Comparative Study of Students' Reading Comprehension Between Contextual Teaching Learning and Cooperative Learning at the Tenth

dggkdgzkdgtdz; h.ujang suparman, m.a.,ph.d; elin driana, ph.d;

The study is aimed to investigate the better method which can improve
students’ reading comprehension, CTL or Cooperative Learning. The researcher
carried out the study at SMAN 3 Rangkasbitung, Academic Period 2013 – 2014.
The design of this research is quantitative with experimental pre-test and post-test
design. There were two experimental classes consists of 40 students for each. The
first experimental class (X.5) are taught using CTL and the second class (X.6)
using CL. The sample used non-probability sampling technique. The data of the
pre-test and post-test were analyzed and compared using dependent t-test and
independent t-test. The result of the data analysis indicates that the achievement of the two classes is different. There is significant improvement on students’ reading
comprehension of those who are taught using CTL. This is shown by t-value 4.72
with a significance level of 0.0. The significance value is smaller than the p-value
0.05 level; there is significant improvement on students’ reading comprehension
of those who are taught using CL. This is shown by t-value 4.968 with a
significance level of 0.0. The significance value is smaller than the p-value 0.05
level; and the learning through CTL is better to improve students’ reading
comprehension than trough CL. This is shown by the calculation of independent ttest
that t-value 4.371 with a significance level of 0.0. The significance value is
smaller than the p-value 0.05 level. It can be concluded that learning through
CTL is better than through CL to improve students’ reading comprehension.
Based on this finding, it is suggested that CTL method can be used by the
teachers to help students to improve students’ reading comprehension and be
implemented in teaching reading.