The Effectiveness of Visual Mnemonics on Grade 10

Student’s Vocabulary

Bondoc, Jerome
Carasco, Nicholas
Domingo, Richie
Israita, Jose
Bernabe, Archen
Frias, Clara

As partial fulfilment on the Subject

Inquiries, Immersion and Investigation

Mr. Arnold Glenn Bolosan

Research Adviser

Humanities and Social Sciences

Senior High School Department
CERTIFICATE OF ORIGINALITY

This is to certify that this research paper entitled The effectiveness of

Visual Mnemonics in Grade 10 Student’s Vocabularyis an original work of the

students from HUMSS 12 – A and has not been submitted by any other people or group

beforehand. This research paper was made as a partial fulfillment on the subject

Inquiries, Immersion and Investigation (3Is).

_______________________________

Arnold Glenn G. Bolosan

Research Adviser
 ABSTRACT

Vocabulary is significant in learning English language, and visual mnemonics is

one of the tools may used in acquiring it. This study examines the effectiveness of visual

mnemonics for grade 10 students of Francisco E. Barzaga Integrated High School in

developing English vocabulary. A total of 60 participants were chosen through purposive

sampling, 30 participants for control and experimental group design was designated.

Mixed method was utilized to this study, wherein both quantitative and qualitative design

were used. For quantitative part, the researchers used pre-test and post-test research

design to test the affectivity of intervention applied to exposed group. Conversely, a

descriptive qualitative research design was used to analyze the verbal responses of

participants who have received the intervention. Results imply that there is a significant

difference between post-test mean scores of both exposed and non-exposed group

(p= .008 < 0.01 alpha = 0.01) with a t value -710. Therefore, the intervention were taken

effectively by the experimental group, and there is a significant difference between the

groups.
 ACKNOWLEDGEMENT

First of all, the researchers thank for God Almighty for giving our group

knowledge and strength to complete this paper.

Also we are thankful to the individual who had been part of this research. Thank

you for supporting and motivating our group to done this study.
To our participants who gave their time and knowledge to our group to conduct

the study and as well as the intervention program despite of their busy schedule.
To Mr. Arnold Bolosan, our Reseach Project teacher, for helping and guiding us

since the beginning until the end. Thank you for suggestions and to your patience.
To Mr. Joam Canaynay and Richelle Carasco, thank you for sacrificing your

time as we conducted our research

To Ms. Erika Ilagan and Ms. Gazelle T. Vargas, the coordinators of Senior High

School and Junior High School, who approved our letter to conduct in this School. The

Researchers done their study because of approval.

Thank You and God Bless!

The Researchers
TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY I

ABSTRACT II

ACKNOWLEDGEMENT III

INTRODUCTION 1

Background of the Study 1

Conceptual Framework 3

Theoretical Framework 4

Statement of the Problem 4

Hypothesis 5

Scope and Limitations of the Study 5

Significance of the Study 5

Definition of Terms 6

REVIEW OF RELATED LITERATURE AND STUDIES 7

Conceptual Literature 7
 Foreign Literature 7

Vocabulary 7

Classification of Mnemonics 9

Research Literature 10

Foreign Literature 10

Vocabulary 10

Matthew Effect 14

Local Researches 14

Previous Studies in Mnemonics 15

Brief Synthesis 16

METHODOLOGY 18

Research Design 18

Sampling and Participants 18

Instrumentation 19

Validity 20
 Data Gathering Procedure 20

Data Analysis 21

RESULTS AND DISCUSSION 23

Research Question 1 24

Research Question 2 25

Research Question 3 26

Research Question 4 27

Research Question 5 28

SUMMARY, CONCLUSIONS, RECOMMENDATIONS 31

Summary 31

Conclusions 32

Recommendations 32

BIBLIOGRAPHY 33

APPENDIX 36

Appendix A: Letter to the Coordinators 36

Appendix B: Evaluations of Mnemonic Cartoon 37

Appendix C: Example of Mnemonic Cartoon 40

Appendix D: T Critical Value Table 41

Appendix C: Paired Samples Test 42

Appendix E: Independent Samples Test 43

Appendix F: Curriculum Vitae 44

 CHAPTER I

INTRODUCTION

The portion of this paper contains the seven parts such as background of the
study, conceptual framework, statement of the problem, hypotheses, scope and
limitations, importance of the study, and definition of terms.

Background of the Study

English language is the most common used as an international language. With

that, Philippine education is using English language as it is secondary language. Dating
back in April 7, 1992 as U.S. President William McKinley declared that English would be
the medium of instruction at all levels of the public educational system in the
Philippines. But it is undeniable that Filipino classroom experiences a struggle in
learning the secondary language in English class. Learning English language is a
difficult process. As asserted by Mergen and Mumford(2014), grammar rules and
pronunciation must be heedfully considered and understand by students in terms of
leaning the universal language.
Vocabulary is significant in learning English language. As asserted by Pillai
(2009) learning vocabulary can be effortlessly taught as recognized by some teachers,
but for students acquiring new vocabulary has been hard. Meggen& Mumford (2014),
believes that in understanding English students must apply effort heedful usage,
pronunciation and grammar rules for it is painstaking. Also, vocabulary is considered as
a life-long process. The reason why learner's performed not well during classes and in
oral or written activities is because of lack of vocabulary improvement (Willingham &
Price, 2009). Consequently, as examined by Amiryousefi (2011) mnemonic device is a
tool that help students to recall and enhance vocabulary. Similarly, in a study conducted
by Georger (1997) as cited in Amiryousefi (2011), learners can be motivated and
interested in discussion with the help of mnemonic device for it is found to be effective
one.
The word mnemonics is known from Greek word “Mnemosyne”, which means the
ancient Greek goddess memory, this can be traced back in early 500B.C (Yates, 1960).
According to Soslo (1995) mnemonics are techniques and devices, either visual or
verbal in nature. Mnemonics has been very useful and effective in making people recall
of different information (Mastropieri and Scruggs, 1989; Bulgren, Schumaker, and
Deshler, 1994). If the materials presented fits in and connected meaningfully to the idea
that is already known, then it will retain for a long period of time and thus retrieval
through verbal or visual clues will be easy. In other words, teachers can relate using
mnemonics devices in teaching in order for their student to learn faster. For vocabulary
learning, they are used to relate to some previously learnt information, using some form
of imagery or grouping (Mastropieri and Scruggs, 1991). Thompson (1987) similarly
acknowledging the usefulness of mnemonic devices by stating that they can help
learners learn faster and recall faster stored information or existing cognitive units by
integrating it to newly learned information. Mnemonic devices are proved to be effective
for all ages. They are however more useful over low level students because they are
involved mostly in activities requiring them to remember and recall information (Levin,
1993).
Past research showed the effectiveness of using mnemonics. In a study
conducted by Sujarwo’s (2012), from “very poor” classification the experimental group
gained “good” classification to their post-test compare to control group who attained
“very poor” classification, with the help of mnemonic technique. Thus, the results only
demonstrate that mnemonic instruction can be very effective in improving one’s English
vocabulary.
However, the past researches focused more on the other technique such as
keyword method wherein in the mnemonic cartoon itself is being disregarded. The
recalling of words itself is depending on the keyword or how the learners remember the
information or words. Thus, mnemonic cartoon was neglected by the past studies.
Hence, this research will be conducted to see the effectiveness of visual mnemonics in
improving one’s vocabulary that might discuss about the struggle of learning vocabulary
in English class of Filipinos who are considered as one of those people who are fluent in
Universal language.
Conceptual Framework

Figure 1

As shown in Figure 1, mnemonic cartoon intervention program has a direct

impact on learner’s vocabulary. The second block ‘Vocabulary’, which serve as the
dependent variable of the study that has factor named "Matthew Effect". That explains
that through reading spontaneously, vocabulary could be acquired (Willingham and
Price, 2009). While the other block, Mnemonics is the independent variable that
contains five parts modified from the study of Sewel and from Sam Burchers (1997)
book "Vocabutoons”.
Statement of the Problem
This research seeks to answer the following research questions;

1. What are the pre-test mean and posttest mean scores of

a. Experimental group
b. Control group?
2. Is there a significant difference between pretest and posttest means score of the
experimental group?
3. Is there a significant difference between pretest and posttest means score of the
control group?
4. Is there a significant difference posttest scores experimental and control group?
5. How mnemonic cartoon does affect the vocabulary of students?

