


































ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 2, 2022 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

 

THE EFFECT OF USING CONTEXT CLUES STRATEGY ON 
READING COMPREHENSION AT THE FIRST GRADE 

STUDENTS OF SMK HARAPAN BANGSA PANTI 

Nikmah Khairani1, Eliza2 

State Islamic Institute of Bukittinggi 

nikmahborreg59@gmail.com 

Abstract 

THE MAIN PROBLEM OF THIS RESEARCH WAS “IS THERE ANY 
SIGNIFICANT EFFECT OF USING CONTEXT CLUES STRATEGY TOWARD 

STUDENTS’ READING COMPREHENSION?”. Therefore, objective of this 
research was to  find out whether or not there is significant effect of using 
context clues strategy on students’ reading comprehension. In this research, the 
researcher used quasi- experimental method by using the pre-test and post-test. The 
population of this research was 142 students consisting of four classes. The sample 
was X.OTKP there are 34 students which was treated as experimental class taught by 
using context clues strategy and X.BDP there are 34 students which was treated by 
conventional. Based on the finding, three hypothesis (Ha) were accepted. The first, 
the result of the pre-test and the post-test scores of experimental class was found that 
the tobtained (10,31) more than ttable (1,960). The second, the result of the post-test scores 
of experimental and control class were found that the tobtained (4,21) more than the 
ttable( 1,960). The last, the result of the post-test of experimental class and control class 
were found that tobtained (4,21) more than ttable (1,960). It means that by using context 
clues strategy in teaching English gives significant effect on students’ reading 
comprehension. 
Keywords: Reading Comprehension, Context Clues, Strategy. 
 
1. INTRODUCTION  

Reading is one of the important English skills for students to learn because 
reading can provide some information and knowledge for students. By reading, the 
students can more easily understand what students learn about. In reading, the 
students will get benefits for themselves. Reading is a process of interaction between 
the students and the reading material that is read by students.As Alderson said 
reading as the interaction between a readers and the text, in the process of reading 
the readers not only looking at print, but the readers deciphering of what the reader 
has read, thinking means, relates to the other the readers has read and things the 
readers knows, and the readers expect to next of text. Reading can improve students’ 
English skills. Reading will expand students’ vocabulary mastery and then students 
can apply it when speaking in English. Nunan stated that reading is determine the 
meaning of words through combined the information of text and own knowledge 
background. Reading is a process of students to comprehend the text and get  
 
message or to know what the authors’ aim in the text by students’ prior 
knowledge.it can be concluded that reading is an ability that complex process for 
getting understanding information from the text through guessing, predicting, 

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ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 2, 2022 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

deciphering and capable recognizing the relationship among ideas of the text by 
combining the readers’ knowledge background. When reading, students can use 
strategy to understanding text more. 

The goal of reading is comprehension. McNamara states “comprehension is 
the interpretation of the information in the text, the use of prior knowledge to 
interpret this information and, ultimately, the construction of a coherent 
representation or picture in the reader’s mind of what the text is about”. It means 
comprehension is the ability to understand and to explain of what the text is about. 
One big part of comprehension is having a sufficient vocabulary or knowing the 
meanings of enough words, so that student can know the text is about.In reading 
comprehension, the students should understand about the text and get main point 
about the writer told in the text. The ability to comprehend English text is necessary 
for readers because many kinds of text books are written in English. Thus, good 
readers can comprehend a text by understanding sentences and texts.   

When students read a text, students sometime find difficult words. Students 
do not always look the meaning of word in a dictionary. In fact, there are several 
strategies that can be used to find out the meaning of unknown words. When 
students used several ways to determine the meaning of what they read or the 
meaning of unknown words called as strategy. The students use the ability to 
understand or to get the aim of the text by reading strategy. The strategy that used to 
find the meaning of unknown word in the text by guess the meaning from the 
context is known as context clues. Zeitzoff stated that context clues is a strategy to 
determine the meaning of unknown words by using words, title, and pictures. It 
means context clues is the strategy used by the teacher to the students with guess  
the meaning of  unfamiliar word or used the clue on the text. Smith said that the best 
strategy to determine and identify the meaning of unfamiliar words is to work out it 
is from the context. Thus, Understanding the context can help the students to 
improve students’ reading comprehension, it can make students easier to find out 
the meaning of unfamiliar word, message and detail information from the text. 

