BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 11

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter introduces the problem at hand and the background that led

to researcher to conduct the study. It likewise presents the framework to which

the study is anchored and the research paradigm. Moreover, it presents the

statement of the problem, hypothesis, scope and limitation and definition of

terms.

A. Introduction

Indeed, Vocabulary is the basis for many problems associated with

underachievement. Vocabulary deficiencies are associated with difficulty in

comprehending sentences, low performance in classes, and inefficient reading

speed. After students leave school, inadequate vocabulary development

continues to affect their vocational success adversely.

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 of a child.

Young learners also need to develop better communication skills and

functional literacy. It is given that any learner with enough 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.

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In connection, it is undeniably that Vocabulary Development is an

essential skill which needs emphasis and concern in all English classes.

B. Background of the Study

As one of the largest English-speaking nations globally, English has

always been one of the official languages of the Philippines and is spoken aby

more than 14 million Filipinos. It is the language of commerce and law, as well as

the primary medium of instruction in education (Cabigon,2014).

The proficiency in the language is also one of the country’s strengths that

has helped drive the economy and even made the Philippines the top voice

outsourcing destination in the world, surpassing India in 2012.

BINHS as one of the secondary public schools in the Division of Lipa, with

the grade 7 learners as the respondents of the researchers are having a hard

time with their vocabulary skills resulting to a 46 out of 80 learners’ votes in our

survey. The main reason that the language is barely used even in their English

classes.

To sum it up, helping young learners is a must for there is a lot of students

who still encounter difficulties with their vocabulary and applying into real life

situation. There is a pressing need especially for the young learners for them to

understand it further as the researchers aim to continue the study to help them

achieve their main goal – to be more globally competitive.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 3

C. Theoretical Framework

It is a reality that there are still some students that belong to the

underachiever’s category as manifested by their failing marks. The question may

be posed “how far have the English teachers gone to provide adequate

vocabulary development in their English classes?” or “how far have the learners

gone to listen productively in their English classes?”

According to Nation (2012), there are two kinds of vocabulary. They are

receptive and productive vocabulary. Receptive vocabulary refers to the words

that students recognizes and understand when they read or listen to something.

Productive vocabulary are words which the students understand, can pronounce

correctly and use constructively in speaking and writing.

However, Scott (2009) proposes that one of the most fundamental aspects

of comprehension is the ability to deal with unfamiliar words encountered in text.

This statement deals with the importance of vocabulary in reading activity.

Bromley on his research (in Scott 2009), concludes that vocabulary

knowledge promotes reading fluency, boots reading comprehension, improves

academic achievement, and enhances thinking and communication. Those

statement indicate that vocabulary plays an important role in reading.

Therefore, providing deep attention to the development of vocabulary skills

of the learners is an essential for the development of one’s speaking, reading,

listening and writing skills.

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D. Conceptual Framework

Furthermore, the figure below presents the input, process, output pattern

of the research, as well as the way to cure the problem as a backbone of this

case study. Vocabulary building is very important in any language learning not

only because it has a close correlation with the intellectual maturity of the

learners but also the fact that it helps a great deal in improvement of the

language skills of the learners.

INPUT OUTPUT
Demographic
PROCESS
profile of Grade 7 Prepare a 10-
respondents as Proposed
Item
factors that affect Informative
Vocabulary
the learners’ Worksheet as
English Assessment
Enhancement
Proficiency Convey a Material to
Inadequate Survey Strengthen
Vocabulary Questionnaire Learners’
Development among Grade Vocabulary
Among Grade 7 7 students Mastery
Learners

FEEDBACK

Figure 1. The Research Paradigm

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E. Statement of the Problem

This thesis paper attempted to assess pressing need especially for the

young learners for them to understand it further as the researchers aim to

continue the study to help them achieve their main goal – to be more globally

competitive.

Specifically, this study will seek answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 age;

1.2 gender; and

1.3 family structure?

2. What are the different common reasons why learners lack on

vocabulary skills?

3. What is the state of the learners’ vocabulary mastery as of today?

4. Based on the information that has been gathered, what method can be

used to enhance the learners’ vocabulary mastery?

