Republic of the Philippines

Department of Education
Region IV – A CALABARZON
Division of Laguna
District of Santa Cruz
SANTISIMA CRUZ ELEMENTARY SCHOOL
Santa Cruz

ACTION RESEARCH PROPOSAL

Action Research of : ROSALINDA A. TIU

Teacher III

For School Year : 2012 – 2013

Title : Enhancing Vocabulary through Contextual Clues of

Grade V- Saturn Pupills of Santisima Cruz

Elementary School

Noted: MELINDA O. LANSANGAN

Principal III

Approved : GODOFREDO C. MERCADO ________2012

Area Supervisor

Approved : RODERICA R. CAMACHO ______ 2012

EPS – 1 Research
I. SITUATION

Reading can be one of the most rewarding pre-occupations of man expanding his

horizon and making it possible for him to partake of his accumulated experiences and

achievements through the ages ( Villamin , 1995 )

For a child – learner , reading is the basic tool for learning in all subjects; a skill

that helps him to understand not only the literal and visual presentation of the teacher’s

daily lesson but also the words and ideas conveyed in any reading materials. With the

child’s enriched vocabulary in his schema, he is able to correlate them to the newly –

acquired knowledge from worthwhile reading materials; remarkably, he learns and

performs well in the academics.

On the contrary, his deficient or limited vocabulary since early school years may

deprive himself of the good opportunity to comprehend completely and interpret the

daily lessons in all subjects, unable to grasp the message of the texts and of other

reading materials. Consequently, he may not grow mentally nor even relate to his

daily lessons. Because of these ,he may receive poor academic performance or fail

in the academics. Likewise, he or she may lose the enthusiasm to study.

Prominently, the intermediates could hardly relate in English subject or in other

subjects that require English as the medium of communication .They don’t engage

more time in reading activities neither on needed research and the like. When given

text book reading ,they can recognize commonly-used words and symbols but unable

to explain the message or ideas embodied therein.

In June 2012 enrolment ,that was upon submission of the report cards, the
researcher found that 65% of the Grade V-Saturn pupils got low final grades in

English ,Math and Science. When interviewed, their previous teachers confirmed of

their poor reading comprehension, lack of participation and poor study habit. They

showed rare involvement in oral discussions and activities . They were unable to

express ideas even in simple sentences .

The 2011 -2012 Phil IRI post test results showed that out of 4i pupils ,five of them

were independent readers , 26 instructional and 20 frustration ones in the oral test.
.
When analyzed , it means that 63% need reading assistance while 49% show very

minimal reading comprehension at all . This reading deficiency can be traced back to

lack of understanding the details of the texts contents, lack the ability to interpret their

embodied message hence they were unable to answer the comprehension check –

up provided thereafter .

Another cause is poor study habit resulting to lack of vocabulary , Since their

parents were occupied to working hard for their family’s living, those pupils , had

missed reading practices that their parents should have had provided to them .

II. PROBLEM

How can the teacher-researcher enhance the vocabulary skill of the Grade V-

Saturn pupils through contextual clues?

Sub-Problems
1. Inadequate or limited vocabulary

2. Unable to define words in the reading materials that were not common to

them.
 3. Unable to explain and interpret ideas in the teacher’s daily lessons and in

reading materials.

Causes
1. Lack of reading practices and participation in classroom oral activities.

2. Lack of knowledge on using guide books, reference books, or texts that

give definition of words

.
3. Lack of effective way of interpreting the relationship of words to

phrases in order to comprehend or explain the entire ideas in the

reading materials or in the teacher’s daily lessons in English

III. GENERATION OF ALTERNATIVE SOLUTION

1. Inadequate or limited vocabulary can be sufficed by

:
a. providing word for the day to be defined and used in a sentence.

b. unlocking of difficulties in reading selections.

c. using antonyms and synonyms in oral and written communication

d. active participation in dialogue , skits, dramatization, discussions and

other oral performing activities.

e. undertaking oral and silent reading, individually or by group during

English class or in free time.

2. Knowledge on using guide books, references, encyclopedia, dictionary,

thesaurus and the like may enable them to acquire plentiful vocabularies that

may later become common to them as they encounter them in the teacher’s

daily lessons and from reading materials

3. With adequate vocabularies attained from varied activities (number 1) the

target pupils would profoundly be familiar to those words more when they

use references or guide books such as dictionary or thesaurus (number 2) in

 terms of descriptions, classifications and definition. Their efforts would reward

them the ability to interpret the relationship of word or to phrases or even

grasp the entire idea of the given sentences through contextual clues.

Consequently, a reader can get or guess the meaning of a familiar or

unfamiliar words with the help of several clues. These clues may be a word or

group of words in the sentence or in the surrounding sentences

.
Contextual clues consist of 2 types:

a. Definition clue gives a statement explaining or describing.

Ex The castle was surrounded by a moat, which is a water canal to

keep enemies away.

b. Appositive clue is a word or phrase that indentifies or explains further

the word it follows. Commas and sometimes dashes set off the

appositive. Ex:A moat, a water canal to keep enemies away, was built

around a castle.

c. Another way of using contextual clues is though the presence of

synonyms and antonyms in a sentence.

