The researchers reviewed various related studies for further realization of the present

study. From the reviewed materials, the researchers gathered a wide range of information to

further strengthen the idea of this study.

The study of Suhaidah (2017). “The Students’ Ability In Using Contextual Guessing

Technique In Reading Comprehension Of Second Grade In Sma Negeri 1 Galesong Selatan” is

about the use of Contextual Guessing Technique in improving the students’ ability in Reading

Comprehension at SMA Negeri 1 Galesong Selatan, Indonesia. This study specifically aimed to

determine the student’s learning capability through Contextual Guessing Technique since the

concept of this technique is learning by doing. The study uses Quasi-Experimental Research

Design to establish a cause-and-effect relationship between an independent and dependent

variable. The design is consisting of Pre-test, Treatment, and Post-test. The research finding

indicated that the use of Contextual Guessing Technique improved the students’ ability in Reading

Comprehension at SMA Negeri 1 Galesong Selatan. The Post-test result was greater than t-table

(3.70>2.00). In accordance with the result, it draws a conclusion that CGT has a positive effect in

teaching reading comprehension of the student.

Suhaidah, S., (2017). The Students’ Ability In Using Contextual Guessing Technique In Reading

Comprehension Of Second Grade In Sma Negeri 1 Galesong Selatan. Semantic Scholar. Retrieved April 7,

2022, from https://www.semanticscholar.org/paper/The-Students%E2%80%99-Ability-in-Using-

Contextual-Guessing-Suhaidah/81bca908bbd65478715b567101cc7c7ca1ae6ecb

The study of Rahayu, S., (2015). “Improving Reading Comprehension Through Contextual

Guessing Technique at The Second Grade Students of Sma Negeri 1 Palopo” is about the use of

Contextual Guessing Technique in improving students’ Reading Comprehension. The main objective of

this study is to find out the extent to which CGT can improve the students’ reading comprehension as
well as the students’ attitude towards the us of CGT in reading comprehension. The study used pre-

experimental design with pre-test and post-test design. Purposive sampling technique were used in

choosing the respondents. The research finding shows that there is a significant difference between pre-

test and post-test (5.03 < 8.90). The result of t-test value and t-table (17.31 > 2.037) also implies that

there is a significant improvement in students’ reading comprehension after the treatment. It means

that the used of Contextual Guessing Technique is effective in improving students’ reading

comprehension. Also, the students’ attitude towards the use of CGT in reading comprehension is very

positive.

Rahayu, S., (2015). Improving Reading Comprehension through Contextual Guessing

Technique at the Second Grade Students of SMA Negeri 1 Palopo. Journal of Language

Teaching and Literature. Vol 2, No 2. Indonesia. Retrieved April 7, 2022 from

https://journal.uncp.ac.id/index.php/ethicallingua/article/view/267.

The study of Sartika (2020) “The Application of Contextual Guessing Technique to Improve the
Students’ Reading Comprehension at the Second Year of Smp Negeri 4 Baraka” focuses on
determining the students’ literal and Inferential Reading Comprehension through the use of
Contextual Guessing Technique. The study uses pre-experimental method consisting of pre-test
and post-test. Purposive Sampling was used in determining the respondents of the study. The
findings shows that the literal and inferential comprehension in pre-test and post-test have
significant differences. The mean score of literal comprehension in post-test was higher than pre-
test (77.8>49) and the means score of inferential comprehension in post-test than pre-test
(79.4>48.4). After analyzing, the t-test value of literal and inferential comprehension in reading
were higher than t-table. The t-test value of literal comprehension was 12.30 and the t-test value
of inferential comprehension was 13.36, while the value of t-table was 2.064. It means that there
was a significant difference of students‟ literal and inferential reading comprehension between
before and after using contextual guessing technique.
Sartika,. (2020). The Application of Contextual Guessing Technique to Improve the Students’
Reading Comprehension at the Second Year of Smp Negeri 4 Baraka. Makassar Muhammadiyah
University. Retrieved April 7, 2022, from https://digilibadmin.unismuh.ac.id/upload/10680-
Full_Text.pdf