METACOGNITIVE STRATEGIES AND VOCABULARY SKILLS OF FIRST

YEAR BSED ENGLISH STUDENTS OF SKSU

LOVELY MAE R.

FANTILANAN MERYELLE D.

ALMONIBAR RITCHELL ANN

D. GABOT

PRINCE LEE E. AMOYO

A THESIS SUBMITTED TO THE FACULTY OF THE COLLEGE OF

TEACHER EDUCATION, SULTAN KUDARAT STATE UNIVERSITY
IN PARTIAL FULFILLMENT FOR THE COURSE REQUIREMENT IN
ENG 322 THESIS WRITING IN LANGUAGE AND LITERATURE

January 2023
 CHAPTER 1

THE PROBLEM

Introduction

College teachers today are surrounded by classes full of students who arrive with

varying levels of knowledge and understanding about how they study. Some students

are self-directed, effective learners who are aware of their learning style and can apply

their knowledge in a variety of learning situations. Others may be average students

who work hard and are aware of their learning strengths and weaknesses, but do not

regulate their learning adequately. Others may be passive learners who have little

awareness of how they learn and how to control their learning. Essentially, professors

are confronted with classrooms full of students with varying metacognitive strategies.

One of the earliest definitions of metacognition was presented by Flavell (1976),

who defined it as knowledge of one's own cognitive processes and consequences or

anything related to them. Metacognition, according to Flavell, includes the active

monitoring, modification, and coordination of information processing activities

(Flavell, 1976, p.232). Using these principles, Baird (1990,

p. 184) defines metacognition as the knowledge, awareness, and control over one's

own learning, might be considered to be growing.

Metacognition is often characterized as the monitoring and regulation of one's

own thinking. When we need help understanding something, it helps us evaluate our

thinking and use of strategies. When confronted with a foreign

language, these abilities come in handy. Students must concentrate on vocabulary

enhancement and recognize the thought processes they go through while doing so.

Metacognitive learning strategies are those that supervise, direct, and regulate the

learning process. Also, encourage students to reflect on their own thinking. This

comprehension of the learning process gives them more control over their own

learning. It also improves personal capacity for self- regulation and managing one's

own learning motivation. Reasoning is a type of metacognition.

Students see writing as a means of expression and a means of meeting academic

requirements; thus, they must develop a large vocabulary in order to complete this

productive work. Most students, despite the intention of improving their writing to a

high level, demonstrate only mediocre writing abilities. It's an intellectual skill, so

students don't like to keep track of how they write (Ungan, 2007; Tabak &

Topuzkanamis, 2014). Their written products lose quality and become unsuitable for

international competition.

Some students are not aware of the metacognitive strategies that they practice

while they study. Hence, identifying the metacognitive strategies applied by the

students is crucial because it will guide them to know which strategies best help them

with their vocabulary skills, it also helps explain the individual differences among

students and serves as a means in improving student’s success.

This study is designed to investigate the different metacognitive strategies and

vocabulary skills of first year BSED English students of SKSU Access

Campus. Generally, this study aimed to determine the use of metacognitive strategies

on vocabulary skills of First Year BSED English students of Sultan Kudarat State

University. The study stated above demonstrates support for the belief that

metacognitive strategies are effectively vital for English major students' vocabulary

skills.
Theoretical Framework

Flavell’s (1979) model of metacognitive knowledge serves as a theoretical

framework for this study. He defined metacognitive knowledge as “that segment of

your (a child’s, and adult’s) stored world knowledge that has to do with people as

cognitive creatures and with their diverse cognitive tasks, goals, actions, and

experience” (Flavell, 1979, p. 906).

Metacognitive strategies are “actions which go beyond purely cognitive

devices, and which provides a way for learners to coordinate their own learning

process “(oxford, 1990, p.137) There are three subsets of strategies within

metacognitive strategies : centering learning is to give a focus to the learner so that

the attention could be directed toward certain language activities or skills , arranging

and planning ones learning helps learners to organize so they may get maximum

benefit from their energy and effort , and evaluating learning helps learners with

problems like monitoring errors and evaluation of progress.

