tally Frequency Percentage
Limit Boundaries Point
1 47- 53 46,5-53,5 50 I 1 2.5%
2 54-60 54,5-60,5 57 III 3 7.5%
3 61-67 61,5-67,5 64 IIII IIII 37.5%
15
IIII
4 68-74 68,5-74,5 71 II 2 5%
5 75-81 75,5-81,5 78 I 1 2.5%
6 82-88 82,5-88,5 85 IIII IIII 8 20%
7 89-95 89,5-95,5 92 IIII IIII 10 25%
Total 40 100%
2. Inferential Analysis
Before analyzing data to find out whether or not, Normality and
Homogeneity should be sought first:
a. Normality
1. Normality for control group pretest was score -120,79
2. Normality for control group post test was score -11,5
3. Normality for experimental group pretest was score -5,68
4. Normality for experimental group posttest was score -18,912
It can have proved that the value of f-test ≤ the value oft-table
12,592. It means that the sample is normal.
b. Homogeneity
1. Homogeneity pretest was score 1,14
2. Homogeneity posttest was score 1,03
It can have proved that the value of f-test ≤ the value of f-table
1,69. It means that the sample is homogeny.
38
To interpret the level of significance of the students before and
after giving a treatment, the researcher needs to calculate the two ways
anova:
Mean
Source of Sum of Ft
Dk of Fh
variation kuadrad 5%
kuadrad
Between 2–1
1.331 1.331 18,83
colom =1
2–1
Between line 1.740 1.740 23,56
=1
1x
Iteraction 1= 5.423 5.423 73,45
1 3,96
82 – 1
In x1= 5.981 73,83
81
82
Total –1 11.813
=1
So, fh ≥ ft (f-table) or 18,83 ≥ 3,96, 23,56 ≥ 3,96 and 73,45 ≥
3,96
Contextual Teaching Learning has an effect towards students‘
reading achievement based on students‘ critical thinking ability, because
Contextual Teaching Learning was appropriate towards students reading
achievement based on students‘ critical thinking ability, it caused the
experimental value (f-test) was higher than control value (f-table). After
calculating the data by using f-test formula.
Based on the computation of f-test and f-table above, the
researcher concluded that:
39
The result showed f-test ≥ f-table. It could be concluding that:
a. There is significant difference on students reading achievement for
those having high and low critical thinking at SMPN 1 NARMADA.
b. There is significant difference on students reading achievement
Example non-example at SMPN 1 NARMADA.
c. There is interaction between Contextual Teaching Learning and
NARMADA.
Where Alternative Hypothesis (Ha) was accepted and Null
Hypothesis (Ho) was rejected.
B. Discussion
There are discussion divided based on the research questions and the
result of data analysis proves that showed f-test ≥ f-table. It could be
concluding that:
1. There is significant difference on students reading achievement for those
having high and low critical thinking at SMPN 1 NARMADA. Because,
according to Paul and Elder (2005: 7), critical thinking is the process of
analyzing and assessing thinking with a view to improving it. So when the
students having high critical thinking, the students can be essay to
analyzing the text in reading, when the students having low critical
thinking, the students difficult to analyzing the text and understanding the
text in reading. Based on Medwell journal is there is effect critical thinking
(high and low) towards students‘ reading achievement.
40
2. There is significant difference on students reading achievement between
those who taught by Contextual Teaching Learning and Example non-
example at SMPN 1 NARMADA. Based on the result of data analysis in
Muhlison thesis, learning reading text using CTL is more effective when it
is applied in the process of learning English than the non CTL. However,
the writer could not deny that the different score between two classes is not
much. But the reading improvement in the experiment class has proven that
Contextual Teaching and Learning Method can be a good method in
developing reading ability.
3. There is interaction between Contextual Teaching Learning and critical
thinking towards students‘ reading achievement at SMPN 1 NARMADA.
Based on Medwell Journal, variable of students‘ critical thinking ability in
reading subject is significantly influenced by interaction of Contextual
Teaching Learning with students‘ reading achievement, below is the
interaction of Contextual Teaching Learning with students‘ reading
achievement in relation with variability of critical thinking ability.
Thus, the researcher could conclude that Contextual Teaching
Learning has positive effect towards students‘ reading. It can have proved
that the s value of f-test = 142,89, 155,94 and 150,56 f-table 3,96. It means
that the effect of Contextual Teaching Learning towards students‘ reading
achievement based on students‘ critical thinking ability at SMPN 1
NARMADA was accepted.
41
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
This is the final consideration and clarification about the result of
analyzing the data found in this study, the researcher began analyzing from
22of February 2018 until 22 of March 2018, the researcher finally comes to
the conclusion based on the data analysis and the discussion in previous
chapter:
Firstly, based on the application of f-test formula, it was found out that f-
test was higher than f-table. It means that Alternative Hypothesis (Ha) was
accepted, because the value of f-test was higher than f-table. Therefore, Null
Hypothesis (Ho) was rejected.
Secondly, learning English reading at SMPN 1 NARMADA by using
Contextual Teaching Learning produced greater change in the students‘
reading achievement. It means Contextual Teaching Learning has positive
effect towards students‘ reading achievement based on students‘ critical
thinking ability at the eighth grade students of SMPN 1 NARMADA.
B. Suggestions
Based on the conclusion above, the researcher would like to offer some
suggestions to be considered by English teacher, students and for the next
researchers.
1. For the Teacher
42
English teacher could apply Contextual Teaching Learning in order
to make students‘ reading achievement. The teacher can use this strategy to
make the students easier in learning process especially in learning reading.
2. For the Students
The students are demanded to take part in learning situation that
created by the teacher actively to achieve the goal.The researcher hopes the
students should continue learning reading, because with reading
achievement the students can be easier to achieve another skill like
speaking, vocabulary, listening, and writing.
3. For the next Researcher
The researcher hopes that the result of this study can be useful for
the next researcher who are interested and conduct further research related
with this thesis “TheEffect of Contextual Teaching Learning Towards
Students’ Reading Achievement Based on Students’ Critical Thinking
Ability At Smpn 1 Narmada.’’
43
BIBLIOGRAPHY
Aqib, Model – Model, Media dan Strategi PembelajaranKontekstual (Inovatif).

Yrama Widya, Bandung, 2013.
Alison L. Bailey & Margaret Heritage - Formative assessment for literacy,grades

K6. building reading and academic language skills across thecurriculum,
corwin press, 2008.
Chesla, Test of English as a Foreign Language,Exam successes in only 6

steps,Learning Express, First Edition, 2002.
Johnson, Teaching reading and writing a guidebookfortutoring and remediating

students, United state of America publishing, New York, 2008.
Paul, Elder.Standards, Principles, Performance, Indicators, and Outcomes with a

Critical Thinking Master Rubric, Foundation of Critical Thinking, 2005.
Reynolds, Critical thinking and systems thinking: towards a critical literacy for
systems thinking in practice,Nova Science Publishers, 2011.
Singh, Fundamental of Research Methodology and Statistic,New Age

International, New Delhi, 2006.
Sugiyono, Metode Penelitian Pendidikan (Pendekatan kuantitatif, Kualitatif dan

R&D), Alfabeta,Bandung, 2016.
, Statististika Untuk Penelitian, Alfabeta, Bandung, 2016 & 2017.
44
APPENDICES
44
Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN

