IMRAD

ENHANCING THE VOCABULARY SKILLS OF THE
SELECTED GRADE-10 STUDENTS THROUGH

DIRECT VOCABULARY INSTRUCTION
____________________
A Thesis/Dissertation
Presented to
The Faculty of the Graduate School
Surigao del Sur State University
Tandag City
___________________
In Partial Fulfillment
Of the Requirements for the Degree
Master of Arts in English Language Teaching
__________________
December 2021
APPROVAL SHEET
i
This language research entitled ENHANCING THE VOCABULARY SKILLS OF
THE SELECTED GRADE-10 STUDENTS OF BISLIG CITY NATIONAL HIGH
SCHOOL (BCNHS) S.Y. 2020-2021 has been written and submitted by the
following students; NOEL B. BANDA and DARIOZ B. LUCERO as partial
fulfillment of the requirement of the DEGREE OF MASTER OF ARTS IN
ENGLISH LANGUAGE TEACHING. This has been examined and is hereby
recommended for approval and acceptance.
AILYN GRACE PANTALEON

Instructor
PANEL OF EXAMINERS
Approved by the committee on Oral Examination
AILYN GRACE PANTALEON

Chairperson
____________________ ____________________
Member Member
ABSTRACT
ii
This language research entitled ENHANCING THE VOCABULARY SKILLS OF
THE SELECTED GRADE-10 STUDENTS OF BISLIG CITY NATIONAL HIGH
SCHOOL (BCNHS) S.Y. 2020-2021 has been written and submitted by the
following students; NOEL B. BANDA and DARIOZ B. LUCERO as partial
fulfillment of the requirement of the DEGREE OF MASTER OF ARTS IN
ENGLISH LANGUAGE TEACHING, Surigao del Sur State University, Tandag
City. The research adviser: Prof. Ailyn Grace Pantaleon.
As defined, vocabulary is a 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.
Despite the fact that vocabulary is a major factor in all types of
comprehension, Silverman and Hines highlighted the point that many English
Language Learners (ELL’s) often considers vocabulary as their most frequent
obstacle in trying to access information whether oral or written.
In view to this problem in vocabulary, this study investigated the number of
students who have low vocabulary among the Grade-10 students under the
regular program in Bislig City National High School who have taken a 20-item
vocabulary test. After tabulating the result of the students who took the
iii
assessment test, the researchers found out 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
means that since increasing of vocabulary has always been an important goal in
literacy and learning, still, many students have the difficulty in understanding and
this can be problematic knowing how vocabulary is a critical component of
academic language.
In view of this situation, the researchers applied direct instruction on
teaching vocabulary to the learners. The study aims to determine the vocabulary
skill enhancement of students through DVI.
The results for this study concluded that 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]. This implies that
students could effectively understand and learn vocabulary with the use of direct
vocabulary instruction. Therefore, direct vocabulary instruction had an impact on
the vocabulary learning of the Grade 10 – Students of Bislig City National High
School. It is then recommended that teachers should 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. In addition, the
iv
English teachers 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
the learners in searching interesting games and interactive activities that will
allow them to interact with their peers and easily acquire the language.
v
ACKNOWLEDGEMENT
The production and success of this language research could not have been
accomplished without the assistance of the following people:
To our heavenly Father for providing us the wisdom and strength in making
this study a successful one;
The researchers’ families for their unending love, guidance and support in the
pursuit of this study and for not just sustaining us financially but emotionally and
spiritually as well;
Also, we would like to thank Ma’am Melvyn C. Montes for her valuable
support and guidance particularly in validating our test questionnaire and for
being our proof reader;
To Sr. Franco Pantaleon, for his full support and effort in computing the
results of the said study;
To Ms. Apryl N. Navarro for extending her time and effort in validating our
test questionnaire;
We would also like to thank Bislig City National High school spearheaded by
Mrs. Edna B. Delos Santos for allowing us to conduct our study;
To the Grade-10 Students, for giving us their all-out support and 100%
participation during the conduct of this study;
Finally, to the researcher’s friends, loved ones, and relatives for being our
greatest motivation and supporters;
vi
With heartfelt gratitude, we acknowledge and thank you for all the support
and prayers, efforts, you’ve extended for us to finish this requirement and for
making this study a successful one.
The Researchers
vii
TABLE OF CONTENTS
PAGE
TITLE PAGE ……………...……………………………………………………. i

APPROVAL SHEET................……………………………………………........ ii
ABSTRACT...………………………………………………………………….… iii
ACKNOWLEDGEMENT…...…………………………………………….…..... vi
TABLE OF CONTENTS………………………………………………………... viii
LIST OF TABLES…………………………………………………………......... ix
LIST OF FIGURES………………………………………………………………. x
INTRODUCTION
1.1 Introduction……………………………………………………................. 1
1.2 Statement of the Problem……………………………………………….... 3
1.3 Review of Related Literature………………………………………..…... 4
1.3 Theoretical Framework ………………………………..................... 8
1.4 Conceptual Framework………………………………………………... 12
METHODOLOGY
2.1 Research Design………………………………………………………… 14
2.2 Participants of the Study…………………………………………....…... 15
2.3 Setting of the Study……………………………………………………... 15
2.4 Research Instrument…………………………………………………….. 16
2.5 Data Gathering Procedure………………………………………………. 18
2.6 Statistical Tools……………………………….……………………….. 20
2.7 Ethical Issues…………………………………………………………. 21
RESULTS AND DISCUSSION
CONCLUSION AND RECCOMENDATION