F. Scope and Limitations of the Study

The scope of English study is so broad. The research may not be able to

reach all the aspects to be studied as a whole. Particularly in English learning

context, there are so many components that may become the concern of the
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study such as the students, the textbook used, the materials, the process of

teaching and learning, etc.

Thus, the boundary of this study specifies on teaching vocabulary using

an enhancement material. This thesis proposal only interviewed grade 7 students

of BINHS to swathe up the lack of the learners’ Vocabulary Development.

G. Importance of the Study

As we all know, the lack on vocabulary skills may affect a lot of aspects

such as communication skills and academic dishonesty which is a false

inclination of students as of now. It includes the importance of validity regarding

testing which means that the assessment is no longer a valid measure of what

the students have learned.

This study supported previous researchers which also aimed to support

the vocabulary development of the learners from BINHS. It will be a viable

reference for the following:

Teachers. This research will provide them with some data on the

problems of the students in vocabulary. In addition to this, the research will also

provide for them an efficient method in solving the student’s problems in terms of

vocabulary development to make the students more focused in class.

Parents. This study can unlock the student’s full potential in writing and

speaking which would be beneficial for the student’s parents.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 7

Students. They will benefit from this study by providing them with a

solution for their problems in speaking fluently with concrete proof. Furthermore,

they are expected to accumulate additional learning experience so that they will

be able to learn and to remember how to communicate well in English easily.

Future researchers. This research will provide them some information

that they can use in the research that they are conducting in their own area or

community.

Finally, the researcher believes that this paper is significant on

determining how to the Grade 7 BINHS students perform, so that the school

administration can encourage the further researchers to conduct a similar study

as a continuation for this study.

H. Definition of Terms

The following terms are defined to give a better understanding on the

concepts of this study.

1. IMPROVING

Grolier Webster International Dictionary of the English language

(1975:483) states that improving is bringing to a more desirable or excellent

conditions; to ameliorate; to better; to make, as land or real estate, more

profitable by cultivation; to make more useful.

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2. VOCABULARY

Vocabulary grows through incidental learning such as though continuous

exposure to comprehensible language in reading, listening, speaking exercise

(Krashen, 1981).

3. ENGLISH PROFICIENCY

English proficiency is a key factor for one’s success and advancement

and also for opening doors to economic opportunity. Proficiency is best practiced

through reading and writing.

4. GRADE 7 STUDENTS

In this study, it refers to the students of the basic education whose ages

range from 12 years old and above.

5. BINHS

This is the given abbreviation for Bolbok Integrated National High School.
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 9

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This review of the literature related studies on vocabulary mastery is in

support of a study that will help the learners to lessen their vocabulary deficiency.

In connection, previous related literature and studies have been gathered for

better understanding on the concepts of the problem being investigated.

Related Literature

The following key concepts about vocabulary mastery that may prove the

effectiveness of the module as an additional learning experience for the students

when applied are presented in this review.

Foreign

Awaluddin and Annisa (2014) claimed that vocabulary knowledge is often

viewed as a critical tool for second language learners because a limited

vocabulary in a second language impedes successful communication.

Underscoring the importance of vocabulary acquisition, Schmitt (2000)

emphasizes that “lexical knowledge is central to communicative competence and

to the acquisition of a second language”.

Moreover, Nation (2001) stated that the relationship between vocabulary

knowledge and language use as complementary: knowledge of vocabulary

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 10

enables language use and, conversely, language use leads to an increase in

vocabulary knowledge. The importance of vocabulary is demonstrated daily in

and out the school. In classroom, the achieving students possess the most

sufficient vocabulary.

Learning vocabulary is important for students’ vocabulary knowledge

development as well as supported their academic achievement. As Townsend

and Collins (2008) state that “the development of vocabulary in English makes an

essential contribution to the academic achievement of English Learners.”

Learning academic vocabulary is important for students when they learn

technical terms in texts such as report text in which the use of technical terms is

one of its the language features. In addition, learning academic vocabulary is

important when the students need to access academic textbooks or other

references from the internet.

