CONTEXTUAL CLUES EFFECT ON STUDENTS READING COMPREHENSION USING THE WONDERFUL WIZARD OF OZ NOVEL BY L. FRANK BAUM
Abstract
The objective of this research is to find out the effect of Contextual Clues to Students' Reading Comprehension using The Wonderful Wizard of Oz Novel.
Quantitative research methods was used in this research to deals with statistical, analysis of data collected by manipulating pre-existing statistical data with computational techniques. It was a pre-experimental study that was carried out using a one-group pre-test post-test design. The subject was the last year students of English Language Education Program consisting of 33 students. The text used during the treatment was The Wonderful Wizard of Oz Novel by L. Frank Baum published by World Public Library. It consists of 214 pages but only ten pages of the novel that was used during the treatment. The novel was chosen because it contains many words that are difficult to interpret universally in a dictionary, but using contextual clues allows for different results.The data collected using both of the test above, and the instrument used was a reading comprehension test about The Wonderful Wizard of Oz Novel.
The test consists of 20 questions in multiple choices form. T-test was used in order to analyze the data. It was found that the result before and after the treatment were very much different. The t-test score is -6.875 and the t-table is 2.997 in the level of significant 5%. Therefore the final conclusion can be stated as that there was a significant effect of Contextual Clues on Students Reading Comprehension using The Wonderful Wizard of Oz Novel.
Key Words : Contextual Clues; Reading Comprehension, Novel The main purpose of reading is
comprehending the text. A statement about reading made by Tarchi (2017), he said that comprehending a text is the way to build understanding. For students who study at university to understand a text is a kind of activity that has to be done at every lecturer, in other words university students must have excellent skill in reading comprehension. Since most of lecture would ask students to read journal, article, novel, handbook etc.
In the context of students in the last year of the English Language Education Program at Universitas Muhammadiyah Jember, some students use dictionaries to find the meaning of difficult or unfamiliar words when reading English texts. Some students use an electronic dictionary or a device that can connect to the internet.
They believe that using the internet to understand the meaning of words and
sentences is very effective. As a result they knew the meaning but cannot understand the texts. The meaning they found in the dictionary would not necessarily be the same and connected to the texts and sentences according to what the author wants to convey.
Realizing that understanding text is very important in reading skill, the students must find a way or procedure that can help them to comprehend a texts.
Students should master the skill of guessing the meaning of words based on the context to increase their reading comprehension without using dictionary.
One of the appropriate way to guess the meaning of new words and also a sentence is by using Contextual Clues. This strategy will help students’ to increase their reading comprehension skill.
According to Nagy and Scott (2000) in Tuyen, Huyen (2019, p. 1343)
the way to find out the main idea of a paragraph or a meaning of particular word, can be done by paying attention to every word around it. The statement above means that if in one sentence there is a word whose meaning is unknown, then the meaning of that word can be found by paying attention to the context or words around the particular word, for example the word compassionate; “He is a compassionate man, he treats everyone kindly and he is always there when someone needs help.” It can be seen that the words around the word compassionate explain the meaning of it.
According to Tompkins (2017), context clues are classified into six types:
definition, example-illustration, logic, root words and affixes, and grammar. The table below contains the description and examples.
6 CONTEXT CLUES TYPES CLUES EXPLANATION
Definition The unknown word can be understood by paying attention to the definition.
Example; a British nobleman between a marquis and a viscount called as earl .
Example- Illustration
Using an example or illustration to understand the unfamiliar word.
Example; The color of her gingham, is white and blue; and although the blue is somewhat faded with many washings, it is still a pretty frock.
Contrast The meaning of a word can be found by comparring or contrasting it with another word in the
sentence.
Example; My son likes Casio because it is cheaper and cooler than G-shock.
Logic By thinking about the rest of the sentence readers can understand the meaning of the unfamiliar word. It can be called as common sense or reasoning skill.
Example; The sunscreen acts like a screen to protect our skin from the sunlight.
Root Words Knowing about root words and
and Affixes affixes can help students to figure out what a word means. Example;
The dictator King made people complete an hour of work tonight. Dict- is the root to say or tell; so presumably this king told people what to do.
Grammar If readers don’t know about a word the word’s function in the sentence or its part of speech can be applied in a sentence to figure out the meaning.
Example; Most spiders molt five to ten times.
