ENHANCEMENT OF VOCABULARY SKILLS OF THE SELECTED

GRADE 9 STUDENTS THROUGH THE USE OF CONTEXT CLUES

Context and Rationale

“The two misused words in the entire English vocabulary are love and friendship. A true

friend would die for you, so when you start trying to count on them on one hand, you don’t need

any fingers”

Vocabulary is all about words in a language or a special set of words you are trying to

learn. Vocabulary is so important. We even created a web site to help expand yours.

Context clues are very important to the vocabulary development of a student, it serves as

Missing piece or solution to a problem. These were hints to unfamiliar words which they always

encountered on almost every literary texts. Vocabulary can be develop and enhance with the use

of context clues. It is necessary to be connected for us to be able to prove if it is effective.

Literature Review

The understanding of words is vital to effectively communicate and understand the world

around us. Many children struggle to understand vocabulary in both written and oral forms.

This leads to struggles in comprehension of text over time, I have listened to many children

read the words on the page. Many could discuss their reading with passion and excitement.

However, as they chose more difficult books to read they struggled. It is perfectly fine for a

student to struggle and overcome text in order to grow in reading. However, when a student
struggles to the point of disengagement, intervention must occur. The child has the phonics

skills to read. The child is able to make connections to the text. Why are they struggling?

They are struggling because they have not been exposed to many of the words that they are

reading. This causes a disconnection between the ability to read the words and comprehend

the flow of text. Manzano (2013) explains that children who have large oral vocabularies will

recognize and understand more words as they are learning to read. A successful reader will

continue to acquire words within the context while making connections to the background

knowledge and the world around them. As Manzano states, “Knowing what words mean and

how they interconnect creates networks of knowledge that allow students to connect new

information to previously learned information” Cloze activities are used to help students learn

to use context to infer word meaning. Cloze activities will be completed each week, and

data will be collected. Over the years, assessments and practice of this procedure has become

widely used. In a cloze activity, words are omitted strategically. Cloze forces students to

anticipate or use the context around the word to decide which word belongs (Kesler, 2010).

Kesler (2010) believes that cloze reading exercises develop strategic synthesis of meaning,

syntactical, and visual clues of word solving.“Because they are so transportable, context clues

merit careful teaching. Students need to be sensitized to the various clues that are available to

them—they need to gradually become aware that authors choose their words carefully”

(Greenwood & Flanigan, 2007, p. 249). h

Research Questions

1. What is the profile of the Grade pupils is terms of:

1.1 gender

1.2 gender group

 1.3 grades for first grading period

1. How does the contextual clues helps the vocabulary development and comprehension skills

of a student?

2. Does the different context clue strategies effective and efficient in terms of defining

an unfamiliar words?

Proposed Innovation and Strategies

We see that highschool students are having difficulties on finding the meanings of

unencountered words in almost all of the literary texts that they tackle on a school year. And if

they didnt know the meaning of a certain word, it can be a problem on understanding a particular

situation on the text. They will not recognize the thought of the sentence or situation if they didnt

know a word. And it come up as a problem for us because it can really affect their understanding,

perception and also vocabulary.

So we, the Researchers plans to give our recipients set of questions in order for us to

observe the impact of context clues in their understanding of unfamiliar words and its effects in

their perception on each text.

Action Research Method

A. We use grade 9 students of Santiago National Highschool as our participants.

B. In this study we aim to make Grade 9 students know and learn the different context clue

strategies that they will use as they encounter unfamiliar and struggling words in different texts

that they tackle in their subjects. We selected grade 9 students for this study for them to be able to
prepare as they promote to grade 10 and face difficult topics. Our survey for them is for 2 days,

on our first day of survey (Feb. 19, 2018) we give them set of questions (10 items) which they

will guess the meaning of an unfamiliar words. As they pass their questionare to us, we give them

evaluation sheet that includes the questions that they might feel while answering the first set of

questions. We meet expectations to their scores which is below 5, not almost but all of them had

score under 5 items. Of course they will fail on first set of questions even with choices, because

they didnt know the meaning of the word at all, or if not its because they didnt find some hints

near the unfamiliar word. The questions included to our first evaluation is mostly about the

difficulties of the first set of questions, and most of our participants put the check mark on NO

column because they didnt guess the meaning of words underlined. On the other day (Feb. 21,

2018) we come back to our participants to give them the next set of questions, the thing here is

we used the same unfamiliar words, same choices, and same arrangements but this time is with

context clues near the unfamiliar words, as we check their answers we meet our expectations

again, which is to get 5 above correct items. Then just like the first day, we gave them evaluation

tests after the questionares, that evaluation items is to let us know if they are able to find hints to

unfamiliar words and if the context clues are the most effective and efficient in defining the

meaning of a word. And out of 10 evaluation items all of our participants put check mark on YES

column. We can see that there is an improvement by the use of context clues, aside of this will

enhance their vocabulary, this also develops usage of different context clues strategies.

