Enhancing Vocabulary of Grade 5 Pupils of La Torre Elementary School Through Interactive Multimedia

“ENHANCING VOCABULARY OF GRADE 5 PUPILS OF LA TORRE
ELEMENTARY SCHOOL THROUGH INTERACTIVE MULTIMEDIA”
An Action Research
By:
MARVY LIN JOY B. VILLAMAR
GERWIN C. BANSIG
2023
LA TORRE ELEMENTARY SCHOOL

“ENHANCING VOCABULARY OF GRADE 5 PUPILS OF LA TORRE ELEMENTARY SCHOOL
THROUGH INTERACTIVE MULTIMEDIA”
TABLE OF CONTENTS
Pages
Title Page …………………………………………………………………… i
Context and Rationale …………………………………………………….. 1-3
Research Questions ………………………………………………………. 3
Significance of the Study ………………………………………………… 4
Scope and Limitation …………………………………………………….. 5
Methodology ……………………………………………………………….. 5
Type of Research ………………………………………………………… 5
Respondents ……………………………………………………………… 6
Sampling methods ……………………………………………………….. 7
Proposed Innovation/Intervention/Strategy/Instrument …………………. 7-8
Data Collection Procedure ………………………………………………. 9-10
Ethical Considerations …………………………………………………… 11
Data Analysis ……………………………………………………………. 11-13
Work Plan ……………………………………………………………….. 14-15
Cost Estimates …………………………………………………………… 16
Plan for Dissemination and Utilization ………………………………….. 16-17
References …………………………………………………………………. 18-19
Appendices ………………………………………………………………… 20
A. Instruments ……………………………………………………………. 20
B. Consent and Assent Letters …………………………………………… 21-22
C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest …. 23
CONTEXT AND RATIONALE
Vocabulary is one of important factors in language learning and
develops the language skills. The learners feel difficult if they are lack of
vocabulary. Meanwhile, vocabulary development is an important aspect of
language development, vocabulary is central to teach English because without
sufficient vocabulary students cannot understand others or express their own
ideas.
However, preliminary observations in La Torre Elementary School
Grade 5 pupils revealed that their vocabulary is low. They were unable to
comprehend the content of the English texts. For example, they were unable
to tell what a text was about after reading it. Furthermore, they were unable to
accurately answer text-related questions. The situation has an impact on the
English skills of other students. This challenge was as a result of some issues.
Some things contributed to the difficulties. They were teacher-
centered and relied on materials from the course book. The majority of
teachers rely on textbooks and printed materials to teach students, which are
frequently delivered in a monotonous manner, causing students to become
bored, a lack of media to support the teaching and learning processes, the
availability of interactive multimedia sources, a lack of opportunities for
students to participate actively in the teaching and learning process due to
time constraints, students' low motivation, students' passiveness during the
1
NEUST-MGT OFF CAMPUS
English teaching and learning process, and a lack of resources. All of these
variables contributed to the kids' poor vocabulary.
Furthermore, the students had a great aversion to reading, particularly
reading aloud. Because it will be so prominently displayed in public, the
English text was chosen. As an example, When the teacher requested one of
the students to read the material aloud in front of the class, he was unsure and
refused to read. This syndrome caused unstable learning and reduced pupils'
enthusiasm to learn. Given the factors stated above, the teacher must seek out
effective methods to enhance the teaching and learning of English reading in

