ENHANCING EAP READING AND VOCABULARY ACQUISITION THROUGH CONSTRUCTIVIST DRAMA ACTIVITIES

Abstrak

English for Academic Purposes (EAP) classes in many high schools are often ineffective due to lack of collaborative reading activities, limited focus on vocabulary, and low student motivation. These challenges result in weak reading comprehension and disengaged learners. The aim of this paper is to examine how constructivist learning combined with drama activities can improve students’ participation, reading comprehension, and vocabulary acquisition in EAP classes. Constructivist approaches provide autonomy and shared ownership of knowledge, while drama encourages interaction, creativity, and project-based learning. Drama-based strategies also support vocabulary development. By linking new words to prior knowledge, incorporating physical movement, and engaging in dramatized activities, students can retain vocabulary more effectively and find learning more meaningful. It is concluded that integrating constructivist principles with drama can transform passive reading lessons into dynamic, collaborative, and motivating experiences. This approach offers EAP teachers a practical method to enhance both comprehension and vocabulary development.