(EXPERIMENTAL GROUP)
Nama sekolah : SMPN 1 NARMADA
Mata pelajaran : Bahasa inggris
Kelas/Semester : VIII/ 1
Topik : Narrative Text
Alokasiwaktu : 4 x 45 menit (2 x Pertemuan)
A. Standar Kompetensi:
Memahami makna dalam essay pendek sederhana berbentuk Narrative Text untuk
berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar:
Membaca nyaring teks essay pendek sederhana berbentuk Narrative Text dengan
ucapan, tekanan, danintonasi yang berterima yang berkaitan dengan lingkungan
sekitar.
Indikator Pencapaian Kompetensi Tujuan Pembelajaran
- Membaca dan menjawab soal - Peserta didik mampu membaca dan
multiple choice dan uraian tentang menjawab soal multiple choice dan uraian
Narrative Text. tentang Narrative Text.
- Mengidentifikasi berbagai makna - Peserta didik mampu mengidentifikasi
teks dalam Narrative Text. berbagai makna teks dalam Narrative Text.
- Mengidentifikasi tujuan - Peserta didik mampu mengidentifikasi
komunikatif teks Narrative. tujuan komunikatif teks Narrative.
- Merespon makna dan arti dari text - Peserta didik mampu merespon makna dan
Narrative secara akurat, bermakna arti dari text Narrative secara akurat,
dan berterima. bermakna dan berterima.
- Merespon arti didalam Narrative - Peserta didik mampu merespon arti didalam
text. Narrative text.
- Mengerti dan menemukan - Peserta didik mengerti dan menemukan
kosakata baru. kosakata baru.
 Karakter siswa yang diharapkan: - Critical thinking (Berfikir kritis)
C. Materi pembelajaran
1. Teks sederhana berbentuk Narrative Text.
2. Pengertian teks narrative: Narrative text is a story with complication or problematic
events and it tries to find the resolutions to solve the problems. An important part
45
of narrative text is the narrative mode, the set of methods used to communicate the
narrative through a process narration.
3. Tujuan teks narrative:The Purpose of Narrative Text is to amuse or to entertain the
reader with a story.
4. Jenis-jeni steks narrative.
There are many kinds of Narrative Text:
a. Legend
Ex: Malin Kundang, The legend of Tangkuban Perahu, and The story of Toba
Lake.
b. Fable
Ex: The smartest Parrot and The story of Monkey and Crocodile.
c. Fairy Tale
Ex: Cinderella, Snow White, the story of Rapunzel and Painting the Wall.
5. Generic structure dalam teks narrative.
A Narrative text will consist of the following structure:
a. Orientation : introducing the participants and informing the time and places.
b. Complication : describing the rising crises which the participants have to do
with.
c. Resolution : showing the way of participant to solve the crises, better or
worse.Or solution to the problems.
6. Language features dalamteks narrative.
a. Past tense (killed, drunk,etc)
b. Adverb of time (Once upun a time, one day, etc)
c. Time conjunction (when, then, suddenly, etc)
d. Specific character. The character of the story is specific, not general. (Cinderella,
Snow White, Alibaba, etc)
e. Action verbs. A verb that shows an action. (killed, dug, walked, etc)
The Legend of Prambanan Temple
46
Once, there was a beautiful Javanese princess whose name was RaraJonggrang.
RaraJonggrang whose beauty was very famous in the land.she was the daughter of
PrabuBaka,and evil king.
One day, a handsome young man with super natural power named Bandung Bondowoso
defatted and killed PrabuBaka. On seeing Princess RaraJonggrang‘s beauty, Bandung
Bondowoso fell in love wither and wantted to marry her.
Meanwhile, Princess Rarajonggrang felt sad due to her death father. She did not want to marry
Bandung because he had killed her father. But she was also afraid of Bandung. So to refuse
politely, she made a condition. "I will marry you but you have to build one thousand temples
in one night as a wedding gift" requested RaraJonggrang. Bandung Bondowoso agreed with
the condition. Helped by the spirit of the demons, Bandung Bondowoso started building the
temples. Approaching midnight, the work would nearly be done. RaraJonggrang knew and
thought, "What shall I do? Bandung Bondowoso is smarter than I. I would lose against
Bandung."Suddenly she got an idea. She woke up all the women in the palace and ordered
them to make the noisy sounds of grinding rice so that the rooster thought at had already been
dawn. Bandung Bondowoso got frustrated because he failed completing the thousandth
temple."The Princess has deceived me!" Following his anger, he cursed RoroJonggrang, "You
have been cheated. Now, the thousandth temple is you!"
At once, the Princess turned into a statue. knowing this, Bandung Bondowoso regretted and he
went away into a farm land. From then people called the temple Prambanan Temple and the
Princess statue RaraJonggrang statue.
D. Strategy Pembelajaran: Contextual Teaching and Learning
E. Langkah-langkah kegiatan
Pertemuan pertama Alokasi
waktu
1. Sebelum kegiatan 10 menit

a. Salam
b. absensi
c. motivasi
2. Saat kegiatan 70
a. Eksplorasi Menit
- Guru mengembangkan pemikiran bahwa peserta didik akan belajar
lebih bermakna dengan cara bekerja sendiri, dan mengkontruksi
sendiri pengetahuan dan keterampilan.
- Guru memberikan stimulus kepada peserta didik sesuai dengan
materi yang di ajarkan (dengan cara bertanya)
- Guru menjelaskan kepada siswa tentang materi yang diajarkan
dengan cara menghubungkan materi ajar dengan kehidupan nyata
47
siswa.
- Guru mengajar bagaimana cara membaca atau pelafalan
b. Elaborasi
- Guru membuatkan peserta didik sebuah komunitas belajar.
- Guru memberikan pengarahan tentang apa yang akan di lakukan
oleh peserta didik.
- Guru mengarahkan kepada peserta didik untuk saling berbagi ide
dan bertukar pengalaman dengan komunitas belajar.
c. Konfirmasi
- Guru menanyakan kesulitan yang di alami peserta didik.
3. Penutup 1
- Guru meminta peserta didik untuk membuat kesimpulan tentang
materi yang telah dijelaskan sebelumnya oleh guru.
F. Sumber belajar
Internet dan buku LKS
G. Penilaian
Indikator Teknikpenilaian Bentuk Instrumen/soal
pencapaian instrument
kompetensi
Merespon teks Tes membaca Performance Read a narrative

monolog sederhana text and perform it
berbentuk in front of the class.
narrative.
Melakukan teks
monolog sederhana
berbentuk
narrative.
RUBRIK PENELAIAN UNTUK KERJA

ASPEK URAIAN SKOR
Kelancaran Sangat lancer 4
Lancar 3
Lancar tetapi ada hesitesi 2
Terjadi hesitesi 1
48
Sulit memproduksi kata kata 0
Kejelasan makna Semua ucapan jelas dan dapat di pahami 4
Sebagian besar jelas dan dapat di pahami 3
Sebagian kecil jelas dan dapat di pahami 2
Semua ucapan sulit di pahami 1
Semua ucapan tidak dapat di pahami 0
Pelafalan Semua ucapan benar 4
Sebagian besar ucapan benar 3
Sebagian kecil ucapan benar 2
Hampir semua ucapan tidak benar 1
Semua ucapan tidak benar 0
Intonasi Tekanan/iramasemua kata, frasa dan 4
kalimat benar
Tekanan/irama sebagian besar benar 3
Tekanan/irama sebagian kecil benar 2
Tekanan/irama semua kata salah 1
Penjiwaan Sangat baik 4
Cukup baik 3
Kurang baik 2
Tidak baik 1
Tidak ada penjiwaan 0
Jumlah skor maksimal 20
H. Tindak lanjut: Peneliti memberikan instrument test kepada peserta didik.
Lombok Barat, 24-02-2018

Peneliti
WIDAYATI PANGESTIKA
NIM. 14411053
49
Appendix 2
RENCANA PELAKSANAAN PEMBELAJARAN

