Chapter 1

INTRODUCTION

Learning of vocabulary has long been considered as one of the essential element for

developing language learning. As stated by Richards and Renandya (2005), vocabulary

provides much of the basis for how well the students speak, listen, read and write. It is a pre-

requisite element, which holds concepts and ideas together making comprehension successful

and accessible. According to Tozcu (2005), having huge and excellent vocabulary storage is

very much important in understanding different kinds of English texts and passages.

Despite the fact that vocabulary is a major factor in all types of comprehension,

Silverman and Hines (2009), highlighted the point that many English Language Learners

(ELLs) often consider vocabulary as their most frequent obstacle in trying to access

information whether oral or written. In effect, students would have the difficulty in

understanding and this can be problematic knowing how vocabulary is a critical component

of academic language.

Consequently, Somsai and Intaraprasert (2011) in Thailand found out that having

insufficient vocabulary is one of the reasons why students gain low scores in reading exams.

Students generally neglect the words they are not familiar with and that they misinterpret the

meaning of the words or possibly could not understand the whole text (Farhardy, 2006).

In India, Kannan (2009), found out that the most common factor that become the

major obstacles of the students are the limited number of words mastered and the difficulty to

memorize the meaning of the words. In effect, the students will have difficulties in building

meaning, speaking, and in using the word in the right context.

 In addition, Beck (2005) in Japan found out that most of the Japanese students who

receives relatively unknown word or stimulus develops poor comprehension. This, in turn,

affects their attitudes toward reading. Moreover, the growing population of minority and

immigrant students who speak English as a second language has complicated the problem of

low scores in the general population. Evidence for the existence of this problem includes

standardized test scores, Illinois Goal Assessment Scores, teacher observations, anecdotal

records and other teacher assessments that indicates students vocabulary achievement.

Another research conducted by Budi (2010) in Indonesia found out that the reason

why students stop speaking because they miss words that severely limit their communication

skills. Without sufficient vocabulary, students cannot communicate effectively or express

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

completely. 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 that will allow them to communicate at a high level in reading, speaking,

listening and writing for them to succeed.

The said scenario is relatively evident in the Philippines as cited in the research of

Felicitas E. Pado- University of the Philippines Diliman (2011). She found out that the

students have the difficulty in familiarizing or associating words and that it is very hard for

them to acquire the language or the meaning of oral or written text.

As Dr. Quijano (2007), head of the Depeds Bureau of Elementary Education

articulated, reading problems remained to be the main culprit for the poor performance of

some students in the National Achievement Test (NAT). According to him, there is a big

chance that the students will have difficulty in writing and speaking if they cannot read
properly. Thus, the reading problems mentioned earlier can be attributed to several factors

such as the presence of reading disabilities and positively, lack of vocabulary is included.

Furthermore, a research conducted by Maria Selena Protacio (2013) in selected Grade

6 pupils found out that Filipinos as English language learners have a problem in decoding

words and understand how each word works leading them to have low level of understanding

or gains in comprehension.

To solve this problem in vocabulary, direct instruction is used. As defined by

Biemiller and Boote (2006), direct instruction is a teacher-led instructional procedure where

students are provided with specific instructions and uses more controlled and repetitive

delivery of instruction. It also establishes clearly defined parameters for lesson completion

and mastery as well as providing a success-oriented procedure with sample practice and

evaluation.

Biemiller and Boote (2006) found that while rereading stories improved students

understanding of word meanings by 12%, an additional 10% gain occurred when word

explanations were taught directly during the reading of the storybook. Biemiller and Boote

suggest that teachers introduce more rather than fewer word meanings during read-alouds,

stating that increasing the oral vocabulary of K12 students by 400 word meanings per year

is a reasonable goal. As stated by Chandler in his Semiotic Theory, learning vocabulary is the

product of interpretation of meaning. It is made by the deployment of acts, which function as

signs, that enables the students to construct language systems and acquire language abilities.

In view of the above, Cain, (2007), investigated whether or not the use of word

explanations (definitions) facilitated students word learning. He found out that although
students made gains when explanations were provided for unfamiliar words, they made the

greatest increases when they explained their own definitions of the targeted words.

In addition, Bernardo and Gonzales (2009) obtain varied facts from their research

titled Vocabulary Learning Strategies of Filipino College Students. They found out that

applying direct teaching is very crucial for the Filipino teachers dealing and exposed with

various second language learners. It helps them to easily teach words, which makes the

students to easily learn and acquire the second language.

In line with it, a research on English Language Learning Anxiety Among Foreign

Language Learners in The Philippines by Lucas (2011) achieves a conclusion that learners of

foreign language who use same kind of strategy enables them to take charge of their own

learning as this serves as their basic aid to learn other macro skills in the target language.

The above premise has encouraged the researchers to explore deeper and conduct a

study on enhancing the students vocabulary using direct vocabulary instruction since the

said scenario is relatively evident in the Philippines as cited in the case of Grade 10 students

of Bislig City National High School.

Statement of the Problem

This study is conducted to examine and determine the impact of Direct Vocabulary

Instruction on students level of vocabulary learning among the Grade-10 Regular Pilot

Section students of Bislig City National High School (BCNHS) S.Y. 2016-2017. Specifically,

the study was undertaken to answer the following questions:

1. What is the level of the vocabulary skills of the Grade-10 Regular Pilot students?
2. What would be the possible intervention to address the problem?
3. Is direct vocabulary instruction effective in enhancing students vocabulary?
Objectives

The main purpose of this study is to enhance the vocabulary skills of the Grade-10

Regular Pilot students of Bislig City National High School (BCNHS). Specifically, this

aims to answer the following objectives:

1. To assess the students skills in vocabulary.

2. To design instructional materials using direct vocabulary instruction in order to

enhance vocabulary.
3. To assess the effectiveness of direct vocabulary instruction in enhancing students

vocabulary.

Scope and Delimitation

The study seeks to find the impact of Direct Vocabulary Instruction on students level

of vocabulary learning. The respondents of the study are the Grade 10-Regular Pilot students

under the Regular Program of Bislig City National High School for the academic year 2016-

2017.This study is delimited to the assessment of the vocabulary learning or skills of the

students. There is only one section used as the subject of the study.

