the application of contextual guessing technique to

THE APPLICATION OF CONTEXTUAL GUESSING TECHNIQUE TO

IMPROVE THE STUDENTS’ READING COMPREHENSION ATTHE

SECOND YEAR OF SMP NEGERI 4 BARAKA

(Pre- Experimental Research)

A Thesis

Submitted to the faculty of Teacher Training and Education

Makassar Muhammadiyah University in partial fulfillment of the requirement

For the degree ofeducation in English department

SARTIKA

10535 5867 14

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

vii

SURAT PERNYATAAN

Saya yang bertanda tangan di bawah ini:

Nama : Sartika

Nim : 10535 5867 14

Jurusan : Pendidikan Bahasa Inggris

Judul proposal :Application of Contextual Guessing Technique to

Improve the Students‟ Reading Comprehension at

the Second Year of SMP Negeri 4 Baraka

Dengan ini saya menyatakan bahwa skripsi yang saya ajukan di

depan tim penguji adalah hasil karya saya sendiri dan bukan hasil karya

dari orang lain atau di buatkan oleh siapapun.

Demikian pernyataan ini dan saya bersedia menerima sanksi

apabila pernyataan ini tidak benar.

Makassar, February 2020

Yang Membuat Pernyataan

Sartika

UNIVERSITAS MUHAMMADIYAH MAKASSAR

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

viii

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : Sartika

Nim : 10535 5867 14

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan Dan Ilmu Pendidikan

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesai penyusunan proposal

ini, saya akan menyusun sendiri proposal saya (tidak dibuatkan oleh

siapapun).

2. Dalam penyusunan proposal, saya akan selalu melakukan konsultasi

dengan pembimbing yang telah di tetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan

proposal.

4. Apabila saya melanggar perjanjian pada butir 1, 2, 3, saya bersedia

menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.


Yang Membuat Perjanjian

Sartika

ix

ACKNOWLEDGMENT

Praise and great gratitude submitted to almighty god, Allah SWT who always

gives her gracious mercy and tremendous blessing that help the writer finishing this

proposal with the title is the use of culture oriented materials in improving students‟ in

reading comprehension. This proposal is as a requirement in accomplishing the S-1

Degree at the English Education department Faculty of Teacher Training and Education

in Makassar Muhammadiyah University.

The writer would like to thank to all of those who give the contribution so that

this proposal can be finish. The writer would like to deliver this thank to:

1. Prof. Dr. H. Abd. Rahman Rahim, SE., MM, the Rector of Makassar

Muhammadiyah University who brings the campus to the advances.

2. Erwin Akib, M.Pd.,Ph.D the Dean of FKIP Muhammadiyah University of

Makassar for all advices and motivation.

3. UmmiKhaeratiSyam, S.Pd.,M.Pd, the head of English Education Department

of FKIP Muhammadiyah University of Makassar.

4. Dr. St. Asriati AM, S.Pd.,M.Hum. The first advisor, who has painstakingly

spent his valuable time to guide and give excellent suggestions to me in

preparing this proposal.

5. Ratu Yulianti Natsir, S.Pd., M,Pd. The second advisor, for the correction and

invaluable criticism and suggestions she has rendered to me the completion of

the proposal.

6. My beloved parents, my sisters and my brothers who have prayed, motivated,

encouraged, reminded the writer to finish the paper as soon as possible.

x

7. Genk Teke- Teke: Fifi, Hermi, Riska, Sulfi, Mitha and Ririn that always give

the motivation and support to the writer after finish this proposal.

8. All my friends, who have spent glorious and memorable time with the writer

in the class and out of the class.

Last but far from least, the writer very sincere thanks to who are not

mentioned personally here, without their patience, guidance, support and

cooperation this paper could have never been written.

Finally, the writer surrenders everything to Allah SWT and the writer hope

it will be useful thing for the writer herself and for all to improve education

quality.


SARTIKA

xi

TABLE OF CONTENT

TITLE PAGE ...................................................................................................... i

APPROVAL SHEET .......................................................................................... ii

CONSELING SHEET ......................................................................................... iii

SURAT PERNYATAAN.................................................................................... v

SURAT PERJANJIAN ....................................................................................... vi

AKNOWLEDGMENT ....................................................................................... vii

TABLE OF CONTENT ...................................................................................... ix

LIST OF TABLE ................................................................................................ xi

LIST OF FIGURE ............................................................................................... xii

LIST OF CHART ................................................................................................ xiii

ABSTRACT ........................................................................................................ xiv

ABSTRAK .......................................................................................................... xv

CHA PTER I INTRODUCTION ........................................................................ 1

A. Background ............................................................................................. 1

B. Problem Statement .................................................................................. 3

C. Objective of The Research ...................................................................... 3

D. Significance of the Reseach .................................................................... 4

E. Scope of the Research ............................................................................. 4

CHAPTER II REVIEW OF RELATED LITERATURE ................................... 5

A. Previous Related Research Finding ........................................................ 5

1. Definition of ReadingTypes of Reading ............................................. 6

2. Types of Reading ................................................................................ 7

3. Purpose of Reading ............................................................................. 8

4. Reading is Important .......................................................................... 9

xii

B. Reading Comprehension ......................................................................... 12

1. Definition of reading comprehension ................................................. 12

2. The Factors that Influence Reading Comprehension ......................... 13

3. Skills Reading Comprehension .......................................................... 15

C. Contextual Guessing Technique ............................................................. 19

D. Conceptual Framework ........................................................................... 22

CHAPTER III RESEARCH METHOD.............................................................. 24

A. Research Design ...................................................................................... 24

B. Population and Sample ............................................................................ 26

C. Research Variables and Indicators .......................................................... 26

D. Instrument of the Research...................................................................... 27

E. Procedure of Data collection ................................................................... 28

F. Technique of Data Analysis .................................................................... 28

CHAPTER IV FINDINGS AND DISCUSSION ............................................... 30

A. Findings ................................................................................................... 30

B. Discussion ............................................................................................... 35

CHAPTER VCONCLUSION AND SUGGESTION ......................................... 39

A. Conclusion............................................................................................... 39

B. Suggestion ............................................................................................... 40

BIBLIOGRAPHY

APPENDICES

CURRICULUM VITAE

xiii

LIST OF TABLE

Table 3.1 Research Design .................................................................................. 24

Table 4.1 Mean Score Literal Comprehension ................................................... 30

Table 4.2 Classification of the Students Literal Comprehension ........................ 31

Table 4.3 Mean Score Inferential Comprehension ............................................. 32

Table 4.4 Classification of the Students Inferential Comprehension .................. 33

Table 4.5 Mean Score of Literal and Inferential Comprehension ....................... 34

Table 4.6 T-test and T-table ................................................................................ 35

xiv

LIST OF FIGURE

Figure 2.1 Conceptual Framework ...................................................................... 22

xv

LIST OF CHART

Chart 4.1Percentage of pre-test and post-test Literal Comprehension ................ 31

Chart 4.2 Percentage of pre-test and post-test Inferential Comprehension ......... 32

xvi

ABSTRACT

Sartika, 2020. Application of Contextual Guessing Technique to Improve the

Students’ Reading Comprehension at the Second Year of SMP Negeri 4 Baraka

(Pre-Experimental Reaserch). English Education Department Faculty of Teacher

Training and Education Muhammadiyah University of Makassar. Supervised by

St. Asriati and Ratu Yulianti Natsir.

The research aimed to find out the improvement of the students‟ literal

reading comprehension and the students‟ inferential reading comprehension after

using contextual guessing technique of the students‟ at the second year of SMP

Negeri 4 Baraka.

The researcher applied pre-experimental method with pre-test and post-test

design. The population of this research was the second year students which

consisted of 25 students (1 class). This sample used purposive sampling

technique.

The result showed that the literal and inferential comprehension in pre-test

and post-test have different significantly. The mean score of literal comprehension

in post-test was higher than pre-test (77.8>49) and the means score of inferential

comprehension in post-test than pre-test (79.4>48.4). After analyzing, the t-test

value of literal and inferential comprehension in reading were higher than t-table.

The t-test value of literal comprehension was 12.30 and the t-test value of

inferential comprehension was 13.36, while the value of t-table was 2.064. It

means that there was a significant difference of students‟ literal and inferential

reading comprehension between before and after using contextual guessing

technique.

Keywords: Contextual Guessing Technique, Reading Comprehension, Literal

Comprehension, Inferential Comprehension.

xvii

ABSTRAK

Sartika, 2020. Penerapan Teknik Menebak Kontekstual untuk Meningkatkan

Pemahaman Membaca Siswa di Tahun Kedua SMP Negeri 4 Baraka (Penelitian

Pra- Eksperimental). Departemen Pendidikan Bahasa Inggris. Fakultas Keguruan

dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Dibimbing oleh St.

Asriati dan Ratu Yulianti Natsir.

Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman

membaca literal siswa dan pemahaman membaca inferensial siswa setelah

menggunakan teknik menebak kontekstual siswa di tahun kedua SMP Negeri 4

Baraka.

Peneliti menerapkan Metode Pra-Eksperimental dengan Desain Pre-Test

dan Post-Test. Populasi penelitian ini adalah siswa kelas 2 yang terdiri dari 25

siswa (1 kelas). Sample ini menggunkan Teknik Purposive Sampling.

Hasil penelitian menunjukkan bahwa pemahaman literal dan inferensial

pada Pre-Test dan Post-Test memiliki perbedaan yang signifikan. Skor rata-rata

pemahaman literal dalam Post-Test lebih tinggi dari Pre-Test (77.8>49) dan skor

rata-rata pemahaman inferensial dalam Post-Test daripada Pre-Test (79.4>48.4).

Setelah dianalis, nilai T-Test dari pemahaman literal lebih tinggi dari T-Table.

Nilai T-Test dari pemahaman literal adalah 12.30 dan nilai T-Test dari

pemahaman inferensial adalah 13.36, sedangkan nilai T-Table adalah 2.064. Ini

berarti bahwa ada perbedaan yang signifikan antara pemahaman membaca literal

dan inferensial siswa antara sebelum dan sesudah menggunakan teknik menebak

kontekstual.