Context clues are guessing the word meaning from the context.Context clues 
are clue in the text to help students understand and know the meaning of word by 
guess the meaning of the unknown words. With the clues in the text, it makes easier 
for students to comprehend the English text that students read.When students find 
difficult words, students can get the meaning of those words by guessing from the 
context without looking at dictionary. The meaning of the words has been included 
in the context, from the context students can know the meaning of the words.  
French stated that context clues are words or phrases that surround words the 
students do not know and as clues or signals to get the meaning of words. Zeitzoff 
stated that by cues or signals students get the meaning in the text. When students 
use these cues, students read with greater fluency and comprehension. Thus, context 
clues are one of strategies in reading that use to guess the meaning of unknown  
 
word in the text. Sutarsyah stated that guess the meaning of unfamiliar words are 
students’ need. It will help students read faster and easier. Denton et.al stated 
context clues give students an idea, or hint, of what an unfamiliar word might mean. 
The clues are found around the unknown words in the text. In the other words, 
context clues are information in the text, which can use to help deduce the meaning 
of unknown words. Context clues are words, pictures, graphs, tables, and all of 
which might be included in the text. Context clues give advantages to students if the 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 2, 2022 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

students use this strategy, students will read faster, easier, greater fluency and 
comprehension. Clues that help students identify unknown and difficult words. 

Context clues can be identified through some clue words or phrase, such as: 
“is refers to” for definition, “similarly” for synonym, “although” for antonym, “such 
us” for example, and for general. Based on the clue word, the students can be 
identified the context directly. And then, when student understand the context, 
student can be guessed the meaning of unknown word, and then students can be 
caught the idea, news, message or information from the text. According to Bauman 
et.al in Denton there are some types of context clues strategy that can be directly 
taught to the students; definition clues, synonym clues, antonym clues, example 
clues, and general clues. 

Definition clues are determines the meaning of unknown words by phrases or 
words that define or explain. Writer sometime gives definition of unknown words 
after mentioning the word. These definitions are usually set apart from the main part 
of a sentence by commas or parentheses. Sutarsyah states a definition gives the 
meaning of words. The writer may use words, phrases, or statements to define 
something. The clues or signal words that used in definition clues are means, refers to, 
can be defined as. Synonym clues are the author uses a word having same or same 

meaning nearly as another word or other word in sentence. Sutarsyah stated that by 
using the similarity/ synonym clues students can guess the meaning. They will 
display the same meaning of the unknown words. The clues or signal words that 
used in synonym clues are like, similarly, or, that is, the same as, in other words, commas, 
semicolon (;). dashes (-), parenthesis (  ). Antonym clues are determine the meaning of 
unfamiliar words by using another words or phrases that means opposite of 
unfamiliar words. Sutarsyah stated that by using contrast/ antonym clues students 
can guess the meaning of unfamiliar words. Students will find the opposite meaning 
of unfamiliar words. Signal words that used in antonym clues are despite, however, on 

the other hand, although, but even thought, rather, while, yet, and nevertheless. Example 
clues are determines the meaning of unknown words by looking example that 
explain or clarify it. Sutarsyah said that examples help students to understand the 
meaning of new words. The writer provides examples to help students know the 
meaning of unfamiliar words. The examples are giving signals by certain words or 
phrases. Signal words that used in example clues are such as, including, for example, 
for instance, and to illustrate. General clues are determines the meaning of unknown 

words by guessing from the description of a situation or figuring it out from the 
information in the text. Nuttal as cited in Sutarsyah stated that the meaning is clear  
 
 
by students’ experience and imagination. Students’ background knowledge and 
experience can help students to figure out the meaning of unknown words. 

According to Denton there are procedures of applying the context clues 
strategy in teaching reading: 
1) Asking some students to share what they know about descriptive text.  
2) Telling students the topic and the objective of the study.  
3) Giving a brief explanation about the text based on the topic chosen. 
4) Showing the cart which simply lists the different types of context clues in front 

of the class.  
5) Explaining each of context clues with the sample sentences while pointing to the 

chart.  



ELTALL (English language teaching, applied linguistics 

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Vol. 3 No. 2, 2022 
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6) Guiding the students to find meaning of unfamiliar words based on the clues in 
the sample sentences by following the instructions of context clues strategy.  

7) Grouping students in partnership.  
8) Giving each partnership a copy of a short passage as a practice to find the 

meanings of unfamiliar words based on the clues in the sentences by following 
the instructions of context clues strategy.  

