The Process of Teaching Vocabulary in Reading Comprehension among Language Preparatory Female Students at STIBA Ar Raayah عملية تعليم المفردات في فهم المقروء لدى طالبات الإعداد اللغوي بجامعة الراية
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Abstract
Vocabulary is one of the fundamental elements in learning Arabic. Without sufficient vocabulary, learners cannot fully understand texts or express their ideas clearly. Linguists believe that mastering the four language skills requires not only grammar knowledge but also a strong vocabulary base. Therefore, improving vocabulary teaching is essential to achieve educational goals, particularly reading comprehension. This study aims to explore how vocabulary is taught in reading comprehension among preparatory language students at STIBA Ar Raayah. The research is qualitative, using a descriptive-analytical approach. Data were gathered through interviews, library research, observations, and document analysis. The data analysis followed the Miles & Huberman model, involving three steps: data collection, data display, and conclusion drawing. Findings indicate that vocabulary is not taught as a standalone subject at STIBA Ar Raayah. Instead, it is integrated within reading lessons and closely tied to the texts used in class. The teaching process emphasizes contextual learning based on textbook content. Key components include learning objectives, instructional materials, teaching methods, and educational aids. Vocabulary teaching is carried out through three main stages: introduction, explanation, and evaluation.
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