Kata Kunci: Teknik Menebak Kontekstual, Pemahaman Membaca,

Pemahaman Literal, Pemahaman Inferensial

1

CHAPTER I

INTRODUCTION

A. Background

Everybody knows that language cannot be apart from human life.

People need language for communication with each other. By using language,

people can express their ideas and feeling. Therefore, language has a central

role in students‟ social and emotional development. It can support them in

learning all subject matters.

As an international language, English is very important and have many

links with various aspects of human life. Many people want to learn English

in order to communicate well and can go abroad when they master English. In

Indonesia, English is considered a foreign language. In addition, this is the

first foreign language taught as compulsory subjects in junior high schools,

senior high schools and universities in Indonesia.

In learning language, there are four skills should be mastered by

students, such as listening, speaking, reading and writing. These four skills

should be involved by teacher in process of teaching and learning in a

classroom.The reading skill becomes very important in the education field,

students need to be exercised and trained in order to have a good reading

skill. Reading skill is also included in National Examination. It means that the

students need to comprehend the text given when they answer the questions.

Reading is a way to get information from write sources such as books,

magazine, newspaper and internet which can be helpful in communication.

2

Many experts give their definition about what reading really means.

Mikulecky (2011:5) states that reading is a complex conscious and

unconscious mental process in which the reader uses a variety of strategies to

reconstruct the meaning that the author is assumed to have intended, based on

data from the text and from the readers prior knowledge.

According to Burhan (2012: 9), reading is a physic and mental activity

to reveal the meaning of the written texts, while in that activity there is a

process of knowing letters. It says a physic activity because the parts of the

body, our eyes particularly, do it. And it says mental activity because

perception and memory as parts of mind are involved in it. He then concludes

that the main goal of reading is a process of comprehending written texts.

Reading cannot be separate with comprehension. Comprehension have

the same meaning as understanding. When the readers read a text, they need

to comprehend what the writer tells about. Comprehension here is the

capacity to grasp meaning from the writer‟s idea in a text.

In general, teachers use only conventional techniques in reading. The

teachers only present the subject of the textbook reading and ask the students

to read aloud, follow by answer the questions in the text. Such learning

process that makes students less motivate to read because they feel bored with

the technique that feels monotonous.

Based on descriptions above, the researcher will describe about

Contextual Guessing Technique which is design to help students to use

context to unlock the meaning of unknown words, and guesses about word

3

meanings using context. So this technique can help the students to know how

to guess unfamiliar words in context. As we know that the student interest can

influence their achievement in learning English. Through one of techniques

that will be apply, it is helpful to motivate the students to improve their

reading comprehension. So we can improve the students‟ reading

comprehension through Contextual Guessing Technique.

Based on the statement above, the researcher decides to conduct

research on the “Application of Contextual Guessing Technique to Improve

the Students’ Reading Comprehension at the Second Year of SMP Negeri 4

Baraka”

B. Problem Statement

Based on the previous statement, the writer proposes research

questions, namely:

1. How is the improvement of students‟ literal comprehension at the

second year of SMP Negeri 4 Baraka through Contextual Guessing

Technique?

2. How is the improvement of students‟ inferential comprehension at the

second year of SMP Negeri 4 Baraka through Contextual Guessing

Technique?

C. Objective of the Research

Based on the problem statement above, the objective of the research

was to find out the improvement of the students‟ reading comprehension

through contextual guessing technique especially in literal and inferential

comprehension at the second year of SMP Negeri 4 Baraka.

4

D. Significance of the Reseach

The result of the research is expected to be useful information and a

reference for the English teacher of SMP negeri 4 Baraka. And are also

expected to give a new insight in improving English reading comprehension

by using contextual guessing technique.

E. Scope of the Research

The scope of the research is the applied of contextual guessing

technique to improve the students reading comprehension focusess on literal

comprehension in term main idea and inferential comprehension in term

conclusion. This research uses narative text as material in teaching reading

comprehension.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Finding

Reading is an interactive and constructive process that involves the

reader, the text, and the context of the reading experience. Several previous

studies have found that the use of contextual guessing techniques gives

students to improve reading comprehension.

Sri Rahayu (2015) in her thesis “Improving reading comprehension

through CGT at the second grade students‟ of SMA Negeri 1 Palopo” stated

that using contextual guessing technique is effective to improve students‟

reading comprehension at SMA Negeri 1 Palopo. The data also shows that the

students have good score is it approved by the mean score of the students‟ in

post-test (8,90) is higher than pre- test (5,30).

Subaedah (2017) in her thesis” The students ability in using CGT in

reading comprehension of second grade in SMA Negeri 1 Galesong Selatan”

stated that CGT more effective than conventional technique in teaching

reading comprehension at second grade in SMA Negeri 1 Galesong Selatan.

The result of data analysis showed that the mean score of students in

experimental class in pre-test was 59,33 and 62,80 for control class. The

mean score in post-test for experimental class was 82,40 and 74,80 for control

class.

Based on the explanation above, the researcher decided to implement

the CGT because it was considered to be able to improve the ability to

understand students' reading better based on existing data

6

1. Definition of Reading

According to Jenifer in Noviandi (2012: 12) reading is thinking

and understand getting the meaning behind the text. It means that reading

is a process through which the readers to get a message from an article.

As the process of beginning readers are invited to think about reading to

know the meaning of the symbol that exist as a message to the delivered

by author and understand the content of the message. So that a series of

new thinking that is conveyed by the author to the reader. So that the

reader gets the sense from the text.

According to Burhan (2012: 9), reading is a physic and mental

activity to reveal the meaning of the written texts, while in that activity

there is a process of knowing letters. It says a physic activity because the

parts of the body, our eyes particularly, do it. And it says mental activity

because perception and memory as parts of mind are involved in it. He

then concludes that the main goal of reading is a process of

comprehending written texts.

Grabe and Stoller (2011:3) state that reading is the ability to draw

meaning from printed page and interpret this information appropriately. It

is also an interactive in that sense of linguistic from the text interacts with

information activated by the reader from long-term memory, as

background knowledge (Grabe and Stoller 2011:12). We can

conclude that reading as a way to draw information from a text and to

form an interpretation of that information.

7

Based on experts above, the researcher concludes that the reading

is the process of thinking and understanding the meaning and information

of an article. Reading can also be said to be physical and mental activity.

This is because the eye plays an important role in the reading process

when it is said to be a mental activity because the mind is involved in it.

Basically, reading activities have a function to express the meaning and

information contained in an article.

2. Types of Reading

According Wood in Purnama(2012: 24) indicate the types of

reading are important categories as follow:

a. Skimming

The eyes run quickly, over the text to discover what is about the main

idea and the gist. Thus skimming occurs when the readers‟ looks

quickly at the content page of a book, or at the chapter heading, etc.

this something called previewing, when the reader glances quickly

trough a news paper to see what the items of the day, this will often

mean just glancing at headlines.

b. Scanning

The reader are to look out the particular item, he believes in the text.

The scanning can be done to fine name, static, or fact in writing. The

eyes start quickly at the lives of writing.

c. Intensive reading

It is also called study reading, this involves close study of the text. As

the amount comprehension should be high the speed of reading is

correspondingly slower.

8

Based on explanation above, the researcher concluded that there

are three types of reading in reading skill. Those are essential for the

students to read story or passage easily.

3. The purpose of reading

The main purpose in reading is to seek and acquire the information

involving the contents of reading and understanding the meaning of

reading text. Tarigan said that there are some important thing about the

aim, as follow:

a. Reader's try to find or know what someone is doing or something

that happened to them or how to solve the problem.

b. Reading for main idea

The reader try to know what the topic interest and the problem of the

story.

c. Reading for sequence or organization

The reader try to know what happens in each part of stories, action,

etc.

d. Reading for inference

The reader try to find out the conclusion from the action or the idea

in the text.

e. Reading to classify

The reader try to classify some information or action of the writer in

the text or paragraph.

9

f. Reading to evaluate

The reader try to evaluate what the author is doing or what he is

trying to explain in the paragraph

g. Reading to compare or contrast

The reader the plot of story or content, whether have similarity or

even contrast.

4. Reading is important

From time to time one wonders why reading is important. It

seems like there are many other things related to one's time. Reading is

important for many reasons. Here are some reasons why reading is so

important:

a. Buiding knowledge

Reading is important because it develops the mind. The mind is a

muscle. It needs exercise. Understanding the written word is one way

the mind grows in its ability. Teaching young children to read helps

them develop their language skills. It also helps them learn to listen.

Everybody wants to talk, but few can really listen. Lack of listening

skills can result in major misunderstandings which can lead to job

loss, and other disasters. Reading helps children and adults focus on

what someone else is communicating.

b. Self Improvement

Reading does help you form a better you. Through reading, you

begin understand the world more. Through reading, you begin to have

10

a greater understanding on a topic that interest you; for example: how

to build self confidence, how to make plan better before taking action,

how to memorize things better and more. All of these self

improvements start from the reading; through reading, you create a

structured path towards a better understanding and better actions to

take in the future.

c. Improve Understanding

The more you read, the more you understand one thing: the A to

Z of a thing. Reading also increases the understanding of the rules of

life, in order for you to adapt, adopt and accommodate into the society

better. To play well in a game, you first need to understand the rules

well.

d. Preparation to Action

Before you take action on anything, where should you seek for

help and guidance. Reading is an essential way which can help you

out. In today‟s world, getting reviews and feedback from other people

can make a big impact on your next decision, and the pros and cons of

each choice. Read about how to cook a meal; how to play chess;

which place is nice for the holiday family trip; read the menu before

ordering food, read the manual before using a new gadget. These all

can help you become more prepared before you really get into it.

e. Tools of Communicating

Communication is the most important tool which can be

transmitted through reading. As you communicate through reading,

you understand more, and thus you can communicate better with

11

people. Through reading, you build a more solid foundation for

communication. It is one of the most important tools we use every day

to connect with each other. Whereas if you don‟t read, you can‟t even

connect with the world and what people are talking about out there.

