Improving Vocabulary Mastery through Direct Instruction
DOI:
https://doi.org/10.54518/rh.5.3.2025.955-964Abstract
The low mastery of students' skills in learning English and the limited application of explicit learning strategies such as DI in English as a Foreign Language (EFL) class in Indonesia. This study aims to determine the effectiveness of the Direct Teaching (DI) strategy in improving the mastery of understanding of grade VII students at State Junior High School 3 Tanggetada. The method used in this study is Classroom Action Research (CAR) which is carried out in two cycles. Each cycle consists of four stages, namely planning, implementing actions, observation, and reflection. The research subjects were 18 students who were selected purposively based on their low mastery of understanding. Data collection techniques include insight tests, student and teacher activity observation sheets, and field notes. Data analysis was carried out descriptively quantitatively and qualitatively to assess the development of student learning outcomes and behavior during the learning process. The results of the study indicate that the application of the Direct Teaching strategy can improve students' mastery of understanding and encourage active involvement in the learning process. Students become more confident, motivated, and able to understand understanding in a more structured way.
Downloads
References
Adams, G., & Carnine, D. (2003). Direct instruction. Handbook of learning disabilities, 403-416.
Alhatmi, S. (2022). Word instruction techniques in Saudi EFL classrooms: their use and perceived usefulness by teachers. Sage Open, 12(3), 615-627.
All, A., Castellar, E. N. P., & Van Looy, J. (2021). Digital game-based learning effectiveness assessment: reflections on study design. Computers & Education, 167(1), 144-160.
Bang, H. J., Li, L., & Flynn, K. (2023). Efficacy of an adaptive game-based math learning app to support personalized learning and improve early elementary school students’ learning. Early Childhood Education Journal, 51(4), 717-732.
Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., ... & Gobert, J. D. (2010). Experimental comparison of inquiry and direct instruction in science. Research in Science & Technological Education, 28(1), 81-96.
Dakhalan, A. M., & Tanucan, J. C. M. (2024). The direct method in language teaching: a literature review of its effectiveness. Lingeduca: Journal of Language and Education Studies, 3(2), 130-143.
de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., ... & Zacharia, Z. C. (2023). Let's talk evidence–the case for combining inquiry-based and direct instruction. Educational Research Review 39(2), 520-536.
Eppley, K., & Dudley-Marling, C. (2019). Does direct instruction work?: A critical assessment of direct instruction research and its theoretical perspective. Journal of Curriculum and Pedagogy, 16(1), 35-54.
Ewing, B. (2011). Direct instruction in mathematics: Issues for schools with high indigenous enrolments: A literature review. Australian Journal of Teacher Education (Online), 36(5), 65-92.
Fauziningrum, E., Sari, M. N., Rahmani, S. F., Riztya, R., Syafruni, S., & Purba, P. M. (2023). Strategies used by english teachers in teaching vocabulary. Journal on Education, 6(1), 674-679.
Harmades, D. (2024). Improving Vocabulary Mastery by Explicit Instruction for Elementary Students. Indonesian Research Journal on Education, 4(4), 1587-1593.
Hastuti, E. D. (2011). Pembelajaran dengan menggunakan metode demontratif efektif untuk meningkatkan penguasaan kosakata bahasa inggris. Jurnal Pembelajaran, 20(5), 191-200.
Hikmah, N., Ulum, F., & Mantasiah R, M. R. (2021). Penggunaan media gambar seri dalam meningkatkan penguasaan kosa kata bahasa arab siswa Madrasah Tsanawiyah kelas tujuh di Kabupaten Pinrang. Pinisi Journal of Education, 1(1), 187-195.
Tahir, M. H. M., Shah, D. S. M., Shak, M. S. Y., Albakri, I. S. M. A., & Adnan, A. H. M. (2021). Explicit vocabulary instruction: Effects of vocabulary learning on form two ESL learners. Studies in English Language and Education, 8(3), 1227-1247.
Katemba, C. V. (2022). Vocabulary enhancement through Presentation, Practice, Production (PPP) method in the rural EFL classrooms. Acuity: Journal of English Language Pedagogy, Literature and Culture, 7(1), 88-101.
Kuswiyanti, T. S. (2023). The efficacy of the direct instruction approach for teaching english to fourth-grade students with ordinal numbers. Accessed on March 6, 2025, from https://www.atlantis-press.com/proceedings/lewis-22/125988124.
Liem, G. A. D., & Martin, A. J. (2013). Direct instruction: In International guide to student achievement. London: Routledge.
Mason, L., & Otero, M. (2021). Just how effective is direct instruction?. Perspectives on Behavior Science, 44(2), 225-244.
Masrul, M., & Wicaksono, B. H. (2023). The impact of explicit instruction on teaching vocabulary to fourth-grade students. Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal, 6(2), 98-114.
McMullen, F., & Madelaine, A. (2014). Why is there so much resistance to Direct Instruction?. Australian Journal of Learning Difficulties, 19(2), 137-151.
McQuillan, J. (2019). Where do we get our academic vocabulary? Comparing the efficiency of direct instruction and free voluntary reading. The Reading Matrix: An International Online Journal, 19(1), 129-138.
Munfa'ati, H., Mujiyanto, J., & Suwandi, S. (2020). The effect of discovery learning and direct instruction on EFL learners with different learning styles. English Education Journal, 10(3), 347-403.
Setiawan, B. (2010). Improving the students’ vocabulary mastery through direct instruction. Accessed on March 6, 2025, from https://digilib.uns.ac.id/dokumen/detail/13845.
Sinaga, G. A., Safitri, A. N., & Efransyah, M. (2018). Teaching vocabulary using direct method at seventh grade of junior high school. Project: Professional Journal of English Education, 1(5), 651-656.
Tahir, I., Cahyani, F., & Novita, D. (2021). The effectiveness of explicit vocabulary instruction in improving vocabulary mastery of EFL learners. Studies in English Language and Education (SiELE), 8(2), 723–738.
Teng, L. S. (2022). Explicit strategy-based instruction in L2 writing contexts: A perspective of self-regulated learning and formative assessment. Assessing Writing, 53(3), 630-645.
Wardhani, S. I., Sujarwanto, S., & Murtadlo, M. (2024). Pengembangan panduan pembelajaran keterampilan berbahasa menggunakan metode maternal reflektif berbasis web bagi guru anak tunarungu. Ranah Research: Journal of Multidisciplinary Research and Development, 6(6), 2973-2987.
Wiratmoko, G., Muamaroh, M., & Hikmat, M. (2023). The authentic assessment in an EFL speaking classroom at Quwaish English Arabic (QEA) language course. Research Horizon, 3(3), 250–257.
Young-Davy, B. (2014). Explicit vocabulary instruction. Ortesol Journal, 31(2), 26-32.
Yuliani, S., Hartati, S., Sulaiman, M., & Saputri, K. (2023). Interactive vocabulary technique in vocabulary mastery teaching: a quasi-experimental approach. Journal of English Education, 1(2), 63-72.
Downloads
Published
How to Cite
License
Copyright (c) 2025 Fitriani, Rais Abin, Karimuddin, Zakaria, Susi Astiantih, Ray Suryadi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