In line with it the researchers use Glencoe Language Arts Vocabulary Assessment Test

for Grade 10 English Language Learners as a tool in assessing the students vocabulary

learning wherein their scores were classified according to their vocabulary level. The

classification was as follows: highly competent level (students who scored 16-20), competent

level (10-15), and not yet competent level (students whose scores are 9 and below). The

students in the competent and the not yet competent level were subjected for intervention

designed by the researchers.

 Furthermore, the scope of the study is also delimited to Marzanos Six Step Process

for Direct Vocabulary Instruction is applied in order to remediate the problem. Moreover, the

researchers planned and designed a two-week lesson plan integrating the use of Direct

Vocabulary Instruction in order to enhance students vocabulary.

Significance of the Study

This study is essential so that quality learning would be attained and the Grade-10

Regular Pilot students under the Regular Program of Bislig City National High School

(BCNHS) S.Y. 2016-2017 would be adequately taught and trained specifically in English as

their second language.

Thus, this research is absolutely beneficial to the following:

Students: This will help them acquire and outlook English as their second language,

taught in the Philippine schools will be enhanced or developed. They will find the

subject easy to learn, exciting, and enjoyable. In addition, vocabulary can even

increase their school grades by improving their language competencies. They will

also have more confidence in comprehending English related works.

Teachers: This will guide them in enhancing students vocabulary skills.

Parents: This will give them full consciousness on how to increase and improve their

childrens interest in learning the second language effectively.

School: This will give awareness to the institution to take responsibilities on

providing the fundamental needs of the students in order for them to be globally

competitive learners.
 Researchers: This will help them gain satisfaction for knowing some insights about

the given problem and develop research skills to be more productive in the field

they have chosen.

Definition of Terms

In order to clarify the key terms used in this study, the following definitions are put

forward;

Acquisition is the learning or developing of a skill, habit or quality.

Direct Vocabulary Instruction is a teacher-led instructional procedure where

students are provided with specific instructions and uses more controlled and

repetitive delivery of instruction. It also establishes clearly defined parameters for

lesson completion and mastery as well as providing a success-oriented procedure with

sample practice and evaluation.

Learning is the acquisition of knowledge of skills through experience, study, or by

being taught.

Mastery is a comprehensive knowledge or skill in a subject or accomplishment.

Target Language is the language being studied by the learners, e. g English

Vocabulary is a list or collection of words and phrases employed by a language,

group, individual, or work in a field of knowledge.

Chapter II

RELATED LITERATURE AND STUDIES

Related Literature

This chapter presents the related literature gathered by the researchers. It also

includes the theoretical and conceptual framework of which the study is based upon.

Vocabulary

As defined, vocabulary are set of words that are the basic building blocks used in

understanding oral or written text. It is not only confined to the meaning of words but also

includes how it is structured in a language, how people use and store it, and how they learn it

(Gardener 2009). According to Richards (2005), vocabulary is critical for language learning

for it improves all areas of comprehension- listening, reading, writing and speaking.

Moreover, Farhardy (2006) underscored that students who have large vocabularies can

understand new ideas and concepts more quickly than students with limited vocabularies

This means that developing good vocabulary will help them to improve their ability in

acquiring and understanding the language.

In addition, according to Hutton (2008), vocabulary is consisting of the words people

understand when they hear or read them (receptive vocabulary) and words they speak or

write (expressive vocabulary). They build vocabulary by picking up words through direct

instruction from teachers or other professionals.

Takac (2008) said that learning vocabulary is a complex process where learners

acquire the lost partial knowledge and automatic use of words. Meanwhile, Nunan, (2007)

presents the Four Strands of Language Learning, which effectively balances development of

learners language knowledge and skills: one-strand focuses (25%) on language-focused

learning that promotes learning knowledge about language; whereas, the remaining three

strands (75%)-meaning-focused learning or input develops word knowledge and word skills

through experiential learning processes.

These learning strategies are subsets of what they called Language Learning

Strategies. Interestingly, Gu (2008), has pointed out several main ideas about the concept of

language learning. Most learners prefer to use simple mechanical strategies like repetition

instead of deeper use of more complex strategies like contextual guessing. However, deeper

language learning strategies is found to be more effective in improving students learning

gains (Jurkovic et. al 2006) for it facilitates better retention and long-term memory gains.

Interestingly, direct instruction is renowned for acquiring deep thinking (Setiawan,

2010). It is a process by which students deliberately obtain, store, rehearse and use words

(Nation, 2008). Learners according to him, initially analyzes vocabulary-learning tasks, and

then subsequently plan, monitor and evaluate their learning behavior to learn the second

language. Learners may focus on rehearsal, repetition, form, meaning, content, frequency,

salience, noticing, and interaction (Gu, 2008).

Consequently, mastering vocabulary is one of the most challenging tasks that any

learner faces while acquiring another language (Nyikos and Fan, 2007). Thus, in the case of

language learning, students need to be educated with strategies, which can help them in

acquiring the meaning of words.

Huck (2006) stressed that Direct Vocabulary Instruction helps students develop word

knowledge at least at the acquainted level, and ideally at the established level. It involves

multiple exposures to words, teaches words that are crucial to the understanding of content
area concepts, as well as words that are crucial to understanding text in general, and involves

using strategies that will increase incidental learning and facilitate independent word

learning.

In view of Hucks perspective, Cohen and Macaro (2007), states that in order to

increase students vocabularies readers must be independent learners and possess the skills

needed to acquire words. Even the most senior of students many times have not mastered the

basic necessary skills. Lippman and White (2008) articulated that students with limited

vocabulary storage, including diverse learners, need strong and systematic educational

support to become successful independent learners. In addition, if vocabulary instruction is

not direct, students who do not possess the independent word learning skills possessed by

their more skilled and experienced counterparts will continue to fall further and further

behind in their vocabulary development (Carlo et. al (2008). In other words, the Stanovichs

Matthew Effect will continue which states that students who have limited word experiences

will have limited and poor vocabularies. Thus, while wide reading, sustained silent reading,

incidental learning must occur to support vocabulary growth, and that direct instruction is

crucial in teaching word-learning skills.

