Chapters 12345 May 7

Republic of the Philippines
MARINDUQUE STATE COLLEGE

SCHOOL OF EDUCATION GRADUATE STUDIES
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque
ISO 9001:2008
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Vocabulary represents one of the most important skills necessary for teaching and
learning a foreign language like English. It is the main tool for the students in their attempt
to use the language effectively. Likewise, it is the basis for the development of all the other
skills such as reading comprehension, listening comprehension, speaking, writing, spelling
and pronunciation especially those which are written in English.
In reading, vocabulary development is critical since comprehension is the ultimate
goal of reading, and one cannot overestimate the importance of vocabulary development.
Words are the currency of communication. Thus, at an early age, the children should be
taught and helped develop their vocabulary. If not, the children’s reading comprehension
will be at stake. As it has been observed and found to be true in some countries, especially
in the developing countries like the Philippines, one of the culprits of poor academic
performance of the students is the poor reading comprehension skill which is attributed to
some factors like poor or limited vocabulary awareness.
Several research and news reports confirmed that reading comprehension is
attributed to poor development of vocabulary building. When the students have limited
vocabulary knowledge, this consequently limits their understanding of the books that they
are reading, the inability to read between the lines, and inability to express opinions or
1
ISO 9001:2008
thoughts and others related to such (Tanczinke, 2014; Sperenger, 2013; National
Assessment of Education Report; 2015; Malipot, 2018).
In classroom contexts, teachers know that students who are learning to read and
write and those who are reading to learn, that is, learning in content area will benefit from
a sound instructional vocabulary program. This is especially true for classrooms where
children have small vocabularies and are non-speakers of English. Knowledge of words is
acquired incidentally, where vocabulary is developed through immersion in language
activities. Words are also learned through direct instruction, where students learn words
through a structured approach. Thus, vocabulary programs should be designed to support
children’s word learning through a combination of approaches to teaching, direct
instruction, and incidental word learning.
Graves (cited in Gibson, 2017) offered a framework for successful vocabulary
programs that supports effective teaching and students’ development of word knowledge.
The foundation of his instructional program includes a four-part approach to developing
robust vocabularies: (1) provide rich and varied language experiences, (2) teach individual
words, (3) teach word-learning strategies, and (4) foster word consciousness (pp. 4–8).
Similarly, in the Philippines, the Department of Education (DepEd) is continuously
doing its best to improve the literacy of the Filipino children. In fact, former President
Benigno Aquino III set out the Ten-Point Educational Agenda in which one of these points
concerned on literacy program to make every child a reader in Grade 1. The Every Child
is A Reader Program was introduced as enclosure in DepEd Order no. 70, s. 2011 that aims
2
ISO 9001:2008
to equip elementary pupils in public schools with strategic reading and writing skills to
make them independent young readers and writers. Among activities lined up in ECARP
are the Read-a-Thon, “A Paragraph A Day” sessions, DEAR program, Big Brother/Big
Sister, Kaklase Ko, Sagot Ko, Shared Reading, Pull-Out Remedial Class, Reading
Assistance Program, Remediation Classes, Intensified Remedial Reading, Five Words A
Week (FWAR), A Paragraph A Day (APAD), and Library Hour A Week. Other programs
include the development of vocabulary awareness which is incorporated in reading.
However, despite the implementation of reading remediation programs, there are
many cases that a child is promoted to another grade level without having learned the skill
of reading and had not developed vocabulary awareness that consequently, impede the
child to understand the next level of lessons in the grade level he or she attended. Thus,
reading remains a problem in many of the public schools and a culprit of low academic
achievement.
For instance, in the recently conducted colloquium, a part of the School Heads
Development Program Foundation Course, the Schools Division Office of Marinduque
found out that 93% of the problems that school heads in both elementary and secondary
schools presented concerned oral reading and reading comprehension (Division
Memorandum No. 4, s. 2017). One of the root causes presented by the school heads is the
poor development of vocabulary words among pupils and students.
With this premise, the researcher has thought of developing vocabulary learning
package which is a part of the implementation of Every Child A Reader Program that
3
ISO 9001:2008
mandates pupils should be a reader at Grade 1. As a Grade 1 teacher, the researcher sees
the importance of the vocabulary package to facilitate easy way of developing the
vocabulary building of the pupils as early as Grade 1. The vocabulary package incorporated
strategies which various researchers have found to be effective in teaching vocabulary
among students across countries. These vocabulary strategies are coined as Super Six
Strategies namely: Word Context Clue, Word Mapping, Word Sorts, Word-Picture
Association, Vocabulary Games, and Miming. With this premise, this study was
conducted.
Statement of the Problem
This research attempted to find out the effectiveness of Super Six Strategies in
building vocabulary among Grade 1 pupils of Lupac-Tabigue Elementary School.
Specifically, it sought answers to the following questions:
1. What is the level of proficiency of the control and experimental groups based on the
mean scores of the pre-test?
2. What is the level of proficiency of the control and experimental groups based on the
mean scores of the post-test?
3. Is there a significant difference in the pre-test mean score of the control and
experimental groups?
4. Is there a significant difference in the post-test mean score of the control and
experimental groups?
4
ISO 9001:2008
5. How effective are the super six strategies in building vocabulary of the Grade 1
pupils?
6. What guidelines can be proposed for effective utilization of the Super Six
Strategies?
Significance of the Study

With the underlying belief that building vocabulary as early as Grade 1 is important,
the researcher believes that this study would be helpful to the following groups or
individuals.
The DepEd officials through the Learning Resources Management and
Development (LRMDS) may find the Vocabulary Learning Package using Super Six
Strategies as another quality materials for teaching vocabulary and reading in general
among Grade 1 pupils and may recommend as pattern of learning materials for other
teachers across country. This may be found also as another supplemental material in
teaching reading and may be enhanced through quality assurance unit of the DepEd for its
suitability for wide utilization of the learning package.
The Vocabulary Learning Package with Super Six Strategies may serve as model
material which the school head may recommend for wide utilization in their respective
schools as it has been found to be effective in the research. Similarly, school heads may
benefit from the idea of crafting the vocabulary learning package for other subjects like
5
ISO 9001:2008
Mathematics in which pupils and students have also difficulties understanding some
terminologies that hinder their comprehension to process the activities.
Furthermore, the teachers may become more motivated in crafting different
instructional materials, scaffolding materials, workbook, and others for the good and
benefit of the learners and as their shared materials and contribution to the continuous
improvement of literacy among Filipino learners. Also, they may be more inspired to make
reading materials like this for their authorship and support papers as they desire to apply
for future promotion. Furthermore, teachers may benefit from the study because they may
become more committed in teaching the children, especially the Grade 1, since it is
believed that the best learning should be given in this stage because this is the foundation
of learning.
Ultimately, the learners are the primary beneficiaries of the study. The Vocabulary
Learning Package with Super Six Strategies had been purposely developed for their use to
be able to build their vocabulary as young age. Different materials were gathered to come
up with the best and suitable design of the package to facilitate easy way of developing
vocabulary among children, thus, it is expected that through the learning package their
vocabulary and reading skills will both be developed, and that each day of the teaching, a
new word is added to their vocabulary bank which they can eventually use for in making
sentences and simple paragraph. Also, it is expected that with the aid of the Vocabulary
Learning Package using Super Six Strategies, learners would be become active and self-
motivated learners.
6
ISO 9001:2008
Scope and Delimitation of the Study

