Chapters 123

Republic of the Philippines
MARINDUQUE STATE COLLEGE

SCHOOL OF EDUCATION GRADUATE STUDIES
Panfilo M. Manguera Sr. Rd., Tanza, Boac, Marinduque
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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Vocabulary represents one of 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 English 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.
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, as early as young, the children should be
taught and developed their vocabulary words. Hence, 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 researches and news reports confirmed that reading comprehension
attributed to poor development of vocabulary building is one of the culprits of students’
academic performance, particularly observed in most of the developing countries. Thus,
when students have limited vocabulary knowledge, this consequently limits their
understanding of the books that they are reading, the inability to read between the lines,
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and inability express opinions or thoughts and other others related to such (Tanczinke,
2014; Sperenger, 2013; National Assessment of Education Report; 2015; Malipot, 2018).
In the classroom context, 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 language learners.
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 by Gibson, 2017) offers 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 sets 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
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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 schools 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 conceived of developing vocabulary learning
package which is a part of the implementation of Every Child A Reader Program that
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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.
Context Clues are hints that the author gives to help define a difficult or unusual
word. The clue may appear within the same sentence as the word to which it refers, or it
may follow in a preceding sentence. The utilization of contextual clues strategies can also
be associated with successful language learners in utilizing language strategies (O’Malley
& Chamot, 1995). The framework of this study lies in the workings of Oxford’s taxonomy
for language learning strategies (1990), which categorizes contextual strategies as reading
strategies. The taxonomy lists contextual strategies as part of a continuum of strategies
indicating different strategy levels where learners control content, identify structure and
create links. The self-regulation model, the Oxford’s (1995) S2R Model, postulates how
learners actively and independently learn through a systematic series of strategies. Self-
regulated learners are expected to have multidimensional approaches to strategies;
characteristics similar to successful learners.
A word map is a visual organizer that promotes vocabulary development. Using a
graphic organizer, students think about terms or concepts in several ways. Most word map
organizers engage students in developing a definition, synonyms, antonyms, and a picture
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for a given vocabulary word or concept. Accordingly, word map is one of the vocabulary
learning strategies which empower EFL/ESL to effectively learn vocabulary
independently. It enhances word learning and retention as it enables learners to incorporate
new words into what they previously know; it guides learners to use the words and
information in their word and concept repertoire to associate meanings with the new words.
This leads to deeper vocabulary learning and thus longer retention of the target vocabulary
items. Previous research on vocabulary reveals a significant improvement in vocabulary
acquisition whenever semantic maps were used (Keshavarz et al., 2006:149;
Abdollahzadeh & Amiri-Vardani, 2009:1; Baleghizadeh & Yousefpoori, 2011:15;
Nilforoushan, 2012:165; Abbasian & Arianezhad, 2013:139; Jang,2014:25; Afrin,2014:65;
Avrianti, 2015:95).
A Word Sort is a simple individual or small group activity. Students list key words
from a reading selection. Students identify the meaning and properties of each word and
then “sort” the list into collections of words with similar features. This “sorting” process
links students' prior knowledge to the basic vocabulary of a reading selection (Reading
Educator, 2015). Word sorting activities provide instructors with a framework for more
individualized instruction at students’ developmental spelling levels. In word sorting
activities, students organize word cards into columns on the basis of a shared conceptual,
phonological, or orthographic feature (Zutell, 1998). Word sorting is based on four
principles outlined by Zutell (1996) such as: English language is nor arbitrary, learning to
spell includes a strong conceptualization, spelling development follows a set of stages, and
relationships are first recognized in familiar words.
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Word Picture Association is the strategy where pupils develop their vocabulary
skills by pairing pictorial images and printed words. This has been originally by the special
education teachers which placed a particular emphasis on effective strategy for teaching
and vocabulary to students with language-based learning disabilities. Stahl (1986) “find
and define” technique is technique as an alternative to build new knowledge on existing
knowledge, that is, to take a constructional approach.
Miming is a strategy where teachers use gestures, facial expression and body
movement to help learners infer the meaning of difficult words. It has originated from the
Greek word “mimos” which means imitation. It has been a great way of non-verbal
communication. The art of mime has been incorporated in teaching and learning (Feder,
1992; Farmer, 2009).
Vocabulary Games is used as vocabulary strategy along with games such a
crosswords, jumbled letters, dominoes, kangaroo words, eliciting games and others to
improve learners’ vocabulary skills.
For the purpose of this research, the Super Six Strategies were used in building
vocabulary words among Grade 1 pupils of Lupac-Tabigue Elementary School. The
researcher believed that as early as Grade 1, the pupils should be taught of vocabulary
words for wide utilization in the next grade level. In addition, the researcher claimed that
if pupils have been taught of more vocabulary words each day, they could be more
expressive of their ideas and could be able to construct simple sentences and eventually
transpire into a meaningful communication. The Vocabulary Learning Package aimed to
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find out how effective were the strategies in improving the level of vocabulary proficiency
of the Grade 1 pupils in English. Results would yield to the proposal of wide utilization of
the vocabulary package among Grade1 teachers in Boac North District in which Lupac-
Tabigue Elementary School is one the complete elementary school.
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 Grade 1 pupils based on the mean percentage
scores of the pre-test?
2. What is the level of proficiency of the control and experimental groups based on
the mean percentage scores of the post-test?
3. Is there a significant difference in the pretest mean score of the Grade 1 pupils in
the control and experimental group?
4. Is there a significant difference in the posttest mean score of the Grade 1 pupils in
the control and experimental group?
5. Is there a significant difference between the mean gain score of the Grade 1 pupils
in the control and experimental group?
6. How effective are the super six strategies in building vocabulary based on the
following:
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6.1 word context clues;
6.2 word mapping;
6.3 word sorts;
6.4 word-picture association;
6.5 vocabulary games; and
6.6 miming?
7. What intervention can be proposed to facilitate effective utilization of the Super Six
Strategies in building the vocabulary of the Grade 1 pupils?
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 in the education.
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 find also as another supplemental materials in
teaching reading and may be enhanced through quality assurance unit of the DepEd for
its suitability for wide utilization of the learning package.
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The Vocabulary Learning Package with Super Six Strategies may be serve as model
materials 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
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
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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.
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 was the one who 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 which is allowed time frame to
conduct the experiment after a series of request and approval from different authorities and
also due to the fact that in the K to 12 Curriculum, the teaching of English for the Grade 1
pupils starts at the 3rd quarter and ends at the 4th quarter because it paves way to the teaching
of Mother –Tongue first, before the second the teaching of the second language.
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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.
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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.
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.
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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 language3. 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
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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.
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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.
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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.
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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.
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Ames (cited by Parault, 2010) gave the types of context clues which are divided
into four categories. These types of context clues include: Association, Cause and Effect,
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
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create the word collections such as (i.e. letter sounds, meanings). On the other hand, in
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
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remembering the definitions of new words. It involves one method of pairing or linking a
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.
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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-
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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
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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.
Review of Local Literature
The review of local literature presents the vocabulary development in the country.
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
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
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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.
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
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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.
Review of 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.
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
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.
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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.
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
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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.
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).
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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
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
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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
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.
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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
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
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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
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
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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.
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
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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
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
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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.
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.
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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
learners find it difficult to understand English texts. Thus, 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) mentioned Oxford, one of the leading teachers and researchers in
the language learning strategies field, argues that strategies are important for two reasons.
In the first place, "strategies are tools for active, self-directed involvement, which is
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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.
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.
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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
intensive vocabulary trainings and activities be given to teachers who are teaching the
English subject and where vocabulary development is needed.
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Republic of the Philippines

