INQUIRIES,

INVESTIGATIONS,
AND IMMERSION
THE EFFECT OF VOCABULARY
LEVEL ON STUDENTS SPEAKING
ABILITY
Kassandra Kyle I. Manzano Rainier L. Baldoviso Reanne Kirby Y. Cortez
James Carlos S. Manalang Allen Paul B. Tallada Jenny Rose M. Mallari
Ann Pauline B. Musni

Academic Track
General Academic Strand
Grade 12

STA. MARIA NATIONAL HIGH SCHOOL

Macabebe, Pampanga
CHAPTER I
The Problem and its Background
 Chapter I
INTRODUCTION
 INTRODUCTION
Chapter I

TRENDS

English is the primary language used by millions of people worldwide, and

learning vocabulary is crucial to learning a foreign language. Effective
communication skills in English are in high demand globally. Insuficient
vocabulary is a major obstacle to developing speaking skills and language
competency.
 INTRODUCTION
Chapter I

ISSUES

Vocabulary is essential in English classes, and even excellent grammar is

useless without sufficient vocabulary In-depth studies show that this issue
significantly affects high school students’ speaking performance, and
academic speaking abilities require a significantly larger vocabulary
knowledge base.
 INTRODUCTION
Chapter I

OBJECTIVES

The literature presented aims to determine whether

there is a correlation between students’ vocabulary
level and speaking ability and gather empirical data on
this topic.
 INTRODUCTION
Chapter I

CONTRIBUTION

Students will benefit from this course by improving their

readings, speaking ability, and vocabulary level so that they can
understand and speak fluently and confidently.
Chapter I
SIGNIFICANCE OF
THE STUDY
 SIGNIFICANCE OF THE STUDY Chapter I

This study will determine the effect of vocabulary level of the senior high
school students to their speaking ability. The result of this research will
benefit the following:

Students

Teachers

Future Researchers

Parents
 Chapter I
REVIEW OF
RELATED
LITERATURE
 REVIEW OF RELATED LITERATURE
Chapter I

• Vocabulary proficiency, according to Roehrig and Guo (2014), is of

the important elements that affect reading comprehension.

• Vocabulary is one of the most crucial aspects of languages since

speakers need many words to convey a concept when speaking a
language Wallace (2019) .

• Without enough vocabulary, one cannot successfully communicate or

convey himself perfectly both orally and in writing (Cameron, 2013)
 REVIEW OF RELATED LITERATURE
Chapter I

• Vocabulary is a basic component of a language which plays a major role in

both comprehension and production skills. Students are able to speak and
write comprehensively with possessing adequate knowledge of vocabulary
(Nation, 2013).
 Chapter I
CONCEPTUAL
FRAMEWORK
 CONCEPTUAL FRAMEWORK
Chapter I

This study was anchored on Thornbury’s

Vocabulary and Speaking Ability Theory
(2012). States that grammar is a
framework, while vocabulary is the flesh
of a language.
 CONCEPTUAL FRAMEWORK
Chapter I

Independent Variable Dependent Variable

Vocabulary Level Speaking Ability

a. Familiarity a. Pronunciation
b. Comprehension b. Fluency
c. Understanding
 Chapter I
STATEMENT OF THE
PROBLEM
 STATEMENT OF THE PROBLEM
Chapter I

The main concern of this research is to assess the effect of the vocabulary level on the
students’ speaking ability.
1. How may Vocabulary Level utilized in High School students be described in terms of:
1.1.) Familiarity
1.2.) Comprehension; and
1.3.) Understanding?

2. How may students’ speaking ability be described in following parameters:

2.1.) Pronunciation; and
2.2.) Fluency?

3. Does Vocabulary level exert a significance effect on students speaking ability?

4. Based on the findings of the study, what can be proposed?

 Chapter I
RESEARCH
HYPOTHESIS
 RESEARCH HYPOTHESIS
Chapter I

This study statistically tested the

research hypothesis: Vocabulary Level
does have an effect on students’
speaking skills.
 Chapter I
DEFINITION
OF TERMS
 DEFINITION OF TERMS
Chapter I

Vocabulary level – the ability in understanding and using the

word and meaning. The larger vocabulary the students master,
the better they perform their language.