In addition, Afsha Mohammed (2016) stated that the most important way

to develop vocabulary is to encourage learners to use strategies independently of

the teacher and in his recent publication strategy training is suggested to be part

of a vocabulary development program Nation (2011).

Local

On the other hand, Marylene Tizon (2012) 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,
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 11

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 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 endeavors.

According to Francis O. Cayubit (2011), it is rare for a high school student

not to perceive vocabulary as an educational priority. While many students have

enough basic vocabulary knowledge to find out what a word means, few possess

an efficient and effective system for actually remembering the definitions. What

they remember the next time they encounter the word is that they look this up

once before, but they can no longer recollect the meaning.

Silva (2009) says that decades of research reveal that there is, in fact, no

reason to separate the acquisition of learning core content and basic skills from

more advanced analytical and thinking skills. Some students take additional step

of actually recording new words and their definitions, but fail to consider the

context in which they first encounter the word and therefore rarely attempt to use

the word in a meaningful application.

Educators have not ignored lifelong learning skills. Many colleges already

reflect lifelong learning as a core value in their mission statement. Few colleges
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 12

consider these skills as unimportant, even in relationship to academics. Colleges

are perfect arenas for social interaction and fertile ground for the development of

skills useable outside a discipline or classroom. Typically, however, Capecete

(2016) stated that lifelong learning skills are not given at the course level and

therefore, not planned into the curriculum. A traditional curricular format has no

vehicle for explicitly stating and assessing these skills. As a result, these

essential skills have been over-shadowed by content-specific competencies.

Related Studies

The following related studies are reviewed by the researcher to provide for

a deeper understanding of the problem at hand.

Foreign

Permendiknas (2012) emphasized that the aim of English teaching and

learning is to make students able to communicate both in oral and written in

order to face the development of science and technology in the global era. The

students are expected to master five competencies. They are linguistics

competence (vocabulary, grammar, punctuation, intonation, etc.), socio-cultural

competence (the way to communicate such as language style, politeness, etc.),

discourse competence (context), strategic competence (the competence to

overcome problems or difficulties in communication), and functional competence

(listening, speaking, reading, and writing).

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 13

However, learning words through context are a long-term process during

which word meanings are slowly accumulated through exposure as Eyraud et al.

(2013) enumerate three research findings of particular relevance to language

classroom settings: First, research has demonstrated that vocabulary learning

requires multiple exposures to new lexical items in various discourse context.

Multiple exposures of varying intensities and in diverse contexts, are said

to gradually lead to a large recognition vocabulary. Second, research has

revealed that elaborated vocabulary learning occurs when students make

meaningful connections between new and already familiar words.

This expanded sense of new and known words allows for faster

processing of semantically related words. Third, research has shown that context

can be powerful influence on students’ vocabulary growth.

In a similar study, Shu Ying (2010) finds that enabling students to derive

meaning with the help of context clues is an effective approach to increase

vocabulary and reading comprehension. Too much dictionary work can wipe out

all interest in reading and even interfere with comprehension because readers

become more concerned with individual words and less aware of the context

which gives them meaning.

Moreover, Sohag Biswas (2013) believes that vocabulary development is

essential not only for reading comprehension but also to facilitate future

expansion of vocabulary knowledge through understanding a range of text based

on various contexts.
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 14

Local

Ronald Lasaten (2014), concludes in his study that the students’

weaknesses in Science and Mathematics subjects are attributed to the students’

difficulty in English. As stated in his findings, the students’ difficulty in English

included difficulties in making inferences and interpretations of information,

deducing meaning, drawing conclusions, and summarizing ideas.

All these boils down to problem on comprehension, leading the students

not to understand what they are reading. Obviously, the skills in English are

essential in learning concepts in Science and Mathematics.

In learning foreign language, vocabulary is central to English language

teaching because without sufficient of vocabulary, the students can’t understand

others or express their own ideas. Wilkins summed up the importance of

vocabulary “without grammar very little can be conveyed, without vocabulary

nothing can be conveyed (Thornbury, 2002: 13). It means that a language will not

be formed without vocabulary.

