Sample Solution

the text. Research shows that vocabulary has developed by learning through coercive means, mostly by reading, by trying to get students out of the unknown vocabulary.
Restructuring on the text is some of the techniques that make it easy to learn, for example, additions, subtractions, assistive techniques, and learning of random words (Ellis, 1994). In the learning of words from the coincidental way, it is accepted as a fairly traditional approach to learning words only by reading. Nowadays, it is trying not to realize coincidental learning by using activities that require different skills. Some of them are to use the dictionary to look at the meaning of the words, to express the reading with their own expressions. Research shows that the more effective these kinds of activities are, the greater the number of learners.

It would also be useful to make some changes to the reading comprehension so that the learning of the word from the random path is more effective.
These may be syntactic, phonetic, and stille-related changes, as well as rewriting of the books (Jacobs, 1991: 8). Ellis (1994) on the restructuring of reading texts suggests three types of input change: simplification, tuning, and elaboration.
Simplification is the reduction or abolishment of structures or words that are difficult to change with syntactic and lexical changes. Adjustment can be explained as giving more general concepts by choosing basic or simple structures and reducing formal and idiomatic structures. The elaboration is the use of synonyms to extend the whole and to facilitate the meaning (Ellis, 1994: 225-228).

4.3 Learning Vocabulary with Teaching Path