REFINING GRADE 7 SECTION DAISY STUDENTS’

VOCABULARY DEFICIENCY USING THE SIGHT WORD APPROACH

An Action Research
Presented to the Faculty of the College of Teachers Education
University of Mindanao
Davao City
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In Partial Fulfillment of the Requirements

in Field Study II – Participation and Teaching Assistantship
SY 2022 - 2023
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Arbon, Noeme
Buscagan, Patricia Mae A.
Samson, Ruvie Jane
Sedullo, Rhym Rhea
Tanding, Brian

December 2022
ABSTRACT
 TABLE OF CONTENTS

TITLE PAGE I

ABSTRACT II

TABLE OF CONTENTS III

CONTEXT AND RATIONALE 1

ACTION RESEARCH QUESTION 2

INNOVATION, INTERVENTION, AND STRATEGY 3

ACTION RESEARCH METHODS 4

PARTICIPANTS AND SOURCES OF DATA AND INFORMATION 4

DATA GATHERING METHODS 4

DATA ANALYSIS PLAN 5

REFERENCES 6
 CONTEXT AND RATIONALE

Vocabulary plays a vital role in expressing and delivering our endless loop of thoughts
and ideas. It helps in providing the exact and perfect words to use, which implies its
significance in forming communication and interaction. However, it is unfortunate to observe
that most of the students from grade 7 section Daisy are losing words to express their ideas and
thoughts. From the class that we have observed for the past two months of doing field study,
there are situations where students are reluctant to speak when they are required to use the
English language. They tend to express their ideas by speaking with our vernacular or choose
not to engage in class at all. No matter how much motivation the teacher gives to the students,
they are still adamant and show less interest in participating and becoming involved in the
teaching-learning process thus prompting an alarming issue. It came to our realization that this
should be given focus as learning takes place with interaction. Thereafter implying its need for
action most especially that they are already in high school and are expected to be expressive
with the English language.
As soon as this action research is approved, we intend to work on giving sight words
for the students to internalize and acquire. Before beginning the class, we will present a word
each day from Monday to Thursday, and on Friday, we will collect the activity notebooks from
the students. After giving the word, we will let them know how to pronounce it and how it is
defined. The students are required to write down the word and its meaning. Then, after writing
it in their notebooks they should think and write one sentence using the given word of the day.
To address this issue, we utilized the Sight Word Approach as an intervention in
refining the lacking vocabulary of the students from grade 7 section Daisy. This utilization will
help students to learn different words and widen their vocabulary to easily express and deliver
their thoughts and ideas. This will be conducted daily to help students retain and recall the
words. Equipping a wide range of vocabulary helps in acquiring knowledge and opportunities
in the future, and this is where we stand as future educators. They need to realize that this
century requires us to be inquisitive and at the same time interactive. And this can only be done
if students would be expressive and participative in class.
Furthermore, this action research aims to potentially contribute to building students’
vocabulary. As learning requires to be interactive, it should be of utmost importance to impart
and teach words that they can use in the improvement of their lifelong learning.
Communicating is a needed skill for a 21st century learner, and if students lose words in
communicating makes it difficult for them not only in the classroom but also in a globally
competitive world. It is a skill that fundamentally builds connections which makes it
significant. Besides, it also aims to build an interactive learning environment to showcase
students’ ideas and help them express themselves without having to be reluctant to participate.
And this can be done with the utilization of the chosen approach as an intervention for this
alarming situation.

ACTION RESEARCH QUESTIONS

This action research aims to seek understanding with the following question:
1. How will we refine the lacking vocabulary of Grade 7 Section Daisy by using the
Sight Word Approach?
 PROPOSED INNOVATION, INTERVENTION, AND STRATEGY

