The Effect of Contextual Teaching and Learning on Reading Comprehension at the 11th Grade of the Second Semester Students of SMA Negeri 3 Gunungsitoli Academic Year 2009/2010.

This research aims to investigate effects of Contextual Teaching and Learning (CTL) strategy on students’ reading comprehension of groups of students based on their level of IQ (high IQ and Low IQ). The cluster sampling procedure was used to take 2 classes (from 8 classes of populations) in this quasi-experimental research. The independent variables had two levels, i.e. the Contextual Teaching and Learning strategy (experimental group, XI-B students) and Conventional stratgegy ( control group, XI-C students). The instruments consisted of an reading comprehension tests and IQ test. The data were analyzed by using t-test and two way anova. The results shows that (1) the students who are taught by Contextual Teaching and Learning strategies have significantly higher result on reading comprehension than those who are taught by using Conventional strategy; (2) the students with high IQ taught by Contextual Teaching Learning strategy have significantly higher reading comprehension than those who are taught by conventional strategy; (3) the students with low IQ taught by Contextual Teaching Learning strategy have significantly higher reading comprehension than those who are taught by conventional strategy; (4) there is no interaction between teaching strategy (CTL and Conventional Strategy) and students’ IQ toward the students reading Comprehension. As a conclusion of this research, Contextual Teaching and Learning strategy is an effective strategy to teach reading comprehension. And Contextual Teaching and Learning strategy can be apllied to all level of students’ IQ.