Speaking Ability – ability in using oral organ to explore ideas,

intentions, thoughts and feelings to other people as way to make
the message clearly delivered and well understood by the hearer.
 Chapter I
SCOPE AND
DELIMITATION
 SCOPE AND DELIMITATION
Chapter I

This research is focused in determining the effect of Vocabulary

Level on the Speaking Ability of the students. This involved 100
purposely selected respondents who are Grade 11 and 12
students within Sta. Maria National High School in Macabebe,
Pampanga. Moreover,this will be implemented in the first
grading of school year 2022-2023.
CHAPTER II
Methodology
 Chapter II
METHODS AND
TECHNIQUE
 METHODS AND TECHNIQUE Chapter II

The study will utilize a quantitative method. Specifically, descriptive-

correlational will be used.

Since the descriptive-correlational employs quantitative method, it is considered

applicable to this study, because descriptive research design involves data
collection, and correlational research design implies the relationship between the
IV and DV.

The researchers will gather facts through survey questionnaires to obtain accurate
information to the students speaking ability.
 Chapter II
RESPONDENTS OF
THE STUDY
 RESPONDENTS OF THE STUDY Chapter II

The respondents of the study will be the (100)

Senior high school students in Sta. Maria National
High School, Macabebe, Pampanga (SMNHS).
 Chapter II
INSTRUMENTS OF
THE STUDY
 INSTRUMENTS OF THE STUDY Chapter II

The researchers will use two (2) researcher-constructed

instruments that have already been validated by
professionals. The first, which was called the Vocabulary
Study Questionnaire, was categorized into five (5)
parameters, namely: familiarity, comprehension, and
understanding.
 INSTRUMENTS OF THE STUDY Chapter II

The second, dubbed Evaluating the Vocabulary Level of

the Learners, will survey one hundred (100) students in
the municipality of Macabebe about the effect of
vocabulary mastery on their speaking abilities.
 Chapter II
DATA GATHERING
PROCEDURE
 DATA GATHERING PROCEDURE Chapter II

In order to collect the necessary data to support this paper, the

researchers first sought permission from their school's principal to
conduct surveys outside of the school. During the conduct of the
surveys, informed consents were observed to make sure that the
respondents know the nature and purpose of the study they were
about to participate in. No individuals were forced nor paid to
accomplish a survey form.
 Chapter II
DATA PROCESSING
AND STATISTICAL
TREATMENT
 DATA PROCESSING AND
STATISTICAL TREATMENT Chapter II

When the questionnaires were completed, the data will be encoded and tabulated
using the statistical software, Stata 11 Program. To come up with the results,
various statistical analyses will be employed. Weighted mean will be used to
describe the effect of vocabulary level on their speaking ability, and identify the
level of vocabulary level of SHS students. Similarly, Pearson r correlation will be
used to determine the relationship between the two (2) variables. In interpreting
such correlation, the researchers will refer to the rule of thumb. Lastly, To find
out the effect of vocabulary mastery on students' speaking ability, regression
analysis will be used. The tables below show respondents’ degree of agreement
and the rule of thumb for correlation.
 DATA PROCESSING AND
STATISTICAL TREATMENT Chapter II

Table 1.Scale and Interpretations for Weighted Mean

Scale Range Interpretation

1 1.00-1.50 Strongly Disagree/

Not a Priority/

Very Low

2 1.51-2.50 Disagree/

Low Priority/

Low
DATA PROCESSING AND
STATISTICAL TREATMENT

3 2.51-3.50 Agree/

High Priority

High

4 3.51-4.00 Strongly Agree/

Essential Priority

Very High
 DATA PROCESSING AND
STATISTICAL TREATMENT

Table 2.Rule of Thumb for Correlation

Size of Correlation Interpretation

.91 to 1.00 (-.91 to -1.00) Very high positive (negative) correlation

.71 to 90 (-.71 to -.90) High positive (negative) correlation

.51 to 70 (-.51 to -.70) Moderate positive (negative) correlation

.31 to 50 (-.31 to -.50) Low positive (negative) correlation

.00 to .30 (.00 to -.30) Little if any correlation

 THANKS
FOR LISTENING!