th
5 Grade of La Torre Elementary School SMP Interactive multimedia, i.e.,
video games, is one way that can be used in the teaching and learning
process. Macromedia Flash as Interactive Multimedia improves the process of
teaching and learning reading, which is one of the macro skills that is tough
to master. The program was employed after considering the aspects that
contribute to reading difficulty. This program aided teachers by supplying
materials. particularly for reading Furthermore, it helps entice students to
enjoy the lesson; teenagers were particularly interested in the use of
technology in the process of teaching and learning. As a result, it was critical
to conduct research that could improve the reading teaching and learning
process with media that may merge what students desire, require, and lack
with their enjoyment. Based on the foregoing rationale, and due to issues with
teaching and learning.
2
The researcher was interested in finding a solution to the reading
process in English at La Torre Elementary School’s 5th grade class. Assist
youngsters in learning to read and enhance vocabulary. The researcher
concentrated on in this study. Making reading more exciting and
pleasurable. The researcher conducted a study titled “Enhancing
Vocabulary of Grade 5 Pupils of La Torre Elementary School through
Interactive Multimedia”.
RESEARCH QUESTIONS/HYPOTHESIS
This action research is intended answers to the following questions in order
to enhance the vocabulary of Grade 5 pupils of La Torre Elementary School
through Interactive Multimedia.
Specifically, the action research sought answers to the following
questions:
1. What is the performance before the implementation of Intervention?
2. What is the performance after the implementation of Intervention?
3. Is there a significant difference between pre-test and post-test?
HYPOTHESIS
There is no significant relationship between the students in its enhancing of
vocabulary.
3
SIGNIFICANCE OF THE STUDY
This study focused on determining the significance of utilizing interactive
multimedia enhancing the vocabulary of the Grade 5 pupils. In addition, the findings of
the study may be beneficial to the learners, parents, community, administrator and future
researchers.
This research assisted the learners in improving their vocabulary skills after they
have learned the interactive multimedia technique.
The findings of this study may be used by teachers as a foundation in facilitating
the learners’ reading comprehension vocabulary skills using interactive multimedia
which may be used in teaching reading.
The findings of this study will also serve as a guide for school heads in expanding
existing knowledge by providing more inventions and strategies as a solution to the
learners’ vocabulary skills.
This study will be a valuable resource for future researchers who plan to conduct
research on improving vocabulary skills through the use interactive multimedia.
4
SCOPE AND LIMITATION
As stated in the problem’s context, the researcher and teacher reduce problems with
vocabulary ability and efforts to improve the teaching and learning procedures
Furthermore, Interactive Multimedia is regarded as an efficient method for improving
kids' vocabulary. It has also never been employed as a reading-teaching strategy by the
teachers at La Torre Elementary School. In light of this viewpoint, the researcher did a
research study to satisfy her interest by focusing on increasing kids' reading skills
utilizing Interactive Multimedia at La Torre Elementary School's 5th grade.
METHODOLOGY
This study utilizes an Action Research design that is specifically designed to enhance vocabulary
skills in Grade 5 students. This chapter provides an overview of the research design, including
the chosen research type, the target respondents, the sampling method, the proposed innovation,
intervention, or strategy, the instruments used, the data collection procedure, ethical
considerations, data analysis approach, timetable, cost analysis, and plans for dissemination and
utilization. Action research is chosen as the preferred methodology due to its dynamic and
collaborative nature, which is in perfect alignment with the objectives of the study. The research
team will work with educators to implement and improve targeted interventions, including
workshops, digital resources, and vocabulary programs. This approach enables a dynamic and
pragmatic examination of effective methods, promoting an ongoing process of improved
performance. This study aims to enhance the vocabulary skills of Grade 5 students by actively
involving stakeholders and utilizing the cyclic nature of Action research. It seeks to identify
impactful interventions and contribute to meaningful and actionable improvements.
5
RESPONDENTS
The students in the Grade 5 Section Earth 31. The primary respondents at La Torre
Elementary School consist of 17 girls and 14 boys. The study acknowledges the
significance of this particular age group in terms of academic growth. The study focuses
on respondents who are exclusively enrolled at La Torre Elementary School,
highlighting the localized scope of the research.
Grade 5 students actively engage in targeted interventions aimed at improving their
vocabulary skills. The study's success relies on the involvement of participants, as the
effectiveness of interventions is evaluated based on their engagement and progress.
The research goal is to enhance vocabulary skills in Grade 5 students, which is why the
focus is on this particular age group and context. The research team seeks to customize
interventions for Grade 5 students to address their developmental needs and learning
preferences. This will not only promote individual growth but also improve reading,
listening, speaking, and writing education strategies at the elementary level.
6
SAMPLING METHOD
To address the research questions related to improving the vocabulary skills of Grade 5
students at La Torre Elementary School, purposive sampling will be used. The Grade 5
Section, specifically "Quezon," with a total of 31 students (17 girls and 14 boys), will be
intentionally selected. This method ensures a focused and targeted approach, taking into
account specific characteristics and diversity within the group. Participants will be chosen
based on varying levels of reading proficiency, writing skills, listening, speaking,
academic performance, and demographic backgrounds. Informed consent will be
obtained, and active participation in interventions will be monitored for continuous
assessment. The strategic sampling aims to represent diverse learning styles and
proficiency levels within the Grade 5 section.
PROPOSE INNOVATION, INTERVENTION, AND INVENTION
This study utilizes a comprehensive approach to improve the vocabulary abilities of 5th
grade students at La Torre Elementary School. The interventions involve students'
participation in the Enhancing Vocabulary Skills Program, which is designed to enhance
comprehension, fluency, and academic performance through enjoyable and interactive
multimedia sessions.
The Pictionary Game engaged students and encouraged them to actively participate. Let
the students watch a short clip or short story and then get some unfamiliar words from the
story to play for the Pictionary. Pictionary: A great way to get the whole class involved is
by playing Pictionary: Split the class into 2 teams. Have one student from each team
come to the board. Assign them one vocabulary word to draw. The students’ teams
7
should try to guess what vocabulary word is being drawn, within a certain time limit
whichever team guesses correctly first gets a point. Repeat with different members of
