| dc.description.abstract | This study concern with the effect of Contextual Guessing Technique on students’ reading comprehension achievement. The research methodology is the experimental that contains three steps namely pre-test, it is to know the ability of the students before teaching method, treatment to teach the students about the method that used in the class and the last is step post-test. Here the writter give the test by technique that already learn. This study attemps to investigate and generate the effectiveness interaction between Contextual Guessing Technique on teaching reading. In conducting this study , the writter took 40 students of SMA IMELDA MEDAN as sample of the study. Two classes were selected where one class was the experimental group and the other one was the control group. It can be seen from the improvement of the students’ that the total score of pre-test in experimental group is 1046, mean is 52.3 and total score of post-test in experimental group is 1626, mean is 81.3. While the total score of pre-test in control group is 1028, mean is 51.4 and total score of post-test in controlgroup is 1546, mean is 77.3. The result shows that the value of the tobs (10) is significantly higher than the ttable (1.6856).The instrument used for collecting the data were analyzed by using ttest. It was found that the value of tobserved was 2,567 while ttable ( a=1, 6856) with degree of freedom (df) 38. It means that the value of tobserved was greater than the value df ttable. Therefore, the hypothesis that there is a significant effect of Contextual Guessing Technique on Students’ reading comprehension achievement is accepted. | en_US |