Literacy for the 21st Century: A Balanced Approach (Gail A. Tompkins)
Gerace (2001), Robb (2013), and Langan (2014) categorize several commonly used types as follows:
definition, example, synonym, antonym, contrast, logic, general sense of sentence, part of speech, grammar, root word, and affix.
a. Definition
The author provides a direct definition of an unfamiliar word right in the sentence.
Signal words: “is, are, means, and refers to”. Example: A conga is a barrel-shaped drum.
b. Synonym
The author uses another word or phrase that has a similar meaning to the unfamiliar word. Signal words: “also, as, like, similarly”. Example: Andrea is so proud, self-centered and also arrogant.
c. Antonym
The author uses another word or phrase that means the opposite of the unfamiliar word. Signal words: “however, whereas, unlike, in contrast, instead of”. Example:
Unlike Andrea, who is very over-bearing, Anastasia is very humble.
d. Example
Several words or ideas of unfamiliar words are provided by examples. Signal words:
“like, such as, for example, for instance, including”. Example: In literature students were studying literary works, such as prose, poetry, and drama.
e. Inference
The meaning of words are not directly described but must be inferred from context. Signal words: “Look for clues over several words or sentences”.
Example: Don’t want to talk with Alexandra, unless you want to hear a story about herself, she is so self-centered.
Many types of context clues put forward by the expert differ only in number not in the meaning of each type. So that below is a collection of the types of contextual clues that researchers will use in this study:
The research about context clues have been conducted by many researchers, mostly in teaching and learning language proses. Here are some of them that deals with this research and how this research different from them. First, Melia Putri and Fitrawati in their thesis under the title (2019) “The Correlation Between Context clues Strategy and Reading Comprehension Ability at The Second Semester English Department Students of Universitas Negeri Padang” used Pearson Product Moment Correlation Formula to know the significant correlation between context clues and reading comprehension.
The significant correlation between students’ reading comprehension skill and using context clues was found after doing several tests to the students there. Second, Kiki Marlindawati (2012) “The Use of Context Clues to Improve The Vocabulary Mastery of The Eighth Grade Students of MTs Hasyim Asyari 2 Kudus in The Academic Year 2012/2013”. From this Class Action Research which was conducted in three cycles It was end in a final conclusion that there was improvement from 1st, 2nd, and 3rd cycle.
The last study entitled“The Effect of Context Clues on EFL Learners Reading Comprehension” has been done by Seyed Jalal Abdolmanafirokni, and Hamid Reza Niknaqsh (2013).
The study was doing in eight sessions with two groups’ participation who received different treatment. One of the group practiced using many types context clues while another one used
dictionary in comprehending the novel.
Finally, the conclusion statement said that the control group performance was much better than the experimental group. The results of the study displayed that context clues can be regarded as a working factor in the way that a learner comprehends a text. What makes all of the previous studies above different with this research are; the method, the subjects and the area of the research. The problem of this research is stated as; Is there significant Effect of Contextual Clues towards students Reading Comprehension Using The Wonderful Wizard of Oz Novel?, finding out the effect of contextual clues on students reading comprehension using The Wonderful Wizard of Oz Novel is the purpose of this study. Hopefully, the outcome of this research will be useful for both students and lecturer in teaching and learning process, since by using context clues students will have carefulness in reading the information and to find idea within a sentence, paragraph, or passage.
Method
The quantitative method is used in doing this research. As stated by Donald Ary (2006) that a quantitative research discuss about cause and effect, or current status and questions of relationship that can be answered by gathering and statistically analyzing numeric data.
Research design
Pre-experimental by using one group pre-test post-test design was chosen as the design in conducting this research.
The subjects were 33 students of English Language Education Program. This type of research was carried out in three steps. (1) a pretest was performed to measure the dependent variable; (2) a specific treatment was administered to the experimental group; and (3) the test from the first step was repeated to measure the dependent variable. The last action was doing evaluation by comparing the result from both of the tests.
O1: Pre-test
Pre-test is the test of reading comprehension before the treatment.
X: Treatment
Treatment is reading the text by using contextual clues as the strategy
O2 : Post-test
The definition is the test of reading comprehension after the treatment.
Research procedure
The procedure of the research was shown in the following steps.
1. The preparation stage was including:
a. Research design b. Literature study
c. Selection of research instruments.
d. Validation of research
instruments.
