Ida Bagus Made Ambara Putra, Ujang Suparman, Basturi Hasan


Tujuan penelitian ini adalah untuk (1) meneliti apakah ada perbedaan prestasi pemahaman membaca siswa antara mereka yang diajarkan melalui teknik menebak dan melalui teknik menyimpulkan dan (2) menentukan salah satu dari dua teknik tersebut yang lebih efektif dalam meningkatkan prestasi pemahaman membaca siswa. Peneliti menggunakan desain pretest posttest kelompok independen dalam menganalisa data. Sampel penelitian adalah siswa kelas XI IPA 4 dan XI IPA 5. Hasil penelitian mengindikasi bahwa teknik menebak lebih efektif dibandingkan dengan teknik menyimpulkan dalam meningkatkan prestasi pemahaman membaca siswa. Nilai rata-rata posttest pada kelas eksperimen adalah 73.62 sedangkan pada kelas kontrol adalah 67.80. Nilai dari dua ekor signifikan adalah 0.000 yang berarti bahwa  ditolak dan diterima dimana 0.000 < 0.05.

The objectives of the research are (1) to investigate whether there is any significant difference of students’ reading comprehension achievement between those taught through guessing and through making inferences techniques and (2) to determine which one is more effective of the two techniques. The researcher applied independent group t-test in analysing the data. The sample of the research was Natural Science 4 and Natural Science 5 students. The finding indicated that guessing technique was more effective than making inferences technique in improving students’ reading comprehension achievement. The mean score of posttest in experimental class was 73.62 while in control class was 67.80. The value of two tailed significant was 0.000 which meant that  was rejected and  was accepted since 0.000 < 0.05.

Keywords: guessing technique, improving, making inferences technique, reading

Full Text:



Andam D, R. 2013. The Effect of Using Pre-Questioning on Students’ Reading Comprehension at Second Grade of SMPN 1 Seputih Banyak. Bandar Lampung: Lampung University.

Anne, D. 2003. Teaching by Principles An Interactive Approach. San Fransisco State University: Longman.

Ayu D, M. 2013. The Implementation of Jigsaw Technique in Improving the Students’ Oral Production of Recount Text. Bandar Lampung: Lampung University.

Calvo, M. G. 2004. Relative contribution of vocabulary knowledge and working memory span to elaborate inference in reading, Learning and individual differences. From: http:// www.criticalreading.com/inference_reading.htm, retrieved on July 8^th, 2013.

Diamond, L. & Gutlohn, L. 2006. Vocabulary Handbook. Consortium on Reading Excellence, Inc.

Hancock, J. 1987. How To Teach English. London: Longman.

Hatch, E. and Farhady, H. 1982. Research Design and Statistics for Applied Linguistics. London: Newbury House Production.

Kathleen. 1986. Reading Skills for College Students. Engelwood Clipps, New Jersey: Prentice Hall, Inc.

Kurnia N, D. 2013. A Comparative Study Of Students’ Reading Achievement Between Those Taught Through Predictive And Through Making Inferences At The Second Grade Of Sman 1 Kotagajah. Lampung: The Faculty of Teacher Training and Education University of Lampung.

Latulippe, D. 1986. Comprehensive Reading Methods. New York: Bell and Howel Company.

Markstein, L. & Hirasawa, L. 1982. Expanding Reading Skills. Massachusetts: Newburry House Publisher.

Setiyadi, Ag. B. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing Pendekatan Kuantitatif dan Kualitatif. Yogyakarta: Graha Ilmu.

Smith, B. 1999. Breaking Through to College Reading. From: http://academic.cuesta.edu/acasupp/AS/302.HTM. retrieved on July 8^th, 2013.

Stewart, K. 2007. Helping a Child with Nonverbal Learning Disorder Or Asperger's Disorder: A Parent's Guide. Oakland, California. New Harbinger Publications.


  • There are currently no refbacks.

Copyright (c)