9) Giving each partnership a copy of chart to guide their work.  
10) Circulating around the room and being the available for guidance.  
11) Guiding students to make a brief conclusion of the lesson.  
12) Evaluating the whole activities that have been done. 

According to Kjesbo there advantages of using context clues strategies, 
namely: first, vocabulary, context clues help students to build students’ vocabulary 
knowledge have in order to learn the meaning of unknown words. Second, reading 
fluency, context clues help students decide how to pronounce words. For example, 
you can put a bow in your hair or you can bow to the audience. Third, reading 
comprehension, context clues help students see the “bigger picture” and understand 
what students are reading about, including new topics or subjects. Last, enjoyment 
of reading, students who are able to use context clues to understand what students 
are reading may enjoy reading more. 

Context clues can be applied in teaching learning process to improve 
students’ reading comprehension. According to Apriliyanti study, the application of 
context clues strategy can improve the students’ reading comprehension. By context 
clues strategy the score of students reading text kept increasing. The students felt 
that context clues strategy is very effective to help students improve students’ 
reading comprehension. Therefore, context clues strategy can improve students’ 
reading comprehension and effective strategy in helping students to improve 
students’ reading comprehension. In addition, Denton states that context clues can 
give students an idea or hint for the possible mean of unknown word might mean. 
The clues are found around the unknown word whether in the same sentence or in 
other sentences before and after the sentence containing the unknown word. Thus, 
context clues strategy gives benefit to students’ competence in comprehending 
reading materials.  

 
 
According to the expert, context clues strategy is a good strategy to teaching 

english learning, but the extent of the impact by this strategy still be questionable. 
That is why, the researcher would to test and prove it and also the researcher 
identify of the problems in detail what the students’ problem in reading 
comprehension.  

Based on the preliminary research was conducted on July 2020 at First Grade 
of SMK Harapan Bangsa Panti by interview with teacher and students. The 
researcher found some information about students’ problems. First, the students’ 
knowledge of word meanings,lack of vocabulary or knowledge of word meanings 
may influence the students’ reading comprehension. When the students got a new 
text or new word that did not familiar for them or rarely used in course class, it 
made students were confused to understand the text. Students were difficult to 
comprehend the English text. When students did not know the meaning of word 
students tend to asked the teacher, friend and looking at dictionary. But, there are 
still students cannot use the dictionary well. The other problem was about students’ 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 2, 2022 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

motivation in reading English text. It was strengthened by the teacher’s admit and 
students interviewed. Students assumed that English is difficult thing. It could be 
bad influence in students’ understanding in English text. Students said ”I cannot 
read the word and sentence in English, moreover the meaning of the words, I did 
not know”. When the students studied in classroom they were sleepy, bored, talking 
with friend. In other words, motivation affects the students learning process 
especially in reading, while the strategy affects students’ motivation in learning. 
Motivation and strategy has a tight relationship in learning process. Therefore, if 
students have good motivation in reading or in learning English, students would try 
to understand the sentence or text in English. Actually, the teacher has used various 
strategies, but the students’ scores did not increase. So, the researcher is interested in 
using context clues strategy. Is the students’ reading score increase by using context 
clues strategy?. 

From the statement above, the researcher is interest to conduct a research 
entitled: “The Effect of Using Context Clues Strategy on Reading Comprehension at 
The First Grade Students of SMK HarapanBangsaPanti”. Based on description 
above, the problem of this research is formulated as follows: Is there any significant 
effect of using context clues strategy toward students’ reading comprehension?. 
1. METHOD 

The design of this research is an experimental research. Experimental research 
is used to determine the cause and effect relationship between the variables. 
Creswell states that experimental research is group comparison studies, the 
researcher would determine whether one activity or materials make a difference in 
results of students. The researcher evaluated by giving the material for one group 
and other group does not. In other words, this research consists of two groups; one 
group will treated with context clues strategy on reading comprehension; it is called 
as experimental class and other group do not it can called as control class. The 
researcher evaluated by each class whether there is students’ difference results. 

 
 
Population is part of the research. Ary argued that population is defined as all 

members of any well-defined class people, events, or objects. The population of this 
research is first grade of SMK Harapan Bangsa Panti. There are four classes for the 
first grade students and the total 142 students. The sample is part of the population 
that taken in a certain way from the population itself. According to Creswell, sample 
is a subgroup of the target population that the researcher plans to study for 
generalizing about the target population. In this research the researcher used 
purposive sampling technique. According to Sugiyono, purposive sampling is 
sampling technique with certain considerations. The sample of this research choose 
two classes of the tenth grade of SMK Harapan Bangsa Panti that are X OTKP and X 
BDP because of some consideration and some purposes. The first consideration, 

these classes are taught by the same teacher. The second consideration, these classes 
have the same characteristics and levels. 