2. The research implementation stage was including:
a. Grouping samples in one research using Google meet.
b. Carried a pre-test to determine the condition of the students' reading comprehension.
c. After pre-test researcher thought contextual clues as a learning strategy (treatment). Process of use contextual clues as a learning strategy are as follows: (1) conditioning of research tools; (2) opening, conducted by researchers; (3) explaining contextual clues; (4) Doing exercises in the application of contextual clues and how to use them when dealing with unfamiliar words; (5) Then providing post-tests for know the condition of students' reading comprehension.
3. Processing and data analysis.
4. Concluding the result Population and Sample
The whole of the last year students of English Language Education Program Univesitas Muhammadiyah Jember became the population of the research.
The number of the students was 33 people which were used as the sample also.
Sugiyono (2013:85) stated that when all members of the population are used as samples then technique of saturated sampling is chosen as technique of determination of the sample
Data Collecting Technique
To get the data, the researcher used data collection teqhniques as follows :
1. Pre-test
It serves to get information about the reading comprehension level of students.
2. Post-test
The researcher give the post-test to the students after taugh using contextual clues. This test is held in order to know is there any effect before and after taught using contextual clues.
The result of post-test was collected and compared to know the effectiveness of Contextual Clues to Reading Comprehension Using The Wonderful Wizard of Oz Novel.
Data Collecting Instrument
The instrument is reading comprehension test which was done before and after the treatment. It consists of 20 items in the multiple choice form. It was chosen because it is consider can appropriately measure the students’
knowledge in reading comprehension and multiple choice questions are perhaps the most commonly used format in standardized reading comprehension tests.
The student`s condition before receiving the treatment was known from pre-test calculation. While the effect after the treatment using contextual clues on comprehending The Wonderful Wizard of Oz Novel by L. Frank Baum was found out by giving he post-test to the students.
The instruments used must be valid and realible. Therefore, a try out for the test items was conducted to know the validity, realibility, difficulty power of the test.
Validity Test
According to Sugiyono (2013:121) valid means the instrument can be used to measure what it is supposed to measure.
The right and proper conclusion based on the data obtained from an assessment is defined as validity. This section is the most important thing in selecting and preparing the instrument to be used in the research.
Sugiyono (2013:123) stated that valid instrument must have internal and external validity. The internal validity of the instrument in the form of a test must meet the construct validity and content validity.
a. Construct validity
To test the validity of the construction, expert opinion can be used (judgment experts). Experts in this research is an expert lecturer / mentoring lecturer as validity construct.In this case, after the instrument constructed about the aspects that will be measured based on a certain theory, then it is then constructed with experts.
b. Content validity
According to Sugiyono (2013:129), content validity testing for instruments in the form of tests can be done by comparing the contents of the instrument with the subject that has been taught. Technically, the use of an instrument grid, or matrix instrument development, can aid in testing the validity of the construction and content validity. Variables studied, indicators as benchmarks, and item numbers (items) questions or statements translated from indicators are all represented in the grid.
Validity testing can thus be performed easily and systematically using the instrument grid.
It can been seen from the table above that the test really measures the characteristic that was being used to measure.
c. External Validity
The external validity of the instrument was tested by looking for similarities between the criteria that exist in the instrument with empirical facts that occur in the field. Research instruments that have high external validity will produce research results that have high external validity too. A research can be said as has external validity if the research results can be applied to other samples in the population studied (Sugiyono, 2013:
130). So that other people can understand the results of the research.
To analyze the validity of data, the researcher analyze the data validity by correlation product moment using SPSS 16.0 program. Product moment correlation formula, Hery Susanto (2015):
At a significant level of 5% the value rxy or rpbi was compared with the correlation coefficient of the "r" product moment value table. If the value rxy or rpbi the correlation coefficient is greater (>) than the value of rtable, then the results considered as significant, it means that the
test items are valid. The value of r table with N=30 at significant 5% in the statistical r table distribution then obtained the value of r table=0,361.
Reliability
Reliability indicates an understanding that the instrument used to obtain information in the research can be trusted as a data collection tool, and is able to reveal actual information in the field(Sugiyono: 2013, p 131). This Instrument reliability test was carried with internal consistency using Split Half Technique. The Spearman Brown formula is used, as shown below:
ri = all instruments internal reliability rb= Product Moment Correlation between hemispheres.