Additionally, Huck (2006) also emphasizes that direct vocabulary instruction is

needed because some words, such as those that are unknown, including various words

representing important content area concepts, and words that cannot be determined from

using context or structural analysis, simply cannot be determined or learned without the help

of direct instruction.

Biemiller and Boote (2006) found that while rereading stories improved students

understanding of word meanings by 12%, an additional 10% gain occurred when word
explanations were taught directly during the reading of the storybook. Biemiller and Boote

suggest that teachers introduce more rather than fewer word meanings during read-alouds;

stating that increasing the oral vocabulary of K2 students by 400 word meanings per year is

a reasonable goal.

In line with it, a research on English Language Learning Anxiety Among Foreign

Language Learners in The Philippines by Lucas (2011) achieves a conclusion that learners of

foreign language who uses same kind of strategy enables them to take charge of their own

learning as this serves as their basic aid to learn other macro skills in the target language.

Finally, Setiawan (2010) also supports direct vocabulary instruction. She cited that it

is needed to help students learn unknown words, content area words and concepts, and

independent word learning skills. In addition, it could also increase reading comprehension,

develop knowledge of new concepts, improve range and specificity in writing, help students

communicate more effectively and develop deeper understanding of words and concepts of

which they were partially aware.

Theory Base

This study is anchored with the following theories stated below that support concepts

on reinforcing vocabulary learning using direct vocabulary instruction.

Van Patten and Williams (2007) highlighted the point that behaviorism is a

psychological theory of learning which is very influential in the 1940s and 1950s.

According to behaviorists, language learning is the result of imitation, practice, feedback, and

habit formation. Children imitate the language they hear around them and continue to use the

language on which they get positive response and stop using the language on which they do
not get feedback or get negative feedback. In this way, the children form habits of correct

language use. Similarly, this learning extensions or using learnt words in communication is

also the point of Ned Blocks Semantic Theory. He points out that using learnt words into

meaningful context such as communication and writing generally strengthens students level

of word retention.

Interestingly, Second Language Acquisition (SLA) is believed to occur in a similar

process. Correct models must be imitated repeatedly and if given positive feedback, the

language learner will continue to use the forms learnt, practice using the forms, and finally

new habits have been learnt. This theory goes with a system called Contrastive Analysis,

which is very important in language learning. This implies the use of correct and clear

meaning, correct models, multiple exposures or repetition of the word, avoidance of error and

appropriate feedback that will probably made Second Language Acquisition (SLA) learning a

success.

Another theory that presents language as a set of predicable patterns is Structural

Linguistics (Van Patten and Williams 2007), according to this theory, language is like a set of

building blocks. Its descriptive nature and the way language is seen as a set of patterns is

blended easily with behaviorism.

One of the theories that supports students learning process is Constructivism. It can

promote students active participation in problem solving and critical thinking. Piaget claims

that children construct new knowledge by applying their knowledge structures to new

experiences and modifying them accordingly. This perspective emphasizes that active role

children play in their own mental growth develops inquisitive thinking.

 Additionally, Krashens Monitor theory attempts to explain variety of phenomena in

language learning. It supports Chomskys Faculty Universal Grammar theory, which

emphasizes that humans being endowed with a specific faculty for language acquisition sees

the comprehension a meaningful input and the interaction of these messages with the innate

language acquisition acts as the driving force behind any kind of acquisition. Blooms

Mastery Learning Theory claims that for a student to acquire and learn the second language

sufficient time, attention, and help are afforded to each student to master and allowing

students the opportunity to achieve mastery of content at different time intervals has proven

to be an effective method of increasing student learning.

Moreover, Krashens Monitor theory cited that learning the second language is

gaining explicit knowledge about and is working consciously with the language. Learning

occurs when the second language acts as the object and the meaning. When these effortful

processes in learning grammar rules and other patterns within the process of learning

language, the result will be learning. According to him knowledge that is learnt explicitly or

via practice, a learner may use a structure correctly.

In addition, Krashens Input Hypothesis also reveals that providing comprehensible

input; students could acquire the language. As stated by Chandler in his Semiotic Theory,

learning vocabulary is made by the deployment of acts, which function as signs, that enables

the students to construct language systems and acquire language abilities.

All theories discussed above involves vocabulary acquisition in several ways. The

first connection is on the language acquisition theory wherein learning vocabulary plays a

vital role in acquiring the second language because words in the first place are very essential

in giving meaning to sentences uttered or written. The second link is the theory of
constructivism where learners of second language construct meaning from previously learned

concepts. The concepts heavily rely upon word meaning in the same sense that ideas of

concepts rely on words of language. The last considerable connectedness is on the theory of

contrastive analysis which implies the use of correct and clear meaning, correct models,

multiple exposures or repetition of the word, avoidance of error and appropriate feedback

that will probably made Second Language Acquisition (SLA) learning a success. In addition,

it usually presents the language in a more complex analysis wherein language is analysed

from morphemic up to semantic levels.

Other learning theories that are believed to be rated to the use of Direct Instruction

are Mastery Learning Theory, Krashens Theory, Behaviorism Theory, Structural Linguistics

Theory. These theories have various kinds of activities that would alleviate students

vocabulary learning.

Related Studies

This section presents foreign and local studies, which discusses about vocabulary and

ways on enhancing vocabulary skills and mental processes involving vocabulary skill

development.

Foreign Studies

This section presents foreign studies, which discusses about vocabulary and ways on

enhancing vocabulary skills and mental processes involving vocabulary skill development.

In the study conducted by Budi Setiawan (2009/2010) titled Improving the Students

Vocabulary Mastery Through Direct Instruction (A Classroom Action Research On the

Fourth Grade of SdNegeriPringanom 3, Masaran), the researcher made use of multiple-

choice tests of vocabulary as pre-test and post-test to know the students vocabulary ability.

The result of students vocabulary mastery achievement test showed that the implementation

of direct instruction could improve the students vocabulary mastery. It can be concluded by

analysing the students score before the research and students mean score of each cycle. In

the pre-test, the mean score was 45. 34. In cycle 1, the mean score of post-test was 60. 68,

while in cycle 2, the mean score of post-test was 68. 10.