Instrumentation is the whole process of collecting data by using the 
instrument. In experimental research, the instrument that will be used by the 
researcher is the test. The test is used to measure the knowledge, skill, feeling, 
intelligent, or attitude of an individual or group. Based on this research, the 
researcher gave pre-test and post-test to identify the effect of using context clues 
strategy in experimental class. However, the researcher gave usual treatment in 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 2, 2022 
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control class. The pre-test is used to know the students’ reading comprehension at 
the beginning and post-test used to know the development of the students’ reading 
comprehension after applying context clues as strategy of teaching reading. 

The researcher used the t-test in analyzing the data. To find out how the effect 
of using context clues strategy on students’ reading comprehension, the researcher 
used statistical calculation of t-test to determine the final calculation to (t observation) 
did using context clues strategy had an effect on students’ reading comprehension or 
not. The t-test was a kind of statistical calculation used to examine the truth or false 
of null hypothesis that stated no significant differences between the result of two 
samples from a same population. 

In this research, the researcher was test the hypothesis by using t-test to 
compare the difference of the mean score between two classes. There are some 
hypotheses that will be tested. First, pre-test and post-test scores of experimental and 
control class that analyzed whether there is or no significant effect of students’ 
reading comprehension by using context clues strategy. Second, to see the difference 
significant different between students’ reading comprehension post-test score in two 
classes. Third, it is same with the second step, but the difference is in graphic of two 
tailed tests or one tailed test. 

 
2. FINDINGS 

This section describes about the analysis of the data collected to answer the 
formulation of the problems; 1) is there any significant effect of using context clues 
strategy toward students’ reading comprehension? 2) Is there any significant 
difference between students who taught using context clues strategy and students 

who taught without using context clues strategy? 3) Is the students’ reading  
 
comprehension who taught using context clues strategy better than students who 
taught without using context clues strategy? 

The findings of the research; first, using context clues strategy in teaching 
English at the first grade of SMK Harapan Bangsa Panti had a significant effect in 
increasing the students’ reading comprehension. Second, there is significant 
difference between the students who taught by using context clues strategy and 
students who taught by conventional. Third, students who taught by using context 
clues strategy is better than conventional. 

Based on the hypothesis result, researcher found that using context clues 
strategy toward students’  test result gave significant effect on students’ reading 
comprehension. Based on the result from the data analysis, it can be seen that Ho 
was rejected for first, second, and third hypothesis. It means Ha was accepted. There 
were some explanations about the testing hypothesis above. First of testing 
hypothesis, the researcher found that using context clues strategy on students’ 
reading comprehension gave significant effect on students’ reading comprehension. 

It can be showed from the mean score of pre-test and post-test in 
experimental class. The mean score of pre-test of experimental class was 43,97 and 
the mean score of post-test was 69,85. It means that the mean score of post-test of 
experimental class was higher than the mean score of pre-test of experimental class. 
The t-test result is showed that the t-obtained was 10,31 higher than the t-table 1,960. 
The differences of both classes was caused by the treatment given. The fact showed 
that context clues strategy had significant effect in increasing the students’ reading 
comprehension. So that, the students’curiosity can be improved. It can be seen from 



ELTALL (English language teaching, applied linguistics 

and Literature) 

Vol. 3 No. 2, 2022 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

the students’ reading comprehension which is showed by the achievement of the 
students’ score. 

In the second hypothesis, it has also proven that the using context clues 
strategy on students’ reading comprehension gave significant difference on students’ 
reading comprehension. It can be showed from the mean score of post-test in 
experimental and control classes. The mean score of post-test of experimental class 
was 69,85 and control class was 59,41. It means that the mean score of post-test of 
experimental class was higher than the mean score of post-test of control class. The t-
test result is showed that t-obtained was higher than the t-table, 4,21> 1,960. The 
difference of both classes was caused by the treatment given. The fact showed that 
context clues strategy had significant difference in increasing the students’ reading 
comprehension. 

