GRADED READING AND CONTEXT CLUES IN EFL READING COMPREHENSION: A DESCRIPTIVE STUDY OF INDONESIAN SENIOR HIGH SCHOOL EFL STUDENTS

Abstract

English reading comprehension remains a persistent challenge for Indonesian EFL high school students, who tend to rely heavily on automated translation tools rather than building genuine independent reading strategies. This study examines how graded reading and context clues strategies, when implemented together, can improve reading comprehension among Indonesian EFL high school students. Using a descriptive qualitative approach with questionnaire data from 22 high school students across Grades X, XI, and XII, the study generates two primary themes: (1) the effectiveness of graded reading in supporting comprehension and vocabulary development, and (2) the role of context clues in reducing students' over-reliance on word-by-word translation. Literature findings show that graded reading, grounded in Krashen's (1982) Input Hypothesis and Nation's (2009) 98% vocabulary rule, creates the controlled reading conditions needed for sustained fluency development, while explicit context clue instruction significantly enhances vocabulary inferencing. Questionnaire results show that half of the students (50%) immediately use Google Translate when encountering a hard word. Yet they achieved a 90.9% average score on a context clues mini-test, highlighting a significant gap between actual capability and daily habits. Merging these two reading strategies offers useful insights for EFL curricula development, teaching, and learning in Indonesian secondary education, especially for fostering long-term, independent readers.