In addition, Deborah J. Mosher (2005) conducted a study titled Improving Vocabulary

Knowledge and Reading Attitudes in 4thgrade Students through Direct Vocabulary

Instruction. The researcher used the Gates-MacGinite Reading test, a reading interest

inventory, weekly vocabulary pre- and post-tests, and a variety of student work. With a pre-

test percentage score of 52 % and a post-test percentage score of 90%, the researchers

concluded that the students showed marked growth in both vocabulary knowledge and

attitudes toward reading using direct-vocabulary instruction.

In line with it, a study was conducted by Arlene M. Dowd Rowan University (2005)

titled the effects of direct instruction with computer-assisted instruction in reading for

students with learning disabilities. A teacher made test was provided at the end of each week

in the areas of vocabulary and reading comprehension to obtain student scores. The students

received daily instruction with the Direct Instruction Reading Mastery program for the first

four weeks. The findings of the study showed student gains in reading achievement both in

vocabulary and comprehension instruction. The study showed that students with learning

disabilities could make gains in the areas of vocabulary and comprehension by combining the

Direct Instruction Reading Mastery program with Computer-assisted instruction on a daily

basis. It appears that the Direct Instruction Reading Mastery program with Computer-assisted
instruction offers the opportunity for students with learning disabilities to increase their

potential to gain knowledge in learning vocabulary and reading comprehension.

Moreover, same study conducted by Mara Shah (2015) titled Direct Vocabulary

Instruction, which employs a quasi-experimental design and Laufer, and Nations (1999)

Productive Vocabulary Levels Test (PVLT) as means of collecting data. The research show

that there are statistically significant differences in students vocabulary size and guided

essay writing test scores in the pre-test and post-test after the treatment using Direct

Vocabulary Instruction.

In 2007, same study has been conducted by Christopher Patrick Wharton (2007) titled

Changing Associations: The Effect of Direct Vocabulary Instruction on the Word

Associations of Japanese College Students which uses two different types of instruction,

meaning-based and position-based over a five-week period. Overall results showed a slight

(10%) increase in the total number of respondents between WAT 1 and WAT 2 However,

there was a more substantial (26%) increase in the total number of responses from WAT2 and

WAT3 and the researchers concluded that students were positively affected by direct

instruction and the PWs were becoming better known.

Another study conducted by Vicki D. Frink Lawrence (2005) entitled Losing the

Achievement Gap: The Implementation of Direct Instruction in Whiteville City Schools

employs an expose factor method of research, based upon a comparison of available data on

the Third Grade Pre -Test before and after the implementation of Direct Instruction. The

research shows the success in reading is effective in closing achievement gaps, student

achievement and proficiency increased, the achievement gap is closed, and therefore the
results from this research show an overall positive influence on vocabulary retention, student

participation, and student feelings about learning new vocabulary.

Aside from Lawrences study a research conducted by Michael D. Coyne D. and

Betsy McCoach (2009) titled Direct Vocabulary Instruction in Kindergarten: Teaching for

Breadth versus Depth which uses two experimental designs within-subjects factors: type of

instruction (story words taught with extended instruction, story words taught with embedded

instruction, and story words receiving incidental exposure) and time (post-test and delayed

post-test) found out that direct vocabulary instruction is very much effective in widening

students vocabulary.

Moreover, a study conducted by Jennifer Cearley et.al (2012) which uses a 10-week

intervention targeting 10 words from the students current classroom social studies unit and

was characterized by the presentation of simple definitions, use of the target words in

context, creation of vocabulary maps, discussion and expansion of word meanings, and

written language activities shows or lends preliminary support to the effectiveness of the

direct vocabulary intervention approach for English-language learners.

Local Studies

This section presents local studies, which discusses about enhancing vocabulary

through direct instruction.

In the Philippines, Dr. Quijano (2007), head of the DepEds Bureau of Elementary

Education articulated, reading problems remained to be the main culprit for the poor

performance of some students in the National Achievement Test (NAT). According to him,
there is a big chance that the students will have difficulty in writing and speaking if they

cannot read properly. Thus, the reading problems mentioned earlier can be attributed to

several factors such as the presence of reading disabilities and positively, lack of vocabulary

is included.

In addition, Bernardo and Gonzales 2009) obtain varied facts from their research

titled Vocabulary Learning Strategies of Filipino College Students. They found out that

applying direct teaching is very crucial for the Filipino teachers dealing and exposed with

various second language learners. It helps them to easily teach words, which makes the

students to easily learn and acquire the second language.

In line with it, a research on English Language Learning Anxiety Among Foreign

Language Learners in The Philippines by Lucas (2011) achieves a conclusion that learners of

foreign language who uses same kind of strategy enables them to take charge of their own

learning as this serves as their basic aid to learn other macro skills in the target language.

In addition, Felicitas E. Pado - University of the Philippines Diliman (2011)

conducted a study entitled Using Story Reading and Explicit Instruction in the Vocabulary

Acquisition of Kindergarten Children. The said study uses quasi-experimental method. The

first group was exposed to Method 1 (story reading with unlocking of difficulty activities),

the second group to Method 2 (story reading without unlocking of difficulty vocabulary) and

the third group to Method 3 (explicit instruction in vocabulary without story reading). A pre-

test and post-test was given prior to and after the vocabulary acquisition sessions. Results

show that Method 1 was the most effective in contributing to the vocabulary development of

the kindergarten subjects. Method 2 came in second while the least effective method was

Method 3. Therefore, the researchers concluded that direct instruction of vocabulary words
through pre-reading allows the children to become familiar with key words prior to the story

being read. Thus, in general, this instruction found to be very satisfactory and supplementary

material for reinforcing vocabulary problems and that teachers should explore and use them

as means of enhancing students vocabulary.