Hypothesis
In accordance to the questions formulated, question number two will be tested.
Ho1: There is no significant difference between pretest and posttest mean scores
of experimental group.
Ho2: There is no significant difference between pretest and posttest means score
of control group.
Ho3: There a significant difference between posttest means score of the
experimental and control group.

Scope and Limitations of the Study

The researchers tested the instrument and seek how it affects vocabulary leaning
of the participants through the help of the teachers. Then, the data needed will be
needed had been depended on the results of the formative assessment. The
respondents are studying in a public high school close at Dasmarinas City, Cavite. The
chosen population of this study are two Grade 10 sections wherein one of those two
section will serve as experimental group and the other one as control group. To suggest
or to recommend mnemonics to instruction is excluded in this study.
Significance of the Study
Researchers believe that the f of findings this study may greatly benefit to the following
entities:
Students – will be able to know what kind of mnemonics strategy may be
effective and efficient to use as they learn new things.
Teachers – the gathered data may serve as an indication of how students will
easily learn thru these various mnemonics strategies.
School Administrators–can be enlightened how mnemonic cartoon positively
affects learner’s vocabulary and this program could be implanted as one subject
because language learning is important.
Other Researchers – this study can be a source of another study or can be
replicated using additional variables in another locale or setting or with different
respondents.

Definition of Terms

Universal language

Universal language as defined by this study as an English used by many as a

medium.
Vocabulary

Collection of words known employed by individual.

Mnemonic

A tool that intends to help memory in remembering information.

Visual Mnemonics

Kind of mnemonics which also enhances one’s vocabulary.

Recall

The ability to remember information.

Student

An individual who goes to school to attend class.

Matthew effect

By continuous reading one might have a wider vocabulary.

Grammar

The structure of a language and its entire system.

Keyword

It is a the act of simplifying a word.

CHAPTER II
 REVIEW OF RELATED LITERATURE AND STUDIES

The chapter of this paper reviewed the succeeding literature and studies
separated in two parts specifically, conceptual and research literature

Conceptual Literature

Foreign Literature

Vocabulary
English language teaching and learning a reoccur theme was often given
little priority in language programs and it has been neglected of vocabulary
(Richards & Handaya, 2002; Hedge, 2008; Amiryousefi, 2011). According to
French (1983) as cited in Amiryuosefi (2011), there are three major reasons why
vocabulary was disregarded in the past decades. First, grammar should be
emphasized compared to vocabulary as it felt by those teacher’s perception
involved; second, there is a possibility that leaners would commit mistake, lastly,
word meanings cannot be taught in classroom but can only gained by
experiences as cited said by the teacher’s advisers. Also, as believed by
Amiryousefi (2011), researchers realized that vocabulary is worthwhile of
investigating. For that reasons, numbers of researchers became interested with
the said issue. Also, Schmitt (2002) as dissected by Amiryousefi(2011),
vocabulary learning strategy (VLS) is a venue where which teach vocabulary
leaning can attract many. It is an efficient from teaching-oriented approach.
Students who are having a hard time in recalling newly learned words is face to
solve the mentioned hardship, researches tried to investigate different VLSs. A
great contributor with the said regard is mnemonic as mentioned by Farjami
(2007); Maryousefi (2011).
Vocabulary is one of the five major components of reading as
distinguished by National Reading Panel (NICHD, 2000). It is significant specially
in reading comprehension as broadly documented by Buttler et al, 2010; Baker,
Simmons & Kame, 1998; Anderson 1991). Readers cannot understand text
without knowing what most of words mean; vocabulary has a significant role in
learning to read and comprehend as stated by National Reading Panelas cited by
Butler et al, (2010).
The following are the findings of NRP that shows their synthesis in
vocabulary research.

1. “Teaching vocabulary will not guarantee success in reading, just as

learning to read words will not guarantee success in reading.”
However, lacking either adequate word identification skills or adequate
vocabulary will ensure failure. (Biemilleer 2005 as cited in Butler et al.
2010).
2. “Provide direct instruction of vocabulary words for a specific text. For
the children tounderstand a certain lesson--precise words are
necessary”. (Anderson & Nagya, 1991).
3. “Repetition and multiple exposures to vocabulary items are important.”
As warned against by Sthal(2005), opportunities to face unfamiliar
words umpteenth and in different contexts are emphasized that
vocabulary instruction must provide for students.
4. “Vocabulary words should be those the learner will find useful in many
contexts.” As cited in Beck, McKew, & Kucan (2012); Butler (2010),
uses of second language says that high frequency words can
contribute to their language ability.
5. “Trajectory development is followed by vocabulary leaning as
suggested in research” (Biemiller, 2001; as cited in Buttler et al, 2010).
6. “Computer technology can be used effectively to help teach
vocabulary. Encouragement exits that relativity few specific
instructional applications can be gleamed” from the research of NICHD
(2000).Vocabulary can be acquired through incidental learning.”
7. “Read aloud, discussion sessions and experience at school
independently will help the vocabulary of students to grow.”
(Willingham, 2005; Butler et al; 2010).
Classification of Mnemonics
Wolfe 2001 subdivided memory helpers into three sorts. These are
watchwords, loci mental helpers and story memory aides. Utilizing catchphrases
includes relationship of two words, making a psychological picture now and then
utilized in building new vocabulary. This examination is finished by Pressley and
Levin 1978 as refered to in Wolfe,2001, it demonstrated that catchphrase
memory helper was a successful. Utilizing 6th graders as members, trial amass
reviewed twice the same number of words when contrasted with control
gathering, who took in the arrangement of words without anyone else.
Then loci mental helpers centers around connecting words utilizing
physical area, for example, a house, or individual's most loved spot. This
included picturing a space with its extraordinary detail and associating it to
different physical items dynamic thoughts or individuals you need to recall. To
review these, simply envisioning strolling through the space, pictures and
individuals as he experienced. Strategy Loci is intended to improve memory and
learning.
Then again, account affixing isn't a conventional procedure of
remembrance, with likenesses to loci memory aides; story tying puts things to
recall in a story. An exploration of McGee and Wilson 1984 refered to by
Wolfe,2001 demonstrated that understudies who utilized story fastening
understand words better contrasted with the individuals who did not utilize the
technique. Accounts are short stories that contain stories that must be
recollected. It puts disorderly data into significant setting.
In the book Words, Words, Words: teaching vocabulary in grade 4-12 by
Janet Allen (2006), visuals are added as mnemonic devices or usually termed as
visual mnemonics. It consists of a target word, mnemonic link and cartoon. The
cartoon creates link towards the mnemonic link and the target word (Allen,2006,
p.80-81).
You can use this images to recall well-established facts. Using the device,
you can make more fun in learning and interesting-- especially when compared to
 repetitive learning by rote. These are only 2 techniques with usual mnemonics;
1.) Forming mental images, and 2.) Making associations between images.
The better your ability to perform the 2, you will be able to take advantage
to visual mnemonic system.