As different from many studies, Andrew Bernardo (2009) considering

paramount importance of language acquisition techniques, this research was

conducted with an attempt to discover what strategies are used most and least

frequently by college students.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 15

Charito G. Ong (2009) this study is on the development of vocabulary

skills in selected second year High School English classes of San Isidro College,

Malaybalay City. Specifically, its sought to answer four questions; when do

teachers develop vocabulary, what are teaching techniques employed by

teaches to develop vocabulary, how do students react to the activities presented

by the teachers and what behaviors are displayed by students to show that they

understood the meanings of the new words developed by the teacher.

Vocabulary is the core of knowledge which must be belonged by each of

English learners. It is success key and important role in learning language,

especially for English Foreign Language learners. By having vocabulary mastery,

they can express their feeling. Without it, communication is very impossible can

occur either written or orally. Yet, the communication still can be managed

without grammar.
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CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research method used, the respondents of the

study, the instrument to be utilized, preparation and validation of the

questionnaires, procedures in gathering data, and the statistical measures to be

applied in analyzing and interpreting the data that shall be gathered.

Research Design

The descriptive research design was used to present the result and

answer the objectives of this study. The researchers would carry out surveys by

distributing them to Grade 7 students of BINHS at random to be able to gather

the data and information needed for this study.

A descriptive research design is a scientific method which involves

observing and describing the behavior of a subject without influencing it in any

way. According to Manuel and Medel (2014), descriptive research describes

what is involves the description, recording, analysis, and interpretation of the

present nature, composition or processes of phenomena. The focus is on

prevailing conditions, or how a person, group, or things behaves or functions in

the present. It often involves some type of comparison or contrast.

Moreover, this study can acquire a lot of information easily through this

method.
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 17

Setting and Respondents

This study involved a total population of 178 Grade Seven students from 8

sections of Bolbok Integrated National High School as they were randomly asked

to participate in this study. Table 1 presents the distribution of the samples.

TABLE 1

Distribution of the Respondents of the Study

Sections Total Number of Total Number of

Grade 7 Students Respondents
Rizal 46 23
Bonifacio 43 22
Recto 44 22
Quezon 41 22
Del Pilar 39 22
Mabini 42 22
Aquino 42 22
Malvar 44 23
Total 341 178

Research Instruments

Self-made questionnaire was used as the major instrument in gathering

the data of Grade 7 respondents. It was divided into two parts; the profile of the

respondents, and the questionnaire proper.

The profile of the respondents included the age, gender, and economic

status of the family. On the other hand, the questionnaire proper included the

situation of the respondents in their homes and also in school.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 18

Validation of the Instrument

The questionnaire used in the study conducted was validated by the

researcher’s adviser. The questionnaire went to a face and content validation

and the adviser’s comments was the basis for revising it and for the corrections

of the sentence structures.

Data Gathering Procedure

The data gathering procedure began by asking the grade level coordinator

for the permission in the conduct of the study. Once the permission was granted,

the researchers personally went to all Grade 7 sections within the campus to

inform the teacher-in-charge about the study as well as to start the distribution of

questionnaire among the grade 7 students.

An unstructured interview was conducted based on the highest and lowest

ratings given by the selected respondents the day after the researchers tallied all

the information.

Statistical Treatment of Data

The following statistical tools were utilized in this study:

Frequency. It is the number of occurrences of a repeating event per unit

of time. It is also referred to as temporal frequency, which emphasizes the

contrast to spatial frequency and angular frequency. The period is the duration of
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 19

time of one cycle in a repeating event, so the period is the reciprocal of the

frequency.

Percentage. It is a number or ratio expressed as a fraction of 100. It is

often denoted using the percent sign, "%", or the abbreviations "pct.", "pct";

sometimes the abbreviation "pc" is also used. A percentage is a dimensionless

number (pure number).

These are descriptive statistical tools used to characterize the number of

responses and its position within the distribution of data collected and discussed.

This was used to present the data on the profile of the respondents.
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CHAPTER 4

PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This chapter presents the findings of the study which are interpreted and

analyzed using appropriate statistical tools.