Constructivist Learning Theory. Learning is both internally and outside sourced

(Vygotsky, 1978). The constructivist learning theory-based student-centered learning

approach emphasizes the student's responsibility in creating knowledge. Vygotsky

noted that learning occurs when an educational model is used on the interests of the

students rather than the needs of the outside world (Ostoff, 2012).

According to the notion, a student's language skills increase as they practice

self-selected learning material in a group setting or with the help of more experienced

pupils.
 According to the student-centered paradigm, acquiring a second language

vocabulary should start with students managing their own education and being free to

select glossary words according to their own interests and requirements (Larrotta,

2011). Explicit study of custom lexicon lists combined with interactive word drill

improves learners' English second language ability (Spiri, 2007). As a result, Hopkyns

and Nicoll (2013) suggested that students should choose the new words they are most

interested in learning because doing so will help them remember what they have

learned.

Conceptual Framework

This diagram shows the predictor and criterion of this study. The Metacognitive

Strategies will serve as the predictor and the Vocabulary Skills will serve as the

criterion.

Metacognitive Strategies: Vocabulary Skills:

- Synonyms
- Focusing - Antonyms
- Arranging and planning - Connotation
learning - Denotation
- Assessing learning`
Statement of the Problem

This study aims to determine the use of metacognitive strategies on vocabulary

skills of First Year BSED English students of SKSU.

Specifically, it sought to determine the following:

1. What is the extent of practice of the respondents in the following

metacognitive strategies?

1.1. Focusing

1.2. Arranging and planning learning; and

1.3. Assessing learning

2. What is the level of vocabulary skills of first year BSED English students of

SKSU?

2.1. Synonyms

2.2. Antonyms

2.3. Connotation; and

2.4. Denotation

3. Is there significant relationship between Metacognitive Strategies and

Vocabulary Skills of First Year BSED English students of SKSU?

Significance of the Study

The result of this study will be benefited to the ff. persons:

Administration. This study will be of advantage to the administration for having a

basis for the future implementations or guidelines of programs that will help students

to gain insight techniques on vocabulary enhancement.

Teachers. This will help them realize that the level of vocabulary skills is diverse

among students for them to adjust their teaching methods and address what their

students really need.

Students. The findings of this study will be beneficial to students as a basis that

there are some factors to be considered in vocabulary enhancement. With this

realization, comes along the student’s motivation and initiative to do a self- check and

a change in perception for the betterment of their own well-being.

Parents. who are directly concerned with the education of their children's progress,

particularly in vocabulary skills, considering the metacognitive strategies.

Future Researcher. The result of this study can serve as basis for further study on

metacognitive strategies and vocabulary skills.

Scope and Delimitation

This study is limited on Metacognitive Strategies which covers indirect

learning strategies used by First Year BSED English of SKSU on Vocabulary Skills.

This study will be conducted through questionnaire that aims to focus on the

investigation of learning strategies of the respondents. This study will be conducted

on second semester of school year 2022-2023 at Sultan Kudarat State University.

Definition of Terms

The following terms used in the study are defined conceptually and/or operationally to

ensure clarity and better understanding.

Metacognitive- defined as the process of thinking about the respondent’s own

thinking and learning.

Vocabulary – define as the collection of respondent’s words used in language.

Strategies- defined as the techniques on how the respondents learn something.

Skills- defined as the abilities of the student’s possessed.

Respondents - defined as a person who gives a response or answer to a question

that is asked especially as part of a survey.

First Year BSED Students- defined as respondents of the study.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of the relevant literature as well as the studies

that further discusses viewpoints from the authors and publishing institution that the

researchers find useful to the development of the study.

Metacognition

The idea of metacognition, which first appeared in the field of cognitive

psychology over three decades ago, serves as the conceptual backbone of

metacognitive education (Goh, 2008). The term "metacognition" can be understood as

either "thinking about one's thinking" or "the human ability to be cognizant of one's

mental processes." As a concept, "metacognition" has been described as "thinking

about one's thinking" (Nelson, 1996).