Research Literature

Foreign Literature

Vocabulary
The book Teaching Vocabulary (2013) the word vocabulary define as word
of language it can be a single items or in phrase that convey meaning in
expressing thoughts or ideas a person will use words to communicate it. Without
sufficient vocabulary, students might not understand information clearly. Lewis
(2013) states that “Language is the core or heart of language” it is significant for
a learner to produce their own vocabulary learning strategies as they develop
fluency in English language.
According to Allen (1999), compactly add the pedagogical issues about
vocabulary instruction, when it was stated that vocabulary is one of those
educational arena in which research and best practice are elusive. Also, she
confesses that early in her career she had vocabulary, she had been taught
putting some words because when she is students the teacher of Allen always
gives her task to find words, meanings, pronunciation and sentence, that’s why
the vocabulary of Allen is really effective. Some students or I think all the
students experiencing it during their elementary days.Mcleown& Kucan, (2002),
began to focus on the cause of their students that vocabulary issues is reflecting
on his own getting vocabulary. He realized that while he was able to retain some
knowledge of the words are he had learned in this manner, Mckleown& Kucan
experience that this is not a norm. Most students are unable to retain vocabulary.
Even if the students studies the definitions long enough to do well on the weekly
test, rarely is the student able to sustain his or her knowledge of the word unless
their provided long term support. According to Gildea, 1987; Nagy & Scott, 2000
that they stopped teaching it, hoping that their students will pick up what
vocabulary needed to their reading. When their school gave list of words to teach
in each level, they set aside pedagogical prospect, Gildea said that he gives list
of words to their students and the pupil will find the pronunciation, sentence,
meaning and etc. After a year he had spent a summer reflecting on their practice
and its effect in the student’s achievements, they formulate the vocabulary
approach. s per James Milton and Paul Meara the understudies' software
engineers have been included on higher instructions, for very nearly 100 years in
a cutting edge language degree framework the year abroad speaks to a fourth
obviously and they chivalrous the cost to their understudy's supporters. In
conclusion European trade software engineers that is expanded their utilization
past present day language to understudies in there all subjects in the educational
programs. It is likewise wonderful when the understudies have an impact to the
all-encompassing abroad. In the U.K just have been distributed nor is generally
accessible. Willis et.al (1997) is investigation of the understudies from the college
of Bradford; Dyson (1988) is a bigger yet less nitty gritty investigation of 229
trade understudy in France, Germany. Memory aides are methods used to
empower understudies to review (Lombardi and Butera 1998). Vocabulary
demonstrates resemble a technique for vocabulary direction called the
watchword mental help strategy, which uses a coordinated relationship of
imagery and an acoustical interface with empower understudies to recall new
words (Wolgemuth, Cobb, and Alwell 2008). Research exhibits that the
watchword memory helper approach can be practical in making vocabulary data
for understudies with and without learning failures (Condus, Marshall, and Miller
1986; Mastropieri, Scruggs, and Fulk 1990; Lombardi and Butera 1998).
Amusingness has similarly been associated with helping understudies learn, as it
may extend their interest and duty in the material showed (Weimer 2011). Using
humor in the classroom, for instance, kids appears and diverting photos that
speak to differing thoughts—can energize simple and focus school understudies
with examining, making, and fundamental considering (Ivy 2013). Progressively
energetic understudies advantage in like manner, as noted in a past Voices of
Specialists article looking at the scholarly and mental favorable circumstances of
laughing in a preschool classroom (Smidl 2014). By combining mental aides and
nonsensicalness in the hall, I needed to make a concise, suitable vocabulary
intercession for my first graders in the midst of advancement times.
Benge and Robbins (2009), investigated a strong connection between
vocabulary learning and scrutinizing understanding and most agree that the
greater one's base vocabulary, the better one's ability to acknowledge content.
13 optional school youths and seniors whom they had educated as first year
volunteers to test their degrees of consistency for the words we had learned in
our fortifying SAT vocabulary ace gram, were picked. These (6 females and 7
folks) past understudies, were picked utilizing a stratified purposeful examining
process (Gall, Gall, and Borg, 2007).
As cited by Krashen (2009), in mastering the second language; lavish
vocabulary significant also as believed by second language learners they
normally report that lack of vocabulary is a major problem. Analyzing the parts,
prefixes, suffixes& roots are included in discussing the skill-building of vocabulary
one of at a time in learning vocabulary (Krashen, 2009). In the study conducted
by Glende (2013), large significant vocabulary is acquired by the primary grades
through reading. But, inappropriate vocabulary & knowledge base needed for
comprehending text will exist if the students will face a hardship in reading.
Furthermore, the meaning of word is the prior problem students also in the matter
of not being able to pronounce them because literacy instruction shifts to broader
sense of vocabulary as learners moved to secondary classrooms (Fresch, 2008).

Mnemonics
By the scores of empirical studies that shows how mnemonic is effective,
numerous researchers and mnemonist had supported the use of mnemonic in
education as cited in Lorayne (1990); Levin (1993); Putnam (2015).According to
Bower (1970) as cited by Putnam (2015), the mnemonic strategy had been
employed in different ways such as: simple acronyms to react; exact ideas to
complex one; numbers through recoding as a distinctive words and phrases.
Mnemonics can be significant learning tools in concrete texts as shown by the
research of Modern Memory.
Patricia Wolfe (2001), states that mnemonics are learning strategies that
organize different information through the means of associating them to other
words, objects, names, or situations so that it will be easier to remember.German
teacher Peter Heinrich reports positive results amongst students who used
mnemonics to learn and memorize German articles like der, die and das. As he
points out, articles can be difficult to learn because as phonemes, they have no
particular meaning. But by using an image like a boxer to associate with all words
that take the masculine article der, a skirt with die for feminine and fire for the
neutral article das, students can make faster progress, because “der Bus”
becomes a boxer pounding on a bus, die Flashed becomes a Coke bottle
wearing a skirt and das Band becomes a ribbon covered in flames.
Heinrich found the retention rate of learners not using mnemonics was 47
percent, whereas students learning German verbs, adjectives and other points of
grammar using mnemonics had an 82 percent retention rate. Additionally, in a
now famous study on mnemonic techniques, Professor Richard C. Atkinson
demonstrated the ineffectiveness of rote learning by writing words repeatedly. He
concluded “Mnemonic strategies have therefore had particular success in the
learning of a language.” Memory techniques don’t apply only to languages that
stem from English. James Heisig has helped many students learn Japanese
using mnemonics—using an approach similar to Benny’s for how he learns new
words. Classification of words are essential when considering words which are
encountered from different words. There are three levels when it comes in
categorizing words both oral & written: Level one include words that are faced
every day; second, words encountered in variety of texts, lastly, words here are
mostly found in areas of mathematics & Science Contexts ( Beck , McKeon ,
Kucan , 2002). - Also as cited by Naggy (1998); Glende (2013), Vocabulary is
Fundamental in understanding texts ; thus, 90-95% must be able to comprehend
word to fully understand a text for the comprehension of it must not be
compromised.