Difficulty Test
To test the level of difficulty used the formula:
I : Difficulty index
B: The total students who answered the questions correctly
J: The number of students who is taking the test (Hery Susanto; 2015).
Difficulty Level Test Items
Criteria Category
P ≥ 0,76 Easy
0,25 ≤ p ≤ 0,75 Medium
P ≤ 0,24 Difficult
It can be said that the difficulty level test item is the proportion of participants who answered correctly to the
items. A test is said to be good if the items on the test are not too difficult and not too easy. Problems that are too easy do not stimulate students to enhance their efforts to solve them. On the other hand, questions that are too difficult will cause students become desperate and do not have the enthusiasm to try again because they are out of reach.
Distinguishing Power Test
Distinguishing Power Test has benefits to improve the quality of each item through empirical data and to find out how far each item can distinguish students' abilities (Hery Susanto, 2015). It has is the ability to distinguish between highly capable testees and low-ability testees in such a way. The reseracher analyze the distinguisihing power test using SPSS 16.0 by product moment that was thought above in validitas but ini this part it have a different intrepretation on the output.
Kusaeri Suprananto assert in Hery Susanto (2015) for calculating the distinguishing power test, the following formula is used:
D : Power difference PA : High group proportion PB : Low group proportion
Distinguishing Power Test Index Distinguishing
Power Test
Classification Interpretation
0.70-1.00 Excellent Very Good
0.40-0.69 Good Good
0.20-0.39 Satisfactory Enough
0.00-0.19 Poor Not Good
Marked negative
- Very bad
Technique of Data Analysis
Statistical Product and Service Solution (SPSS) version 16.0 was used to analyze data statistically, others technique was also used as shown below;
Descriptive analysis
There are sample numbers, scores of minimal, maximal, mean, and standard deviation in descriptive analysis. Students' pretest and posttest scores were analyzed descriptively. The calculation of N-gain is
the average improvement in student learning outcomes.
Statistical analysis a. Normality Test
This test was performed to determine whether or not the data was normal. When the p-value was greater than 0.05, the data was classified as normal.
One-Sample Kolmogronov Smrinov was used to measure normality. The parametric test was used if the data was normal. If the data was not normal, however, the non- parametric test would be used. Because the paired t-test was used in this study, there was no homogeneity test.
b. T-test
In this case, the data would be analyzed by sample t-test. Paired sample t- test is used to see whether or not there is significant effect of students’ reading achievement before and after the treatment.
Result and Discussion
There must be a try out for the intrument before it is used in the research.
The instrument being tested was in the form of multiple choice. It consists of 25 questions of Contextual Clues about The Wonderful Wizard of Oz Novel. The trial was conducted on 33 students last year English Language Department Program 2016/2017 academic year. The results of the item analysis is shown below:
a. Validity test
There are 20 questions as the instrument of the research. The validity of the test instrument in this study uses content and constructs (internal validity) and external validity (quantitative calculations). The internal validity test was carried out using a agreement by two validators (expert judgment). After internal validation is carried out on the test instrument then continue with external validation using SPSS 16.0 as shown below;
Items of Question Validity
The item can be said as valid if it has rxy or rhitung ≥ rtable, by looking at the significant value product moment N=30 with a level significant 0.05. As shown by table above that all of the items or 20 items are valid.
b. Difficulty Test
The difficulty test is used to test the questions in terms of difficulty level that are categorized as; difficult, medium and easy. The result of the analysis can be seen in the following table:
Difficulty Level Test Results
It is shown that the questions tested are classified as medium with 0,25 ≤ P ≤ 0.75 that is as many as 2 items categorized as medium questions, items with a mean level of difficulty with P ≥ 0.76 as many as 18 items categorized as easy questions.
c. Distinguishing Power Test
The calculation results of the discriminating power of the questions of 20 questions shows that there are 14 items in the good category with 0.40-0.69, 6
items in very good category with 0.70- 1.00.
d. Reliability Test Reliability Category Correlation
Coefficient
Reliabilit y
Category
0,800 – 1,000 Very high
0,600 – 0,799 High
0,400 – 0,599 Medium
0,200 – 0,399 Low
0,000 – 0,199 Very low
The results of reliability test reveal that 10 items obtained the value of split-half Coefficient = 1.000, it means that the questions categorized as very high reliability category.