Conceptual and Theoretical Framework

Marzanos (2006) Six-Step Process for Direct
Vocabulary
Shown below is the conceptual Instruction
and theoretical paradigm in which the study is based

upon. 1. The teacher provides a description,

explanation, or example of the new term.
2. Students restate the explanation of the new
PROCESS
term in their own words.
3. Students create a non-linguistic representation
of the term.
4. Students engage in activities that help them add
to their knowledge of the vocabulary term.
5. Students are asked to discuss terms with one OUTPUT
INPUT
another.
6. Students are involved in games that allow them
to play with the terms.
 Enhanced
Poor Vocabulary
Vocabulary Skills
Skills

Language Acquisition Theory

Constructivism Theory
Krashens Monitor Theory

Figure 2.1 Theoretical and Conceptual Framework

This study is anchored on the idea that integrating direct vocabulary instruction can

help to improve students vocabulary learning. Based from the assessment that the

researchers have gathered, the said problem in vocabulary is very much prevalent in Bislig

City National High School specifically from the Pilot students under the Regular Program.

Thus, the researchers planned and decided to have Direct Vocabulary Instruction following

Marzanos (2006) Six-Step Process for Direct Vocabulary Instruction as an intervention to

remediate the problem. The researchers find this instruction as an appropriate technique for

teachers to prepare the classroom in bringing about the vocabulary learning. This process is a

teacher-led instructional procedure where students are provided with specific instructions and

uses more controlled and repetitive delivery of instruction. It also establishes clearly defined

parameters for lesson completion and mastery as well as providing a success-oriented

procedure with sample practice and evaluation (Biemillier and Boote, 2006). In addition, it is
also characterized by the presentation of words with its definitions, discussion and expansion

of word meanings by using the target words in context, creation of non-linguistic

representations and using written language vocabulary activities that will enhance their

vocabulary learning.

In line with it, all theories written above involves vocabulary acquisition in several

ways. The first connection is on the language acquisition theory wherein learning vocabulary

plays a vital role in acquiring the second language because words in the first place are very

essential in giving meaning to sentences uttered or write. The second link is the theory of

constructivism where learners of second language construct meaning from previously learned

concepts. The concepts heavily rely upon word meaning in the same sense that ideas of

concepts rely on words of language. The last considerable connectedness is on Krashens

Monitor Theory, which implies the use of correct and clear meaning, correct models, multiple

exposures or repetition of the word, avoidance of error and appropriate feedback that will

probably made Second Language Acquisition (SLA) learning a success. In addition, it

usually presents the language in a more complex analysis wherein language is analysed from

morphemic up to semantic levels. These theories are believed to be the foundation of

alleviating students vocabulary learning.

Chapter III

METHODOLOGY

This chapter contains the methods and procedures used in the conduct of the study.

The following are discussed in detail: research design, population of the study, respondents
of the study, locale of the study, research instruments, validity and reliability of the

instrument, data collection procedure, and the statistical treatment of data.

Research Design

The study is descriptive and developmental in type for the said research aims to

enhance the vocabulary skills of the selected respondents. It is descriptive in a way that it

aims to investigate and describe the problem in vocabulary among the Grade-10 Regular

Pilot Section students of BCNHS. In addition, it is developmental in type for it aims to create

or design an intervention that would enhance and develop the vocabulary skills of the

students.

Research Respondents

The respondents of the study were the Grade-10 Pilot Regular students of Bislig City

National High School S.Y. 2016-2017. The section is composed of 38 students who have

problems in vocabulary based from the assessment that the researchers have gathered.

Locale of the study

The study was conducted on the premises of Bislig City National High School

(BCNHS), which is supervised by its principal Mrs. Edna B. Delos Santos. It is located at

Barangay Poblacion, Bislig City, Surigao Del Sur in Region XIII (Caraga). The school is just

a minute drive from the City Hall of Bislig and can be travelled through any land

transportation vehicles.

Figure 3.1 The Map of Bislig City National High School (BCNHS)
Retrieved on Oct. 2, 2016
from:https://www.google.com.ph/maps/@11.6978351,122.6217542,6z

Currently, the school has more or less 999 students and has an equal number of male

and female students. The average size of the class is 26. It teaches students in grade seventh

to tenth and is now offering senior high program for the senior students. The school has 39

instructional rooms and 6 non-instructional rooms. In addition, the school is known to be the

only science high school in the locality.

Research Instrument

Related to the research problems, the researchers use Glencoes Language Arts

Vocabulary Assessment Test for Grade-10 as an instrument in assessing the students

vocabulary. The said test is a 20 item multiple-choice type of test in which every correct

answer was given a score of one.

Table3.1 Score Interpretation

Range of Scores Level of Proficiency

Numerical Scores
16-20 Highly Competent

10-15 Competent

0-9 Not Yet Competent

Validity and Reliability of the Instrument

To ensure the validity of the research instrument, the researchers made use of

Glencoes Language Arts Vocabulary Assessment Test for Grade 10. The said assessment tool

was found out to be valid for it was already examined and evaluated by several researchers

including Glencoe.

To make certain the reliability of the test, the students from Grade 10 Special Science

Technology and Engineering (STE-B) students of Bislig City National S.Y. 2016-2017, were

chosen as reliability testing respondents. The section is composed of 11 females and 7 males.

In computing the reliability of the research instrument, the researchers make use of

Kuder Richardsons 21 formula. The formula was given below:

Where:
 r = reliability of the whole text

k = number of respondents who took the test

= mean of the gathered scores (Total number of items/the total number of

respondents)
d = deviation (score - mean)

= squared deviation/total number of respondents

Decision Rule:

Consequently, a table shows the decision rule for the reliability of the instruments and

a scale to be used corresponding to the decision rule.

Table 3.2 Decision Rule

SCALE DECISION RULE

>+1 (greater than 1) Not reliable
0.00-0.99 reliable
<-1(less than -1) Not reliable

The results of the reliability test was then analyzed through manual and electronic

calculations and found out the reliability coefficient of the test which is 0.47. the research

instrument is reliable based on the decision rule for the Kuder Richardsons Formula 21.

Data Collection Procedure

The researchers followed several steps in conducting the developmental study as

shown below:

Pre-Implementation Phase
 1. Secured the approval to conduct the study.
2. Determined the respondents section and level of intelligence in administering the

reliability of the instrument.

3. Conducted the reliability of the instrument for the study.
4. Computed the reliability of the results using Kuder Richardsons 21 Formula.
5. Determined the respondents and the number of respondents involved in the conduct

of the study.
6. Administered the pre-test for the selected respondents.
7. Determined the students vocabulary ability.