In compliance with the time frame and schedule of conducting a research, this study
sets its scope, parameters, coverage, and exclusion of the research variables.
The study covered the utilization of the developed Vocabulary Learning Package
in which the Super Six Strategies were used as the main strategies in building vocabulary
among Grade 1 pupils of Lupac-Tabigue Elementary School. The Super Six Strategies
include word context clues, word mapping, word sorts, word-picture association,
vocabulary game, and miming. These strategies were chosen and selected based on the
recommended strategies for Grade 1 pupils as stipulated in the Curriculum Guide for
English 1.
Since the research is experimental in nature, this has been conducted in the research
locale of the teacher-researcher where she utilized the learning package with their Grade 1
pupils. The utilization of the Vocabulary Learning Package covered the third and fourth
quarter of the School Year 2018-2019. This time frame was permitted by authorities from
DepEd Marinduque
It did not touch other domains of English such as listening comprehension, oral
language fluency, phonological awareness, and grammar but limited only to the
development of vocabulary as the main domain for reading. Also, the concepts of
vocabulary development are limited to the use of words that are related to self, family,
school, community, and concepts such as the names for colors, shapes, and numbers.
7
ISO 9001:2008
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents a review of literature and related studies that have bearing on
the present study and are required in understanding the variables investigated in the present
study.
Foreign Literature
The first part of the review of foreign literature presents and discusses the overview
of vocabulary development which includes the definition, importance, advantages, and the
teaching in classroom.
Vocabulary Development (put sub-headings on other parts of your paper)
There are various definitions of vocabulary. One of them is vocabulary is a total
number of words in a language, list of words with their meanings1. From these definitions,
the writer concludes that vocabulary is number of word or phrases which has meaning that
are used in spoken or written language.
Richard and Renandya (2002) said that vocabulary is component of language
proficiency and provides much of the basis for how well students speak, listen, read and
write. Vocabulary is part of language component and list of words that have been used by
people to communicate. According to Hornby, vocabulary is the total number of words in
language an individual knows and those words are used as a vehicle of language to express
ones thought.
8
ISO 9001:2008
From explanation above, it can be argued that vocabulary not only contains list of
words but also it become a basic for people to communicate, because without vocabulary
an idea cannot be transmitted in communication.
Vocabulary is the basic component to help the students in mastering language. They
will learn the language skill easily if they have enough vocabulary. In any foreign language,
learning vocabulary is one that is emphasized. Students have to develop their vocabulary.
Developing a good vocabulary will help them to improve their ability in learning
vocabulary. Many of the vocabulary in English textbook have to be learned. Without it no
one can speak or understand the language. It means that people cannot write a word or
make a sentence well, when they do not master it.
There are some advantages when students can master the English vocabulary.
According to Bonet (2002) some advantages of vocabulary are: 1) Students will be better
improving their reading, writing, speaking and listening vocabulary; 2) Students will think
more clearly. Thoughts are limited by vocabulary; 3) Students will experience personal
growth and greater confidence; 4) Students will understand other people idea and
explanation easily; 5) Students will gain important survival tools for the new millennium;
6) Students’ friend will think they are getting very smart.
In school activity, learning teaching process is the main activity which is cannot be
separated each other. One of the domains in English taught with the students is vocabulary.
According to Brown (2007) teaching vocabulary is an activity to acquire some new words
to improve the language. Before teaching the students, the teacher should consider how to
9
ISO 9001:2008
present vocabulary in class, it is necessary in making lesson plan. Before presenting
vocabulary, the teacher should consider the factors as the foundation in presenting
vocabulary. Accordingly, the teacher should know how much vocabulary to present and
may consider the following: 1) the level of the learners whether beginner, intermediate or
advanced; 2) the learner’s likely familiarity with the words, thus, learner may have known
the words before even though the words not part of their active vocabulary; 3) the difficulty
of items, in which the teacher should know whether the words difficult to pronounce or
difficult to find the real meaning for her/his students; 4) the students’ teach ability for the
teacher to know whether easy to demonstrate or explain the words; 5) the items are being
learned for production or for recognition only, so the teacher should know whether the
words for speaking and writing or listening and reading only.
In addition, Thornburry (2012) pointed out that in teaching vocabulary, it is
necessary to present the meaning. It is said that in teaching vocabulary process, after
presenting vocabulary, there are some ways of getting the meaning of words. It will depend
on the item which is presented.
There are techniques used to define as follows: First is translation. This way
doesn’t need many times. The teacher only needs to translate the target language into the
mother language of the students. Sometime this way is less memorable for the students,
because they do not have to work hardly to access the meaning. Second is real things. In
this way, the teacher shows the real thing of the words. Unfortunately, define the words by
showing the real things are seldom to be done. It is because not all the words can be showed
with its real things. Third is picture. This way is almost same with shows the real thing.
10
ISO 9001:2008
This is very useful for more concrete words (dog, rain, and tall) and for visual learners. In
this way, the teacher shows the picture of the words. Fourth is actions or gesture. In this
technique, the teachers express the words using action, expression and movement. Fifth is
definition. Using the words a student already knows can be effective for getting meaning.
Furthermore, Bonet (2012) said that there are different types of vocabulary. These
are reading and listening, writing, speaking, and games.
In reading and listening, a student’s reading and listening vocabulary is all the
words he or she can recognize when reading and listening. This is the largest type of
vocabulary simply because it includes the other two. When reading and listening, the
students remind words which they may not use by themselves, but they recognize them by
their context. When the students hear or read new words often and find them useful, the
students usually adopt them.
For writing, a student’s writing vocabulary is all the words he or she can employ in
writing. Compared to the previous two vocabulary types, the writing is stimulated by its
user.
As to speaking, a student’s speaking vocabulary is all the words he or she can use
in speech. Students usually use word in spontaneous. It makes the words are often misused.
This misused can be compensated by facial expressions, tone of voice, or hand gestures.
These statements prove that vocabulary plays an important role in everyday
communication. Students can express their thoughts and emotions with words.
11
ISO 9001:2008
Game is another way of teaching vocabulary. In mastering vocabulary, there are
many games which are appropriate for use with the collections of vocabulary items. The
games can be applied on the board to help the students to enrich their vocabulary well. Al
One research suggests that using games to practice vocabulary improves learners’ ability
to memorize the words effectively (Neyadi, 2015). Game is considered as an effective
strategy to help the learners learn language. It is because game makes the students fun when
learning language. Based on those statements, game is not only generally played by the
children but also can be applied to language learning. Learning language should be fun
(Redjeki, 2012).
The second part of the review of literature directly discusses the nature of the
vocabulary strategies that the research explored.
The purpose of the Word Mapping strategy is to promote the students’ deeper
understanding of words through depicting varying relationship between and among words.
Word maps are visual displays of word meanings organized to depict relationships with
other words. Research reveals that to develop students’ vocabularies, teachers need to
promote in-depth word knowledge (Beck, McKeown, & Kucan, 2002). It is also called
semantic mapping as one of the most powerful approaches to teaching vocabulary because
it engages students in thinking about word relationships (Graves, 2008). The strategy
promotes students’ in thinking about word relationships, thereby leading to a deeper
understanding of word meaning by developing their conceptual knowledge related to
words.
12
ISO 9001:2008
Harness (2017) described how the word map is used as teaching strategy in a fifth
grade class. Within the fifth grade class, the teacher may use an integrated language arts
and social studies unit to help students about the American colonies and their conflict with
the Great Britain. Using the word mapping strategy, the teacher taught the key words to
each literature circle through the use of direct instruction and guided discussions. Students
were then directed to (1) use their word maps during and after reading by elaborating or
building on word meanings from their readings and discussions within the literature circles
and 2) find new words and meanings to add to their word maps, along with pictures and
diagrams that illustrate the word’s meanings.
Context Clue is another vocabulary strategy. One way teachers may approach the
presentation of context clues in a way that can majorly impact the amount of words a
student is able to acquire independently is through morphologic instruction (Goodwin &
Perkins, 2015, p. 510). When students come to an unknown word, they can use their
morphologic knowledge to determine the meaning. Morphologic instruction requires
students to focus their attention to the root word and affixes that a word may be composed
of (Goodwin & Perkins, 2015, p. 510). This method of instruction is effective because
according to Goodwin and Perkins (2015), “Sixty percent of words can be figured out using
the knowledge of the units of meaning” (p.511). Using this type of instruction, students
can substantially increase their word knowledge and ability to decipher the meanings of
unknown words.
Ames (cited in Parault, 2010) gave the types of context clues which are divided into
four categories. These types of context clues include: Association, Cause and Effect,
13
ISO 9001:2008
Comparison or Contrast, Definition or Description, Language Experiences or Familiar
Expression, Main Idea or Support Details, Modifying Phrases or Clauses, Non-restrictive
Clauses or Appositive Phrases, Prepositional Phrase, Questions and Answer, Referral Clue,
Synonym, Tone/Setting/Mood, and Words Connected in a Series. Although Ames’ work
is too old, his categories are still relevant and are referenced in most contemporary
vocabulary instruction research work.
There are several approaches to context clues instruction. Master’s Curriculum
Research Project (Randall & Ryder, cited by Goodwin & Perkins, 2015). First, teachers
must begin instruction by presenting information in a concrete manner before moving to
more abstract concepts. Teachers must also use familiar texts to teach context clues.
Students should not struggle through texts while learning to define words within context
because student mastery varies with text difficulties. There are three stages in which
context clues should be taught. In the first stage, students learn through using visual context
clues. In the second stage, students use sentence context to acquire new words. The last
stage is learning words through paragraph context (Randall & Ryder cited by Goodwin &
Perkins, 2015).
A Word Sort is a simple individual or small group activity. It is another way of
building vocabulary. It has two common forms such as the closed word sort and the opened
word sort. In Closed Word Sort, the teacher provides the categories (and the specific
features of each) to the students. The students then match the words with the features to
create the word collections such as (i.e. letter sounds, meanings). On the other hand, in
14
ISO 9001:2008
Open Word Sort, the teacher provides only the list of words. Students work together to
discern the common features and to describe the categories for collect
Word Sorts can be used for a variety of different topics and can be helpful for all
students. “Some benefits of word sorting are that it's interactive, it promotes higher level
thinking skills, and it provides oral language development opportunities that build on
students' prior knowledge (Pearson Education, 2010). Teachers can tailor word sorts for
individual children, depending on student needs or the activity can be completely student-
centered. For example, if a child has difficulty distinguishing between long and short vowel
sounds, an adult may assemble a group of words that the child already knows and ask him
or her to sort them into categories. For extra support, the cards could include a picture that
goes along with the word (pictures could be helpful for English Language Learners). The
same group of words could later be used to sort by initial consonants, number of syllables,
or any other relevant word characteristics (Readstrong, 2011). Word sort is a kind of word
work. Word sort is the basis of word study. It is used as a technique in phonemic awareness.
It also called word study. Word sorts require students to categorize words in isolation based
on similarities in sound, pattern, or meaning. The purpose is to help students make
generalizations about the spelling in each category so that it can be applied to new words
(Invernizzi & Hayes, 2014).
Word Picture Association is also a strategy used in building vocabulary. It made
use of coupling images and printed words to build the vocabulary skills of students. It was
first used with children with language-based learning disabilities who have difficulty
remembering the definitions of new words. It involves one method of pairing or linking a
15
ISO 9001:2008
new word to its definition by way of a pictorial image. For example, on an index card, the
word raconteur may appear directly below an animated picture of a raccoon telling a story
to a group of crickets in a field. While the student examines the picture, the teacher explains
that the word raconteur means “one skilled in the narration of anecdotes or stories.”
According to Christen and Murphy (as cited by Nielsen, 2015), the visual image provides
the learner with a frame of reference from which to recall the definition under critical
circumstances, for example, when the learner encounters the target word while reading or
while taking a standardized test.
The word-picture association words through pairing procedure. Accordingly, it
appears that the effect of the procedure can be explained by the incorporation of “within-
stimulus” prompts (Shreibman cited in Nielsen, 2015). Within-stimulus prompts can be
conceptualized as prompts that are incorporated into instructional materials. For example,
in an effort to teach the meaning of the word oxalis, a teacher might present a student with
the printed word along with a picture of an ox tugging a cloverlike plant from the ground.
The teacher explains that oxalis means cloverlike plant. In this example, the word ox is
embedded within the target word and, consequently, functions as a within-stimulus prompt
when the word is seen in isolation. More to the point, the word ox can potentially remind
the student of the picture of the animal pulling a plant from the ground, and that image can
lead to the correct oral definition of the target word.
16
ISO 9001:2008
Learning vocabulary through games had attained a lot of attention. Donmus (2010)
believed that “The value of educational games has been increasing in language education
since they help to make language education entertaining "(p.1497). According to Kuzu and
Ural findings (as cited in Donmus, 2010, p.1499) "when games and education are
combined, it can be educative and education environments can be entertaining. The
learners who learned with the use of games, gain positive attitudes and can be more
motivated while learning.”
Games are advantageous and effective in learning vocabulary. They are motivating
because they usually involve friendly competition and create cooperative learning
environment, so students have an opportunity to work together. They improve students’
communicative skills and they have a chance to use the target language (Sorayaie- Azar,
2012).Therefore, vocabulary games bring real world context into the classroom, and
enhance students' use of English in a flexible, communicative way. The role of games in
teaching and learning vocabulary cannot be denied.
Many experienced textbook and methodological manual writers have argued that
games are not just time-filling activities but have a great educational value (Riahipour &
Saba, 2012). However, in order to achieve the most from vocabulary games, it is essential
that suitable games be chosen. Whenever a game is to be used, the proficiency level and
cultural background of the students should be taken into account, and also it should be
useful for students with lower language ability and should be easily applied in the class.
For example, Riahipour and Saba (2012) mentioned that traditional activities such
as memorization of long vocabulary lists, derivations, repetition of words, translation, fill-
17
ISO 9001:2008
in-the-blank exercises are boring for students. Scrivener (as cited in Riahipour & Saba
2012, p.1259) states that using long list of words and their translation items make no
guarantee that remembering will take place. By using vocabulary games, learning process
is going to be more valuable, this method can make vocabulary learning more enjoyable,
so it can help students to retain target words more quickly.
Moreover, games play the important part of children’s development and learning
language (Anyuegbu et al., 2012, Gardner; cited in Al-Nafisah 2012). Instructional games
can make the varieties of learners’ benefits which range from cognitive aspects of language
learning to the cooperative group dynamics (Gardner; cited in Al-Nafisah 2012). Learning
language through games is useful, meaningful, worthwhile and effective that causes the
motivation, relaxation and fun to learners in class. The learners can learn languages
fundamentally and easily through games (Anyuegbu et al, 2012; Alemi, 2010; Huyen &
Nga, 2013; Kumar and Lightner, 2017; Obee, 2012; Simpson, 2011; Jitmuad, 2015).
In addition, positive feedbacks from instructors or learners can improve learning
better by learners’ participating within a group or class. These motivate them to the
succeeded goal (Alemi, 2010; Kumar & Lightner, 2017). In addition, word games can
reflect the learners themselves in their classroom and teachers can assess teaching process
by themselves through word games as well (Alemi, 2010). Researchers gave five steps in
teaching vocabularies through game. First is making motivation by greeting and doing
warm-up activity. Strong motivation makes learners be interested in language learning.
Next, the presentation of vocabulary is presented through the variety of materials such as
pictures, songs or real object and situation. The various materials can attract learners to
18
ISO 9001:2008
language learning. Then, skill practice is used for evaluating learners’ memorization and
understanding. After that, the assessment is started for checking progress of learners’
understanding. The assignment is provided to learners as the assessment for checking
progress of learners’ understanding. The assignment can be worksheet, examination or
presentation by learners. Finally, teacher and learners are participation of reviewing the
lesson they have learnt.
Local Literature
The review of local literature presents the vocabulary development in the country.
Topic mam???
According to Cayubit (2012) vocabulary and reading comprehension as a measure
of reading skills of Filipino children. A Filipino child needs to develop higher order skills
and functional literacy. It is given that any Filipino child with sufficient reading skills
would have greater chances of success in school compared to a child whose reading skills
are poor and more often than not, those with poor reading skills when assessed properly
are diagnosed with reading disability. Poor reading skill is manifested with poor
comprehension, wrong pronunciations, among others. If no proper intervention is
administered early, it could affect the academic, social and psychological development.
In the words of Garcia (2017), vocabulary is a central to English language teaching
because without sufficient vocabulary, students cannot understand others or express their
19
ISO 9001:2008
own ideas. Particularly as students develop greater fluency and expression in English, it is
significant for them to acquire more productive vocabulary knowledge and to develop their
own personal vocabulary learning strategies. Students often instinctively recognize the
importance of vocabulary to their language learning.
She added that teaching vocabulary helps students understand and communicate
with others in English. As she added that language is very difficult to put into words. SO
when teachers teach vocabulary to build student’s knowledge of words and phrases, it helps
them to learn any and all of these different components assists them in enhancing their
English vocabulary knowledge and use. In addition, she pointed out that every student must
develop a love for vocabulary learning because it is a changing, growing reality,that
English vocabulary is challenging.
In the article of Calub (2017) she emphasized that the greatest tools we can give
students for succeeding not only in their education but more generally in life, is a large,
rich vocabulary and the skills for using those words. Indeed, our ability to function in
today’s complex social and economic world’s is might be affected our language skills and
word knowledge. In addition to the vital importance of vocabulary for success in life, a
large vocabulary is more specifically predictive and reflective of high levels of reading.
Also, she mentioned that young children naturally learn to communicate through listening
and speaking. And in order to make the transition to communicating through reading and
writing, they need a large meaning vocabulary and effective decoding skills.
20
ISO 9001:2008
Protacio (2013) in his article talked on the need to improve vocabulary in teaching
reading. Accordingly, while the dependence of both general achievement and reading
achievement on vocabulary growth has been clearly established for decades, those findings
do not appear to have been put into practice. Thus, one of the factors of poor reading
comprehension is still reading. The effects of the lack of attention to vocabulary in the
reading instruction however may not manifest themselves in the earlier grades where tests
of reading achievement tend to contain passages that have simple content and common
vocabulary. While, most students who succeed in reading in the early grades continue to
achieve well, some do not. Indeed, common reports in reading showed that many children
who read at the third level in Grade 2 will not automatically become proficient
comprehenders in later grades.
Foreign Studies
The review of foreign studies focus on the vocabulary strategies used in the research
such as Word Mapping, Word Game, Word Context Clues, Word Sort, Word-Picture
Association, and Miming.
Topic po??
A study on comparing mapping word relationship and contextual approach in word
learning (Margosein, Pascarella, & Pflaum, 2002) revealed that students learn about words
through mapping because it helps them examine the characteristics of the word concepts,
categorize words, and see relationships among words that are similar as strategy as those
21
ISO 9001:2008
that may be different. Such activities that are part of the Word Mapping strategy are
cognitive strategies that lead to a deeper understanding of words and the concepts that they
represent.
The word mapping strategy is referred to by different names such as semantic
mapping, concept mapping, and word cluster. The strategy may be adapted to the nature of
vocabulary instruction, the learning outcomes and the students’ grade levels. For example,
it used for learning some words which may be more appropriate to have students to explore
synonyms, antonyms, and origin of the words and may become helpful to find examples
and non-examples of words. In the research of Sinantra, Stahl-Gemake and Berg (2014),
they used word maps successfully for vocabulary instruction with students in the
elementary grades who were disabled. Further, Reutzel and Cooter (2015) suggest the use
of word map with English language learners for vocabulary instruction because it offers a
way for them to demonstrate and connect their prior knowledge to new concept and at the
same time, serve as a useful tool to categorize information.
Harnes (2017) in her research suggested ways on using word mapping.
Accordingly, the strategy is most effective when used before, during, and after reading.
Most teachers the word mapping strategy to introduce new vocabulary before reading. As
a follow-up to reading and discussion of the text, they encourage students to develop their
word maps by using the new information they acquired through reading. Students may
also use word maps during reading as they add new ideas and words to further build word
knowledge and extend understanding of word relationships.
22
ISO 9001:2008
In addition (Jefferson, 2017) claimed that there could be modifications of strategy
in using word map which depends on the level of the students. Word maps be used at any
grade level from kindergarten through the eighth grade and beyond. Teachers of the
primary grade adjust the word maps to students’ literacy development by exploring fewer
word relationships at a time. For the intermediate and middle grades, word maps become
more complex as students search for varied word relationships and rich word meanings.
As older and more proficient readers learn the process of mapping words, they will use
them independently and more creatively.
In a study conducted by Joseph (2000), first grade students received traditional
spelling instruction, word box instruction, or word sort instruction. All groups received
the same amount of instruction from the same instructor and had similar pre-test scores in
letter-word identification. At the end of the study, students were given post-assessments
to measure their phonemic awareness, word identification, pseudoword naming (reading
nonsense words), and spelling. Students who received word box instruction performed
significantly better than students who received traditional instruction in phonemic
blending, phonemic segmentation, pseudoword naming, and word identification. Students
who received word sort instruction performed significantly better than students who
received traditional instruction in phonemic segmentation, word identification, and
spelling. There was no statistically significant difference between students who received
word sort instruction and those who received word box instruction. This indicates that both
of these techniques are effective strategies for word study instruction.
23
ISO 9001:2008
An additional technique that is often utilized in word sort is word hunts. The
purpose of these is to help students make the connection between spelling words and
reading words. During word hunts, students go through books, the classroom, and their
own writing for words that are examples of the pattern being studied. There is little
research into how effective this activity is (Bear et al., 2008, p.58).
Several researchers had been conducted several years back to test the effects of
pictures on word processing or the word picture association. In Paivio experiment, dual
coding has been seen as the most superior effect of word picture association (cited by
Nielsen, 2015). The hypothesis states that pictures and words are processed differently such
that pictorial information is stored dually (visually as well as acoustically), whereas words
are stored via only an acoustic/verbal store and thus only in one form (Paivio, 1971;
Pellegrino, Siegel & Dhawan, 1975; Snodgrass & McClure 1975; Nelson et al., 1976;
Mintzer & Snodgrass, 1999 all cited in Nielsen, 2015).
A follow up study was conducted by Jenkins, et al (cited by Nielsen) to demonstrate
support for the dual-coding hypothesis compared to the recognition of pictures and words.
Jenkins et al. presented participants either pictures or words and then tested recognition
memory using either the same or the alternate format. That is, words or pictures were
presented in a study condition and then recognition was tested using either the word or the
picture representation of the word. The picture-word condition revealed highly similar
results to the word-word condition, suggesting that the pictures are stored using a verbal
representation in addition to a visual store. The greatest difficulty in correctly identifying
the original stimuli was observed for participants in the word-picture condition. This
24
ISO 9001:2008
difficulty is also indicative of the idea that words are not encoded using a visual form, but
rather only via a verbal form.
Pellegrino et al. (cited by Nielsen, 2015) also provided support for the dual code
hypothesis by examining short-term retention of pictures and concrete words. Pellegrino et
al. used auditory and visual distraction in an attempt to interfere with the encoding and
retention of a picture or presented word. Auditory distraction was created by having
participants count backward out-loud by 13.
The visual distraction required participants to perform a visual search task to find a
shape within a matrix of lines (known as the hidden figures task). Auditory distraction led
to better retention for pictures than words, presumably due to the additional visual store
associated with pictures. Visual distraction was not associated with detriment for pictures
compared to words. These results were presumably due to the acoustic store that both
possessed. Picture memory could be based on an acoustic store, thus leading to no
detriment compared to words. However, the use of both visual and acoustic distraction
produced a significant decline in picture memory, below that of the decline in participants’
word memory, providing support for the idea that pictures are dually encoded (Pellegrino
et al.).
Snodgrass and McClure (cited by Nielsen, 2015) explored the dual-code hypothesis
by instructing participants to manipulate the type of encoding used for words and pictures.
Participants verbally rehearsed items, or rehearsed items using visual imagery. Participants
in either of the picture recognition conditions, (i.e., verbal rehearsal or rehearsal using
25
ISO 9001:2008
imagery) showed no difference in recognition accuracy. Thus, memory for pictures was
not influenced by the instructions given. There was however a significant difference in the
word conditions. Words rehearsed using the imagery strategy were better remembered than
those that were repeated using the verbal rehearsal strategy, suggesting acoustic storage is
the default unless otherwise instructed. These results indicated that pictures are dual coded
automatically whereas words are only dual coded when participants are initiated to do so.
A dual coding view for vocabulary learning was provided by Sadoski (2005 cited
in Harness, 2015). He suggested that the dual coding theory provides a dominant
framework for effective vocabulary learning in children. One study noted in Sadoski’s
work (2009) examined the effectiveness of using pictures, auditory pronunciation, or no
alternate method in conjunction with the printed word form when children are learning
sight vocabulary.
Stenberg (2006 cited in Harness, 2015) provided further insight into how
conceptual and perceptual aspects of pictures may provide pictures with their superiority
over words. While conceptual factors such as semantic meaning and perceptual aspects
such as discriminating sensory details were investigated before, Stenberg attempted to
distinguish which of the two factors played a more significant role in the superiority effect.
Using orientating tasks and encoding manipulation, participants were directed toward more
conceptual or perceptual processing of the pictures and words during a study task. Results
indicated that although perceptual form based processing played a role in picture
processing, there was a large difference between conceptual based and perceptual based
26
ISO 9001:2008
processing. The results favored the notion that a larger contribution to the picture
superiority effect is that of conceptual meaning based processing.
The use of pictures at the time of encoding of associated words that converge onto
a lure word can also reduce the later false recognition of words (Israel & Schacter, cited in
Harness, 2015). Based on the methodology of Roediger and McDermott (cited in Harness)
in which participants often falsely recognize lure words related to words in a presentation
list, Israel and Schacter introduced the use of pictures to the task of distinguishing
semantically related words and lure words in a recognition task. Participants were
presented words either in auditory form, or in both auditory and visual form. Additionally,
participants were provided either pictorial enhancement in the form of a line drawing or no
pictorial enhancement. The use of pictorial stimuli reduced the amount of false recognition
in a subsequent memory task that included lure words as well as non-lure words and
enhanced the ability of participants to correctly distinguish between old and new items in
a recognition task list. Again, studies such as this support the usefulness of using the
distinctive aspects of pictures.
The semantic intrusion effect of pictures (as demonstrated by the automatic
semantic processing theory of pictures) on word judgments suggests that there is a potential
for intrusion effects of semantically related pictures on word processing. Thus, in addition
to addressing the interference of pictures on word encoding and retention, the present study
will also attempt to investigate the effect of semantic relatedness of a picture on word
memory. Although research supporting the automatic semantic processing theory
examined effects of semantically related pictures on word judgments, no known research
27
ISO 9001:2008
has been conducted to directly investigate the semantic relatedness of pictures on
subsequent word memory.
Research has however been directed to studying the effects of semantically related
distractors on stimuli using the picture word interference task. The picture-word
interference task consists of presenting participants line-drawings and then asking
participants to name the picture in the presence of a distractor word. On the whole, research
overwhelmingly suggests that the use of words as distractors using the picture-word
naming task slows response time in the naming of the target pictures (Smith & Magee,
2010). More importantly to this study, a great deal of research has also been conducted that
explores the effects of different types of words (i.e., semantically related) on picture
naming (Caramazza & Costa, 2000; Costa, Alario & Caramazza, 2005; Damian & Bowers,
2003 and Mahon et al., 2007). For example, using both children and adult groups, Rosinski
demonstrated semantic interference in the picture-word interference task. Participants were
presented pictures in the context of distractor words and were asked to verbally label the
picture while ignoring the word distractor. The words were either congruent with the
picture label, a consonant-vowel-consonant trigram, a semantically related word within the
same category as the picture (e.g., the word “lion” presented on a picture of a pig) or a non-
congruent word (e.g., the word “cup” presented on the picture of a pig). The same overall
effect was noted in all age groups; semantically related words produced a larger amount of
interference to picture naming than did un-related words and non-sense trigrams,
suggesting that the semantic relatedness of the distractor plays a role in the ability to
verbally name pictures in the interference task.
28
ISO 9001:2008
A more recent research of Hazamy (2016) investigated on influence of pictures on
word recognition. The research focused on the intrusion effects of pictures on word
processing that will potentially allow for the more effective use of pictures in some
instances, and the ability to recognize when it may not be beneficial to implement their use.
Findings revealed that all 5th grade participants had higher increased in vocabulary using
the picture word recognition strategy. The 5th grade class found it easier to understand the
meaning words when they see the pictures and were able to link or connect to the printed
words.
Word Game is another strategy in building vocabulary. In mastering vocabulary,
there are many games which are appropriate for use with the collections of vocabulary
items. The games can be applied on the board to help the students to enrich their vocabulary
well. The research of Neyadi (2014) research suggests that using games to practice
vocabulary improves learners‟ ability to memorize the words effectively16. In addition,
learning vocabulary through games is one effective and interesting way that can be applied
in any classrooms (Nguyen, 2014). Therefore, the researcher believes that game is effective
to apply in vocabulary class as a method to help the students in mastering vocabulary.
Blunt’s data analysis found classes using the game had significantly higher means than
those classes that did not use the game (2010). It means the experimental class which uses
game as a method in mastering vocabulary should have improvement than the control class.
Game is considered as an effective strategy to help the learners learn language. It is because
game makes the student’s fun when learning language (Agoestyowati, 2012). Based on
29
ISO 9001:2008
those statements, game is not only generally played by the children but also can be applied
to language learning. Learning language should be fun.
From “the study of the effect vocabulary games on the retention in learning
vocabulary of Prathomsuksa five learners of Assumption College Rayong” (Sripramong,
2014), the purpose was to study the effect of using vocabulary games on the retention in
learning vocabulary of Prathomsuksa five learners. The sample of the study was
Prathomsuksa 5 learners in the second semester of the 2013 academic year at Assumption
College Rayong and the period of the study was 24 class periods of 50 minutes each for 6
weeks. The instruments of the study were 12 lesson plans, learning achievement test and
questionnaire of learners’ opinions on learning vocabulary games. The data of the study
was statistically analysed by percentage, mean, standard deviation and t-test for Dependent
Samples. The findings of the study revealed that the learners’ retention in learning English
vocabulary games were in high level at the statistical significant of 0.1 and the learners
were satisfied with the vocabulary activities in high level as well.
Furthermore, from “Learning vocabulary through games the effectiveness of
learning vocabulary through games” (Huyen & Nga, 2013), the purpose was to explore
how and whether the game could help learners learn vocabulary effectively. The
researchers began applying games in their classes, observing others teachers’ class and
interviewing teachers and learners for their reactions and attitudes. The instruments were
the post-game surveys and the interview surveys. The findings were revealed in 3 groups,
which are learners’ attitudes, learners’ progress and unanticipated problems. Learners’
attitudes were in the same way that games could help them a lot in vocabulary learning.
30
ISO 9001:2008
Learners could obtain more words and applied them within relaxed and comfortable
environment such as games. Unclear instruction, lack of cooperation of learners and using
L1 while playing games were the problems, which were always found while playing games
in classes. These problems could cause unsuccessful learning languages unless they were
managed in an appropriate way.
There were two previous studies that used miming method to teaching vocabulary
for young learners. The first research was done by Fisafarina (2014) in a study “Using
Mime Game for Teaching Vocabulary for Seventh Grade Students of Junior High School
1 Bandar Batang in the Academic Year 2013/2014”. This study was focused on improving
students’ vocabulary by using mime game. The reason why the researcher used this
strategy, because mime game is useful technique in improving students’ motivation with
keeping their imagination. Based on the result, mime game is useful technique to teach
vocabulary. The technique is same that is Miming Game, and the skill that will be measure
is vocabulary mastery. But, the researcher observe that this technique is effective or not
toward students’ vocabulary mastery of the fourth grade students at SDN 01 Suwaluh.
The second research was conducted by Jamalina (2016) with the title “Improving
Students’ Vocabulary by Using Miming Game at Fourth Grade of MI Baiturrohman
Suwaluh”. The researcher used Classroom Action Research (CAR) using Miming Game
to improve students’ vocabulary because it was fun and enjoyable and besides, all of young
learners liked to play. It became easy for them to memorize the word by using game than
without using game. During the implementation of Miming Game in teaching and learning
process all of students more enthusiastic and attractive (??????) Jamalina’s research is
31
ISO 9001:2008
using Classroom Action Research (CAR) that consists of two cycles. The result of the
research showed that there is an improvement of the students. (what aspect??) The material
of vocabulary that focus on home activities and parts of the house. In this second previous
study, also has different with this research. The design is CAR and in my research is pre-
experimental. The result is the effectiveness of Miming Game in teaching vocabulary. In
this research, the researcher used one group pre-test and post-test of the fourth grade
students of Elementary school. The material focus on school environment and profession.
The researcher gives the treatment and use pre-test and post-test.
The results of the first and second studies were the same on the use of Miming
Game technique in Vocabulary mastery. The only difference was the method of how the
research were conducted. The results proved that the miming game technique is good for
students’ vocabulary mastery. It improves the students’ achievement in learning English
vocabulary.
Local Studies
A study conducted by Palasan (2017) narrated that developing English language
skills, particularly reading and its associated skills, is undeniably difficult at times
especially to second language learners in the Philippines. One instance to prove this was
the result of the National Achievement Test (NAT) in 2012, which showed that Grade 3
students got a Mean Percentage Score of 54.42% in English Reading Comprehension
(George Lucas Educational Foundation, 2015). The data suggested that young Filipino
32
ISO 9001:2008
learners find it difficult to understand English texts. In the Philippines, teaching English,
particularly developing vocabulary, grammar and reading comprehension among young
learners is a great challenge among elementary teachers.
Knowledge of strategies is important because the greater awareness you have of
what you are doing, if you are conscious of the processes underlying the learning that you
are involved in, then the more effective learning will be. Palasan (2017) showed that
learners taught the strategies underlying their learning are more highly motivated than
those who are not. She also found that not all learners automatically know which strategies
work best for them. For this reason, explicit strategy training, coupled with thinking about
how one goes about learning, and experimenting with different strategies, can lead to
effective learning.)
Palasan (2017) argues that strategies are important for two reasons. Firstly,
strategies are tools for active, self-directed involvement, which is essential for developing
communicative competence. Secondly, learners who have developed appropriate learning
strategies have greater self-confidence and learn more effectively.
According to Oxford, language learning strategies contribute to the main goal,
communicative competence, allow learners to become more self-directed, expand the role
of teachers, are problem-oriented, are specific actions taken by the learner, involve many
actions taken by the learner, not just the cognitive, support learning both directly and
indirectly, are not always observable, are often conscious, can be taught, are flexible, and
are influenced by a variety of factors.
33
ISO 9001:2008
The researcher finds it imperative that teachers develop and enrich their
instructional methods and teaching techniques to cater to the needs of the learners. In this
attempt to improve the learning of pupils, this study was chosen and was conducted to find
out the effectiveness of Cognitive Academic Language Learning Approach (CALLA)
improving grammar, vocabulary, and reading comprehension skills of fifth grade pupils of
Mindanao State University-Integrated Laboratory School.
Pappalardo (2011) manifested that teaching kids new words and definitions is very
important, but what's more crucial to ongoing vocabulary development is modelling when
and how to be inquisitive about words. Pappalardo recommended the model she used to
naturally investigate words and directly teach them as well as follow: 1) Read Aloud; 2)
Reading/Writing Conferences: Individual reading/writing conferences are the epitome of
differentiation; 3) Poetry; 4. Morning Message.
In a study conducted by Carranza, et al (2015) results showed the relationship
between vocabulary knowledge and text comprehension, a process that is basic to learning.
Therefore, regardless of the perspective taken in explaining the reading process, knowledge
of vocabulary plays a significant role. Teachers play a fundamental role in the development
of their students’ vocabulary. The more students know, the better understanding they will
have of themselves, society, the economy, history and so on.
Furthermore, it was recommended that the provisions for students’ vocabulary
learning activities and strategies in English subjects be further emphasized through
independent and cooperative learning to improve their skills. This signifies that more
34
ISO 9001:2008
intensive vocabulary trainings and activities be given to teachers who are teaching the
English subject and where vocabulary development is needed.
Conceptual Framework of the Study
This study was guided by several concepts building vocabulary in teaching foreign
language like English among learners.
First, among the concepts is vocabulary is one of the factors to master English as a
foreign language or second language for the Filipino learners. Accordingly, it takes its
importance in the language use. It has a great impact to the students when they want to
convey and share their opinion by oral and written. Furthermore, the students can speak
fluently and can have a good writing if they some wide vocabulary banks in mind
(O’rourke, 2010).
Dealing with O’rourke’s opinion, vocabulary mastery is one skill that should be
owned by the students who intend to understand and comprehend English. In other words,
the vocabulary mastery is one factor which leads the students in mastering English
successfully besides the other factors like English skills; reading, writing, speaking,
listening, age, motivation, etc.
The concept was conceived by Schmit and Cartey (2012) saying that mastering
vocabulary is not easy, yet an important element in a language. Thus, to be able to speak
35
ISO 9001:2008
the language well, it needs to master the vocabulary and it cannot just happen in any
meaningful way if not taught through multiple strategies in building vocabulary.
Based on the Schmit and Cartey’s (n.d) opinion about vocabulary mastery, it can
be said that it is quite complicated to master vocabulary since it is the main element of
language skill. If the students want to speak English, they have to know some vocabularies
first. If they are required to write, they also have to learn some vocabularies. And if they
want to comprehend what people speak through listening, they have to study some
vocabularies too. Thus, vocabulary is really important in mastering English. And it can be
mastered if taught by different strategies.
However, to make it improved and learned is quite hard to do. Carter and Clark
(2002) quoted: “Building up a vocabulary is a complicated process, and one that takes a
long time. By 1, 5 years or so, children may have around fifty words, and a couple of years
later, many have several hundred. But the process does not stop there, at the age of 4 or 5.
Children as old as 8 or 9 are still working out complicated word meanings, e.g. the
meanings of terms like cousin and although. And adults go on acquiring vocabulary over
many years. Words like inconcinnous or widdershins send many of us to the dictionary (p.
291).”
Based on Ronald’s opinion above, it can be said that increasing vocabulary needs
a long process specifically for the students who learn English as their target language. The
students take many years only for learning vocabulary. Dealing with this, it is an incredible
thing if the students are able to master the vocabulary just like the native speaker. At least
36
ISO 9001:2008
as a good foreign language learners, they have to master the 2, 000 vocabularies in the
beginning level.
By knowing vocabulary mastery, the question may arise: “What is vocabulary?”
Grambs (1997) in his book “Words about Words” stated that vocabulary is a list of words
usually defined and alphabetized as in a dictionary or specialized glossary; complete word
stock of a language; sum corpus of words used in a sub language or by a group, class or
individual, scope of diction, command of words or range of expression.
From the Grambs’s opinion about vocabulary above, it can be said that vocabulary
is all the language and words either used or understood by a person or group of people. It
can be a list of words, phrases, abbreviations, inflectional form, etc, usually arranged in
alphabetical order and defined or otherwise identified, as in a dictionary or glossary.
Besides, it is used for language expression.
Cook (1991) says, “Vocabulary is as words which are related one to another so the
meaning depends on the context.” Dealing with this point of view about vocabulary, it can
be concluded that vocabulary is meaningful words within the context. Even it has a similar
word, it must have different usage depend on the context. For example, the word ‘thing’
and ‘stuff’. Although they have the same meaning, but the context is different. The word
‘thing’ is appropriate to be used in the formal situation, and the word ‘stuff’ is adjustable
to be applied in an informal situation.
While Penny Ur (1999) stated that vocabulary is the words that teach in the foreign
language. Based on this opinion, when the students learn English, they must be taught
37
ISO 9001:2008
vocabulary for strengthen their language acquisition from the early beginning step. By
learning vocabulary, the students will not only learn single words of foreign language, but
also set phrases, variable phrases, phrasal verbs, and idioms of foreign language.
Furthermore, the study was guided by the own concepts of the researcher that
building vocabulary is a complicated process among learners, especially among children
of ages 6 or 7 because it could harder for them to remember or recall many words in just
one teaching which are similar to the concepts of Carter and Clark (2002) that building
vocabulary is a complicated and long process. But the process could be done in a step by
step way depending on the ages of the learners. With this, the researcher offered the
Vocabulary Learning Package that incorporated the Super Six Strategies as her means and
ways of building the vocabulary of among Grade 1 pupils.
The Vocabulary Learning Package employed Super Six Strategies such as Word
Mapping, Word Sort, Word Picture Association, Word Context Clue, Word Game and
Miming. Various researchers had found out the usefulness and effectiveness of these
strategies in teaching learners in Grade 5 level and higher and in this research, these were
utilized among Grade 1 pupils.
Research Paradigm
38
ISO 9001:2008
CONTROL
GROUP
SUPER SIX
PRE-TESTS POST-TESTS
STRATEGIES
EXPERIMENTAL
GROUP
Figure 1. The Research Paradigm
Figure 1 capsulates the research paradigm following the IV and D pattern. The
independent variables are pretest results of the control and experimental group and the
dependent variables are the posttest results of the control and experimental group after the
treatment (Super Six Strategies in building vocabulary of the experimental).
The double arrows that point to the independent variable and the treatment connote
an improvement and gain in the dependent variable.
Research Hypothesis
This research tried the test the following hypotheses:
There is no significant difference on the pretest mean score of the experimental and
control group.
There is no significant difference on the posttest mean score of the experimental and
control group among Grade 1 pupils.