1. Demographic Profile of Respondents

The following figures describe the demographic profile of the student

respondents.

TABLE 1.1

Age of the Respondents

Age Frequency Percentage

12 years old and below 90 51%
13 years old 61 34%
14 years old 21 12%
15 years old and above 6 3%

Base on the table above, most of the respondents (51%) are 12 years old

and below. Only 6 out of 178 respondents (3%) are at the age of 15 years old

and above. This connotes that all of the respondents belong to the adolescent

age bracket as any person between ages 10 and 19. This age range falls within

WHO’s definition of young people, which refers to individuals between ages 10

and 24. (WHO,2019)

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 21

TABLE 1.2

Gender of the Respondents

Gender Frequency Percentage

Female 113 63.5%
Male 65 36.5%

Table 1.2 above shows the distribution of the respondents in terms of

their gender. Out of 178 respondents, 113 are female (63.5%) while the rest are

males (36.5%). This says that female students dominated the population of the

grade 7 students of the BINHS.

TABLE 1.3

Family Structure of the Respondents

Family Background Frequency Percentage

Living with both parents 108 61%
Living with mother only 26 15%
Living with father only 16 9%
Living with guardians/relatives 28 15%

Based on the Table 1.3 above, majority of the respondents are living with

both parents. Only 9% comprises those who are living with father only.

Children who live with single parents, however, have less access to these

social resources, in general, than do children with two parents in the household.

Growing up in poverty increases the risk of becoming a single parent as well as

the risk of academic failure for one's children. (NCBI, 2015)

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 22

2. Extent of Use of English Language

The perceptions of the respondents on the extent of use of English

language in terms of their background, as well as the form of communication

are presented in the following tables below.

TABLE 2.1

Background of the respondents in term English language

that answered ALWAYS

Statement Frequency Percentage

1. I do use English to interact with my
43 24%
classmates.
2. I do read books/articles written in English. 71 40%

3. I do write confidently in English. 64 36%

4. I do listen productively in my English
101 57%
classes.
5. I do use English to talk with my parents. 20 11%
6. I do understand English films/series even
62 35%
without subtitles.

Table 2.1 above shows that based on the percentage with 57%, above

half of the respondents listen productively in their English classes. This indicates

that difficulties in learning English should not be confused with an inability to think

efficiently. Many of the strategies that are useful for English language learners

are effective for differentiating instruction for other students as well. (Normann

Herr, 2007)
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 23

TABLE 2.2

Background of the respondents in term English language

that answered SOMETIMES

Statement Frequency Percentage

1. I do use English to interact with my
115 65%
classmates.
2. I do read books/articles written in English. 89 50%
3. I do write confidently in English. 87 49%
4. I do listen productively in my English
63 35%
classes.
5. I do use English to talk with my parents. 71 40%
6. I do understand English films/series even
83 48%
without subtitles.

Table 2.2 above shows that based on the highest percentage of 65%, the

respondents barely talk to their classmates in English, seemingly because they

have used to talk with their native language. This connotes the study of Cayubit

(2011) that what makes the students difficult in speaking English is that the

environment does not support the students to speak English frequently. The

environment here means the people inside and outside the class. Since the

students do not want to be rejected by the people around them, they use their

native language in daily conversation. That makes the students unable to

communicate in English fluently outside the class.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 24

Table 2.3

Background of the respondents in term English language

that answered NEVER

Statement Frequency Percentage

1. I do use English to interact with my
20 11%
classmates.
2. I do read books/articles written in English. 18 10%

3. I do write confidently in English. 27 15%

4. I do listen productively in my English classes. 14 8%

5. I do use English to talk with my parents. 87 49%

6. I do understand English films/series even

33 17%
without subtitles.

Table 2.3 above shows that based on the highest percentage of 49%, the

respondents never talk to their classmates in English. In connection to the study

of Cayubit (2011), this also connotes that those people may think that the

students just want to show off when they speak English for daily conversation.