Synonyms: After seeing the starving children in the slum area we all

felt compassion or pity for their sufferings.

.
Antonyms: I was reluctant to go mountain climbing, but my brother
was eager.

IV. PLAN OF ACTION

A. OBJECTIVES

* Enrich the target pupils’ vocabulary

* Comprehend the teacher’s daily lessons and the message of texts and

necessary reading materials.

 * Improve the target pupil’s academic performance in English subject.

B. TIME FRAME

This study will cover the first and second semester of the school year

2012-2013 from June 2013 to March 2013 or until such a time within the

given period that this research study is fully completed for submission
.
C. TARGET SUBJECT

The researcher will focus on the 39 Grade V-Saturn pupils of Santisima

Cruz Elementary School as her target subject.

D. ACTIVITIES TO BE UNDERTAKEN

TARGET PERSONS ACTIVITIES EXPECTED

SUBJECTS iNVOLVED OUTCOMES

1. Compare the final English: 62.5%

grades in the 2011-2012
Grade V- Researcher report cards in English, Math: 65%
Saturn
Math and Science. Science: 55%

Grade IV Researcher 2.Interview their previous Grade IV teachers

Teachers teachers in English, confirmed that
in English, Math and Science. most of them had
Math and poor reading
Science compre- hension.

3. Identify the 4 Independent

Independent,
Grade V- Researcher Instructional and 32 Instructional
Saturn
Frustration in the 2011- 3 Frustration
2012 Phil IRI (oral) Post
Test. Readers
 6 Fast

Grade V- Researcher 4. Distinguish the Fast, 29 Average

Saturn Average and Slow
readers in the 2011-2012 4 Slow readers
Phil IRI (silent) Post Test

(Oral) Pre-Test
5. Administer the 2012- 6 Independent
2013 Phil IRI (oral and 0 Instructional
Grade V- Researcher silent) Pre Test, in 41 Frustration
Saturn English V. (Silent) Pre- Test
0 Fast
6 Average
35 Slow

100% Parents
6. Solicit the support and complied
cooperation of parents favorably by
Grade V- Researcher regarding their children’s monitoring their
Saturn’s attendance, assignments children’s
Parents and reading practices. assignments and
reading exercises
at home.
100%attended the
Homeroom
PTA and signed
the report cards.

7. Provide a word each 75% Pupils try to

Grade V- Researcher day for them to be use the given
Saturn defined and used in a word a day in their
sentence. own sentence:
25%asked the
help of parents
and guardians.
80% of the class
8. Require the use of a afforded a
dictionary or thesaurus. dictionary. 20%
Grade V- Researcher Familiarize them about only borrowed
Saturn proper use of these
from relatives and
guide texts.
peers.
 100% read the
given selection,
9. Assign a reading defined the
selection a week with 5 vocabs ,answered
Grade V- Researcher vocabs to be unlocked
Saturn the
using adictionary or comprehension
other guide\reference check –up and
material. summarized the
selection in their
own words.

0. Facilitate a 50 Items 37% passed the

Grade V- Researcher (Diagnostic) Pre Test on Pre-Test on
Saturn Vocabs. Vocabs.

11. Introduce the 100% welcomed and

contextual clues as a understood the
Researcher way of defining or contextual clues
Grade V- method and applied
describing a word.
Saturn it in defining and
Stress the difference comprehending the
between definition teacher’s lesson and
clues and appositive text.
clues.

Significantly, their
12. Give more abilities to
Grade V- Researcher synonyms and distinguish meaning
Saturn antonyms to master and define words
with and practice prospered with the
exercises on contextual use of the
clues. antonyms and
synonyms.
Slow readers are
13. Initiate individual helped to read orally
reading to Slow and comprehend the
Grade V- Researcher readers. Use the given selections
Saturn Independent readers to whereas the
undertake “shared Frustration readers
reading” toFrustration are raised to
ones. Instructional readers.
 14. Challenge the 76% of the class had
pupils to communicate exposed their talents
Grade V- Researcher orally by way of in oral
Saturn dialogs, skits communication. The
dramatization, 24% were still
discussions inhibited and lacked
and the like. courage to do so.

15. Encourage all to With the

read journals, teacher’s’supervision
Grade V- worthwhile and parents’ follow-
Saturn Researcher magazines and make up the pupls have
Researc necessary research in developed
English vocabularies. enthusiasm to read
and research.

Post Test (oral)

16. Conduct the 2012- 6 Independent
2013 Phil IRI 26 Instructional
Grade V- Researcher (oral/silent ) Post Test. 7 Frustration
Saturn Post Test (silent)
7 Fast
26 Average
6 Slow

3 Observation made;
Grade V- 17. Principal’s September 22, 2012
Saturn Principal observation and January 26, 2013
Researcher evaluation assessment. February 28, 2013.
18. Ascertain their 75% obtained the
vocabulary skills and mastery level on
Grade V- Researcher the effectiveness of vocabulary using
Saturn contextual clues contextual clues.
through Post Test.
19. Evaluate their Mean: 40.06
English academic MPS : 80.12
Grade V- Researcher performance through SD : 6.33
Saturn the Fourth Periodical ML : 78.95
Test.
100% of the class
20. Impose a writing have applied the
Grade V- Researcher activity. acquired
Saturn vocabularies.
 Amenable to
feedback and
Area Supervisor willfull to changes
Researcher Monitoring and as compliant to the
EPS-I Research Evaluation of Action concerned authority
Research for the improvement
of this research-
studies.

