Republic of the PhilippinesDepartment of Education

Region IV – A CALABARZONDivision of Laguna

District of Santa CruzSANTISIMA CRUZ ELEMENTARY SCHOOL

Santa Cruz

ACTION RESEARCH PROPOSAL

Action Research of : ROSALINDA A. TIU

Teacher III

For School Year : 2012 – 2013

Title : Enhancing Vocabulary through Contextual Clues of

Grade V- Saturn Pupills of Santisima Cruz

Elementary School

Noted: MELINDA O. LANSANGAN

Principal III

Approved : GODOFREDO C. MERCADO ________2012

Area Supervisor

Approved : RODERICA R. CAMACHO ______ 2012

EPS – 1 Research

I. SITUATION

Reading can be one of the most rewarding pre-occupations of man expanding his

horizon and making it possible for him to partake of his accumulated experiences and

achievements through the ages ( Villamin , 1995 )

For a child – learner , reading is the basic tool for learning in all subjects; a skill

that helps him to understand not only the literal and visual presentation of the teacher’s

daily lesson but also the words and ideas conveyed in any reading materials. With the

child’s enriched vocabulary in his schema, he is able to correlate them to the newly – acquired knowledge from worthwhile reading materials; remarkably, he learns and performs well in the academics. On the contrary, his deficient or limited vocabulary since early school years may

deprive himself of the good opportunity to comprehend completely and interpret the

daily lessons in all subjects, unable to grasp the message of the texts and of other

reading materials. Consequently, he may not grow mentally nor even relate to his

daily lessons. Because of these ,he may receive poor academic performance or fail

in the academics. Likewise, he or she may lose the enthusiasm to study.

Prominently, the intermediates could hardly relate in English subject or in other

subjects that require English as the medium of communication .They don’t engage

more time in reading activities neither on needed research and the like. When given text book reading ,they can recognize commonly-used words and symbols but unable

to explain the message or ideas embodied therein. In June 2012 enrolment ,that was upon submission of the report cards, the

researcher found that 65% of the Grade V-Saturn pupils got low final grades in

English ,Math and Science. When interviewed, their previous teachers confirmed of

their poor reading comprehension, lack of participation and poor study habit. They

showed rare involvement in oral discussions and activities . They were unable to

express ideas even in simple sentences .

The 2011 -2012 Phil IRI post test results showed that out of 4i pupils ,five of them

were independent readers , 26 instructional and 20 frustration ones in the oral test..When analyzed , it means that 63% need reading assistance while 49% show very

minimal reading comprehension at all . This reading deficiency can be traced back to

lack of understanding the details of the texts contents, lack the ability to interpret their

embodied message hence they were unable to answer the comprehension check –

up provided thereafter .

Another cause is poor study habit resulting to lack of vocabulary , Since their

parents were occupied to working hard for their family’s living, those pupils , had

missed reading practices that their parents should have had provided to them .

II. PROBLEM

How can the teacher-researcher enhance the vocabulary skill of the Grade V-

Saturn pupils through contextual clues?

Sub-Problems 1. Inadequate or limited vocabulary

2. Unable to define words in the reading materials that were not common to them.

3. Unable to explain and interpret ideas in the teacher’s daily lessons and in

reading materials.

Causes 1. Lack of reading practices and participation in classroom oral activities.

2. Lack of knowledge on using guide books, reference books, or texts that

give definition of words. 3. Lack of effective way of interpreting the relationship of words to

phrases in order to comprehend or explain the entire ideas in the

reading materials or in the teacher’s daily lessons in English

III. GENERATION OF ALTERNATIVE SOLUTION 1. Inadequate or limited vocabulary can be sufficed by: a. providing word for the day to be defined and used in a sentence.

b. unlocking of difficulties in reading selections.

c. using antonyms and synonyms in oral and written communication

d. active participation in dialogue , skits, dramatization, discussions and

other oral performing activities.

e. undertaking oral and silent reading, individually or by group during

English class or in free time. 2. Knowledge on using guide books, references, encyclopedia, dictionary,

thesaurus and the like may enable them to acquire plentiful vocabularies that

may later become common to them as they encounter them in the teacher’s

daily lessons and from reading materials 3. With adequate vocabularies attained from varied activities (number 1) the

target pupils would profoundly be familiar to those words more when they

use references or guide books such as dictionary or thesaurus (number 2) in

terms of descriptions, classifications and definition. Their efforts would reward

them the ability to interpret the relationship of word or to phrases or even

grasp the entire idea of the given sentences through contextual clues.

Consequently, a reader can get or guess the meaning of a familiar or

unfamiliar words with the help of several clues. These clues may be a word or

group of words in the sentence or in the surrounding sentences.

Contextual clues consist of 2 types:

a. Definition clue gives a statement explaining or describing.

Ex The castle was surrounded by a moat, which is a water canal to

keep enemies away. b. Appositive clue is a word or phrase that indentifies or explains further the word it follows. Commas and sometimes dashes set off the

appositive. Ex:A moat, a water canal to keep enemies away, was built

around a castle.

c. Another way of using contextual clues is though the presence of

synonyms and antonyms in a sentence.

