THE EFFECT OF CONTEXTUAL GUESSING TECHNIQUE ON STUDENTS™ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT

Abstract

This study deals with the effect of Contextual Guessing Technique (CGT) on students™ reading comprehension achievement in descriptive text. The problem of the study is to find out whether Contextual guessing Technique significantly affects students™ achievement in reading descriptive text or not. This study was conducted by using experimental design. The population of the study was the students of eighth grade of SMP Negeri 3 Perbaungan in academic years 2014/2015, there were 5 parallel classes of grade VIII. There were two classes selected to be sample. The experimental group (VIII-2) was taught by using CGT, while the control group was taught by applying conventional technique. The data of the study was obtained from the students™ scores of reading test. There were two kinds of test used in this study. They were pre-test and post-test. The data were analyzed by applying t-test formula. After analyzing the data, the result of the study showed that t-observed (2,322) was higher than t-table (2,024) (t-observed > t-table) at the level of significance of p=0,05 and the degree of freedom (df) = 38. Thus, it can be concluded that applying CGT significantly affects students™ achievement in reading descriptive text, or in other words, the null hypothesis is rejected; therefore, the alternative hypothesis is accepted.