39
ISO 9001:2008
There is no significant different in the mean gain score of the experimental and
control group after using the Super Six Strategies in building vocabulary among Grade 1
pupils.
Definition of Terms
To give shed to some terms used in the study, these are operationally or
conceptually defined as follow:
Control Group. This is the group of Grade 1 pupils comprised of 16 who were
exposed to the traditional or conventional method of teaching vocabulary.
Experimental Group. This is the group of Grade 1 pupils comprised of 16 who
were exposed to the utilization of Vocabulary Learning Package in which the Super Six
Strategies were used for experimentation.
Level of Effectiveness. This is measured using standard indicators or rubrics which
are merely based on the observations and assessment of the School Head and the Master
Teacher who observed the researcher in utilizing the Super Six Strategies in teaching. The
levels are described in terms of: highly effective, effective, moderately effective, not so
effective, and not effective.
Level of Proficiency. It refers to the various levels of measuring and describing the
content knowledge in vocabulary of the Grade 1 pupils. The levels include: advanced,
proficient, approaching proficient, developing and beginning. These have corresponding
40
ISO 9001:2008
percentage and are based on the results of the pretest and posttest scores of the Grade 1
pupils before and after the experimental.
Miming. A strategy where teachers use gestures, facial expression and body
movement to help learners infer the meaning of difficult words.
Super Six Strategies. These are strategies used in the research in teaching the
Grade 1 pupils to build and improve their vocabulary knowledge. These include: Word
Mapping, Word Sort, Word Picture Association, Word Context Clue, Word Games, and
Miming. These strategies are termed as super six since these had been investigated as useful
and effective in teaching vocabulary among learners as revealed by various researches and
were tested among Grade 1 pupils in this research.
Vocabulary Games. A strategy where teachers use various games such as
crosswords, jumbled letters, dominoes, kangaroo words, eliciting games and others to
improve learners’ vocabulary skills.
Vocabulary Learning Package. This is a self-made vocabulary kit used by the
researcher in building the vocabulary knowledge of the Grade 1 pupils (experimental
group) in which the Super Six Strategies are incorporated.
Word Context clues. This is a strategy where pupils use the clues in the sentence
or paragraph such as definition, description, synonym and antonym figure out the meaning
of unfamiliar words.
41
ISO 9001:2008
Word Mapping. A strategy that helps pupils visualize how words and concepts are
connected with a graphic representation also known as “graphic organizer”.
Word Sorts. A strategy where pupils analyze words by looking for a pattern or
grouping word according to similar attributes.
Word-Picture Association. A strategy where pupils develop their vocabulary
skills by pairing pictorial images and printed words.
42
ISO 9001:2008
CHAPTER 3
METHODOLOGY
This chapter discusses the research design, the research locale, the participants and
subjects of the study, the ethical consideration, the data collection, the research producer,
and the statistical treatment of data.
Research Design
This study employed experimental research using the post-test only design. This
type of design has two randomly assigned groups: a control group and an experimental
group. Neither group is pretested before the implementation of the treatment. The treatment
is applied to the experimental group and the post-test is carried out on both groups to assess
the effect of the treatment or manipulation. This type of design is common when it is not
possible to pretest the subjects (Patidar, J.: https://cirt.gcu.edu)
Relative to the present study, the treatment used for the purpose of this research
was the super six strategies. These strategies were utilized among the Grade 1 pupils who
belonged to the experimental group after conducting the pre-test to assess the effect of the
said treatment to the group of pupils. However, post-test was applied to both experimental
and control group to find out the effectiveness of the super six strategies.
43
ISO 9001:2008
Research Locale
This research was conducted in Boac, Marinduque, specifically at Lupac-Tabigue
Elementary School. The choice of the locale was due to the fact that most of Grade 1 pupils
have limited vocabulary awareness which are needed to be enriched. Also, researcher is
teaching and handling the Grade 1 class which was the subject of the experiment. Below
is the map of the locale. (Why this locale? How did you choose this? Explain here briefly.)
Figure 2. Map of the Research Locale
Source: https://www.google.com/maps/place/Lupac-
Tabigue+Elementary+School/@13.4491663,121.8197097,14z/data=!4m8!1m2!2m1!1sL
upac-
Tabigue+Elementary+School+in+Boac,+Marinduque!3m4!1s0x33a3264645b33c97:0x92
8f560f5047053f!8m2!3d13.4491663!4d121.8372192
44
ISO 9001:2008
Participants and Subjects of the Study
The participants of the study were the principal and the master teachers of Lupac-
Tabigue Elementary School who were asked and requested to observe the utilization of
Super Six Strategies in teaching the 32 Grade 1 pupils of the said school.
The subjects were the 32 Grade 1 pupils who were divided in two groups as control
and experimental groups. (How did you divide??) (Please to the research design).
Ethical Consideration
Truly, conducting a research is a process that requires time, commitment, and a
thoughtful, systematic approach. This study involved human participants for the
assessment of the effectiveness of Super Six Strategies in building vocabulary of the Grade
1 pupils. Several considerations for this undertaking are truly necessary for the purpose of
ensuring the privacy as well as the security of the participants. These concerns were
identified in advance so as to prevent future problems that would rise during the research
process. Among the significant issues which were considered include, consent,
confidentiality and data protection.
During the conduct of the research, interview methods were drafted in a very clear
and concise manner to prevent confusion. Respondents to this research were given ample
time to respond to the questions posed on them to avoid errors and inaccuracies in their
answers. The participants were also given a waiver regarding the confidentiality of their
45
ISO 9001:2008
identity and the information that they did not wish to disclose. The participants' cooperation
was eagerly sought after, and they were assured that the data gathered would be treated
with the strictest confidence. These were done with the hope that this would promote trust
between the researcher and the participants.
Data Collection
Several instruments were used in collecting data to process the study. First, is the
validated pretest and posttest (may pretest k aba o wala?? Sa ibang page wala, pero dito
meron.. be consistent..) which were administered before and after the experiment. Second,
is the checklist that contains indicators in assessing the effectiveness of the Super Six
Strategies which were used as assessment tool of the School Head and the Master Teacher
who observed the researcher. Other records were also considered such as results of daily
evaluation, formative and summative assessment to ensure the effectiveness of the Super
Six Strategies among the subjects.
Data Gathering Procedure
Several steps were undertaken in order to gather the data needed for the study. First,
a permission was sought from the Schools Division Superintendent for conducting the
study. Second, the approved letter was handed-over to the school principal of Lupac-
Tabigue Elementary School for another permission to conduct the study. Third, another
46
ISO 9001:2008
approval was sought from the school principal and the master teacher of the locale of the
study for their cooperation during the observation of the teacher-researcher in utilizing the
vocabulary package that contains the Super Six Strategies. Fourth, on the utilization period,
a pretest was administered to help the researcher group the subjects into control and
experimental group. And fifth, after the period of utilization, a post-test was administered
to find out the improvement in the level of proficiency in building vocabulary and to find
out the effectiveness of the Super Six Strategies.
Prior to the conduct of the research was the designed and validation of the
Vocabulary Package. Another letter was sought to the Learner Resource Management
Development Management System (LRMDS) for the quality assurance of the Vocabulary
Package as requested by the Schools Division Office to the researcher, since the study was
conducted to the pupils in the public schools. Only then after the validation and quality
assurance, the package was used among the subjects of the study.
Statistical Treatment of Data
Some statistical manipulations of the data were used. In getting the proficiency
level of the Grade 1 pupils in the pretest and posttest mean scores were taken. The
description of the level of proficiency used was based on the classroom assessment of the
DepEd in the K to 12 curriculum as: Advanced, Proficient, Approaching Proficient,
Developing, and Beginning. The significant difference was computed using paired sample
47
ISO 9001:2008
tests. The level of effectiveness was identified using paired sample statistics such as mean
and standard deviation.
48
ISO 9001:2008
Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the data gathered, organized, and processed statistically, and then
carefully interpreted to obtain information that would answer the problem raised in Chapter 1.
Table 1.1. Level of Proficiency of the Control Group in the Pretest

