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Dec 12, 2021
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Abstract
This study aimed to determine the level of vocabulary skills of Grade 9 students of Botolan National High. This was identified by using the DepEd E-class Record transmutation table and descriptive rating. The study which used descriptive analysis research was also utilized to know the level of vocabulary of 155 Grade 9 respondents of Botolan National High School SY 2019- 2020. Results and findings of the study led to the development of the supplementary instructional materials to enhance the level of vocabulary of Grade 9 students.
The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory. The level of vocabulary skills of the students before exposure to visual association was Fairly Satisfactory while the level of the vocabulary skills of the students after exposure to visual association was also Fairly Satisfactory.
There was significant relationship on the level of vocabulary skills of the students before and after exposure to context clue and visual association strategies. It is recommended therefore that appropriate supplementary instructional materials be devised and utilized in order to enhance the level of vocabulary skills of Grade 9 students.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Bellido, W. A., & Rico, F. M. (2021). Instructional Material Development for Vocabulary Enhancement of Grade 9 Students of Botolan National High School. International Journal of Multidisciplinary: Applied Business and Education Research, 2(12), 1416-1423. https://doi.org/10.11594/10.11594/ijmaber.02.12.15
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Akinleye, G.A. (2010). Enhancing the quality of life in this com-plicated but dynamic world. 25th Inaugural lecture, University of Ado-Ekiti, April 6.
Alavi, S. M. & Akbarian, I. (2012). The role of vocabulary size in predicting performance on TOEFL reading item types. System 40, 376 385. http://dx.doi.org/10.1016/j.system.2012.07.002
Alhammad, M. A. (2008). The Role of Extensive in L2 Vocabu-lary Acquisition: An Emperical Study on Saudi Female Students of The Department of English Doctoral disser-tation, Department of English at the College of Arts, King Saud University.
Barnett, M. A. (2008). Reading through context: How real and perceived strategy use affects L2 comprehension. The Modern Language Journal, 72, 150-162.
Bezci, E. Ö. (2008). An investigation of the cognitive reading strategy needs of the freshman students at Hacettepe University. Unpublished Master’s Thesis, Bilkent Uni-versity, Ankara.
Biemiller, A. (2016). Vocabulary development and instruction: A prerequisite for school learning. In D.K. Dickinson & S. B. Neuman (Eds.), Handbook of early literacy re-search. New York: Guilford Press.
Binaluyo, Syvel Ann M., “Student’s Attitudes Towards the Learning of English in Bayugo National High School”, Unpublished Master’s Thesis, Tomas Claudio Memorial College, March 2011.
Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Ad-olescent & Adult Literacy, 57(2), 528-537.
Cayubit, R. (2012). Vocabulary and reading comprehension as a measure of reading skills of Filipino children
Cromley, J. G. & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading com-prehension. Journal of Educational Psychology, 99, 311–325. doi: 10.1037/0022- 0663.99.2.311
Ebbers, S. M., Denton C. A.. (2008). A root awakening: Vocabu-lary instruction for older students with reading difficul-ties. Learning Disabilities Research & Practice. 23(2), 90- 102.
Fadeiye, J.O. (2005). A social studies textbook for colleges and universities. Ibadan: Akin-Johnson Press and Publish-ers.
Fresch, Mary Jo (Ed.). (2008). An essential history of current reading practices. Newark, DE: International Reading Association.
Guthrie JT, Klauda SL, Ho AN. Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly. 2013.
Hedrick, W. B., Harmon, J. M., Wood, K. (2008). Prominent con-tent vocabulary strategies and what secondary pre-service teachers think about them. Reading Psychology, 29: 443-470.
Howard, G. (2010). Multipleintelligences. http://www.howardgardner.com/MI/mi.html
Huckin, T., & Bloch, J. (2013). Strategies for inferring word-meanings in context: A cognitive model. In T. Huckin, M. Haynes & J. Coady, (Eds.). Second language reading and vocabulary learning. (pp. 153-176). Norwood, NJ: Ablex Publishing Corporation.
Ibeneme, O.T. (2000). Provision and utilization of instructional equipment for teachingand learning science and tech-nology. Issues in Educational Journal, 1, 139-144.
Ikerionwu, J.C. (2000). Importance of aids and resources in classroom teaching. In A.M.Oyeneyin (Ed.), Perspective of classroom teaching. Abuja: Martmonic Investment Ltd.
Isola, O.M. (2010). Effect of standardized and improvised in-structional materials on students academic Achieve-ment in secondary school physics. Unpublished M. Ed. project, University of Ibadan, Ibadan.
Jekayinfa, A.A. (2012). Fundamentals of instructional methods. Ilorin, Kwara State, Olives Production Ltd.
Joshi, R. (2005). Vocabulary: A critical component of compre-hension. Reading and Writing Quarterly, 21, 209-219.
Kochhar, S. K. (2012). The teaching of social studies. New Delhi, India. Sterling Publishers Private Limied.
Marzano, R. (2008). Building background knowledge for aca-demic achievement. Retrieved from the Association for Supervision and Curriculum Development.
Mukoroli, Joseph, "Effective Vocabulary Teaching Strategies For The English For Academic Purposes Esl Classroom" (2011). MA TESOL Collection. 501.
https://digitalcollections.sit.edu/ipp_collection/501
Nakata, T. (2006a) English vocabulary learning based on the reactivation theory of spacing effects. Language and In-formation Sciences, 4: 229-242
Nation, I. S. P. (2011). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Nelson, R.J. & Stage, S.A. (2007). Fostering the development of vocabulary knowledge and reading comprehension through contextually-based multiple meaning vocab-ulary instruction. Education and treatment of chil-dren, 30(1), 1-22.
Olumorin, C. O., Yusuf, A., Ajidagba, U. A., & Jekayinfa, A. A. (2010). Development of Instructional materials from local resources for art-based courses. Asian Journal of Information Technology, 9(2), 107-110. http://dx.doi.org/10.3923/ajit.2010.107.110
Oso, L. (2011). Need for improvisation in classroom teaching. The Punch, June 20.
Shanklin, N. (2007). What’s this new emphasis on vocabulary all about? Voices from the Middle, 15(1), 52-53.
Skinner, B. F. (1938). The Behaviour of organisms: An experi-mental analysis. New York: Appleton-Century.
Taboada, A., Rutherford, V. (2011). Developing reading com-prehension academic vocabulary for English lan-guage learners through science content: A formative experiment. Reading Psychology, 32: 113-157.
European Journal of Research and Reflection in Educational Sciences Vol. 2 No. 4, 2014 ISSN 2056-5852
Progressive Academic Publishing, UK Page 32 www.idpublications.org
Walsh, B. (2008). Quantity quality, children’s characteristics, and vocabulary learning. Childhood Education, 84(3), 163-166.
Wa-Mbaleka, S. (2014). Teaching English to speakers of other languages: The case of the Philippines. International Journal of Academic Research in Progressive Educa-tion and Development, 3(2), 64-78.
Zimmer, Markus B., Overview of Specialized Courts (January 9, 2017). International Journal for Court Administra-tion, Vol. 2, No. 1, 2009. Available at SSRN: https://ssrn.com/abstract=2896064