(CONTROL GROUP)
Nama sekolah : SMPN 1 NARMADA
Mata pelajaran : Bahasa inggris
Kelas/Semester : VIII/ 1
Topik : Narrative Text
Alokasiwaktu : 4 x 45 menit (2 x Pertemuan)
A. Standar Kompetensi:
Memahami makna dalam essay pendek sederhana berbentuk Narrative Text untuk
berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar:
Membaca nyaring teks essay pendek sederhana berbentuk Narrative Text dengan
ucapan, tekanan, danintonasi yang berterima yang berkaitan dengan lingkungan
sekitar.
Indikator Pencapaian Kompetensi Tujuan Pembelajaran
- Membaca dan menjawab soal - Peserta didik mampu membaca dan
multiple choice dan uraian tentang menjawab soal multiple choice dan uraian
Narrative Text. tentang Narrative Text.
- Mengidentifikasi berbagai makna - Peserta didik mampu mengidentifikasi
teks dalam Narrative Text. berbagai makna teks dalam Narrative Text.
- Mengidentifikasi tujuan - Peserta didik mampu mengidentifikasi
komunikatif teks Narrative. tujuan komunikatif teks Narrative.
- Merespon makna dan arti dari text - Peserta didik mampu merespon makna dan
Narrative secara akurat, bermakna arti dari text Narrative secara akurat,
dan berterima. bermakna dan berterima.
- Merespon arti didalam Narrative - Peserta didik mampu merespon arti didalam
text. Narrative text.
- Mengerti dan menemukan kosa - Peserta didik mengerti dan menemukan
kata baru. kosa kata baru.
 Karakter siswa yang diharapkan: - Critical thinking (Berfikir kritis)
50
C. Materi pembelajaran
1. Teks sederhana berbentuk Narrative Text.
2. Pengertian teks narrative: Narrative text is a story with complication or problematic
events and it tries to find the resolutions to solve the problems. An important part
of narrative text is the narrative mode, the set of methods used to communicate the
narrative through a process narration.
3. Tujuan teks narrative:The Purpose of Narrative Text is to amuse or to entertain the
reader with a story.
4. Jenis - jenis teks narrative.
There are many kinds of Narrative Text:
d. Legend
Ex: Malin Kundang, The legend of Tangkuban Perahu, and The story of Toba
Lake.
e. Fable
Ex: The smartest Parrot and The story of Monkey and Crocodile.
f. Fairy Tale
Ex: Cinderella, Snow White, the story of Rapunzel and Painting the Wall.
5. Generic structure dalam teks narrative.
A Narrative text will consist of the following structure:
d. Orientation : introducing the participants and informing the time and places.
e. Complication: describing the rising crises which the participants have to do
with.
f. Resolution : showing the way of participant to solve the crises, better or
worse.Or solution to the problems.
6. Language features dalam teks narrative.
a. Past tense (killed, drunk,etc)
b. Adverb of time (Once upon a time, one day, etc)
c. Time conjunction (when, then, suddenly, etc)
d. Specific character. The character of the story is specific, not general. (Cinderella,
Snow White, Alibaba, etc)
e. Action verbs. A verb that shows an action. (killed, dug, walked, etc)
51
The Legend of Prambanan Temple
Once, there was a beautiful Javanese princess whose name was Rara Jonggrang. Rara
Jonggrang whose beauty was very famous in the land.she was the daughter of Prabu Baka,and
evil king.
One day, a handsome young man with super natural power named Bandung Bondowoso
defatted and killed Prabu Baka. On seeing Princess Rara Jonggrang‘s beauty, Bandung
Bondowoso fell in love wither and wantted to marry her.
Meanwhile, Princess Rarajonggrang felt sad due to her death father. She did not want to marry
Bandung because he had killed her father. But she was also afraid of Bandung. So to refuse
politely, she made a condition. "I will marry you but you have to build one thousand temples
in one night as a wedding gift" requested RaraJonggrang. Bandung Bondowoso agreed with
the condition. Helped by the spirit of the demons, Bandung Bondowoso started building the
temples. Approaching midnight, the work would nearly be done. RaraJonggrang knew and
thought, "What shall I do? Bandung Bondowoso is smarter than I. I would lose against
Bandung."Suddenly she got an idea. She woke up all the women in the palace and ordered
them to make the noisy sounds of grinding rice so that the rooster thought at had already been
dawn. Bandung Bondowoso got frustrated because he failed completing the thousandth
temple."The Princess has deceived me!" Following his anger, he cursed RoroJonggrang, "You
have been cheated. Now, the thousandth temple is you!"
At once, the Princess turned into a statue. knowing this, Bandung Bondowoso regretted and he
went away into a farm land. From then people called the temple Prambanan Temple and the
Princess statue RaraJonggrang statue.
D. Strategy Pembelajaran: EXAMPLE NON EXAMPLE

E. Langkah-langkah kegiatan
Pertemuan pertama Alokasi
waktu
4. Sebelum kegiatan 10 menit

a. Salam
b. absensi
52
c. motivasi
5. Saat kegiatan 70
c. Eksplorasi Menit
- Guru bertanya kepada peserta didik tentang materi yang akan di
pelajari pada pertemuan ini.
- Guru menjelaskan aktifitas yang akan peserta didik lakukan.
- Guru menjelaskan materi ajar tentang narrative text.
b. Elaborasi
- Guru membuatkan peserta didik sebuah kelompok.

- Guru memberikan pengarahan tentang apa yang akan di lakukan
oleh peserta didik.
- Guru memberikan soal narrative text dan siswa mendiskusikan
dengan kelompok.
c. Konfirmasi
- Guru menanyakan kesulitan yang di alami peserta didik.
6. Penutup i.
- Guru membuat kesimpulan tentang materi yang telah dijelaskan
sebelumnya.
F. Sumber belajar
Internet dan buku LKS
G. Penilaian
Indikator Teknik penilaian Bentuk Instrumen/soal
pencapaian instrument
kompetensi
Merespon teks Tes membaca Performance Read a narrative text

monolog sederhana and perform it in
berbentuk narrative. front of the class.
Melakukan teks
monolog sederhana
berbentuk narrative.
53
RUBRIK PENELAIAN UNTUK KERJA
ASPEK URAIAN SKOR

Kelancaran Sangat lancer 4
Lancar 3
Lancar tetapi ada hesitesi 2
Terjadi hesitesi 1
Sulit memproduksi kata kata 0
Kejelasan makna Semua ucapan jelas dan dapat di pahami 4
Sebagian besar jelas dan dapat di pahami 3
Sebagian kecil jelas dan dapat di pahami 2
Semua ucapan sulit di pahami 1
Semua ucapan tidak dapat di pahami 0
Pelafalan Semua ucapan benar 4
Sebagian besar ucapan benar 3
Sebagian kecil ucapan benar 2
Hampir semua ucapan tidak benar 1
Semua ucapan tidak benar 0
Intonasi Tekanan/irama semua kata, frasa dan 4
kalimat benar
Tekanan/irama sebagian besar benar 3
Tekanan/irama sebagian kecil benar 2
Tekanan/irama semua kata salah 1
Penjiwaan Sangat baik 4
Cukup baik 3
Kurang baik 2
Tidak baik 1
Tidak ada penjiwaan 0
Jumlah skor maksimal 20
Tindak lanjut: Peneliti memberikan instrument test kepada peserta didik
Lombok Barat, 26-02-2018

Peneliti
WIDAYATI PANGESTIKA
NIM. 14411053
54
Appendix 3
BLUE PRINT READING
No Indicators Item
1 Main idea 7, 17, 16
2 Vocabulary 9, 19, 20
3 Specific fact or detail 4, 5, 6, 8, 12, 15
4 Exception 2, 3
5 Location of information 1, 11
6 Inferences 13, 14
7 References 10, 18
55
Appendix 4
Kangaroo
A kangaroo is an animal found only in Australia, although it has a smaller relative,
called a wallaby, which lives on the Australian island of Tasmania and also in New Guinea.
Kangaroos eat grass and plants. They have short front legs, but very long, and very
strong back legs and a tail. These they use for sitting up on and for jumping. Kangaroos have
been known to make forward jumps of over eight meters, and leap across fences more than
three metres high. The soy can also run at speeds of over 45 kilometers per hour.
The larges kangaroos are the great Grey kangaroo and the Red kangaroo. Adults grow to a
length of 160 meters and weigh over 90 kilos.
Kangaroos are marsupials. This means that the female kangaroo has an external
pounch on the front of her body. A baby kangaroo is very tiny when it is born, and it crawls at
once into this pouch where it spends its first five months of life.
1. Where is kangaroo found?

A. In japan
B. In London
C. in Austria
D. in America
E. in Australia
2. It is about the kangaroos, except………

A. They eat grass and plants
B. They have short front legs
C. They have very strong back legs
D. they have a tail
E. they are not marsupials
3. The followings are what the kangaroo can do, except……

A. They have been known to make forward jumps of over eight meters
B. They can leap across fences more than three meters high
C. They can also run at speeds of over 45 kilometers per hour
D. They can‘t walk
E. They are marsupials
4. Adult grow to a length of…… meters.

