Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T02:38:33ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2016-09-07T03:50:26Z2019-01-30T10:55:22Zhttp://eprints.uny.ac.id/id/eprint/41178This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/411782016-09-07T03:50:26ZTHE EFFECT OF USING CONTEXTUAL CLUE
ANALYSIS TO INFER WORD MEANINGS ON
STUDENTS’ READING COMPREHENSION ABILITY IN
SMA NEGERI 4 YOGYAKARTATHE EFFECT OF USING CONTEXTUAL CLUE ANALYSIS TO INFER
WORD MEANINGS ON STUDENTS’ READING COMPREHENSION
ABILITY IN SMA NEGERI 4 YOGYAKARTA
By: Nooriyyah Noorunnisa’
NIM. 06202244141
ABSTRACT
This experimental research study is intended to find out whether there is
any significant difference in terms of reading comprehension improvements
between the students who are taught by using contextual clue analysis to infer
word meanings and the students who are not taught by using contextual clue
analysis to infer word meanings in SMA Negeri 4 Yogyakarta.
This study involved 66 students of Grade X in SMA Negeri 4 Yogyakarta
as the subjects of the study. There were 32 students in Class X B and 34 students
in Class XD. Class XD was chosen as the experimental group while class XB is
the control group. The experimental group was given contextual clue to infer
word meanings as a reading strategy in the treatment whereas the control group
was not taught by the strategy. The data of the pre-test and post-test of both
groups were analyzed by applying descriptive and inferential analysis. The t-test
was used to know whether the hypothesis was accepted or not.
The results of the data analysis are presented in the following items. First,
the mean score gained by the experimental group in the post-test (80.82) is higher
than the mean score gained by the control group (74.97). Second, there is a
significance difference between both groups proved by the t-test analysis result.
The value of t-observed of the test ( ) is 2.817 and the value of t-critical in the
table ( ) is 1.998. The is higher than so the data of this research is
considered to have a significance difference. Therefore the hypothesis of this
research “there is a significant difference in students’ reading comprehension
ability between those who are taught by using contextual clues analysis to infer
word meanings and those who are not” is accepted. This means contextual clue
analysis to infer word meanings is believed to be an effective strategy to improve
students’ reading comprehension ability.Nooriyyah Noorunnisa’