EFFECT OF WORD BANK STRATEGY IN TEACHING FILIPINO VOCABULARY TO

GRADE 3 PUPILS

KAREN ROSE M. BAGUANG

Master in Education

October 2019

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EFFECT OF WORD BANK STRATEGY IN TEACHING FILIPINO VOCABULARY TO
GRADE 3 PUPILS

Institute of Graduate Studies

Colegio de Dagupan
Arellano Street, Dagupan City

Master in Education

October 2019

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 COLEGIO DE DAGUPAN
Approval Form
In partial fulfillment of the requirements for the degree MASTER IN EDUCATION, the
completed practicum paper entitled “EFFECT OF WORD BANK STRATEGY IN TEACHING
FILIPINO VOCABULARY TO GRADE 3 PUPILS”, prepared and submitted by and is hereby
endorsed for approval.

Adviser

This is to certify that the completed practicum paper mentioned above submitted by
has been approved and accepted on April 2019 by the Oral Examination Committee.

Chairman

Member

APPROVED and VERIFIED as partial fulfillment of the requirements for the degree Master in
Education on OCTOBER 2019 with a grade of _____________________.

Dean

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 ABSTRACT

Vocabulary enrichment is a strong predictor of academic achievement; hence the curriculum is

focusing on the importance of planned vocabulary teaching. In addition to this, command of

vocabulary is a vehicle to learning progress. Therefore, it is teachers' duty to develop pupils'

vocabulary systematically. It has been suggested by any research that vocabulary is enormously

essential to pupils’ development especially in reading skills.

The main goal of this research is to find out word bank strategy is effective in vocabulary

enrichment to Grade 3 pupils of Gonzales Elementary School.

There were thirty-six (36) Grade three pupils who were subjected as the respondents in the action

research. The descriptive pre-test post-test, group design was utilized in the study. Vocabulary Self

Rating checklist, teacher made test and observational data were the tools utilized to gather the

needed data.

Based on the results found, the results of the pre-test and the post-test revealed that there was a

significant improvement after using Word Bank strategy as part of teaching Filipino vocabulary

among the pupils. This suggests that word bank strategy and allowing students in teaching

vocabulary has been found effective among grade three pupils.

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 ACKNOWLEDGEMENT

This action research would have not been accomplished without the continuous guidance and
support of the following individuals who have contributed their time and efforts in the completion
of this paper.

To my research advisers for their encouragement and inputs that have made the completion of this
paper possible;

To the Panel of Evaluators for sharing their valuable suggestions, insights and comments that made
the research paper more valid and reliable;

Our reputable Principal of Gonzales Elementary School for allowing me to conduct my research
and for providing me the assistance needed;

My fellow teachers of Gonzales Elementary School for their unwavering support and
encouragement

My dearest and loving parents who never doubted my capabilities

Lastly and most notably, Our Almighty Creator for the wisdom and strength that I needed

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Dedication

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 Table of Contents
Page
Title Page ………………………………………………………………….. i
Approval Form ……………………………………………………………. iii
Abstract …………………………………………………………………… iv
Acknowledgement ……………………………………………………….. v
Dedication ………………………………………………………………… vi
Table of Contents ………………………………………………………… vii
List of Tables …………………………………………………………….. viii
List of Figure …………………………………………………………….. ix

Chapter 1
1 INTRODUCTION 1
Background of the Study ………………………………… 1
Conceptual Framework ……………………………..…… 7
Statement of the Problem ………………………………… 8
Hypothesis …………………………………………..…… 8
Significance of the Study ………………………..……… 8
Scope and Limitation …………………………………… 9

2 METHODOLOGY 10
Research Design ……………………………………… 10
Sources of Data ……………………………………… 11
Instrumentation and Data Collection ………………… 11
Tools for Data Analysis ……………………………… 12

3 RESULTS AND DISCUSSION 13

4 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 16

Summary ……………………………………………… 16
Conclusions ………………………………………….… 17
Recommendations …………………………………..… 17

Reference …………………………………………………………… 18
Appendices ………………………………………………………..…… 19

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 List of Tables
Table Title Page

1 Pre-Assessment on Letter
and Sound Recognition Result…………………

2 Post Assessment on Letter

And Sound Recognition Result……………….