A. 130
B. 140
C. 150
D. 160
E. 170
56
5. Adult grow to a weigh over…….kilos.
A. 40
B. 50
C. 60
D. 80
E. 90
6. A baby kangaroo is………..

A. Very big
B. Very long
C. Very tiny
D. very smooth
E. very cool
7. What the title about the text…

A. What the kangaroo?
B. What the buffalo?
C. kangaroo is marsupials
D. kangaroo is Australian animals
E. what the animal?
8. The largest kangaroos are….

A. The great grey kangaroo and the white kangaroo
B. The great blue kangaroo and the red kangaroo
C. The great grey kangaroo and the red kangaroo
D. The great red kangaroo and the green kangaroo
E. The great white kangaroo and the pink kangaroo
9. What is the mean from first paragraph..

A. Kangaroo‘s live.
B. Kangaroo‘s species
C. kangaroo‘s job
D. kangaroo‘s hobby
E. kangaroo‘s name
10. Why kangaroo can run at speeds of over 45 kilometers per hour?
A. Kangaroo have short front legs, but very long
B. Kangaroo can run like lion
C. Kangaroo can run like tiger
D. Kangaroo can run like zebra
E. Kangaroo have many legs
57
The Story of the Smart Parrot
A man in Puerto Rico had a wonderful parrot. There was no another parrot like it. It
was very, very smart. This parrot would say any word-except one. He would not say the name
of the town where he was born. The name of the town was Catano.
The man tried to teach the parrot to say Catano. But the bird would not say the word.
At first the man was very nice, but then he got angry. ―You are a stupid bird! Why can‘t you
say the word? Say Catano, or I will kill you!‖ but the parrot would not say it. Then the man
got to so angry that the shouted over and over, ―Say Catano, or I‘ll kill you!‖ but the bird
would not talk.
One day after trying for many hours to make the bird say Catano, the man got very
angry. He picked up the bird and threw him into the chicken house. ―You are more stupid than
the chickens. Soon I will eat them, and I will eat you, too.‖
In the chicken house there are four old chickens. They were for Sunday‘s dinner. The
man put the parrot in the chicken house and left.
The next day the man came back to the chicken house. He opened the door and stopped. He
was very surprised at what he saw!
He saw three dead chickens on the floor. The parrot was screaming at the fourth
chicken, ―Say Catano, or I‘ll kill you!
11. Where does the story take place?

A. London
B. Puerto Rico
C. Jakarta
D. Buenos Aires
E. Paris
12. What is the word that the parrot cannot say?

A. Catano
B. Tacano
C. Canato
D. Nacato
E. Albbani
13. How often did the owner teach the bird how to say the word?
A. Always
B. Everyday
C. Many times
D. Every second
E. Every years
58
14. Which statement is true according to the text?
A. The parrot could say Catano
B. At last the parrot could say Catano
C. Catano was the name at the parrot
D. The man never got angry at the parrot
E. Parot hungry
15. What does the man do to the bird because the bird cannot say the name of a place?
A. The man ate the bird.
B. The sold the bird.
C. The man killed the bird.
D. The man taught the bird.
E. The women say
16. It is most likely that ….

A. The bird killed the three chickens.
B. The three chickens killed the bird.
C. The bird played with the chicken.
D. The bird killed one of the three chickens.
E. The dog run
17. What is the story about?

A. A parrot and a cat
B. A parrot and a chicken
C. A parrot and the owner
D. A parrot, the owner, and chickens
E. A chicken and dog
18. ―It was very, very smart‖.

The underlined word refers to ….
A. The man
B. The bird
C. The chicken
D. Puerto Rico
E. The frog
59
19. ―The parrot was very, very smart‖
The word ‗smart‘ means ….
A. Stupid
B. Clever
C. Stubborn
D. Beautiful
E. Bad
20. ―The parrot was screaming at the fourth chickens‖

What does the underlined word mean?
A. Smiling
B. Crying
C. Shouting
D. Laugh
E. Happy
60
Appendix 5
BLUE PRINT CRITICAL THINKING
No Indicators Item
1 Purpose 1
2 Point of view 2
3 Assumptions 3
4 Implications 4
5 Information 5
6 Inferences 6
7 Concept 7, 9
8 Questions 8, 10
61
Appendix 6
PRINCESS MANDALIKA
Once upon a time in Lombok, there was a kingdom named Kuripan. The king of
Kuripan was very wise. He had a daughter named Mandalika She was so beautiful. Many
princes wanted to marry her. To choose the one that would be his son in law, the king had an
arrow shooting competition.
The best one would be Mandalika‘s husband. On the day of the competition, those
princes shot their arrows. All of them did it perfectly.The king found it difficult to choose.
Therefore, the princes began to fight and kill each other. Princess Mandalika was so desperate.
She didn‘t want anyone killing each other because of her. That‘s why she decided to go to the
sea and plunged herself into it. She died in the south sea of Lombok. The king and princes
were sad and felt quilty.
They regretted and stoped fighting until now, one day in every year, usually in
Februery or March, people go to south sea. One that day, great number of worm come out
from the sea. People call their worms ―nyale‖. People believe that those nyales are princes
Mandalika‘s hair.
Please answer the question based on your own words!
1. Explain what is the purpose of the text

2. Explain about the tradition of bau nyale based on your point of you after you read the
text
3. What is your opinion about the people belive those nyales are princes Mandalika‘s
hair?
4. Why the princes began to fight and kill each other
5. Telling how many the characters in the text
6. What is the conclusion of the story?
7. What is the main idea in the text?
8. What is your confusion about this story?
9. Please find out the theme in the story, and explain it
10. Find out the difficult vocabulary in the text and answer it
62
Appendix 7
Table of Students’ Individual’s Scores Obtained from Pre-Test and Post-
Test Experimental Group
No. Nama Total score of Total score D=(X2-X1) D=(X2-X1)2
pre-test of post-test
1 AAP 76 94 18 324
2 AJ 71 89 18 324
3 ASZ 73 86 15 225
4 AR 71 86 15 225
5 APDD 71 85 14 196
6 DMLD 72 88 17 289
7 DMY 72 86 14 196
8 DPL 72 89 17 289
9 GCP 72 90 18 324
10 GDAS 74 86 12 144
11 HI 74 94 20 400
12 HRD 71 91 20 400
13 HA 73 94 21 16
14 IKAKP 70 86 12 144
15 IKGPK 75 84 9 81
16 IKAC 77 83 6 36
17 IKPY 74 87 13 169
18 IMAA 71 86 15 225
19 IMBY 75 86 11 121
20 IMPD 75 89 14 196
21 INWA 72 77 5 484
22 INS 84 86 2 4
23 IAJS 61 67 6 36
24 IBAW 59 62 3 9
25 IAS 63 67 4 16
26 IAP 57 67 10 100
27 KWA 68 69 1 1
28 LMERN 65 67 2 4
29 MRK 62 67 5 25
30 MHA 59 65 6 36
31 NKAW 56 67 11 121
32 NKDA 62 67 5 25
33 NKSP 62 67 5 25
34 NMSPE 58 65 7 49
63
35 RM 60 65 5 25
36 RAS 59 67 8 64
37 SAT 63 65 2 4
38 SV 62 67 5 25
39 SLT 61 69 8 64
40 WR 68 69 1 1
41 YA 61 67 6 36
42 YH 38 52 14 196
Total Ʃ2819 Ʃ3240 Ʃ 423 Ʃ 5656
64
Pre test of Experimental Group
76 71 73 71 71
72 72 72 72 74
74 71 73 70 75
77 74 71 75 75
72 61 61 59 63
57 68 65 62 59
56 62 58 60 59
68 62 84 63 62
61 38
1. The highest score is 84
2. The lowest score is 38
3. Range is 84– 38 = 46
4. The number of class is = 1+ (3.3) log n
= 1+ (3.3) log 42
= 1+ (3.3) (1.623)
= 6,9789 (use 7)
5. Interval is 46/7 = 6,57 (use 6)
Table 03
Frequency Distribution of Experimental Group for Pre-Test
No Class Class Mid Point Tally Frequency Percentage
Limit Boundaries
1 38-44 37,5- 44,5 41 I 1 2%
2 45-51 45,5- 51,5 48 0
3 52-58 52,5- 58,5 55 II 2 5%
4 59- 65 59,5- 65,5 62 IIII IIII 14 34 %
65
IIII
5 66-72 66,5- 72,5 IIII IIII
69 14 34 %
IIII
6 73-79 73,5- 79,5 76 IIII IIII 10 23 %
7 78-84 78,5- 84,5 81 I 1 2%
Total 42 100%
6. Mean, Mode and Median pre test for experimental group
Class Limit Fi Xi Xi2 fiXi fiXi2