Metacognition is defined by Wenden (1998) as knowledge about learning that

is part of a learner's store of acquired information and a system of connected concepts.

It is knowledge that is reasonably stable, develops early on, and is an abstraction of

the learner's experience. Metacognitive knowledge is defined as "one's knowledge of

one's own cognitive processes and products or anything connected to them, such as

the learning-relevant features of information or data," as stated by Flavell (1976).

Metacognition is a higher level of thinking that requires intentional control over other

cognitive processes. It is a kind of cognition and a higher order thinking process

(Wenden, 1998). In addition to this, it is sometimes referred to as the "seventh sense,"

and it is one of the mental qualities that effective learners employ (Birjandi, 2006).
 It is possible to categorize metacognitive knowledge, which is a type of

declarative information, based on whether it concentrates on the learner, the learning

task, or the process of learning. The knowledge a person possesses about themselves

and others as cognitive processors is referred to as person knowledge. A person's

knowledge about the information and resources necessary to complete a task is

referred to as task knowledge. The knowledge a person possesses regarding the

strategies that are likely to be effective in achieving goals and completing tasks is

referred to as strategy knowledge. These three categories are known as the person

knowledge, the task knowledge, and the strategy knowledge, respectively (Flavell,

1976).

According to Brown et al. (1983), the concept of metacognition is comprised

of not one but two different components: metacognitive knowledge and metacognitive

tactics. Metacognitive knowledge is the information that learners acquire about their

own learning, whereas metacognitive strategies are the basic skills that learners use to

control, direct, regulate, and steer their own learning. The most fundamental

metacognitive strategies involve making connections between new and old

information, choosing thinking strategies that are purposeful, and planning, observing,

and analyzing thought processes (Oxford, 2002). They assist learners in regulating

and supervising learning activities such as taking conscious control of learning,

planning and selecting strategies, monitoring the process of learning, correcting

errors, analyzing the effectiveness of learning strategies, and changing learning

behaviors and strategies when necessary (Ridley et al., 1992).

Self-regulation is a term used in cognitive psychology to refer to the

application of these three learning processes, whereas self-direction is a term

used in adult education. Applied studies in educational psychology postulate that the

use of metacognitive strategies is important in the improvement of learning because

they allow students to plan, control, and evaluate their own learning (Oxford, 2002).

"Students without metacognitive approaches are essentially learners without direction

or opportunity to plan their learning, monitor their progress, or review their

accomplishments and future learning directions" (O'Malley & Chamot, 1990). In

addition, they assist students in gaining a better understanding of both themselves and

the activities in which they participate, which ultimately leads to improved academic

performance and a more positive learning outcome for the students (Wenden, 1991).

Metacognitive Strategies and Vocabulary Skills

Vocabulary is the fundamental element of language proficiency and serves as

the foundation for how well learners do in other skills like speaking, reading,

listening, and writing stated by Alemi & Tayebi (2012), According to Stahl and

Fairbanks in Bromley (2007), children who have a strong command of vocabulary

will also perform better on accomplishment tests in terms of reading comprehension

and test scores.

Thus the, vocabulary learning is viewed as "learning words, learning phrases,

and learning chunks" (Cameron, 2001). Vocabulary acquisition supports the teaching

and learning of other language abilities, such as listening, writing, reading, and

speaking, through enhancing oral and written spontaneous communication in the

classroom (Chengqian, 2009). Hence, the enhancement of vocabulary learning

abilities provides additional benefits for language skills, laying the groundwork for a

separate area of language learning

that involves the target language. For this reason, vocabulary learning is conceived

through metacognitive instruction by training the learner in the use of metacognitive

skills, thereby transforming the learner's preexisting skills into employing different

methods for determining understanding of the concepts and creating a broader

understanding of a word, as opposed to traditional methods such as memorization and

translation. This decision is supported by Lam's (2010) research on third graders,

which provides data about metacognitive teaching for vocabulary acquisition. It

actively involves pupils through task- based strategies in the process of generating

meaning.