4.1 Summary………………………………………………………………… 22
4.2 Findings ………………………………………………………………… 29
4.2 Conclusions……………………………………………………………... 30
4.3 Recommendations…………………………………………………..…… 31
REFERENCES………………………………………………………………….. 31
APPENDICES
viii
LIST OF TABLES
Table 2.1 Reliability Test Decision Rule……………………………….. 18
Table 2.2 Score Interpretation………………………………………….. 20
Table 3.1 Pre-Test Scores……………………………………………… 22
Table 3.2 Design Intervention……………………………………….... 25
Table 3.3 Percentage Distribution for Pre-test and Post-test Scores…. 28
ix
LIST OF FIGURES
Figure 1.1 Theoretical/Conceptual Framework………………………… 12
Figure 2.1 The Map of Bislig City National High School (BCNHS)…….. 16
Figure 3.1 Percentage Distribution of the Pre-test……………………... 24
Figure 3.2 Percentage Distribution of the Post-test……………………. 27
x
1. Introduction
Learning of vocabulary has long been considered as one of the
essential elements 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
(ELL’s) 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
1
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.
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 Deped’s 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.
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
2
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 K–12
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.
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 fourth year students of Bislig City
National High School (BCNHS).
1.1 Statement of the Problem
This study is conducted to examine and determine the impact of Direct
Vocabulary Instruction on student’s level of vocabulary learning among the
Grade-10 Section Simplicity students of Bislig City National High School
(BCNHS). Specifically, the study was undertaken to answer the following
questions:
3
1. What is the level of the vocabulary skills of the Grade-10 Regular Pilot
students before the conduct of Direct Vocabulary Instruction?
2. What is the level of the vocabulary skills of the Grade-10 Regular Pilot
students after the conduct of Direct Vocabulary Instruction?
3. Is there any difference between the vocabulary skills of the students using
Direct Vocabulary Instruction?
1.2 Review of Related Literature
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
Vocabulary to define is a set of words that are the basic building blocks
used in the generation to understand sentences (Zimmerman 2007). 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).
In the process of learning the language, vocabulary knowledge is at the center
of language learning, it is indeed considerably critical to reading process and
vital for the second language learners who wish to improve their proficiency in
dealing the second language.
4
According to Francie Alexander (2008), vocabulary is critical for language
learning for it improves all areas of comprehension- listening, reading, writing
and speaking. Moreover, Farhardy (2006) underscored, that the larger the
vocabulary is, the better they are able to learn and apply what they have
learned. However, if the student’s vocabulary is limited, they will find some
difficulties to support the interaction whether oral or written communication. This
is supported by Schmitt (2008) who thinks that vocabulary mastery is important
component for language mastery.
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 lose partial knowledge and automatic use of words.
Meanwhile, Nunan, (2007) presents the Four Strands of Language Learning,
which effectively balances development of learner’s 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
5
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). Learner’s according to him, initially
analyse vocabulary-learning tasks, and then subsequently plan, monitor and
evaluate their learning behaviour 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.
6
In view of Huck’s perspective, Cohen and Macaro (2007), states that in
order to increase student’s 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 Stanovich’s 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
7
storybook. Biemiller and Boote suggest that teachers introduce more rather
than fewer word meanings during read-alouds; stating that increasing the oral
vocabulary of K–2 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.
1.3 Theoretical and Conceptual Framework
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 1940’s and 1950’s.
8
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 Block’s Semantic Theory. He points out that using learnt words into
meaningful context such as communication and writing generally strengthens
student’s 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.
9
One of the theories that supports students learning process is
Constructivism. It can promote student’s 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, Krashen’s Monitor theory attempts to explain variety of
phenomena in language learning. It supports Chomsky’s 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. Bloom’s 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, Krashen’s 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.
10
In addition, Krashen’s 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 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 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, Krashen’s Theory,
Behaviorism Theory, Structural Linguistics Theory. These theories have
11
various kinds of activities that would alleviate student’s vocabulary
learning.
Shown below is the conceptual and theoretical paradigm in which
the study is based upon
Marzano’s (2006) Six-Step Process for

Direct Vocabulary Instruction
INPUT
1. The teacher provides a description, OUTPUT
explanation, or example of the new
Assessing the
term. Enhanced
Students
2. Students restate the explanation of the Vocabulary
Level of new term in their own words.
Vocabulary Skills
3. Students create a non-linguistic
Difficulty 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 another.
6. Students are involved in games that 12
allow them to play with the terms.
Figure 1. Schematic Diagram of the Study
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 Grade 10-Simplicity students under the
Regular Program. Thus, the researchers planned and decided to have
Direct Vocabulary Instruction following Marzano’s (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-
13
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
Krashen’s 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 student’s
vocabulary learning.
2. Methodology
This chapter contains the methods and procedures used in the
conduct of the study. The following are discuss in detail: research design,
population of the study, respondents of the study, locale of the study,
14
research instruments, validity and reliability of the instrument, data
collection procedure, and the statistical treatment of data.
2.1 Research Design
The study is descriptive and developmental in type for the said
research aims to enhance the vocabulary skills of the selected
respondents.
A way to determine the level of vocabulary skills of the students,
the researchers conducted a pre-test to assess the vocabulary level of the
Grade-10 Section Simplicity students of Maharlika 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 researchers then used Direct Vocabulary Instruction for 4 days
in order to improve or enhance the vocabulary skills of the students which
comprises the use of context clues, affixes, synonyms and antonyms and
denotation and connotation. After the said intervention, a post-test was
conducted to know if there have been improvement when the said
instruction is used. Based from the tabulated results of the pre and post-
test the researchers concluded that there is a significance difference
between the computed pre-test and post-test mean scores of the students
15
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]
therefore, the use of the said intervention greatly enhanced and developed
the vocabulary skills of the students
2.2 Research Respondents
The respondents of the study were the Grade 10, Section Simplicity
students of Bislig City National S.Y. 2020-2021. The section is composed
of 33 students. The said section is believed to have problems in
vocabulary based from the assessment that the researchers have
gathered.
2.3 Locale of the study
The present study was conducted on the premises of Bislg City
High School (MNHS), 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)
16
Retrieved on Oct. 2, 2016
from:https://www.google.com.ph/maps/@11.6978351,122.6217542,6z
Currently, the school has more or less 445 students with average of
35 students per class. It teaches students in grade seventh to tenth and is
now offering senior high program for the senior students. The school has
also 13-19 instructional rooms and 6 non-instructional rooms. In addition,
the school has at least one computer laboratory, library, and office.
2.4 Research Instrument
Related to the research problems, the researchers use Glencoe’s
Language Arts Vocabulary Assessment Test for Grade-10 as an
instrument in assessing the student’s vocabulary. The said test is a 20-
item multiple-choice type of test in which every correct answer was given
a score of one.
2.5 Validity and Reliability of the Instrument
To ensure the validity of the research instrument, the researchers
made use of Glencoe’s 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.
17
To make certain the reliability of the test, the students from Grade
10 Section Prudence students under the regular program were chosen as
reliability testing respondents. The section is composed of 26 females and
15 males.
In computing the reliability of the research instrument, the
researchers make use of Kuder Richardson’s 21 formula. The formula was
given below:
Where:
r = reliability of the whole text
k = number of respondents who took the test
ẋ = 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.
18
Table 2. 1 Decision Rule
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 Richardson’s Formula 21.
Data Collection Procedure
The researchers will be following the several steps in
conducting the developmental study as shown below:
Pre-Implementation Phase
1. Securing the approval to conduct the study.
2. Determining the respondents’ section and level of intelligence in
administering the reliability of the instrument.
3. Conducting the reliability of the instrument for the study.
4. Computing the reliability of the results using Kuder Richardson’s 21
Formula.
5. Determining the respondents and the number of respondents involved in
the conduct of the study.
19
6. Administering the pre-test for the selected respondents.
7. Determining the students’ vocabulary ability.
Implementation Phase
8. Conducting the lesson to the selected Grade-10 Section Simplicity
students of Bislig City National High School integrating the use of Direct
Vocabulary Instruction.
Post-Implementation Phase
9. Giving a post-test for the respondents after a week.
10. Checking and scoring the test.
11. Analyzing and interpreting the data gathered in the study.
The study focused on the performance of the participants after
having applied the aforementioned remediation. It aims to employ the
following statistical tests in the treatment of data. An SPSS 16.0 will be
used to treat the data. These were the mean and z- test for paired
samples. Mean is being described as center of gravity of a distribution and
is described as the common score of the entire group.
2.6 Statistical Treatment of Data
The researchers used the following statistical tools.
1. To determine the performance of the students and after taking pre-
vocabulary assessment test. The mean for ungrouped data is
20
used, where 𝑥𝑥̅ stand for the mean, ∑𝑥𝑥 for summation of data, and N for
the total number of cases.
Below is a table showing the researchers’ qualitative interpretation
of the mean.
Table 2.2 Mean Interpretation
2. To assess the effectiveness of direct vocabulary instruction in enhancing
student’s vocabulary Z- Test formula is used. Statistical tool= Z- Test Z
Test is a concept of statistics, which compares means of pre-test and post-
test.
21
2.7 Ethical Issues
To avoid ethical issues, each participant was informed through
group chat and call of the purpose and the importance of the study.
Consent was requested before actual remediation in the designated areas
with the observance of proper health protocol. This was to ensure that the
willingness and commitment of the participant are observed.
Confidentiality of the answers was kept. Names of the participants
were not reflected in the manuscript. Therefore, the researchers used
codes.
22
3. RESULTS AND DISCUSSION
The researchers assessed the vocabulary level of the Grade-10
Section Simplicity Students of Bislig City National High School (BCNHS) in
which the students’ scores are categorized into three different levels.
The total population of the Grade 10 Section Simplicity Students of
BCNHS is 44. However, 38 or 86 % of the total population served as the
convenient sample of the study for the remaining 6 or 14 % 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 3.1 Pre-Test Scores of the Grade-10 Section Simplicity Students of