Matthew Effect
One theory suggested by Stanovich (As cited in Willingham and Price,
2009), it states that students who read often will acquire more words compare to
those who do not. According to Krashen (1989); as cited in Iqbal (2017),
Acquisition in Vocabulary and ability in spelling could be gained by exposing
someone in a & quote; comprehensive input deep reading & quote. Also, the
most efficient way to learn new vocabulary is from deep reading because it would
assist the reader to encounter new or even unfamiliar words. In a study
conducted by Bamford as (cited in Iqbal ,2017), reading short and different texts
that contains exact understanding in the latter are done by intensive reading and.
It is not because of wide reading one vocabulary can be better as it is not being
proved (National Research Panel, 2000; as cited in Iqbal 2017).

Local Researches
In 1898, after a fake fight at Manila Bay, Spain surrendered the Philippines
to the United States. Despite the fact that there was additionally a bleeding yet
brief Philippine-American Revolution, it set aside a shorter time for the Americans
to assuage and get to know the Filipinos. In contrast to Spain's methodology,
America's methods for assault and absorption was not religion. It was mass
instruction. In this way, not exactly 50 years after the fact, the Filipinos had
received the American type of government, grasped the American dream, talked
the American language, and were substance to be classified "minimal dark
colored Americans". Decades after the US allowed the Philippines its autonomy
in 1946, numerous Filipinos still trusted in and effectively battled for the
Philippines turning into the 51st condition of the United States. The Philippine-
American association has experienced extensive changes from that point
forward. Today, English - the methods the Americans used to show us by means
of the broad communications, human expressions, social, business and political
collaboration- keeps on being a solid string that ties the two countries. The
Spanish language, in the mean time, has been consigned to a school elective to
private social affairs of well off families of Spanish plummet.
In the examination by Tupas (as refered to in Vizconde, 2006), the status
and utilization of English in the Philippines are recorded as pursues: English as a
social descriptor; In spite of the bilingual training in Filipino and English, all prizes
are collected because of English; The Filipino heads keep on clutching their
capacity genuinely through English; It is from the English – capable financial and
political first class that the pioneers of the nation are well on the way to rise.
However, According to Diron et al,. (2014) obvious factors, for example,
overlooking exercises and language learning turn into an obstruction in
accomplishing scholastic skill. In a customary classroom setup, exercises
conveyed such that it is more on memory practice. In this way, mental aides can
be a useful apparatus in advancing memory maintenance of students. Besides,
mental helpers opens one's fearlessness in realizing which fortifies their recovery
of data. Also, in the investigation of Diron, Reuyan, and Eslit (2014), their
discoveries uncovered that understudies with Mnemonic Instruction outperformed
understudies presented to Traditional Learning Strategy. The paper turned out to
be charming managing as they can improve their subjective capacity by making
their own memory helper joins.

Previous Studies in Mnemonics

In the reviews, Keyword method is one of the mentioned mnemonic
technique which was also said to be a better among deliberate vocabulary
learning strategy and had been the most used and deeply explored foreign
language vocabulary teaching methods (Pressley, Levin &Delanen, 1982,
Rodriguez & Sadoski, 2002: Sofa, 2013). From an end most test score of 88%
gained by experimental group compared to control group which gained an end
most test score28%, keyword method was found to be a beneficial vocabulary
instruction as stated in the study conducted by Raugh and Atkinson (1975). Also,
children who are not exposed in keyword method are over powered by those
children who are exposed to the said method when it comes in remembering
words (Pressley, et al., 1981).
In the mnemonic picture state wherein the vocabulary words, keywords, and its
definitions is present was found to be an effective mnemonic program in terms of
expounding the vocabulary of students with learning disabilities as reviewed in
the study done by Bryant, et al, (2003). On the other hand, retention and transfer
of words as well was found out be improved with the use of keyword mnemonic
technique not solely vocabulary itself (Brayant et al, 2003).
Teaching words with its meaning alone is not enough, thus: As suggested
in a study by Siringanjanvong (2013) other methods of teaching vocabulary
bounded with other mnemonics might be used by facilitators to avoid the
vanishing of information. In the study of Siringanjanaving (2013) in Thai learners
who are exposed in the mention strategy, only shows that mnemonic instruction
is effective in teaching low frequency words as it shaping learner's performance
and memory.
Students may like the process of learning with the help of mnemonic
strategy that was proved in the results of Chan’s (2009) study which shows that
respondent who used mnemonic technique helps them to learn more compared
to the conventional technique. In addition, high vocabulary of teachers is
essential because helps the success of students to have a high vocabulary as
well. Putting images in a sentence can be enjoyed by the students that lead them
to create a photograph in their mind that seems to be the most effective way of
associating words.
Lastly, as asserted by Sofa (2013), using visual and verbal mental imagery
to connect a word to be remembered to some already known knowledge are
involved in Mnemonic techniques.
Brief Synthesis
This section shows that programs for vocabulary was insufficient (Richard;
Handaya, 2002; Hedge, 2008; Amiryousefi, 2011). However as cited by Butler et
al. (2010) Vocabulary is significant specifically, in reading comprehension.
Inclined with that, as defined by Peterson’s Master TOEFLVocabulary (2006),
through mnemonic technique can be a helpful tool for student especially to those
who are having a hard time in remembering words.
Also, this depicts the definitions and classifications of mnemonic devices
and vocabulary. In order to use such methods effectively, it helps to have a basic
understanding of how your own memories work so that we can choose the right
technique that will eventually help us in learning. The versatility of these devices
has something in common-- a number scheme, travel route, verbal, poem, image
or acronym--that is easily connected to the target memory to be remembered.
 CHAPTER III

METHODOLOGY

This section shows the research design, sampling method, participants,

instruments, data gathering procedure and analysis of data as well.

Research Design

This study applied the Quasi-experimental mixed method research, using

pre-test post-test control group design for quantitative and descriptive for
qualitative. The mentioned mixed method research depicts how single study will
be examining in the same underlying phenomenology gathering, analyzing and
interpreting all data. (Onwuegbuzie,A. 2008).
The researchers used the embedded or nested design involved in the
types of mixed method mentioned above. According to Clark 2013 et at, it is a
design where in one methodology (e.g., qualitative) is with one another
framework of (e.g., qualitative). Embedding qualitative method within a qualitative
descriptive framework (e.g., Christ & Maharani, 2009) or embedding qualitative
methods within a lengthy framework (e.g., turner-cobb et al.2020) are included in
possible variation of embedded design (Clark et al., 2013). In this study, the first
phase is quantitative by administering a test to the both groups ad after knowing
the results the researchers chose who will be the participants and that when the
intervention was implemented, after the implementation same test was
distributed again. Right after distribution of tests the qualitative phase happened
wherein researchers had an 0ne-on-one interview with the participants with the
 use of unstructured interview exploring the experiences and perceptions of
respondents that disclosed to broaden the understanding the quantitative
outcome.