each team coming to board until all the vocabulary words have been drawn, then tally the
points, and declare a winning team.
Creating a conducive environment that promotes the enhancement of skills through
mutual support. The incorporation of age-appropriate interactive multimedia, including
online tools and games, enhances the educational experience by providing an enjoyable
and interactive means for students to enhance their vocabulary skills. The students'
mastery of vocabulary is a distinctive characteristic. Educators are actively engaged in
addressing challenges and fostering a culture of tutoring within the school. This research
aims to enhance the academic performance of Grade 5 students at La Torre Elementary
School by implementing strategies that improve speaking, reading, listening, and writing
skills, ultimately enhancing their vocabulary skills.
8
DATA COLLECTION PROCEDURE
To begin, the researchers will seek permission from the principal of La Torre
Elementary School to conduct the study on Enhancing the Vocabulary of grade 5 pupils
of La Torre Elementary School through Interactive Multimedia. The researcher will be
able to administer the questionnaires to Grade 5 students during their free time because
of this. Copies of materials will be distributed and retrieved on predetermined dates. To
ensure valid and reliable results, the researcher will conduct the survey herself.
The observation is carried out to document the implementation of learning in
the classroom, namely the field observations of the students as research subjects and
observe the implementation of learning in the classroom. The next step that needs to
be done is as follows.
a. Identify the issues pertaining to the implementation of the teaching of reading in
English subjects.
b. Planning for implementation of problem
c. Discussing with the teacher about action.
Moreover, the researcher will be the one to offer remedial teaching for identified grade 5
pupils with have difficulties in vocabulary. The pre-test will be administered by the
researcher, however, to see the authenticity and correctness of the result of the pre-test, the
cooperating teacher will be the one to administer the post- test.
9
The result of their pretest and post-test was interpreted using the scale below:
Scale Range Verbal Interpretation Verbal Description
4 31-40 Excellent The pupil’s meet the highest level of
satisfaction or performance. There is
an outstanding experience and there
are no significant issues or areas for
improvement and the experience was
exceptional.
3 21-30 Good The pupil’s meet above-average or
satisfactory performance or
experience. There are some minor
areas for improvement but overall,
the experience is enjoyable.
2 11-20 Average The pupil’s meets the minimum
expectations and there is room for
improvement. There is a room for
improvement.
1 1-10 Fair The pupils meet the below average
performance or experience.
10
ETHICAL CONSIDERATIONS
The intervention approach is not being questioned here, but rather the project’s
implementation. Will it be truly successful in boosting the vocabulary? How can the
study proponent or researcher be certain that the project will increase the quantity of low
vocabulary pupils? Are the students willing to attend the remediation?
These issues should be addressed and minimized with the assistance of teacher
advisers and school administration. Collaboration among teachers, parents, and
identified low achievers in mathematics is essential.
The researchers was convinced that genuine encouragement and motivation
would make a difference. Total project submissions would have a significant impact on
the level of success of the Interactive Multimedia. The school administration and teacher
advisers would no longer be concerned because everything was given, from instructional
materials to answer sheets. The researcher would oversee the plan's execution. Rest
assured that failure is unavoidable if everyone works together.
DATA ANALYSIS
The information gathered was both qualitative and quantitative. The
qualitative data were gathered through observation and interviews. Field notes,
interview transcripts, and images were used. The data was then interpreted and
examined. They were then linked to the applicable theories. Following that, the
data's outcomes were provided from start to finish. Meanwhile, the tests yielded
quantifiable data for this study administered Quantitative Technique. The
quantitative statistics were derived from the outcomes of the two tests times,
11
namely at the end of the first and second cycles. The next step is to compute the
percentage of right response obtained by each student.
The researchers can determine the from the calculation of this percentage.
The level to which students have mastered the previously taught materials in other
words, the extent to which pupils who have been taught over the content have
succeeded in terms of the learning success criteria (indicators of success) as
previously envisaged. Furthermore, the outcomes of each test's student outcome
calculation were recorded. when compared to the first and second cycles These
findings indicate the percentage gain in students' abilities after participating in
learning.
1. Indicator of Success
Before establishing success indicators, the following defines the meaning
of as follows, individual mastery and classical completeness.
a. Classical Completion
Individual mastery is defined as a pupil mastering at least 65%of the
materials (subject matter recount text) as evidenced by the attainment of the
65th percentile result .A class is said to have gained classical completeness if
there were at least 85members. Individual mastery obtained by % of pupils.
This study is considered effective if the object under consideration has
achieved classical completeness.
12
b. Students' Engagement
This study is considered effective if, by the conclusion of the second
cycle, students' activity has increased by at least 70%. Descriptive analytic
techniques are also used to characterize the data. The suitability of the
instructional materials descriptive analysis is a type of data analysis technique
by describing an increase in learning, conduct, and motivation and
strengthening kids' reading skills using interactive observation of learning
media, field notes, and tests.
The study was conducted during the 2023-2024 academic year at La Torre
Elementary School as part of the teaching-learning activities. From November to Januaryl
2023-2024, this action research covered action planning and execution. The study took three
(5) weeks to complete. Implementation of action customized to the schedule of English
learning in La Torre Elementary School of Grade5 class. Time allocation of two instruction
sessions (2hours and 40 minutes) every week completed in a single meeting on Friday at 9:00
A.M. 9:30 – 10:00. five sessions. The study schedule is based on prior agreement with the
advisor of Grade 5 section Quezon.
13
WORKPLAN
The study was conducted during the 2023-2024 academic year at La Torre Elementary
School as part of the teaching-learning activities. From November to January 2023, this
action research covered action planning and execution. The study took three (5) weeks to
complete. Implementation of action customized to the schedule of English learning in La
Torre Elementary School of Grade 5 Class. Time allocation of two instruction sessions (2
hours and 40 minutes) every week completed in a single meeting on Friday at 9:00 a.m.
9:30 – 10:00 a.m. five sessions. The study schedule is based on prior agreement with the
Advisory of the class of Grade 5 section
Objectives Activities/ Timeframe Participants/