Finally, the data of the experimental and control classes were also obtained to 
indicated the students who taught by using context clues strategy from the data that 
was obtained. It was found that the mean score of post-test ot the experimental class 
(X.OTKP) was higher than the mean score of the control class (X.BDP) 69,85> 59,41. 
It can be concluded that context clues strategy can help students to increase their 
reading comprehension 
  



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3. DISCUSSION 

Description of the Data 

There were 68 students who were involved in the pre-test; 34 students in the 
experimental class and 34 students in the control class. There were also 68 students 
who were involved in the post-test; 34 students in the experimental class and 34 
students in the control class. 

 
Table 4.7 

The Comparison of Pre-test and Post-test of the Experimental and Control 
Classes 

                    Test Result 
The Class 

Pre-test Post-test 

Experimental Class x  = 43,97 
S  = 10, 719 
S2 = 114,90 

x  = 69,85 
S  = 9,96 
S2 = 99,21 

Control Class x  = 42,94 
S  = 12,192 
S2 = 148, 65 

x  = 59,41 
S  = 10, 499 
S2 = 110,24 

Based on the table above, the post-test result of the experimental class is 
higher than the pre-test result (69,85 is higher than 43,97). It means that the 
treatment that has been used by researcher can help students in improving their 
reading comprehension. The comparison of the post-test results between 
experimental and control classes show that the control class test result is lower than 
experimental class. It is indicated by the mean score of the post test result of control 
class (59,41) is lower than experimental post-test result (69,85). It means that the 
students who are treated by using context clues strategy give better result than the 
students who are taught by using conventional technique.  
Analysis of the Data 

In analyzing the data of this research, the researcher used two kinds of data 
analysis; pre-test and post-test from experimental and control classes. The pre-test of 
two classes showed that both experimental and control classes were equal at the 
beginning of the research because they were normal and homogenous. The 
researcher used the Liliefors test to find out whether the data distributed normally 
or not and used F-test to obtain whether the data of two classes were homogenous or 
not. 
Testing the Hypothesis 

a. The first hypothesis 
To measure whether the researcher accepted or rejected the hypothesis, the 

researcher used the formula two tails test to find whether Ho or Ha is accepted or 
rejected through comparing the pre-test and post-test of experimental class. The 
value of the t-obtained was compared with the value of the t-table, it means Ha 
accepted and Ho rejected (t-obtained> t-table). 

Then, standard deviation of each class was obtained and they are analyzed by 
using t-formula to find the value of t-obtained. It is found that t-obtained is 10,31 
and the t-table for degrees of freedom (df) = (na + nb – 2) = (34+34-2) = 66 with level 
of significance (∝) 0,05/2 (0,025) is 1,960, it was found that the t-obtained is greater  



ELTALL (English language teaching, applied linguistics 

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than the t-table. So, it can be concluded that there is a significant effect of using 
context clues strategy on students’ reading comprehension. 
Figure 1: The Curve of the t-test Result in the Pre-test and Post-test of 
Experimental Class 

  

 

 

 

 

 

Ho rejected  Ha accepted 

 
 ttab = 1,960   tobt = 10,31 

 
From the data, it shows that the descriptive hypothesis (Ha) is accepted or the 

null hypothesis (Ho) is rejected because t-obtained was higher than the t-table. So, it 
can be concluded that there is a significant effect of using context clues strategy on 
students’ reading comprehension. 
b. The second hypothesis 

To measure whether the researcher accepted or rejected the hypothesis, the 
researcher used the formula two tails test to find whether Ho or Ha was accepted or 
rejected through comparing the post-test of experimental and control classes. The 
value of the t-obtained was compared with the value of the t-table, it means that Ha 
accepted and Ho rejected (t-obtained > t-table). 

Then, the standard deviation of each class was obtained and they were 
analyzed by using t-formula to find the value of t-obtained. It is found that t-
obtained is 4,21 and the t-table for degrees freedom (df) = (na + nb – 2) = (34+34-2) = 
66 with level of significance (∝) 0,05/2 (0,025) is 1,960, it was found that the t-
obtained is greater than t-table. It is shown in the figure below. So, it can be said that 
there is any difference of the students’ reading comprehension between students 
who taught by using context clues strategy and the students who taught without 
context clues strategy. 