Sampling and Participants

In selecting respondents, simple random sampling was used. According to

Adwok (2015), it is a type of probability sampling in which the units composing a
population are assigned numbers. A set of random numbers is then generated,
and the units having those numbers are included in the sample and in this
conduced study respondents where chosen randomly by giving them the test
without any conditions followed.
For the second phase, the researchers employed the purposive sampling
wherein participants were chosen by the judgment of the researchers inclined
with the purpose of the study. The said sampling is more accessible, less costly,
and more convenient (Showkat, 2017); the approximately 30 students from two
sections that served as the experimental group and control group were selected
based on the requirements or conditions below:
•English subject schedule
•Population in classroom
•Outcomes from the quantitative part (tests)
Instrumentation
Researchers used an instrument in this study to measure the vocabulary
knowledge of the selected sample. The “14000 vocabulary size” is a 140
multiple choice items, 2000-word family level per 10 items. Its goal is to measure
both primary & secondary language learners vocabulary size in universal language
(Nation, 2012). In its own category when it comes in
Level 1000 word lists Learning procedure
High frequency 1000-2000 Reading graded readers
deliberate teaching &
research
Mid-frequency 3000-9000 Reading mid-frequency
readers deliberate learning
Low- frequency 10,000 Side range specialized study
of a subject area
Table 1.Vocabulary frequency

Validity

The Vocabulary test is considered as valid because it sought to see if it

distinguishes among different levels of language proficiency. Also, the test came
from the study of Nation & Laufer (1999) about Levels of Vocabulary.
The made mnemonics considered the criteria of Sewell’s basic component of
‘vocabutoon’.
“Determine the meaning of words and phrases as they used in the text,
including figurative and connotative meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language evokes a
sense of time and plcae; how it sets a formal or informal toone.” (9-10. RL.4;
Common Core State Standards, 2010).”

“The toning should meet the standards of Language such as: “Determine
or clarify the meaning of unknown and multiple meaning words and phrases
based on grades 9-10 reading and content, choosing flexibly from a range of
strategies.”
(Source: Common Core State Standards for English Language Arts & Literacy in History/ Social Studies, Science, and
Technical Subjects)

The own made mnemonic cartoon was validated by five professionals: Mr.
Reinjul Consulado and Ms.SisaSamudio, the mentioned 2 English teachers who
worked where the study was conducted are those who checked the construction
of sentence and its grammar. While the cartoon itself was validated by 3 visual
artists: Mr. Khenz Ralph Aleligay, Ms. Dianne Grace laurian and Mr. Carl Ryan
Icaro.
Data Gathering Procedure

The tests were analyzed to see whose participants is suitable for the
program by computing the entire score to get the mean score of each group, as
the researchers knew whose group will be the experimental. The intervention
program was implemented which is the mnemonic cartoon; the instrument for
intervention program were evaluated by five professionals (3 Visual artist for the
drawn images and 2 English Teachers for the construction of sentences per
image). After the one session in implementing the intervention with the
experimental group. Researchers gave a same vocabulary test wherein both
posttest scores were compared to each other to see if mnemonic cartoon affects
learner’s vocabulary. As the quantitative data were gathered, researchers
conducted an interview for those participants whose scores form pretest and
posttest were significantly increased.
A face-to-face interview was done to the purposively sampled participants
whereas they should answer concisely the questions asked by the researcher.
The data collected from interviews was transcribed and analyzed.
Data Analysis

For Quantitative:
To know pretest, mean source of exposed and non-exposed group, to get
the mean researchers will be using the formula below:
Where:

X: Summation of scores

N: Total number of students

To see the significance difference between pre-test and post-test mean

scores of non-exposed group, researchers used T-Test for independents samples
wherein same respondents are tested more than once. If the significance (2-
tailed value) is less than or equal to 0.05, therefore difference between means is
statistically significant. Inversely, if the significance (2-tailed value) is greater than
0.05, therefore difference between means is statistically not significant.

For Qualitative:

To analyze data, the garnered interview from the respondents, thematic

analysis was used in this paper wherein the goal of a thematic analysis is to
identify themes, i.e. patterns in the data that are essential and use the themes to
address the research. The said analysis is more than simply summarizing the
information; a good thematic analysis interprets and makes sense of it. A
common pitfall is to use the main interview questions as the themes (Clarke &
Braun, 2013). In this conducted one-on-one interview researchers had a
conversation.
 CHAPTER IV

RESULTS AND DISCUSSION

This part of the paper shows the outcome of the study in three segments.
Pre-test scores of both groups would be the first. Second, the analysis of post-
test scores of experimental group and control group. Lastly, the interpretation of
the qualitative data from the respondents included in exposed group.

In this study, the researchers distributed a 30-item multiple choice

questionnaire in knowing the pre-test mean scores of experimental group and
control group. Descriptive Statistical analysis was used to in recognizing
frequencies and percentages that answers all questions in the given
questionnaire. The statistical significance difference among chosen variables was
distinguished using the Statistical Package for the Social Sciences. The
significance level was set at 0.05
 Research Question 1

What are the pre-test mean and posttest mean scores of Experimental
group Control group?

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
30 2 19 11.70 3.941
Pretest_expe
30 5 18 12.37 3.306
Pretest_cont
30 13 23 17.80 3.326
Posttest_expe
30 4 21 15.07 4.283
Posttest_cont
Valid N (listwise) 30

Table 2. Pretest and Posttest of both groups

Table 2,shows the computed pretest mean scores of both groups. The
outcomes displayed that groups gained a different pretest mean score of 11.70
for the Experimental and 12.37 for Control wherein it is interpreted as "high
 frequency" according in the Vocabulary Level (Nation, I.S.P. &Beglar, D,
2007)sd=3.326 for experimental and sd=4.203 for control.
As data shows, the researchers affirm that vocabulary was given little
priority which is also stated by French (1983) as cited in Amiryuosefi (2011),
there are three major reasons why vocabulary was disregarded in the past
decades.
First, grammar should be emphasized compared to vocabulary as it felt by
those teacher’s perception involved; second, there is a possibility that leaners
would commit mistake, lastly, word meanings cannot be taught in classroom but
can only gained by experiences as cited said by the teacher’s advisers that only
proves the statement from the Book Teaching Vocabulary (2013) without
sufficient vocabulary, students might not understand information clearly.
Furthermore, the alloted time in teaching vicabulary is aldo one of the
factor that pre-empt students to have a low frequency vicabuñary in pretest.
As one of the facilitator disclosed that teaching vocabulary merely happens when
it is engaged in comprehension and the curriculum only suggests that English
language shoulf be more on literature ad followed by the faciliatators
On the other hand, the study of Clement (1982) concluded the errors in
mathematics were caused by “student’s misconception” in mathematical
statements. These misunderstanding lead to their difficulties in problem solving.

Research Question 2

Is there a significant relationship between errors of students and their

achievement in problem solving?

Ho. There is no significant difference between the post-test mean scores of

experimental and control group.