Strategies Beneficiaries
• The objectives of this These activities and • November 17 - January • Grade Six (5) Students
work plan for the strategies aim to create a 12 in La Torre Elementary
Vocabulary Boost dynamic and engaging 2023-2024 School
Workshop are to learning environment,
significantly enhance the fostering a love for
vocabulary of Grade 5 reading, listening,
students, address specific speaking, writing and
challenges faced by enhancing the overall
pupils, contribute to the vocabulary skills of
improvement of Grade 5 students in
elementary-level Enhancing Vocabulary
vocabulary education Skills Program
strategies, provide
practical insights, • Enhancing Vocabulary
measure the impact of Skills Program: Conduct
interventions, and offer interactive workshops for
actionable enhanced vocabulary
recommendations for a skills.
lasting improvement in
vocabulary skills. • Pictionary Game
A great way to get the
whole class involved is by
playing Pictionary: Split
the class into 2 teams.
Have one student from
each team come to the
board. Assign them one
vocabulary word to draw.
The students’ teams
should try to guess what
vocabulary word is being
14
drawn, within a certain

time limit—whichever
team guesses correctly
first gets a point. Repeat
with different members of
each team coming to
board until all the
vocabulary words have
been drawn, then tally the
points, and declare a
winning team.
• Interactive
Multimedia:
Integrate age-appropriate
digital tools, interactive
games, and educational
applications to enhance
the learning process and
promote an enjoyable
educational experience.
Resources Needed Expected Remarks