The response that the students get makes them loose their self-confidence to

improve their speaking.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 25

TABLE 2.4

Vocabulary Mastery of the Respondents

Frequency Percentage
1. We couldn’t have done it without her guidance.
- fashion 21 12%
- harm 11 6%
- principal 32 18%
- advice 114 64%
2. I’ll bid $100 for the lamp but no higher.
- forgive 45 25%
- portray 15 8%
- offer 106 60%
- stamp 12 7%
3. He’s a novice in cooking.
- entertainer 60 34%
- priest 16 9%
- soldier 20 11%
- beginner 82 46%
4. He gave a nervous glance at the clock.
- worried 70 39%
- amusing 35 20%
- ugly 23 13%
- certain 50 28%

Table 2.4 above shows that many of the respondents answered the

statements correctly, however, there are still some that needs additional learning

experience for them to easily find a great way for better understanding. This

implies the study of Cabigon (2014) that English has always been one of the

official languages of the Philippines and is spoken aby more than 14 million

Filipinos. It is the language of commerce and law, as well as the primary medium

of instruction in education, which is the big factor why almost all of the students

answered the given assessment correctly.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 26

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the study, the conclusions arrived

at, and the recommendations to further the findings of the study.

Summary

This study conducted to prove that there are still concerns when it comes

to Vocabulary Mastery of the students; giving the Grade Seven Students in

Bolbok Integrated National High School an informative worksheet to address

their learning support. The study was conducted using a descriptive research

design. The instrument used in the study was validated by the adviser of the

researchers. A questionnaire that was validated was administered with the one

hundred seventy-eight (178) of the total population of three hundred forty-one

(341) Grade 7 students that are randomly selected in BINHS. The data was

statistically treated using frequency and percentage.

Summary of Findings

The following are the summary of the findings to answer the questions of

the problem posed in the study.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 27

1. Profile of the respondents

1.1 Age. Majority of the respondents (51%) are 12 years old. Only 6 out of

178 respondents (3%) are aged 15years old and above.

1.2 Gender. Majority of the respondents are female which comprised

63.5% of the total population of the respondents. On the other hand,

36.5% of the respondents are male.

1.3 Family Structure. Majority of the respondents are living with both

parents. Only 9% comprises those who are living with father only.

2. Extent Use of English language

Conclusions

Based on the foregoing findings, the following conclusions were drawn:

1. Majority of the respondents are 12 years old (51%) that are

dominated by female students (63.5%).

2. Focus should be given on the Vocabulary Mastery as this is crucial

to give the learners a better way of communication.

3. Learners’ vocabulary development is a deep concern as of today

to achieve the global competence.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 28

Recommendations

The following are the recommendations borne out of the findings.

1. For the Curriculum Developers They should focus on finding methods

on improving one’s vocabulary mastery to give the teachers a better

option to teach their students effectively.

2. For the School Administrators. They can share the findings of this study

to their teachers for them to ascertain learners’ consistency in Vocabulary

and future directions as regards maximizing and improving their

knowledge.

3. For Teachers. Conducting a vocabulary enhancement activity is an

essential especially for those students that desperately need the said

activity.

4. For Students. To take the initiative to do something about enhancing their

knowledge about Vocabulary.

5. For the Future Researchers. They should conduct further study and

evaluation of the findings of this study in the future to further assessment

of continuous enhancement of the curriculum.

Furthermore, the implementation of the worksheet can be

continued as long as it is working for the learners efficiently.

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 29

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https://www.ncbi.nlm.nih.gov/pmc/articles/pmc4508674/

https://epublications.regis.edu/cgi/viewcontent.cgi?article=1333&context=theses
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 30

APPENDICES

Appendix A

A. INFORMATIVE WORKSHEET
BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 31
BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 32

Appendix B

QUESTIONNAIRE

AGE:
GENDER:
LIVING WITH:
BOTH PARENTS FATHER ONLY
MOTHER ONLY RELATIVES
I. Read and answer the following statements
with:
a) Always
b) Sometimes
c) Never
_____ I do use English as a form of
communication with my classmates.
_____ I do read books/articles written in
English.
_____ I do write confidently in English.
_____ I do listen productively in my English
classes?
_____ I do use English to talk with my parents.
_____ I do understand English films/series even
without subtitles.