Some experts have different definitions of vocabulary. Vocabulary is one of

the language components that should be learned and taught, according to Vossoughi

(2009). Additionally, word vocabulary is a tool that we use to think, convey emotions

and opinions, and learn about the world. People are considered to use vocabulary as

the fundamental understanding of learning a language in order to communicate and

interact with one another in their everyday life. Based on the aforementioned

statements, it is clear that vocabulary is vital for mastering the four skills: speaking,

reading, listening. In addition, vocabulary can assist communication skills.

Metacognitive Strategies

Metacognitive strategies are techniques learners use to organize, plan, focus

and evaluate their learning (Oxford, 1990), such as associating new information with

already known one, looking for opportunities to practice, and self-monitoring.

“Efficient use of time” and knowing when to study a new word actively are

considered to be useful metacognitive strategies (Kalahaji, 2012). Some examples of

metacognitive strategies that could help learners

increase their vocabulary are listening to the radio/tapes of word lists, watching a

video/movie/TV program, reading newspapers, learning words from commercials,

writing meaning/s of new words, skipping difficult words, and others. Zarafshan

(2002) discovered that the reasons behind Iranian students’ low use of metacognitive

strategies were the curriculum design which did not promote collaborative and social

learning, and the educational institutions which did not provide much opportunity for

the use of these strategies. Similarly, the Chinese college students who participated in

Zhao’s (2009) study were revealed to rarely use metacognitive strategies in their

vocabulary learning, and the metacognitive strategy related to ‘planning’ was the least

used. Zhao’ study shows that despite their awareness of the importance of vocabulary

learning, they failed to learn vocabulary effectively and neither did they know how to

use vocabulary learning strategies appropriately. On the other hand, studies by Gu and

Johnson (1996), Wen and Johnson (1997), Wu and Wang's (1998) showed that older

Chinese learners such as the post senior high school students were active users of a

variety of metacognitive strategies. One of the sub-goals of the current study is to

investigate whether the participants are active MS users.

Language learning is not new to the concept of learning strategies. According

to Griffiths and Oxford (2014), research on learning techniques stretches back to the

1970s, when scholars such as Rubin conducted their studies (1975). In the 1980s,

Chamot (1987) and in the 1990s, Oxford (1990) and Wenden continued the research

(1991). In addition, the authors note that the research on learning techniques is still

relevant as literature because the concept is still prevalent in the present day (Cohen,

2011; Cohen & Macaro, 2007; Griffiths, 2008, 2013; Oxford, 2011). Thus, there are

numerous definitions
of learning strategies. According to Rubin (1975), referenced in Griffiths and Oxford

(2014), learning strategies are ways or technologies that learners employ to acquire

knowledge. According to O' Malley et al. (1995), referenced in Griffiths and Oxford

(2014), learning strategies are methods that learners use to aid in language acquisition,

retention, retrieval, and performance. Despite the fact that there are numerous

definitions of learning strategies, it is possible to conclude that learning strategies are

those employed by learners to facilitate their learning.

Researchers also vary in their categorization of learning styles. (Rubin 1975),

categorizes learning strategies as either directly or indirectly affecting learning. Direct

learning tactics include clarification, monitoring, memorization, guessing/inductive

inference, deductive reasoning, and practice, whereas indirect learning strategies

involve generating opportunities for training and production. (O'Malley and Chamot

2014), categorize learning strategies as cognitive strategies, metacognitive strategies,

and social/affective strategies. According to the authors, cognitive strategies involve

language processing in the brain, whereas metacognitive strategies involve thinking

about the learning processes. Social/emotive strategies describe methods for

addressing the affective and social components of learning situations. Oxford (1990),

as quoted by He et al. (2014), categorizes tactics into two primary groups: direct

strategies and indirect strategies.

Direct strategies

Oxford (1990) separates the techniques into two main categories: direct and

indirect. Direct strategies consist of tactics that directly contribute to learning.

