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Chapter 1

INTRODUCTION

Globally, the findings of two major reviews of the evidence (meta-analyses)

support the importance of parent-child book reading as a means of promoting the

vocabulary development of children in Western societies. Research has also found

that having more children’s books in the home is associated with better child

vocabulary development. However, we are unaware of any research that has directly

assessed whether parent-child book reading and having more children’s books in the

home are associated with better English vocabulary development for Australian

Indigenous children, nor are we aware of any research that has tested whether

Australian Indigenous children who read books in Indigenous language have better

Indigenous vocabulary development (Brinkman, Gregory, & Harris, 2013).

The National Reading Panel, identified vocabulary as one of five major

components of reading. In addition, the National Reading Panel (NRP) stated that

vocabulary plays an important role both in learning to read and in comprehending

text. However, lacking either adequate word identification skills or adequate

vocabulary will ensure failure (Biemiller, 2005).

Repetition and multiple exposures to vocabulary items are important. Stahl

(2005) cautioned against “mere repetition or drill of the word,” emphasizing that

vocabulary instruction should provide students with opportunities to encounter words

repeatedly and in a variety of contexts. Vocabulary words should be those that the
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learner will find useful in many contexts. Instruction of high-frequency words known

and used by mature language users can add productively to an individual’s language

ability (Beck, McKeown, & Kucan, 2002). Research suggests that vocabulary

learning follows a developmental trajectory (Biemiller, 2001).

Vocabulary tasks should be restructured as necessary. “Once students know

what is expected of them in a vocabulary task, they often learn rapidly” (Kamil, 2004).

Vocabulary learning is effective when it entails active engagement that goes beyond

definitional knowledge. Stahl and Kapinus (2001) stated, “When children ‘know’ a

word, they not only know the word’s definition and its logical relationship with other

words, they also know how the word functions in different contexts.”

Computer technology can be used effectively to help teach vocabulary.

Encouragement exists but relatively few specific instructional applications can be

gleaned from the research (NICHD, 2000). • Vocabulary can be acquired through

incidental learning. Reading volume is very important in terms of long-term

vocabulary development (Cunningham & Stanovich, 1998). In later work,

Cunningham (2005) further recommended structured read-alouds, discussion

sessions and independent reading experiences at school and home to encourage

vocabulary growth in students.

Dependence on a single vocabulary instruction method will not result in

optimal learning (NICHD, 2000). Stahl (2005) stated, “Vocabulary knowledge is

knowledge; the knowledge of a word not only implies a definition, but also implies

how that word fits into the world.” Consequently, researchers and practitioners alike
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seek to identify, clarify, and understand what it means for students “to know what a

word means.” The sheer complexity of vocabulary acquisition, as evidenced by

reviewing critical components such as receptive vocabulary versus productive

vocabulary, oral vocabulary versus print vocabulary, and breadth of vocabulary

versus depth of vocabulary (Kamil & Hiebert, 2005) raise questions worthy of further

research. Other factors such as variations in students’ vocabulary size (Anderson &

Freebody, 1981; Nagy, 2005), levels of word knowledge (Dale, 1965; Graves &

Watts-Taffe, 2002), as well as which words are taught (Beck et al., 2002; Biemiller,

2005) and how word knowledge is measured (Biemiller, 2005) must all be considered

in shaping our understanding of vocabulary acquisition.

In a multiple study research design, Biemiller and Boote (2006) found that

repeated reading of a storybook resulted in greater average gains in word knowledge

by young children. The researchers found that students made an average gain of

12% compared with the control group (children who only heard the story read once),

as measured by a vocabulary test that assessed the meaning of words within

context. These results duplicate findings by Coyne, Simmons, Kame`enui, and

Stoolmiller (2004), who researched how instructional time should be allocated to

meet the intensive needs of children at-risk for reading difficulties. Although rereading

stories and text demand additional instructional time, the increase in word learning

for at-risk children makes rereading an effective use of time. A study by Justice,

Meier, and Walpole (2005) that investigated the effectiveness of rereading text to
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enhance word learning also provided evidence of the positive impact of exposure to

targeted words through repeated readings.