II. Choose the best synonym of the italicized

word for each sentence.
We couldn’t have done it without her
guidance.
Fashion Principal
Harm Advice

I’ll bid $100 for the lamp but no higher.

Forgive Offer
Portray Stamp

He’s a novice in cooking.

Entertainer Soldier
Priest Beginner

He gave a nervous glance at the clock.

Worried Ugly
Amusing Certain
BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 33

Appendix C
LETTER FOR GRADE 7 COORDINATOR
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 34

Appendix D

SAMPLE STATISTICAL COMPUTATION

Statistical Computation in Gender

Gender Frequency Percentage

Male 65 63.5%

Female 113 36.5%

M = 65
F = 113

To get the Percentage :

Step 1 – get the combine amount of male and female respondents.

65 + 113 = 178

Step 2 – divide the number of male and female to the combined amount of
respondents then multiply it by 100.

MALE = 65
X 100 Female = 113
178 X 100
178

= 0.365 x 100 = 0.635 x 100

Percentage of Male = 36.5% Percentage of Female =

63.5%
 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 35

Appendix E

CURRICULUM VITAE

I. PERSONAL:

NAME: Eugene Garett M. Salivio

BIRTHDATE: May 03, 2003
ADDRESS: Purok 2, Barangay Pag-olingin Bata,Lipa City,
Batangas
CIVIL STATUS: Single
CELL NO: 09120356699
EMAIL: garettsalivio3@gmail.com
FATHER: Jesus B. Salivio
MOTHER: Irenea A. Mendoza

II. EDUCATIONAL BACKGROUND

PRIMARY: Pag-olingin Bata Elementary School
Pag-olingin Bata, Lipa City, Batangas (2009-2015)

SECONDARY: Bolbok Integrated National High School

Bolbok, Lipa City, Batangas (2015 - 2019)
III. HONORS AND AWARDS

ELEMENTARY: With Honor (2009-2014)

1st Honorable Mention (2014-2015)

HIGH SCHOOL: With Honor (2015-2018)

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 36

I.PERSONAL:
NAME: Desiree Marie D. Laygo
BIRTHDATE: July 20, 2003
ADDRESS: Purok 3, Barangay Sampaguita, Lipa City, Batangas
CIVIL STATUS: Single
CELL NO: 09224198996
EMAIL: desay20@gmail.com

FATHER: Dennis A. Laygo

MOTHER: Ellen V. Diola

II. EDUCATIONAL BACKGROUND

PRIMARY: Sampaguita Elementary School
Sampaguita ,Lipa City, Batangas(2009-2015)

SECONDARY: Bolbok Integrated National High School

Bolbok, Lipa City, Batangas (2015 - 2019)

III. HONORS AND AWARDS

ELEMENTARY: 3rd Honor (2009-2010)

2nd Honor (2012-2013)

6th Honorable Mention (2014-2015)

HIGH SCHOOL: With Honor (2017- 2018)

 BOLBOK INTEGRATED NATIONAL HIGH SCHOOL 37

I. PERSONAL:

NAME: Jhon Loid D. Sibayan

BIRTHDATE: July 7, 2003
ADDRESS: Blk 21 Lot 2, Leviticus st,
Sampaguita West Subdivision, Lipa City,
Batangas, 4217
CIVIL STATUS: Single
CELL NO: 09054787186
EMAIL: loidsibayan@gmail.com
FATHER: Lucio P. Sibayan
MOTHER: Nancy D. Sibayan

II. EDUCATIONAL BACKGROUND

PRIMARY: Pag-olingin Elementary School
Pag-olingin East, Lipa City, Batangas (2009-2013)
Sampaguita Elementary School
Sampaguita, Lipa City
(2013-2015)
SECONDARY: Bolbok Integrated National High School
Bolbok, Lipa City, Batangas (2016 - 2019)
III. HONORS AND AWARDS
ELEMENTARY:
Class Valedictorian
RSPC Qualifier (2014-2015)

HIGH SCHOOL: National Science Quest Qualifier, S.Y. 2018-2019

Regional Science Quest Champion Science Writing,

S.Y. 2018-2019