<![CDATA[This study aimed to determine whether there was a significant difference in students’ reading comprehension between those who predominantly used Dictionary Consultation and those who predominantly used Contextual Guessing Strategy at SMA Negeri 2 Bukittinggi. Vocabulary knowledge is an important factor to support student’s reading comprehension, particularly when students encounter unfamiliar words in texts. This research applied a quantitative approach using a causal-comparative design. The population included all eleventh-grade students taking the Advanced English program in the 2025/2026 academic year. Two classes were selected through purposive sampling: XI.F2, which mainly relied on Dictionary Consultation, and XI.F8, which mainly used the Contextual Guessing Strategy. A 25-item multiple-choice test was given to measure reading comprehension. Since the scores were not normally distributed, the Mann–Whitney U test was chosen for analysis. The average score of the Dictionary Consultation group was 76.12, while the Contextual Guessing Strategy group scored 78.00 on average. The Asymp. Sig. (2-tailed) value reached 0.363, which is above the 0.05 level. This means the difference between the two groups was not statistically significant. In short, this study found no meaningful difference in reading comprehension between students who used the two different strategies.
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