Mc Carthy (cited in Gu, 2003) stresses that vocabulary is a single, biggest

component of any language, that without having ample vocabulary, one would have

trouble in understanding the meaning that is conveyed to him/ her. Some students

feel that they are not taught enough words in class, words they need when talking to

people. (Anghay, 2007) They think that teachers are so keen on teaching grammar

but that learning words come poor. This is true among the students in La Salle

University, they feel that they focus more on the improvement of their communication

skills as they engage in some communicative activities such as role plays, debate,

talk shows, interpretative reading, advertising and many other related activities; yet,

they cannot express themselves correctly in English in some actual speaking

performances/ situations. They recognize that words are essential and the lack of

them leads to feelings of insecurity and frustration.

Moreover, for more than a decade of these researchers teaching experience,

she realized that at times, communication can be severely limited if students do not

know specific word(s) since words are the basic unit of language form. Without

sufficient vocabulary, students cannot communicate effectively or express ideas

correctly. Thus, in many cases, a lexical lapse can actually stop communication

completely. Having a limited vocabulary is also a barrier that prevents students from

learning a foreign or second language. If learners do not know how to expand their

vocabulary, they gradually lose interest in learning. Therefore, learners need to

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acquire a solid and accurate command of English vocabulary which will allow them to

communicate at the high level in reading, speaking, writing, etc. and for them to

succeed in their competitive endeavours.

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.

In one of the private schools in Davao del Sur, it was reported that reading

comprehension is one of the problem in the school. In the data that have been

gathered, one of the bases is the result of the Diagnostic Examination, as the school

take this Examination annually. It was concluded that this examination is one of the

instruments to measure the students’ skills and capability in reading comprehension.

This study will be conducted in order to determine the factors that affect the reading

comprehension of the grade 7 students, and upon determining the factors the

researchers are expecting to form the groupings of remedial in reading

comprehension of the Grade 8 students. The factors were considered as the basis for

the interventions of the teachers in addressing such phenomena.

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Statement of the Problem

This study aims to answer the following questions:

1. What is the socio demographic profile of the Grade 7 students in terms of:
1.1. Gender
1.2. Section?

2. What is the level of Vocabulary Skills of the Grade 7 students?

3. What are the programs of interventions to improve the Vocabulary Skills of

grade 7 students?

Significance of the Study

This study will be deemed significant to the following:

Reading Interest – In terms of Reading Interest, this study will be the great

significance because it has the potential to contribute to the reading process of the

students especially to the researcher’s respondents, thus this study is significant

because it may help to increase their reading capacity as well as their vocabulary

skills.

Parents/ Teachers – Additionally, this study will also be significant to parents

and teachers because the output of this research may address the problem of the

students specifically their vocabulary skills.

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Future Researcher – Best of all, this research study will also serve as a useful

tool for future researchers who will be conducting a research related to the

vocabulary skills among the Grade 8 students. It may also serve as a secondary data

for future researcher.

Definition of Terms

Vocabulary – a list or collection of words or of words and phrases usually

alphabetically arranged and explained or defined.

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Chapter 2

REVIEW OF RELATED LITERATURE

Anchoring on the objectives of this study, the researchers reviewed related

studies that are significant to the following concepts: Background of the Problem and

Exploring the Effectiveness of a Vocabulary Intervention.

Vocabulary Skills

Since the mid-1980's, Vocabulary Learning (VL) has been drawing

consideration from English as Second dialect (ESL) researchers. Especially, the

1990's seen an observable number of distributions; vocabulary is presently flow

centre in ESL teaching method and research (Ming Wei 2007). Amid the couple of

many years of the 20th century, what gave off an impression of being the primary

enunciations of dialect educational programs pushed the conviction that the most

ideal approach to instruct an outside dialect is through its vocabulary or lexis.

Accordingly, dialect instructors concentrated writing and culture of the objective

dialect. Consequently, dialect instructors focused on instructing words that

understudies would experience in their perusing (Tupas, 2002).

