Chapter I

INTRODUCTION

Background of the Study

In learning or mastering the language, the learners need to learn all skills such as:listening,

speaking, reading and writing. Allen (1983) states that to master over a language, the learners

must learn thousands of words. Vocabulary is one of the most important language components in

learning English (Nation, 2001). Learning vocabulary can help students in studying English and

support them in mastering the other language components.

Vocabulary is very important for every student who wants to master English and it is also

the central of language teaching and learning. Without vocabulary, the students will find it

difficult to master English. Richard and Renandya (2002: 255) said that vocabulary is core

component of language proficiency and provides much of the basic how well the students speak,

listen, read and write. Therefore, vocabulary is important basic to learn English.

Learning vocabulary is critical to learning a language – be it the first, second or even

foreign. One must be equipped with knowledge of words and their meanings to build confidence

in communication and cope with the increasing demands of education, business, science,

technology and other fields.

Recognizing enough vocabulary will make the students able to communicate and know

English at least in a simple way because vocabulary is the core of English. It is the basic thing to

communicate and also important for the acquisition process (Krashen, 1981: 12).

Vocabulary holds a crucial position in English learning. Without grammar very little can be

conveyed, without vocabulary nothing can be conveyed (Wilkins in Thornbury, 2005:13) it is to

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know the explicit and implicit (if any) meaning of a word.Therefore, acquiring an extensive

vocabulary skill in a target language poses a big challenge to students.

Many students find difficulty to enrich their vocabulary or to memorize the new word

given by the teacher. It is something normal for the students, because English is not their mother

tongue. So, it is a hard job for the teacher to make his/her students understand and remember

new words that they never hear before. In teaching vocabulary, the teacher must have creativity

in teaching and learning process. As we know that the students are bored when they do not

understand, moreover when the teacher teaches still uses the conventional method in his or her

teaching. The teacher just explains the materials and then gives exercise in written form.

However, most students’ vocabulary skills are poor and limited. It can be seen from the

students’ achievements and works. In writing and speaking, as observed, there are limited

vocabularies. Moreover, the junior high school’ students should acquire approximately 2000-

3000 words per year, or about 6 to 8 new words perday (Anderson & Nagy, 1992). Thus, in order

to follow the demand of English skill, teachers must try to find a good technique in teaching

vocabulary. While it is imperative for the teachers to help students learn how to acquire

vocabulary, it is also encouraged that learners help themselves in acquiring vocabularies for their

own. Learner independence has long been recognized by a number of linguists in the process of

vocabulary acquisition (Hamzah et al, 2009).

Research cognitive in psychology has found that memory is affected by how deeply we

process new knowledge. If we teach vocabulary for students by forcing them to remember the

word, they will be confused. It is likely to store it in such a way that they have difficulty finding

it when they want to remember it. So with these, the researchers want to conduct a study to

enhance the vocabulary skills of the students through reading. Wherein reading is the magic key

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to the world of enlightenment and enjoyment and it is the basic tool for learning in all the subject

areas.

As Virgil Howes states that reading can be one man’s deepest pleasures. It extends his

experiences, giving him a glimpse of the world’s excitement pleasures and wisdom. Reading is

arguably one of the best means of grasping new vocabulary. Reading increases exposure to new

words and makes it easier for words to stick.

The Statement of the problem

The study deals with the verging academic performance of major BSED 1st year students

specializing in English at the College of Teacher Education.It is assumed that academic

performance among students has been influenced by the relationship between vocabulary and

reading. The study includes identifying variables that are strongly correlated with the academic

performance of the students. Specifically, the study will asnswer the questions as to: What are

the demographic profile of the respondents in terms of age, gender, ethnicity, and school

graduated? What is the significant relationship between demographic profile and pleasure

reading? What is the significant relationship between demographic profile and vocabulary skills?

What is the significant relationship between pleasure reading, vocabulary skills and academic

performance?