(optional) Output/Outcomes
• Laptop/power point • The expected outcomes

presentation of the Vocabulary Boost
• Visual aids Workshop include a
• Online tools, games and significant improvement
Educational application in the vocabulary skills of
Grade 5 students, tailored
solutions to address
specific challenges,
valuable insights
contributing to enhanced
elementary-level
vocabulary skills,
practical applicability of
interventions, a measured
impact on vocabulary
proficiency, and
actionable
recommendations for
lasting improvement.
These outcomes
collectively aim to
positively impact the
targeted student
population at La Torre
Elementary Schools.
Prepared by; Approved by;
Marvy Lin Joy B. Villamar Jessie R. Martinez

Gerwin C. Bansig School Principal
Date: November 23, 2023
15
COST ESTIMATES
The table breaks down the estimated budget for the Enhancing Vocabulary Skills
Program at La Torre Elementary School. This organized overview ensures focused
financial allocation for the effective enhancement of Grade 5 students' vocabulary skills,
covering essential resources and logistical needs.
Itemized Costs Amount (Pesos)
Encoding, Printing 500
Photocopying during research process
Digital Tools 250
Visual Aids 400
Transportation (Group) 300
Snacks 500
Total Budget Estimate 1,950 Php
PLAN FOR DISSEMINATION AND UTILIZATION
Target Activities/Methods or Persons involved Time
Strategies
Phase I Project Launch and Project Team, Teachers Week 1 Friday 2:00PM
Stakeholder Briefing November 17, 2023
Phase 2 Initial Enhancing Project Team, Grade 5 Week 2 Friday 10:00
Vocabulary Assessment Students AM November 24, 2023
Phase 3 Addressing the needs Project Team, Educators Week 2 Friday 2:00PM
through a Game-based Project Team, Teachers November 24, 2023
Learning strategies
Phase 4 Implementation of Project Team, Grade 5 Week 3 Friday 10:00

Enhancing Vocabulary Students AM December 1 -
Skills Program. January 11, 2024
16
Enhancing Vocabulary Skills Program, spanning the first month, activities include the
project launch and stakeholder briefing, an initial Enhancing Vocabulary assessment
involving the project team and Grade 5 students, as well as addressing the needs through
a Game- based learning led by the project team and educators. Alongside the
commencement of improving the vocabulary skills and the implementation of the
Enhancing Vocabulary Skills Program involving the project team, teachers, and Grade 5
students. These concentrated efforts aim to enhance vocabulary skills and engagement
among Grade 5 students at La Torre Elementary School.
17
REFERENCES
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Educacón 2.1. (1991): 69 -81. Versión PDF.
Atorresi, A. (2019). Aportes para la enseñanza de la lectura, SERCE Segundo Estudio
Regional Comparativo y Explicativo. Chile: UNESCO.
Auerbach, C. F. (2018). Qualitative Data: An Introduction to Coding and Analysis.

NewYork: NYU press
Bloom, B. (2019). Taxonomía de los Objetivos de la Educación. Buenos Aires:

El AteneoEditorial.
Brown, H. D. (2018). Language Assessment Principles and Classroom Practices. White

Plains, NY: Pearson Education.
Burns, A. (2019). Collaborative action research for English language teachers.

Cambridge: Cambridge University Press.
Burns, A. (2020). Doing Action Research in English Language Teaching.