3 Summary of the Pre and Post Test Result ………….

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 Chapter I

INTRODUCTION
Background of the study

Vocabulary enrichment is a strong predictor of academic achievement; hence the

curriculum is focusing on the importance of planned vocabulary teaching. In addition to this,

command of vocabulary is a vehicle to learning progress. Therefore, it is teachers' duty to develop

pupils' vocabulary systematically. It has been suggested by any research that vocabulary is

enormously essential to pupils’ development especially in reading skills. According to McKeown,

and Kucan, 2002 that children with larger vocabularies have higher school achievement. Another

factor is that, expression of words is not possible if there is lack in vocabulary as Lewis, 1993

mentioned that lexis is the core or heart of language therefore there is greater significance in

developing the pupils’ personal vocabulary learning strategies. It is noted that from as early as the

1920's, educators have known that there is a strong correlation between vocabulary and reading

achievement (Kamil, 2004). To achieve vocabulary enrichment, there are various strategies to

choose from that have been tested.

Word bank is a word list that may be created by the teacher or pupil related to the content

of the academic material. It provides opportunity to pupils to notice and explore the word meaning

and other forms.

Pupils’ vocabularies develop through indirect experiences with language, educators have

the power to provide them with direct learning opportunities. It is important to preview the book

and determine if there are any words the pupils may be unfamiliar with. This step is necessary as

pre-teaching this vocabulary will better equip students to comprehend the text. Pre-teaching can

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take many different forms, such as a discussion about a vocabulary word, where the educator elicits

what the students already know about it and provides further explanation. Educators may choose

to facilitate a “turn and talk,” where students turn to a partner and discuss what they know about a

vocabulary word. Pre-teaching vocabulary can also be accomplished by leading students in the

creation of an anchor chart, where unfamiliar words are defined. In addition to this, reading volume

is very important in term of long-term vocabulary development (Cunningham & Stanovich, 1998).

In later work, Cunningham (2005) has been further recommended structured read-alouds,

discussion sessions and independent reading experiences at school and home to encourage

vocabulary growth in students.

There are different vocabulary building strategies to choose from and word bank strategy

is one of the effective ways. During independent reading times, pupils can select their own books

to read and they can prepare their personal list of words that they stumble upon reading and to seek

out the meaning. It is a great opportunity for the pupils to learn how to aid themselves in looking

for the meaning of the words. It is a great practice of independent learning with a guided practice

of teachers in the beginning.

Indeed, vocabulary knowledge is critical to reading comprehension, it is important that

those working with young readers help foster their development of a large “word bank” and

effective vocabulary learning strategies. There are several effective explicit (intentional, planned

instruction) and implicit (spontaneous instruction as a child comes to new words in a text)

strategies that adults can employ with readers of any age.

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 Pupils who lack in vocabulary can fall behind and feel lost in reading. It is teachers’

responsibility to aid these problems and this research paper aims to find out the effectiveness of

word bank strategy.

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 Conceptual Framework

INPUT PROCESS OUTPUT

PRE-ASSESSMENT

PERFORMANCE
OF GRADE 3 IMPROVED
TEACHING
PUPILS IN VOCABULARY USING PERFORMANCE OF
VOCABULARY WORD BANK
ASSESSMENT STRATEGY GRADE 3 PUPILS IN
VOCABULARY

POST
ASSESSMENT

Figure 1: The Research Paradigm of Using Word Bank Strategy in Teaching Vocabulary to
Grade 3 Pupils.

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Statement of the Problem

The researcher aimed to determine the effect of Word Bank Strategy in Teaching

Vocabulary to Grade 3 pupils.

Specifically, this study sought to answer the following questions:

1. What is the performance of the Grade 3 pupils in vocabulary assessment during the:

a. pre-assessment?

b. post-assessment?

2. Is there a significant difference in vocabulary performance of Grade 3 pupils after using

Word Bank strategy?

Hypothesis

There is no significant difference in the performance of Grade 3 pupils in vocabulary after using

word bank strategy in lessons.

