Improving Grade 9 Students' Vocabulary Skills

ST.
MARY’S SCHOOL OF NOVALICHES

Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
CHAPTER I
INTRODUCTION
This chapter presents the Background of the Study, Statement of the Problem, Significance
of the Study, and Scope and Delimitation.
Background of the Study
Master vocabulary the students should have ability in understanding and using vocabulary.
Fauziati (2010:61) states that vocabulary is central to language and of critical important to
typical language learner. The students are not only expected to be able to use the words for
communicating and expressing their idea both in oral and writing form, but are also
expected to select the words which are suitable with the condition, situation, and structure
of sentences. Vocabulary is very important for student because people cannot convey the
communication without vocabulary mastery. It is also impossible for people to give good
responses or suitable feedback if they do not understand what the speaker speaks. People
who has not efficiency of vocabulary are difficult to send message well to another people
because they cannot give much and clear information. Wilkins (1972) in Thornbury
(2002:13) states that without grammar language every little can be conveyed, without
vocabulary language nothing can be conveyed. The purpose of this study is to help the
Grade-9 student to enhance their vocabulary skills. It can enrich their vocabulary through
reading dictionary.
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ST. MARY’S SCHOOL OF NOVALICHES
STATEMENT OF THE PROBLEM
1.1 What are the advantages that the students will gain after we conduct this research?
A. Will the students improve their vocabulary skill?
B. Will the students use dictionary as their source in improving their own vocabulary?
1.2 What will be the impact of this research to the students?
A. Will the students learn new vocabulary words?
2
SIGNIFICANCE OF THE STUDY
Student – This study will serve as a source of knowledge for the students.And they will be
able to improve their vocabulary
Teacher – This will give also a realization for the teachers to teach us the lessons that
focuses in vocabulary. .
Parents – The parents will encourage their children to read dictionary to improve their
vocabulary skill. And also they will have a knowledge on how important to be familiar in
unfamiliar words.
School Administrators - This will serve as a solution for them to find ways on how to
improve their student’s vocabulary skill.
Future Researchers – The ideas presented here in this study may be used as reference in
conducting new research. This will also serve as their cross – reference that will gave them
a background or an overview for a certain.
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SCOPE AND DELIMITATION
This research study focuses on improving the vocabulary skills of Grade-9 students.
The activities lodged on reading poems and stories together with using of dictionary on
finding of meaning or definition. Then, sessions are to be conducted thirty mins. to one
hour (30 mins-1:00 hr.) during class dismissal. The sessions will be conducted seven
times.
The researchers selected 10 students of the Grade-9 students of St. Mary’s School of
Novaliches, Inc..The poems that will be used in this study come from the vocabulary tests.
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CHAPTER II
REVIEW OF THE RELATED LITERATURES
This chapter presents the related literature and studies both local and foreign sources.
This also include the synthesis of the art. The researchers discussed the different information
from articles, books, internet. Which were used as references for the completion of this
thesis.
LOCAL LITERATURE
Since the mid- 1980s, vocabulary learning ( VL ) has been drawing attention from
English as Second Language (ESL) researchers. Particularly, the 1990s witnessed a
noticeable number of publications; vocabulary is now current focus in ESL pedagogy and
research (Ming Wei 2007).
During the few decades of the 20th century, what appeared to be the first
articulations of a language curriculum advocated the belief that the best way to teach a
foreign language is through its vocabulary or lexis. This means teaching words and their
meanings. Foreign language learning at that time was very limited in the sense that pupils
would have few opportunities to communicate with the native speakers of the target
language. International travel was then a luxury reserved only for the rich. So the primary
purpose of foreign language teaching was to teach students the literature and culture of the
target language. Thus, language teachers concentrated on teaching words that students
would encounter in their reading ( Tupas, 2007 )
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Word learning is indeed a complex task. Students realize the important role
vocabulary acquisition plays in all aspects of their language learning, but few have really
thought about what it means to learn vocabulary item ( Courtright & Wesolck; 2001 ).To
improve their second language proficiency, English language learners (ELL) need a solid
knowledge of vocabulary. While basic level of vocabulary will allow learners to
communicate some ideas to certain degree, better communication whether in speaking/
listening or writing / reading can be accomplished when learners have acquired more
vocabulary (Folse, 2008).
At times, not knowing a specific word can severely limit communication. Second
language learners certainly recognize that insufficient vocabulary is one of their biggest
frustrations. In theory, mastering vocabulary should not be so different from learning any
other component of a language, such as grammar, spelling or pronunciation. However,
vocabulary is a special problem because there are multiple aspects of vocabulary knowledge
that learners must master.
Snow (cited in Anghay, 2007) claims that it is rare for a high school or college
students not to perceive vocabulary as an educational priority. While many students have
enough basic vocabulary knowledge to find out what a word means, few possess an efficient
and effective system for actually remembering the definitions. What they remember the next
time they encounter the word is that they look this up once before, but they can no longer
recollect the meaning. Some students take additional step of actually recording new words
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and their definitions, but fail to consider the context in which they first encounter the word
and therefore rarely attempt to use the word in a meaningful application.
Learners forget words easily if they just master and memorize words which meanings
were unfamiliar to them. (Zhilong 2000). Contexts can help explain the meanings of these
unfamiliar words. Many professionals support the idea of inferring word meanings from
contexts. Kruse (cited in Zhilong, 2000) has suggested introducing vocabulary items in such
a way as to allow the students to infer or guess the meanings from the context or illustrations.
Guessing word meanings from the context is possible; hence, contextual way of learning
and expanding vocabulary are also possible.
Ming Wei (2007) claims that words are primarily taught through decontextualized
activities in English classes. A considerable amount of instructional time is devoted to
presenting, explaining and delivering terms. However, merely giving students lists of words
to learn strategies to improve their vocabulary learning does not result in effective learning
despite the growing awareness on the part of learners of the importance of enhancing their
communicative competence of the target language and the recognition that much larger
vocabulary is needed to this end.
But learning words through context are a long term process during which word
meanings are slowly accumulated through exposure and learning. Indeed, there is a need
to focus instructional attention on words that students have encountered in rich contexts
rather than from decontextualized words lists. Hence, Eryaud, et.al (2000)
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conclude that the importance of vocabulary of L2 students requires that teachers solidify
their commitment to vocabulary building.
Eyraud, Giles, Koenig and Stoller (2000) enumerate three research findings of
particular relevance to language classroom settings: First, research has demonstrated that
vocabulary learning requires multiple exposures to new lexical items in various discourse