Super Six Strategies Mean Adjectival Equivalent
Context Clue 2.25 Developing
Word Sorts 1.63 Developing
Picture-Word 3.50 Approaching Proficiency
Association
Word Mapping 2.56 Developing
Word Game 0.51 Poor
Miming 0.69 Poor
4.6-5.0 –Advanced 3.6 -4.5-Proficient 2.6-3.5 –Approaching Proficiency
1.6 -2.5 Developing 0.5 -1.5 – Poor
Table 1 displays the proficiency levels of the vocabulary skill of the control group
based on the results of the pretest when grouped into Super Six Strategies. The control
group had one recorded “approaching proficiency” level in the picture-word association
with mean score of 3.50. It was followed by three records of “developing” levels in the
areas of word mapping with 2.56 mean score, context clue with 2.25 and word sorts with
1.63 mean scores. Meanwhile, the control group got two “poor” proficiency levels in
understanding word game with 0.51 and miming with 0.69.
Analysis of the data indicates that pupils in the control group had better
understanding on how to get the meaning of the words through the picture–word
association among all the strategies. Meanwhile, they had showed also a slight
understanding on word mapping as vocabulary strategies, context clues, and word sorts,
49
ISO 9001:2008
while they had “poor” understanding on the meaning of words in terms of word game and
miming.
The findings reflect that the teacher had to focus more on developing the word
mapping, context clues, word sorts, word game, and miming. Also, the teacher needs to
enhance the vocabulary skill in picture-word association and word mapping to achieve the
high proficiency level.
As Brown (2007) pointed out, prior to the teaching of the vocabulary, the teacher
has to know the level of learners’ vocabulary, this is an important thing to consider before
the actual teaching to find out the areas the teacher should focus among learners.
Similarly, the teacher should know the levels of proficiency in vocabulary to find
out what hinders the development of pupils’ vocabulary skill. As indicated in the results,
pupils in the controlled group had poor proficiency in word game and miming which could
be attributed to factors like the vocabulary game used was not appropriate to their level.
Neyadi (2015) considered that this a hindering factor in learning vocabulary through game.
But when vocabulary game is appropriate it could effectively develop the vocabulary skill
of the learners. For miming, it has been used for improving students’ motivation in keeping
their imagination with the fourth and seventh grader which has been found to be effective
(Fisafarina, 2014; Jamalina, 2016) which implies that might not be appropriate for the first
grader or grade 1. Thus, at first tried it had been hard for the Grade 1 pupils.
50
ISO 9001:2008
Table 1.2. Level of Proficiency of the Experimental Group in the Pretest