Reading connects you with the world.

f. Boost Imagination and Creativity

Reading exposes you to a world of imagination, showing you

nothing is impossible in this world. By reading, you are exploring a

different angle to see a thing you‟ve known, on how different action

leads to different results. Books are beyond imagination. It‟s like a

huge spider web, where you keep linking to more and more to things

you knew, and things you just learn, structuring new solutions and

answers.

g. Gain Experience from Other People

When you are reading, you are actually gaining the knowledge

and experience of someone. It can hasten your success towards a goal,

as you don‟t need to repeat the same mistake while focusing on the

right path in achieving one thing. It‟s like a mountain of gems for you

to discover in books, which contain people‟s successes, failures and

advice. Life is too short for you to keep repeating the mistakes that

had been done by other people in the past, in order for you to reach the

results that someone might already reached.

From the point of view, it can be conclude that reading is not just

for building understanding and improving knowledge. But also by

12

reading, it's easier to know what's going on around with or without

seeing it live. By reading will make the knowledge more

knowledgeable. That is why reading is called the window of the

world.

B. Reading Comprehension

1. Definition of reading comprehension

Reading comprehension is the understanding of what a particular

text means and the ideas the author is attempting to convey, both textual

and sub-textual. In order to read any text, your brain must process not

only the literal words of the piece, but also their relationship with one

another, the context behind the words, how subtle language and

vocabulary usage can impact emotion and meaning behind the text, and

how the text comes together as a larger, coherent whole.

According to Weiner in Purnama (2012: 55) reading

comprehension is complex process in which the reader use the material.

We must be able to recognize and decode words, and be able to relate the

ideas to the previous knowledge.

From the definition above, the researcher concludes that

definition of Reading comprehension is the ability to process text,

understand its meaning, and to integrate it with what the reader already

knows.

13

2. The Factors that Influence Reading Comprehension

Reading comprehension is a cognitive process that requires many

skills and strategies. The readers are actively engaged with the text, they

think about many things as they read to comprehend the text. There are

several factors that affect the reading comprehension such as linguistic

factors and non-linguistics factors. Linguistic factors include the

knowledge about vocabularies and Meta cognitive knowledge of the

second language structure, grammar and syntax. Meanwhile, non-

linguistic factors include their prior knowledge and their experience.

Lucy Hart have compiled a list, she make briefly explanation of

factors that influence reading comprehension as follow:

a. Prior Knowledge

Prior knowledge plays an essential role in reading

comprehension. Prior knowledge or usually called background

knowledge is important to create new knowledge, without prior

knowledge written material would be meaningless. Prior

knowledge is expressed with words. The more knowledge must be

activated to be useful, the more likely it is that the material will be

understood. Prior knowledge helps the students to comprehend

what are written and making inferences or predictions about the

text. It means that prior knowledge is very important in reading to

get meaning in passage.

14

b. Vocabulary

Students' ability to master vocabulary skills influences their

reading comprehension. Students should be able to understand

familiar words with other words in the text. Mastering the

vocabulary includes recognizing the parts of words, definitions,

useful contextual clues, and how it functions in sentences. This

vocabulary strategy can help improve understanding.

c. Fluency

Reading with fluency allows students to retain information

with accuracy, expression and increased speed. The ability to read

fluently develops through reading practice. As students become

fluent readers, they will spend less time trying to decipher the

meaning of words or more time considering the overall meaning

of the sentences. Over time, fluent readers will develop the ability

to insightfully respond to a text.

d. Active reading

Beginning readers often rely on skilled readers to guide them

through a text. However, as readers develop, they will be able to

monitor their own reading comprehension. Students can actively

guide their own reading by targeting comprehension problems as

they occur. Students can troubleshoot comprehension problems by

recalling what they read, asking themselves questions or

evaluating the text.

15

e. Critical thinking

The students can actively respond to a text more efficiently

when they possess critical thinking skills. As students read, they

can determine the main idea and supporting detail, the sequence of

events and the overall structure of the text. Students will also be

able to identify literary devices and their effect on the text. Having

critical thinking skills help to deepen a students‟ comprehension of

a text, resulting in a positive reading experience.

3. Skills Reading Comprehension

Reading comprehension is the result of many component of skill and

abilities (Pettit & Cockriel, 1974). These skills and abilities are divided

into levels based on complexities and difficulties. Lapp and Flood (1986)

divided the skills underlined reading comprehension into three levels: (1)

literal comprehension (reading on the lines), (2) inferential

comprehension (reading between the lines),(3) critical comprehension

(reading beyond the lines). According to Lapp and Flood (1986) literal

level of comprehension identifies the most important information, while

inferential level observes the relationship of information then make

inferences based on the relationship. In the critical comprehension the

reader are expected to use the current information to create new

information or ideas.

However, based on scope the study, the writer only described skills

of reading comprehension at the level literal comprehension which is

16

indicated by the ability to identify and understand the direct- stated

information of the text and inferential comprehension which is define as

the ability to generate conclusion based on the text. Both of these levels in

reading comprehension are described below:

a. Literal Comprehension

The first key to comprehending a written passage it from a literal

comprehension. Therefore, literal comprehension is fundamental to all

reading skills at any levels because readers must first understand what

the author said before they can draw and inference or make an

evaluation (Carnine, Jerry, and Kameenui, 1997). According to Lapp

and Flood (1986),literal comprehension revers to the ability to

understand and identify the information that directly stated on the

printed pages; fact and opinion, directly stated main ideas, and

sequences. Cete et.al. (2001) also suggest that the basic skills of literal

comprehension are recognizing he stated main ideas and supporting

details, cause-effect and sequences, and identifying pronoun

references.

Literal comprehension involves what the author is actually

saying. The reader needs to understand ideas and information

explicitly stated in reading material. Some of this information is in the

form of recognizing and recalling facts, identifying the main ideas,

supporting details, categorizing outlining, and summarizing. The

readers is also locating information, using context clues to supply

17

meaning, following specific direction, following a

sequences,identifying stated conclusion, and identifying explicitly

stated relationships and organizational patterns. These organizational

patterns can include cause and effect as well as comparison and

contrast.

Question assessing literal comprehension skills examine how well

students can identify and understand information that is directly stated

in a text. However, according to Carnine, et.al (1997), literal

questioning can very in difficulty depending on the length of the text;

the order in which the questions are asked and how they match to the

order of the text; and the use of pronoun references

In summary, literal comprehension is the simplest from

comprehension because it focuses only to the information that is stated

directly in the text. It requires the readers to focus only on one or

some particular information or detail which are needed from a text

such as name, date, a scientific term, or a place, and so on. At this

level of reading comprehension, the readers are demanded to identify

and understand the literal information which directly stated in the text.

b. Inferential Comprehension

Inference is another word for conclusion. The ability to make

inference is regard as a central component of skilled reading. It

requires a reader to blend the literal content of a selection with prior

knowledge, intuition, and imagination for conjecture or to make

18

hypotheses (Lapp & Flood, 1986). It demands the ability to make

connections between personal experiences and comprehension of a

text.

According to Cain (2009, p. 856) relevant background

knowledge for a passage is a better predictor of fourth graders‟ ability

to generate inferences from and elaborate on that text than is their

comprehension skill. It means inferential making depends the readers‟

ability to make connecting between information within the text and

their background knowledge. The relationship between background

knowledge and inference is not reciprocal. Elaborative inferences

cannot be drawn without the prerequisite knowledge. However, just

because a reader has that background knowledge does not

automatically guarantee that the reader will necessarily make the

inference.

Inference making is a key component of fluent reading, and as

such, several aspect of the process are of interest, including the kinds

of inferences readers make and the factors that determine whether and

when inferences are made. Inferential of reading comprehension

includes thinking process such as drawing conclusions, generalizing

and predicting outcomes (Cate, Jane, Marcia, & Peter, 2001). The

ability to generate inferences is an essential skill that greatly

determines the degree to which a passage will be understood (Green &

Roth, 2013). At this level, readers go beyond what is said and read for

19

deeper meanings. They are expected to integrate information and draw

conclusion or inference, and they need to know not only what the

writers write but also what they mean

(Lapp & Flood, 1986). An inference can be made only when the

requisite general knowledge necessary to make that inference is

available. In summary, inferential comprehension demands a higher

level of thinking ability because the question in this category of

interpretative are concern whit that are not directly stated in the text

but are suggested or implied.

Inferential comprehension also involve interpreting figurative

language, drawing conclusion, predicting outcomes, determining the

mood, and judging the author‟s point of view. Therefore, inferential

comprehension deals with that the author means by what is said. The

reader must simply read between the lines and make inferences about

things not directly stated. Again, these inferences are made in the

main idea, supporting details, sequences, and cause and effect

relationship.

C. Contextual Guessing Technique

Contextual guessing is the most important skill used by most readers in

attacking new words (Sukri, 2012). It is closely related to comprehension and

this is one of the most practical skills students learn. Context clues have

several uses in reading.

First, context clues help readers to derive the pronunciation and

meaning of a known word from its uses in a sentence. Second, context clues

20

also help to determine the pronunciation and meaning of an unknown word

from its use in a sentence. When context is used for this purpose, a student

reads around an unknown word, gets the general meaning of the sentence and

then guesses at the pronunciation and meaning of the unfamiliar word from

the way it is used. Third, context determines how the accentuation of similar

words used in different contexts or with different grammatical usages affects

their meanings. Fourth, context provides clues to the meanings of words that

vary according to the subject area in which they are used. Context clues can

function only if the material is suited to the reader in terms of difficulty and

familiarity or interest. If the context is too involved, or if there are too many

unknown words, context is of little value.

Contextual guessing technique are commonly used to infer the meaning

of unfamiliar words in situations when language learners have a lack of

knowledgein vocabulary, grammar, or other linguistic elements to read a

given text.According to Oxford (1990), contextual guessing strategies can be

made based on a wide range of clues; namely, linguistic and nonlinguistic

clues.

Guessing word meaning from context is a general skill practiced by all

readers to varying extens. When we see a new word, we may notice it and

recognize its form and part of speech, and when guess word meaning from

context in teaching reading can improve knowledge about the word (Kucan,

2002:274).

Language learners establish the meaning of a new word based on

interpretation of its immediate text, which is one or two words before or

following the unknown word. Learners also use other linguistic clues, such as

21

semantic or syntactic knowledge to unlock the meaning of new words. With

regard to nonlinguistic clues, language learners apply the knowledge of

context, text structure, and general world knowledge (Oxford, 1990).