C.

No. Participants who Evaluation (Yes Evaluation (No

got correct answers Column) Column)

6 4 16

6 14 6
 7 4 16

5 5 15

5 8 12

5 5 15

5 15 5

6 4 16

4 8 12

5 17 3

As you can see on the table, all items in the first set of questions on the first day didnt

have clues near the unfamiliar word so mostly 6 or 5 students only out of 20 got the correct

answers. And because of that we can clearly state that if the unencountered word doesnt have any

hints near them it will be difficult for the student to know the meaning of it. Maybe the six or five

students that got the correct answers in items just guess it out of luck because multiple choices

gives them 25% chance to get the correct answers. And in evaluation test sheet the majority

answers are stating that the set of questions are difficult to answer.

No. of participants who got YES column NO column

the correct answers

19 16 4
 17 15 5

17 16 4

17 19 1

19 18 2

18 16 4

16 19 1

19 18 2

19 17 3

16 18 2

After we check and gather datas from second set of questions, you can clearly see the

difference from the first set of questions. You can see the improvements of the Grade 9 students

in terms of using different context clues strategies, vocabulary, and their skills in terms of

analyzing the use of the unknown word to the sentence. And our second evaluation test sheets

contains the questions of difficulties, if the student answered yes it means it is now easy for them

and no if it is still hard.And based on the table, out of 20 students mostly 16 and above put check

mark on YES column which stating that the second set of questions are easy because of context

clues. So we prove that the context clues are the most efficient and effective way to enhance their

vocabulary skills since we asked this to them.

Result and Discussion

No. of students who got the No. of student who got the
Unfamiliar Words correct answers in 1st test correct answers in 2nd test
(No clues) (With context clues)

Sweltered 6 19

Tariff 6 17

Precariously 7 17

Foliage 5 17

Alloted 5 19

Somber 5 18

Picturesque 5 16

Clarify 6 19

Impudent 4 19

Dismal 5 16

Since we, Researchers found out struggles of students in defining the meaning of unfamiliar

words, we aim to help and test them with our two sets of questions and evaluation sheets.

The results come up the way we expected, since we give them the first set of questions which is

asking for the meaning of particular word without any clues near them but with choices, it is

difficult for them to guess the answer, some students got the correct answers but they express to

the evaluation sheets that they are not sure about it. So we can clearly say that their correct

answers in first set of questions is just a guess out of luck and they didnt have any idea at all. And

on our next set of questions we use the same words and same choices and now context clues is

included. The results is above expectations, they discovered strategies on their own and they
analyzed how the word is used in the sentence. The big impact of context clues are clearly seen in

the results.

The next table will show the results in our evaluation test sheets, we analyze the

evaluation questions clearly and tallies the students who states if the first and second set of

questions are difficult to them.

No. of students who are struggling to the No. of students who are struggling to the
first set of questions. second set of questions

16 4

14 5

16 4

15 1

12 2

15 4

15 1

16 2

12 3

17 2

We can clearly see that most of our participants struggled in our first set of questions

even it has multiple choices. It is because the unfamiliar words were not in the sentence form so

multiple choice gives them scores in first set of questions. On the second set of questions, the

number of students who struggled decreases. It means that they understand the meaning of the

word by the use of it in the sentence and it improves their vocabulary development and the

context clues gives the big impact for them to be able to define the unfamiliar words.
 Based on the results, our participants admitted that they found some hints near the

unfamiliar words and they also stated that it makes finding the meaning easier. They clearly said

that the context clues help them to find the right meaning of unencountered words. And lastly, we

asked them the question "Is the context clues the most efficient and effective way to enhance and

develop your vocabulary?", 18 out of 20 says yes.