context. Multiple exposures of varying intensities and in diverse contexts, are said to
gradually lead to a large recognition vocabulary. Second, research has revealed that
elaborated vocabulary learning occurs when students make meaningful connections
between new and already familiar words. This expanded sense of new and known words
allows for faster processing of semantically related words. Third, research has shown that
context can be powerful influence on students vocabulary growth.
Diamond and Gulohan (2006) emphasize one principle of effective vocabulary
learning which is to provide multiple exposures to a words meaning. For great improvement
in vocabulary, students must see word more than once to place it firmly in their long
memories and to see the word in different multiple contexts. In addition, curriculum wide
commitment to vocabulary enrichment assists learners in developing their language abilities.
For most students and instructors, most vocabulary growth takes place through incidental
learning, that is, through exposure to comprehensible language in reading, listening,
discussions, bulletin board displays, videos and so forth. Through range of instructional
activities, language students can actively and consciously expand vocabulary knowledge.
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Zhilong (2000) deduces that teaching vocabulary is a very important task in teaching
English. By using successful techniques to learn new vocabulary, students will find words
easier to remember and will become more motivated in class. As Johari (2008) claims they
need to understand not just what individual words mean but also which combinations of
these words in sentences or paragraphs convey a meaningful message to the reader; thus
expanding a learners vocabulary by using context clues is way to reduce the need for
consulting dictionaries. (Shilong 2009)
In the same vein, in her several years of teaching, Shu Ying (2001) finds that enabling
students to derive meaning with the help of context clues is an effective approach to increase
vocabulary and reading comprehension. Too much dictionary work can wipe out all interest
in reading and even interfere with comprehension because readers become more concerned
with individual words and less aware of the context which gives them meaning.
Folse (2008) believes that English language learners need to increase and enrich their
vocabulary knowledge. Teachers should incorporate explicit vocabulary teaching supported
by classroom activities that reinforce previously studied material. Such activities will help
learners focus their attention on key vocabulary, require learners to retrieve the forms and
meanings of the new words, and encourage learners to identify and develop a personalized
inventory of strategies for vocabulary learning. The teachers must see to it that their goal to
help students be active vocabulary learners is achieved before and after the students leave
the classrooms.
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Courtright & Wesolck (2001) construe that teachers must spend time on vocabulary
instead of dealing with it in passing, because for the students to learn a word they need more
opportunities to see and use it. Teachers must give priorities in helping students understand
how complex a task they are facing, giving them the tools to learn vocabulary effectively,
and making them work with the words instead of simply going over fill-in blank. All these
can help learners develop more systematic and effective ways of learning vocabulary.
FOREIGN LITERATURE
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A dictionary is an alphabetical book that provides users with various kinds of
information about lexical items.18. And based on Philipe, Dictionaries were tools created
to respond to some obvious needs of a particular audience, such as communicate with
people who spoke a different language. Based on that definition, it can be seen that
dictionary is important language learning tool because dictionary provides many
vocabularies that for communication tool in different language. And Taylor also states that
vocabulary plays an important role in second language acquisition and academic
achievement.based on that statement, it can be conclude that dictionary is important tool in
learning language. According to Tseng, The dictionary can be a good companion for
students. This is because dictionaries can help them in providing a quick and direct access
to many things specifically meanings of words to second language learners. Kinds of
dictionary
Dictionaries can be classified by many criteria. Based on language contain in the
dictionary, Nation cited in Boonmoh, put dictionaries into three classes: monolingual,
bilingual, and bilingualised (although trilingual and multilingual dictionaries exist as
well). Monolingual dictionaries are written in only one language (e.g. English-English
learner’s dictionary) while bilingual dictionaries are written in two languages (e.g.
English- indo and indo-English dictionaries). And, Pujol states that Bilingualised
dictionaries contain monolingual L2 definitions immediately followed by an L1 translation
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or a L1 gloss. Generally dictionaries are categorized into two general types of printed and
electronic ones. Nesi also classifies dictionaries into two modes of presentation: paper
based dictionaries and computer-based dictionaries (also known as electronic dictionaries).
There are three types of electronic dictionaries: hand-held electronic dictionaries (also
known as pocket electronic dictionaries or PEDs), dictionaries on CDROM, and
dictionaries on the Internet. Printed dictionary is usually dictionary in a book form, and
electronic dictionary is usually dictionary in digital form that usually can be installed on
mobile/Smartphone or laptop. Both of them have advantage and disadvantage. While the
advantage or disadvantage of each dictionary, Nesi and Haill cited in Tseng analyzed 89
EFL/ESL students‟ look-up errors in their use of several paper dictionaries to do reading
assignments in a natural setting. They categorized students‟ errors into five types those
are22: a) The subject chose the wrong dictionary entry or sub-entry. b) The subject chose
the correct dictionary entry or sub-entry but misinterpreted the information it contained. c)
The subject chose the correct dictionary entry or sub-entry, but did not realize that the
word had a slightly different meaning in context. d) The subject found the correct
dictionary entry or sub-entry, but rejected it as inappropriate in context. e) The word or
appropriate word meaning was not in any of the dictionaries the subject consulted2.
Bilingual dictionary a. Definition of bilingual dictionary Based on Boonmoh, bilingual
dictionaries are written in two languages like English to Indonesia or Indonesia to English.
And based on Ikhlef Asma bilingual dictionaries are dictionaries whose entries are in one
language and their definitions are in another They are an essential tool for speakers and
learners of foreign language. 23 In addition, Zarlina also states that Bilingual dictionaries
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contain an alphabetical list of words and expressions in one language for which exact
equivalents are given in another language.24 Almost all of those definition states that
bilingual dictionary is written in one language and the translation in another language. b.
Kinds of bilingual dictionary According to Wai-on Law, Here are kinds of bilingual
dictionary25. Those are: 1) A standard bilingual dictionary has two object languages, and
provides equivalents in the associated cultural environment in the target language for each
word and expression in the source language by Hartmann.2) A bilingualized dictionary
consists of a single alphabetical listing, in a language foreign to its intended users. It may
be a full or partial adaptation of an existing monolingual learners‟ dictionary, with varying
degrees of bilingualization. The source may be a general advanced-level dictionary or an
abridgement of a major work. That statement is based on Marello and Cowie. 3) An
active, or production-oriented, bilingual dictionary is intended to help a user to express a
given idea in the target language of the user from the source language in a given context,
stated Hannay. The terms “target” and “source” languages are employed instead of “first”