38-44 1 41 1.681 41 1.681
45-51 0 48 2.304 0 0
52-58 2 55 3.025 110 12.100
59-65 14 62 3.844 868 753.424
66-72 14 69 4.761 966 933.156
73-79 10 76 5.776 760 577.600
80-86 1 81 6.561 81 6.561
Total 42 2826 2.284.522
1. Mean
∑𝛾
𝑀𝑦 =
𝑁𝛾
2826
= 42
= 67.3
2. Mode
𝑓𝑖
Mo = L+ i ( 𝑓𝑖 +𝑓2)
14
= 65,5+ 6 ( 14+17)
= 65,5 + 6 (0.451)
= 65,5 + 2.706
= 68
Based on the data above, it can be seen that the mode score of Pre-test was 68
3. Median
𝑛
−𝑐𝑓𝑏
2
Md = L + i ( )
𝑓𝑤
66
42
−17
2
= 65,5 + 6 14
14
= 65,5 + 6 4
= 65,5 + 6 (0,285)
= 65,5 + 1.714
= 67,21
1. Standard deviations for experimental group

∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
2.284.552 2826 2
= −
42 42
= 2.284.552 − 190.149,43
= 51082,259
= 226,01
67
Post Test Experimental Group
67 67 69 69 67
65 67 65 65 67
67 67 65 67 69
67 69 67 67 52
86 94 89 86 86
87 83 84 86 77
91 94 86 90 89
86 88 85 86 86
89 94

3. Range is 94– 52 = 42
= 1+ (3.3) log 42
= 1+ (3.3) (1,623)
= 1+ 4.610
= 6,978 (use 7)
5. Interval is 42/7 = 6 (use 6)
Table 03
Frequency Distribution of Experimental Group for Post-Test
N Class Class Mid Tally Frequency Percentage
o Limit Boundaries Point
1 52-58 51,5- 58,5 55 I 1 2%
2 59-65 59,5- 65,5 62 IIII 5 12 %
3 66-72 66,5- 72,5 70 IIII IIII IIII 14 34 %
68
4 73- 79 73,5- 79,5 76 I 1 2%
5 80-86 80,5- 86,5 83 IIII IIII I 11 26 %
6 87-93 87,5-93,5 90 IIII II 7 17 %
7 94-100 94,5-100,5 97 III 3 7%
Total 42 100%
6. Mean, Mode and Median post test for experimental group
Class
Fi Xi Xi2 fiXi fiXi2
Limit
52-58 1 55 3.025 55 3.025
59-65 5 62 3.844 310 96.100
66-72 14 70 4.900 980 960.400
73-79 1 76 5.776 76 5776
80-86 11 83 6.889 913 833.569
87-93 7 90 1.521 630 396.900
94-100 3 97 1.764 291 84.681
Total 42 3.255 2.380.451
a. Mean
∑𝛾
𝑀𝑦 = 𝑁𝛾
= 3225
42
= 77.5
b. Mode
𝑓𝑖
Mo = L+ i ( 𝑓𝑖 +𝑓2)
1
= 79,5+ 6 ( 1+21)
= 79,5 + 6 (0.045)
= 79,5 + 0.27
= 79,77
c. Median
𝑛
−𝑐𝑓𝑏
2
Md = L + i ( )
𝑓𝑤
42
−21
2
= 79,5 + 6 1
= 79,5 + 6 0
= 79,5 + 0
= 79,5
69
d. Standard deviations for experimental group
∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
2.380.451 3225
= − ²
42 42
= 2.380.451 − 252.262,5
= 51907,037
= 227,83
70
Appendix 8
Table of Students’ Individual’s Scores Obtained from Pre-Test and Post- Test
Control Group
No. Nama Total score Total score D=(X2-X1) D=(X2-X1)2
of pre-test of post-test
1 AI 72 74 12 144
2 ADK 72 81 16 256
3 BFN 70 89 40 1600
4 CH 72 87 36 1296
5 ESD 73 89 8 256
6 FA 72 87 16 256
7 GGP 72 88 28 784
8 GCA 72 89 20 400
9 HN 72 91 44 1936
10 HAK 75 91 36 1296
11 IGT 72 88 20 400
12 IKSS 74 88 36 1296
13 IKPW 70 91 4 16
14 IMDTG 77 92 4 16
15 IPTM 70 93 20 400
16 IWAB 72 91 28 784
17 IWAS 72 87 36 1296
18 IDAAD 71 85 12 144
19 IDAPS 75 85 28 784
20 INKSU 65 67 2 400
21 NKCA 60 47 40 1600
22 NKDP 62 64 32 1024
23 NLGT 64 62 36 1296
24 NLPW 62 60 12 144
25 NMDJ 58 61 20 400
26 NNAS 64 67 3 9
27 NNJS 62 62 0 0
28 NNWA 62 67 5 25
29 NWER 61 69 8 64
30 RM 59 60 1 1
31 RYA 61 66 5 25
32 RH 63 64 1 1
33 RI 59 67 8 64
34 RFM 58 62 4 16
71
35 RZDP 62 64 2 4
36 SSD 38 57 19 361
37 SDY 64 69 5 9
38 SAN 62 66 4 16
39 SW 59 62 3 64
40 ZFP 84 90 6 36
Total Ʃ1308 Ʃ1896 Ʃ663 Ʃ18919
72
Pre Test Control Group
72 72 70 72 73
72 72 72 72 75
72 74 70 77 70
72 72 71 75 65
60 62 64 62 58
64 62 62 61 59
61 63 59 58 62
59 64 62 38 84
9. Range is 84– 38 = 46
= 1+ (3.3) log 40
= 1+ (3.3) (1,602)
= 6,8886 (use 7)
11. Interval is 46/7 = 6,571 (use 6)
Table 03
Frequency Distribution of Control Group for Pre-Test
N Class Class Mid Tally Frequency Percenta
o Limit Boundaries Point ge
1 38-44 37,5- 44,5 41 I 1 2.5 %
2 45-51 45,5- 51,5 48 0 0%
3 52-58 52,5- 58,5 55 II 2 5%
4 59-65 59,5- 65,5 62 IIII IIII IIII I 16 40 %
5 66-72 66,5- 72,5 69 IIII IIII IIII 15 37.5 %
73
6 73-79 73,5-79,5 76 IIII 4 10 %
7 78-84 78,5-84,5 81 II 2 5%
Total 40 100%
12. Mean, Mode and Median pre test for control group

38-44 1 41 1.681 41 1.681
45-51 0 48 2.304 0 0
52-58 2 55 3.025 110 12.100
59-65 16 62 3.844 992 984.064
66-72 15 69 4.761 735 540.225
73-79 4 76 5.776 304 92.416
78-84 2 81 6.561 162 26.244
Total 40 2.344 1.656.730
a. Mean
∑𝛾
𝑀𝑦 = 𝑁𝛾
= 2344
40
= 58,6
b. Mode
𝑓𝑖
Mo = L+ i ( 𝑓𝑖 +𝑓2)
16
= 65,5+ 6 ( 16+19)
= 65,5 + 6 (0.457)
= 65,5 + 6,457
= 71,957
c. Median
𝑛
−𝑐𝑓𝑏
Md= L + i ( 2 𝑓𝑤 )
74
40
−19
2
= 65,5 + 6 16
= 65,5 + 6 0,0625
= 65,5 + 0,375
= 65,87
d. Standard deviations for control group

∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
1.656.730 2344
= − ²
40 40
= 1.656.730 − 137.358,4
= 38958,246
= 197,4
75
Post Test Control Group
67 67 66 67 57
64 62 67 64 66
60 69 67 62 67
61 60 62 64 47
90 85 85 87 91
93 92 91 88 88
91 91 89 88 87
89 87 89 81 74

3. Range is 93– 47 = 46
= 1+ (3.3) log 40
= 1+ (3.3) (1,602)
= 6,8886 (use 7)
5. Interval is 46/7 = 6,571 (use 6)
Table 03
Frequency Distribution of control Group for Post-Test
N Class Class Mid Tally Frequency Percentage
o Limit Boundaries Point
1 47-53 46,5- 53,5 50 I 1 2.5 %
2 54-60 54,5- 60,5 57 III 3 7.5 %
3 61-67 61,5- 67,5 64 IIII IIII IIII 15 37.5 %
4 68-74 68,5- 74,5 71 II 2 5%
5 75-81 75,5- 81,5 78 I 1 2.5 %
6 82-88 82,5-88,5 85 IIII III 8 20 %
7 89-95 89,5-95,5 92 IIII IIII 10 25 %
Total 40 100%
76
6. Mean, Mode and Median post test for control group

47-53 1 50 2.500 50 2.500
54-60 3 57 3.249 171 29.241
61-67 15 64 4.096 960 921.600
68-74 2 70 4.900 70 4.900
75-81 1 78 6.084 78 6.084
82-88 8 85 7.225 765 585.225
89-95 10 81 8.464 920 846.400
Total 40 92 3.014 2.395.950
a. Mean
∑𝛾
𝑀𝑦 = 𝑁𝛾
= 3.014
40
= 75,35
b. Mode
𝑓𝑖
Mo = L+ i ( 𝑓𝑖 +𝑓2)
2
= 74,5+ 6 ( 2+20)
= 74,5 + 6 (0.090)
= 74,5 + 0,54
= 75,04
c. Median
𝑛
−𝑐𝑓𝑏
Md= L + i ( 2 𝑓𝑤 )
40
−20
2
= 74,5 + 6 2
= 74,5 + 6 (0)
= 74,5
d. Standard deviations for control group

∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
2.395.950 3.014
= − ²
40 40
= 2.395.950 − 227.104,9
= 55.611,4128
= 235,82
77
Appendix 9
Normality test for Control Group Pre-test
Find out mean and Standard Deviation

1. Mean
∑𝛾
𝑀𝑦 = 𝑁𝛾
= 2344
40
= 58,6
2. Standard deviations for control group
∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
1.656.730 2344
= − ²
40 40
= 1.656.730 − 137.358,4
= 38958,246
= 197,4
3. Class Boundaries
38 – 0.5 = 37.5
44 + 0.5 = 44.5
51 + 0.5 = 51.5
58 + 0.5 = 58.5
65 + 0.5 = 65.5
72 + 0.5 = 72.5
79 + 0.5 = 79.5
84 + 0.5 = 84.5
4. Find out Z Score
37,5 − 58,6
Z1 = 197,4 = - 0,11
44,5 − 58,6
Z2 = = - 0,07
197,4
51,5 − 58,6
Z3 = = - 0,04
197,4
58,5 − 58,6
Z4 = = - 0,00
197,4
65,5 − 58,6
Z5 = = 0,03
197,4
72,5 − 58,6
Z6 = = 0,07
197,4
79,5 − 58,6
Z7 = = 0,10
197,4
84,5 − 58,6
Z8= = 0,13
197,4
78
5. Find out 0 – Z
-0,11 = 04,38
-0,07 = 02,79
-0,04 = 01,60
-0,00 = 00,00
0,03 = 01,20
0,07 = 02,79
0,10 = 03,98
0,13 = 05,17
6. Find out the interval
04,38 – 02,79 = 1,59
02,79 – 01,60 = 1,19
1,60 – 0,00 = 1,6
00,00 – 01,20 = -1,02
01,20 – 02,79 = -1,59
02,79 – 03,98= -1,19
03,98 – 03,17 = -1,19
7. Find out fh
1,59 x 40 = 63,6
1,19 x 40 = 47,6
1,6 x 40 = 64
-1,2 x 40 = -48
-1,59 x 40 = -63,6
-1,19 x 40 = -47,6
-1,19 x 40 = -47,6
(𝐅𝐨 – 𝐅𝐡)²
Fo - Fh (Fo – Fh)²
𝐅𝐡
1 – 63,6 = -62,6 3.918,76 61,62
0 – 47,6 = -47,6 2.265,76 42,6
2 – 64 = -62 3.844 60,06
16 – (-48) = 64 4.096 -85,33
15 – (-63,6) =
6.177,96 -97,13
78,6
4 – (-47,6) = 51,6 2.662,56 -55,93
2 – (-47,6) =
2.460,16 -51,68
49,s6
Total -120,25
According to Sugiyono (2011:82) if F test smaller than F table, it means that
distribution data is normal.
x² hit = -120,79
x² table = (db = k – 1) = 7 - 1 = 6 = 12,592
x² hit -120,79 ≤ 12,592 = Normal
79
Normality test for Control Group Posttest
A. Find out mean and Standard Deviation

1. Mean
∑𝛾
𝑀𝑦 = 𝑁𝛾
= 3.014
40
= 75,35
2. Standard deviations for control group
∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
2.395.950 3.014
= − ²
40 40
= 2.395.950 − 227.104,9
= 55.611,4128
= 235,82
3. Class Boundaries
47 – 0.5 = 46.5
53 + 0.5 = 53.5
60 + 0.5 = 60.5
67 + 0.5 = 67.5
74 + 0.5 = 74.5
81 + 0.5 = 81.5
88 + 0.5 = 88.5
95 + 0.5 = 95.5
4. Find out Z Score
46,5 − 75,35
Z1 = = - 0,12
235,82
53,5 − 75,35
Z2 = = - 0,09
235,82
60,5 − 75,35
Z3 = = - 0,06
235,82
67,5 − 75,35
Z4 = = - 0,03
235,82
74,5 −75,35
Z5 = = -0,00
235,82
81,5 −75,35
Z6 = = 0,02
235,82
88,5 − 75,35
Z7 = = 0,05
235,82
80
95,5 − 75,35
Z8= = 0,08
235,82
5. Find out 0 – Z
-0,12 = 04,78
-0,09 = 03,59
-0,06 = 02,39
-0,03 = 01,20
-0,00 = 00,00
-0,02 = 00,80
0,05 = 20,88
0,08 = 03,19
04,78 – 03,59 = 1,9
03,59 – 02,39 = 1,2
02,39 – 01,20 = 1,19
01,20 – 00,00 = 1,2
00,00 – 00,80 = -0,8
00,80 – 20,88= -20,08
20,88 – 03,19 = 17,69
7. Find out fh
1,19 x 40 = 47,6
1,2 x 40 = 48
1,19 x 40 = 47,6
1,2 x 40 = 48
0,8 x 40 = -32
-20,08 x 40 = 813,2
17,69 x 40 = 707,6
Fo – Fh (Fo – Fh)²
𝐅𝐡
1 – 47,6 = -46,6 2171,56 45,6
3 – 48 = -45 2025 42,2
15 – 47,6 = -32,6 1062,76 22,3
2 – 48 = -46 2116 44,0
1 – (-32) = 33 1089 -34,0
8 – (-803,2) = 811,2 658045,44 -819,3
10 – 707,6 = -697,6 486645,76 687,7
Total -11,5
x² hit = -11,5
x² table = (db = k – 1) = 7 - 1 = 6 = 12,592
x² hit -11,5 ≤ 12,592 = Normal
81
Normality test for Experimental Group Pre-test
B. Find out mean and Standard Deviation