Bislig City National High School (BCNHS) School Year 2020-2021
Range of Range of No. of No. of Students
Interpretation
Scores Scores in % Students in %
16-20 80%-100% 6 15% Highly Competent
10-15 50%-75% 9 24% Competent
0-9 0%-45% 23 61% 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 Glencoe’s Vocabulary Test, which provides a
reliable, accurate, and comprehensive measure of learner’s vocabulary
size. This allows the researchers to see how close the respondents are to
23
having enough vocabulary so be able to perform receptive tasks such as
reading listening and speaking difficulty.
It is seen that there are 6 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 23 of the total respondents
whose scores belonged to the not highly competent level. This also shows
that only 15 % 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 (ELL’s)
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
24
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
15 %
highly competent
competent
not yet competent
24 %
61%
presented below.
Figure 3.1 Percentage Distribution of the Pre-test Scores of the

Students Vocabulary Knowledge
25
Figure 3.2 discloses that 61% of the respondents falls under the not
yet competent level, 24% for the competent level and only 15% 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). Thus, the researchers agreed to design an
Table intervention
3.2 using Direct Vocabulary Instruction to students whose scores
Post-Test
Scoresbelonged
of to the competent and not yet competent level in order remediate
the Grade-
the problem in vocabulary excluding those students who got the highly
10 Section
Simplicity
competent
Students of level for they have high already shown high level of vocabulary
Bi
knowledge.
slig
City
Natio
nal Range of No. of No. of Interpretation
High Scores in Students Students in
Scho Percentage Percentage
ol
(BCN
HS))
Scho
26
ol
Year
2020-
2021
Range of
Scores
16-20 80%-100% 18 78% Highly Competent
10-15 50%-75% 11 22% Competent
0-9 0%-45% 3 0% Not Yet Competent
Total 32 100%
respondents on the given vocabulary test after the conduct of Direct
Vocabulary Instruction as an intervention in remediating student’s
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 25 of the total population of the
respondents whose scores belonged to the highly competent level; there
are 7 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 78 % of the total population of the students
reaches the highly competent level and 22 % 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.
27
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 test 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 that the
implementation of direct instruction could improve the student’s
vocabulary mastery.
To give a clearer representation of the collected data, a pie graph is
presented below.
Figure 3.2 Percentage Distribution of the Post-test Scores of the
28
Students’ Vocabulary Knowledge
Figure 3.2 discloses that 70% of the respondents falls 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
22 %
highly competent
competent
not yet competent
78%
their vocabulary development.
Table 3.3 Percentage Distribution for Pre-test and Post-test Scores of the
Students’ Vocabulary Knowledge
PRE-TEST OVER POST-TEST OVER ALL
Range
ALL RESULTS RESULTS
of
No. Of Interpretatio Percentage No. Of Percentage
Scores Interpretation
Students n Students
Highly Highly
16-20 8 21% 21 70%
Competent Competent
29
10-15 20 Competent 53% 9 Competent 30%
Not Yet Not Yet
0-9 10 26% 0 0
Competent Competent
MEAN 10.67 MEAN 15.73
PERCENTAGE 37% PERCENTAGE 79%
VARIANCE 8.91 VARIANCE 5.51
respondents on the pre and post vocabulary test after the conduct of
Direct Vocabulary Instruction as an intervention in remediating student’s
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 (15.73).
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 Krashen’s
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.
4 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