Implementation Phase

8. Conducted the lesson to the selected Grade-10 Pilot Regular students of BCNHS

integrating the use of Direct Vocabulary Instruction.

Post-Implementation Phase

9. Gave a post-test for the respondents after a week.

10. Checked and scoring the test.
11. Analysed and interpreting the data gathered in the study.

Statistical Treatment of Data

The researchers used the following statistical tools.

1. To determine the performance of the students and after taking pre-vocabulary

x
assessment test. The mean for ungrouped data x= is used, where x stand
N

for the mean, x for summation of data, and N for the total number of cases.
Below is a table showing the researchers qualitative interpretation of the mean.
2. To assess the effectiveness of direct vocabulary instruction in enhancing students

vocabulary Z- Test formula is used.

 Statistical tool= Z- Test

Z Test is a concept of statistics, which compares the mean of pre-test and post-test.

Cha
pter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Included in this chapter are the presentation, analysis and the interpretation of the data

gathered based on the results from the vocabulary test conducted for this study.

The researchers assessed the vocabulary level of the Grade-10 Regular Pilot Section

Students of Bislig City National High School (BCNHS) in which the students scores are

categorized into three different levels namely: not yet competent, competent and highly

competent. The students who fall under the not yet competent and the competent level will

serve as the basis in designing intervention strategies in order to enhance their vocabulary

knowledge.
 The total population of the Grade 10 Regular Pilot Section Students of BCNHS is 41.

However, 38 or 93 % of the total population served as the convenient sample of the study for

the remaining 5 or 7 % of the total population is not present due to some school activities

during the conduct of the study. Thus, the researchers agreed that the convenient sample of

the students are well presented and can be accepted.

Table 4.1 Pre-Test Scores of the Grade-10 Regular Pilot Section Students of Bislig City
National High School (BCNHS) School Year 2016-2017
Range of No. of No. of Students Range of Scores
Interpretation
Scores Students in Percentage in Percentage
16-20 8 21% 80%-100% Highly Competent
10-15 20 53% 50%-75% Competent
0-9 10 26% 0%-45% Not Yet Competent
Total 38 100%
Table 4.1 displays the frequency distribution of the scores of the respondents on the given

vocabulary test. In addition, this also shows the vocabulary level of the students in which the

researchers have set out to determine with the use of Glencoes Vocabulary Test, which

provides a reliable, accurate, and comprehensive measure of learners vocabulary size. This

allows the researchers to see how close the respondents are to having enough vocabulary so

be able to perform receptive tasks such as reading listening and speaking difficulty.

It is seen that there are 8 of the total population of the respondents whose scores

belonged to the highly competent level; there are 20 of the students in the competent level

and there are 10 of the total respondents whose scores belonged to the not highly competent

level. This also shows that only 21 % of the total population of the students reaches the

highly competent level, which signifies a higher degree of vocabulary knowledge and

learning skills without the aid of vocabulary instructional strategies. Furthermore, this means

that since increasing of vocabulary has always been an important goal in literacy and
learning, Silverman and Hines (2009) highlighted the point that many English Language

Learners (ELLs) of today often considers vocabulary as their most frequent obstacle in

trying to access information whether oral or written. Students generally neglect the words

they are not familiar with and that they misinterpret the meaning of the words or possibly

could not understand the whole text (Farhardy, 2006). In effect, they would have the

difficulty in understanding and this can be problematic knowing how vocabulary is a critical

component of academic language.

Therefore, there is a need for an active vocabulary instruction that permeates a

classroom, which contains rich and interesting information. Thus, the researchers ought to

design an intervention using Direct Vocabulary Instruction which provides specific

instructions, uses more controlled and repetitive delivery of instruction to help students and

with specific repetitive delivery of instruction. It also establishes clearly defined parameters

for lesson completion and mastery as well as providing a success-oriented procedure with

sample practice and evaluation to help students improve their vocabulary knowledge and

skills.

To give a clearer representation of the collected data, a pie graph is presented below.

Figure 4.1 Percentage Distribution of the Pre-test Scores of the Students

Vocabulary Knowledge
 21.00%
26.00%
hi ghl y competent competent

not yet competent

53.00%

Figure 4.1 discloses that 26% of the respondents falls under the not yet competent level,

53% for the competent level and only 8% falls under the highly competent level and can

study independently to reach the highest standard. Subsequently, this fact is supported by the

idea that majority of the students have a very limited vocabulary size though formal exposure

to English language had been given to them for many years (Mokhtar, 2010). This problem is

due to some obstacles that tend to obstruct learners advancement in acquiring the vocabulary
necessary for learning as stated by Sedita (2010) which are the following: a) limited or no

knowledge of English b) lack of reading outside of school c) reading and learning disabilities

and d) limited vocabulary knowledge. This upholds that students need strong instructional

opportunities to build their personal warehouse of words, to develop deep levels of word

knowledge, and acquire a toolbox of strategies that aids their independent word acquisition

(Butler, 2010). Moreover, Farhardy (2006) underscored that students who have large

vocabularies can understand new ideas and concepts more quickly than students with limited

vocabularies This means that developing good vocabulary will help them to improve their

ability in acquiring and understanding the language.

Thus, the researchers agreed to design an intervention using Direct Vocabulary

Instruction to students whose scores belonged to the competent and not yet competent level

in order remediate the problem in vocabulary.