What's more, vocabulary is conventionally characterized as the learning of

words and word implications. All the more explicitly, we use vocabulary to allude to

the sort of words that understudies must know to peruse progressively requesting

content with cognizance (Kamil and Hiebert, 2005). It is something that extends and
 9

develops after some time. The NRP's union of vocabulary inquire about recognized

eight discoveries that give a logically based establishment to the plan of rich,

multifaceted vocabulary guidance.

Word learning is indeed a complex task. Students realize the important role

vocabulary acquisition plays in all aspects of their language learning, but few have

really thought about what it means to learn vocabulary item ( Courtright & Wesolck;

2001 ). To enhance their second dialect capability, English dialect students (ELL)

require strong information of vocabulary. While fundamental dimension of vocabulary

will enable students to convey a few plans to certain degree, better correspondence

whether in talking, tuning in or composing, perusing can be cultivated when students

have procured more vocabulary (Folse, 2008).

Occasionally, not realizing an explicit word can extremely constrain

correspondence. Second dialect students unquestionably perceive that inadequate

vocabulary is one of their greatest disappointments. In principle, acing vocabulary

ought not to be so unique in relation to adapting some other segment of a dialect, for

example, sentence structure, spelling or elocution. In any case, vocabulary is a

unique issue in light of the fact that there are numerous parts of vocabulary

information that students must ace.

Moreover, Snow (referred to Anghay, 2007) claims that it is uncommon for a

secondary school or undergrads not to be see vocabulary as an instructive need.

While numerous understudies have enough fundamental vocabulary learning to

discover what a word implies, few have a proficient and viable framework for really
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recalling the definitions. What they recall whenever they experience the word is that

they gaze this upward once previously, however they can never again remember the

significance. A few understudies make extra stride of really recording new words and

their definitions, yet neglect to consider the setting in which they first experience the

word and hence infrequently endeavour to utilize the word in an important

application.

Regularly, students overlook words effortlessly in the event that they simply

ace and retain words which implications were new to them. (Zhilong 2000). Settings

can help clarify the implications of these new words. Numerous experts bolster

deriving word implications from settings. Kruse (referred to in Zhilong, 2000) has

recommended presenting vocabulary things so as to enable the understudies to

deduce or figure the implications from the unique circumstance or delineations.

Speculating word implications from the setting is conceivable; thus, logical method

for learning and growing vocabulary are likewise conceivable.

Also, Ming Wei (2007) claims that words are basically educated through

decontextualized exercises in English classes. A lot of instructional time is committed

to displaying, clarifying and conveying terms. In any case, just giving understudies

arrangements of words to learn methodologies to enhance their vocabulary learning

does not result in powerful learning in spite of the developing mindfulness with

respect to students of the significance of upgrading their open capability of the

objective dialect and the acknowledgment that a lot bigger vocabulary is expected to

this end.
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Furthermore, Eyraud, Giles, Koenig and Stoller (2000) specify three research

discoveries of specific significance to dialect classroom settings: First, investigate has

shown that vocabulary learning requires numerous exposures to new lexical things in

different talk settings. Second, inquire about has uncovered that explained

vocabulary learning happens when understudies make important associations among

new and right now natural words. This extended feeling of new and realized words

takes into account quicker preparing of semantically related words. Third, inquire

about has demonstrated that setting can be ground-breaking effect on understudies

vocabulary development.

Besides, Diamond and Gulohan (2006) emphasize one rule of compelling

vocabulary realizing which is to give various exposures to a words meaning. For

incredible enhancement in vocabulary, understudies must see word more than once

to put it immovably in their long recollections and to see the word in various

numerous specific circumstances. Likewise, educational programs wide duty to

vocabulary enhancement helps students in building up their dialect capacities.

Moreover, Courtright and Wesolck (2001) understand that educators must

invest energy in vocabulary as opposed to managing it in passing, in light of the fact

that for the understudies to take in a word they require more chances to see and

utilize it. Educators must give needs in helping understudies see how complex an

assignment they are confronting, giving them the apparatuses to learn vocabulary

adequately, and making them work with the words rather than just going over fill-in
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clear. All these can enable students to grow progressively orderly and successful

methods for learning vocabulary.