Then we can clearly state that this study finds out how context clues have an impact to

students vocabulary development. We achieve what we want to achieve. Back on our literature

review (Greenwood & Flanigan, 2007, p. 249), remember that it is said that the context clues

are one strategy that many researchers and educators have found to bridge the vocabulary gap.

Through mindful practice and a word-rich learning environment, students can become successful

readers. This action research provides answer to the question, “How do context clue strategies

enhance the vocabulary of grade 9 students".

Action Research Work Plan and Timeline

Action Step(s) Persons Timeline Needed Evaluation

Responsible start/end Resources

Approval of title Researchers and January 24, Paper and ball Our teacher
for thesis English Teacher 2018 pen signed our action
research title

Drafting our first Researchers January 27, Tablet We wrote down

three chapters 2018 the introduction,
literature review,
and research
question.
Drafting our Researchers January 28, Laptop We draft our two
questionnaires 2018 sets of
and evaluation questionnaires
sheet and evaluation
sheets and we
print it.

Drafting our Researchers January 28, Laptop We draft and

proposed 2018 type problems
innovations and we see and then
strategies the solutions we
aim to provide.

Selecting Researchers January 28, Strip of papers We select Grade

Respondents 2018 with grade 9 9 students
names on it randomly by
fishball picking.

1st Day of Researchers and January 29, Questionnaire We conduct our

Conducting our Respondents 2018 and Evaluation first set of
Survey tests and sheets questions and
Evaluations evaluations on
our selected
Grade 9 students.

2nd Day of Researchers and January 31, Questionnaire We conduct our

Conducting our Respondents 2018 and Evaluation second set of
Survey tests and sheets questions and
Evaluations evaluations on
our selected
Grade 9 students.

Checking of Researchers February 03, Questionnaires, We check those

questionnaires 2018 Evaluation papers that
sheets and ball respondents use
pen in our survey and
tally their scores.

Writing and Researchers February 04, Tablet We draft and

drafting down 2018 type the action
the next chapter researcher
method.
Drafting the Researchers February 06, Tablet We type the
result and 2018 result and
discussion discussion.

Estimating total Researchers February 06, Tablet We total the

expences 2018 expences on our
whole action
researcher.

Draft the plans Researchers February 08, Tablet We draft our

and 2018 plans and
dissemination dissemination of
our action
researh.

Typing down Researchers February 10, Tablet We list down the

references 2018 references we use
in our whole
action research.

Submission of Researchers and February 28, Hard copy of We submit our

our research teacher 2018 our action action research to
paper research our english
teacher.

Cost and Estimate

Materials Cost

Action Research Pages 16php

2 pages of Questionnaire 2php

40 copies of Questionnaire 20php

2 pages of Evaluation Sheets 2php

40 pages of Evaluation Sheets 20php

TOTAL EXPENCES: 60php

Plans and Dissemination

In our fliers, the importance of context clues and it's different strategies are included. We

will gave it to our selected respondents after conducting our survey. Using this fliers, it can help

them to develop their skills through context clues. They can easily notice the unfamiliar words

because the context clues or hints are near on it.

And we also plans to interview our respondents about how and what they feel after we

conduct our survey tests and learn about the importance of context clues in their vocabulary

enhancement and comprehension. We will use their response as proof for us to say that the

context clues are the effective solution for the problem we see in terms of students

comprehension and skills in defining an unfamiliar word.

Using this fliers and interviews, we add this as evidence and proof that our study has big help

in solving those problems we saw in highschool students since they will encounter it in their

lessons, because literary texts are always tackled so almost all of it has a chance to contain

unfamiliar words which can lead to a struuggling of a student. We have the solution.

References

Beck, I. L., & McKeown, M. G., and Kucan, L. (2002) Bringing words to life: Robust
vocabulary instruction. New York, N. Y: Guilford Press.
Blachowicz, C. & Fisher, P.J. (2002). Teaching vocabulary in all classrooms. (2nd ed.).
Upper Saddle River, NJ. Merrill Prentice Hall.
Greenwood, S. C., Flanigan, K. (2007). Overlapping vocabulary and comprehension:
Context clues complement semantic gradients. The Reading Teacher. 61(3), 249-254.
Kesler, T. (2010). Shared Reading to build vocabulary and comprehension. The Reading
Teacher. 64(4), 272-277.
Kirp, D. L. (2011). The kids-first agenda. In J. W. Noll (16th ed.), Taking sides: Clashing
views on educational issues (p. 201). New York, NY: McGraw-Hill.
Marzano, R., & Simms, J. ( 2013). Vocabulary for the common core. Bloomington, IN:
Marzano Research Laboratory.
Montelongo, J. A., Hernandez, A. C., Herter, R. J., & Cuello, J. (2011). Using cognates to
scaffold context clue strategies for latino els. The Reading Teacher. 64(6), 429-434.
Rasinski, T. & Padak, N. & Newton, R. M. & Newton, E. (2008). Greek and Latin roots:
Keys to building vocabulary. Huntington Beach, CA. Shell Education.
Standing, E. M. (1998). Maria Montessori: Her life and work. New York, NY: Plume.