Strategic knowledge is defined as conscious control over cognitive

resources, which enables language learners to effectively unlock and gain

better retention of the meaning of unknown words. World knowledge gives

learners the context to select the appropriate meaning of a word or to infer the

meaning of an unfamiliar word in a given context. Learning a word from

context requires matching to familiar concepts, which brings in the concept of

world knowledge. Although dictionary use can enhance the accuracy and

precision of the meaning of unknown words, it slows learners‟ reading

comprehension (Knight, 1994). Thus, some teachers encourage students to

guess the meaning of an unknown word from its context and to refer to a

dictionary only as a last resort.

According to Nation (2001), learning vocabulary via guessing from

context is the most important of all sources of vocabulary learning. Many

educators encourage the contextual guessing strategy. Parel (2004) found that

although reading comprehension results from receptive vocabulary

knowledge, the ability to use inference strategies improves the reading skills

of language learners with low receptive vocabulary.

Fischer (1994) contends that students who infer the meaning of an

unfamiliar word generate their own equivalent meaning based on contextual

cues. In addition, a dictionary provides a contextualized meaning. Therefore,

students often have difficulty developing an appropriate context for an

unfamiliar word based on dictionary definitions.

22

Contextual guessing is defined as an important strategy in the absence

of dictionaries or human assistance and it “entails guessing the meaning of

target word based on interpretation of its immediate context with or without

reference to knowledge of the world. (Haastrup, 1989 in Parel, 2004:848).

D. Conceptual Framework

1. The Conceptual Framework

Based on the theory of the research, the theoretical framework is

described in the following:

Based on conceptual framework above Contextual Guessing Technique is

apply as method to improve the students reading comprehension. In this research,

the researcher will conduct the treatment in six times. The researcher focused on

improving the reading comprehension the level of literal and inferential

comprehension.

Input

Material of Reading

Process

Teaching Reading through CGT

Output

Student Reading

Comprehension Achievement

Literal Comprehension Inferential Comprehension

23

2. Hypothesis

The hypothesis of this research is formulated as follows:

a. Null Hypothesis (H0)

CGT does not improve the students Reading comprehension at the

second year of SMPNegeri 4 Baraka.

b. Alternative Hypothesis (H1)

CGT improves the students Reading comprehension at the second year

of SMPNegeri 4 Baraka.

24

CHAPTER III

RESEARCH METHOD

A. Research Design

This research employed a pre-experimental design which used to

given description about the application of Contextual Guessing Technique in

improving the students‟ reading comprehension of the second year of SMP

Negeri 4 Baraka.It aims to know whether Contextual Guessing improve the

students‟ reading comprehension after using it.

Table 3.1 Research Design

Pre- Test Treatment Post- Test

O1 X O2

Where :

O1 : the pre-test

X : treatment

O2 :the post-test

(Emzir, 2013: 97)

a. O1 : the pre-test

Before giving the treatment, the researcher gave a pre-test to the

sample. The sample of this research was 25 students. Every students

have 40 minutes for solving the task. The task was 10 numbers, consist

5 number multiple choice and 5 number essay. This aims to identifying

25

the students prior knowledge on reading. The researcher gave a pre-test

that consist of narrative short story and answer the qustions about the

story.

b. X : treatment

After giving the pre-test, the students were given treatment by

Contextual Guessing Technique. It take a place for four meetings and

spent 45 minutes in twice meeting.Researcher select the words from the

text or other reading material that to be learnt by the students whose

meaning may be necessary to understand. The researcher presentabout

words which to the students, and they direct to its surrounding context.

a. First Meeting: The researcher gave the students‟ reading material

“Rabbit and Lion” with text book to improve reading

comprehension. And then the students‟ looking around the

unfamiliar word in the text. The students‟ find out the meaning of

those unfamiliar word, and then guessing the sentences and the

general meaning of the text. And the last, the students‟ guessing the

meaning of the whole story.

b. Second Meeting: The researcher gave the students‟ reading

material “Rabbit and Lion” with text book to improve reading

comprehension. And then the students‟ looking around the





26

c. Thirth Meeting : The researcher gave the students‟ reading material

“The Good Step Mother” with text book to exercise to improve

reading comprehension. And then the students‟ looking around the





d. Fourth Meeting: The researcher gave the students‟ reading material

“The Good Step Mother” with text book to exercise to improve

reading comprehension. And then the students‟ looking around the





c. O2 : the post-test

The researcher gave a post-test after holding the treatment. The post-

test was the same is the pre-test. The sample of this research was 25

students. Every students have 40 minutes for solving the task. The task

was 10 numbers, consist 5 number multiple choice and 5 number

essay. The researcher gave a post-test that consisted of narrative short

story and answer the qustions about the story.

B. Population and Sample

1. Population

The population of this research took from the second year students of

SMP Negeri 4 Baraka. There are four classes, namely VIII A consisted of

27

25 students, VIII B consisted 23 students, VIII C consisted 25 students,

and VIII D consisted 20 students. Total number of population were 93

students.

2. The sample

The researcher took only one class as the sample of this research. The

sample of this research was 25 students of VIII A.Which consisted of 8

boys and 15 girls. The research taken purposive sampling technique for

this research.

C. Research Variables and Indicators

1. Variables

This research used two variables namely; Independent variable and

Dependent variable. Independent variable was the Contextual Guessing

Technique, Dependent variable was the students‟ reading comprehension.

2. Indicators

There are two indicators of reading comprehension, they are:

a. The indicators of the students‟ literal comprehension was main idea.

b. The indicators of the students‟ inferential comprehension was

conclusion.

D. Instrument of the Research

The students was given a pre-test before conducting the treatment. The test

is reading comprehension test in form multiple choice to assess the students‟

literal comprehension and essay test to assess the students‟ inferential

comprehension.

28

a. The Assessment of Literal Comprehension (Main Idea).

Indicator Score

The answer include a clear generalization that state or implies

the main idea

40

The answer state or implies main idea 30

Indicator innacurate or incomplate understanding of main idea 20

The answer include minimal or no understanding of main idea 10

( Harmer cited in Arsyam, 2012 :33)

b. The Assessment of Inferential Comprehension( Conclusion)

Indicators Score

Students explain all the characters telling the story what

would like and make very good conclusion

40

Students explain most the character telling the story what


30

Students explain litle of the character telling the story what


20

Students does not explain of the character telling the story

what would like and make very good conclusion

10

(Waltres cited in Arsyam, 2012: 34)

E. Procedure of Data collection

To collect the data, the researcherholds some procedures as follows:

1. Pre-test

Before applying Contextual Guessing Technique or before doing the

treatment, the students are given pre-test to know their achievement in

reading.

29

2. Post test

After applying the treatment, the researcher gave post-test to the

students to obtain data, whether there any progress or improvement of

the second year students reading comprehension of SMP Negeri 4 Baraka

after applying treatment throughContextual Guessing Technique.

F. Technique of Data Analysis

In analyzing the data, the researcher use some steps as follows:

(Gay cited in Mariana, 2012: 33 )

1. The data would be collected through the test analysis by using mean score

formula.

The formula is:

X = ∑X

N

Where : X : Mean score

∑X : The sum of all score

N : the total number of subject

(Gay, 1981)

2. Calculating the percentage of the students‟ score by used formula:

1

12

X

XXP

x 100%

Where: P = Percentage

X2 = The mean score of post test

X1 = The mean score of pre test

(Gay, 1980)

30

3. After collecting the data of the students‟ the researcher classified the score

of the students.

Classification Score

Excellent 96-100

Very Good 86-95

Good 76-85

Fairly Good 66-75

Fair 56-65

Poor 36-55

Very Poor 0-35

(Depdikbud, 1985: 45)

4. To know the significant difference between the score of the pre-test and

post-test, writer calculated the value of the best by used the following

formula:

√∑ (∑ )

( )

Where: t : test of significance differences

: the mean of the difference score

D : the sum of all score

N : the total number of sample

31

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter consists of findings of the research and discussion. The findings

describe about the result of the data collected from the test. And discussion

explain and interprets the findings. The result of the research will be described in

the following description:

A. Findings

The findings of the research that teaching reading comprehension trough

Contextual Guessing Technique could increase reading comprehension in literal

comprehension and inferential comprehension. These findings are described as

follow:

1. Students‟ Reading Comprehension

a. Students‟ Literal Reading Comprehension in Term Main Idea.

Students‟ literal comprehension after the researcher taught English by

using Contextual Guessing Technique have different in pre- test and post-

test. In pre- test students still less understand about main idea but after

applied Contextual Guessing Technique the students‟ more understand about

main idea, can be seen clearly in the following table:

Table 4.1. Mean score of Literal Comprehension

Literal Reading

Comprehension

The students‟ score Improvement

(%) pre-test post-test

Main Idea 49 77.8 58.77%

32

Chart 4.1. Rate percentage of pre-test and post-test of reading.

The table and the graphic above, shows that there was improvement of

the students‟ in reading comprehension in term of literal comprehension from

pre-test with the mean score was 49 and post-test was 77.8. The improvement

of pre-test to post test was 58.77%.

Table 4.2. Classification of the students’ score reading comprehension in

term of main idea

No. Classification Score Pre-test Post-test

Frequency % Frequency %

1 Excellent 96 – 100 - - 0 -

2 Very Good 86 - 95 - - 3 12%

3 Good 76 - 85 - - 10 40%

4 Fairly Good 66 - 75 1 4% 9 36%

5 Fair 56 - 65 5 20 3 12%

6 Poor 36 - 55 13 52% - -

7 Very Poor 0 -35 6 24% - -

Total 25 100% 25 100%

0

20

40

60

80

100

PRE-TEST POST-TEST

33

Based on the table above, it shows that the classification of the students‟

score reading comprehension in term of main idea in pre-test and post-test. In pre-

test, there are 1(4%) student got fairly good, 5(20%) students got fair, 13(52%)

students got poor, and 6(24%) students got very poor.After taking treatment by

using contextual guessing technique, the percentage of student main idea in post-

test are 3(12%) students got very good, 10(40%) students got good, 9(36%)

students got fairly good, and 3(12%) students got fair.

b. Students‟ Inferential reading comprehension in term of Conclusion

Student inferential reading comprehension by using contextual guessing

technique have different in pre-test and post-test. In pre- test students still less

understand about conclusion but after applied Contextual Guessing Technique the

students‟ more understand about conclusion.

