IMPROVING GRAMMAR, VOCABULARY, AND READING COMPREHENSION SKILLS THROUGH COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH

Abstract

This study aims to determine the effectiveness of Cognitive Academic Language Learning Approach (CALLA) in improving the fifth grade pupils' skills in grammar, vocabulary, and reading comprehension. Using pre-test-post-test quasi-experimental research design, the investigation involved two groups of students: the control group exposed to the regular English reading classes and the experimental group exposed to CALLA for twenty sessions. Results revealed that there was no significant difference between the pre-test and post-test performances of the control group in grammar, vocabulary, and reading comprehension. This suggests the regular English reading classes did not significantly improve the students' skills. On the contrary, there was a significant increase in the post-test performance of the experimental group, which means that CALLA was an effective approach in improving students' skills in grammar, vocabulary, and reading comprehension. Moreover, when the two groups' post-test performances were compared, a significant difference was found in favor of the experimental group. This signifies that CALLA was more effective than the regular teaching approach used in their English reading class. In light of the findings, the study forwards valuable recommendations.