Preparation and The research study

Area Supervisor Completion of Action is quite a success
Rsearcher EPS-I Research Research Terminal and the
Report researcher’s
activities are fulfilled.

Principal Completed and

EPS-I Submission of the finalized the
Research Terminal Report terminal report

E. EVALUATION CRITERIA:
*Post Test on Vocabulary using Contextual Clues to determine the pupils’

mastery and usage of the given vocabularies. In a way, it will tell the

effectiveness and success 0f this research study.

*Phil IRI (oral) Post Test shall attest to the pupils’ ability to read accurately and

comprehend the message of the given reading materials.

.
*Phil IRI (silent) Post Test shall render itself the pupils’ speed and comprehension

in the given reading materials.

*Fourth Periodical Test in English shall expose the pupils’ academic achievement

in the year.

*Final Grade in English shall be tantamount to their academic performance in the

. given subject. The result of this action research shall be submitted after 75% or

more of the pupils have passed the Post Test in the vocabulary using contextual

clues or have enriched their vocabulary skill thus ,improving their academic

performance in English.
F. RESEARCH DESIGN

ACTIVITIES COLLECTED DATA STATISTICAL

TREATMENT

A. Phil IRI Pre- Test Phil IRI Reading Test

Administrating Criteria
Pre Test re-Test on Vocabulary Percentage Method

B.Facilitating Formative Test Percentage Method

( oral/silent) Summative Test Frequency Distribution
selection with
contextual clue
test

Phil IRI Post Test Phil IRI (Oral/Silent ) Test

C.Conducting Criteria
Post Test Post Test( Vocabulary) Post Test Mean

D. Facilitating Fourth Periodical Test Post Test Mean

Fourth Quarter Researcher’s Rating Sheet Averaging Method
Evaluation Form 18-E
V-PRESENTATION

This action research is meant to determine the effectiveness of contextual

clues method to enrich the deficient vocabulary of the Grade V- Saturn pupils of

Santisima Cruz, Elementary School in the school year 2012-2013. With Dep Ed’s

thrust, administrative support, pupils’ cooperation and selected supplementary

techniques and approaches, the researcher believes in its anticipated success.

Statistical tools such as Phil IRI Test, Percentage Method, Frequency Distribution.

Post Test Mean will be used throughout the research to obtain its results.
VI. CONCLUSIONS and RECOMMENDATIONS

After the necessary assessment and analysis of the results the researcher will

present the conclusions and recommendations on the light of her own

interpretation of the gathered, tested and treated data.

VII REFLECTIONS

Significantly, the researcher is blessed and grateful for the opportunity

of resolving a very common language problem in the educational system or

reading comprehension owing to deficient or unlimited vocabulary.This fact is a

tremendous hindrance to learning on the part of every concerned pupil /learner.

While this miserable situation occurs , there is so much to worry on the part of the

parents, teachers and educational authority because this may lead to poor

academic performance of pupils, underachievement for educators and aggravating

deterioration of the quality of education in the country.

However, with the success of this research –study that the researcher has been

anticipating to, is a big breakthrough in her career..If the educational objectives

would be attained, the researcher could prove of her teaching effectiveness and

most of all this could be useful efforts and outputs to share with fellow educators

who woud be under the same circumstances.

BIBLIOGRAPHY

Angeles, E.,Galapon,A.,Relente,C.,Santos, R.,(Revised Edition2010)English

Expressways(Reading.).

Dep Ed Bureau of Elementary Education in partnership with Ateneo de Manila

University(2009)Lesson Guides in Elementary Education.

 Villamin,A.(.1998),Phoenix Publishing House Incorporation,Skill Builders for

Efficient Reading.

Villamin, A.(1995),Phoenix Publishing House Incorporation,Developmental

Reading Power.

Abadilla ,C.(1998) St. Mary’s Publishing House , Developing Reading Power.

Submitted by:

ROSALINDA A. TIU

Teacher III
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION OF LAGUNA
Santa Cruz

ACTION RESEARCH

Terminal Report

Action Research of : ROSALINDA ANGELES TIU

Teacher III
Santisima Cruz Elementary School

For School Year : 2012-1013

Title : Enhancing Vocabulary through

Contextual Clues of Grade V-Saturn
Pupils of Santisima Cruz Elementary
School

Monitored by : Melinda O. Lansangan ______ 2013

Principal III

Monitored by : GODOFREDO C. MERCADO ____ _2013

Area Supervisor

Reviewed : RODERICA R. CAMACHO _______ 2013

EPS –I Research

Recommending Approval :

Asst. Schools Division Superintendent- (Elem). Asst.Schools Division Superintendent(Sec)

Approved:

MARITES A. IBANEZ,CESO VI
Schools Division Superintendent