Objectives of the study

The objectives of this study aimed to determine the components of vocabulary and

reading skills of the English major students. Specifically, it sought:

1. To determine the demographic profile of the respondents in terms of age, gender,

ethnicity, and school graduated

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 2. To determine the significant relationship between demographic profile and pleasure

reading.

3. To determine the significant relationship between demographic profile and

vocabulary.

4. To determine the significant relationship between pleaure reading, vocabulary skills

and academic performance.

Hypothesis of the Study

There is no significant relationship between academic performance of the students in

terms of vocabulary skills and pleasure reading.

Significance of the study

This study has significance to the following;

Administrators. This study helps the administrators to solve educational problems that

do not have easy answers. It is a process that allows school administrators to address their own

professional practice and improve student learning and achievement.

Teachers. This study helps the teacher to know the approaches to use in dealing with the

students to improve their understanding of vocabulary. They also help the students develop their

effective learning styles. They will be able to assess the vocabulary performance and identify the

vocabulary skills of the students in their respective school and their behavior through those

learning styles.

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 Parents. This study helps the parents who have important roles in guiding their children

and who are concerned with their education particularly on their vocabulary, they will encourage

them to allot more time in reading and grasping new vocabulary.

Students. This study helps the students’ to easily master their way of learning

vocabulary. They will be aware of their vocabulary performance and how they are going to

develop and improve it. This will also increase the interest of the students; to read and to learn

English especially in vocabulary.

Future Researchers. This study helps future researchers who will investigate the same

subject, it will serve as their guide and basis in any related research and for further study.

Researchers can use this as a material consideration. So, that ways, the researchers may expand

the research.

Scope and Limitation of the Study

This study focused on the reading and vocabulary skills of BSEd 1 st year specializing in

English from the College of Teacher Education, Nueva Vizcaya State University, Bayombong

Campus who are currently enrolled of the first semester SY 2019-2020.

Conceptual Framework

The conceptual framework is established as shown in figure 1 below where the

demographic profile below is treated as independent variable. Pleasure reading, vocabulary and

the academic performance of the students are treated as dependent variable.

The demographic profile is composed of age, ethnicity, gender, language spoken and the

school graduated from. The frameworks shows that the demographic profile has an influence in

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 the reading interests and vocabulary skills of the students. Wherein, pleasure reading and

vocabulary skills are related, which can influence or affects the academic performance of the

students.
Pleasure
Reading

Demographic Profile
Academic
 Age
 Gender Performance
 Etnicity
 School
Graduated Vocabulary
 Skills

Figure 1. Conceptual Paradigm of the Study

Definition of Terms

Demographic Profile- it refers to particular characteristics of a population. Demographic

information provides data regarding research participants and is necessary for the determination

of whether individuals in a particular study are a representative sample of the target population

for generalization purposes.

Age-the length of time during which a being or thing has existed; length of life or

existence to the time spoken

Gender – it refers to the socially constructed characteristics of women and men- such as

norms, roles and relationships of and between groups of women and men. It varies from society

to society and can be changed.

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 Ethnicity- is a notion that refers to social entities sharing real or putative ascriptive

features like a common origin or cultural-linguistic legacy which assumedly command special

collective commitment, as well as their retention and transmission.

School Graduated- your alma mater is your Old School College or university. It’s

generally used as a positive term, implying reverence and loyalty for the nurturing qualities of

the institution. Alma mater comes from two Latin words meaning “nourishing or bountiful

mother.”

General Average- a number representing the average value of the accumulated final

grades earned in courses overtime.

Academic Performance – It indicates a student’s academic success (Masterportal.com).

Vocabulary -it is primarily associated with the number of words that a person knows;

one either has a large or small vocabulary. But the word has many shades of meaning and is

nicely represented of the nuanced and multi-hued nature of so much of the English lexicon. It

may indeed refer

Pleasure Reading- can be defined as reading that is freely chosen or that readers freely

and enthusiastically continue after it is assigned.