The Pre-test Result
The descriptive analysis on the pre- test was interpreted using Craig A. Mertler (2005) scoring table.
No Categories Scoring 1. Excellent 85-100
2. Good 70-84
3. Enough 60-69
4. Less 50-59
The Pre-test Score
Students’ pre-test data were obtained from the result of their reading comprehension test before the treatment given. The data describes in the following table;
From the table above it can be seen that the highest score is 95 and the lowest is 33 while the mean score is 69.55. Therefore, it is categorized as enough.
The data of pre-test could be seen in the statistical description below:
Based on the calculation on the figure above, it can be concluded that the mean score of pre-test is 69,55. From the 33 students, there was (3,0%) or only one student got 33, five students (15,2%) who got 50, two students (6,1%) who got 55 and based on the soring grade they were categorized as less. Then there was a student (3,0%) who got 60, five students (15,2%) who got 65 and based on the soring grade they were categorized as enough. Then there were five students (15,2%) who got 70, four students (12,1%) who got 75, three students (9,1%) who got 80 and based on the soring grade they were categorized as good. Then, there were two students (6,1%) who got 85, three students (9,1%) who got 90, two students (6,1%) who got 95 and based on the soring grade they were categorized as excellent.
The Post-test Result
Post -test was conducted to measure the effect to the student's reading comprehension after the treatment given, The result of calculation using SPSS 16.0 on the data after treatment (post-test) showed that the lowest score was 70, and 100 was the highest. While the mean score proved that all of students were categorized excellent (90,15 ).
Based on calculation on the figure above, a conclusion can be stated that the mean score of post-test was 90,15. Among 33 students, there was a student got 70 (3,0%), a student reach 75 (3,0%), and (6,1%) students or only two got 80 and based on the soring grade they were categorized as good. Then there were seven students (21,2%) who got 85, seven students (21,2%) who got 90, eleven students (33,3%) who got 95, four students (12,1%) who got 100 and based on the scoring grade they were categorized as excellent.
After analyzing the value of pretest and posttest, the next step is to calculate the gain (improvement) of students’
reading ability. The difference between the pretest and posttest values is referred to as
gain. Gain denotes an increase in students' reading ability following learning. The improvement (gain) from pretest to posttest for each participant can be calculated by subtracting each person's pretest score from his or her posttest score using the following formula:
POSTTEST ─ PRETEST ═ GAIN Hake's (1999) formula was used to calculate the global gain from both pre and posttest scores; the formula is shown
below:
The explanation of the formula can be seen as follow:
a. “High-g” courses as those with (<g>) >
0.7;
b. “Medium-g” courses as those with 0.7 >
(<g>) > 0.3;
c. “Low-g” courses as those with (<g>) <
0.3.
Based on the calculation above, the N-gain was 0,657. So, it can be state that the N- gain of reading test is in medium level.
Statistical Analysis
The Analysis explains about the normality test analysis and the test of hypothesis.
Normality Test
This test employed the One-Sample Kolmogrov Smirov method (K-S). Simply reading the Asymp. Value can be used to determine the normality of the data tested.
Signed (2-tailed). If the value of Sig. (2- tailed) obtained from the calculation is greater than the alpha level of 5% or Sig.
(2 tailed)> 0.05, the data requirements are normally distributed.
The results of the normality test using SPSS 16.0 are shown in the table below.
The significance value for each pre-test and post-test is greater than 0.05 based on the table above. The sig/p-value on the pre-test is 0.810, which is greater than 0,05 (0,810>0,05), indicating that the data is normal. The p-value on the post-test is 0.131, which is greater than 0,05 (0,131>0,05), indicating that the data is normal. As a result, it follows that H0 is accepted and Ha is rejected. As a result, each data set can be interpreted as having a normal distribution.
Testing Hypothesis
The most common characteristics observed in cases of one individual (the subject of the study) is subjected to two different treatments in pairs. Despite using the same individual, this study obtained two types of sample data: data from the first treatment and data from the second treatment. The first treatment was control, that is not giving any treatment at all to the object of research while in the second treatment, then the object of research is subjected to a certain action. In this study there are two data used, namely pre-test is data taken before treatment and post-test is data taken after giving Contextual clues (treatment).
The Hypothesis explained at the following details :
a. Alternative (Ha)
There is a significant effect of contextual clues on students reading comprehension using The Wonderful Wizard of Oz Novel.
b. Null Hypothesis (Ho)
If there is a no effect of contextual clues on students reading comprehension using Wonderful Wizard of Oz Novel.