MARINDUQUE STATE COLLEGE

the other skills such as reading comprehension, listening comprehension, speaking,

writing, spelling and pronunciation.

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

is attributed to some factors like poor or limited vocabulary awareness.

Several researches and news reports confirmed that reading comprehension

attributed to poor development of vocabulary building is one of the culprits of students’

academic performance, particularly observed in most of the developing countries. Thus,

Knowledge of words is acquired incidentally, where vocabulary is developed through

designed to support children’s word learning through a combination of approaches to

teaching, direct instruction, and incidental word learning.

Graves (cited by Gibson, 2017) offers 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.

With this premise, the researcher conceived of developing vocabulary learning

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

Association, Vocabulary Games, and Miming.

be associated with successful language learners in utilizing language strategies (O’Malley

strategies. The taxonomy lists contextual strategies as part of a continuum of strategies

regulated learners are expected to have multidimensional approaches to strategies;

characteristics similar to successful learners.

A word map is a visual organizer that promotes vocabulary development. Using a

organizers engage students in developing a definition, synonyms, antonyms, and a picture

learning strategies which empower EFL/ESL to effectively learn vocabulary

independently. It enhances word learning and retention as it enables learners to incorporate

items. Previous research on vocabulary reveals a significant improvement in vocabulary

acquisition whenever semantic maps were used (Keshavarz et al., 2006:149;

Abdollahzadeh & Amiri-Vardani, 2009:1; Baleghizadeh & Yousefpoori, 2011:15;

Nilforoushan, 2012:165; Abbasian & Arianezhad, 2013:139; Jang,2014:25; Afrin,2014:65;

individualized instruction at students’ developmental spelling levels. In word sorting

phonological, or orthographic feature (Zutell, 1998). Word sorting is based on four

relationships are first recognized in familiar words.

and define” technique is technique as an alternative to build new knowledge on existing

knowledge, that is, to take a constructional approach.

1992; Farmer, 2009).

Vocabulary Games is used as vocabulary strategy along with games such a

improve learners’ vocabulary skills.

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

transpire into a meaningful communication. The Vocabulary Learning Package aimed to

Tabigue Elementary School is one the complete elementary school.

Statement of the Problem

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

Specifically, it sought answers to the following questions:

scores of the pre-test?

the mean percentage scores of the post-test?

the control and experimental group?

the control and experimental group?

in the control and experimental group?

6.1 word context clues;

6.2 word mapping;

6.3 word sorts;

6.4 word-picture association;

6.5 vocabulary games; and

Strategies in building the vocabulary of the Grade 1 pupils?

Significance of the Study