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This research was intended to investigate the effect of culture-based approach in improving students’ reading comprehension on spoof text. For that purpose, a true experimental study was employed to the eleventh-grade students of SMAN 1 Soreang. The sample of this study was 88 students. These students were divided equally into a control and experimental group. During the research, the experimental group were given the Culture – Based Approach (CBA) as the treatment. The students’ scores of pre-test and post-test from both groups were statistically analyzed and compared by T-test. The classroom observation was also implemented to depict problem faced by the students when the approach was given. The findings could be summarized that generally students from the experimental group gained better score compare to the control group on their posttest score. The data analysis also showed that there was a significant difference between the mean score of the pre – test (53.45) and the post-test (58.39.). Furthermore, the result of the t-test (5.707) was relatively higher than the ttable (2.018) for 0.5 percent level of significance. It indicated that the students’ achievement was significantly improved after the treatment. Although the observation result showed that the students’ lack of vocabularies hinders them to comprehend the twist in the spoof text, they were still able to follow the teaching learning process and coped with the problem they faced. Therefore, CBA can be considered as an alternative choice for EFL teachers when teaching spoof text as it enables to improve students’ reading comprehension.

The Effect of Culture – Based Approach in Improving Students’ Reading Comprehension on Spoof Text