and “foreign” languages because both the languages involved may or may not be the first
language of the user; rather, the language direction in use is more important. 4) A passive,
or reception-oriented, bilingual dictionary is for understanding a given lexical item in the
target language of the user. That statement is according to Hannay. In this study, the term
“bilingual dictionary” will be used in the widest sense to refer to those dictionaries which
involve two languages, including but not restricted to that defined in a standard bilingual
dictionary above, with or without two listings of words. Where applicable, the term
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“bilingualized dictionaries” will be specified to differentiate them from the standard
bilingual ones. 17 c. The purpose of bilingual dictionary Zarlina states that the purpose
ofbilingual dictionaries is to provide help for someone who understands one language but
not the other. According to Al-Jarf cited in Zarlina also states that the bilingual dictionary
is used mostly to help second language learners to learn and understand the target
language better. Baxter also added that bilingual dictionaries tend to channel learners
towards single-word translation equivalents that may not be appropriate in the discourse in
question.26 Another argument comes from Zgusta cited in Edita, he states that the basic
purpose of a bilingual dictionary, is to coordinate with the lexical units of another
language which are equivalent in their meaning. And based on Redman, a bilingual
dictionary helps the users to understand quickly and easily. It is used to translate words
from one language into another and understanding a foreign language text.27 d. The
advantage of bilingual dictionary Although there are some problems of using bilingual
dictionary to get the meaning of some word, Bilingual dictionary is believed used by
language learner especially foreign language learner because they think that bilingual.
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Conceptual Framework
INPUT PROCESS
OUTPUT
A source to improve Descriptive Survey The Grade 9 student
vocabulary skill
Questionnaire will improve their
A way to improve vocabulary
vocabulary skill Research design
The conceptual framework shows a framework that inputs ways to improve the
Grade-9 student’s vocabulary skills, then the process of what methods that we will
make, and also the outputs of the methods that we had made.
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Research Hypothesis
1. Ho - Grade 9 students improve their vocabulary skill.
Ha - Grade 9 students might not improve their vocabulary skills.
2. Ho - Grade 9 students use dictionary as their source in improving their vocabulary skills.
Ha - Grade 9 students did not use dictionary in improving their vocabulary
skills.
3. Ho - Grade 9 students learn new vocabulary words using dictionary.
Ha - Grade 9 students learn new vocabulary words using dictionary.
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DEFINITION OF TERMS
- Refer the terms to be defined from the title.
 Dictionary-a book or electronic resource that lists the words of a language (typically in
alphabetical order) and gives their meaning, or gives the equivalent words in a different
language, often also providing information about pronunciation, origin, and usage.
 Vocabulary-the body of words used in a particular language.
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CHAPTER III
RESEARCH METHODOLOGY
RESEARCH DESIGN
The researchers utilized Descriptive Method in the study. Descriptive Method is a
study designed to depict the participants in an accurate way. The three main ways to
collect this information are: Observational, defined as a method of viewing and recording
the participants. Case study, defined as an in-depth study of an individual or group of
individuals.
RESEARCH LOCALE
The researcher will conduct the study at St. Mary’s School of Novaliches Inc.
Babylonia St. North Olympus subd. Quezon City, Barangay Kaligayahan
RESEARCH PARTICIPANTS
The Researcher chosen the 10 Grade 9 students of St Mary’s School of Novaliches,
Inc. to participate in the study.
DATA GATHERING INSTRUMENT
The researcher made a survey questionnaire composed of two (2) parts. The first
part aims to determine the vocabulary skill of the selected grade 9 students St. Mary’s
School of Novaliches, Inc. The second part is to determine on how they will improve their
vocabulary using the dictionary
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RESEARCH PROCEDURE
First, we’re going to have a permission letter in our school administrator for us to
be able to conduct a survey and descriptive research to the selected Grade 9 students.
Second, we’re going to print out some exercises that has vocabulary words and
their meaning for them to learn some unfamiliar word that will be included in our pre-test.
Third, we’re going to conduct our research to the Grade 9 students in our school. Pre-test,
Sessions, Summative Test are included.
Lastly, we’re going to gather all the data that we’d been collected. And analyze
each in order for us to make a conclusions.
DATA ANALYSIS PROCEDURE
The researcher had allotted their time, effort and cooperation in developing their
questionnaire. The survey was distributed by the researcher to Grade 9 students in St.
Mary’s School of Novaliches Inc. that consists of 2 types of test.
First, the researcher will be counting all the number of their respondents to get the
population. Then, each question in the survey will be counted to determine if how many
respondents had improve their vocabulary skills. The data gathered from this research
instrument where be tallied and computed for interpretation according to the frequency of
items checked by the participants.
CHAPTER IV
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This study is about using dictionary in improving vocabulary skills. This chapter
presents the research findings.
Student Number Pre-Test Score Session 1 Post-test Score
1 9 5 9
2 9 8 10
3 9 7 9
4 9 7 9
5 9 8 10
6 8 7 9
7 9 7 10
8 9 7 9
9 10 8 9
10 4 7 9
In our pre-test, 9 out of 10 got a high score and only 1 student got a low score.
However, in our first session all of them got an average scores.
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Session 1
31%
34%
Mean
Median
Mode
35%
The percentage of mean in session 1 is 31%, 35% is the median, while the mode
is 34%, a total of 100%.
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1 9 7 9
2 9 7 10
3 9 8 9
4 9 8 9
5 9 8 10
6 8 7 9
7 9 7 10
8 9 5 9
9 10 9 9
10 4 7 9
In our pre-test 9 out of 10 got a high score and only 1 student got a low score.
While in our session 2 they also got an average scores.
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Session 2
33% 34%
Mean
Median
Mode
33%
The percentage of mean in session 2 was 34%, 33% is the median, while the
mode is 33%, a total of 100%.
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1 9 8 9
2 9 8 10
3 9 10 9
4 9 7 9
5 9 10 10
6 8 7 9
7 9 10 10
8 9 6 9
9 10 9 9
10 4 10 9
However, in our third session some of them got a perfect score but some of them
got an average scores.
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Session 3
30%
35%
Mean
Median
Mode
35%
25
1 9 8 9
2 9 10 10
3 9 8 9
4 9 10 9
5 9 10 10
6 8 10 9
7 9 8 10
8 9 9 9
9 10 8 9
10 4 8 9
While in our fourth session they all got a high scores.
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Session 4
32%
35%
Mean
Median
Mode
33%
27
1 9 10 9
2 9 10 10
3 9 7 9
4 9 9 9
5 9 10 10
6 8 9 9
7 9 10 10
8 9 10 9
9 10 10 9
10 4 10 9
Based on our fifth session most of them got a perfect scores but one of them got an
average score.
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Session 5
34% 32%
Mean
Median
Mode
34%
29
1 9 10 9
2 9 10 10
3 9 10 9
4 9 10 9
5 9 10 10
6 8 9 9
7 9 10 10
8 9 10 9
9 10 10 9
10 4 10 9
In our pre-test 9 out of 10 got a high score and only 1 student got a low score. In
our last session all of them got a perfect scores.
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Session 6
33% 34%
Mean
Median
Mode
33%
31
Student Number Pre-Test Score Post-test Score
1 9 9
2 9 10
3 9 9
4 9 9
5 9 10
6 8 9
7 9 10
8 9 9
9 10 9
10 4 9
Based on our summative test, it shows that there were 3 students who improved
their vocabulary skills, while the rest somewhat improved their vocabulary skills
based on their scores.
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Pre-Test
34% 32% Mean