30
4.1 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 2020-2021.
Specifically, the study was undertaken to answer the following questions:
1. What is the level of the vocabulary skills of the Grade-10 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. 2020-2021. 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 learning 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
4.2 Findings
Based on the interpreted data, the following findings are given:
31
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 student’s 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 student’s 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
32
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.
4.3 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 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
33
Vocabulary Instruction, in fact, post-test mean [15.73] is greater than the pre-
test mean [10.67].
4.4 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.
REFERENCES:
Biemiller, A. (2005). Size and sequence in vocabulary development:
34
Implications for choosing words for primary grade vocabulary
instruction. In E. H. Hiebert and M. L. Kamil (Eds.), Teaching and
learning vocabulary: Bringing research to practice (pp. 223–242).
Mahwah, NJ: Lawrence Erlbaum. Retrieved August 18, 2009.
Biemiller, A. (2006). Vocabulary development and instruction: A
prerequisite for School learning. In D.K. Dickinson & S. B. Neuman
(Eds.), Handbook of early literacy research. New York: Guilford
Press.
Biemiller, A., & Boote, C. (2006). An effective method for building
meaning
vocabulary in primary grades. Journal of Educational Psychology,
98(1), 44–62. (ERIC Document Reproduction Service No.
EJ734337). Retrieved August 18, 2009, from ERIC database.
Farhardy, (2006). Children's immediate understanding of vocabulary:
Contexts and dictionary definitions. Reading Psychology, 28, 331-
373.
Kannan, D. R. (2009). Difficulties in learning English as a Second
Language. ESP World Issue 5(26) Vol 8.
Marzano, R., & Pickering D., (2005). Building Academic Vocabulary:
Teacher’s Manual. Alexandria, VA: ASCD, 47-48.
Marzano, (2006). Six-Step Process for Direct Vocabulary
Instruction:
Quijano, (2007). Performance of the students in the National

Achievement
Test (NAT) http://www.philstar.com/business-life/551404/low-
proficiency-reading-comprehension-may-threaten-global-
competitiveness
Renandya, W. A., & Richards, H (2005) Foreign language
teachers’
language proficiency and their language teaching practice.
The Language Learning Journal, 41(2), 231-246.
Somsai and Intaraprasert, (2011). Strategies For Coping With Face-to-
face Oral Communication Problems Employed By Thai University
Students Majoring In English. Penerbit UKM Press.
Tozcu, A. (2005). Successful Learning of frequent vocabulary through
CALL also benefits reading comprehension and speed. Computer-
Assisted Language Learning, 17(5), 473-495.
Williams, (2007). Grammar Teaching for the acquisition of rich classroom.
Foreign Language Annals 26(4):435-450
35
APPENDICES:
Item Analysis
1
ITEM NO. 1 2 3 4 5 6 7 8 9 10 12 13 14 15 16 17 18 19 20
1
RESPONDENTS
1 1 1 1 1 1 1 1
2 1 1 1 1 1 1 1 1
3 1 1 1 1 1 1 1 1 1 1
4 1 1 1 1 1 1
5 1 1 1 1 1 1 1 1
6 1 1 1 1
7 1 1 1 1 1
8 1 1 1 1 1 1 1 1 1 1
9 1 1 1 1 1 1 1
10 1 1 1 1 1
11 1 1 1 1 1 1 1
12 1 1 1 1 1 1 1 1 1 1 1 1 1
13 1 1 1 1 1 1 1 1 1
14 1 1 1 1 1 1 1 1 1 1
15 1 1 1 1 1 1 1 1 1 1 1 1
16 1 1 1 1 1
17 1 1 1 1 1 1 1 1 1 1 1 1 1 1
18 1 1 1 1 1 1
19 1 1 1 1 1 1 1 1 1 1
20 1 1 1 1 1 1
21 1 1 1
22 1 1 1 1 1
23 1 1 1 1 1 1 1
24 1 1 1 1 1 1 1
25 1 1 1 1 1 1 1 1 1 1 1 1
26 1 1 1 1 1 1 1 1 1 1 1 1 1
27 1 1 1 1
28 1 1 1 1 1 1
29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
30 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
31 1 1 1 1 1 1 1 1 1 1
32 1 1 1 1 1 1 1 1 1 1
1
TOTAL 11 5 14 12 26 21 21 22 10 15 12 9 14 8 14 6 5 13 20
2
36
Reliability of the Test
UNSQUARED
SCORES VARIANCE S2
VARIANCE
7 -1.44 2.07 Reliability Coefficient KR 21
7 -1.44 2.07
K 1−x
10 1.56 2.43 r= [ ]
7 -1.44 2.07 K −1 Ks 2
8 -0.44 0.1936 32
r= ¿
4 -4.44 19.71 32−1
5
10
7
-3.44
1.56
-1.44
11.83
2.07
2.43
¿
32
31 [
1−
198.85
361.6 ]
5 -3.44 11.83 = 1.03 (1-0.55)
7 -1.44 2.07
= 1.03 (0.45)
13 4.56 20.79
9 0.56 0.31 = 0.47 reliable
10 1.56 2.43
12 3.56 12.67
5 -3.44 11.83
14 4.56 30.91
6 -2.44 5.95
10 1.56 2.43
6 -2.44 5.95
3 -5.44 29.59
5 -3.44 11.83
7 -1.44 2.07
7 -1.44 2.07
12 3.56 12.67
13 4.56 20.79
4 -4.44 19.71
6 -2.44 5.95
15 6.56 43.03
16 7.56 57.15
10 1.56 2.43
10 1.56 2.43
Unsquared
Mean=8.44
Variance= 11.30
37
PRE-TEST SCORES OF THE SELECTED GRADE-10 REGULAR PILOT
SECTION STUDENTS O F BCNHS S.Y. 2020-2021
NAME OF PRE-TEST SCORES INTERPRETATION

SELECTED
STUDENTS
1 6 Not Yet Competent
2 11 Competent
3 14 Competent
5 12 Competent
6 14 Competent
7 13 Competent
8 10 Competent
9 14 Competent
10 12 Competent
11 10 Competent
12 13 Competent
13 13 Competent
16 13 Competent
17 10 Competent
18 10 Competent
20 14 Competent
22 12 Competent
23 15 Competent
24 13 Competent
29 14 Competent
30 12 Competent
TOTAL 10.67 (mean)
Highly Competent Competent Not Yet Competent
38
POST-TEST SCORES OF THE SELECTED GRADE-10 REGULAR PILOT
SECTION STUDENTS O F BCNHS S.Y. 2020-2021
NAME OF POST-TEST SCORES INTERPRETATION

SELECTED
STUDENTS
1 17 Highly Competent
8 11 Competent
9 15 Competent
19 11 Competent
21 12 Competent
22 14 Competent
25 13 Competent
26 12 Competent
27 14 Competent
28 13 Competent
TOTAL 224
Highly Competent Competent Not Yet
Competent
39
PRE-TEST AND POST-TEST SCORES OF THE GRADE-10 REGULAR PILOT
SECTIONSTUDENTSOF BISLIG CITY NATIONAL HIGH SCHOOL (BCNHS)
SCHOOL YEAR 2020-2021
SELECTED PRE-TEST INTERPRETATION POST-TEST INTERPRETATION