Sight Word Approach is an intervention that aims to improve learners’ vocabulary

which plays a big role in their oral, reading, and writing skills. This intervention has three (3)
techniques that can be utilized in the teaching-learning process. First, the vocabulary selection
method which chooses terms based on how frequently they are used. Second, the vocabulary
difficulty technique which identifies the words that students use frequently and seldom. Last
but not least, the reading task emphasized technique which focuses on the student's
comprehension, in which they discover the definitions of the words that have been introduced.
Students in this intervention first learn one (1) new sight word each day. To teach new sight
words, the intervention routine involves showing, introducing, and saying the word. Students
will then say the word aloud and write it in their activity notebook. After introducing a new
word, learners are required to construct a sentence utilizing the provided sight word. Students'
activity notebooks will be collected and reviewed at the end of the week. To evaluate what they
have learned over the previous four (4) intervention days, students will simultaneously
participate in oral, reading, and writing activities.
In a study conducted by Hayes (2016), the results showed that by using sight word
instruction, students' reading abilities were enhanced as well as their confidence in participating
in classroom activities. Moreover, there are a lot of teaching strategies that we could use in
applying the sight word approach which are: the traditional flashcard method, picture-based
method, technology-based method, and game-based method. Having these different strategies
is a good thing because it considers the learners’ different learning styles. Teachers had the
chance to promote students' grasp of key symbols and letter concepts as well as evaluate and
record their word recognition development through the learners' active participation in guided
play (Strauss A. & Bipath, K.). In addition, Chiu, Jung, Chiang, and Ou (2017) stated that the
effectiveness of the sight word approach is higher if there is a sight-word learning environment
inside the classroom such as word wall games and activities that allow students to create
sentences. Having this kind of learning environment exposes students to sight words which
helps them build visual memory and eventually acquire mastery of the words.
However, without other literacy instruction, sight word instruction is not beneficial.
Although the sight word approach helps and improves the learners’ reading abilities, it cannot
satisfy and fulfill the learners’ needs in their reading growth. Sight word approach may be
beneficial but only for a short period of time as learners also need to learn and enhance their
fluency and comprehension abilities to keep them moving forward to another reading level
(Hayes, 2016). Moreover, according to Johnson, Mcgeown, & Watson (2012), students who
are exclusively exposed to sight words as they learned to read will eventually face reading
challenges in the upper grades. The reading proficiency of students in the upper grade will be
affected due to students' lack of exposure to difficult texts. Students are more focused on
reading familiar words and are unable to use any phonic skills that will result in reading,
writing, and oral difficulties. Another downside of this intervention is that it is not applicable
to all students inside the classroom as some of them do not necessarily need an intervention as
much as those students who are struggling (Hayes, 2016).
Numerous studies have found that students who are having trouble reading and may
benefit from interventions like the sight word approach share certain traits in common. Snyder
and Golightly (2017) continue by citing a lack of phonemic awareness, a lack of knowledge
with the alphabet, a dearth of adequate vocabulary, and poor oral language abilities as examples
of these common characteristics. These seven areas can become very deficient in reading if
they are weak or not handled in a timely manner, making it difficult for students to catch up as
they get older. The impact of these reading deficiencies can then be felt by students in other
areas of the classroom, both academically and behaviorally. Generally, this study agrees with
the importance and effectiveness of using the sight word approach in enhancing the students’
vocabulary. This further supports the claim of Hayes (2016) that students’ reading abilities
were improved as well as their writing and speaking skills through enhancing their vocabulary.
Additionally, students’ have gained confidence throughout the intervention which led them to
participate actively in various classroom activities such as reading, speaking, and writing.
Lastly, with its various possible strategies and techniques, it will be beneficial to the students,
teachers and the future educators.
 ACTION RESEARCH METHODS

In this study, observation mode of action research allows researchers to identify the
problems and the needs of the students in the classroom setting with its underlying causes. This
process aims to provide students a possible solution or intervention such as applying different
approaches. Moreover, action research methods were applied accordingly which are:
1.) Participants and other Sources of Data Information (Identifying Participants).
2.) Data Gathering Methods (Step by Step Procedures and Ethical Guidelines).
3.) Data Analysis (Narrative).

Participants
The participants of this study are the Grade 7 students of Erico T. Nograles National
High School with school ID Number 304365 in Division of Davao City. This study will gather
primary data which focuses on assessment, and observation. The research design in this study
was Classroom Action Research (CAR). The goal of this research was to improve the student’s
vocabulary in the classroom. The treatment which was used in this research was Sight Word
Approach.

Data Gathering Methods

The action research will undergo a procedure that will guide the researchers in
conducting the study about the Poor Vocabulary of Grade 7 students. In the beginning of the
lesson, the researchers introduced the Sight Words Approach to the students in order to
familiarize vocabulary words. The researchers used the Sight Word Approach to introduce new
words to the students on any categories or student’s choice of word/s. The process of Sight
Word Approach is first, the researchers introduced one vocabulary each day before classes
starts. Then, the researchers gave the meaning and the proper usage of that word in constructing
a sentence. After that, the researchers asked students to write an example of that word and write
it in their English notebooks. In addition, the use of Sight Word Approach can promote
collaborative and cooperative learning amongst the students. Every Friday, the researchers
collected their English notebooks and conducted an assessment through Oral Recitation and
recite what they have learned about all the new words introduced to them throughout the week.
 Submission of Letter to The Principal. The researchers will ask permission to the
Principal of Erico T. Nograles National Highschool by writing a formal letter duly noted by
the action research adviser, Dr. Melissa C. Napil.