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.Significance of the Study

The researcher is positive that the result of this study is significant among the following

beneficiaries:

Pupils: It is hoped that pupils will enrich their vocabulary and enjoy reading.

Teachers: They may be provided with different approaches in teaching vocabulary during

class

Parents: They may follow-up the steps in guiding their children when reading at home

DepEd Administrators: The findings may serve as the bases for designing a lesson model

and enhancing pre-reading instruction that will benefit the pupils.

The Researcher. The result of this study will be beneficial to the teaching and learning

process inside the classroom

Future Researchers. This study will open doors to do more various arrays of tests to

improve the strategy that may be suitable to the needs of pupils.

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 Scope and Limitation

The study will only focus on the effect of Word Bank strategy to vocabulary performance

of Grade 3 pupils.

The parameters of this study are from obtaining the essential data such as Pre and Post

Assessments and observational data.

The data gathering and the intervention period lasted for 10 weeks.

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 Chapter 2

METHODOLOGY

Research Design

The descriptive design was utilized in the study. Intact class was used in order not to

disrupt normal school program during the experiment. Single group of participants/respondents

constituted the study. Samples of 36 Grade 3 pupils were used for the experiment. The design

can provide valid results for the ongoing study, hence, it was utilized.

Sources of Data

The target subjects of this action research were the Grade 3 pupils of Gonzales

Elementary School. There were thirty six (36) pupils who were included in the study. They are

included as target subjects and total enumeration was the sampling technique used.

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 Instrumentation and Data Collection

This action research project utilized descriptive design specifically the single group pre-

test and post-test design. This is a design where one group of participants will undergo a pre-test

on a dependent variable and then post-tested after the treatment condition has been administered.

One-group pretest–posttest research design with the intervention of word bank strategy in

enriching Filipino vocabulary was made. In order to gather the needed data, standardized pre and

post assessment on vocabulary were administered among the respondents. The data were all

gathered, organized and interpreted thereafter.

To begin the action research project, the researcher sought permission from the school

head. Aside from that, the researcher also explained to the parents and pupils the purpose of the

intervention. Permission to conduct the study was sought by the researcher. After the approval

was sought, the researcher called for a parents’ meeting to discuss about the study. Consent

forms were distributed to parents of the kindergarten pupils to seek permission for including their

child in the study. Questions regarding the conduct of the study were entertained.

Pre and post assessments were made to evaluate the comparison of the pupil’s scores before

and after intervention. All assessments during this study were given to the pupils individually. The

pre-tests and post tests were given to the pupils using worksheets. The pupils were asked to answer

the work sheets that were prepared as an assessment tool. The pupils were not given the correct

answer during the assessment. Each student was given a score based on the number of words they

answered correctly based on the correct synonyms and meanings. The researcher also kept a

journal, whose purpose was to record any changes during the course of research. After

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implementing the intervention, the pupils took the post-test which assessed the effectiveness of the

technique employed.

Tools for Data Analysis

The researcher utilized a teacher made vocabulary tests in Filipino including Vocabulary

Self Rating Chart to record the data on the pre and post assessment. In addition, the researcher

used an observational data and journal to monitor the progress of the participants during the

duration of the study.

The data gathered from the respondents were statistically treated using percentage

comparing the assessments done before and after the treatment was employed.

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 Chapter 3

RESULTS AND DISCUSSION

This chapter presents the results and discussion of the data which were gathered in the

study. The data were treated statistically, after which, it was interpreted to answer the research

problems. The researcher of the study initiated administering the pre and post assessment among

the pupils. The study was conducted with the aim of determining the effectiveness of Word Bank

strategy in vocabulary enrichment among Grade 3 pupils. After the intervention was employed,

re-assessment was made through post-test.

Table 1: Pre-Assessment on Vocabulary Self Rating Chart and Teacher Made Tests

NO. OF PUPILS WHO

PERCENTAGE VOCABULARY SELF
CORRECTLY IDENTIFIED
RANGE RATING CHART
WORD MEANING
0% 0 0
1 – 15% 11 8
16 – 30% 16 8
31 – 45% 5 15
46 – 60% 4 5
61 – 75% 0 0
76 – 100% 0 0

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 Table 1 shows the result of the pre-assessment conducted by the researcher. As shown, the

assessment was divided into two parts: vocabulary self-rating chart and the number of pupils who

correctly identified word meaning.