The following are the fundamentals of decision making in the Paired Sample t- Test based on a comparison of the significance value (probability):
a) If the significance level is greater than 0.05, Ho is accepted and Ha is rejected.
b) If the significance level is 0.05, Ho is rejected and Ha is accepted.
The following table shows the results of statistical data analysis using SPSS 16.0:
The first result provides a description of the pair of variables studied, including the average (mean) before treatment of 69.55 with a standard deviation of 15.379 and after treatment of 90.15 with a standard deviation of 7.233.
The correlation between the two variables yielded a figure of -0.034 with a probability value (sig) of 0.849 in the second result. It demonstrates that the correlation between before and after treatment is not significant, as the probability value is greater than 0.05.
The third result indicates that the value of tob obtained is -20.606. Because the plus and minus signs are ignored in the t test, the value -6.857>2.997 (ttable). As a result, Ho is rejected, while Ha is accepted.
Then, in the result of the SPSS output above, the decision making Paired Sample t-Test based on the comparison of significance value shows that the significance value is 0.000. Because the significance value is 0.0000.05 according to the Paired Sample t-Test decision making basis, it can be concluded that Contextual Clues have a significant effect on Students Reading Comprehension while reading The Wonderful Wizard of Oz Novel.
Conlusion
Based on the results of the pretest and posttest, the mean score improved by about 16.45 after the treatment. To provide accurate data on students' score improvement and to determine the effect of contextual clues on students' reading comprehension, the pretest and posttest results were calculated using the gain score formula. The calculation yielded a score of 0.657, which is classified as medium. This indicates that Contextual Clues improved students' reading comprehension. The analysis revealed that the Contextual Clues treatment had a significant impact on students' reading comprehension, as evidenced by the t test results. The value of tobtained is greater than the value of ttable, where the result of tobtained is -6.875.
It can be concluded that using contextual clues as a strategy improves students' reading comprehension when reading The Wonderful Wizard of Oz novel by L. Frank Baum.
References
Baum, L. Frank (2021) The Wonderful Wizard of Oz. World Public Library Association
Elviana. (2020). Analisis Butir Soal Evaluasi Pembelajaran Pendidikan Agama Islam Menggunakan Program Anates.
Jurnal Mudarrisuna, 58-73.
Fitrawati, M. P. (2019). The Correlation Between Context Clues Strategy And Reading Comprehension Ability At The Secon Semester English Department Students Of Universitas Negeri Padang. Journal of English Language Teaching, 08, 473-480.
Hery Susanto, A. R. (2015). Analisis Validitas Reabilitas Tingkat Kesukaran dan Daya Beda pada Butir Soal Ujian Akhir Semester Ganjil Mata Pelajaran
Matematika. Al-Jabar: Jurnal Pendidikan Matematika, 205-207.
Langan, J. (2014). Ten steps to improving college reading skills (6th ed.).
New York: Townsend Press.
Seyed Jalal Abdolmanafi Rokni, Hamid Reza Niknaqsh. (2013). The Effect of Context Clues on EFL Learners’
Reading ComprehensionELT.
Voices – India International Journal.
Sugiyono, 2013. Metode Penelitian Kuantitatif Kualitatif dan R&D.
Bandung: CV. Alfabeta.
Tarchi, C. (2017). Comprehending Expository Texts: The Role of Cognitive and Motivational Factors. Reading Psychology, 38(2), 154–181.
https://doi.org/10.1080/02702711.2 016.1245229.
Tompskin, Gail E. 2017. Literacy for the 21st Century: A Balanced
Approach. Publisher:Pearson.
https://www.beachwoodschools.org /Downloads/Six%20Types%20of
%20Context%20Clues
%20copy.pdf
Tuyen, Le Van, Huyen, Vo ThiNgoc (2019) Effects of using Contextual Clues on English Vocabulary Retention and Reading Comprehension.International Journal of English, Literature and Social Science (IJELS) Vol-4, Issue-5, Sep – Oct 2019. ISSN:
2456-7620
https://dx.doi.org/10.22161/ijels.45.
15
Zieitzoff Helen (2005). Using Context Clues to Help Kids Tackle
Unfamiliar Words. New York : Scholastic Teaching Resourches.