Super Strategies Mean Adjectival Equivalent
Context Clue 2.25 Developing
Word Sorts 1.88 Developing
Picture-Word Association 3.50 Approaching Proficiency
Word Mapping 2.31 Developing
Word Game 1.44 Poor
Miming 2.38 Developing
Table 2 displays the proficiency levels of the vocabulary skill of the experimental
group based on the results of the pretest when grouped into Super Six Strategies. The
experimental group got one “approaching proficiency” with a recorded mean of 3.50 for
picture-word association. Meanwhile, pupils in the experimental group had achieved four
“developing” proficiency levels with 2.38 for miming, 2.25 for context clue, 2.31 for word
mapping, and 1.88 for word sorts. Consequently, there was only one recorded “poor” level
in the area of word game.
Pretest results of the experimental group showed better results of the levels of
proficiency of the pupils. The pupils had achieved “approaching proficiency” in picture-
word association which is similar of what the controlled group got. Besides, they had also
common proficiency levels in terms of context clue and word sort, word mapping, and
miming. It was in the “developing” level which was akin of the proficiency level of the
controlled group except word game which is poor on the controlled group. This goes to
show that pupils in the experimental group had manifested a more developed
comprehension as compared to the controlled group since miming is already developing
among the pupils in the experimental group.
51
ISO 9001:2008
Furthermore, findings confirmed that among the vocabulary strategies, it seems
easy for the pupils in both groups to develop vocabulary skill using picture-word
association since it helps the pupils visualize the meanings of the words through image
(Nielsen, 2015).
Table 2.1. Level of Proficiency of the Controlled Group in the Posttest

