STUDENTS VOCABULARY ATTAINMENT THROUGH READING COMPREHENSION

This study explores the relationship between vocabulary attainment and
reading comprehension among EFL students enrolled in a Literal Reading course
at the University of Muhammadiyah Malang. Employing a quantitative
correlational design, data were gathered from 14 students using a graded reading
text to assess vocabulary attainment and midterm reading comprehension test
scores. Vocabulary attainment was measured by the number of familiar words
students highlighted in the text, while reading comprehension was evaluated
through institutional exam scores. Data analysis was conducted using the Pearson
Product-Moment correlation via SPSS. The results reveal a weak relationship
between vocabulary attainment and reading comprehension, likely influenced by
methodological constraints, such as limited sample size, and external factors,
including varying learner proficiency levels. These findings underscore the
potential of vocabulary knowledge to contribute to comprehension when paired
with effective instructional strategies, emphasizing the value of integrated
approaches to reading pedagogy. The study advocates for aligning text difficulty
with learner proficiency, incorporating explicit reading strategy instruction, and
fostering contextual vocabulary learning. Despite limitations in sample size and
assessment scope, the results offer meaningful insights for enhancing EFL reading
instruction. Recommendations for future research are provided to further explore
these dynamics.