Indirect strategies

Indirect learning tactics are strategies that effect learning indirectly. Indirect

learning strategies are subdivided into metacognitive, emotional, and social strategies.

Vocabulary Learning Strategies

Previous research has examined the relationship between strategy use and

vocabulary proficiency reported a positive correlation between the number of

strategies used and vocabulary recall, observing more specifically that students

obtained better scores when using a mnemonic technique and L2 picture association

than when simply relying on L2-L1 translation and repetition. Barcroft argued that

‘raising learners’ awareness about strategy use by informing them about findings of

this nature may help them to reconsider the strategies that they employ and try new

strategies that may be more effective. Moir and Nation (2008) investigated adult

ESOL students’ personal approaches to learning tasks, beliefs about learning, and

effectiveness at learning vocabulary, finding that although these students devoted

considerable time to learning and were aware of the importance of preparing for tests,

they were less enthusiastic

about personalizing their own learning. These studies support the vocabulary strategy

development executed in the present study because they suggest that to help students

become more effective users of vocabulary learning strategies, teachers should

include direct strategy-based instruction that leads students to assume a more

reflective stance on the way they learn.

Alternatively, Nation (2013) proposes three types of vocabulary strategies:

planning, finding information, and establishing knowledge. This categorization

includes, in his view, ‘a wide range of strategies of different complexity’.

A number of studies have been conducted to investigate learning autonomy

and ways to promote it for language learning purposes (e.g., Mizuki, 2003; Nguyen,

2012; Shao & Wu, 2007; Gu, 2009; Hyland, 2004). For example, Nguyen and Gu

(2013) found that strategy-based instruction helped

participants improve the skills of monitoring, evaluating, and planning a writing task.

With regular instruction, they argued, learners should become able to better engage

with and self-regulate such tasks, making more consistent use of appropriate

strategies to produce better learning outcomes. Similarly, Cotterall (2008)

suggests that, in addition to acquiring good learning behaviors which can be achieved

through effective strategy training, autonomous learners require a structure that allows

them to ‘shape and define their learning and to display their personal autonomy’. In

other words, the degree of a student’s autonomy seems to be strongly linked to their

own conceptualization of success. In this respect, Zhou (2016) found that students

with higher levels of autonomy were more likely to involve themselves in

collaborative learning and, ultimately, be more successful at learning English,

suggesting that ‘autonomy has both direct and indirect effect on language learning

performance’ and that the development of autonomy may itself be enhanced by

collaborative learning. The results of these studies have demonstrated the impact of

strategy training on students’ learning autonomy, but none of them used Web-based

technology to enhance students’ strategy development nor their views on the use of

such strategies when working independently on a WebQuest.

Having a sufficient grasp of vocabulary is crucial to learning a second or foreign

language, educators, researchers, and commentators have long been interested in the

importance of vocabulary teaching and learning. English teachers can be guided and

assisted in better understanding their students' expectations and happiness with their

language sessions by using strategy in language acquisition. It should be mentioned

that the English teacher's manner of instruction occasionally has an impact on the

student's language learning strategies. Therefore, all English language educators

should investigate various teaching strategies. According to Oxford (1990),

innovative teaching techniques include identifying students' learning methods,

managing instruction on those strategies, and assisting students in becoming more

self-reliant in their learning and thinking. The most difficult topic for language

teachers to teach is vocabulary, which is typically viewed as the fundamental tool for

communication. Despite mastering all grammar concepts during language learning,

children who lack sufficient word storage are unable to communicate effectively.

Numerous academics, researchers, linguists, and language instructors have studied the

use of vocabulary learning tactics over the years. Many academics and researchers

have been investigating the many approaches to language learning and teaching, as

well as the potential significance of other learning settings or trainee contributions

including learning styles, motivation, and language learning strategies, respectively.

Recently, a number of academics have made an effort to investigate the potential

causal relationship between word knowledge and the development of reading

comprehension ability. Reading comprehension has been viewed as being

longitudinally predicted by vocabulary storage ( Atasheneh, Nasser; Naeimi, Maki

2015).

