Abstract
The present study aims to measure the effect of implementing the contextual guessing strategy on improving the learners’ vocabulary competence and reading comprehension. In other words, the researchers try to investigate whether there was a major difference of EFL learners’ vocabulary competence and reading comprehension after implementing the treatment by using guessing meaning from context strategy. This study adopted the experimental design. The participants of this study consist of sixty learners who studying the English Course, advanced reading and summarizing, divided into two groups (30 in the control group and 30 in the experimental group). The results of the study showed that there was a significant difference of learners’ vocabulary competence and reading comprehension achievements between the control and experimental groups due to the treatment.
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