Vocabulary Strategies Mean Adjectival Equivalent
Context Clue 3.06 Approaching Proficiency
Word Sorts 2.81 Approaching Proficiency
Picture-Word Association 4.31 Proficient
Word Mapping 2.69 Approaching Proficiency
Word Game 2.56 Approaching Proficiency
Miming 2.31 Developing
1.6 -2.5 Developing 0.5 -1.5 - Poor
Table 2.1 provides the level of proficiency of the pupils in the control group based
on their posttest. There was one recorded “proficient” level for picture-word association
with 4.31 mean. Meanwhile, most of the vocabulary strategies are within the levels of
“approaching proficiency” such as context clue with 3.06, word sorts with 2.81, word
mapping with 2.69, and word game with 2.56 and only one vocabulary was noted in the
“developing” level with 2.31 mean.
Data indicate better and improving results as compared to the results of the pretest
of the pupils in the controlled group. The pupils got improvement in their vocabulary skill
using all the Super Six Strategies. It was worthy to note that from approaching level, pupils
leveled up to “proficient” in word-picture association. And from developing level, context
clue, word sort, word mapping, and word game reached the higher level of “approaching
proficiency.” Much more, the word game from “poor” level it improved to the
52
ISO 9001:2008
“approaching proficiency level” and the miming had also one step improvement to
“developing” level.
It is reflected on the findings that the Super Six strategies have helped the pupils to
boost their vocabulary awareness, especially in the areas of picture–word association in
which the pupils got a high level of proficiency. Thus, during the execution of this strategy,
the use of pictures related to family, self, community, colors, numbers, and shapes had been
clear to the pupils. Through the pictures, the pupils were able to get to know the closes if
not the exact words associated to it. Also, the pictures helped the pupils to make use of the
words, and other new words in simple sentences which is the target of the competency and
also an indicator that the pupils were able to understand the word.
This is what Thornburry (2012) pointed out, that in teaching vocabulary, it is
necessary to present the meaning. In this case, the meaning of the word or words was
presented through images or pictures. The pupils identified the meaning by looking at the
pictures and then associate it to the words. Also, the process of teaching vocabulary through
picture had aided the pupils to get the meaning of the word and to eventually describe it in
their own sentences.
Furthermore, using picture-word association, the pupils were able to know how to
pair or link a new word to its definition through the pictorial image. Hence, the visual image
provides the learners with the frame of reference which the pupils recall while processing
the image and words in their minds Christen and Murphy (as cited by Nielsen, 2015). Just
like in the actual teaching of the concepts related to Family, the learners were able to
53
ISO 9001:2008
identify them through visual images and were able to understand some terms related to
them and made use in sentences such as loving, helpful, industrious, joyful, and
responsible. Since this is what the pictures have actually spoken. It is believed that when
learners were able to make use of the words in sentences, that means the learners had
understood the meaning of words in their minds. It goes to show that among the Super Six
Strategies these seemed to be the easier to develop among grade 1 pupils.
As Palasan (2017) emphasized, learners who are taught of the strategies have high
motivation of learning. Like the strategy of picture word association, the images and
printed words truly helped the learners to remember the definitions of the new word since
they were able to pair or link the new word to its definition by way of a pictorial image
(Nielsen, 2015). Also, in pairing procedure, that learners easily conceptualized the prompts
or the stimulus-response which are incorporated to the instructional materials used by the
teacher in teaching (Shreibma, cited in Nielsen, 2015).
Similarly, in word mapping, it has been proven as a helpful strategy in teaching
since it helps the pupils in the controlled group to become engage in thinking word
relationship (Graves, 2008). This aids in promoting pupils in thinking about the word
relationship with the use of the images and illustrations. Consequently, the pupils had
developed an understanding of the word meaning. Just like in the actual teaching of the
concepts of family, the teacher used illustration such as graphic organizers to group the
concepts related to family, like adult members of the family and young members of the
family and another graphic organizer of the all the members of the family. In addition,
some words were given to help describe each member of the family in which the pupils
54
ISO 9001:2008
had used in sentences. The procedure done by the teacher was the quality of the word
mapping in which it intends to promote the deeper understanding through knowing the
relationship of the words displayed and organized to depict relationship (Beck, McKeown,
& Kucan, 2002). Moreover, the way the pupils were able to use the words in the graphic
organizer in sentences indicates that they were leading to a deeper understanding of word
meaning (Graves, 2008). Results were also similar to the findings of Harness (2017) in
which word map strategy was used in a fifth grade class where the teacher used taught the
key words to each literature circle through the use of direct instruction and guided
discussions.
Table 2.2. Level of Proficiency of the Experimental Group in the Post-test