Median
Mode
34%
The percentage of mean in Pre-test was 32%, 34% is the median, while the mode
is 34%, a total of 100%.
Post-Test
33% 34%
Mean
Median
Mode
33%
The percentage of mean in Post-test was 34%, 33% is the median, while the
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Researcher’s Journal
Researcher #1 Laura Irina Inciso
Day 1 (Pre-test)
During the pre-test, I observed that the selected students weren’t paying attention.
They didn’t follow our instructions. And they didn’t read the story that we’ve given to
them. Also, most of them was just guessing the answers.
Day 2 (1st session)
I observed that our first session was better than the pre-test because the students was
more organized and behaved. They have already read and analyze the poem intently. But
some of them didn’t participate the recitation.
Day 3 (2nd session)
I observed that they read and analyzed the poem intently. All of them participated to
the discussion that we have discussed.
Day 4 (3rd session)
I observed that the students didn’t have energy. Also, some of them weren’t paying
attention. Somehow, they are participating the discussion. But despite of those, they still
read and analyze the poem.
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Day 5 (4th session)
I observed that the students read and analyze the poem. All of them participated the
discussion. Some of them kept on talking with their seatmates.
Day 6 (5th session)
I observed that they are more focused and more active than the other sessions. They
were enjoying listening and participating with our discussion.
Day 7 (Summative Test)
I observed that the summative test was the best session compared to the other sessions
that we’ve conducted, because the students were behave and they truly listened to our
discussion. And what I liked the most is, they improved their vocabulary skills with the
use of dictionary and to the sessions that we have conducted.
Researcher #2 Alichelle Faith Biason
Day 1 (Pre-Test)
In my observation, some of them are just reading without analyzing and guessing the
answers. They’re also noisy while answering the questionnaires.
Day 2 (1st session)
I observed that our first session was a little bit organize but yet they’re still noisy and
some of them are not listening.
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Day 3 (2nd session)
I observed in our second session that day was somewhat listening and participating in
our discussion. The result of their test was also quite high.
Day 4 (3rd session)
I observed in our third session was most of them are paying attention in our discussion
and they answered the questions briefly.
Day 5 (4th session)
In my observation, all of them are participating and cooperating in our discussion.
They also understand the poem what we have been discussed.
Day 6 (5th session)
I observed in our fifth session was some of them are talking to their seatmates while
answering the questions.
They understood well what we’ve discussed to them. And they used dictionary in
answering the questions that was given. I observed that they improved their vocabulary
skills.
Researcher #3 Ronald Kobe Lorenzo Nuguid
Day 1 (Pre-Test)
The students didn’t took the test seriously, and they didn’t read the story that’s why
they answered the pre-test too fast.
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Day 2 (1st session)
The students have read the story and they answered the questions seriously. So the
students doesn’t have initiative to answer the test.
Day 3 (2nd session)
Some of the students aren’t listening well and some of them are talking to their
seatmates.
Day 4 (3rd session)
All of the students were participating. They’re having fun while doing our discussion
and they’re not shy anymore. They answered the questions well.
Day 5 (4th session)
All of the students are serious in taking the test, and they’re all participating with our
discussion. And read our poem and understood it
Day 6 (5th session)
They took our test more seriously. They also read and understood the poem, compared
to the other sessions they’re more active and all of them are participating.
I observed that the results of their summative test were high compared to the pre-test,
and all of them are focused on the person who was discussing. And took our test very
seriously.
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Researcher #4 Renz Bacalla
Day 1 (Pre-Test)
I observed that the students aren’t paying attention and they are noisy when we were
discussing and letting them answer our questions.
Day 2 (1st session)
Some of them weren’t listening and participating to the discussion and they were very
talkative to one another.
Day 3 (2nd session)
I observed that they were more aware of their answers. And they were also aware
about our poem’s meaning
Day 4 (3rd session)
I observed that they were more active while we’re discussing. But some of them
weren’t focused in our discussion because they’re busy in doing other things.
Day 5 (4th session)
They are paying more attention in our discussion than in our last session. And they
answered the test briefly.
Day 6 (5th session)
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They have fun during our discussion yet they also understand the vocabulary words
that we’ve been discussed in front of them.
I observed that they improved their vocabulary skills because they got high score in
our summative results.
Researcher #5 Gabriel Briones
Day 1 (Pre-Test)
The students didn’t read the story well and they’re noisy.
Day 2 (1st session)
Some of the students still didn’t read the poem because they kept on talking.
Day 3 (2nd session)
All of them already read the poem and they participated with our discussion.
Day 4 (3rd session)
Some of them were laughing yet they still answered the questions well
Day 5 (4th session)
They took our session seriously and they were also participating with our discussion.
Day 6 (5th session)
The students enjoyed the session and they seriously read and answered the test.
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Day 7 (Summative test)
They were active and enthusiastic because that was the last session that they’ve
attended. And I observed that they improved their vocabulary skills.
Researcher #6 Sebastian Axle Camacho
Day 1 (Pre-Test)
The grade 9 students are so noisy and they’re not participating in our discussion.
Day 2 (1st session)
Some of the students are not listening and they didn’t read the instruction carefully.
Day 3 (2nd session)
I observed that the grade 9 students were reading without analyzing and they are not
serious in answering the test.
Day 4 (3rd session)
I observed that the students were participating the discussion and they are listening in
our instructions.
Day 5 (4th session)
They took the test seriously and they answered the test briefly
Day 6 (5th session)
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They understand the poem very well unlike to the previous session and they are having
fun while taking the test.
They understood well what we’ve discussed to them. And they used dictionary in
answering the questions that was given.
General Conclusion
Session 1: (Pre-Test)
As we observed during the pre-test, the grade 9 students aren’t paying attention and they
are noisy while we were discussing. Most of them are just guessing the answers and not
reading the poems well.
Session 2:
During the second session we observed that it was better than the pre-test because the
students was more organized and behaved. But some of them are still talking to one
another.
Session 3:
We observed that some of the students didn’t have energy in taking the test. Some of them
weren’t focused in our discussion because they’re busy in doing other things. Somehow
they are still answering the test carefully.
Session 4:
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In our observation, all of the grade 9 students are participating and cooperating in our
discussion. They also understood the poem what we are discussing.
Session 5:
During the fifth session, the students were having fun during our discussion yet they also
understand the vocabulary words that we’ve been discussed. We also observed that they
are more focused and more active than the other sessions.
Session 6:
In this session, we observed that they took our test more seriously. They also read and
understood the poem. Compared to the other sessions they’re more active and all of them
are participating.
Session 7: (Summative Test)
As we observed in our last session which is the summative test, the students were behave
and they truly listened to our discussion. And what we liked the most is, they improved
their vocabulary skills with the use of dictionary and to the sessions that we have
conducted.
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
SUMMARY OF FINDINGS
This study shows the effectiveness of using dictionary in improving the vocabulary skills
of the students. After we conducted the session and tests, the following questions are to be
answered.
1.1 What are the advantages that the students will gain after we conduct our
research?
A.Will the students improve their vocabulary skill using dictionary?
B.Will the students use dictionary as their source in improving their own vocabulary?
1.2 What will be the impact of our research to the students?
C. Will the students learn new vocabulary words?
SUMMARY OF FINDINGS
A. The students improved their vocabulary skills using dictionary and with the sessions
that we have conducted.
B. The students used dictionary as their source in improving their vocabulary skills.
C. The students learned new vocabulary skills.
43
CONCLUSIONS
Based on the findings, the use of dictionary gives significant edge to the students in
improving their vocabulary skills. Also, it became the source to improve their vocabulary
skills and to learn new vocabulary words.
RECOMMENDATION
1. The teachers must have vocabulary teaching (or learning) strategies that need to
cover wide range of strategies, methods draw on different dimensions of
vocabulary knowledge and skills. They should also examine and integrate
frameworks of vocabulary teaching and learning to understand what types of
activities are best suited for enhancing their students’ vocabulary skills.
2. 2. The researchers recommended to use dictionary to improve their vocabulary
skills and to learn new vocabulary words.
3. 3. The researcher should’ve be more focused and strict to the students during the
sessions.
44
APPENDICES A, B, & C
REFERENCES
http://digilib.uinsby.ac.id/750/5/Bab%202.pdf
http://local.lsu.edu.ph/institutional_research_office/publications/vol.14no.4/3.html
https://sentence.yourdictionary.com/
ttps://www.google.com.ph/search?source=hp&ei=kRujXbezLOWXr7wPoNaD0Ac&
q=background+of+the+study+about+dictionary
45
Appendix A
September 11, 2019
To: Dr Francesca C. Davidson
Good Day! We the Grade-12 students (group 2) are requesting for your permission to
conduct a five session of discussions and tests to the Grade-9 students, we will be
consuming at least 30 mins to 1:00 of our session. And it would conducted every
Monday’s and Friday’s at 2:00 pm on September 16, 2019 to October 10, 2019 this will be
for our Practical Research 2 for us to be able to gather and collect informations.
We are hoping that you will grant our request and hoping for your kind consideration.
Thank you for your time and more power!
_____________________________
Dr Francesca C. Davidson
Principal
_____________________________
Mr. Mikko Rodriguez
Adviser
_____________________________
Ms. Jessica Pizzara
Adviser Grade - 9
_____________________________
Renz F Bacalla
Group Leader
46
Appendix B
Pre-test Questionnaires
This pre-test vocabulary used in The Winepress, a short story by Josef Essberger.
Choose the best word that corresponds to the sentence. Encircle the letter to fill the
blank in each.
1. The _______ in the kitchen was of garlic and onion.