Synonyms: After seeing the starving children in the slum area we all

felt compassion or pity for their sufferings.. Antonyms: I was reluctant to go mountain climbing, but my brother was eager.

IV. PLAN OF ACTION A. OBJECTIVES

* Enrich the target pupils’ vocabulary

* Comprehend the teacher’s daily lessons and the message of texts and necessary reading materials.

* Improve the target pupil’s academic performance in English subject.

B. TIME FRAME

This study will cover the first and second semester of the school year

2012-2013 from June 2013 to March 2013 or until such a time within the

given period that this research study is fully completed for submission. C. TARGET SUBJECT

The researcher will focus on the 39 Grade V-Saturn pupils of Santisima

Cruz Elementary School as her target subject. D. ACTIVITIES TO BE UNDERTAKEN

TARGET SUBJECTS

PERSONS iNVOLVED

ACTIVITIES EXPECTED OUTCOMES

Grade V- Saturn

Researcher

1. Compare the final grades in the 2011-2012 report cards in English, Math and Science.

English: 62.5%

Math: 65%

Science: 55%

Grade IV Teachersin English, Math and Science

Researcher 2.Interview their previous teachers in English, Math and Science.

Grade IV teachers confirmed that most of them had poor reading compre- hension.

Grade V- Saturn

Researcher

3. Identify the Independent, Instructional and Frustration in the 2011-2012 Phil IRI (oral) Post Test.

4 Independent

32 Instructional

3 Frustration

Readers

Grade V-Saturn

Researcher 4. Distinguish the Fast, Average and Slow

6 Fast

29 Average

readers in the 2011-2012 Phil IRI (silent) Post Test

4 Slow readers

Grade V- Saturn

Researcher

5. Administer the 2012-2013 Phil IRI (oral and silent) Pre Test, in English V.

(Oral) Pre-Test 6 Independent 0 Instructional 41 Frustration (Silent) Pre- Test 0 Fast 6 Average 35 Slow

Grade V- Saturn’s Parents

Researcher

6. Solicit the support and cooperation of parents regarding their children’s attendance, assignments and reading practices.

100% Parents complied favorably by monitoring their children’s assignments and reading exercises at home. 100%attended the Homeroom PTA and signed the report cards.

Grade V- Saturn

Researcher7. Provide a word each day for them to be defined and used in a sentence.

75% Pupils try to use the given word a day in their own sentence: 25%asked the help of parents and guardians.

Grade V-Saturn

Researcher

8. Require the use of a dictionary or thesaurus. Familiarize them about proper use of these guide texts.

80% of the class afforded a dictionary. 20% only borrowed from relatives and peers.

Grade V-Saturn

Researcher

9. Assign a reading selection a week with 5 vocabs to be unlocked using adictionary or other guide\reference

100% read the given selection,

defined the vocabs ,answered

the comprehension check –up and

material. summarized the selection in their

own words.

Grade V-Saturn

Researcher0. Facilitate a 50 Items (Diagnostic) Pre Test on Vocabs.

37% passed the Pre-Test on Vocabs.

Grade V- Saturn

Researcher

11. Introduce the contextual clues as a way of defining or describing a word. Stress the difference between definition clues and appositive clues.

100% welcomed and understood the contextual clues method and applied it in defining and comprehending the teacher’s lesson and text.

Grade V- Saturn

Researcher12. Give more synonyms and antonyms to master with and practice exercises on contextual clues.

Significantly, their abilities to distinguish meaning and define words prospered with the use of the antonyms and synonyms.

Grade V- Saturn

Researcher

13. Initiate individual reading to Slow readers. Use the Independent readers to undertake “shared reading” toFrustration ones.

Slow readers are helped to read orally and comprehend the given selectionswhereas the Frustration readers are raised to Instructional readers.

Grade V- Saturn

Researcher

14. Challenge the pupils to communicate orally by way of dialogs, skits dramatization, discussionsand the like.

76% of the class had exposed their talents in oral communication. The 24% were still inhibited and lacked courage to do so.

Grade V-Saturn

Researcher Researc

15. Encourage all to read journals, worthwhile magazines and make necessary research inEnglish vocabularies.

With the teacher’s’supervision and parents’ follow-up the pupls have developed enthusiasm to read and research.

Grade V-Saturn

Researcher

16. Conduct the 2012-2013 Phil IRI (oral/silent ) Post Test.

Post Test (oral)6 Independent 26 Instructional 7 Frustration Post Test (silent) 7 Fast 26 Average 6 Slow

Grade V-SaturnResearcher

Principal17. Principal’s observation and evaluation assessment.

3 Observation made; September 22, 2012 January 26, 2013 February 28, 2013.

Grade V- Saturn

Researcher

18. Ascertain their vocabulary skills and the effectiveness of contextual clues through Post Test.

75% obtained the mastery level on vocabulary using contextual clues.

Grade V- Saturn

Researcher

19. Evaluate their English academic performance through the Fourth Periodical Test.

Mean: 40.06 MPS : 80.12 SD : 6.33 ML : 78.95

Grade V- Saturn

Researcher20. Impose a writing activity.