Reading -It is a subtle and complex process that involves sensation, perception,

comprehension, application, and integration. It is the process of making and getting meaning

from printed words and symbols. Reading is a language process. It requires cognitive responses

to print in association with the knowledge of the structure, gained through sociological

experiences within one’s environment.

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 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Vocabulary

According to Oxford English Dictionary (1999), vocabulary is defined as “total number

of words in a language, words known to a person, list of words, their meaning especially at the

back of a book used for teaching a foreign language.” Vocabulary is a total number or list of

words, and then it can be arranged into broader forms, such as phrase, clause, or sentence.

Those arrangements form ideas that can be understood by others. While Richard &Renandya

(2002), said that vocabulary is component of language proficiency and provides much of the

basis for how well students speak, listen, read and write. Vocabulary is part of language

component and list of words that have been used by people to communicate.

From explanation above, it can be argued that vocabulary not only contains list of words

but also it become a basic for people to communicate, because without vocabulary an idea

cannot be transmitted in communication. Additionally, Kridalaksana (2003) stated that

“vocabulary is a component of language that maintains all information about meaning and using

words in a language.”

Vocabulary is the basic component to help the students in mastering language. They will

learn the language skill easily if they have enough vocabulary. In any foreign language, learning

vocabulary is one that is emphasized. Students have to develop their vocabulary. Furthermore,

Richards (2002) stated that: “Vocabulary is a core component of language proficiency and

provides much of the basis of how well learners speak, listen, read and write. Without an

extensive vocabulary and strategies for acquiring new vocabulary, learners often achieve less
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than their potential and may discourage from making use of language opportunities around

them.”

Vocabulary as one of language components is a very important thing besides other

language components. Without vocabulary, people will not be able to say anything. People with

large vocabulary are more proficient in language skills than people with little vocabulary. Large

vocabulary makes significant contribution to almost all the aspects of language.

Developing a good vocabulary will help them to improve their ability in learning

vocabulary. Many of the vocabulary in English textbook have to be learned. Without it no one

can speak or understand the language. It means that people cannot write a word or make a

sentence well, when they do not master it.

Harmer (1991) made an analogue, “If language structures make up the skeleton of

language, then it is vocabulary that provides the vital organs and flesh.” It shows that vocabulary

is very important, even though people have good ability in structures, but they do not have

enough vocabulary to express their idea, the structures are useless.

According to Schmitt (2008), an individual requires to learn the useof five to seven

thousand words for articulate conversation, and around eight to nine thousand words for reading

and comprehending a written material. Vocabulary development is essential not only for reading

comprehension but also to facilitate future expansion of vocabulary knowledge through

understanding a range of texts based on various contexts(Taylor et al., 2009).

There are some advantages when students can master the English vocabulary. According

to Diana Bonet (1991), here are some advantages: A) Students will be better in improving their

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reading, writing, speaking and listening vocabulary. B) Students will think more clearly.

Thoughts are limited by vocabulary.C) Students will experience personal growth and greater

confidence. D) Students will understand other people idea and explanation easily.E) Students

will gain important survival tools for the new millennium.

Those advantages show us how vocabulary determines on how students learn language

and their capability to build communication with others. Moreover, mastery in vocabulary is

more important than grammar. Like Thornburry (2002) stated that, “Without grammar very little

can be conveyed, without vocabulary nothing can be conveyed”

In other word, even without good grammar, people may able to speak and understand a

language if they know a lot of vocabulary. It can be a basis to master the language. While

vocabulary is largely a collection of words, grammar is a system. The more words we know, the

easier for us to master the language. It shows us how vocabulary determines on how people learn

language.

Chall’s (1990) classic study showed that students with low vocabulary development were

able to maintain their overall reading test scores at expected levels through grade four, but their

mean scores for word recognition and word meaning began to slip as words became more

abstract, technical, and literary. Declines in word recognition and word meaning continued, and

by grade seven, word meaning scores had fallen to almost three years below grade level, and

mean reading comprehension was almost a year below. Jeanne Chall coined the term “the fourth-

grade slump” to describe this pattern in developing readers (Chall, et. al, 1990).

