IMPROVING READING COMPREHANSION THROUGH VOCABULARY IN A SECONDARY EDUCATION
Keywords:
Reading comprehension, explicit vocabulary instruction, ESL learners, collaborative learning, classroom action research, educational strategies, vocabulary acquisition.Abstract
This study investigates the impact of explicit vocabulary instruction on improving reading comprehension among students in diverse educational settings, with a focus on under privileges secondary school learners in Malaysia. Reading is a critical skill that requires effective strategies to Enhances comprehension, especially for English as a Second Language (ESL) learners. Explicit vocabulary instruction, compared to implicit methods, has shown significant potential in addressing barriers such as limited resources and linguistic challenges. Using a classroom action research approach, this study employed a two-cycle model with pre-tests and post-tests to evaluate the effectiveness of vocabulary instruction on reading comprehension. Results revealed notable improvements in students' reading proficiency, pronunciation, and contextual understanding through collaborative learning techniques. The study underscores the importance of explicit vocabulary teaching in equipping students with the tools necessary to bridge comprehension gaps and foster academic success.
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