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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Munir
English Education Study Program Postgraduate Program Universitas Negeri Makassar
Languange, Linguistic, Communication & Media

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The Effect of Contextual Clues on the Eleventh Grade Students’ Reading Comprehension of Explanation Text at Senior High School Nuraswadi; Abdullah; Munir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i2.11127

Abstract

This study investigated the effect of contextual clues on the eleventh-grade students’ reading comprehension of explanation texts at SMAN 2 Budong-Budong. Reading comprehension is an essential skill in English learning because it enables students to understand written information, infer meaning, identify text structure, and interpret ideas within academic texts. However, preliminary observation showed that many students experienced difficulties in understanding explanation texts due to limited vocabulary, overdependence on dictionaries, word-for-word translation, and lack of effective reading strategies. This research employed a quantitative approach with a quasi-experimental non-equivalent control group pre-test–post-test design. The sample consisted of 41 eleventh-grade students: 21 students in the experimental class and 20 students in the control class. The experimental class was taught using contextual clues, while the control class was taught using conventional instruction. The instrument was a reading comprehension test consisting of 30 multiple-choice items based on explanation texts. The data were analyzed using descriptive statistics, normality testing, homogeneity testing, independent sample t-test, and effect size analysis. The findings showed that the experimental class achieved greater improvement than the control class. The mean score of the control class increased from 44.00 to 57.00, while the mean score of the experimental class increased from 48.41 to 71.11. The independent sample t-test showed a significance value of 0.001, which was lower than 0.05, indicating a significant difference between the two groups. The effect size value was 0.60, categorized as a moderate effect. Therefore, contextual clues significantly improved students’ reading comprehension of explanation texts.
Co-Authors Abdullah Nuraswadi