The participants were 91 students and five teachers from a private university in Malaysia recruited using census sampling methods. This study aimed to identify the reading strategies used and not used by students and teachers when answering and teaching reading comprehension questions and explore the discord between the responses using an explanatory sequential mixed methods research design. However, reading comprehension strategies and effective adoption of the strategies have been challenging for both teachers and students in Malaysia. Reading strategies are essential for teachers and students, especially in an EFL classroom. It means that H1 was accepted and H0 was rejected and the seventh-grade students at UPTD SMP Negeri 22 Barru who are taught by using the telegram application have better vocabulary mastery than the seventh-grade students who are taught without using the telegram application. The result of the t-test value in the post-test was 2.214 and the t-table value was 1.684. Besides the different scores for pre-test and post-test, the mean score of the students in post-test was 83.57 is higher than the Kriteria Ketuntasan Minimal (75) in UPTD SMP Negeri 22 Barru. The result of this research shows that the mean score for pre-tests was 45.35 and the post-test was 83.57. The data was collected using vocabulary tests (pre-test and post-test) and analyzed employing statistical calculations to test the hypothesis.
The samples of the research were taken using the cluster random sampling technique, there are two classes as samples, experimental class, and control class, both classes consisted of 28 students. The population of this research was the seventh-grade students at UPTD SMP Negeri 22 Barru. In this research, the researcher applied a quasi-experimental method. Therefore, this research aims to measure the use of telegram applications as learning media to enhance the students’ vocabulary mastery. One of the learning media that is much promoted and used during the pandemic of Covid-19 is the telegram application. The inexistence of good learning media will affect the students’ vocabulary mastery. The biggest trigger for the students’ in mastering vocabulary is learning media. Future research can look into how CBI can affect learners' vocabulary learning either through synchronous or asynchronous. There was also a positive and moderate relationship occurred between teachers and learner that increased the creative learning and innovative teaching for both in using the technology. The learner' writing competence developed since the words used within the writing documents were varied, and in accordance with the topic discussed. The findings revealed that there had been a substantial improvement on the learner' vocabulary size. Moreover, unstructured interview was performed as data triangulation. It was a qualitative approach study, where the participant' writing documents were evaluated by two raters employing a standard analytic rubric for assessing the vocabulary on the English Language Learner (ELL)' writings. The objective of this study is to investigate the use of Content-Based Instruction (CBI) in improving vocabulary mastery on the writing skills utilizing technology-enhanced language teaching into the learning.
During these times, both teachers and students have been gradually becoming digital natives in carrying out teaching-learning process.
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