Paired Samples Test

mean t df Sig. (2-tailed)

Pair 1 PRETESTexp – - .000
POSTTESTexp -3.762 4.438 20

Table 3.Posttest mean scores of experimental group

Table 3, shows the computed post-test mean scores of both group in

Mnemonic Cartoon. The outcome displays that exposed in the intervention
exceeded the non-exposed group which gained a posttest mean score of 17.80
wherein considered as a "high frequency", under in the interpretation of
Vocabulary level (Nation, I.S.P. &Beglar, D, 2007); sd= 3,326 and.On the other
hand, non-exposed group gained a posttest mean score of 15.07; sd=4,223 and
standard error mean of .787. Apparently, even though control group's mean score
shows that it was slightly improved, it is still under " " under Vocabulary level (as
cited in Nation, 2012)
The outcome merely shows that visual mnemonics had effectively
increased the vocabulary of the participants in experimental group. This only
strengthens the statement of Chan (2009) that states, students may like the
process of learning with the help of mnemonic strategy that was proved in the
results of study which shows that respondent who used mnemonic technique
helps them to learn more compared to the conventional technique. In addition,
high vocabulary of teachers is essential because helps the success of students
to have a high vocabulary as well. Putting images in a sentence can be enjoyed
by the students that leads them to create a photograph in their mind that seems
to be the most effective way of associating words. In addition, the study of
Siringanjanaving (2013) in Thai learners who are exposed in the mention
strategy, shows that mnemonic instruction is effective in teaching low frequency
words as it shaping learner's performance and memory. In the mnemonic picture
state wherein the vocabulary words, keywords, and its definitions is present was
found to be an effective mnemonic program in terms of expounding the
vocabulary of students with learning disabilities as reviewed in the study done by
Bryant, et al, (2003). On the other hand, re1tention and transfer of words as well
 was found out be improved with the use of keyword mnemonic technique not
solely vocabulary itself (Bryant et al, 2003).

Research Question 3

Is there a significant difference between pretest and posttest means score of the
control group?

Sig. (2-
Mean t df
tailed)
Pair 2 PRETESTctrl -
POSTESTctrl -2.571 -3.753 20 .001

Table 4. Pretest and Posttest mean sores of Control group

The fourth table shows the outcome of pretets and posttest meanscores of
contorl group wherein it strengthens the statement of Krashen (2009), in
 mastering the second language; lavish vocabulary is significant, also as believed
by the second langauge learners they normally report that lack of vocabulary is a
major problem. Moreover, english language teaching and learning reoccur theme
was often little given priority in language programs and it has been neglected of
vocabulary (Richards; Handaya, 2008, Hedge, 2008; Amiryousefi 2011).

In additionm another factor affects the scores of the control group is

the stratedy used by the facilitator. The 3o words were commnded to be
elled by the students and look for its definitions and it just ended with that.

Research Question 4

Is there a significant difference posttest scores experimental and

control group?

Independent Samples Test

t-test for Equality of Means

Sig. (2- Mean Std. Error

tailed) Difference Difference
Posttes Equal variances .008 2.733 .990
t assumed
Equal variances not .008 2.733 .990
assumed

Independent Samples Test

t-test for Equality of Means

95% Confidence Interval of the
Difference

Lower Upper
Posttest Equal variances .752 4.715
assumed
Equal variances .749 4.718
not assumed
 Table 5.Posttest scores experimental and control group
The table 5 shows the outcome of paired sample test given by the
posttest mean scores of both groups which confirms the effectiveness of
Visual Mnemonics (mnemonic cartoon intervention program) in the
vocabulary of students.
The results shown above only proved that mnemonic if a helpful in
enhancing one’s vocabulary which in also stated by Peterson’s Master
TOEFL Vocabulary (2006), easily confuse words can be eased with the
help mnemonics are learning strategies that arrange dissimilar information
by associating them to other words, situations, or names so one can
remember it easily and correlate with the statement of Benge and Robbins
(2009), that there is a strong connection between vocabulary learning and
scrutinizing understanding and most agree that the greater one’s base
vocabulary, the better one’s ability to acknowledge content. Furthermore ,
in the mnemonic picture state wherein the vocabulary words, keywords,
 and its definitions is present was found to be an effective mnemonic
program in terms of expounding the vocabulary of students with learning
disabilities as reviewed in the study done by Bryant, et al,(2003). On the
other hand, retention and transfer of words as well was found out be
improved with the use of keyword mnemonic technique not solely
vocabulary itself (Bryant et al,2003).

Research Question 5

How mnemonic cartoon does affect the vocabulary of students?

QUOTE
CODES CATEGORY
Kung baga para sa ’kin mas
maiintindihan natin syang mas malalim Benefits
pa kung ano ba talagay ung ibig
sahibin ng isang bagay or whatever na
word. Deepen the
Mas madalipo naming naiintinidhan understanding
yung ibig sabihin ng isang word tapos
meron pong sounds like ganon kaya po
mas madaling natindihan.
Ah mas pinapagana nya yung utak
Allow mind to
kong maayos ganon
function well
napapagananyayungutakkonapapaintid Allows the
i kung anotalagayungibigsabihinng mind to
visual nayon. understand
Nakakatulong po sya sa kin kasi poy
ung kanina nyo pong pinasagutan
samin na visual tapos po ano mas
madali ko po syang nasagutan kasi
may ano nga po may mga picture
ganon.
Helps them to
be at ease
Mas napadali yung pag-unawa namin
sa picture kasi nga ano kasi may
definition tsaka may clue.

Pinapaliwanagan naman po sya at

meron naman po ding mga words na
naiintidihan mo yung visual po.
Mild ganon mild kasi medjo
Difficult in
nahihirapan ako mag-analyze ng
terms of
picture lalo na kapag walang word
analyzing
ganon.
Mild lang kasi hindi ako marunong kasi
hindi ko sya maintindihan kapag picture
Explanation is
lang pero kapag na explain na man sya Perception about
necessary
naiintindihan ko naman. the aid

Lack of
Medyonahirapankasi may logic,
Knowledge
kelanganmotalagangalamibigsabihin
nun.
Mag basang English books, dictionary Exposing to Strategy
or manoodng English movies. activities
containing
Magbasangmga English books,
dictionary ganon. Dictionary or
encyclopedia
English

For example, is yung mga bata pwede language

silang manoood ng English or yung

kantana English.

Table 6, Responses of the participants (experimental)

To answer the research question number three (3) that will validate
the outcomes from the quantitative questions. The visual
mnemonics that are used by the researchers have different implication
with the participant. For the table above, there are three categories
present: the benefits, perception about the aid and strategy. For the
category of benefits, these are the perks that the researchers can
get from using visual mnemonics. Under this category there are
codes that were labeled as: deepening the understanding, allows
mind to function well, allows the mind to understand, and helps them to be at
ease.
For the code of deepening the understanding, according to the
participant, visual mnemonics helps them to thoroughly understand what
is te real meaning of a word more than what is the participant perceived it.
For the code of allowing mind to understand, it just made their brains
function while analyzing visual mnemonics. For visual mnemonics is not a
common thing they are using for learning English vocabulary. Meanwhile,
the code of allowing the mind to understand, it requires them to know
more about it. Lastly, the aid utilized helped them to be at eased due to
the retention f the information. The test since they said, they can easily
recall the meaning of the words since it was presented with the mnemonic
cartoon.
The second category present in the table is perception about the
aid. It is about the understanding of the participants and how the
perceived the tool. There are two codes under this category. First is
difficult in terms of analyzing, and second is explanation is necessary.
For the code of difficulty in analyzing, some participants have a
hard time analyzing images. That’s why, this participant do not fully
maximized what the mnemonic cartoon offers. Under the second code is
explanation is necessary. Participant said, that the mnemonic cartoon
itself was hard to understand or to extract the real meaning out of that
cartoon, but, if you further explain and reiterate to them what is the
cartoon for, the participant has lack with knowledge about some words,
they said that it is tough for them to know it due to its complication, aside
from that, for them some words requires logic.
For the last category it is named as strategy. These are the ways
the participant sought to do for expanding their English vocabulary. There
are different ways to gain English vocabulary it may vary how the student
learns.
Under this is the code labeled as exposing to activities containing
English language. There are existing ways to furtherance the student’s
vocabulary such as using dictionary, watching English movies and etc.
Alongside with mnemonic, these may help as your brains gets practiced
with how the actors converse, and passage go through along.
CHAPTER V

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

The fifth segment of this paper contains the summary of the conducted
study, conclusions which came from the results and Recommendations given by
the researchers.