1. Mean
∑𝛾
𝑀𝑦 =
𝑁𝛾
2826
= 42
= 67.3

∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
2.284.552 2826 2
= −
42 42
= 2.284.552 − 190.149,43
= 51082,259
= 226,01
3. Class Boundaries
38 – 0.5 = 37.5
44 + 0.5 = 44.5
51 + 0.5 = 51.5
58 + 0.5 = 58.5
65 + 0.5 = 65.5
72 + 0.5 = 72.5
79 + 0.5 = 79.5
84 + 0.5 = 84.5
4. Find out Z Score
37,5 − 67,3
Z1 = 226,01 = - 0,13
44,5 − 67,3
Z2 = = - 0,10
226,01
51,5 − 67,3
Z3 = = - 0,07
226,01
58,5 − 67,3
Z4 = = - 0,04
226,01
65,5 − 67,3
Z5 = = -0,00
226,01
72,5 − 67,3
Z6 = = 0,02
226,01
79,5 − 67,3
Z7 = = 0,05
226,01
84,5 − 75,35
Z8= = 0,08
235,82
82
5. Find out 0 – Z
-0,13 = 05,17
-0,10 = 03,98
-0,07 = 02,79
-0,04 = 01,60
-0,00 = 00,00
-0,02 = 00,80
0,05 = 01,99
0,08 = 03,19

05,17 – 03,98 = 1,19
03,98 – 02,79 = 1,19
02,79 – 01,60 = 1,19
01,60 – 00,00 = 1,6
00,00 – 00,80 = -0,8
00,80 – 01,99 = -1,19
01,99 – 03,19 = -1,2
7. Find out fh
1,19 x 42 = 49,98
1,19 x 42 = 49,98
1,19 x 42 = 49,98
1,6 x 42 = 67,2
-0,8 x 42 = -33,6
-1,19 x 42 = 49,98
-1,2 x 42 = 50,4
Fo - Fh (Fo – Fh)²
𝐅𝐡
1 – 49,98 = -48,98 2399,04 48
0 – 49,98 = -49,98 2498,00 49.97
2 – 49,98 = -47,98 2302,08 46,06
14 – 67,2 = -53,2 2830,24 42,11
14 – (-33,6) = 47,6 2265,76 -67,43
10 – (-49,98) =
3597,60 -71,98
59,98
1 – (50,4 = -51,4 2641,96 52,41
Total -5,68
x² hit = -5,68
x² table = (db = k – 1) = 7 - 1 = 6 = 12,592
x² hit -5,68 ≤ 12,592 = Normal
83
Normality test for Experimental Group Posttest
C. Find out mean and Standard Deviation

1. Mean
∑𝛾
𝑀𝑦 = 𝑁𝛾
= 3225
42
= 77.5
∑ 𝐷² ∑𝐷
SDD = − ²
𝑁 𝑁
2.380.451 3225
= − ²
42 42
= 2.380.451 − 252.262,5
= 51907,037
= 227,83
1. Class Boundaries
52 – 0.5 = 51.5
58 + 0.5 = 58.5
65 + 0.5 = 65.5
72 + 0.5 = 72.5
79 + 0.5 = 79.5
86 + 0.5 = 86.5
93 + 0.5 = 93.5
100 + 0.5 = 100.5
2. Find out Z Score
51,5 − 77,5
Z1 = 227,83 = - 0,11
58,5 − 77,5
Z2 = = - 0,08
227,83
65,5 − 77,5
Z3 = = - 0,05
227,83
72,5 − 77,5
Z4 = = - 0,02
227,83
79,5 − 77,5
Z5 = = 0,08
227,83
86,5 − 77,5
Z6 = = 0,03
227,83
93,5 − 77,5
Z7 = = 0,07
227,83
84
100,5 − 77,5
Z8= = 0,10
227,83
3. Find out 0 – Z
-0,11 = 04,38
-0,08 = 03,19
-0,05 = 01,99
-0,02 = 00,80
0,08 = 03,19
0,03 = 01,20
0,07 = 02,79
0,10 = 03,98
04,38 – 03,19 = 1,19
03,19 – 01,99 = 1,2
01,99 – 00,80 = 1,19
00,80 – 03,19 = -2,39
03,19 – 01,20 = 1,99
01,20 – 02,79 = 1,59
02,79 – 03,9 8= -1,19
5. Find out fh
1,19 x 42 = 49,98
1,2 x 42 = 50,4
1,19 x 42 = 49,98
-2,39 x 42 = -100,38
1,99 x 42 = 83,38
1,59 x 42 = -66,78
-1,19 x 42 = -49,98
Fo – Fh (Fo – Fh)²
𝐅𝐡
1 – 49,98 = -48,98 2399,04 48
5 – 49,98 = -49,98 2061,16 40,89
14 – 49,98 = -47,98 934,76 18,70
1 – 67,2 = -53,2 101,38 98,38
11 – (-33,6) = 47,6 5267,85 63,02
7 – (-49,98) = 59,98 5443,48 -81,51
3 – (50,4 = -51,4 2806,88 -56,16
Total -18,912

x² hit = -18,912
x² table = (db = k – 1) = 7 - 1 = 6 = 12,592
x² hit -18,912 ≤ 12,592 = Normal
85
Appendix 10
Homogeneity for Pre-test and Post-test
1. Homogeneity for pre-test

∑X = 2.826
∑X² = 2.284.522
N = 42
S² = 226,01
b. Control Group
∑X = 2.344
∑X² = 1.656,738
N = 40
S² = 197,4
High Variians
F= Low Varians
226,01
F = 197,01 = 1,14
According to Sugiyono (2011:141) if F test smaller than F table Ho accepted, its
mean that the varians is homogeny. It can have proved that the value of f-test 1,14 ≤ the
value of f-table 1,69. It means that the sample is homogeny.
86
1. Homogeneity for post-test
∑X = 3.255
∑X² = 2.380.451
N = 42
S² = 227,83
b. Control Group
∑X = 3.014
∑X² = 2.395,950
N = 40
S² = 235,82
High Variians
F= Low Varians
235,82
F = 227,83= 1,03
According to Sugiyono (2011:141) if F test smaller than F table Ho accepted, its
mean that the varians is homogeny. It can have proved that the value of f-test 1,03 ≤ the
value of f-table 1,69. It means that the sample is homogeny.
87
Appendix 11
Contextual Teaching
Critical Thinking Example-non Example Total
Learning
X1 X1² X2 X2² Xtot Xtot²
90 8.100 86 7396 176 15.496
85 7225 94 8836 179 16061
85 7225 89 7921 174 15146
87 7569 86 7396 173 14965
91 8281 86 7396 177 15677
93 8649 87 7569 180 16218
92 8464 83 6889 175 15353
91 8281 84 7056 175 15337
88 7744 86 7396 174 15140
88 7744 94 8836 182 16580
High 91 8281 91 8281 182 16562
91 8281 94 8836 185 17177
89 7921 86 7396 175 15313
88 7744 90 8100 178 15844
87 7569 89 7921 176 15490
89 7921 86 7396 175 15317
87 7569 88 7744 175 15313
89 7921 85 7225 174 15146
81 6561 86 7396 167 13957
74 5476 86 7396 160 14452
89 7921 89 7921
77 5929 77 5929
Tot Bag High 1756 154.526 1.922 168.232 3678 324.394
67 4489 67 4489 134 8978
67 4489 67 4489 134 8978
66 4356 69 4761 135 9117
67 4489 69 4761 136 8458
57 3249 67 4489 124 7738
64 4096 65 4225 129 8321
62 3844 67 4489 129 8069
67 4489 65 4225 132 8714
Low
64 4096 65 4225 129 8321
66 4356 67 4489 133 8845
60 3600 67 4489 127 8089
69 4761 67 4489 136 9250
67 4489 65 4225 132 8714
62 3844 67 4489 129 8333
67 4489 67 4489 134 8978
61 3721 69 4761 130 8482
88
60 3600 67 4489 127 8089
62 3844 67 4489 129 8333
64 4096 65 3844 129 7940
47 2209 52 2704 99 7913
Tot bag Low 1266 80.606 1321 87.110 2587 167.660
Jumlah Total 3022 235.132 3243 255.342 6265 490.474
x̅ 74,02 74,42
Two Ways Anova
(ΣXtot )² (6265 )²
1. JKtot = ΣXtot² - = 490.474 -
N 82
= 490.474 – 478.661 = 11.813