Effective & Ineffective Vocabulary Learners’ Strategy Use

In terms of successful vocabulary learning, Moir and Nation (2002) found

significant differences in strategy use between one learner (Abdi) and nine other

participants, and distinguished Abdi as the most effective vocabulary learner in their

study. Abdi, whose vocabulary test scores were significantly higher than the others,

stood out as a learner with the “highest level of responsibility for his own learning”

(Moir and Nation, 2002), reinforcing Stoffer’s (1995) and Gu and Johnson’s (1996)

findings on the relationship between self-initiation and vocabulary learning. Abdi’s

use of a “greater range of strategies to learn the words selected” than the other

participants, confirmed other researchers’ observation about good learners (Ahmed,

1989; Folse, 2004; Brown & Perry, 1991; Lawson & Hogben, 1996; Gu and Johnson

1996). Studies, such as those by Ahmed (1989) and Liu (2010), showed that their

‘good’ learners used more vocabulary learning strategies and relied more on different

types of vocabulary learning strategies than the ‘poorer’ learners did. Good learners

were observed to utilize “a variety of strategies to successfully learn new vocabulary

or to deal with unknown words in a text” (Folse, 2004). They made the words they

learned come alive instead of

memorizing the words mechanically like the less effective vocabulary learners (Liu,

2010). Sanoui’s (1995) study showed the ‘good’ learners used a definite plan or

strategy for vocabulary learning, a strategy which the ‘weaker’ participants did not

report using. Other studies (e.g., Brown & Perry, 1991; Lawson & Hogben, 1996)

similarly showed ‘good’ learners possessing more strategies and using vocabulary-

learning strategies more widely and more consistently than less successful vocabulary

learners. Liu’s (2010) study revealed the freshmen being dependent on their teachers

and textbook, and not having. Liu recommended that learners be provided with proper

vocabulary learning strategy training.

Vocabulary Knowledge and Reading Comprehension

Vocabulary knowledge in reading comprehension refers to a kind of

knowledge that facilitates text comprehension by single, double, or more

words/characters' semantic meaning identification, providing the possibility of

necessary cognitive capacity for higher-level reading processes (Silva and Cain, 2015;

LervAag et al., 2018). Extant literature has shown that vocabulary knowledge

contributes to reading comprehension through semantic meaning identification and

played a collaborator role with inference on sentence meaning comprehension (Silva

and Cain, 2015; LervAag et al., 2018; Lawrence et al., 2019). High quality of word

semantic meaning identification is beneficial for accurate individual word meaning

retrieval (Perfetti and Hart, 2002), which establishes word-and-word unit for sentence

proposition coherence (Cain et al., 2004; Braze et al., 2016). Past evidence has shown

that vocabulary is significantly related to inference ability, listening comprehension,

and reading comprehension (Lepola et al., 2012; Cain and Oakhill, 2014; Daugaard

et al.,
2017). Chinese is a kind of logographic script that is different from alphabetical script

in character construction (Ku and Anderson, 2003; Ramirez et al., 2010),

grammatical knowledge (Bawa and Watson, 2017; Paradis and Jia, 2017), and

function words sequence (Chen et al., 2016; Lee et al., 2017). Chinese characters are

usually constructed by two components: the radical part usually represents the

pronunciation of the character; the other side of the component represents the function

of the character. The structure usually could be divided into three categories: left-right,

top-down, and surround. In Chinese, the restricted semantic components (e.g., time,

objects, and status of the subjects) are usually inserted into the sentences rather than

set at the end of the sentence or an independent component at the first part in the

sentence. In particular, a single character could also be one sentence with a complete

meaning represents the meaning of someone understanding the whole meaning, skills,

or the content that the other one mentioned. The function and the meaning of the

Chinese character are determined by the semantic meaning situation. Vocabulary

knowledge contributed to reading comprehension through word recognition

directly (e.g., Mezynski, 1983; McBride-Chang et al., 2005a) and through reading

fluency, decoding ability, and reading rate indirectly (Hilton, 2008; Spencer and