 DAY LESSON Marzanos Six Step Process In Direct Vocabulary
Instruction
1. Identification and explanation of the difficult terms -
Lesson:
Pic-tence Game.
Connotation
2. Creating their own definition of the term T-chart.
and
3. Creating an illustration about the term.
Denotation
Day 1-Thursday 4. Discussing the term with one another.
Springboard:
5. Presenting the drawn illustration to the class with a
Inferno by
twist.
Dante
6. Determining the denotative meaning and the positive
Alighieri
and negative connotation Enrichment Activity
1. Identification and explanation of the difficult terms.
2. Creating their own definition of the term Cabbage
Lesson:
Relay Game.
Affixes
3. Creating an illustration about the term.
Day 2- Friday Springboard:
4. Discussing the term with one another.
Silvery Beach
5. Presenting the drawn illustration to the class with a
by Nu Yin
twist.
6. Contextualizing word families - Enrichment Activity
1. Identification and explanation of the difficult terms.
2. Creating their own definition of the term - Guess me
Game
Lesson:
3. Creating an illustration or a comic strip using the
Context Clues
term.
Day 3 - Monday Springboard:
4. Discussing the term with one another.
The
5. Presenting the drawn illustration to the class with a
Telephone
twist.
6. Determining meaning through context clues-
Enrichment Activity
Table 4.2 Designed Intervention Activities

Table 4.2 displays the designed intervention activities using Marzanos Six Step

Process for Direct Vocabulary Instruction. This designed three-day instruction is consists of

three major topics namely: Connotation and Denotation; Affixes; and Context Clues which is

paired with different literary masterpieces suited their followed curriculum. Furthermore, in

order to enhance the vocabulary skills of the selected respondents these topics were discussed

following Marzanos Six Step Process for Direct Vocabulary Instruction.

Table 4.3 Post-Test Scores of the Grade-10 Regular Pilot Section Students of Bislig City

National High School (BCNHS) School Year 2016-2017

Range of
Range of No. of No. of Students
Scores in Interpretation
Scores Students in Percentage
Percentage
16-20 21 70% 80%-100% Highly Competent
10-15 9 30% 50%-75% Competent
0-9 0 0% 0%-45% Not Yet Competent
Total 30 100%

Table 4.3 displays the frequency distribution of the scores of the respondents on the

given vocabulary test after the conduct of Direct Vocabulary Instruction as an intervention in

remediating students vocabulary. In addition, this also shows the vocabulary level of the

students in which the researchers have set out to see how close the respondents are to having

enough vocabulary after the conduct of the said intervention.

It is seen that there are 21 of the total population of the respondents whose scores

belonged to the highly competent level; there are 9 of the students in the competent level and

there are none of the respondents whose scores belonged to the not highly competent level.

This significantly shows that 70 % of the total population of the students reaches the highly

competent level and 30 % of the respondents reaches the competent level, which signifies a

higher degree or gains in the areas vocabulary learning and comprehension with the aid of

the said instruction.

This means that the deployment of acts or signs such as the use of word explanations

for unfamiliar words and letting them explain their own definitions on the target words

enables them to construct language systems and acquire language abilities, (Cain, 2007)

therefore, closing the achievement gap and showing an overall positive influence on
vocabulary retention, student participation, and student feelings about learning new

vocabulary, (Lawrence, 2005).

This is similar to the study conducted by Budi Setiawan (2009/2010) titled

Improving the Students Vocabulary Mastery Through Direct Instruction (A Classroom

Action Research On the Fourth Grade of SdNegeriPringanom 3, Masaran). The respondents

were given a multiple-choice tests of vocabulary as pre-test and post-test to know the

students vocabulary ability. With a pre-test mean score of 45. 34 in cycle 1 and post-test

mean score of 68. 10, the researchers then concluded that the implementation of direct

instruction can improve the students vocabulary mastery.

To give a clearer representation of the collected data, a pie graph is presented below.

Figure 4.2 Percentage Distribution of the Post-test Scores of the Students

Vocabulary Knowledge

30.00%
Highly competent
Competent
70.00% Not Yet Competent

Figure 4.2 discloses that 70% of the respondents fall under the highly competent

level, 30% for the competent level and 0% or none of the respondents falls under the not yet
competent level, which means that there is a great impact of incorporating Direct Vocabulary

Instruction in their vocabulary development.

Table 4.4 Pre-test and Post-Test Scores of the Grade-10 Regular Pilot Section Students
of Bislig City National High School (BCNHS) School Year 2016-2017
SELECTED PRE-TEST INTERPRETATION POST-TEST INTERPRETATION
STUDENTS SCORES SCORES
1 6 Not Yet Competent 17 Highly Competent
2 11 Competent 16 Highly Competent
3 14 Competent 18 Highly Competent
4 7 Not Yet Competent 16 Highly Competent
5 12 Competent 16 Highly Competent
6 14 Competent 19 Highly Competent
7 13 Competent 16 Highly Competent
8 10 Competent 11 Competent
9 14 Competent 15 Competent
10 12 Competent 16 Highly Competent
11 10 Competent 17 Highly Competent
12 13 Competent 20 Highly Competent
13 13 Competent 16 Highly Competent
14 9 Not Yet Competent 18 Highly Competent
15 7 Not Yet Competent 16 Highly Competent
16 13 Competent 19 Highly Competent
17 10 Competent 16 Highly Competent
18 10 Competent 16 Highly Competent
19 4 Not Yet Competent 11 Competent
20 14 Competent 18 Highly Competent
21 8 Not Yet Competent 12 Competent
22 12 Competent 14 Competent
23 15 Competent 16 Highly Competent
24 13 Competent 18 Highly Competent
25 8 Not Yet Competent 13 Competent
26 7 Not Yet Competent 12 Competent
27 9 Not Yet Competent 14 Competent
28 6 Not Yet Competent 13 Competent
29 14 Competent 17 Highly Competent
30 12 Competent 16 Highly Competent
TOTAL 224 472
percentage 37.33% 78.67%
MEAN 10.67 15.73
VARIANCE 8.91 5.51
Z TEST
-7.30495
RESULT
 Table 4.4 displays the difference of the pre-test and post-test scores of the respondents

on the given vocabulary test. With a pre-test mean score of 10.67 or 37.33 % and a post-test

mean score of 15.73 or 78.67 % the researchers concluded that the students showed marked

growth in both vocabulary knowledge and learning using direct-vocabulary instruction.

This is similar to the study of Cearley et.al (2012) which uses a 10-week intervention

targeting 10 words from the students current classroom social studies unit and was

characterized by the presentation of simple definitions, use of the target words in context,

creation of vocabulary maps, discussion and expansion of word meanings, and written

language activities. With a pre-test percentage score of 52 % and a post-test percentage score

of 90%, the researchers concluded that the students showed marked growth in both

vocabulary knowledge and attitudes toward reading using direct-vocabulary instruction.