Summary
This study was done with the aim of knowing the perceptions of selected
section of an Integrated High School located at Dasmarinas about visual
mnemonics and how it will be effective to their vocabulary. The researchers
employed a pre-test post-test design wherein participants were chosen randomly
and in the latter was selected purposively. Vocabulary test and formulated
Interview questions were used in garnering the data needed. In the latter partr of
this study, visual mnemonics had found to be an effective one in enhancing one’s
vocabulary.

Conclusions

1. The outcome of this study merely shows that the chosen school was
sometimes includes the vocabulary teaching in their class. With the help of
pretest score of both groups, first statement was proved. Nonetheless, with
the visual mnemonics was proven as a helpful tool to in expanding one’s
vocabulary.
2. Because of the findings, researchers conclude that Visual mnemonic was an
effective one when it comes in enhancing the vocabulary of the experimental
group.
3. With the results of the experimental group from pretest score and posttest
score the researchers approved that there is a significant difference.
4. Visual mnemonics overpowered the teacher’s strategy in teaching vocabulary
as shown by the gathered data.

Recommendations
From the outcome and conclusions made, the researchers recommend:

1. Language teachers may utilize mnemonic as part of their teaching strategies.

Different types of mnemonic may be an option since there are different
learning styles a student is using for learning.
2. Students may use visual mnemonic for fun field learning, and when in-need
in retaining a certain information especially in if the student is visual learner.
3. This study recommends to the future researchers to have an in-depth study
regarding the topic to discover more about the benefits of mnemonic, that
may also lead to discovering more strategies in learning vocabulary.
4. For visual learners, explore the benefits of visual mnemonics as it plays a
vital role for comprehending and retaining new registered information.
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APPENDIX

App
endix A: Letter to the Coordinators
 Appe
ndix B: Evaluations of Mnemonic Cartoon
Appendix C: Example of Mnemonic Cartoon
Appendix D: T Critical Value Table
Appendix C: Paired Samples Test

Paired Samples Test

t df Sig. (2-tailed)
Pair 1 PRETESTexp - POSTTESTexp -4.438 20 .000

Pair 2 PRETESTctrl - POSTESTctrl -3.753 20 .001

Appendix E: Independent Samples Test

Independent Samples Test

t-test for Equality of Means

Mean Std. Error

Sig. (2-tailed) Difference Difference
Posttest Equal variances assumed .008 2.733 .990

Equal variances not .008 2.733 .990

assumed

Independent Samples Test

t-test for Equality of Means

Mean Std. Error

Sig. (2-tailed) Difference Difference
Posttest Equal variances assumed .008 2.733 .990

Equal variances not .008 2.733 .990

assumed
Appendix F: Curriculum Vitae

Name: Clara Red Frias

Age: 19 years old
Birth Date: 30 October 1999
Contact Number: 09675913360
Address: Blk L-18 ext. lot Brgy. Emmanuel- I, Dasmarinas City, Cavite
Name of Parents/Guardian: Conchita Frias
E-mail Address: Msclararedfrias@gmail.com

Name: Jose Mari Israita

Age: 18 Birth
Date: July 13, 2000 Contact
Number: 09309299718
Address: Blk 17 Lot 4 CHRV Dasmariñas, Cavite
Name of Parents/Guardian: Marifi Israita
E-mail Address: Joshisraita@gmail.com

Name: Nicholas John Carrasco

Age:
Birth Date: August 23, 2000
Contact Number: 09456172011
Address: Bl 2 lt9 moscow st. corner madrid st. pallas athena executive village anabu II-c
imus, cavite
Name of Parents/Guardian:Florentino Carrasvo
E-mail Address: nicho.carrasco23@gmail.com

Name: Richie Rev F. Domingo

Age: 19 years old
Birth Date: December 30, 1999
Contact Number: 09957334548 Address: Blk19 L3 Brgy. San Dionisio, Dasmariñas of
city, Cavite
Name of Parents/Guardian: Edna Domingo, rustico
E-mail Address: John.gopez11@gmail.com

Name: Archen T. Bernabe

Age: 17
Birth Date: June 08,2001
Contact Number: 09266058663
Address: Blk 8 Lot 10 Phs 1 Brgy. Burol 2
Name of Parents/Guardian: Charito T. Bernabe
E-mail Address:bernabearchen@gmail.com

Appendix _: Transciption of interview

Participant 1

Interviewer: Hi! What’s your name?

Interviewee: Precious Villalobos po

Interviewee: Speaking Ms. Villalobos may tanong lang po ako. What are the benefits of

Visual Mnemonics in you understanding? Tatagalugin natin, Ano yung mga benepisyo

ng “ Visual Mnemonics sayong pag initindi?

Interviewee: Kung baga para sakin mas maiintindihan natin sya ng mas malalim pa

kung ano ba talaga yung ibig sahibin ng isang bagay or whatever na word.

Interviewer: Tama nga po so ikaw How strong your visual skills to the meaning of the

picture? Ikaw gaano katatatas yung pag analyze mo sa isang picture para maintindihan

mo ang ibig sabihin nito?

Interviewee: Ah for me mild ganon mild kasi medjo nahihirapan ako mag analyze ng

picture lalo na kapag walang ano word ganon

Interviewer: Ah ok Thank you so much so if you were new to Mnemonics will it be

difficult for you to grasp its benefits? Diba syempre bago tayo sa Mnemonics at lahat

lahat diba bago ka sa Mnemonics right? Bago tayo sa Mnemonics at paraan nito

nahihirapan kaba sa pag intindi ng mga benepisyo nito?

Interviewee: Hindi naman kasi para sakin mas naiintindihan ko sya kapag nababasa ko

or nakikita ko sya.

Interviewer: Ok so for the 4th question How do you think Visual Mnemonics helps you?

Satingin mo paano nakatutulong sayo ang Visual Mnemonics?

Interviewee: Ah mas pinapagana nya yung utak ko ng maayos ganon.

Interviewee:Ok, so ikaw Miss ano sa tingin mo ang paraan para mapalawak ang

vocabulary ng isang estudyante?

Interviewee: Mag basa ng English books,dictionary or manood ng English movies.

Interviewer: Thank you so much Again speaking Miss. Villalobos P (Miss. Umoso)

Participant II

Interviewer: Hi! what’s your name?

Interviewee: Hi My name is Corina Jean Umoso

Interviewer: Hi Miss Umoso, so I have questions lang for you 5 questions so 1st

question will be What are the benefits of Visual Mnemonics in your understanding? Ang

tanong ano ang benepisyo sayo ng Visual Mnemonics sa pag intindi mo?