Table 4.3. Mean Score of Inferential Comprehension

Inferential Reading

Comprehension

The students‟ score Improvement

(%) pre-test post-test

Conclusion 48.4 79.4 64.04%

Chart 4.2. Rate percentage of pre-test and post-test of reading.

0

20

40

60

80

100

PRE TEST POST TEST

34

The table and the graphic above, shows that there was improvement of the

students‟ in reading comprehension in term of inferential comprehension from

pre-test with the mean score was 48,4 and post-test was 79.4. The improvement of

pre-test to post test was 64.04%.

Table 4.4. Classification of the students’ score reading comprehension in

term of conclusion

No. Classification Score

Pre-test Post-test

Frequency % Frequency %

1 Excellent 96 – 100 - - - -

2 Very Good 86 - 95 - - 4 16%

3 Good 76 - 85 - - 14 56%

4 Fairly Good 66 - 75 - - 4 16%

5 Fair 56 - 65 4 16% 3 12%

6 Poor 36 - 55 18 72% - -

7 Very Poor 0 -35 3 12% - -

Total 25 100% 25 100%

Based on the table above, it shows that the classification of the students‟

score reading comprehension in term of conclusion in pre-test and post-test. In

pre-test, there are 4(16%) students got fair, 18(72%) students got poor, and

35

3(12%) students got very poor. After taking treatment by using contextual

guessing technique, the percentage of student conclusion in post-test are 4(16%)

students got very good, 14(56%) students got good, 4(16%) students got fairly

good, and 3(12%) students got fair.

2. Mean Score of Reading Comprehension

The mean score of literal and inferential comprehension of the students‟ in

pre-test and post-test after calculating the mean score are presented in the

following table:

Table 4.5. The Mean Score of Students’ literal and inferential comprehension

Indicators

Mean Score

Pre-test Post-test

Literal Comprehension

(Main Idea)

49 77.8

Inferential Comprehension

(Conclusion)

48.4 79.4

Based on the table above, shows that the mean score of main idea in post-

test is greater than the pre-test (77.8>49) and the main score of conclusion in post-

test are greater than the pre-test (79.4>48.4).

3. Hypothesis

The hypothesis, the researcher used t-test for sample test. That is a test to

know the significance different between the result of students‟ mean score in pre-

test and post-test. The researcher used t-test analysis on the level of significant=

36

0.05 with degree of the freedom (df) = 25 indicated that t-table value is 2.064. The

result of the data analysis t-test of the students‟ reading comprehension through

contextual guessing technique table below:

Table 4.6. The Comparison of T-test and T-table Score of the Students’

Reading Comprehension.

Variables t-test t-table Description

Literal Comprehension 12.30 2.064 Significance

Inferential Comprehension 13.36 2.064 Significance

The table shows that the value of the t-test is higher than the value of t-table.

The t-test value of main idea is greater than t-table (12.30> 2.064) and t-test value

of conclusion are greater than t-table (13.36>2.064). It said that the null

hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It

means that there is a significance different esult of the students‟ literal and

inferential reading comprehension in reading through Contextual Guessing

Technique.

B. Discussion

1. Students’ Literal Reading Comprehension Using Contextual Guessing

Technique.

The description of the data collected through pre-test as explained in the

previous section shows that the students‟ literal reading comprehension is

improved. As (Burns, Roe & Ross, 1984) literal comprehension is the most

37

obvious comprehension involves surface meaning. Idawati (2009) conducted her

research use of Contextual Guess was better then when they where taught by

using other technique in improve the students‟ reading comprehension.

Based on the findings above, shows that the students' literal reading

comprehension is supported by the mean score of students on pre-test and post-

test in main idea is 49 and 77.8. Before applied contextual guessing technique, the

students could not decide clearly identified main idea by providing strong

evidence, details relating to the main idea. But after applied contextual guessing

technique the students easily for decide main idea.

After calculating the students‟ score of the indicator of literal reading

comprehension in pre-test and post-test also explain the classification of students‟

improvement of literal reading comprehension. In pre-test, there are 1(4%) student

got fairly good, 5(20%) students got fair, 13(52%) students got poor, and 6(24%)

students got very poor. After taking treatment, the percentage of student main idea

in post-test are 3(12%) students got very good, 10(40%) students got good,

9(36%) students got fairly good, and 3(12%) students got fair. Then none of them

got excellent, fair and very poor.

Based on finding above, shows that the students‟ comprehension in literal is

significantly improved. The score of the students‟ in post-test is higher than the

score of students‟ in pre-test. Therefore, it can be conclusion that the contextual

guessing technique could improve the students‟ comprehension in literal reading

comprehension.

38

2. Students’ Inferential Reading Comprehension Using Contextual

Guessing Technique.

Inferential of reading comprehension includes thinking process such as

drawing conclusions, generalizing and predicting outcomes (Cate, Jane, Marcia, &

Peter, 2001). In Irawati (2006) conducted her research also concludes that there is

a significant difference between the reading comprehension before and after using

communicative tasks. In other words the communicative tasks can improve

students‟ reading comprehension.

Based on finding above shows that the students' inferential reading

comprehension is supported by the mean score of students on pre-test and post-

test in main idea is 48.4 and 79.4. Before applied contextual guessing technique,

the students‟ difficult to get conclusion or reflects resources reading in

development idea. But after applied contextual guessing technique the students

easily for conclusion and get the meaning moral value of the text.

After calculating the students‟ score of the indicator of inferential reading

comprehension in pre-test and post-test also explain the classification of students‟

development reading comprehension. In pre-test, there are 4(16%) students got

fair, 18(72%) students got poor, and 3(12%) students got very poor.

After taking treatment, the percentage of students‟ score in post-test are

4(16%) students got very good, 14(56%) students got good, 4(16%) students got

fairly good, and 3(12%) students got fair. Then none of them got excellent, fair

and very poor. Based on finding above, shows that the students‟ comprehension in

inferential is significantly improved. The score of the students‟ in post-test is

39

higher than the score of students‟ in pre-test. Therefore, it can be conclusion that

the contextual guessing technique could improve the students‟ comprehension in

inferential reading comprehension.

3. The significant differences of T-test and T-table

Through the result of pre-test and post-test, the result of t-test value of the

level of the significant= 0.05, degree of the freedom (df) = 25 indicated that t-

table value is 2.064. The t-test is higher than the value of t-table. The t-test value

of the main idea is higher than t-table (12.30>2.064) and t-test value of the

conclusion are greater than t-table(13.36>2.064).

By the seeing the effective of the students‟ literal and inferential

comprehension in reading skill. It is conclusion that contextual guessing technique

improve the students‟ comprehension in literal and inferential in reading. It could

be showed from the students‟ reading pre-test and post-test, some students were

difficult to answer the question and find main idea and conclusion. But the

students‟ reading comprehension in post-test, which the content reading

comprehension could be understand and were easy to answer the question and

find out the main idea and conclusion.

From the discussion above, it can be concluded that the students‟ of the

second year students of SMP Negeri 4 Baraka can be argued that using Contextual

Guessing Technique is very effective in improving the students reading

comprehension.

40

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents some conclusions and suggestions of the result

from the data analysis.

A. Conclusion

1. Contextual Guessing Technique is effective to increase the students‟

literal reading comprehension in term of main idea. It is proven by the

mean score of the students where the pre-test score was 49 and the

post-test was 77.8.

From the finding in the previous chapter, it can be seen the t-test value

of literal reading comprehension is greater than t-table value

(12.30>2.064). It means that there is a significant difference of

students‟ literal reading comprehension between before and after using

Contextual Guessing Technique.

2. Contextual Guessing Technique is effective to increase the students‟

inferential reading comprehension in term of conclusion. It is proven

by the mean score of the students where the pre-test score was 48.4

and the post-test was 79.4. From the finding in the previous chapter, it

can be seen the t-test value of literal reading comprehension is greater

than t-table value (13.36>2.064). It means that there is a significant

difference of students‟ inferential reading comprehension between

before and after using Contextual Guessing Technique.

41

B. Suggestion

In relation to the conclusions above, the writer suggests that:

1. Special for English teacher, through the use of contextual guessing

technique can improve reading skill.

2. English teacher should be more creative in choosing the contextual

guessing technique in teaching reading comprehension.

3. Contextual guessing technique is one of the method that can be

considered in teaching in order to help the students reading skill in

classroom. Because effective and innovative way to improve and

implemented the students reading comprehension.

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Cambridge University Press

Noviandi, Ade. 2017. The Influences of Using Think Aloud Strategy Towards

Reading Comprehension on Recount Text. Lampung: State Islamic

University Raden Intan Lampung.

Oxford English Dictionary. 2006. Little Oxford English Dictionary. California:

Oxford University Press

Parel, R. 2004. The Impact of Lexical Inferencing Strategies on Second Language

Reading Proficiency. Reading and Writing: An Interdisciplinary

Journal. 17, 847-873.

Pettit, N. T., & Cockriel, I. W. 1974. A Factor Study of Literal Comprehension

Test and Inferential Reading Comprehension Test. Journal of Reading

Behavior. VI (1).

Purnama, Maya. 2012. Improving the Students’ Comprehension Achievement

through Folktales Method at the First Year Students’ of SMP Pesantren

Putri Yamata Mandiri. Makassar. Thesis. FKIP Unismuh.

Rahaya, Sri. (2015). Improving Reading Comprehension through CGT on the

Second Grade Students of SMA Negeri 1 Palopo. Thesis. UINAM.

Subaidah. (2017). The Students Ability in using CGT in Reading Comprehension

of Second Grade in SMA Negeri 1 Galesong Selatan. Thesis. UINAM

Sukri. 2012. The Use of Contextual Guessing Technique in Improving Reading

Technique. (online). (http://buttatoabtg.blogspot.co.id.). Accessed on

August 18th

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Tarigan, Hendri Guntur. 2008. Membaca Sebagai Suatu Keterampilan Berbahasa.

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Inspirationboost.com.Accessed on July 27th

, 2018.

http://buttatoabtg.blogspot.co.id/

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Negeri 4 Baraka

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII /1

Skill/ Fokus : Reading

Alokasi Waktu : 2×45 menit

A. Kompetensi Inti

KI 1 : Menghargai dan menghayatiajaran agama yang dianutnya.