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Factors that Affect Vocabulary Development

Vocabulary knowledge is strongly associated with reading comprehension. The

relationship between vocabulary and reading comprehension is thought to be reciprocal, meaning

that a reader who knows more words is likely to have better reading comprehension, while a

reader who is successful with comprehension and frequently will have more opportunity to learn

more words (Feebody& Anderson, 1983; Stanovich, 1986).

Race/ethnicity, language, culture, gender, and socioeconomic status (SES) are among the

factors that shape the knowledge and experiences students bring to the classroom. Many students

may not have had as much exposure to literacy events, or lack experience to provide background

knowledge. According to Firginia (2003), developing a good vocabulary will help them to

improve their ability in learning vocabulary. Many of the vocabulary in English textbook have to

be learned. Without it no one can speak or understand the language . It means that people cannot

write a word or make a sentence well, when they do not master it. Moreover, socioeconomic

status (SES) has been shown to be associated with home literacy environment, which in turn is

associated with reading achievement. Children who have larger vocabularies typically have had

more exposure to written and spoken discourse and are more successful in school. A child's

background and experiences are likely to directly influence the association between a child's

understanding of vocabulary and comprehension of texts. Stanovich (1986) suggests that the

relationship between vocabulary instruction and reading comprehension is complex, and the

results of children who enter school with a limited vocabulary find reading difficult. The

achievement gap between students of differing socioeconomic levels is one of the most persistent

and frustrating problems that educators face.

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 Results from Chall, Jacobs, and Baldwin (1990) support Stanovich’s suggestion and

identified that, children from economically disadvantaged homes to have a limited vocabulary,

resulting in an achievement gap from their peers performing on grade level. As students limited

vocabularies move on to middle school and high school, the gap widens. Further research on the

relationship between SES and reading ability was conducted by Hecht, Burgess, Torgesen,

Wagner, and Tashotte (2000). The authors suggested that there is a relationship between SES and

reading ability. The relationship is determined by reading-related experiences, such as the home

literacy environment, degree of early print exposure, and quality of early schooling (Hecht et al.,

2000). Unfortunately, having fewer literacy-rich experiences may result in a struggle that can

create an achievement gap in future years, when the child will encounter content-specific

vocabulary. Students who lack the ability to learn words fall further behind, and once they reach

high school, they may know only one-fourth as many words as their peers (Stanovich, 1986).

Once students fall behind in earlier grades, the gap widens from their peers without intervention

Stanovich describes how, if a child reads well, and has a good vocabulary, they are likely to read

more and learn more word meanings. Literacy is reciprocal. He has coined this at the “Matthew

Effect” where “the rich get richer” refers to children who read well and have good vocabularies

will read more and learn more vocabulary (p. 381). The relationship between reading well and

reading new words easily could lead to higher confidence and interest with reading.

Consequently, “the poor get poorer” (p. 382) refers to a child who does not read as many words

per year will tend to have a smaller vocabulary and struggle learning reading new words.

Children who struggle with words and meanings of words when reading may struggle with

comprehension of a passage or text. As a result, Ebbers and Denton (2008) state that struggling

readers who are at an economic disadvantage tend to avoid reading, resulting in limited word

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encounters and inadequate vocabulary growth, and they often have difficulties inferring the

meanings of new words from context. Additionally, they state that the best solution will involve

a consistent and persistent investment in vocabulary development, which can be implemented

through a variety of ways (Ebbers & Denton). Without intervention, literacy deficits in their

early years of education will follow a downward spiral as they progress into middle and high

school years.

Based on the definitions above, the researcher concludes that the more vocabulary the

learners have, the easier for them to develop their four skills (listening, reading, writing, and

speaking) and learn English as the foreign language generally.