NewYork: RoutledgeCondemarín, M. Evaluación de la Comprensión
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Chatal, R. (2019). Diagnostic and Instructional Uses of the Cloze Procedure. The Nera
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engradodécimo del Colegio San José de Gualmatán. Pasto, Colombia: Universidad
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Gagné, E. D. (2017). La Psicología Cognitiva del Aprendizaje Escolar. Traducción de

PalomaLinares. Madrid: Visor Distribuciones, S.A
Goodman, K. (2017) La lectura, la escritura y los textos escritos: una perspectiva

transaccional sociopsicolingüística. Revista Textos en contexto II (1996): 9 - 68
Hall, M. & Austin, T. (2020). Content-Based Second Language Teaching and

Learning. UnitedStates: Pearson Education, Inc Hedgcock, J. & Ferris, D.
(2018). Teaching Readers of English. New York: Routledge Lankshear, C. &
Knobel, M. (2019). Teacher Research: from Design to Implementation.
NewYork: Open University Press Mehisto, P., Marsh, D., & Frigols, M. (2018).
Uncovering CLIL. China: Macmillan PublishersLimited. Mills, G. (2019).
Action Research: A guide for the Teacher Researcher. PrenticeNavarro, M.
(2018). Elementos para formular una teoría sobre el proceso de comprensiónde
lecture. Trabajo de Grado para el título Magister en Educación. Bogotá,
Colombia: Universidad de la Sabana. Nation, P. (2019). Vocabulary Reading
and Intensive Reading. EA Journal (21) 2: 20-29 Nutall, C. (2019). Teaching
Reading Skills in a Foreign Language. Great Britain: HeinemanSadeghi, K
(2018). Measuring Reading Comprehension: The Judgmental Validity of
ClozeProcedure. International Journal of American Linguistics 11.2: 115 -130
Sagor, R. (2018). The Action Research Guidebook. Thousand Oaks, CA:
Corwin Press. Sejnost, R. (2017). Reading and Writing across Content Areas.
Thousand Oaks, CA: CorwinPress Sijtsma, K. & Molenaar, I. (2017).
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19
APPENDICES
A. Instrument
This section provides a concise overview of the various research
instruments used in the study "ENHANCING VOCABULARY SKILLS
PROGRAM." The baseline assessment tool evaluates the initial reading
proficiency, writing, speaking, and listening skills of Grade 5 students, with the
aim of enhancing their vocabulary skills. The stakeholder survey questionnaire
collects structured feedback from educators, administrators, and parents
regarding the effectiveness of Enhancing Vocabulary through Interactive
Multimedia interventions and identifies potential challenges. The interview
protocol used for educators utilizes a semi-structured approach to explore the
experiences and observations of educators during the implementation of
interventions. An observation checklist is used to systematically document the
application of the "Enhancing Vocabulary Skills" intervention in classrooms,
with a focus on key indicators. To gather student perspectives, a focus group
discussion guide utilizes open-ended questions to elicit insights regarding
interventions and challenges encountered. The data analysis framework
facilitates the systematic processing and interpretation of qualitative and
quantitative data, enabling a thorough assessment of the project's impact.
20
B. Parental consent
I am writing to inform you about the "Enhancing Vocabulary Skills
Program" research study led by Marvy Lin. Joy B. Villamar and Gerwin C.
Bansig. This study aims to Enhancing Vocabulary of Grade 5 pupils at La Torre
Elementary School through Interactive Multimedia. Has been selected as a
potential participant, and we seek your voluntary consent for their involvement.
Participation involves activities through interactive multimedia. Please rest
assured that all information collected will be treated confidentially, with your
child's identity protected. Your consent is vital for the success of this research.
If you have any questions or concerns, please do not hesitate to contact us. If
you agree to allow your child to participate, kindly sign and return the attached
consent. We appreciate your cooperation in advancing literacy research and
education.
21
Dear Grade 5 students section Quezon,
I hope this letter reaches you in good condition. You have been chosen to
participate in the "ENHANCING VOCABULARY SKILLS PROGRAM,"
research study conducted by Marvy Lin Joy B. Villamar and Gerwin C. Bansig
from La Torre Elementary School. This study aims to improve the vocabulary
skills of Grade 5 students using interactive multimedia. Participation in this
study has been completely voluntary. If you decide to participate, you may need
to complete assessments and participate in activities aimed at improving
vocabulary skills through interactive multimedia. Rest assured that your
responses will be treated with confidentiality, and your identity will remain
private. Please feel free to ask any questions or express any concerns you may
have. To participate, kindly sign and return the attached consent form. Your
involvement is valuable in contributing to educational research, and we
appreciate your consideration.
Sincerely,
Marvy Lin Joy B. Villamar School Principal: Jessie R. Martinez

