<![CDATA[The aim of this study was to find out the effectiveness of Contextual Redefinition Strategy and to increase the students’ reading skill. This research employed quasi-experimental design by using nonequivalent control group design since control group and experiment group were not chosen randomly. There were two variables, namely independent variable (independent variable was the use of Contextual Redefinition Strategy) and dependent variable (The dependent variable was the students’ reading skill). The population of this research was the second grade students of MA Bontomarannu which consists of 28 students, 16 students as experimental group and 12 students as control group. The sample were taken by using total sampling technique. The instrument of this research was a reading test used in pre-test and post-test. The result of the data indicated that there was no significant difference between the students who are taught by using Contextual Redefinition Strategy from those who are taught by using conventional method. The mean score of post-test (69.03) in experimental group was greater than the mean score of post-test (64.70) in controlled group. The value of t-test (1.568) was lower than t-table (2.048) at the level of significance 0.05 with degree of freedom (df) = 26. Therefore, hypothesis H0 was accepted and H1 was rejected. Based on the finding and discussion of the research, the researcher concluded that the teacher’ use of Contextual Redefinition Strategy does not improve the students’ reading comprehension at the Second grade Students of MA Bontomarannu Takalar]]>
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