In vocabulary self-rating chart, there were eleven pupils who scored 1-15%, sixteen pupils

who also scored 16-30%, five pupils who scored 31-45%, and four pupils who scored 46-60%.

In the teacher made test, there were eight pupils who scored 1-15%, eight pupils who also

scored 16-30%, fifteen pupils who scored 31-45%, five pupils who scored 46-60%.

Table 2: Post Assessment on Vocabulary Self Rating Chart and Teacher Made Tests

NO. OF PUPILS WHO

PERCENTAGE VOCABULARY SELF
CORRECTLY IDENTIFIED
RANGE RATING CHART
WORD MEANING
0% 0 0
1 – 15% 8 3
16 – 30% 16 5
31 – 45% 3 12
46 – 60% 9 16
61 – 75% 0 0
76 – 100% 0 0

Table 2 shows the result of the post assessment conducted by the researcher. As shown,

the assessment was again divided into two parts: vocabulary self-rating chart and the number of

pupils who correctly identified word meaning.

In vocabulary self-rating chart, there were eight pupils who scored 1-15%, sixteen pupils

who also scored 16-30%, three pupils who scored 31-45%, and nine pupils who scored 46-60%.

In the teacher made test, there were three pupils who scored 1-15%, five pupils who also

scored 16-30%, twelve pupils who scored 31-45%, sixteen pupils who scored 46-60%.

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 As shown in the table, there is significant increase in vocabulary enrichment among the
respondents after the said strategy was being utilized in the lesson. Thus, it is concluded that
word bank strategy is effective in vocabulary enrichment.

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 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

The main goal of this research is to find out word bank strategy is effective in vocabulary

enrichment to Grade 3 pupils of Gonzales Elementary School.

There were thirty six (36) Grade three pupils who were subjected as the respondents in the

action research. The descriptive pre-test post-test, group design was utilized in the study.

Vocabulary Self Rating checklist, teacher made test and observational data were the tools utilized

to gather the needed data.

Based on the results found, the results of the pre-test and the post-test revealed that there

was a significant improvement after using Word Bank strategy as part of teaching Filipino

vocabulary among the pupils. This suggests that word bank strategy and allowing students in

teaching vocabulary has been found effective among grade three pupils.

Conclusions

As indicated in the presentation and analysis of data, the differences of the result of pre-

and post-intervention data are considered to be significant. It therefore suggests that using word

bank as a strategy is found effective in building the vocabulary of Grade three pupils.

Moreover, in line with the thrust of this action research, the result is a strong evidence that

using word bank as a strategy in teaching vocabulary improved the performance of the Grade 3

pupils. Hence, using it in teaching young learners may result a positive change among the pupils.

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Recommendations

The researcher formulated the following recommendations as drawn from the results and

conclusion made from the action research project in order to enhance the pre-reading skills of

Grade 3 pupils.

1. The School administrator and heads in Filipino should consider the said strategy to help enhance

the level of the pupils in vocabulary. Also, they may help in the improving the strategy that can

help facilitate the teaching and learning of pupils in the classroom

2. Teachers should maximize the use of word bank strategy in teaching vocabulary skills to help

the pupils improve their reading skills thereby having competent performance in the subject of

Filipino.

3. Dissemination of the results of this study must be made available to teachers and educators to

serve as their reference in their quest for achieving quality teaching as well as better learning

outcome for every learner.

4. A similar study shall be made with a larger population and a different locale to determine if

same result will be achieved.

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 REFERENCES

Cunningham, A. E. (2005). Vocabulary growth through independent reading and reading aloud
to children.

Hiebert, E. H. and M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to
practice. Mahwah, NJ: Erlbaum.

Kamil, M.L. (2004). Vocabulary and comprehension instruction. In P.

McCardle and V. Chhabra (Eds.), The voice of evidence in reading

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