Vocabulary Strategies Mean Adjectival Equivalent
Context Clue 4.13 Proficient
Word Sorts 3.06 Approaching Proficiency
Picture-Word Association 4.25 Proficient
Word Mapping 3.56 Approaching Proficiency
Word Game 3.38 Approaching Proficiency
Miming 3.56 Approaching Proficiency
Table 2.2 opines the level of proficiency of the pupils in the experimental group
based on the post-test. It was worthy of recording that pupils in this group had two
“proficient” levels in the picture-word association with 4.25 and the context clue with 4.13.
Meanwhile, in the remaining vocabulary strategies, pupils moved to “approaching
proficiency” in terms of word mapping and word game with 3.56 respectively, word game
with 3.38, and word sort with 3.06.
55
ISO 9001:2008
At a closer look on the data, almost all the mean scores of the pupils in both
controlled and experimental group had improved. Noticeable improvement were on the
word-picture association and the context clue which had reached the proficient level. This
connotes that the teaching of the Super Six Strategies have helped the pupils in this group
to have a wider vocabulary awareness and have developed comprehension in
contextualizing word meanings. This also implies that pupils have better understanding on
these two strategies among other vocabulary strategies, that these seem easier for them to
understand the meaning of words as compared to others.
Results were confirmed and supported by various researchers (Goodwin & Perkins,
2015) that context clues was acquired through morphologic instruction which was
demonstrated by the teacher, in which when the pupils were instructed to focus attention
on the similar words of the unfamiliar words in the context to be able to find meaning.
Furthermore, using this type of instruction, pupils could be helped to increase their word
knowledge and ability to ability to decipher the meanings of unknown words eventually.
In the research, most of the context clues are in a form of word association (synonyms),
word definition and description which (Parault, 201) said to be effective types of context
clues in building vocabulary.
For word sort, the pupils were helped to have developed higher level of vocabulary
skill since they had gradually developed language opportunity to group words according
to word guide (Pearson Education, 2010). It helped the pupils also to category the words
and apply this to the new word (Invernizzi & Hayes, 2014).
56
ISO 9001:2008
Table 3. Significant Difference in Mean Score of the Control and Experimental Groups
using the Pretest
Super Six Strategies Pretest t-value Sig. (2 tailed)
Mean SD
Context Clue .000 1.86 .000 1.00**
Word Sorts .250 1.00 1.00 .333**
Picture-Word Association .000 1.09 .000 1.00**
Word Mapping -.250 1.73 -.577 .572**
Word Game 1.00 1.63 2.45 .027*
Miming 1.69 1.99 3.39 .004*
*-significant < 0.05 level of significant ** not significant > 0.05 level of significant
Table 3 depicts the results of the computed mean scores of the control and
experimental groups to present the significant difference. Results signify that there are no
significant differences in the context clues, word sorts, picture-word association, and word
mapping in which all the computed t –values were higher than 0.05 level of significance.
These connote that the groups when exposed in the utilization of Super Six Strategies in
the paired design experiment had both developed vocabulary building in most of the
strategies except in miming which had found to have significant level.
It further implies that miming is not fully developed among grade one pupils
compared to all other strategies. Results could be attributed to the fact that miming when
used during the test had been hard or difficult for the Grade 1 to understand as compared
with other vocabulary strategies. It could be attributed also on how the action or mime had
been executed or acted for the pupils to be able to get the what words the action depict,
suggests, or illustrates.
In terms of the word game results contradict with the concepts of word games
(Sorayaie- Azar, 2012) that is was advantageous and effective in learning vocabulary. This
57
ISO 9001:2008
could be attributed to the kind of vocabulary game that did not match with the mental
ability of the pupils. The game could had been more enjoyable that could stimulate the
learning process for the pupils to retain the target words to develop more quickly. In the
actual teaching, it seemed that using cross word puzzle had not help much the pupils’
development of vocabulary words. It seemed that this word game had been hard for them,
despite the clues such as context configuration and images.
Table 4. Significant Difference in Mean Score of the Controlled and Experimental

Groups using the Posttest
Super Six Strategies Posttest t-value Sig. (2 tailed)
Mean SD
Context Clue 1.06 1.39 3.06 .008*
Word Sorts .250 1.06 .939 .362**
Picture-Word Association -.063 1.29 -.194 .849**
Word Mapping .875 1.09 3.22 .006*
Word Game .813 .98 3.31 .005*
Miming 1.25 1.18 4.23 .001*
Table 4 underscores the computed mean and t-value to find the significant
difference in the mean scores of the controlled and experimental groups in the posttest.
Analysis of the data revealed that there are no significant differences in the word sorts, and
the picture-word association in which all the computed t-values were higher than 0.05 level
of significance. Meanwhile, there were significant differences noted in word mapping,
word game, context clues and miming in which the computed t-values were lower or less
than 0.05 level of significance. Furthermore, the significant difference connotes that pupils
in the experimental groups need more of these strategies; thus, it implies for continuous
utilization of the above mentioned strategies in developing the vocabulary skills of Grade
I pupils.
58
ISO 9001:2008
Table 5. Significant Difference in the Gain Scores

Super Six Strategies Posttest t-value Sig. (2 tailed)
Mean SD
Context Clue 1.06 1.84 2.31 .036*
Word Sorts .000 1.67 .000 1.00**
Picture-Word Association -.063 1.57 -.159 .876**
Word Mapping 1.13 1.15 3.92 .001*
Word Game -.188 2.01 -374 .714**
Miming -.438 1.41 -1.24 .234**
Table 5 presents the significant difference in the gain scores. Most of the computed
t-values were higher than 0.05 level of significance, except in word mapping with .001 and
the context clue with .036 which is less than 0.05 level of significance. Using the pretest
and posttest results, pupils in both control and experimental groups had already developed
vocabulary building in word sorts, picture-word association, word game and miming.
On the other hand, significant differences were noted in word mapping and word
game in which the computed t-values were lower than 0.05 level of significance which
means pupil had little improvement in their vocabulary building using these two particular
strategies.
Results entail that teacher has to make modification or enhancement in executing
these strategies for these to become more effective and contributing in the development of
the vocabulary building of the pupils as early as in first level.
59
ISO 9001:2008
Table 6. Effectiveness of the Super Six Strategies