 
 
 
 

  



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Figure 2: The Curve of the t-test Result in the Post-test of Experimental and 

Control Classes 

 
     
 

 
 
 
Ho rejected  Ha accepted    
  

ttab = 1,960 tobt = 4,21 
 
From the data in curve above, it means that the descriptive hypothesis (Ha) is 

accepted and null hypothesis (Ho) is rejected. So, it can be concluded that there is 
any difference of the students’ reading comprehension between students who taught 
by using context clues strategy and the students who taught by using conventional. 
c. The third hypothesis 

To prove this hypothesis, the researcher used the formula one tail test-right to 
find whether Ho or Ha is accepted or rejected through comparing the post-test of 
experimental and control classes. The value of the t-obtained was compared with the 
value of t-table, it means that Ha accepted and Ho is rejected (t-obtained > t-table). 

Then, the standard deviation of each class was obtained and they were 
analyzed by using t-formula to find the value of t-obtained. It is found that t-
obtained is 4,21 and the t-table for degrees freedom (df) = (na + nb – 2) = (34+34-2) = 
66 with level of significance (∝) 0,05 is 1,645, it was found that the t-obtained is 
greater than t-table.  
 
Figure 3: The Curve of the t-test Result in the Post-test of Experimental and 
Control Classes 

 

  
     
 
 

 
Ho rejected  Ha accepted    
 

ttab = 1,645  tobt = 4,21 
 

From the data in curve above, it means that the descriptive hypothesis (Ha) is 
accepted and null hypothesis (Ho) is rejected. So, it can be concluded that the 
students’ reading comprehension that are taught by using context clues strategy is 
better than the students who taught without using context clues strategy. 

 
 

4. CONCLUSION AND SUGGESTION 

Based on the research question about using context clues strategy on 
students’ reading comprehension, it can be concluded that: 



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First, there is a significant effect of using context clues strategy on students’ 
reading comprehension. It was found that the value of t-obtained (10,31) was higher 
than t-table with the level significant ½ ∝ 1,960. It means that alternative hypothesis 
(Ha) of this research was accepted that context clues strategy gave significant effect 
on students’ reading comprehension. 

Second, there is significant difference between the students who taught by 
using context clues strategy and students who taught without using context clues 
strategy. It was found that the value of t-obtained 4,21 was higher than the value of 
t-table with the level of significant  ½∝ 1,960. It means that the alternative hypothesis 
(Ha) of this research was accepted and null hypothesis (Ho) was rejected. Moreover, 
the mean score of post-test in experimental class was greater than the mean score of 
post-test in control class.  

Third, the students’ reading comprehension by using context clues strategy is 
better than conventional. It is proved by the data of the post-test of both classes 
where the mean score of experimental class is 69,85 and the mean score of control 
class is 59,41 meanwhile both of classes have the same level of ability in pre-test. If it 
also compared with t-test result, t-obtained was greater than t-table (4,21>1,645), it 
means the alternative hypothesis was accepted. 

Finally, teaching in the classroom by using context clues strategy as a reading 
strategy is an effective way to increase students’ reading comprehension. It can be 
seen through the data analysis of the previous chapter. The theories stated before in 
the previous chapter are now supported by the result of this study. 

 

REFERENCES 

Alderson, J. Charles. (2000). Assessing Reading. United Kingdom: Cambridge 
University Press. 

Apriliyanti, et.al. (2018). ImprovingStudents’ Reading Comprehension through Context 
Clues Strategy at The Eight Grade of SMP Dharma Wanita Medan. Kairos ELT 
Journal, 2 (3), 166. 

Ary, Donald, et.al. (2010) .Introduction to Research in Education. Wadsworth: Cengage 
Learning. 

Creswell, John W. (2012) .Eduacational Research: Planning, Conducting and Evaluating 
Quantitative and Qualitative Research. University of Nebraska Lincoln: 

Pearson. 

Denton,Carolyn, et.al. (2007). Effective Instruction for Middle School Students with 
Reading Difficulties: The Reading Teacher’s Sourcebook. Texas: Texas Education 
Agency. 

 

 

Kjesbo, Rynette R. (2010). Free, Educational Handouts for Teacher and Parents.Handy 
Handouts.No. 272, from www.superduperinc.com. 

McNamara,Danielle S. (2007) .Reading Comprehension Strategies: Theories, Interventions, 
and Technologies.Mahwah, New Jersey: Lawrence ErlbaumAssociates. 

Nunan, D. (2003) .Practical English Language Teaching.New York: McGrawHill. 

http://www.superduperinc.com/


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Vol. 3 No. 2, 2022 
Available online at https://jurnal.iainponorogo.ac.id/index.php/eltall 

 

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