Wagner, 2018). Past studies showed that vocabulary knowledge contributed to

reading comprehension process via word semantic meaning recall (semantic feature of

orthographic, morphological, phonological, and pragmatic characteristics) speed and

quality to achieve a mental image from the given text (Perfetti, 1985; Logan and

Kieffer, 2017; Lawrence et al., 2019). However, the inconsistent results of various

correlations between vocabulary knowledge

and reading comprehension have been found in Chinese students, from low

correlation (e.g., Cheng et al., 2017) to high correlation (e.g., Li et al., 2009). The

unique effect of vocabulary knowledge on reading comprehension remains unknown

among Chinese students; therefore, the role of the vocabulary knowledge effect on

reading comprehension for Chinese participants requires further investigation.

 CHAPTER III

METHODOLOGY

An outline of the research that was followed in the study is given by this

chapter. This chapter discusses the research design, locale of the study, respondents,

sampling design, research instrument, data gathering procedure and statistical

analysis. It describes the procedures that the researchers followed in the data

gathering, analyzing and interpreting phases of the research.

Research Design
This study used will use descriptive correlational design research design to

investigate the different metacognitive strategies on vocabulary skills of Freshmen

English students of Sultan Kudarat State University Access Campus. Generally, this

study aimed to determine the use of metacognitive strategies on vocabulary skills of

Freshmen English students of Sultan Kudarat State University. The descriptive

correlational approach considers two variables and is designed to observe and

describe the behavior of a subject without influencing its normal behavior.

This approach is fit for the study since the researchers will conduct a study in

which the researchers investigate the different Metacognitive strategies on

Vocabulary Skills of Freshmen English students. Each individual information will be

use in comparison with each other to know whether similar or common results from

different freshmen English students of Sultan Kudarat State University.

Locale of the Study

The study will be conducted at Sultan Kudarat State University for the reason

that it is one of the outstanding tertiary schools in Sultan Kudarat. Furthermore, the

researchers chose to conduct the research study most specifically in the institution’s

classrooms because it will give the researcher information about the different

metacognitive strategies on vocabulary skills of First Year BSED English students of

SKSU Access Campus. This institution is located at Brgy. EJC Montilla, Tacurong

City, Sultan Kudarat. The study shall be conducted on the 2nd semester of the

academic year 2022-2023.

Figure 2. Map of SKSU. (Google Map)

Respondents of the Study

In this study, 46 English freshmen students will select to participate in the

study. The participants will be select through the use of a random sampling method

wherein the respondents are selected by chance but having a known probability of

selection. The respondents are coming from the Bachelor of Secondary Education

major in English first year students are selected to be the subject and part of this

research since all English first year students are vulnerable for the reason that they

discover along the way some of vocabulary skills that needed to be learn.

Sampling Technique

This study will employ the use of simple random sampling techniques. Simple

random sampling is a type of probability sampling in which the researcher randomly

selects a subset of participants from a population. Each member of the population has

an equal chance of being selected. The researcher will utilize the lottery method

wherein each member of the population is assigned a number, after which numbers

are selected at random. Data is then collected from as large a percentage as possible of

this random subset. The researchers will select or choose the participants while still

implying the inclusion criteria in mind, which only freshmen English students may

respond. The simple random sampling technique will be utilized through the lottery

method in which the researchers draw numbers from the box randomly to choose

samples. In this method, the researcher gives each member of the population a

number.
Data Gathering Instrument

In order for the study to be smoothly conducted, standard procedures will be

adhered to push through the research. In order to find the answers to the main

objective of the study. The researchers will conduct two parts of examinations to the

respondents.

The phase one will be researchers made which is subject for validation consist

of 30 items survey questions about the level of metacognitive awareness of the first

year BSED English students.