STUDENTS SCORES SCORES
1 6 Not Yet Competent 17 Highly Competent
2 11 Competent 16 Highly Competent
8 10 Competent 11 Competent
19 4 Not Yet Competent 11 Competent
TOTAL 224 472
percentage 37.33% 78.67%
MEAN 10.67 15.73
VARIANCE 8.91 5.51
Z TEST -7.30495
RESULT
Highly Competent Competent Not Yet Competent
40
VOCABULARY SKILLS OF SELECTED GRADE 10 REGULAR PILOT
SECTION STUDENTS OF BCNHS S.Y. 2020-2021
(Z-test Result)
STUDENT PRE- POST-

NO. TEST TEST z- Test: Two Sample for
1 6 17 Means
2 11 16 Mean 10.666667 15.733333
3 14 18 Know variance 8.91954 5.51264
4 7 16 Observations 30 30
5 12 16 Hypothesized Mean-
6 14 19 difference
7 13 16 0 0
8 10 11 Z -7.304946
9 14 15 P(Z˂=z) one tail 1.387E-13
10 12 16 z Critical one tail 1.6448536
P(Z˂=z) two tail 2.773E-13
11 10 17
z Critical two tail 1.959964
12 13 20
13 13 16
1. Ho: Pre-test = Post test
14 9 18
2. H1: Pre-test ≠ Post test
15 7 16 3. alpha = 0.05
16 13 19 4. Critical Region=
17 10 16 5. Z computed = -7.30495
18 10 16 6. Decision:
19 4 11
20 14 18
21 8 12 Reject Ho and conclude that the average
22 12 14 means of Pre-Test and Post-Test are not
23 15 16 equal, in fact, Post-Test mean is greater that
24 13 18 Pre-Test mean.
25 8 13
26 7 12
27 9 14
28 6 13
29 14 17
30 12 16
GLENCOE LANGUAGE ARTS VOCABULARY ASSESSMENT TEST FOR

GRADE 10
41
(TEST QUESTIONNAIRE)
EXERCISE 1
DIRECTION: Use the context to help you determine the meaning of the underlined word.
Encircle the letter of the correct answer.
1. Tommy was a real avid baseball card collector. He inherited the desire to collect
cards because his dad had a collection, too.
a. eager b. careless c. apart d.

fearful
2. Her Christmas bills added up. After the holidays, her extravagance was going to
take several months to pay off.
a. economy b. praise c. external d.

overdoing
3. It was gratifying to see how she acted toward her grandmother because her
grandmother as always kind to her.
a. pleasing b. nervous c. aggravating d.

unclear
4. The boy was caught stealing from the store. His larceny caught up with him when
the
ownershowed him a video tape.
a. gift b. theft c. lawless d.

honor
5. The ideas she presented to the class were clearly an untested theory because there
had
never been any research done on it.
a. magic b. brutal c. indictment d.

belief
6. His eternal light would shine on the people even after his death.
a. temporary b. ethical c. reformed d.
endless
7. He cut the paper precisely on the line, and it fit perfectly in the grooves of the
picture
42
frame.
a. exactly b. embellish c. outer d.

advance
8. The boy tried to justify his actions to his mother by explaining the reasons why he did
what he did.
a. depend b. prove c. strict d.

concourse
9. She did several backbends in a row to show how limber she was, so that she could be
chosen for the squad.
a. enthused b. responsive c. likely d.

Flexible
10. He climbed the mountain and stood looking over the tops of the trees on the
mountain
across from him. He was right on the precipice and could have fallen.
a. edge b. stiff c. top d.

under
EXERCISE 2
DIRECTION: Circle the letter for the correct definition of the boldfaced word.
11. The football player’s momentum carried him over the goal line for a touchdown.
a. teammates b. personal code c. impulsive behavior d. force of
motion
12. “This undertaking is fraught with danger, but if anyone can rescue the princess, it
is
you, sire,” the magician told the prince.
a. filled b. turned aside by c. influenced by d. encouraged
13. The children stayed close to the path as they wended their way through the forest.
43
a. lost b. muddled c. proceeded along d.
stumbled
14. While most people ignored the sign that read “Serious Requests,” hopeful
consumers
lined up in front of the banner that read “Frivolous Wishes.”
a. lighthearted b. charitable c. unmistakable
d. familiar
15. Considering that he rarely pays attention to anything other than fish, Lowell’s
discovery of the gold doubloon while scuba diving in Mexico could be attributed
only
to serendipity.
a. good eyesight b. luck c. careful planning d. divine protection
16. Lani exhibited the ultimate courage when she returned to the burning barn to rescue
the kittens.
a. welcome b. least possible c. greatest possible d.
surprising
17. The work of the club members means that the community will have a day-care center,
which will gratify many club members.
a. horrify b. please c. defeat d.
embarrass
18. Many people in the audience could not determine the point of view from which the
story
was narrated.
a. brought to a close b. classified c. expected to begin d. told
19. The vigilant security guard noticed the open window and thwarted the burglary.
a. watchful b. untrained c. careless

d.distracted
20.While some soap opera fans appreciate the complicated story lines, others tune in
44
regularly because of the torrid love scenes.
a. silly b. passionate c. unrealistic d.
brave
4A’s Lesson Plan in English Grade 10
Date and Day: (Thursday)

Grade Level/Section and Time: Grade10-Obedient (10:30-11:30)
Class Description: Grade 10 Regular Pilot Section Students of Bislig

City
National High School
Length of Class: 1 hour session
I. Objectives:
At the end of the lesson, at least 75% proficiency level of the students are
expected to:
a. identify the literal and figurative meaning of words;
b. write the connotative and denotative meaning of the words given;
c. appreciate the importance of denotation and connotation in expressing
one’s idea or feeling; and
d. express personal opinions about the story “Inferno” by Dante Alighieri
II. Subject Matter:

 Connotation and Denotation
References:
45
 http://study.com/academy/what-is-connotation-and-denotation-definitions-
examples- date retrieved: November 13, 2016
Materials:
 Visual aids, Felt-tip pen, dictionary, slate boards and chalk

