2. Disadvantage of Contextual Clues Strategy:
a. The teacher is rather difficult to select the reading materials, which are accompanied with suitable words level based on the students’ background
knowledge. b. The students imitate what the teacher does. If the teacher makes mistakes help
the students in defining the unknown words, the students will do too. In this case, the teacher should pay more attention for students in making decision
about the definition of unfamiliar words.
2.3. Theoretical Assumption
The researcher assumed that contextual clues can give the influence to the students’ reading achievement. It also can be used to overcome the students’
problems which were explained in the background of the problems by using all clues related to the text. Realizing the use of contextual clues strategy, the
researcher assumed that it might be one way to increase the students’ reading
comprehension achievement, so that they are able to understand the content of the text. In addition, contextual clues strategy also can be the solution to overcome
2.4. Hypothesis
Based on the frame of theory above, the researcher formulated the hypothesis that contextual clues can give influence
on the students’ reading comprehension achievement.
III. RESEARCH METHODS
This chapter discusses the design of this research and how to collect the data from the sample. In this chapter, the researcher also encloses the data collecting
technique, the procedures of this research, the scoring system and how to analyze the data.
3.1. Research Design
This research was quantitative by nature. Hatch and Farhady 1982: 22 state that quantitative is a kind of research in which the data were used to tend to use
statistics as measurement in deciding the conclusion.
Related to this, the researcher used one group pre-test post-test design to investigate whether or not contextual clues strategy can give influence on the
students’ reading comprehension achievement. Then the researcher administered pre-test and post-test. The pre-test was conducted to measure student
s’ reading comprehension achievement before treatment and the post-test conducted to find
out the student s’ reading comprehension achievement after being taught through
contextual clues strategy. The n, the students’ achievement was found by
comparing the means average scores between pre-test and post-test. It was used to find out the progress before and after the treatment. The researcher used one
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