a. aroma
b. harvest
c. vintage
2. My Dad lies about his taxes because he has _______ for the government.
a. fumes
b. contempt
c. cask
3. The host of the party _______ the guests by playing the piano.
a. gazed
b. entertained
c. flung
4. All of the men stared at the _______ woman who walked into the room.
a. ravishing
b. decent
c. gazing
5. My mother _______ my father's sisters because they made her feel like a child.
a. loathed
b. poised
c. dabbed
6. We didn't have any brown sugar, so I _______ to using cinnamon.
a. resorted
b. shuddered
c. gazed
7. My aunt _______ her cheeks with a tissue during the sad movie.
a. rooted
b. dabbed
c. loathed
8. The nation was grief-_______ when the President died.
a. poised
b. stricken
c. rooted
9. The _______ of the problem is that we only have one car.
a. harvest
b. intention
c. root
10. You can get a work permit from the _______ department.
a. vintage b. game c. immigration
47
Appendix C
Vocabulary Exercises for Five Sessions
Reluctance
Robert Frost - 1874-1963
Out through the fields and the woods

And over the walls I have wended;
I have climbed the hills of view
And looked at the world, and descended;
I have come by the highway home,
And lo, it is ended.
The leaves are all dead on the ground,

Save those that the oak is keeping
To rael them one by one
And let them go scraping and creeping
Out over the crusted snow,
When others are sleeping.
And the dead leaves lie huddled and still,

Nolonger blown hither and thither;
The last lone aster is gone;
The flowers of the witch hazel wither;
The heart is still aching to seek,
But the feet question ‘Whither?’
Ah, when to the heart of man

Was it ever less than a treason
To go with the drift of things,
To yield with a grace to reason,
And bow and accept the end
Of a love or a season?
48
Name: ___________________________ Score:________