Ask Permission to Conduct a Study. After the approval, the researchers will now ask
permission to the students or parents to conduct a study through an informed consent.

Preparation of the Intervention. In preparing the intervention, the researchers

administered written assessment to measure vocabulary of the students through sight words
approach. The students prepared their English notebook for the written vocabulary assessment.
After conducting thorough assessment, the researchers checked it thoroughly of the students
learned something new from the observation to the assessment. In gathering the data, the
observation will be conducted everyday to enhance the students’ knowledge about words they
need to be aware and learned. The researchers will introduce new words each day and students
must provide an example on how each word properly construct and apply in a sentence. Then,
the researchers will measure them through oral recitation. The data will be analyzed through
writing observation where the students have to write what they have learned throughout the
new unlock vocabulary.
In this action research, Ethical Guidelines were observed in the conduct of this significant
endeavor. According to Bryman and Bell (2007), the following are the principles related to
ethical considerations and guidelines.

1. Research participants should not be subjected to harm in any way or whatsoever.

2. Respect for the dignity of research participants should be prioritized.
3. Full consent should be obtained from the participants prior to the study.
4. The protection of the privacy of research participants has to be ensured.
5. Adequate level of confidentiality of the research data should be ensured.
6. Anonymity of individuals and organizations participating in the research has to be
ensured.
7. Any deception or exaggeration about the aims and objectives of the research must be
avoided.
8. Affiliations in any form, sources of funding, as well as any possible conflicts of interest
have to be declared.
 9. Any type of communication in relation to the research should be done with honesty and
transparency.
10. Any type of misleading information, as well as the representation of primary data
findings in a biased way must be avoided.

Data Analysis
Data were analyzed through writing observation. The written observation was done
from the first time of the class. Each day, the researchers provided one word, and its meaning
and example on how to use that word in a proper way. After that, students provided their own
example on how they are going to use the word and wrote it in their English notebook. After
every week of observation, student’s English notebook will be collected, and assessment will
be conducted through oral recitation where students would recite what they have remembered
and learned about those words. All the data were analyzed thematically, and the emerging
themes were improvement in vocabulary, active participation, and increased interest.
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Bryman, A. & Bell, E. (2007) “Business Research Methods”, 2nd edition. Oxford University
Press. https://research-methodology.net/research-methodology/ethical-
considerations/#_ftn1

Chiu, C., Chiang, F., & Ou, S. (2017). A Case Study of the Integration of Sight Word
Instruction to Enhance Students’ English Reading.
https://www.semanticscholar.org/paper/A-Case-Study-of-the-Integration-of-Sight-
Word-to-Chiu Chiang/268c845b508f0ddcf16f437831cb85398825a2b7

Hayes, C.T. (2016). The Effects of Sight Word Instruction on Students' Reading Abilities.
https://www.semanticscholar.org/paper/The-Effects-of-Sight-Word-Instruction-on-
Students%27-Hayes/7966ae93cfc495441c5a27f931372e16ec7a4c0f

Johnston, R.S., McGeown, S., & Watson, J.E. (2012). Long-term effects of synthetic versus
analytic phonics teaching on the reading and spelling ability of 10 year old boys and
girls. Reading and Writing, 25, 1365-1384. https://doi.org/10.1007/s11145-011-9323-
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Snyder, E., & Golightly, A.F. (2017). The Effectiveness of a Balanced Approach to Reading
Intervention in a Second Grade Student: A Case Study. Education 3-13, 138, 53-67.
https://www.semanticscholar.org/paper/The-Effectiveness-of-a-Balanced-Approach-
to-Reading-Snyder-Golightly/05e8d73e96f9e5cd93e3349e8842ff6cc156cbfc

Strauss, A.M., & Bipath, K. (2020). Expanding vocabulary and sight word growth through
guided play in a pre-primary classroom. South African Journal of Childhood
Education, 10, 9. DOI: https://doi.org/10.4102/sajce.v10i1.738