Enhancing EFL Students’ Vocabulary Mastery Through Visual-Based Instruction: Evidence from Classroom Action Research in MAN 1 Sidrap

Vocabulary mastery is a fundamental component of English as a Foreign Language (EFL) learning, as it supports learners’ ability to comprehend spoken and written texts, communicate effectively, and participate in meaningful language activities. Nevertheless, vocabulary acquisition remains challenging for many Indonesian secondary school students because of limited exposure to English, difficulties in retaining unfamiliar words, and insufficient opportunities for contextualized vocabulary practice. This study aims to investigate the implementation of visual-based instruction in enhancing EFL students’ vocabulary mastery at MAN 1 Sidrap, South Sulawesi, Indonesia. A Classroom Action Research (CAR) design is proposed, consisting of two instructional cycles involving planning, action, observation, and reflection. Visual-based instruction integrates pictures, sketches, cartoons, and contextualized vocabulary exercises to facilitate word recognition, meaning comprehension, pronunciation, and vocabulary use. Data are to be collected through vocabulary achievement tests, structured classroom observations, and instructional documentation. Quantitative data will be analyzed using descriptive statistics to examine changes in students’ vocabulary achievement across the preliminary assessment and instructional cycles, while qualitative data will be analyzed thematically to identify patterns of classroom participation, learning engagement, and instructional challenges. The study is informed by dual coding theory, multimedia learning principles, and contextual vocabulary instruction. The proposed intervention provides a systematic framework for examining how visual representations and repeated vocabulary practice can support English vocabulary development in an Indonesian Islamic senior high school. Its anticipated contribution lies in identifying practical, accessible, and pedagogically relevant strategies for strengthening vocabulary instruction in secondary EFL classrooms. Empirical conclusions concerning the effectiveness of the intervention will depend on the analysis of classroom data collected at MAN 1 Sidrap.