Grade & Section: ___________________
Direction: This test used in Reluctance a poem by Robert Frost. Choose the best
word that corresponds to the sentence. Encircle the letter to fill the black in each
sentence.
1. Many others besides these two ________ their way to the meeting-house that day.
a. wended
b. descended
c. ravel
2. She shut the door and _________ the stairs.
a. crusted
b. descended
c. ravel
3. In the last nine months I have had to______ 9,750 miles to see my children regularly.
a. ravel
b. crusted
c. wended
4. This way, the frosting will not have _______ and it is easier to fix any mishaps.
a. aster
b. crusted
c. ravel
5. The china _______ is now one of the most popular of summer and fall plants.
a. wended
b. ravel
c. aster
6. He is really dead now, and will _____very quickly.
a. aster
b. wither
c. ravel
7. They see _____everywhere and are afraid of everything.
a. hither
b. treason
c. wither
8. Augustine of Hippo brought ______by Liutprand from Sardinia.
a. thither
b. wither
c. hither
9. The _____ of corn varies from six to ten times the amount sown.
a. hither
b. yield
c. thither
10. Half dozen people were ______ around several monitors.
a. yield
b. huddled
c. thither
49
Captain! My Captain!
By Walt Whitman
O Captain! my Captain! our fearful trip is done,

The ship has weather’d every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;

Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head!
It is some dream that on the deck,
You’ve fallen cold and dead.
My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchor’d safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
50
Name:___________________________ Score:_______
Grade & Section:________________
Direction: This pre-test used in Captain! My Captain!, a poem by Walt Whitman. Choose the best
word that corresponds to the sentence. Encircle the letter to fill the black in each sentence.
1. He leaned back, __________at the success of his plan.

a. exulting
b. wreaths
c. bugle
2. The hikers ___________ protection from the weather under an overhang.
a. exulting
b. sought
c. grim
3. His face looked ___________, and we knew his news wouldn't be good.
a. flung
b. vessel
c. grim
4. She put her coat and her hat on the coat __________ when she entered her friend's apartment.
a. rack
b. beneath
c. deck
5. Only a tiny minority of this group are __________ enough to even contemplate another punishing
night on the turps.
a. daring
b. sought
c. grim
6. Zamantha and Sharah skipped in with daisy __________ and bracelets draped all over them.
a. wreaths
b. keels
c. bugle
7. A smile of joy and satisfaction lit up her __________ face.
a. wreaths
b. eager
c. mournful
8. This was my first trip on the ocean and my first __________ in a steamboat.
a. swaying
b. voyage
c. flung
9. At the __________ note in her voice, he hugged her tightly.
a. exulting
b. eager
c. mournful
10. Kyungsoo’s large eyes were ___________ once again.
a. fearful
b. exulting |
c. sought
51
How Do I Love Thee?

By Elizabeth Barrett Browning
I love thee to the depth and breadth and height

My soul can reach, when feeling out of sight
For the ends of being and ideal grace.
I love thee to the level of every day's
Most quiet need, by sun and candlelight.
I love thee freely, as men strive for right;
I love thee purely, as they turn from Praise.
I love with a passion put to use
In my old griefs, and with my childhood's faith.
I love thee with a love I seemed to lose
With my lost saints, I love thee with the breath,
Smiles, tears, of all my life! and, if God choose,
I shall but love thee better after death.
52
Name: ____________________________ Score:_______

Grade & Section: _________________
Direction: This test used in How do I love thee, a poem by Walt Whitman. Choose
the best word that corresponds to the sentence. Encircle the letter to fill the black
in each sentence.
1. The boat sunk to a __________ of several hundred feet

a. depth
b. breadth
c. grace
2. From east to west, and the greatest __________ 1971 m.
a. depth
b .strive
c. breadth
3. She handles her problems with___________ and dignity
a. grace
b. praise
c. purely
4. I was perspiring ____ when I hung up.
a. freely
b. passion
c. praised
5. We must ____ for the greatest authenticity possible.
a. grief
b. purely
c. strive
6. This printer is _____ mechanical, and its speed is very high.
a. freely
b. purely
c. quiet
7. He deserves a ______ for the way he handled this crisis.
a. praise
b. strive
c. purely
8. Her _____ for writing letters and putting her thought upon paper grows more intense.
a. freely
b. purely
c. passion
9. He has been unable to recover from his ______ at his sons death.
a. depth
b. grace
c. grief
10. You’re growing into ______ the young lady.
a. quite
b. purely
c. grief
53
See It Through
By Edgar Guest
When you’re up against a trouble,

Meet it squarely, face to face;
Lift your chin and set your shoulders,
Plant your feet and take a brace.
When it’s vain to try to dodge it,
Do the best that you can do;
You may fail, but you may conquer,
See it through!
Black may be the clouds about you

And your future may seem grim,
But don’t let your nerve desert you;
Keep yourself in fighting trim.
If the worst is bound to happen,
Spite of all that you can do,
Running from it will not save you,
See it through!
Even hope may seem but futile,

When with troubles you’re beset,
But remember you are facing
Just what other men have met.
You may fail, but fall still fighting;
Don’t give up, whate’er you do;
Eyes front, head high to the finish.
See it through!
54
Name: _________________________ Score:_________

Grade & Section:________________
Direction: This test used in See it through a poem by Edgar Guest. Choose the best word
that corresponds to the sentence. Encircle the letter to fill the black in each sentence.
1. We must meet the challenge ____________

a. squarely
b. beset
c. bounds
2. The posts were _________ by lengths of timber.
a. vain
b. braced
c. dodged
3. The child tried in ______ to keep up.
a. failed
b. vain
c. beset
4. She _______through the crowds as she hurried home.
a. dodged
b. squarely
c. braced
5. She’d never thought desire could______ her normally rigid self-control.
a. conquer
b. bounds
c. grim
6. The accidents serves as _______ reminder of the dangers of drinking and driving .
a. dodged
b. failed
c. grim
7. I went up the steps in two effortless _____.
a. bounds
b. beset
c. failed
8. A _____ attempt to keep fans from mounting the stage
a. futile
b. vain
c. grim
9. As I began to teach her, I was ______ by many difficulties.
a. conquer
b. beset
c. braced
10. His first company_______ but his second company succeeded
a. failed
b. squarely
c. bounds
55
Have You Earned Your Tomorrow

By Edgar Guest
Is anybody happier because you passed his way?