CRITERIA
AVERAGE
MASTER MEAN
(WORD CONTEXT PRINCIPAL MEAN
TEACHER
CLUE)
4.00 5.00 4.50
Form of Vocabulary
4.00 4.00 4.00
5.00 4.50 4.00
Meaning 4.65
4.00 5.00 5.00
5.00 5.00 5.00
Use
4.00 5.00 4.50
(WORD SORT)
3.00 4.00 3.50
Form of Vocabulary
3.00 4.00 3.50
3.00 4.00 3.50
Meaning 3.67
4.00 3.00 3.50
5.00 3.00 4.00
Use
5.00 3.00 4.00
(WORD-PICTURE
ASSOCIATION)
4.00 5.00 4.50
Form of Vocabulary
5.00 5.00 5.00
5.00 5.00 5.00
Meaning 4.83
4.00 5.00 4.50
5.00 5.00 5.00
Use
5.00 5.00 5.00
(WORD MAPPING)
4.00 4.00 4.00
Form of Vocabulary
4.00 4.00 4.00
5.00 5.00 5.00
Meaning 4.58
4.00 5.00 4.50
5.00 5.00 5.00
Use
5.00 5.00 5.00
(WORD GAME)
Form of Vocabulary 4.00 3.00 3.50
4.00 4.00 4.00
Meaning 3.00 5.00 4.00
3.92
4.00 3.00 3.50
5.00 3.00 4.00
Use
5.00 4.00 4.50
(MIMING)
Form of Vocabulary 4.00 3.00 3.50
4.00 4.00 4.00
Meaning 5.00 4.00 4.50
3.92
4.00 4.00 4.00
5.00 3.00 4.00
Use
4.00 3.00 3.50
4.6-5.0 –Highly Effective 3.6 -4.5-Effective 2.6-3.5 –Moderately Effective
1.6 -2.5 Somewhat Effective 0.5 -1.5 – Not so Effective
60
ISO 9001:2008
Table 6 presents the effectiveness of the Super Six Strategies in building the
vocabulary of the Grade 1 pupils as exposed by the principal and the master teacher. The
highest mean was noted in word picture association with 4.83 followed word context clue
with 4.65, both interpreted as “highly effective”. Meanwhile, the remaining vocabulary
strategies were within the range of 3.67 to 3.92, equivalent to “effective.” Findings jived
with the posttest results of both controlled and experimental groups exposed to the
utilization of the vocabulary package. Data imply that pupils had learned and improved
from the utilization of the super six strategies during the third and fourth quarter in the
selected competencies. Furthermore, this connotes that the teacher had executed well the
lesson, and had explained well the concepts with the aid of the strategies. As a result, the
pupils had developed vocabulary words, they were able to understand the meaning of the
words through word-picture association, were able to comprehend the meaning through
context clues, were able to group words of the same association through word sort, were
able to give meaning to more words through word mapping, word game, and were able to
figure out the meaning of words through actions or demonstration of the act.
Policy Guidelines for the Intervention of the Study
From the findings, it could be noted that there was an improvement on the level of
proficiency of the Grade 1 pupils both experimental and control using the Super Six
Strategies either in conventional method or in using the Vocabulary Learning Package.
However, more improvement has been recorded and documented when pupils were
61
ISO 9001:2008
exposed with the utilization of Super Six Strategies in Vocabulary Learning Package. With
this, it is hereby recommended the wide utilization of the Vocabulary Learning Package
among Grade 1 pupils to help them building proficiency in vocabulary words.
Below are the guidelines for the maximum and effective utilization of the
vocabulary learning package.
Picture Word Association in Building Vocabulary Word in Reading
 Incorporate more reading short reading selection in using picture word association
for an enhancement vocabulary building. The more stories the pupils have read, the
more chances to encounter new words and the more chances to learn more words
each day.
 Connect pupils’ prior knowledge to a new story, and, in the process, help them learn
new words.
 Choose a picture book to read aloud. Before reading, introduce it by talking about
the cover illustration and asking children to predict what the story may be about.
 Continue to encourage the children to predict as you take a “picture talk” through
the book by looking at each page together without reading the text.
 Allow pupils to talk about what may be happening in the story, they share their
prior knowledge with one another.
 Begin to learn and use new vocabulary naturally.
(be consistent with your patter.. Verb kung verb mam….)
62
ISO 9001:2008
Word Mapping Strategy
 Develop or design more vocabulary maps or organizer that helps pupils make
connections between concepts that are new words to them and concepts they
already know. It is especially helpful to struggling readers who may have problems
with some vocabulary words which they can encounter in other subjects such as
Mathematics.
 Introduce map, show the pupils some illustrations, charts, organizers and diagram
for them to understand the concept being develop the words which are associated
to the concepts. Then, explain how they come to understand something new by
“connecting” it to something we already know. Finally, show pupils what you
mean.
 Create these word maps together allows the pupils s to share their experiences and
prior knowledge as they build schemas for new words. Pupils might complete
Vocabulary Maps you have partially constructed for them as they read, then share
their work in small groups or with the class.
Use of context to determine word meaning
Good readers often use context clues to determine the meanings of unfamiliar
words, if they are available in the text. They can locate other words and phrases in a passage
that give clues about what an unknown word means. Struggling readers who does not do
this should be given direct instruction in how to effectively look for clues or definitions.
63
ISO 9001:2008
 Reread the sentence with the clunk. Look for key words.
 Reread the sentence without the clunk. What word makes sense?
 Reread the sentence before and after the clunk. Look for clues.
The clues may be any of the following types of information embedded in the text:
definition, restatement, example, comparison or contrast, description, synonym or
antonym.
 It is important to point out that not all contexts are helpful. Contexts vary in their
helpfulness of how much information they provide a reader. Sometimes the context
provides a direct explanation of the meaning of a new word:
Word Sort Strategy
 List between 5 and 10 key vocabulary words from a reading selection on the
provided by the teacher.
 Divide the class into small groups of 4 or 5 students. (Distribute the index cards as
the method in listing vocabulary words .
 For the Closed Sorts, provide students with the categories into which they will sort
the vocabulary words. For an Open Word Sort, instruct the student teams to suggest
categories for organizing the words.
 Allow 10 to 15 minutes for the pupils teams to assign the words to the appropriate
categories.
64
ISO 9001:2008
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the summary of findings as answers to problems posted in
chapter 1. The conclusions were drawn from the findings are also presented immediately
followed by the recommendations.
Summary of Findings
The following are the salient findings of the study:
1. Results of the pretest showed that control group had approaching proficiency
level in the picture-word association strategy, developing proficiency levels in context
clues, word sorts, and word mapping, while poor proficiency level in word game and
miming vocabulary strategies. On the other hand, experimental group achieved
approaching proficiency level in picture –word association strategy, developing level in
context clue, word sorts, word mapping, and miming strategies, while poor proficiency
level in the word game.
2. Post-test results of control group manifested proficient level for picture-word
association, while most were within approaching proficiency levels such as context clues,
word sorts, word mapping, and word game which are within the brackets. Consequently,
one strategy falls under developing level, which is miming. On the other hand, post-test
results of the experimental group revealed two proficient levels for the picture-word
association with 4.25 and the context clue vocabulary strategies with namely: word
65
ISO 9001:2008
mapping, miming, word game, and word sorts. (no numerical data, please.. this is just a
summary. Your numerical data were already presented in Chapter 4.)
3. The level of significance in the pre-test mean scores of the control and
experimental groups were recorded in word game and miming which the computed t-values
were lower than 0.05 level of significance.
4. The level of significance in the post-test scores of the controlled and
experimental groups were noted in the context clue, word mapping, word game, and
miming since all the computed t-values were less than 0.05 level of significance.
5. The level of significance in the gain scores of the control and experimental
groups were recorded in miming in which the computed value is lower than 0.05 level of
significance.
6. The high effectiveness was recorded in the picture-word association and the
context clues, while the rest of the vocabulary strategies were within the effective level.
Conclusions
In the light of the findings, the following conclusions are drawn:
At the beginning of the school year, the level of proficiency of the Grade 1 pupils
is said to be in the developing level, specifically in understanding context clue, word sorts
and word mapping. Meanwhile, they were in the approaching proficiency in understanding
66
ISO 9001:2008
vocabulary words through picture word analysis. On the other hand, they had poor
proficiency level in understanding words using word game and miming.
(your conclusion should be 1 paragraph only capsulizing the entire paper.. helpful or
not? Significant or not? Effective or not?)
At the end of the school year, the proficiency levels of the Grade 1 pupils
became better hence most of the had achieved “approaching proficiency level” and
two proficiency levels in the posttest in understanding words using picture word
association and context clues. Yet, still the pupils have to teach on how to develop
vocabulary using word sort, word game, word mapping, and miming.
During the pretest, the significant difference was noted in using word game
and miming, which means, there were little improvement in the vocabulary building
using these two strategies. Meanwhile, in the posttest, the significant difference were
observed in context clue, word mapping, word game, and miming which connote a
little gap in the improvement of the pretest and posttest results. Nevertheless, in the
gain score, the significant difference was noted in miming, since from the pretest and
posttest, the improvement in the proficiency level of the pupils was in the least.
In a nutshell, there are obvious changes and improvement in the levels of
proficiency in understanding word with the help of the Super Six Strategies among
Grade 1 pupils, thus, it is safe to say, that Super Six Strategies were effective in
developing the vocabulary building of the pupils. Apparently, there are still some
67
ISO 9001:2008
strategies which need some adjustment and enhancement such as word game, word
sort, and miming which appeared to be difficult for the pupils to understand.
Recommendation
In the light of the findings, the following recommendations are hereby offered:
1. Lupac-Tabigue Elementary School in coordination with Boac South District may
conduct information dissemination for wide utilization of the vocabulary package with
Super Six Strategies, since it has been found to be helpful in building the vocabulary of the
Grade 1 pupils with more reinforcement and activities in word mapping, word game and
miming.
2. Learning Resource Management Development System (LRMDS), Education
Program Supervisor in English, and District Coordinator in English subject may revisit or
make revision on some parts of the vocabulary learning package especially in using word
game, word mapping and miming for its improvement prior to the wide utilization of the
Vocabulary Learning Package with Super Six Strategies in the Boac Districts.
3. Teachers who may wish to use the Super Six Strategies contextualized in the
Vocabulary Learning Package may give provide necessary changes or adjustment or may
add more reinforcement activities for a more effective utilization of the super six strategies.
4. Teachers may give or allot a longer time for the utilization of super six strategies
to give a more detailed development of the vocabulary building among Grade 1 pupils.
68
ISO 9001:2008
5. Elementary Teachers are encourage to design and devise vocabulary learning
package using more strategies in addition to the super six strategies for vocabulary and
reading enhancement of the pupils.
6. The schools may allocate funds for the reproduction of the Vocabulary Learning
Package for wide utilization.
(address your recommendations. Example:
1. DepEd may allocate funds for the purchase of reading materials which could be used to
develop beginning reading skills of pupils.
2.
69

Chapters 12345 May 7

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Chapters 12345 May 7

Caricato da

Copyright:

Formati disponibili

Republic of the Philippines

MARINDUQUE STATE COLLEGE

skills such as reading comprehension, listening comprehension, speaking, writing, spelling

and pronunciation especially those which are written in English.

In reading, vocabulary development is critical since comprehension is the ultimate

some factors like poor or limited vocabulary awareness.

Several research and news reports confirmed that reading comprehension is

Assessment of Education Report; 2015; Malipot, 2018).

acquired incidentally, where vocabulary is developed through immersion in language

through a structured approach. Thus, vocabulary programs should be designed to support

children’s word learning through a combination of approaches to teaching, direct

instruction, and incidental word learning.

Graves (cited in Gibson, 2017) offered a framework for successful vocabulary

The foundation of his instructional program includes a four-part approach to developing

Similarly, in the Philippines, the Department of Education (DepEd) is continuously

Assistance Program, Remediation Classes, Intensified Remedial Reading, Five Words A

include the development of vocabulary awareness which is incorporated in reading.

However, despite the implementation of reading remediation programs, there are

Development Program Foundation Course, the Schools Division Office of Marinduque

schools presented concerned oral reading and reading comprehension (Division

poor development of vocabulary words among pupils and students.

strategies which various researchers have found to be effective in teaching vocabulary

Statement of the Problem

building vocabulary among Grade 1 pupils of Lupac-Tabigue Elementary School.

Specifically, it sought answers to the following questions:

mean scores of the pre-test?

mean scores of the post-test?

Significance of the Study

The DepEd officials through the Learning Resources Management and

suitability for wide utilization of the learning package.

terminologies that hinder their comprehension to process the activities.

Furthermore, the teachers may become more motivated in crafting different

Scope and Delimitation of the Study

REVIEW OF RELATED LITERATURE AND STUDIES

Vocabulary Development (put sub-headings on other parts of your paper)

There are various definitions of vocabulary. One of them is vocabulary is a total

are used in spoken or written language.

Richard and Renandya (2002) said that vocabulary is component of language

people to communicate. According to Hornby, vocabulary is the total number of words in

an idea cannot be transmitted in communication.

vocabulary. Many of the vocabulary in English textbook have to be learned. Without it no

make a sentence well, when they do not master it.

6) Students’ friend will think they are getting very smart.

present vocabulary in class, it is necessary in making lesson plan. Before presenting

words for speaking and writing or listening and reading only.

In addition, Thornburry (2012) pointed out that in teaching vocabulary, it is

on the item which is presented.

are reading and listening, writing, speaking, and games.

students usually adopt them.

These statements prove that vocabulary plays an important role in everyday

Game is another way of teaching vocabulary. In mastering vocabulary, there are

to memorize the words effectively (Neyadi, 2015). Game is considered as an effective

vocabulary strategies that the research explored.

promotes students’ in thinking about word relationships, thereby leading to a deeper

understanding of word meaning by developing their conceptual knowledge related to

diagrams that illustrate the word’s meanings.

student is able to acquire independently is through morphologic instruction (Goodwin &

morphologic knowledge to determine the meaning. Morphologic instruction requires

Comparison or Contrast, Definition or Description, Language Experiences or Familiar

Expression, Main Idea or Support Details, Modifying Phrases or Clauses, Non-restrictive

Synonym, Tone/Setting/Mood, and Words Connected in a Series. Although Ames’ work

vocabulary instruction research work.

There are several approaches to context clues instruction. Master’s Curriculum