KI 2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya

KI 3 :Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

B. Kompetensi Dasar

3.14. Memahami fungsi sosial,

struktur teks, dan unsur kebahasaan dari

teks narative berbentuk dongeng dan

legenda rakyat sesuai dengan konteks

penggunaannya

3.14.1. Memahami fungsi

sosial dalam teks narative dongeng

dan legenda rakyat dan sederhana

sesuai dengan konteks

penggunaannya.

3.14.2. Mengidentifikasi sifat /

karakteristik tokoh dalam dongeng dan

legenda rakyat dan sederhana sesuai

dengan konteks penggunaannya.

3.14.3. Memahami struktur teks

narative dongeng dan legenda rakyat

dan sederhana sesuai dengan konteks

penggunaannya.

3.14.4. Memahami

unsur kebahasaan teks narrative

dongeng dan legenda rakyat sangat

pendek dan sederhana sesuai dengan

konteks penggunaannya

4.18. Menangkap

makna teks narative lisan dan

tulis, berbentuk dongeng dan legenda

rakyat dan sederhana penggunaannya

4.18.1.Menceritakan kembali teks

narrative dongeng dan legenda rakyat

lisan dan tulis pendek dan

sederhanadengan memperhatikan

fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai

konteks.

C. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

1. Memahami fungsi social teks naratif berbrntuk dongeng dan/atau legenda

rakyat.

2. Mengidentifcikasi ciri kebahasaan teks naratif.

3. Mengidentifikasi struktur dan elemen teks naratif.

D. Materi Pembelajaran.

1. Contoh teks narrative

Rabbit and Lion

Long time ago a rabbit and a lion were neighbors. The lion was very proud, and

was fond of boasting about his strength. And though they were such close

neighbors, lion looked down upon the rabbit, and used to bully and frighten her.

Finally, the rabbit could stand it no longer and wanted to get her own back.

One day, she went to the lion and said, “Good day”, respected elder brother.

Imagine it, I met an animal over there who looked exactly like you, and he said to

me, “Is there anyone in the world who dares stand up to me? If there is, let him

come and have a duel with me. If there is no, all of you have to submit to my rule

and be my servants!” “oh, he can‟t even light on anyone!”, added the rabbit.

“oho,” the lion said, “didn‟t you mention me to him?”

“yes, indeed,” the rabbit replied, “but it would have been better if I hadn‟t. when I

described how strong you were, he just sneers and said dreadfully rude things. He

even went so far as to say that wouldn‟t take you for his attendant!”

The lion flew into a rage and roared, “where is her? Where is her?”

So the rabbit took behind a hill and not going too near herself. Pointed to a deep

well from a distance and said, “he is down there in the well”.

The lion hastened to the well and glared angrily into it. Yes, there was his rival

who even glared back at him angrily. The lion roared and his enemy roared back.

The lion became so furious that his hair stood on end. So did his enemy‟s in the

well. The lion showed his teeth and lashed out with his paws to scare his rival-and

his enemy in the well retaliated! In a fit of anger the lion sprang into the air with

all his might and then himself at the enemy in the well.

The result was that the proud lion was instantly.

2. Fungsi social

Teks narrative berfungsi untuk menghibur pendengar atau pembaca

dengan sebuah cerita atau suatu peristiwa

3. Ciri kebahasaan

a. Simple past tense, past continuoues tense

b. Adverbial penghubung waktu: first, then, after, after that, before,

finally, dsb.

c. Adverbia dan frasa preposisional penunjuk waktu: a long time ago,

one day, in the morning, the next day, immediately, dsb.

d. Nominal singular and plural: a, the, this, those, my, their.

4. Elements of the story: setting, characters, main conflict, and theme.

5. Structure of the story: rising action, turning point(climax), falling action, and

resolution.

E. Metode Pembelajaran: CGT (Contextual Guessing Technique)

F. Langkah- langkah pembelajaran

1. kegiatan pendahuluan

a. Mengucapkan salam dan berdoa.

b. Memberikan motivasi dan apersepsi.

c. Menginformasikan tujuan pembelajaran

d. Menginformasikan garis besar kegiatan yang akan di lakukan

2. kegiatan inti

a. siswa dibagi kedalam bentuk kelompok sesuai dengan jumlah siswa

per kelas

b. setiap kelompok diberi teks naratif dengan judul” Rabbit and Lion”

c. dengan bimbingan guru, siswa berdiskusi dan mencatat hal- hal

yang mereka ketahui berdasarkan teks naratif yang dibaca.

1. fungsi social

2. ciri kebahasaan

3. struktur dan elementdari teks “ Rabbit and Lion”

d. dengan bimbingan guru, siswa kemudian menjawab worksheet yang

telah disediakan dengan teman kelompok masing masing.

e. setiap kelompok membuat ringkasan singkat tentang cerita yang

telah dibagikan.

f. dengan bimbingan guru, setiap kelompok mempresentasikan

ringkasan cerita hasil diskusi kelompok di depan kelas.

g. menyimpulkan hasil presentasi dari setiap perwakilan kelompok.

3. kegiatan penutup

a. Guru dan siswa membuat rangkuman/simpulan pelajaran.

b. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang

sudah dilaksanakan.

c. Memberikan umpan balik terhadap proses dan hasil pembelajaran.

d. Memberikan tugas, baik tugas individual maupun kelompok sesuai

dengan hasil belajar peserta didik.

e. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

G. sumber belajar

a. buku teks yang relevant

b. teks naratif dari internet dan sumber lainnya

H. penilaian

1. kriteria penilaian

a. mampu mengidentifikasi informasi yang dinyatakan secara

explisit pada teks bacaan ( latar tempat dan waktu, nama dan

watak tokoh, konflik.)

b. mampu memahami informasi informasi yang dinyatakan secara

implisit dan menyimpulkan pesan moral pada teks yang telah

dibaca.

2. cara penilaian: tes tertulis

3. rubric penilaian:

a. main idea

Indicator Score

The answer include a clear generalization that state

or implies the main idea

40


Indicator innacurate or incomplate understanding

of main idea

20

The answer include minimal or no understanding

of main idea

10

b. conclusion

Indicators Score

Students explain all the characters telling the

story what would like and make very good

conclusion

40

Students explain most the character telling the


conclusion

30

Students explain litle of the character telling the


conclusion

20

Students does not explain of the character telling

the story what would like and make very good

conclusion

10

Baraka,…. November 2018

Mengetahui

Guru Mapel Peneliti

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Satuan Pendidikan : SMP Negeri 4 Baraka

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : VIII /1

Skill/ Fokus : Reading

Alokasi Waktu : 2×45 menit

A. Kompetensi Inti

KI 1 : Menghargai dan menghayatiajaran agama yang dianutnya.

KI 2 :Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,

peduli (toleransi, gotong royong), santun, percaya diri, dalam berinteraksi

secara efektif dengan lingkungan sosial dan alam dalam jangkauan

pergaulan dan keberadaannya

KI 3 :Memahami dan menerapkan pengetahuan (faktual, konseptual, dan

prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

KI 4 : Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak

(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai

dengan yang dipelajari di sekolah dan sumber lain yang sama dalam

sudut pandang/teori.

B. Kompetensi Dasar

3.14. Memahami fungsi sosial,

struktur teks, dan unsur kebahasaan dari

teks narative berbentuk dongeng dan

legenda rakyat sesuai dengan konteks

penggunaannya

3.14.1. Memahami fungsi

sosial dalam teks narative dongeng



penggunaannya.

3.14.2. Mengidentifikasi sifat /

karakteristik tokoh dalam dongeng



penggunaannya.

3.14.3. Memahami struktur teks

narative dongeng dan legenda rakyat

dan sederhana sesuai dengan konteks

penggunaannya.

3.14.4. Memahami

unsur kebahasaan teks narrative

dongeng dan legenda rakyat sangat

pendek dan sederhana sesuai dengan

konteks penggunaannya

4.18. Menangkap

makna teks narative lisan dan

tulis, berbentuk dongeng dan legenda

rakyat dan sederhana penggunaannya

4.18.1.Menceritakan kembali teks

narrative dongeng dan legenda

rakyat lisan dan tulis pendek dan

sederhanadengan memperhatikan

fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai

konteks.

C. Tujuan Pembelajaran

Pada akhir pembelajaran, siswa dapat:

1. memahami funsi social teks naratif berbentuk dongeng dan legenda

rakyat.

2. Mengidentifikasi informasi literal teks naratif ( tempat, nama tokoh, dan

wataknya yang dinyatakan secara explisit dan implisit dalam teks.)

3. Mengidentifikasi hubungan sebab akibat dalam cerita

4. Menyimpulkan pesan moral teks naratif yang telah dibaca

D. Materi Pembelajaran.

1. Contoh teks narrative

The good stepmother

The old witch locked Hansel in a cage and set Gretel to clean the house. She

planned to cat them both. Each night the children cried and begged the witch to let

them go.

Meanwhile at home, their stepmother was beginning to wish she had never tried to

get rid of the children. “I must find them”, she said and set off into the forest.

Many hours later, when her feet were tired from walking and her lips were dry

from thirst, she came to the cottage belonging to the witch. The stepmother

peeped though the window. Her heart cried out when she saw the two children.

She picked up the broom leaning against the door and crept inside. the witch was

putting some stew in the oven when the stepmother gave her an almighty push.

The witch fell into the oven and the stepmother shut the door.

“children, I have come to save you”, she said hugging them tightly. I have done a

dreadful thing.

I hope in time you will forgive me. Let me take you home and become a family

again. They returned to their home and the stepmother became the best mother

anyone could wish to have and of course they lived happily ever after.

2. fungsi social

Teks narrative berfungsi untuk menghibur pendengar atau pembaca

dengan sebuah cerita atau suatu peristiwa

6. Ciri kebahasaan

e. Simple past tense, past continuoues tense

f. Adverbial penghubung waktu: first, then, after, after that, before,

finally, dsb.

g. Adverbia dan frasa preposisional penunjuk waktu: a long time ago,

one day, in the morning, the next day, immediately, dsb.

h. Nominal singular and plural: a, the, this, those, my, their.