Does anyone remember that you spoke to him today?
This day is almost over, and its toiling time is through;
Is there anyone to utter now a kindly word of you?
Did you give a cheerful greeting to the friend who came along?
Or a churlish sort of "Howdy" and then vanish in the throng?
Were you selfish pure and simple as you rushed along the way,
Or is someone mighty grateful for a deed you did today?
Can you say tonight, in parting with the day that's slipping fast,
That you helped a single brother of the many that you passed?
Is a single heart rejoicing over what you did or said;
Does a man whose hopes were fading now with courage look ahead?
Did you waste the day, or lose it, was it well or sorely spent?
Did you leave a trail of kindness or a scar of discontent?
As you close your eyes in slumber do you think that God would say,
You have earned one more tomorrow by the work you did today?
56
Name: ____ Score:______

Grade & Section: ____________________
Direction: This test used in Have you Earned Your Tomorrow a poem by Edgar Guest.
Choose the best word that corresponds to the sentence. Encircle the letter to fill the black
in each sentence.
1. You have profited by their______ to lead a profligate life.
a. spoke
b. utter
c. toil
2. He opened the door and ______ quietly to someone.
a. spoke
b. utter
c. toil
3. He can hardly _____ a sentence without swearing.
a. vanished
b. spoke
c. utter
4. The missing girl ______ without a trace a year ago.
a. throng
b. vanished
c. sorely
5. With _______ leap, he jumped across the stream.
a. mighty
b. sorely
c. scar
6. She provided some _____ needed help.
a. discontent
b. throng
c. sorely
7. There wasn’t an ugly person in all the _____.
a. sorely
b. throng
c. slumber
8. Unbuckling his belt, he pulled his shirt up and examined the knife ______ on his abdomen.
a. scar
b. toil
c. throng
9. Held in check the ______ of their on subjects.
a. vanished
b. discontent
c. slumber
10. I was certain he’d awake at the sound but his _______ was so deep he didn’t move.
a. slumber
b. spoke
c. utter
57
The Dark Lady Sonnet

By: William Shakespeare
CXXVII
In the old age black was not counted fair,

Or if it were, it bore not beauty's name;
But now is black beauty's successive heir,
And beauty slandered with a bastard shame:
For since each hand hath put on Nature's power,
Fairing the foul with Art's false borrowed face,
Sweet beauty hath no name, no holy bower,
But is profaned, if not lives in disgrace.
Therefore my mistress' eyes are raven black,
Her eyes so suited, and they mourners seem
At such who, not born fair, no beauty lack,
Sland'ring creation with a false esteem:
Yet so they mourn becoming of their woe,
That every tongue says beauty should look so.
58
Name:___________________________ Score:_________
Grade & Section: ___________
Direction: This test used in The Dark Lady Sonnet a poem by William
Shakespeare. Choose the best word that corresponds to the sentence. Encircle the
letter to fill the black in each sentence.
1. There has been in effect a ________shifting of zones of vegetation southwards from the pole.
a. successive
b. slandered
c. mistress
2. Few people have been so_______ as this great viceroy of the Orient.
a. mistress
b. slandered
c. profaned
3. Their behaviors ______ the holy place.
a. hath
b. slandered
c. profaned
4. He is wise that ______wit enough for his own affairs.
a. hath
b. profaned
c. mistress
5. The Prince had shocked society by living openly with his _______.
a. woe
b. mistress
c. hath
6. Her face was lined and full of _____.
a. woe
b. raven
c. successive
7. Her charming face was framed with _______ hair.
a. raven
b. woe
c. fairing
8. The ______ followed the funeral procession, weeping and wailing.
a. mourners
b. disgrace
c. hath
9. Her behaviour has brought _______ on her family.
a. woe
b. disgrace
c. heir
10. The young prince is the ______to a vast estate in the west of the country.
a. mistress
b. disgrace
c. heir
59
Appendix D
Summative Test Questions
Name:___________________________ Score:_________ Grade &
Section: ___________
Direction: This summative test used from the different poems that we’ve given, from the
different poems, story, and different authors.. Choose the best word that corresponds to
the sentence. Encircle the letter to fill the black in each sentence.
1. My Dad lies about his taxes because he has _______ for the government.
a. fumes
b. contempt
c. cask
2. The accidents serves as _______ reminder of the dangers of drinking and driving .
a. dodged
b. failed
c. grim
3. Their behaviors ______ the holy place.
a. hath
b. slandered
c. profaned
4. She shut the door and _________ the stairs.
a. crusted
b. descended
c. ravel
5. Unbuckling his belt, he pulled his shirt up and examined the knife ______ on his abdomen.
a. scar
b. toil
c. throng
6. A _____ attempt to keep fans from mounting the stage
a. futile
b. vain
c. grim
7. She handles her problems with___________ and dignity
a. grace
b. praise
c. purely
8. The china _______ is now one of the most popular of summer and fall plants.
a. wended
b. ravel
c. aster
9. He leaned back, __________at the success of his plan
a. exulting
b. wreaths
c. bugle
10. This was my first trip on the ocean and my first __________ in a steamboat.
a. swaying
b. voyage
c. flung
60
Appendix E
Pre-Test
61
During the session
62
Post-Test
63
Appendix F
Students’ Pre-Test Scores
Students No. Scores

1 9
2 9
3 9
4 9
5 9
6 8
7 9
8 9
9 10
10 4
64
Appendix G
Students’ Post-Test Scores
Students’ No. Scores

1 9
2 10
3 9
4 9
5 10
6 9
7 10
8 9
9 9
10 9
65
CURRICULUM VITAE
INCISO, LAURA IRINA G.
Address: BLK 17 LOT 5, Simeon St. North Olympus Subd.

Contact #:09308407095
Email: laurairinaosicni@gmail.com
PERSONAL INFORMATION
Name: Laura Irina G. Inciso Father’s Name: Ruben M. Inciso

Marital Status: Single Languages: Tagalog/English
Gender: Female Mother’s Name: Alma G. Inciso
Nationality: Filipino Height 5’1 Weight: 53kg
EDUCATIONAL BACKGROUND
Primary - Secondary: St. Mary’s School of Novaliches 2018-2019
ACHIEVEMENTS AND AWARDS
Grade-7 (Top 7)
Grade 8 (Top 7)
Grade 9 (Top 5)
Grade 10 (Top 5)
Grade 11 (Top 2)
Division Festival of Talents Technolympic(Champion)
Provincial Meet (Participant in Table tennis) (1st Place)
Division Secondary School Press Conference (News Writer and Copy
Editor)( delegate)
Division Festival of Talents (Math Quiz Bee) (13thplace)
66
BIASON, ALICHELLE FAITH B.
Address: BLK 2A LOT 1AC Babylonia St. North Olympus

Contact #:09979549967
Email: biasonalichelle@gmail.com
Name: Alichelle Faith B. Biason Father’s Name: Alvin S. Biason

Marital Status: Single Languages: Tagalog/English
Gender: Female Mother’s Name: Richelle B. Biason
Nationality: Filipino Height 5’0 Weight: 50kg
Primary - Secondary: St. Mary’s School of Novaliches (2008-2019)
Grade 8 (Top 8)
Grade 9 (Top 7)
Grade 10 (Top 9)
Grade 11 (Top 6)
67
NUGUID, RONALD KOBE LORENZO B.

