Tari Mercelina (2012) THE EFFECT OF USING READING GUIDES STRATEGY TOWARD READING COMPREHENSION AT THE SECOND YEAR STUDENTS OF SMP N 1 BENAI OF BENAI DISTRICT THE REGENCY OF KUANTAN SINGINGI. Skripsi thesis, Universitas Islam Negeri Sultan Syarif Kasim Riau.

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Abstract

The main focus of the research is to find out whether there is significant difference between students’ reading comprehension taught by using reading guides strategy and students’ reading comprehension taught by using conventional strategy. In the research, the type of the research was quasi-experimental research. The writer used nonrandomized control group pretest-posttest design. The writer used two classes as sample consist of 46 students. The first class was as experimental and the second was as control. Experimental class taught by using reading guides strategy and control class taught by using conventional strategy.The technique of data collecting was test. Test was used in order to collect the data of students’ reading comprehension at the second year of SMP N 1 Benai. The technique of data analysis used T-test formula in order to find out the difference of students’ mean score between experimental class and control class by using SPSS 16 version. The students’ score was compared with T-table which considered with degree of freedom (df). Based on the data analysis, the writer found that there is significant difference between students’ reading comprehension taught by using reading guides strategy and students’ reading comprehension taught by using conventional strategy with consideration to= 4.547 is higher than T-table either in significant 5% = 2.00 or in significant 1 % = 2.65. It means that Hais accepted and Ho is rejected. So, it can be concluded that there is significant difference of using reading guides strategy toward reading comprehension at the second year students of SMP N 1 Benai. In other words, there is a significant effect of using reading guides strategy toward reading comprehension at the second year students of SMP N 1 Benai.

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