7. Elements of the story: setting, characters, main conflict, and theme.

8. Structure of the story: rising action, turning point(climax), falling action, and

resolution.

E. Metode Pembelajaran: CGT (Contextual Guessing Technique)

F. Langkah- langkah pembelajaran

1. kegiatan pendahuluan

a. Mengucapkan salam dan berdoa.

b. Memberikan motivasi dan apersepsi.

c. Menginformasikan tujuan pembelajaran

d. Menginformasikan garis besar kegiatan yang akan di lakukan

2. kegiatan inti

a. siswa dibagi kedalam bentuk kelompok sesuai dengan jumlah siswa

per kelas

b. setiap kelompok diberi teks naratif yang berjudul “ the good

Stepmother”

c. dengan bimbingan guru, siswa dalam kelompok berdiskusi dan

mencatat hal- hal yang mereka ketahui berdasarkan teks naratif

yang mereka baca

Latar

Tokoh dalam cerita beserta wataknya

Konflik utama dala cerita

i. dengan bimbingan guru, siswa kemudian menjawab worksheet yang

telah disediakan dengan teman kelompok masing masing.

setiap kelompok membuat ringkasan singkat tentang cerita yang

telah dibagikan.

f. dengan bimbingan guru, setiap kelompok mempresentasikan

ringkasan cerita hasil diskusi kelompok di depan kelas.

g. menyimpulkan hasil presentasi dari setiap perwakilan kelompok.

3. kegiatan penutup

f. Guru dan siswa membuat rangkuman/simpulan pelajaran.

g. Melakukan penilaian dan/atau refleksi terhadap kegiatan yang

sudah dilaksanakan.

h. Memberikan umpan balik terhadap proses dan hasil pembelajaran.

i. Menyampaikan rencana pembelajaran pada pertemuan berikutnya.

j. Pada pertemuan berikutnya, setiap kelompok diberi tugas mencari

teks naratif berbentuk fairy tale atau legend untuk materi

pembelajaran berikutnya.

G. sumber belajar

a. buku teks yang relevant

b. teks naratif dari internet dan sumber lainnya

H. penilaian

1. kriteria penilaian

a. mampu mengidentifikasi informasi yang dinyatakan secara

explisit pada teks bacaan ( latar tempat dan waktu, nama dan

watak tokoh, konflik.)

b. mampu memahami informasi informasi yang dinyatakan secara

implisit dan menyimpulkan pesan moral pada teks yang telah

dibaca.

2. cara penilaian: tes tertulis

3. rubric penilaian:

a. main idea

Indicator Score

The answer include a clear generalization that state

or implies the main idea

40


Indicator innacurate or incomplate understanding

of main idea

20

The answer include minimal or no understanding

of main idea

10

b. conclusion

Indicators Score

Students explain all the characters telling the


conclusion

40

Students explain most the character telling the


conclusion

30

Students explain litle of the character telling the


conclusion

20

Students does not explain of the character telling

the story what would like and make very good

conclusion

10

Baraka,…. November 2018

Mengetahui

Guru Mapel Peneliti

PRE-TEST

BLUE-TONGUE LIZARD

Blue-Tongue Lizard and his wife camped near a swamp long ago. One day

Blue-Tongue Lizard went to get some food, and while he was down at the swamp,

he left his wife sitting under a shady tree. He had not been gone very long when

Taipan the Snake passed by Blue-Tongue Lizard‟s camp. Taipan saw Blue-

Tongue Lizard‟s wife sitting under the tree, and he decided he would steal her

away from Blue-Tongue Lizard. He made her come with him and together they

ran a long way away.

Taipan the Snake did not know that Black Bird had been watching him, and as

soon as he ran away with Blue-Tongue Lizard‟s wife, Black Bird began singing

out to Blue-Tongue Lizard. „Your wife is gone, Taipan has taken her away‟, he

cried. Blue-Tongue Lizard was still at the swamp getting food when he heard

Black Bird‟s call. He went back to the shady tree where he had left his wife and

saw she was gone. He put down his bag which was full of food and made a fire.

He cooked his food and after he had finished eating it, he went to get his spears.

He found they had all been broken by Taipan. Then he found the tracks of his

wife and Taipan, and he followed them. Blue-Tongue Lizard followed their tracks

until he came to a tree in which a freshly killed emu had been hung. It had been

killed by Taipan and left there to be eaten that night. Blue-Tongue Lizard knew

that Taipan and his wife must be nearby and he soon found them near a river.

When Taipan saw Blue-Tongue Lizard he ran to get his spears but Blue-Tongue

Lizard had already broken them.

„We can fight with our teeth‟, said Blue-Tongue Lizard. Taipan agreed and the

two of them fought wildly, each of them trying to get a hold of the other. Until

finally Blue-Tongue Lizard caught hold of Taipan‟s body in his powerful jaws,

and bit him in half. With Taipan the Snake dead, Blue-Tongue took back his wife

and together they returned to the swamp.

1. The passage described about?

a. Blue Tongue Lizard camp with his wife

b. Blue Tongue Lizard‟s wife stolen by Taipan the snake and ran a long

way away

c. A Black Bird that can sing

d. Blue Tongue Lizard and Taipan the snake fight wildly

2. The paragraph following the passage most likely discusses

a. Blue Tongue Lizard‟s wife stolen by Taipan the snake and ran a long

way away

b. Black bird began singing out to Blue Tongue Lizard about Taipan the

snake and his wifw

c. Blue Tongue Lizard found the tracts of Taipan and followed him

d. Blue Tongue Lizard and Taipan fought

3. According to the passage, all of the following are true about the Blue

Tongue Lizard , except

a. Blue-Tongue Lizard and his wife camped near a swamp long ago

b. Black bird began singing out to Blue Tongue Lizard about his wife

c. Blue Tongue Lizard found the tracts of Taipan and followed him

d. Blue Tongue Lizard and Taipan fought wildly and bliu tongue lizard

dead

4. According to the passage, why do you think Blue-Tongue Lizard ate a

meal before going to look for his wife

a. so he would be strong enough to fight

b. so he would be full enough to fight

c. so he would be strong enough to walk

d. so he would be full enough to walk

5. the main idea of the second paragraph there is

a. Blue-Tongue Lizard and his wife camped near a swamp long ago

b. Blue-Tongue Lizard followed their tracks

c. Black bird began singing out to Blue Tongue Lizard about his wife

d. Blue Tongue Lizard and Taipan fought

1. What is the text about?

2. Why did Blue Tongue Lizard‟s wife get stolen?

3. Why did black bird sing on blue tongue lizard?

4. How is Blue Tongue Lizard finding his wife and Taipan the snake?

5. How did blue tongue lizard take back his wife?

POST-TEST

SANGKURIANG

A long time ago, the ancient land of Sunda was ruled by a king and queen who

had but a single daughter. Her name was DayangSumbi. She was beautiful and

clever but also pampered and spolited. One day as she was weaving in her

pavilion, she became moody and distracted, which caused her to keep dropping

her shuttle on the floor. Once when it fell she exclaimed she would marry the one

who gave it back to her. At that very moment her dog Tumang, a demigod

possessing magic powers, came up to her with the shuttle in his mouth.

DayangSumbi had to marry him.

They lived happily together, and DayangSumbi gave birth to a baby boy, human

in appearance but endowed with his father‟s magic powers. She named him

Sangkuriang. As the boy grew up, he was always guarded by the faithful dog

Tumang, whom he knew only as a companion and not as his father, Sangkuriang

became handsome and brave.

One day his mother asked him to go hunting with the dog and bring her venison

for a feast. After hunting all day without success, Sangkuriang worried about

facing his mother empty-handed. Desperate, he took an arrow and shot the dog.

He returned home and handed over the meat to his pleased mother. Soon after the

feast, however, DayangSumbi questioned her son about the absence of Tumang.

At first he evaded her queries but finally told her what had happened. She was

horrified and struck her son so hard on the temple that he collapsed. For that, the

old king banished his daughter from the court and she was made to roam around

the kingdom. Sangkuriang recovered with a large scar on his temple, and he too

left the court to wander about the world.

Years later, Sangkuriang met a beautiful woman and instantly fell in love with

her. It was his own mother-they did not recognize each other. He proposed to her

and she agreed to marry him. On the day before the wedding, as she was caressing

her fiancee‟s hair, DayangSumbi detected the scar on the temple. Horror struck

her, for she was about to marry her own son, Sangkuriang. Without revealing the

whole truth to him, she tried unsuccessfully to dissuade him. Desperate to avoid

the marriage, she set conditions she thought impossible to meet. Sangkuriang had

to make a lake that filled the whole valpley and build a boat for the couple to sail

in, all before dawn.

Sangkuriang started to work. His love gave him extraordinary strength, and he

used his magic powers to summon the spirits to help him. With boulders and mud

they dammed the river in the valley and the water rose and began to form a lake.

In the early morning hours he chopped down a huge tree in the forest and began

hollowing it out to make a boat. When DayangSumbi saw that he was about to

accomplish what she has thought impossible, she called on the gods to bring the

sun up early and thwart Sangkuriang.

The cock crowed, the sun rose much earlier than usual, and Sangkuriang realized

he had been deceived. In a fit of fury he caused DayangSumbi and kicked the

half-finished boat back into the forest. There it lies upside down today, forming

the mountain TangkubanPerahu (Upturned Boat). Not far away is the stump of the

tree Sangkuriang had felled, now called BukitTinggi. The dam Sangkuriang had

built caused the valley to become a lake, where both Sangkuriang and

DayangSumbi drowned themselves. They were never heard of again.

