Effectiveness of Contextual Guessing Strategy on Reading Comprehension in Indonesian EFL Pre-University Students: A Mixed-Methods Study

  • Nurul Hasanah Institut Agama Islam Negeri Parepare
  • Syahban Mada Ali Institut Ilmu Sosial dan Bisnis Andi Sapada
  • Rahma Melati Amir Universitas Islam Ahmad Dahlan
Keywords: Contextual Guessing, EFL, Indonesia, Mixed-Methods, Parepare, Pre-University Students, Reading Comprehension


This study examines the effectiveness of contextual guessing strategies in enhancing reading comprehension among Indonesian pre-university EFL students in Parepare. The research targeted students preparing for university entrance exams, employing a mixed-methods approach with a quantitative-driven design. A purposive sampling technique selected 30 pre-university students from various high schools in Parepare. Quantitative analysis of multiple-choice test scores before and after a targeted intervention, which trained students to use contextual clues (e.g., roots, prefixes, and suffixes) to infer meanings of unfamiliar words, demonstrated a significant improvement in reading comprehension (t(29) = 12.24, p < 0.05). Qualitative insights from interviews with these students revealed increased confidence, practical relevance, and engagement with texts. Students reported that these strategies helped them approach reading tasks analytically, manage their time effectively during exams, and reduce reliance on dictionaries. The findings underscore the critical role of contextual guessing strategies in EFL instruction, promoting effective reading skills and academic success for pre-university students in Indonesia. Integrating these strategies into the curriculum can substantially enhance reading comprehension and exam performance.


Download data is not yet available.


Alharbi, M. A. (2015). Reading Strategies, Learning Styles and Reading Comprehension: A Correlation Study. Journal of Language Teaching & Research, 6(6).

Ali, S. M. (2022). Reading, Must be Fluent! Eureka Media Aksara. https://repository.penerbiteureka.com/publications/558687/

Aswad, M., & Sardi, A. (2023). The Discourse Analysis of Diction Effects on Teachers Used in Teaching English as a Foreign Language. AL-ISHLAH: Jurnal Pendidikan, 15(2), 2647-2654.

Beck, I. L., McKeown, M. G., & Sandora, C. A. (2020). Robust Comprehension Instruction with Questioning the Author. Guilford Publications.

Brown, H. D. (2014). Principles of Language Learning and Teaching: A Course in Second Language Acquisition. Pearson.

Creswell, J. W. (2021). A Concise Introduction to Mixed Methods Research. SAGE publications.

Enni, E., Hasanah, N., & Ali, S. M. (2024). Empowering Reading Comprehension in EFL Vocational School Students through Folktale. JELITA, 5(1), 19–27. https://doi.org/https://doi.org/10.56185/jelita.v5i1.596

Faizal, F. A., & Ali, S. M. (2022). An Analysis of Final Test Quality on EFL Students. Inspiring: English Education Journal, 5(2). https://doi.org/10.35905/inspiring.v5i2.2623

Ghani, N., Jamian, A. R., & Jobar, N. A. (2022). Meta-analysis of Reading Abilities Factors. ICCCM Journal of Social Sciences and Humanities, 1(2), 1–11. https://doi.org/https://doi.org/10.53797/icccmjssh.v1i2.1.2022

Gilakjani, A. P., & Sabouri, N. B. (2016). A Study of Factors Affecting EFL Learners’ Reading Comprehension Skill and the Strategies for Improvement. International Journal of English Linguistics, 6(5), 180–187. https://doi.org/http://dx.doi.org/10.5539/ijel.v6n5p180

Hasanah, N., & Arisman, R. (2023). The Impact of Social Media on Reading Habits of Students in Islamic Schools. Proceeding: International Conference on Islamic Studies, Education and Civilization (ICONIS), 1(2), 231–236.

Le Van Tuyen, V. T. H. (2019). Effects of Using Contextual Clues on English Vocabulary Retention and Reading Comprehension. International Journal of English Literature and Social Sciences (IJELS), 1342. https://doi.org/https://dx.doi.org/10.22161/ijels.45.15

Mohseni Takaloo, N., & Ahmadi, M. R. (2017). The Effect of Learners’ Motivation on Their Reading Comprehension Skill: A Literature Review. International Journal of Research in English Education, 2(3), 10–21. https://doi.org/http://dx.doi.org/10.18869/acadpub.ijree.2.3.10

Nassaji, H. (2014). The Role and Importance of Lower-Level Processes in Second Language Reading. Language Teaching, 47(1), 1–37. https://doi.org/https://doi.org/10.1017/S0261444813000396

Nation, I. S. P., & Waring, R. (2019). Teaching Extensive Reading in Another Language. Routledge. https://doi.org/https://doi.org/10.4324/9780367809256

Noviasmy, Y., Hasanah, N., & Dalle, A. (2023). Applying Quizizz Application as an Assessment Tool for EFL Students. Inspiring: English Education Journal, 6(1), 12–22. https://doi.org/10.35905/INSPIRING.V6I1.4835

Oxford, R. L. (2016). Teaching and Researching Language Learning Strategies: Self-regulation in Context. Routledge. https://doi.org/https://doi.org/10.4324/9781315719146

Schmitt, N., & Schmitt, D. (2014). A Reassessment of Frequency and Vocabulary Size in L2 Vocabulary Teaching. Language Teaching, 47(4), 484–503. https://doi.org/https://doi.org/10.1017/S0261444812000018

Schmitt, N., & Schmitt, D. (2020). Vocabulary in Language Teaching (2nd ed.). Cambridge University Press.

Tashakkori, A., Johnson, R. B., & Teddlie, C. (2020). Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences. Sage publications.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (Vol. 2). Ascd.

Vaughn, S., Boardman, A., & Klingner, J. K. (2024). Teaching Reading Comprehension to Students with Learning Difficulties. Guilford Publications.

Wulandari, F. (2016). Developing Students’ Reading Comprehension Through Contextual Guessing. Jurnal Pendidikan Bahasa, 5(1), 73–86. https://doi.org/https://doi.org/10.31571/bahasa.v5i1.301

How to Cite
Nurul Hasanah, Syahban Mada Ali, & Rahma Melati Amir. (2024). Effectiveness of Contextual Guessing Strategy on Reading Comprehension in Indonesian EFL Pre-University Students: A Mixed-Methods Study. JELITA, 5(2), 325-334. https://doi.org/10.56185/jelita.v5i2.744