Address: Blk 7 Lt 13 Ephesus St, North Olympus Subd
Contact #: 09774203669
Email: Knuguid1701@gmail.com
Personal Information
Name: Ronald Kobe Lorenzo B. Nuguid Marital Status: Single

Gender: Male Nationality: Filipino
Father’s Name: Ronald M. Nuguid Languages: Tagalog/English
Mother’s Name: Richelle B. Nuguid Height 5’11 Weight: 110kg

Nursery ( Top 3)
Kinder (Top 3)
Champion Volleyball (Grade 10)
Grade 11 (Top 7)
68
BRIONES, GABRIEL B.
Address: Cubao 13 Avenue. Quezon City
Contact #: 09156117946
Email: brionesgabriel20@gmail.com
Name: Gabriel B. Briones Marital Status: Single

Father’s Name: Nestor Yurong Languages: Tagalog/English
Mother’s Name: Liza Briones Height: 5’10 Weight:100kg

Champion, Badminton Double( Grade -10)
69
CAMACHO, SEBASTIAN AXLE D.

Address: Blk.10 L3, Schubert St. North Olympus Quezon City
Contact #: 4199084
Email: baste.camacho.96@gmail.com
Name: Sebastian Axle D. Camacho Marital Status: Single

Father’s Name: Nelson U. Camacho Languages: Tagalog/English
Mother’s Name: Vivian C. De Guia Height: 5’7 Weight: 50kg
Secondary: St. Mary’s School of Novaliches 2019 Present

Primary - Secondary: Lagro High School 2009-2017

3x3 Regional Finals Participant
Elite League Manila Participant
70
BACALLA, RENZ F.
Address: 1816 Dahlia St, Camarin Caloocan City
Contact #: 09265603389
Email: rbacalla12@gmail.com
Name: Renz Bacalla Marital Status: Single

Father’s Name: Ramon Bacalla Languages: Tagalog Filipino
Mother’s Name: Maria Bacalla Height: 5’3 Weight: 51kg
Secondary: St. Mary’s School of Novaliches 2019 Present

Primary - Secondary: Lagro High School 2009-2017

3x3 Regional Finals Participant
Elite League Manila Participant
Champion Dance Competion (Grade-9-10)
71

Improving Grade 9 Students' Vocabulary Skills

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ST.

MARY’S SCHOOL OF NOVALICHES

of the Study, and Scope and Delimitation.

Background of the Study

STATEMENT OF THE PROBLEM

A. Will the students improve their vocabulary skill?

1.2 What will be the impact of this research to the students?

A. Will the students learn new vocabulary words?

SIGNIFICANCE OF THE STUDY

able to improve their vocabulary

improve their student’s vocabulary skill.

a background or an overview for a certain.

SCOPE AND DELIMITATION

REVIEW OF THE RELATED LITERATURES

English as Second Language (ESL) researchers. Particularly, the 1990s witnessed a

research (Ming Wei 2007).

would encounter in their reading ( Tupas, 2007 )

knowledge of vocabulary. While basic level of vocabulary will allow learners to

communicate some ideas to certain degree, better communication whether in speaking/

vocabulary (Folse, 2008).

other component of a language, such as grammar, spelling or pronunciation. However,

that learners must master.

and therefore rarely attempt to use the word in a meaningful application.

and expanding vocabulary are also possible.

activities in English classes. A considerable amount of instructional time is devoted to

vocabulary is needed to this end.

their commitment to vocabulary building.

elaborated vocabulary learning occurs when students make meaningful connections

context can be powerful influence on students vocabulary growth.

Diamond and Gulohan (2006) emphasize one principle of effective vocabulary

commitment to vocabulary enrichment assists learners in developing their language abilities.

learning, that is, through exposure to comprehensible language in reading, listening,

consulting dictionaries. (Shilong 2009)

vocabulary knowledge. Teachers should incorporate explicit vocabulary teaching supported

A dictionary is an alphabetical book that provides users with various kinds of

to respond to some obvious needs of a particular audience, such as communicate with

dictionary is important language learning tool because dictionary provides many

vocabulary plays an important role in second language acquisition and academic

achievement.based on that statement, it can be conclude that dictionary is important tool in

to many things specifically meanings of words to second language learners. Kinds of

Dictionaries can be classified by many criteria. Based on language contain in the

bilingual, and bilingualised (although trilingual and multilingual dictionaries exist as

dictionaries contain monolingual L2 definitions immediately followed by an L1 translation

based dictionaries and computer-based dictionaries (also known as electronic dictionaries).

known as pocket electronic dictionaries or PEDs), dictionaries on CDROM, and

dictionary entry or sub-entry, but rejected it as inappropriate in context. e) The word or

Bilingual dictionary a. Definition of bilingual dictionary Based on Boonmoh, bilingual

word and expression in the source language by Hartmann.2) A bilingualized dictionary

be a full or partial adaptation of an existing monolingual learners‟ dictionary, with varying

degrees of bilingualization. The source may be a general advanced-level dictionary or an

abridgement of a major work. That statement is based on Marello and Cowie. 3) An

active, or production-oriented, bilingual dictionary is intended to help a user to express a

or reception-oriented, bilingual dictionary is for understanding a given lexical item in the

“bilingualized dictionaries” will be specified to differentiate them from the standard

purpose of a bilingual dictionary, is to coordinate with the lexical units of another

1. Ho - Grade 9 students improve their vocabulary skill.

Ha - Grade 9 students might not improve their vocabulary skills.

Ha - Grade 9 students did not use dictionary in improving their vocabulary

3. Ho - Grade 9 students learn new vocabulary words using dictionary.

Ha - Grade 9 students learn new vocabulary words using dictionary.

- Refer the terms to be defined from the title.

 Vocabulary-the body of words used in a particular language.