III. Valuing
 Realize the importance of connotation and denotation in expressing one’s
idea or feeling.
 Realize the real message of the story “Inferno” by Dante Alighieri
IV. Teaching Procedures:
A. Strategy
 Opening Prayer
 Checking of Attendance
 Review of the past lesson
 Reading of Lesson Objectives
 Motivation
 The class will be divided into 4 groups according to colors namely
red, blue, green and pink.
 The teacher will have an activity titled “Pic-Tence Activity”.
 The teacher will present a definition of a hidden word related to the
story “Inferno” with some of its words converted into pictures.
 Each group will guess the word using the picture-word definition
as its clue.
 The group who can raise the correct answer using the given clue
will be given 3 points and shall have a chance to choose another
square.
 And if ever all the teams haven’t answer the word through the
given definition cues, the teacher will reveal the word in a form of
a scrambled letter.
 The group who can answer the word correctly will be given 2
points and shall have a chance to choose another square.
 The group who can have the highest score will be declared as the
winner.
 Activity
 The teacher will divide the words in each group.
 Each group will make their own definition about the word that
they have picked.
B. Analysis
 The teacher will ask questions through the given activity:
 What have you noticed from our activity?
46
 What have you observe from the definition clues given?
 What have you observed from the words?
 What are the differences of the definitions being presented?
 What do you think is our topic for today?
C. Abstraction
 The teacher will discuss and give examples about
connotation and denotation through a “Fishing Game
activity”.
 Then, the teacher will present and discuss the story titled
“Inferno” by Dante Alighieri.
D. Application
 Each group will be given 2 words, a dictionary, a piece of paper
and a felt-tip pen for them to write their answer.
 The group will identify the connotative and denotative meaning of
the words given. In addition, they will be tasked to draw their own
theme of the story.
 They will be given 7 minutes to prepare and 3 minutes to present
their output.
 Each team must have 1 representative to present their output.
 They will be rated according to this criteria:
o Delivery - 5 pts.
o Content - 10 pts.
o Teamwork -5 pts.
20 pts.
V. VALUES INTEGRATION
 What is the importance of connotation and denotation in
communication?
 What is the message of the story in reality?
VI. EVALUATION
On a ½ sheet of paper. Answer the following statements by filling
up the correct word to be used. Write your answer (the word) in the
space provided.
Which connotation is more negative?
1. Our trip to the amusement park was _________.
a.) fine b.) wonderful
2. _______ people rode on the roller coaster.
a.) Brave b.) Foolhardy
3. We saw _______ animals in the animal house.
47
a.) fascinating b. ) weird
Which connotation is more positive?
4. We brought _______ souvenirs at the amusement park.
a.) cheap b.) inexpensive
5. Which is worth more?
a.) something old b.) something unique
6. Which is better?
a) To be skinny b.) to be slender
Select the word with the appropriate denotation to complete the following
sentences.
7. Some of the books we read are full of__________ claims, so they are
difficult to absorb in just one reading.
a.) complaint b.) complicated c.) complex
8. ___________ the course work is rigorous, but the teacher tries to make
accessible.
a.) For all intensive purposes c.) For all intents and purposes
b.) For all intensive purpose d.) For all intents and purposes
9. Our professor’s false British accent is a humorous ______.
a.) prefect c.)affect
b.) infect d.) effect
10. Just because you have__________ change in the school system does not
mean
youwill always achieved your desired___________.
a.) affected/affect c.) effected/effect
b.) effected/affect d.) effect/effected
VII. ASSIGNMENT
On a ½ sheet of paper write at least 5 words with its denotative and connotative
meaning.
48
Date and Day: (Friday)


City
I. Objectives:
expected to:
a. differentiate the two types of Affix through “Cabbage Relay” game;
b. determine the meaning of words through learning the affixes;
c. perform the given task related to the topic;
d. form a new word by adding affixes; and
e. express personal opinions about the poem Silvery Beach.
II. Subject Matter:
Lesson Title: Affix and its Two Types
Reference:
 English Grammar Today pp. 125
49
 http://dictionary.cambridge.org/us/grammar/british-grammar/
intonation
Materials:
 Instructional materials
 Manila paper
 Marker
III. Valuing
To reflect one’s life with nature.
E. Activity
 Opening Prayer
 Motivation
 The teacher will have an activity titled “cabbage relay”.
 Each leaf of the cabbage contains word.
 The teacher will let the students sing the “Fruit Salad” song and
while they are singing, the cabbage will be given to the students
and will be relayed.
 If the teacher will say “STOP” the one who is holding the cabbage
will pick one leaf and will give the stem or the root word of the
word and will make a sentence out of it.
unhappy beautiful attendance
opening safety removable
A. Analysis
The teacher will introduce the lesson title to the class
 How do you find the activity?
 What have you observed from the words?
 What would be our topic this morning?
 What comes into your mind if you hear the word affix?
 What are the two types of affixes?
 What do you think is the difference between prefix and
suffix?
B. Abstraction
The teacher will discuss the two types of affixes.
The teacher will group the class into four groups.
Then, teacher will present and have a short discussion
about the poem “Silvery Beach” by Nu Yin
50
SILVERY BEACH
Once
For relaxation
I visited this place.
While I was seeking shelter
I thought of the cliffs
Alone
And our lives
On this silvery beach
Though this dreadful waves
Beside the cliffs
Could something overleap?
I walk in thought.
They could not overwhelmed cliffs
I gazed in the endless sea
And I pondered.
“Similarity in one’s existence
Though violent minds
Gazing at the sapphire and green sea
May attacking you,
I felt calm.
If one practice patience
I did not tire of staring at the waves
One can have the tranquility in one’s
Coming towards the beach
heart”
Lie crumbling mountains
With terrific
C. sound While taking shelter behind a cliff,
Like wanting to devour and swallow,
D. Application This thought came to me.
Being alone I felt scared
The class will be
And took shelter from this tide and rough winddivided into four groups.
Each group will be assigned to each stanza of the poem.
Beyond the edge of the cliff
Each group will be given a task to identify the words from
the poem with suffixes and prefixes and make a sentence
out of it.
To add some twist, they will also be tasked to draw the
things that they’ve understand from the stanza of which
they are assigned.
After all of the groups have drawn, the teacher will ask the
student to create a theme out from the illustrations they
have presented.
V. VALUING
 What thing in nature could best describe or can reflect you with?
VI. EVALUATION
Direction: Form as many words as you can using each given root word.
Use any
applicable suffixes and prefixes to create a new word. Identify the part of the
speech of the word.
Example:
WORD NOUN VERB ADJECTIVE ADVERB
act actor, action react, enact active activity
51
WORDS NOUN VERB ADJECTIVE ADVERB
obey
agree
able
short
relax
art
comfort
friend
manage
print
VII. ASSIGNMENT
I. Direction: Add these affixes to the following root word. Then, from the
word that is formed, construct a sentence.
-s -er re- ing-
-es -est en- uni-
-ing -ful be- pro-
-ed -less mis- dis-
1. friend 6. interpret
2. create 7. beauty
3. hope 8. play
4. paint 9. cover
5. care 10.act
II. Direction: write the meaning of the original word. Add the indicated
suffix, change the spelling to form a new word. Lastly, write the meaning
of the new word.
1. explore + -ation
52
Meaning:
New word when prefix is added:
Meaning of the new word:
2. hesitate + -ant
Meaning:
3. formal + -ity
Meaning:
4. cooperate + -ate
Meaning:
5. care + -less
Meaning:
III. Direction: write the meaning of the original word. Add the indicated
prefix, change the spelling to form a new word. Lastly, write the meaning
of the new word.
6. co + worker
Meaning:
7. hyper + sensitive
Meaning:
8. hemi + cycle
Meaning:
9. peri + meter
Meaning:
10. intra + state
53
Meaning:
Date and Day: (Monday)