Exploring the Effectiveness of a Vocabulary Intervention

Vocabulary has been characterized as the gathering of words that an

individual can perceive, use and comprehend with regards to composed or talked

dialect (Beck, McKeown and Kucan,2008). Vocabulary learning is isolated into two

classifications; open and expressive. Open vocabulary is the cognizance of words

though expressive vocabulary is the generation of words (Richter, Eible, Laszig, &

Lohle, 2002). The objective of the present examination is to investigate the impact of

Powerful Vocabulary Guidance on kids' capacities in different dialect proportions of

perusing, composing and vocabulary aptitudes.

Generally, vocabulary guidance has been founded on instructional setting and

accidental introduction. In classroom settings, vocabulary guidance has included the

utilization of a lexicon and unequivocal guidance of word implications. This procedure

for word learning is known as Direct Vocabulary Instruction (Beck, McKeown,

&Kucan, 2013 As indicated by this methodology, vocabulary learning will happen

when youngsters are presented to an assortment of abstract materials with various

topic (Coyne, McCoach and Kapp, 2007). The present writing proposes that the

backup of these two procedures help to expand vocabulary learning.

Recently, in increasingly contemporary vocabulary guidance procedures, there

has been an accentuation put onto adding more settings and significance to
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guidance modules Robust Vocabulary Instruction (RVI), once in the past known as rich

vocabulary guidance, includes teaching kids on word implications and additionally

coordinating explicit target words in provocative, drawing in development. (Beck,

McKeown, &Kucan, 2013). This methodology depends on the information that kids all

the more viably learn vocabulary when words are presented in an assortment of

settings (Beck, Perffetti,& Mckeown, 1982). RVI incorporates both instructional

properties of direct vocabulary guidance and in addition an assortment of different

settings to advance accidental introduction in guidance modules. Target words are

introduced in a wide range of mediums, for example, sound, video, drawing in

youngsters in significant inquiries and perusing sections (Beck, et al., 2013).

In addition, Puhalla (2011) writes in her article, "Enhancing the Vocabulary

Knowledge of First-Grade Children With Supplemental Booster Instruction", that

instructional methods when utilized in Tier 2 booster sessions proved effective in

teaching sophisticated vocabulary for students identified as at-risk for reading failure.

It is interesting that Puhalla, like Sedita (2005) and Stahl (1999), confers that

vocabulary acquisition can be attributed in part to the read aloud experiences that

take place during early childhood.

According to Bryant, Goodwin, Bryant & Higgins (2003) in their article,

"Vocabulary instruction for students with learning disabilities: A review of the

research", that the goal of vocabulary instruction is to facilitate students' ability to

interact with language situations, primarily in understanding text.

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Chapter 3

METHODOLOGY

Presented in this chapter are the methods that will be used by the researchers

to answer the research questions.

Research Design

This quantitative study will use a descriptive method of research in order to

determine the level of the vocabulary skills of the students. The researchers will find

out the level of vocabulary of the students and the areas that need intervention to

help the respondents in the improvement of their vocabulary skills.

According to Calderon (2008), as cited by Alberto et al (2011), descriptive

method is also known as statistical research, it describes data and characteristics

about the population or phenomenon being studied. This research method is used for

frequencies, averages and other statistical calculations. Often the best approach

prior to writing descriptive research, is conducting a survey investigation. The

characteristics of this method will be used as a tool to determine the level of the

vocabulary of the students. This method is used to gather information in order to test

hypothesis or to answer questions concerning the currents status of the subject of

the study.
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Respondents

The respondents of this study are the grade seven (7) students in one of the

Private schools in the province of Davao Del Sur. In every four (4) section of such

grade level will have five (5) respondents of this research study. The respondents will

be determined based on the result of their PASS (Pre-Test). The researchers will

identify students who received. The lowest scores in the area of vocabulary

development. For ethical considerations, confidentiality of the respondents and the

reputation of the school will be protected and secured.