Gerwin C. Bansig
22
Contact Information
#09358888965 gmail: abbyvillamar2001@gmail.com
#09153000833 gmail: gerwincalahi6666@gmail.com
C. Declaration of Anti-Plagiarism and Absence of Conflict of Interest
In the pursuit of academic greatness through the "ENHANCING
VOCABULARY SKILLS PROGRAM," I, Marvy Lin Joy B. Villamar and
Gerwin C. Bansig, decisively declare the uniqueness and bold originality of every
piece of intellectual treasure contained inside these pages. As an intrepid literary
explorer, I can guarantee that the written materials, numerical representations, and
collection of data have been obtained via mystical yet fully ethical methods.
Every thought has been carefully crafted, and each borrowed notion is
accompanied by a proper citation, resulting in a tapestry of information that is
both genuine and intriguing. This statement functions as both a strong defense
against the deceptive threat of plagiarism and a clear affirmation of my steadfast
dedication to the principles of academic integrity.
Signature:
Marvy Lin Joy B. Villamar
Gerwin C. Bansig
23

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“ENHANCING VOCABULARY OF GRADE 5 PUPILS OF LA TORRE

ELEMENTARY SCHOOL THROUGH INTERACTIVE MULTIMEDIA”

MARVY LIN JOY B. VILLAMAR

LA TORRE ELEMENTARY SCHOOL

THROUGH INTERACTIVE MULTIMEDIA”

THROUGH INTERACTIVE MULTIMEDIA”

CONTEXT AND RATIONALE

Vocabulary is one of important factors in language learning and

vocabulary. Meanwhile, vocabulary development is an important aspect of

language development, vocabulary is central to teach English because without

sufficient vocabulary students cannot understand others or express their own

However, preliminary observations in La Torre Elementary School

accurately answer text-related questions. The situation has an impact on the

Some things contributed to the difficulties. They were teacher-

frequently delivered in a monotonous manner, causing students to become

availability of interactive multimedia sources, a lack of opportunities for

students to participate actively in the teaching and learning process due to

time constraints, students' low motivation, students' passiveness during the

THROUGH INTERACTIVE MULTIMEDIA”

variables contributed to the kids' poor vocabulary.

Furthermore, the students had a great aversion to reading, particularly

reading aloud. Because it will be so prominently displayed in public, the

effective methods to enhance the teaching and learning of English reading in

process. Macromedia Flash as Interactive Multimedia improves the process of

contribute to reading difficulty. This program aided teachers by supplying

materials. particularly for reading Furthermore, it helps entice students to

enjoy the lesson; teenagers were particularly interested in the use of

technology in the process of teaching and learning. As a result, it was critical

teaching and learning.

THROUGH INTERACTIVE MULTIMEDIA”

The researcher was interested in finding a solution to the reading

process in English at La Torre Elementary School’s 5th grade class. Assist

youngsters in learning to read and enhance vocabulary. The researcher

concentrated on in this study. Making reading more exciting and

pleasurable. The researcher conducted a study titled “Enhancing

Vocabulary of Grade 5 Pupils of La Torre Elementary School through

This action research is intended answers to the following questions in order

to enhance the vocabulary of Grade 5 pupils of La Torre Elementary School

through Interactive Multimedia.

Specifically, the action research sought answers to the following

1. What is the performance before the implementation of Intervention?

2. What is the performance after the implementation of Intervention?

3. Is there a significant difference between pre-test and post-test?

There is no significant relationship between the students in its enhancing of

THROUGH INTERACTIVE MULTIMEDIA”

SIGNIFICANCE OF THE STUDY

This study focused on determining the significance of utilizing interactive

have learned the interactive multimedia technique.

The findings of this study may be used by teachers as a foundation in facilitating

the learners’ reading comprehension vocabulary skills using interactive multimedia

which may be used in teaching reading.

existing knowledge by providing more inventions and strategies as a solution to the

learners’ vocabulary skills.

research on improving vocabulary skills through the use interactive multimedia.

THROUGH INTERACTIVE MULTIMEDIA”

SCOPE AND LIMITATION

Furthermore, Interactive Multimedia is regarded as an efficient method for improving

utilizing Interactive Multimedia at La Torre Elementary School's 5th grade.