Interviewee: Para sakin mabilis kong nalalaman yung isang bagay o yung picture na

yon lalo na kapag yung ibig sabihin ng picture nayon.

Interviewer: Ah ok so pangalawa How strong your skills to know the meaning of the

picture? Ikaw gaano katatasmag analayze ng picture para malaman mo ang ibig sabihin

nito?

Interviewee: Mild lang kasi hindi ako marunong kasi hindi ko sya maintindihankapag

picture lang pero kapag na explain naman sya naiintindihan ko naman.

Interviewer: Ah ok so diba bago ka lang naman sa mnemonics nahihirapan kabang

intindihin ang benepisyo nito?

Interviewee: Oo, kasi hindi ko naman … hindi ko sya mashado alam lalo na kapag ano

yun.

Interviewer: Hmmm.. so 4th How do you think visual mnemonics helps you? Satingin

mo paano nakatutulong ag visual mnemonic sayo?

Interviewee: ano napapaisip nya yung… napapagana nya yung utak ko napapaintidi

kung ano talaga yung ibig sabihin ng visual nayon.

Interviewer: Hmmm so last what other strategy do you think will help you to expound

one’s vocabulary ? or ikaw ano ba yung ibang paraan para mapalawak ang vocabulary

or words or wording ng isang bata?

Interviewee: for me ano…. Magbasa ng mga English books, dictionary ganon. Nicho:

thank you so much again miss Umoso

Participant III

Interviewer: Hi! What’s your name?

Interviewee: Patricia May Tanguilig po

Interviewer: speaking miss tanguilig hi may question lang ako what are the benefits of

visual mnemonics in your understanding? Ikaw ano yung mga benefits ng visual

mnemonics sayong pag intinfi?

Interviewee: hmm ano po nakakatulong po sya sakin kasi po yung kanina nyo pong

pinasagutan samin na visual tapos po ano mas madali kop o syang nasagutan kasi may

ano nga po may mga picture ganon. Nicho: so how strong your visual skills to know the

meaning of the picture? Ikaw gaano ba kagaling mag analyze ng isang picture ara
maintindihan ang ibig sabihin nito? Corina: mas madali po mas naiintindihan kopo sya

kasi po ano… ano may words na nakalagay dun pero pag wala po hindi kopo sya

kayang maintindihan Nicho: so kono-consider mo na mild ka lang sa pag analyze ng

picture kapag walang words? Patricia: yes po Nicho: thank you so much so if you were

new to mnemonics will it be difficult for you to grasp its benefits? Halimbawa ikaw bago

ka pa lang naman diba sa mnemonics at naintroduce sayo… Ahm naging mahirap ba

sayo ang pag intindi ng mga benepisyo nito? Patrcia: hindi po kasi ano p ohm.. ano

pinapaliwanag naman po sya at meron naman po ding mga words na naiintidihan mo

yung visual po. Nicho; ah ok so how do you think visual mnemonic helps you? Sa tingin

mo paanong paraan nakatutulong sayo ang visual mnemonics? Patricia: napapagana

nya [po yung utak ko kasi nga po diba bago lang sya sa pandinig ko taposayun po

tapos mas organize. Nicho: so what other strategy do you think will help other student to

expound one’s vocabulary oh ikaw ano sa tingin mo ang mga paraan para mapalawak

ang vocabulary ng isang bata? Patricia: ano po pag aralan po yungmga hindi pa alm na

words o kaya po pwede ka manood ng sa youtube po Nicho: ok thank you so much

miss tanguilig

Clara

RP (Ms Carmona) Nicho: hi good evening what’s your name? Brielle: Brielle Jean

Carmona Nicho; ikaw si Miss Carmona I repeat this ms carmona speaking ahm 1st

question what are the benefits of visual mnemonics in you understanding? Tatagalugin

ko ano ang mga benepisyo ng vinsual mnemonics sayong pag intindi? Brielle: so for me

kasi pag may visual kasi so parang nareretain yun sa utak natin para maintindihan natin

ng mabilis. Nicho: thank you so much so pangalawa po how strong your visual skills to
know the meaning of the picture? Or gaano katatas yung pag analyze mo sa isang

picure para maintindihan mo ang ibig sabihin nito? Brielle: for me strong sya kasi pag

picturekasi pag halimbawa pag creative yung mind mo mas mabilis mo syang

maintindihan. Nicho: Thank you so much pangatlo if you were new to mnemonics will it

be difficylt for you to grasp its benefits? Syempre diba bago tayo sa mnemonics

nahhirapan k aba sa mag initindi ng prpose nito sa mga benepisyong dala nito?

Brielle:for me no kasi diba nga yung memory ko kasi parang creative sya mag analyze

ning mga picture Nicho: ah ok so pang apat po how do you think mnemonics helps you?

Satingin mo pano nakakatulong ang mnemonics sayo? Brielle: ahm para sakin is mas

nappaparactice yung utak ko umintindi ng siang picture o mga analyze nito. Nicho: last

but not the least what other strategy that will help you tp expound one’s vocabulary? Sa

tingin moa no yung mga paraan para mapalawak yung vocabulary ng isang estudtynte

or ikaw mismo? Brielle: for example is yung mga bata pwede silang manoood ng

English or yung kanta na English. Nicho: thank you so much miss carmona RP (miss

begorio) Nicho: hi what’s your name? Mariel: Mariel Begorio Nicho:speaking at the

moment ms begorio so may questions lang po ako what are the benefits of visual

mnemonics in your understanding?sayo ano ang mga benepisyo ng visual mnemonics

sayong pag intinndi? Mariel:ito yung pag ulit ulit sa isipan ko o yung pag retain Nicho:so

pag retain?so natutulungan ba nito ang isipan mo? Mariel: opo lalo na pag paulit ulit nito

sakin sabihin or pakingan Nicho:so kahit nakikita mo naiintindihan mo rin ba yung

ibigsabihin non? Mariel: kapag nakikita ko kasi mashadong Malabo yung mata ko kapag

hindi ko nakikita yung words Nicho: ah ok so how strong your visual skill to know the

meaning of the picture? Iakw gaano ka kagaling mag analyze ng picture para
maintindihan mo ang ibig sabihin nito? Mariel: hindi ako mashadong marunong mag

analyze ng picture pero pag may words na kasi mas kaya ko syang intindihin Nicho: ah

ok thank you so much so ikaw if you were new to the mnemonics will it be difficult for

you to grasp its benefits?diba syempre bago tayong lahat sa mnemonics tama ako diba

nahihirapan ka bas a pag intindi ng mga benepisyo ng mga ito? Mariel: opo lalo nap o

pag hindi pa sinasabi samin o naituturo Nicho: so ikaw how do you think visual

mnemonics helps you?ikaw sa tingin mo pano nakatutulong ang visual mnemonics

sayo? Mariel: pag nag babasa ako ng books ko or dictionary Nicho: may nakikita kang

picture? Mariel: yes Nicho: pag nakakita ka ng picture sa movie last but not the least

what other strategy do you think will help you to expound one’s vocabulary? Satingin

moa no yung mga ibang paraan para mapalwak ang vocabulary ng isang tao,bata,or

ikaw mismo? Mariel: dictionary or encyclopedia Nicho: thank you so much speaking

miss begorio