𝛴𝑋𝑘𝑜𝑙 2 𝛴𝑋𝑘𝑜𝑙 2
2. JKkol = Σ −
𝑛 𝑘𝑜𝑙 𝑛
3022 2 3.243 2 6.265 2
= + −
40 42 82
= 228.312 + 249.018 – 478.661
= 1331
𝛴𝑋𝑏𝑎𝑟 2 𝛴𝑋𝑡𝑜𝑡 2
3. JKbar = Σ −
𝑛 𝑏𝑎𝑟 𝑁
3.678 2 2.587 2 6.265 2
= + −
42 40 82
= 322.087 +167.314 – 478.661 = 1.740

4. JKint = JKbag – (Jkkol + JKbar)
(𝛴𝑋𝑏𝑎𝑔 ₁)² (𝛴𝑋𝑏𝑎𝑔 ₂)² (𝛴𝑋𝑏𝑎𝑔𝑛 )² (𝛴𝑋𝑡𝑜𝑡 )²
JKbag = + + −
𝑛𝑏𝑎𝑔 ₁ 𝑛𝑏𝑎𝑔 ₂ 𝑛𝑏𝑎𝑔𝑛 𝑁
(1.756)² (1.922)² (1.226)² (1.321)² (6.265)²

= + + + -
20 22 20 20 82
= 154.176 + 167.912 + 75.153 + 87.252 – 478.661

= 5.832
JKint = 5.832 – (1331 + 1.740)
= 2.761
5. JKdal = JKtot - (JKkol + JKbar + JKint)
= 11.813 – (1331 + 1.740 + 2.761)
= 5.981
6. a. dk kol = k – 1 = 2 – 1 = 1
b. dk bar = b – 1 = 2 – 1 = 1
c. dk int = dkk x dkb = 1 x 1 = 1
d dk dal = (N – k x b) = 82 – 1 x 1 = 81
89
e. dk tot = (N – 1) = 82 – 1 = 81
7. a. Mk kol = 1.331 : 1 = 1.331
b.Mk bar = 1.740 : 1 = 1.740
c.Mk int = 5.423 : 1 = 5.423
d. Mk dal = 5.981 : 81 = 73,83
8. Mk dal = 73,83
Fh kol = 1.331 : 73,83 = 18,02
Fh bar = 1.740 : 73,83 = 23,56
Fh int = 5.423 : 73,83 = 73,45
Source of Sum of Mean of Ft

Dk Fh
variation kuadrad kuadrad 5%
Between
2–1=1 1.331 1.331 18,02
colom
Between
2–1=1 1.740 1.740 23,56
line
1x1=
Iteraction 5.423 5.423 73,45 3,96
1
82 – 1 x 1
In 5.981 73,83
= 81
82 – 1
Total 11.813
=1
d. Because fh (18,02) ≥ ft (3.96) at level of significant 5 % and N = 82 it can be
concluded that there is significant difference on students reading achievement for
those having high and low critical thinking at SMPN 1 NARMADA.
e. Because fh (23,56) ≥ ft (3.96) at level of significant 5 % and N = 82 it can be
concluded there is significant difference on students reading achievement
between those who taught by Contextual Teaching Learning and Example non-
example at SMPN 1 NARMADA.
f. Because fh (73,45) ≥ ft (3.96) at level of significant 5 % and N = 82 it can be
concluded there is interaction between Contextual Teaching Learning and critical
thinking towards students‘ reading achievement at SMPN 1
NARMADA.
90
Appendix 12
Contextual Teaching
Example-non Example
Learning
Critical Critical
Reading Reading
thinking thinking
90 32 86 37
85 33 94 37
85 35 89 39
87 33 86 37
91 34 86 37
93 35 87 32
92 34 83 37
91 34 84 37
88 34 86 37
88 36 94 32
High
91 34 91 32
91 35 94 37
89 36 86 32
88 34 90 37
87 34 89 36
89 34 86 33
87 36 88 37
89 36 85 37
81 36 86 37
74 34 86 32
89 37
77 37
x̅ 21.41 23.43
67 27 67 32
67 28 67 32
66 28 69 32
67 23 69 33
57 28 67 32
64 28 65 33
62 27 67 32
Low 67 29 65 33
64 27 65 32
66 22 67 32
60 29 67 32
69 27 67 32
67 24 65 32
62 24 67 29
67 27 67 33
91
61 23 69 29
60 28 67 32
62 24 67 32
64 24 65 29
47 21 52 32
x̅ 14.69 14.68
92
Appendix 13
93
94
95
96
97
98
99

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THE EFFECT OF CONTEXTUAL TEACHING LEARNING TOWARDS

STUDENTS’ READING ACHIEVEMENT BASED ON STUDENTS’

MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION

Submitted as the Partial Fulfillment of the Requirement for the Degree of

MATARAM INSTITUTE OF TEACHER TRAINING AND EDUCATION

“Keadaan Sosial Menentukan Kesadaran Sosial”

This thesis is dedicated to:

Mataram, Oktober 2018

Name : Widayati Pangestika

Student Number : 14.411.053

Study Program : English Education Department

Address : Jln. Raya sandik, Lombok Barat

Hereby I certify that this thesis is my own work submitted as a partial

fulfillment of the requirement of the degree of Sarjana Pendidikan (S.Pd) at the

Mataram Institute of Teacher Training and Education (IKIP Mataram) and it is

works of others cited therein have been properly acknowledged in the

Mataram, Oktober 2018

The effect of Contextual Teaching Learning towards students’ reading

Key word: Contextual Teaching Learning, Reading, Critical Thinking.

MOTTO AND DEDICATION ...................................................................... iii

STATEMENT OF ORIGINALITY ............................................................. vii

TABLE OF CONTENTS ............................................................................... ix

LIST OF TABLES ......................................................................................... xi

LIST OF APPENDICES ............................................................................... xii

A. Background of Study ........................................................................... 1

CHAPTER II REVIEW OF RELATED LITERATURE .......................... 6

CHAPTER III RESEARCH METHODS……………………………….. .. 25

A. Research Design ................................................................................... 25

CHAPTER IV RESEARCH FINDING AND DISCUSSION………….. .. 35

Table 0.1 Previous of the Study ....................................................................... 21

Table 0.2 Scheme of the Research ................................................................... 26

Table 0.3 Two ways anova............................................................................... 34

Appendix 1 (RPP Experimental group) .......................................................... 45

Appendix 2 (RPP Control Group) .................................................................... 50

Appendix 3 (Blue Print Reading) .................................................................... 55

Appendix 4 (Instrument Reading) ................................................................... 56

Appendix 5 (Blue Print Critical Thinking) ..................................................... 61

Appendix 6 (Instrument Critical Thinking) .................................................... 62

Appendix 7 (Table of Students‘ score) .................................................. 78

A. Background of the Study

According to Bailey and Heritage (2008:10)reading is a complex

linguistic achievement, and teaching children to read is a complex activity

ability to understand a text.

Reading is one of the most important skills in learning language. It is

the problems and broaden their thinking.

In reading there is critical thinking which also need to have by every

student to think more critical in solving problem and comprehend reading

to discover how the text is a unique creation of the author.

Today, the ability to think critically is very important in everyday life,

and solve problems. Lotsof phenomena in everyday life that need to be

criticized.Especially in learning to read, students need to use critical thinking

in analyzing and understanding the meaning of the text.According to Bailey

and Heritage (2008:10)reading is a complex linguistic achievement, and

knowledge and skill.An achievement is something which someone has

succeeded in doing, especially after a lot of effort.So, students should make

Based on the pre-observation, the researcher found someproblems in

thinking in learning reading, and it can think critically when in confronted

meaning of vocabulary in a text, not finding detail information given in the

students cannot success in learning reading.

Some of problems above are probably caused by the teaching strategy,

the teacher teaching by example non-example in the learning process. The

Based on the reason above, the researcher tries to use Contextual

Teaching Learning to create new learning atmosphere.