Abstrak
This research was conducted because some problems were faced by students in learning English especially in reading comprehension. Some of the problems were: most of the students did not know what they want to find in the text, most of the students are not active in learning, less of various strategies which are used by the teacher. The type of this research is quasi experiment using non-equivalent control group design. The type of this research is quasi experiment using non-equivalent control group design. The population of this research was all of the tenth grade students in SMAN 1 Sungai Rumbai in which the total number of the students 168 students and divided into 5 classes. Because the population was higher than 100, the researcher took 2 classes: XE1 as control class consisted of 30 students and XE2 as exsperiment class consisted of 30 students. The instrument used in this research is the reading test, namely multiple choice. To analyze the data, the researcher used normality and homogeneity test. Meanwhile, to test the hypothesis, the researcher used paired sample t-Test and independent sample t-Test. The results of this research for the first hypothesis using a paired sample t-Test, it was found that Sig (2-tailed) 0.05, so the hypothesis alternative (Ha) was accepted, indicating that there is a significant effect of using the whole and teeny-tiny strategy. Next, for the second hypothesis using a independent sample t-Test, it was found that Sig (2-tailed) 0.05, so the hypothesis alternative (Ha) was accepted, indicating that there is a significant difference between the class that used The whole and teeny-tiny strategy and the class that do not used the whole and teeny-tiny strategy. And for the third hypothesis using a independent sample t-Test, it was found that Sig (2-tailed) 0.05, so the hypothesis alternative (Ha) was accepted, indicating that the reading comprehension of students who use the whole and teeny-tiny strategy was better than that students who do not used the whole and teeny-tiny strategy. So, it can be concluded that the whole and teeny-tiny strategy had a effect on students reading comprehension.