Based on the above statement, the researcher decides to conduct research on "The Application of Contextual Inference Technique to Improve Students' Reading Comprehension, a Classroom Action Research in Second Grade Students" of SMP Negeri 4 Balleangeng Kab. Irawati (2006:14) conducted from her research also concludes that there is a significant difference between students' reading comprehension before and after using communicative tasks. Idawati (2009:9) conducted her research that the use of "Contextual Guess" was better than when they taught using other techniques to improve students' reading comprehension.
Before going into the definition of reading comprehension, it is necessary to define the word reading and reading comprehension. It can be said that reading comprehension is the ability to comprehend or comprehend the ideas of one passage. Ophelia assumes that reading comprehension is the understanding, evaluation, and use of information between author and reader.
Reading comprehension is thus reading for understanding the meaning of a passage or what is or has been read. Someone who reads something by understanding it can be said to be making a reading comprehension.
Contextual Guessing Technique
Moreover, when students encounter unfamiliar or difficult words, they tend to open and look up the meaning of the words in the dictionary. Often students prefer to read straight past the difficult words without trying to observe the contextual guess and using it as an aid to know the meaning of the words. One can guess the meaning of a difficult reading word without looking at the dictionary.
What students need to know when learning vocabulary is the word meaning of words they are learning. But it is undoubtedly for students to understand the meaning of words they are learning. Another example, the meaning of "vegetable" a word describes all of the number of other things, such as carrots, cabbage, potatoes.
Here, the students are asked to use their prior knowledge while the teacher asks questions to the students so that they can discover the meaning of the words. When students have an understanding of the meaning of the word in the existing context, try to expand it.
Conceptual Framework
The teacher gives the reading texts and asks the students to select the words to learn.
RESEARCH METHOD
- Research Procedures
- Planning
- Action
- Observation
- Evaluation/Reflection
- Research Subject
- Research Instruments
- Research Variable and Indicators 1. Variable
- Indicators
- Technique of Data Collection
- Technique of Data Analysis
- Literal Reading
- The Findings
- The Improvement of the Students’ Literal Comprehension
The observation sheet, the purpose of which is to determine the students' data on their presence and activity in the learning process of teaching. Observation; it was aimed at discovering student participation during the teaching and learning process. Test; It was intended to determine the competence of students in learning English and the effectiveness of the use of the mind map technique in teaching reading, and the observation was carried out.
To analyze students' participation in research in the material and activities in the teaching and learning process using a checklist. The results of the research present the result of the increase in the students' reading comprehension, which covers the students' literal understanding and the students'. Based on the test results of the students' reading comprehension, which covers literal comprehension and interpretive comprehension, the researcher found that the students have difficulty identifying the literal comprehension, which covers the main idea and facts, and the students also have difficulties with interpretive comprehension, but they could reduce that because they were interested and active in teaching and learning processes through the Guessing Technique method. It can be seen in the result of the first cycle that the students got unsatisfied scores, but after completing the second cycle, the students could reduce the difficulties and their scores are satisfied because it has achieved the target score (75).
The use of contextual guessing technique enhances students' literal understanding of the main idea. The increase in the literal understanding of the students in dealing with the main idea in the freshmen.
Literal Comprehension
The Improvement of the Students’ Reading Comprehension
The increase in students' reading comprehension, which is about literal comprehension and interpretive comprehension in the first year.
Interpretative Comprehension
Reading Comprehension
The Result of the Students’ Activeness in Teaching and Learning Process
The above result is formulated on the basis of the data analysis technique and student scores that are collected through the observation sheet. In the third meeting in the II cycle, student activity decreases to 67.85%. This is because the topic discussed is not of interest to the students. Research findings showed that students' reading skills through the contextual guessing technique showed improvement.
Based on the result of data analysis of reading comprehension of students of Neg. And the teacher asked the students about the topic, what they know about the topic by looking at the related words. After that the teacher asked the students to brainstorm all the words that related to the topic and translated the word into Indonesian.
The teacher the teacher asked the students to read the text reading and discuss the organization of a story has a beginning, middle or and. And the teacher Let guess the words and gave explanation to the students about all the words in guess and translated in Indonesia. The teacher asked the students to read the test and tell the story based on their understanding.
And the teacher asked the students to think of ideas that could be related to the topic. The students read the text and discuss the organization of a story had a beginning, middle or and. The fifth meeting, the teacher puts the students into groups of four or five members.
He gave the students a reading test and each group told a story based on their understanding. The teacher asked the students to think of all the words that connected them to the topic and translate them into Indonesian. He asked the students to think of words that they associate with the topic and translate them into Indonesian.
Conclusion
Suggestion
Students could use contextual guessing techniques to easily understand reading English passages, and the strategy may work well for one person but not for the others. Teaching reading comprehension through cooperative learning to second-year students at MAKN Daya Makassar. Improving the reading comprehension skills of second-year students at SMPN 1 Labakkang Pangkep through students.
2009).the use of contextual guessing in improving the vocabulary of third grade students in smp neg.2 luwu.Published Thesis Universitas Muhammadiyah Makassar. Improving Reading Comprehension of First Year Students of SMA Negeri 1 Makassar Through Communicative Tasks.A Thesis Universitas Negeri Makassar. Implementation of Shared Reading Strategy to Improve Reading Comprehension in Second Year Students of SMP Muhammadiah 5 Mariso.
Improving students' reading comprehension through contextual guessing technique (a classroom action study of the second-year students of SMP Negerei 4 Balleangeng), supervised by Bahrun Amin and Yasser Mallappiang. This research aimed to find the improvement of the literal and interpretive use of Contextual Guessing Technique by students in reading comprehension in the VIIIth grade of the second year SMP Negeri 4 Ballengeng in the academic year 2013/2014. The research results indicated that the use of Contextual Guessing Technique could improve the reading comprehension of the students. Table 1 indicated that there was improvement in the literal reading skills of the students from cycle I to cycle II, while, as in cycle I, the students' literal reading process improved. .8, but after evaluation in cycle II, the literal reading ability of the students became 79.8.
On the other hand, the students' interpretative reading in reading was also improved from Cycle I to Cycle II where, as in Cycle I, the students' interpretive reading was 76.9, but after evaluation in Cycle II, the interpretive of students when reading became 79.4. The use of the Contextual Guessing technique could improve the reading comprehension of the students in the VIII class of the second year students of SMP SMPNegeri 4 BallengengKab.
THE MEAN SCORE FOR D-TEST
THE MEAN SCORE FOR CICLE 1
THE MEAN SCORE FOR CICLE II
The Mean Score for Students’ Diagnostic – Test
The Mean Score for Students’ Test in Cycle I
The Mean Score for Students’ Test in Cycle II
PERSENTAGE OF THE STUDENTS’ ACTIVENESS
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The army and drive ants eat nothing but animal matter, but most ants eat animal matter, but most ants eat animal and plant matter d. According to Minangkabau tradition, the head of the family is the oldest woman in the clan. A traditional practice among the elderly of Sumbawa and Timor is to chew betel nut.
In Sumbawa it is the custom to chew betel nut before speaking or discussing a problem. In many of the remote communities there are special ceremonies for weddings, moving into a new home and harvests.