100% of the class have applied the acquired vocabularies.

Researcher

Area Supervisor

EPS-I ResearchMonitoring and Evaluation of Action Research

Amenable to feedback and willfull to changes as compliant to the concerned authority for the improvement of this research-studies.

Preparation and The research study

Rsearcher

Area SupervisorEPS-I Research

Completion of Action Research Terminal Report

is quite a success and the researcher’s activities are fulfilled.

PrincipalEPS-I

Research Submission of the Terminal Report

Completed and finalized the

terminal report

E. EVALUATION CRITERIA:*Post Test on Vocabulary using Contextual Clues to determine the pupils’

mastery and usage of the given vocabularies. In a way, it will tell the

effectiveness and success 0f this research study.

*Phil IRI (oral) Post Test shall attest to the pupils’ ability to read accurately and

comprehend the message of the given reading materials.. *Phil IRI (silent) Post Test shall render itself the pupils’ speed and comprehension

in the given reading materials.

*Fourth Periodical Test in English shall expose the pupils’ academic achievement

in the year.

*Final Grade in English shall be tantamount to their academic performance in the

. given subject. The result of this action research shall be submitted after 75% or

more of the pupils have passed the Post Test in the vocabulary using contextual

clues or have enriched their vocabulary skill thus ,improving their academic

performance in English. F. RESEARCH DESIGN

ACTIVITIES COLLECTED DATA STATISTICAL TREATMENT

A. Administrating

Phil IRI Pre- Test

re-Test on Vocabulary

Phil IRI Reading Test Criteria Percentage Method

Pre Test

B.Facilitating ( oral/silent)

selection with contextual clue

test

Formative TestSummative Test

Percentage MethodFrequency Distribution

C.Conducting Post Test

Phil IRI Post Test

Post Test( Vocabulary)

Phil IRI (Oral/Silent ) Test Criteria Post Test Mean

D. Facilitating Fourth Quarter

Evaluation

Fourth Periodical TestResearcher’s Rating Sheet

Form 18-E

Post Test MeanAveraging Method

V-PRESENTATION

This action research is meant to determine the effectiveness of contextual

clues method to enrich the deficient vocabulary of the Grade V- Saturn pupils of

Santisima Cruz, Elementary School in the school year 2012-2013. With Dep Ed’s

thrust, administrative support, pupils’ cooperation and selected supplementary

techniques and approaches, the researcher believes in its anticipated success.

Statistical tools such as Phil IRI Test, Percentage Method, Frequency Distribution.

Post Test Mean will be used throughout the research to obtain its results.

VI. CONCLUSIONS and RECOMMENDATIONS

After the necessary assessment and analysis of the results the researcher will

present the conclusions and recommendations on the light of her own

interpretation of the gathered, tested and treated data.

VII REFLECTIONS

Significantly, the researcher is blessed and grateful for the opportunity

of resolving a very common language problem in the educational system or

reading comprehension owing to deficient or unlimited vocabulary.This fact is a

tremendous hindrance to learning on the part of every concerned pupil /learner.

While this miserable situation occurs , there is so much to worry on the part of the

parents, teachers and educational authority because this may lead to poor

academic performance of pupils, underachievement for educators and aggravating

deterioration of the quality of education in the country.

However, with the success of this research –study that the researcher has been

anticipating to, is a big breakthrough in her career..If the educational objectives

would be attained, the researcher could prove of her teaching effectiveness and

most of all this could be useful efforts and outputs to share with fellow educators

who woud be under the same circumstances.

BIBLIOGRAPHY

Angeles, E.,Galapon,A.,Relente,C.,Santos, R.,(Revised Edition2010)English

Expressways(Reading.).

Dep Ed Bureau of Elementary Education in partnership with Ateneo de Manila

University(2009)Lesson Guides in Elementary Education.

Villamin,A.(.1998),Phoenix Publishing House Incorporation, Skill Builders for

Efficient Reading.

Villamin, A.(1995),Phoenix Publishing House Incorporation,Developmental Reading Power.

Abadilla ,C.(1998) St. Mary’s Publishing House , Developing Reading Power.

Submitted by:

ROSALINDA A. TIU

Teacher III

Republic of the PhilippinesDepartment of Education

Region IV-A CALABARZONDIVISION OF LAGUNA

Santa Cruz

ACTION RESEARCH

Terminal Report

Action Research of : ROSALINDA ANGELES TIU Teacher III Santisima Cruz Elementary School

For School Year : 2012-1013

Title : Enhancing Vocabulary through Contextual Clues of Grade V-Saturn Pupils of Santisima Cruz Elementary

School

Monitored by : Melinda O. Lansangan ______ 2013 Principal III

Monitored by : GODOFREDO C. MERCADO ____ _2013 Area Supervisor

Reviewed : RODERICA R. CAMACHO _______ 2013 EPS –I Research

Recommending Approval :

Asst. Schools Division Superintendent- (Elem). Asst.Schools Division Superintendent(Sec)

Approved:

MARITES A. IBANEZ,CESO VI Schools Division Superintendent