The second phase is composed the examination that consist 20 item questions

for vocabulary areas such as synonyms, antonyms adapted from

https://www.esc1.net/site/handlers/filedownload.ashx?moduleinstanceid=4332

&dataid=7495&FileName=501%20Synonym%20and%20Antonym%20Questi

ons.pdf, 20 item test on connotation adapted from

https://www.studocu.com/ph/document/university-of-

gujrat/english/connotation-denotation-worksheet-4connotation-denotation-

worksheet/22155357/download/connotation-denotation-worksheet-

4connotation-denotation-worksheet.pdf, and a 20 item test on denotation that

is adapted from https://24talk.ir/wp-content/uploads/2020/02/501-vocabulary-

questions-.pdf with a total of 80 items examination.

The survey will be followed by data collecting, analysis, and interpretation.

There were 46 copies of questionnaire used by the researchers during the survey and

disseminate it to the 46 respondents to gather the data needed. The instruction on how

to answer appropriately the questions to be ask will be simplified to help and guide

the respondents to give the best feedbacks

and responses. The context of the survey will be followed by the rating scale of

5,4,3,2, and 1 describes as always, often, sometimes, seldom, and never. The numbers

will be their corresponding description is well defined for the respondents to check

the most appropriate feedback.

Table 1. Rating Scale and Interpretation on the extent of practice of the

respondents in the following metacognitive strategies.

Rating scale Range of Verbal Interpretation

Means Description

5 4.21 – 5.00 Always The students fully use the

metacognitive strategy indicated.

4 3.41 – 4.20 Often The students mostly utilize the

metacognitive strategy indicated.

3 2.61 – 3.40 Sometimes The students use the metacognitive

strategy indicated.

2 1.81 – 2.60 Seldom The students somewhat utilize the

metacognitive strategy indicated.

1 1.00 – 1.80 Never The students do not utilize the

metacognitive strategy indicated.
Table 2. Rating Scale and Interpretation on the level of vocabulary skills

of freshmen English students of Sultan Kudarat State University.

Range of Range of Verbal Interpretation

Scores Means Description

17-20 4.21 – 5.00 Excellent The students have advanced

vocabulary skills

13-16 3.41 – 4.20 Very Good The students have high vocabulary
skills.

9-12 2.61 – 3.40 Good The students possess vocabulary

skills.

5-8 1.81 – 2.60 Poor The students need to develop

his/her vocabulary skills

1-4 1.00 – 1.80 Very Poor The students have low vocabulary
skills.

Data Gathering Procedure

After the advisory committee panel approves the proposal, the researchers

must obtain the validation of research questionnaire and the permission from the dean

of the College of Teacher Education before surveying the respondents of the study.

Following gaining the participants' permission, the researcher will explain the

objective of the study and confirm that all respondents meet the predetermined

criteria. In order to acquire quantitative data, researchers will conduct examinations to

students in the vocabulary areas such as synonyms, antonyms, connotation, and

denotation. The survey will be followed by data collecting, analysis, and

interpretation. Then, the researchers

 will submit their findings after completing their work with the data and establishing

its significance.

Approval of the Proposal

Seek Permission to Conduct the Study Addressed to CTE Dean

ssion to Conduct the Study Addressed to the Respondents, noted by the Research Adviser and Approved

Conduct of the Study

Distribution of Survey Questionnaires

Data Retrieval

Consolidation

Interpretation of Data Gathered

Figure.3 Waterfall- diagram of the Data Gathering Procedure

Statistical Treatment

The researcher will use different statistical tools in providing a systematic way

of organizing the analyzed data used to gather in order to answer the questions

depicted in the study. The statistical tools to be used are the following:
1. Mean- Will be employed to determine the extent of Metacognitive strategies of

Freshmen English students.

2. Mean- Will be employed to determine the level of vocabulary skills of Freshmen

English students.

3. Pearson correlation coefficient - The Pearson product-moment correlation

coefficient (or Pearson correlation coefficient, for short) is a measure of the strength of a

linear association between two variables and is denoted by r. Basically, a Pearson correlation

attempts to draw a line of best fit through the data of two variables, and the Pearson

correlation coefficient, r, indicates how far away all these data points are to this line of best

fit.