The Background of the Study

B. The Problem of the Study

In conducting research, the problem must be clearly stated in order that the objective of the study and the method used can be meaningfully determined. As related do the background of this study the problem of this study is formulated as follows: “is there any significant effect of contextual guessing technique CGT on students’ reading comprehension achievement?”

C. The Scope of the Study

The study is focused on the effect of contextual guessing technique in reading comprehension. It is reading narrative text. On the other hand, in this case, there are 3 activities in using contextual guessing technique such as making prediction, answering selection, and using context clues.

D. The Objective of the Study

In line with the research problem formulated on the previous section, this study intends to find out the effect of contextual guessing technique CGT on students’ reading comprehension achievement specifically narrative text. It means that using contextual guessing technique will increase the students’ achievement more than using dictionary in reading comprehension.

E. The Significance of the Study

The results of this study are expected to be useful for: 1. The English teachers who wants to improve the students’ reading comprehension through using contextual guessing technique. She asks the students to make prediction, answer selection, and use context clues in teaching reading. 2. The English students who use contextual guessing technique to overcome their difficulties in reading comprehension through make prediction, answer selection, and use context clues. It means that by using contextual guessing technique, the students can promote critical thinking about what they read, give some opportunities to improve their ability expressing their ideas, or opinions directly and make the students are more active in teaching reading comprehension.

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion

Based on the data analysis, it can be concluded: 1. Teaching reading skill by using contextual guessing technique significantly affects on students’ achievement in reading narrative text. It can be seen from the data which had obtained in the post-test of experimental group. 2. The calculation of the data in the hypothesis showed that t-observed 4.05 was higher than t-table 1.997, it means that the alternative hypothesis H0 is acceptable.

B. Suggestion

Based on the conclusion drawn, the results of findings contribute some valuable suggestions, they are: 1. The English teachers are suggestions to use contextual guessing technique to improve their attitude and skill during the teaching and learning process. 2. The students are suggested to apply contextual guessing technique to improve their reading comprehension ability, attitude and skill. 3. For the schools, it is expected that they provide the media needed for teaching English. 39 4. For other researchers, who that to study more about contextual guessing technique, this research could be advisable reference. Finally, the writer considers that this study still need validation from the next researcher that has similar topic with this study. REFERENCES Arikunto, 1997. Dasar-Dasar Evaluasi Pendidikan. Jakarta : BumiAksara Best, John. W Kahn, V. James. 2002. Research in Education.7thed. New Delhi: Prentice Hall Burns Olson. 1984, Teaching by Principles An Interactive Approach to Language Pedagogy. Second Edition.New York: Logman. Chaistain, G. 1988. Second Language Reading Research, TESOL Quarterly, Vol 28. Grabe, Stoller. 2002. Teaching and Researching Reading England. Pearson Education Gerrot, L. Wignell, P. 1994. Making sense of Functional Grammar.Sydney :Gerd Stabler. Hornby, A. S. 1995. Oxford Advanced Learner’s Dictionary of Current English.Oxford: Oxford University. Laufer’s B. 1996. Toward a Theory of Reading based on Context. New York: International Reading Association. Linsay, H. 2001. Teaching Context. New York: Longman Klingner, J.K. 2007.Teaching Reading Comprehension to Students with Learning Difficuliest. G u i l f o r d P r e s s A D i v i s i o n o f G u i l f o r d P u b l i c a t i o n s , I n c . 7 2 S p r i n g S t r e e t , N e w Y o r k , N Y 1 0 0 1 2 . Knapp Watkin. 2005. Genre, Text, Grammar; Technologies for Teaching and Assessing Writing. Australia. University of New South Wales Press Ltd Patel, M Jain, P.2008.English Language Teaching.Jaipur.Sunrise Publishers and Distributors. Pinem. O.J. 2012.The Effect of Using Contextual Guessing Technique .Unpublished Thesis.English Department Faculty of Languages and Arts.State University of Medan UNIMED