305 | IJET | Volume. 8, Issue 1. July 2018 AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL Ainun Fikria, S.Pd., M.Pd ainunfikria@pnm.ac.id ABSTRACT Attempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi- definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence. Keywords: narrow reading, narrative text, GSL vocabulary, SLA BACKGROUND Vocabulary acquisition is a key component to successfully developing communication and literacy skills. Acquiring a word means more than just understanding its meaning. Thornbury (2007) stated that knowing a word means knowing the form, meaning, grammatical characteristic (e.g. part of speech), common collocation and derivation of the word itself. Yet, the current case is student at middle school level in Indonesia have a difficulty on understanding vocabulary knowledge in English (Widyawati, 2011). Of course, this problem often occurred in second language acquisition area. Attempting to solve those issues, Thornbury (2007) asserted that student needs to acquire a critical mass of words for use in both understanding and producing language, remember words over time, and develop strategies for coping with the gaps in word knowledge. Therefore, EFL students are asked not only could understand the words (receptive knowledge) but also could produce the language actively (productive knowledge). In order to acquire mass of words for use in both understanding and producing language, Clouston (2013) suggested that word lists are frequently good used in many English as a foreign language (EFL) context. Thus, the way determining the list of vocabulary to teach could be done by considering the existing principled lists of English words, research related to their use, and students’ interests, needs, and goals. Moreover, the advent of communicative approach sets the concern of