Enhancement of Vocabulary Skills of Selected Grade 9 Students

Through the Use of Context Clues

Name: ________________________ Date: ____________________

Section: ________________________

Direction: Write each underlined word in the blank.

1. What is the meaning of sweltered?

A. ate B. burned C. slept D. sunbathed

2, What is the meaning of tariff?

A. stamp B. prohibition C. ad D. tax

3. What is the meaning of precariously?

A. gracefully B. lazily C. dangerously D. hopefully

4. What is the meaning of foliage?

A. hurricane B. plays C. snow D. leaves

5. What is the meaning of allotted?

A. allowed B. joyful C. taken D. fed

6. What is the meaning of somber?

A. remove B. call C. explain D. stop

7. What is the meaning of picturesque?

A. charming B. running C. ruined D. perhaps

8. What is the meaning of clarify?

A. remove B. call C. explain D. stop
 9. What is the meaning of impudent?
A. handsome B. carefully C. poor D. bold

10. What is the meaning of dismal?

A. gloomy B. red C. shining D. fun

Direction: Put check mark (/) on YES column if you agree and to NO column if not

Question Yes No

1. Do you find the meaning of the unfamiliar words?

2. Is it hard, or you didn’t know it at all?

3. Is it hard even with multiple choices?

4. Does the word needs to be in sentence form?

5. Can you define a meaning of unfamiliar words without hints?

6. Do you think your score will be above 5?

7. Did you think very deep but still can’t define answer?

8. Did you encounter those words before?

9. Did the choices enough for you to guess the meaning?

10. Without any clues but with choices, is it difficult to answer?

Name: ________________________ Date: ____________________

Section: ________________________

Direction: Write each underlined word in the blank. Circle the letter of the word that most
closely matches the underlined word in the sentence. Use the other words in the sentence for
clues to the correct meaning.

1. The lost campers sweltered in the heat of the desert sun.

A. ate B. burned C. slept D. sunbathed

2. Congress put a tariff on overseas goods so the price would not be lower than domestic
products.
A. stamp B. prohibition C. ad D. tax

3. The scared rock climber balanced precariously on the edge of the cliff.
A. gracefully B. lazily C. dangerously D. hopefully

4. We often travel to New England in the autumn to see the bright colors of fall foliage
.A. hurricane B. plays C. snow D. leaves

5. Each student was allotted two tickets to the dance.

A. allowed B. joyful C. taken D. fed

6. The mood was somber at the funeral of the former president.

A. shyly B. serious C. hungry D. plenty

7. The country cottage was just outside the quaint and picturesque town.
A. charming B. running C. ruined D. perhaps

8. When he didn’t understand the instructions, the student asked the teacher to clarify them.
A. remove B. call C. explain D. stop

9. The impudent boy was rude to the policeman.

A. handsome B. carefully C. poor D. bold

10. Cold rain fell all day, making it a dismal Saturday afternoon.
A. gloomy B. red C. shining D. fun

Direction: Put check mark (/) on YES column if you agree and to NO column if not.

QUESTIONS YES NO

1. Do you found some hints beside the unfamiliar words?

2. Does it make the questions easier to answer?

3. Is the context clues the best way to know unfamiliar words?

4. Is it easier than the last set of questions?

5. Do you think Context clues can help you defining unknown words?

6. Does the unfamiliar words became familiar with use of context clues?

7. Is the context clues effective for your vocabulary development?

8. As of now, does it help you defining unfamiliar words?

9. Do you found different context clues strategies in items?
(like synonyms, antonyms, analyzation & definition)

10. Does the Context clues the most efficient way to enhance your
vocabulary skills?