In the grade 7, there were 9 students who got Beginning, 138 students who

belonged to Developing, 57 students belonged to Approaching Proficiency, 6

students got Proficiency, and 0 students who did not belonged to Advanced level.

Overall, the Developing level got the highest frequency with 138 numbers of

students.
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In the grade 8, there were 9 students who got Beginning, 107 students who

belonged to Developing, 63 students belonged to Approaching Proficiency, 18

students got Proficiency, and 0 students who did not belonged to Advanced level.

Overall, the Developing level got the highest frequency with 197 numbers of

students.

In the grade 9, there were 3 students who got Beginning, 118 students who

belonged to Developing, 59 students belonged to Approaching Proficiency, 3

students got Proficiency, and 0 students who did not belonged to Advanced level.
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Overall, the Developing level got the highest frequency with 183 numbers of

students.

In the grade 10, there were 1 students who got Beginning, 57 students

who belonged to Developing, 66 students belonged to Approaching Proficiency, 10

students got Proficiency, and 0 students who did not belonged to Advanced level.

Overall, the Developing level got the highest frequency with 134 numbers of

students.

Sampling Design

This quantitative study will make use of purposive method of sampling design

in order to select appropriate respondents for this research. According to Patton

(2002), purposeful sampling is a technique widely used in qualitative research for the

identification and selection of information-rich cases for the most effective use of

limited resources. This involves identifying and selecting individuals or groups of

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individuals that are especially knowledgeable about or experienced with a

phenomenon of interest (Cresswell & Plano Clark, 2011).

In addition to knowledge and experience, Bernard (2002) notes the

importance of availability and willingness to participate, and the ability to

communicate experiences and opinions in an articulate, expressive, and reflective

manner. The characteristics of this method will be used as a tool for the selection of

respondents and to accurately gather some respondents that are reliable for this

research study.

In this study, the researchers will identify the respondents based on the

inclusion and exclusion criteria. In connection to that, the Grade 8 students were

selected as participants in the basis of the results in the Performance (PASS). The

grade level who received the lowest percentage in the vocabulary development test

serves as the inclusion criteria set by the researchers.

Research Instrument

This study will be using Grammar Assessment Test to ensure the students’

capability in vocabulary and to know the level of their vocabulary skills. The

researchers will adapt and contextualize an English Grammar Diagnostic Test

questions coming from a reliable source. There will be one set of grammar

assessment for students and this single assessment in English is composed of 40-

item grammar test to measure their grammatical skills.

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Data Gathering Procedure

The researchers will obtain the appropriate data through observing the

following steps during the conduct of the study.

1. First, permission and approval for the conduct of the study will be done. The

researchers will send a letter of permission from the Director and Principal of

the institution where the study will be conducted. The researchers’ oath to

keep the confidentiality of the participants or respondents.

2. Second, letter of permission and approval for the result of the Diagnostic Test

in the Guidance Office. The researchers will use the result of the Diagnostic

Test of every year level to identify which year level got the lowest score on

vocabulary. The year level that got the lowest score in the Diagnostic Test will

be the respondents of the action research that the researchers are proposing.

3. Third, analysing the result from the Diagnostic Test in the Guidance Office.

The researchers will analyse the result to determine the grade level that is

reliable and subject to prior assessments and vocabulary development.

Data Analysis
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The data that will be collected through the result of the Diagnostic Test are to

be assessed. Interventions will be analyse through good group participation

considering the importance of the topic and the practicality of the resolution.

According to Elsevier (2011), Concepts and Techniques provides the concepts

and techniques in processing gathered data or information, which will be used in

various applications. Specifically, it explains data mining and the tools used in

discovering knowledge from the collected data. This book is referred as the

knowledge discovery from data (KDD). It focuses on the feasibility, usefulness,

effectiveness, and scalability of techniques of large data sets. After describing data

mining, this edition explains the methods of knowing, preprocessing, processing, and

warehousing data. It then presents information about data warehouses, online

analytical processing (OLAP), and data cube technology. Then, the methods involved

in mining frequent patterns, associations, and correlations for large data sets are

described.

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