City
I. Objectives:
54
expected to:
a. identify the meaning of the difficult words presented through context
clues;
b. write sentences using the different types of context clues; and
c. value the importance of communication in everyday life.
II. Subject Matter:
Types of Context Clues
Springboard
 The Telephone
References:
file:///E:/topics/A%20%Types20of%20Context%20Clues%20This
%20%20is%20an%20overview%20for%20students%20who%20have
%20received%20instruction%20on%20u%20....html-date retrieved:
November 14, 2016
Materials:
Visual aids, Felt-tip pen, dictionary, slate boards and chalk
III. Valuing
Value the importance of communication in everyday life.
Strategy
 Opening Prayer
 Motivation
 The class will be divided into 4 groups.
 The teacher will have an activity titled “Guess Me”.
 The teacher will present words and a sentence in which each
word is used and she will let her students select the appropriate
definition of the specified word.
1. Credit- Mika has done sometime so beneficial for Rex so he
gave her a credit.
a. An acknowledgment of work done.
b. A deduction of a payment made by a debtor.
2. Tangle- The fishing net tangles when a toddler twist its
webs together.
55
a. to s eize and hold in
b . to unite or knit togeth er and to hamper
3. Gossip- When the gossip spread, Liza got very angry
because it was too personal.
a. Talks about the private detail of a person
b. False mischief against ones behavior
4. Drowsing- I feel like drowsing, my eyes seems to close and
my body wants to kiss on my bed.
a. Sleepy
b. Tipsy
5. Amble- It is a sunny morning, I need to amble out to have a
few exercise.
a. Small walk
b. Eat a little
 The group will write the letter of their answer in a paper
provided by the teacher.
 They will raise their answer after the teacher will gives her
“GO” signal.
 The group who can get the most number of correct answers
will be declared as the winner.
A. Activity
 The teacher will ask questions and have the student come up with
their own sentence through a “Knock-knock” Game.
 What have you observed from our activity?
 Based from our activity, how were you able to get the meaning
of the words?
 What do you think is our topic for today?
B. Analysis
 Each group is task to brainstorm with all the things they have
understand about the literary piece they have read.
 They will be given 15 minutes to read and to share their insights
about the poem.
The teacher will ask questions through the given activity:
 What is the poem all about?
 How do you find the poem?
 What is the predominant feeling of the speaker in these lines?
 Why does he feel that way?
56
 How does the speaker justify his joy of having a telephone?
 If telephone were not invented, how does it change our life
today?
C. Abstraction
 The teacher will have a short elaboration and give examples
about the topic.
D. Application
 Each group will be task to make a short comic strip using at least 3
types of context clues as their dialogue.
 They will be given 7 minutes to prepare and 3 minutes to present
their output.
 Each team must have 1 representative to present their output.
 They will be rated according to this criteria:
o Delivery - 5 pts.
o Content - 10 pts.
o Teamwork -5 pts.
20 pts.
V. VALUES INTEGRATION
 Base from drawn comic strip the teacher will ask the following:
 What do you think is the importance of a telephone in our life
today?
 What is the importance of communication in everyday life?
VI. EVALUATION
Direction: Identify the meaning of the italicized word in the sentence. Use
the
hints or context clues to identify its meaning. Choose the letter of your
choice. Write your answers in a ¼ sheet of paper.
1. Because there was so little precipitation this year, the crops dried up and died.
a. Fertilizer
b. Planting
57
c. Rain
2. Although I was unable to understand all of the details of the presentation, I

did get gist of it.
a. humor
b. main point
c. notes
3. At a special ceremony, the police chief gave the officer

a commendation for
bravery.
a. an award for an outstanding achievement
b. an object designed to bring good luck
c. a lecture
4. One brother is an erudite professor; the other brother, however, has never

shownany interest in books or learning.
a. old; elderly
b. well-educated; well-read
c. snobbish; stuck up
5. Night is the time when many animals forage, or search, for food.

a. come out at night
b. sleep
c. search for food
6. The waiter was so brusque that we left only a small tip. He was impolite
and
impatient, and seemed annoyed whenever we asked for something.
a. acting or speaking in a rude, abrupt manner
b. frightening looking
c. knowledgeable and skilled
7. The store specializes in cutlery, such as forks and knives that has unique
designs.
a. spices and seasonings
b. plates, bowls, and cups
c. silverware; eating utensils
58
8. My sister loathes broccoli, but she loves spinach.
a. dislikes intensely
b. eats eagerly
c. prepares and cooks
9. Psychologists have conducted research on altruism, which can be defined

as
"putting the needs and welfare of others above one's own needs and well-
being."
a. psychologists who conduct research
b. research conducted by psychologists
c. putting the needs and welfare of others above one's own needs
and well-being
10. The debris on the stadium floor included numerous paper cups, ticket
stubs,
and cigarette butts.
a. products
b. papers
c. trash
VII. ASSIGNMENT
I. Direction:Complete each sentence below by filling up in the blank with
appropriate word.
Martyr partially indisputable
Hideous fulfill peril
Handkerchief malicious philanthropist
1. I used a ____________________________________________ to
blow my nose.
2. I saw a ______________________________________ costume at
Halloween time.
3. We were in ___________________ at our boat was getting beaten
by pounding waves.
4. He only ________ filled my jug of water.
5. St. Stephen was the first __________________________ of the
Catholic Church.
II. Direction: using the context, determine the meaning of the highlighted
word in a sentence.
59
1. Sue’s boss was a callous man. He did not reach to her tears and apologies.
Callous means _________________
2. Employees from all the divisions convened in the auditorium to hear the
company president speak.
Convened means _______________
3. The heavy rain made it difficult to see. Jill meant to turn right to King
Street, but inadvertently turned onto Cedar Street instead.
Inadvertently means __________________
4. From experience Ellen knows that the more she studies, the better she
does in school. Her marks on exams attest too many hours of hard work
Attest means ____________
5. At the end of each workday, Daniel arranged his papers into meat piles,
dusted his computer, and tucked his chair under his desk. He was equally
meticulous at home.
Meticulous means __________
6. The lawyers were poorly prepared. The defendant was late. The jurors
talked during the trial. The judge declares the case to be the travesty of
justice.
Travesty means ______
7. Searching students ‘lockers without permission is considered by some to
be an infringement of students ‘rights.
Infringement means ________
8. The tough task was filled with inherent danger _______
Inherent means ______________
9. The counterfeit money was not accepted at the retailer.
Counterfeit means ______________
10. Even though a storm had just come through, the lake was strangely very
placid that afternoon.
Placid means _________
Content Validity Sheet
(Based on the Evidence of Questionnaire Validity Formulated by Good and Scales)
Please check the box to indicate your answer.
No. Bases Yes No

