The Effect of Pre-Teaching Vocabulary in Teaching Reading Skill to Improve Students’ Reading Comprehension.

For students, reading is crucial since their ability to learn obviously depends on how well they can read. Due to a lack of vocabulary, a common phenomenon among students today is their great difficulty interpreting texts or understanding the meaning of English terms. The purpose of this research is to determine how pre-teaching vocabulary affects the teaching of reading comprehension in students. Quasiexperimental research was used in this research. The tests are used for data collection (pre-test and post-test). The research is divided into two classes: an experimental class and a control class. The results show that the pre-teaching strategy has improved the value of the experimental class. This proves that preteaching vocabulary is a successful strategy for enhancing students' reading comprehension. In contrast to the control class, they had difficulty understanding a text when reading due to a lack of vocabulary and not being distracted during the learning process.