1. The passage described about?

a. DayangSumbi and Tumang

b. Sangkuriang and the king

c. Tumang and Sangkuriang

d. DayangSumbi and Sangkuriang

2. The paragraph following the passage most likely discusses

a. DayangSumbi is the daughter of the king and queen

b. DayangSumbi who gets married with Tumang because her promise

c. Sangkuriang is DayangSumbi‟sson

d. Sangkuriang wants to marry with DayangSumbi

3. According to the passage, all of the following are true about the Sangkuriang ,

except

a. Sangkuriangtook an arrow and shot the dog because Sangkuriang worried

about facing his mother empty-handed

b. Sangkuriang had to make a lake that filled the whole valpley and build a

boat for the couple to sail in, all before dawn.

c. Sangkuriang was fascinated by DayangSumbi and proposed to her

d. Sangkuriang and DayangSumbi got married and lived happily ever after

4. According to the passage, why is this Sangkuriang very angry

a. Sangkuriag knew that Tumang the dog was his father

b. Sangkuriang had realized he had been deceived by DayangSumbi

c. DayangSumbi rejected Sangkuriang‟ proposal

d. DayangSumbi made an impossible requet to Sangkuriang

5. the main idea of the last paragraph there is

a. Sangkuriang realized he had been deceived by DayangSumbiand kicked the

half-finished boat back into the forest

b. Sangkuriang took an arrow and shot the dog because Sangkuriang worried

about facing his mother empty-handed

c. Sangkuriang had to make a lake that filled the whole valpley and build a

boat for the couple to sail in, all before dawn.

d. DayangSumbistruck her son so hard on the temple that he collapsed and the

old king banished his daughter from the court and she was made to roam

around the kingdom

1. What happened whithSangkuriang after DayangSumbi knows he was a

murder of Tumang?

2. What requirement that DayangSumbi set to cancelled the weeding?

3. Why DayangSumbi won‟t marry Sangkuriang?

4. What Happen after knowing that DayangSumbi are cheat on him?

5. Why Sangkuriang kill Tumang?

APPENDIX 1. THE STUDENTS’ ROW OF PRE- TEST

Students

Pre- Test

Literal Comprehension Inferential Comprehension

Main Idea Conclusion

ST 1 35 35

ST 2 70 45

ST 3 35 40

ST 4 55 55

ST 5 40 40

ST 6 35 30

ST 7 65 55

ST 8 65 60

ST 9 55 55

ST 10 45 40

ST 11 35 40

ST 12 50 35

ST 13 55 55

ST 14 35 50

ST 15 40 50

ST 16 55 45

ST 17 60 50

ST 18 45 65

ST 19 65 50

ST 20 40 60

ST 21 35 45

ST 22 50 60

ST 23 45 45

ST 24 55 50

ST 25 60 55

Total 1.225 1.210

Mean Score X= 49 X= 48.4

APPENDIX 2. THE STUDENTS’ ROW OF POST- TEST

Post- Test

Students Literal Comprehension Inferential Comprehension

Main Idea Conclusion

ST 1 75 80

ST 2 90 80

ST 3 70 80

ST 4 90 85

ST 5 85 90

ST 6 75 80

ST 7 80 80

ST 8 65 70

ST 9 75 65

ST 10 70 80

ST 11 65 70

ST 12 85 65

ST 13 80 80

ST 14 70 75

ST 15 85 90

ST 16 70 85

ST 17 90 75

ST 18 85 80

ST 19 70 70

ST 20 85 80

ST 21 65 80

ST 22 80 90

ST 23 75 80

ST 24 80 90

ST 25 85 85

Total 1.945 1.985

Mean Score X= 77.8 X= 79.4

APPENDIX 3. THE STUDENTS’ SCORES OF PRE- TEST (X1) AND

POST- TEST (X2), GAIN BETWEEN THE MATCHED PAIR (D), AND

THE SQUARE OF THE GAIN (D2).

1. Literal Comprehension


students Pre- test Post- test D (X2 - X1) D2

ST 1 35 75 40 1.600

ST 2 70 90 20 400

ST 3 35 70 35 1.225

ST 4 55 90 35 1.225

ST 5 40 85 45 2.025

ST 6 35 75 40 1.600

ST 7 65 80 15 225

ST 8 65 65 0 0

ST 9 55 75 20 400

ST 10 45 70 25 625

ST 11 35 65 30 900

ST 12 50 85 35 1.225

ST 13 55 80 25 625

ST 14 35 70 35 1.225

ST 15 40 85 45 2.025

ST 16 55 70 15 225

ST 17 60 90 30 900

ST 18 45 85 40 1.600

ST 19 65 70 5 25

ST 20 40 85 45 2.025

ST 21 35 65 30 900

ST 22 50 80 30 900

ST 23 45 75 30 900

ST 24 55 80 25 625

ST 25 60 85 25 625

Total ƩX= 1.225 ƩX=

1.945

ƩD= 720 ƩD²=

24.050

2. Inferential Comprehension

Students Inferential Comprehension

Pre- test Post- test D (X2 - X1) D2

ST 1 35 80 45 2.025

ST 2 45 80 35 1.225

ST 3 40 80 20 400

ST 4 55 85 30 900

ST 5 40 90 50 2.500

ST 6 30 80 50 2.500

ST 7 55 80 25 625

ST 8 60 70 10 100

ST 9 55 65 10 100

ST 10 40 80 20 400

ST 11 40 70 30 900

ST 12 35 65 30 900

ST 13 55 80 25 625

ST 14 50 75 25 625

ST 15 50 90 40 1.600

ST 16 45 85 40 1.600

ST 17 50 75 25 625

ST 18 65 80 15 225

ST 19 50 70 20 400

ST 20 60 80 20 400

ST 21 45 80 35 1.225

ST 22 60 90 30 900

ST 23 45 80 35 1.225

ST 24 50 90 40 1.600

ST 25 55 85 30 900

Total ƩX= 1.210 ƩX=1.985 ƩD=735 ƩD²=24.525

APPENDIX 4.

1. Scoring Classification of the students‟ Pre- test and Post- test in Literal

Comprehension


students Pre-test classification post-test classification

ST 1 35 Very Poor 75 Fairly Good

ST 2 70 Fairly Good 90 Very Good


ST 4 55 Poor 90 Very Good

ST 5 40 Poor 85 Good


ST 7 65 Fair 80 Good

ST 8 65 Fair 65 Fair

ST 9 55 Poor 75 Fairly Good


ST 11 35 Very Poor 65 Fair






ST 17 60 Fair 90 Very Good


ST 19 65 Fair 70 Fairly Good







2. Scoring Classification of the students‟ Pre-test and post-test in Inferential

Comprehension.

Inferential Comprehension

students Pre-test classification post-test classification

ST 1 35 Very Poor 80 Good





ST 6 30 Very Poor 80 Good


ST 8 60 Fair 70 Fairly Good

ST 9 55 Poor 65 Fair


ST 11 40 Poor 70 Fair











ST 22 60 Fair 90 Very Good




1. The Students‟ Mean Score of Pre-test and Post-test in Reading for Literal

Comprehension.

Pre-test

∑

49

Post-test

∑

2. The Students‟ Mean Score of Pre-test and Post-test in Reading for

Inferential Comprehension.

Pre-test

∑

48,4

Post-test

∑

3. The Percentage of the students‟ development in reading comprehension

a. Literal Comprehension

( )

b. Inferential Comprehension

( )

04%

4. A. The mean score of gain (D) literal comprehension

( )

= 28,8

B. The mean score of gain (D) Inferential comprehension

( )

= 29,4

5. Test of Significance of Literal Comprehension

t =

√ ( )

( )

t =

√ ( )

( )

t =

√

( )

t =

√

( )

t =

√

t =

√

t =

t = 12,30

6. Test of Significance of Inferential Reading

t =

√ ( )

( )

t =

√ ( )

( )

t =

√

( )

t =

√

( )

t =

√

t =

√

t =

t = 13,36

APPENDIX 5. TABLE OF DISTRIBUTION OF T- TABLE

pr .01 .05 .025 .01 .005 .0005

df .01 .10 .05 .02 .01 .001

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

40

60

120

3.078

1.885

1.638

1.533

1.476

1.440

1.415

1.397

1.383

1.372

1.363

1.356

1.350

1.345

1.341

1.337

1.333

1.330

1.328

1.325

1.323

1.321

1.319

1.318

1.316

1.315

1.314

1.313

1.311

1.310

1.303

1.296

1.289

1.282

6.314

2.920

2.353

2.132

2.015

1.943

1.895

1.860

1.833

1.812

1.796

1.782

1.771

1.761

1.753

1.786

1.740

1.734

1.279

1.725

1.721

1.717

1.714

1.711

1.708

1.706

1.703

1.701

1.699

1.697

1.684

1.671

1.658

1.645

12.7016

4.303

3.182

2.776

2.571

2.447

2.365

2.306

2.262

2.228

2.201

2.179

2.160

2.145

2.131

2.120

2.110

2.101

2.093

2.086

2.080

2.074

2.069

2.064

2.060

2.056

2.052

2.048

2.045

2.042

2.021

2.000

1.980

1960

31.821

6.965

4.541

3.747

3.365

3.143

2.998

2.896

2.821

2.764

2.718

2.681

2.650

2.624

2.602

2.583

2.567

2.552

2.539

2.528

2.518

2.508

2.500

2.492

2.485

2.479

2.473

2.467

2.462

2.457

2.423

2.390

2.358

2.326

63.657

9.925

5.841

4.604

4.032

3.307

3.499

3.355

3.250

3.169

3.106

3.055

3.012

2.977

2.947

2.921

2.898

2.878

2.861

2.845

2.831

2.819

2.807

2.797

2.787

2.779

2.771

2.763

2.756

2.750

2.704

2.660

2.617

2.576

636.619

31.598

12.941

8.610

6.859

5.959

5.405

5.041

4.781

4.587

4.437

4.318

4.221

4.140

4.073

4.015

3.965

3.922

3.883

3.850

3.819

3.792

3.767

3.745

3.725

3,707

3.690

3.674

3.659

3.646

3.551

3.460

3.373

3.291

CURRICULUM VITAE

The researcher, SARTIKA was born on November 14th

, 1996 in

Loka, Baraka, Enrekang. She was the Second child from five

siblings from the marriage of Syarifuddin and Rosmawati. She

began her study at SD Impres 143 Lemo and graduated in 2008.

Then, continued her study at SMPN 4 Baraka and graduated in

2011, in the same year she continued her study at MAN Baraka and graduated in

2014. In year 2014, she was registered as a student of English Education

Department of Teaher Training and Education Faculty of Muhammadiyah

University of Makassar. At the end of her study, she could finish her thesis by the

tittle Application of Contextual Guessing Technique to Improve the Students’

Reading Comprehension at the Second Year of SMP Negeri 4 Baraka.

the application of contextual guessing technique to

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