1 Are the statements subject-based?
2 Are the questions perfectly clear and comprehensible?
3 Do the questions at something stable, something relatively deep-
seated, well-considered, non-superficial and non-ephemeral?
60
4 Is the questionnaire congruent to the objective of the study?
5 Do the responses show a reasonable range of variation?
6 Is the information obtained consistent?
7 Are the items sufficient enough to gather such needed data?
8 Is there a possibility of using an external criterion to evaluate the
questionnaire?
Research Title: ENHANCING THE VOCABULARY SKILLS OF THE

SELECTED GRADE 10 REGULAR PILOT STUDENTS OF BISLIG CITY
NATIONAL HIGH SCHOOL THROUGH DIRECT INSTRUCTIONS.Y. 2020-
2021
Objectives:
1. To assess the student’s 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 student’s

vocabulary.
Evaluated by:
Researchers’ Curriculum Vitae
PERSONAL INFORMATION:
Name: NOEL B. BANDA
Nickname: "tantan”
Age : 23
Date of Birth: July 22, 1997
Address: Purok-3 Poblacion, Bislig City
Surigao del Sur
Email Add. : noel.banda@deped.gov.ph
Mobile No. : 09488847942
Religion: Catholic
61
Citizenship: Filipino
Father’s Name: Victor A. Banda
Mother’s Name: Roberta B. Banda
ACADEMIC PREPARATION:
Graduate Studies: Master of Arts in English Language Teaching

Major in English
Surigao del Sur State University- Tandag Campus
Inclusive Year of Attendance: On-going
Baccalaureate Degree: Bachelor of Secondary Education Major in

English
USEP-Bislig Campus
Inclusive Year of Attendance: 2013-2017
Secondary Level: Bislig City National High School

Award: First Honorable Mention
Elementary Level: Bislig Central Elementary School

WORK EXPERIENCE:
August 2020 – Present: Teacher I - Permanent
Gamut National High School
Department of Education
Division of Surigao del Sur
DESIGNATIONS : Supreme Student Government (2020-present)

: Asst. Journalism Coor. (2020-present)
: Reading Coor. (2020-present)
Philosophy in Life: “Ignorance is an ocean, but knowledge is just a drop”
PERSONAL
Name: DARIOZ B. LUCERO
Address: P#2 Bongaitan District, Barangay Mangagoy, 8311 Bislig City
62
Phone Number: 09122176955
Email: darioz.lucero14@gmail.com
Birth date: October 14, 1989
Place of Birth: Bislig City
Gender: Male
Nationality: Filipino
Marital Status: Single
RESUME OBJECTIVE
Goal-oriented professional teacher with 4 years experience in service. Motivated, communicative, results-driven with excellent problem-solving,
organizational skills and innovative. An effective teacher who always understand the needs and interest of the students.
WORK EXPERIENCE
Teacher May 2017 - Present
Andres Soriano Colleges of Bislig, Mnagagoy, Bislig City
Senior High School Teacher
College Instructor
EDUCATION AND QUALIFICATIONS
Bachelor of Science in Secondary Education Major in English June 2014-March 2017
Andres Soriano Colleges of Bislig, Mangagoy, Bislig City
REFERENCES
Anrey G. Antiquina Andres Soriano Colleges of Bislig
09060259720
Anreygatiquina88@gmail.com
SKILLS
Microsoft Word
63

IMRAD

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IMRAD

Uploaded by

Copyright:

Available Formats

ENHANCING THE VOCABULARY SKILLS OF THE

SELECTED GRADE-10 STUDENTS THROUGH

The Faculty of the Graduate School

Surigao del Sur State University

AILYN GRACE PANTALEON

Approved by the committee on Oral Examination

AILYN GRACE PANTALEON

vocabulary is critical for language learning for it improves all areas of

comprehension- listening, reading, writing and speaking. Moreover, Farhardy

ability in acquiring and understanding the language.

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

Language Learners (ELL’s) often considers vocabulary as their most frequent

obstacle in trying to access information whether oral or written.

In view to this problem in vocabulary, this study investigated the number of

population of the respondents whose scores belonged to the highly competent

this can be problematic knowing how vocabulary is a critical component of

In view of this situation, the researchers applied direct instruction on

skill enhancement of students through DVI.

vocabulary instruction. Therefore, direct vocabulary instruction had an impact on

School. It is then recommended that teachers should use Direct Vocabulary

Instruction in teaching English especially in teaching vocabulary to their students.

they should be more creative, interactive, relevant and realistic in implementing

accomplished without the assistance of the following people:

this study a successful one;

being our proof reader;

results of the said study;

Mrs. Edna B. Delos Santos for allowing us to conduct our study;

participation during the conduct of this study;

greatest motivation and supporters;

making this study a successful one.

TITLE PAGE ……………...……………………………………………………. i

RESULTS AND DISCUSSION

CONCLUSION AND RECCOMENDATION

Table 2.1 Reliability Test Decision Rule……………………………….. 18

Table 2.2 Score Interpretation………………………………………….. 20

Table 3.1 Pre-Test Scores……………………………………………… 22

Table 3.2 Design Intervention……………………………………….... 25

Table 3.3 Percentage Distribution for Pre-test and Post-test Scores…. 28

Figure 1.1 Theoretical/Conceptual Framework………………………… 12

Figure 3.1 Percentage Distribution of the Pre-test……………………... 24

Figure 3.2 Percentage Distribution of the Post-test……………………. 27

Learning of vocabulary has long been considered as one of the

essential elements for developing language learning. As stated by

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

vocabulary is a major factor in all types of comprehension, Silverman and

(ELL’s) 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

in using the word in the right context.

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

the research of Felicitas E. Pado- University of the Philippines Diliman

language or the meaning of oral or written text. As Dr. Quijano (2007),

head of the Deped’s 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

mentioned earlier can be attributed to several factors such as the

presence of reading disabilities and positively, lack of vocabulary is

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

defined by Biemiller and Boote (2006), direct instruction is a teacher-led