Table 4.5 Percentage Distribution for Pre-test and Post-test Scores of the Students
Vocabulary Knowledge
Range PRE-TEST OVER ALL POST-TEST OVER ALL
of RESULTS Percentage RESULTS Percentage
Scores No. Of Interpretatio No. Of Interpretation
Students n Students
16-20 8 Highly 21% 21 Highly 70%
Competent Competent
10-15 20 Competent 53% 9 Competent 30%
0-9 10 Not Yet 26% 0 Not Yet 0
Competent Competent
MEAN 10.67 MEAN 15.73
PERCENTAGE 37% PERCENTAGE 79%
VARIANCE 8.91 VARIANCE 5.51

Table 4.5 displays the frequency distribution of the scores of the respondents on the

pre and post vocabulary test after the conduct of Direct Vocabulary Instruction as an

intervention in remediating students vocabulary. It is shown in the table that the computed
post-test mean score (15.73) is much higher than the pre-test mean score (10.67). Moreover,

it is also shown on the table that the variance of the post-test result which is 5.51 is lesser

than the pre-test which is 8.91. This means that that the students scores in the control group

are not that scattered compared with the scores in the experimental group. In general, the

students are already competent on learning vocabulary with the use of direct vocabulary

instruction. This is supported by the idea of Krashens Monitor Theory, which implies the use

of correct and clear meaning, correct models, multiple exposures or repetition of the word,

avoidance of error and appropriate feedback that will probably made Second Language

Acquisition (SLA) learning a success. In addition, it usually presents the language in a more

complex analysis wherein language is analyzed from morphemic up to semantic levels.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

 Presented in this chapter are the summary of the findings, conclusions and
recommendations of the researchers.

Summary

This study is conducted to examine and determine the impact of Direct Vocabulary

instruction on students level of vocabulary learning among the selected Grade-10 Students

of Bislig City National High School under the regular program for the academic year 2016-

2017.

Specifically, the study was undertaken to answer the following questions:

1. What is the level of the vocabulary skills of the Grade-10 Regular Pilot students?
2. What would be the possible intervention to address the problem?
3. Is direct vocabulary instruction effective in enhancing students vocabulary?

The respondents of the study were the Grade 10, Pilot Regular students of Bislig City

National S.Y. 2016-2017. After proving that the tool is reliable, the researchers then conduct

Glencoe Language Arts Vocabulary Assessment Test for Grade 10 English Language

Learners as a tool in assessing the students vocabulary skills wherein their scores were

classified according to their vocabulary level. The classification were as follows: highly

competent level (students who scored 16-20), competent level (10-15), and not yet competent

level (students whose scores are 9 and below). Furthermore, the students in the competent

and the not yet competent level were subjected for intervention designed by the researchers

which talks about the use of Direct Vocabulary Instruction in remediating the present found

problem

Findings
 Based on the interpreted data, the following findings are given:

1. Using the three-point scale to measure the vocabulary learning of the selected

respondents, the researchers found out the results below:

There are 8 or 21 % of the total population of the respondents whose scores

belonged to the highly competent level; there are 20 or 53 %of the students in

the competent level and there are 10 or 26% of the total respondents whose

scores belonged to the not highly competent level. This signifies that

vocabulary is one of the students frequent obstacle in trying to access

information whether oral or written. In effect, they would have the difficulty

in understanding and this can be problematic knowing how vocabulary is a

critical component of academic language (Hines, et al. 2009).

Majority of the respondents are in the competent and not yet competent and

that they are subjected in undertaking an intervention design for vocabulary

instruction.

The performance of the students during the pre-test is not competent with a

percentage of 37 and a mean score of 10.67.

There is a need for intervention program for learners with low vocabulary

knowledge. Thus, researchers ought to design an intervention using Direct

Vocabulary Instruction in order to enhance the students vocabulary.

2. To solve the problem in vocabulary, direct instruction is used. As defined by Biemiller

and Boote (2006), direct instruction is a teacher-led instructional procedure where

students are provided with specific instructions and uses more controlled and
 repetitive delivery of instruction. It also establishes clearly defined parameters for

lesson completion and mastery as well as providing a success-oriented procedure with

sample practice and evaluation.

In line with it, the researchers conducted a 4-day lesson incorporating the use

of Direct Vocabulary Instruction to the selected respondents of the study.

3. There is a significant difference between the pre-test and the post-test because pre-test

has a mean score of 10.67 and 15.67 for the post-test. Since the absolute value of the

computed z-statistic is [-7.30] greater than the computed critical value which is [1.96]

thus, Ho is rejected.

Conclusions

Providing the findings of the study, the following conclusions were established.

1. There are 8 of the total population of the respondents whose scores belonged to

the highly competent level; there are 20 of the students in the competent level and

there are 8 of the total respondents whose scores belonged to the not highly

competent level. Thus, there is a need for intervention program for learners with

low vocabulary knowledge. Thus, researchers ought to design an intervention

strategy which could enhance their vocabulary.

2. Based from results of the assessment that the researchers have gathered it is found

out that there is a need for students to improve and enhance their vocabulary

knowledge. Thus, the researchers conducted a 4-day lesson incorporating the use

of Direct Vocabulary Instruction to the selected respondents of the study.

3. There is a significant difference between the computed pre-test and post-test mean

scores of the students in learning the vocabulary with the use of Direct Vocabulary
 Instruction, in fact, post-test mean [15.73] is greater than the pre-test mean

[10.67].

Recommendations

Through the results, findings, and conclusions, the following are recommended:

1. The teachers are recommended to use Direct Vocabulary Instruction in teaching

English especially in teaching vocabulary to their students. They are suggested to use

DVI based on the procedures in this research but they should be more creative,

interactive, relevant and realistic in implementing them in class in order to get better

result and achievement.

2. In order to achieve most in learning the vocabulary, it is essential that words must be

well chosen. The teacher should assume responsibility for finding out the complexity

or suitability of the level of vocabulary or words for his/her class as well as involving

learners in searching interesting games and interactive activities that will allow them

to interact with their peers.

3. The future researchers are suggested to implement the techniques and procedures of

the result to different English skills.

4. All year levels (homogeneous, heterogeneous) must be used as a follow-up study to

know whether Direct Vocabulary Instruction still have an impact to the students on

learning vocabulary.