From the research, we know that vocabulary supports reading development and increases

comprehension. Students with low vocabulary scores tend to have low comprehension and

students with satisfactory or high vocabulary scores tend to have satisfactory or high

comprehension scores.

Pleasure Reading

Reading is one of English skills besides speaking, listening and writing. It is the way to

understand written messages. According to Nuttal (2002) reading means a result of interaction

between the writer’s mind and the reader’s mind. It is the way how to the reader tries to get the

message or the intended meaning from the writer. In this process, the reader tries to create the

meanings intended by the writer, the reader can get the message, and the writer’s meaning sense.

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 Reading has different definition based on different people. According to Sutari (2002)

reading is a process of getting the meaning of something written of printed by interpreting its

characters or symbols. Reading is a second language that defined as process of grasping full

linguistics meaning in the new language through the symbol used to represent it. On the other

hand, Harris (1962) said that “reading is the meaningful interpretation of printed of written

verbal symbols which also involves sensing, perceiving, achieving meaning, learning reacting in

variety of ways.” From these definitions, it can be said that reading is an effort from the students

to get or transfer the meaning and information from the text by understanding, grasping,

translating, and giving meaning to the written form. Therefore, it can be concluded that reading

is not only looking at word in the form of graphic symbols but also getting meaning from word

to word to understand the content of a text and to get information from the text. Alderson (2000:

28) defines reading is an enjoyable, intense, privateactivity in which the readers get much

pleasure and can totally absorb the reading.

Reading is not only important and useful in a classroom setting, it also contributes toward

self-actualization. According to Clark and Rumbold (2006), reading for pleasure was defined as

reading done in anticipation of the satisfaction it would bring or continuing required reading

because the reader found the subject matter interesting. Pleasure reading is a personal experience

that “typically involves materials that reflect our own choice, at a time and place that suits us”

(Clark &Rumbold, 2006, p. 6).As such, a natural assumption was that students would be more

willing to engage in an activity over which they had full control.

Santos (2015) has defined pleasure reading (sometimes referred to as independent

reading)as any form of reading that is fundamentally or socially prompted and is considered as a

pleasing activity for the reader. It refers to the act where the reader would read on his or her own

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will rather than being forced, which stimulate positive emotions that inspire him or her to make

reading a personal desire. Pleasure reading can be also referred to asout-of-school reading,

voluntary reading, independent reading, leisure reading, recreational reading, and self-selected

reading.

Jung (2016) also defines pleasure reading, where he described it as reading that is

performed primarily for enjoyment and recreational purposes. It includes an extensive range of

genres and publications that reading within a school environment would allow; it is also not

necessarily restricted to the printed material and could include online reading as well.

While Bull (2017) defines pleasure reading as a non-oriented relation with texts as a way

to pass time and for enjoyment, he also describes it as the type of reading, which is voluntary and

is performed out of the reader’s choice that involves a text of interest to the reader. He further

explains that pleasure reading is not distinguished by the experience being pleasurable, but rather

by the purpose of the reading.

Biologically speaking, pleasure activates anticipation and reaction to stimuli,allowing a

subject to take decisions based on the reward systems of the brain, bothconscious and

unconscious (Kringelbach et al., 2008). These authors conclude that pleasure, therefore, triggers

experiences that are similar to those wherelearning is involved. The mental processes of pleasure

can be of a low orfundamental order - like the pleasure in activities linked to survival and

procreation- or of a higher order; the latter is closely linked to more transcendent

activitiesparticular to the human brain, for example finding pleasure in art or music, or

15
inactivities such as reading, an area that has not been looked at closely enough from a biological

point of view: ‘much less is known about the processing allowing us toread and extract meaning

and pleasure from sentences and paragraphs.’

(Kringelbach et al., 2008: 322). Pleasure’s complexity may be the reason forreading for

pleasure to be so widely discussed in language learning researchtoday. Different authors have

found that school and college students differentiatebetween their reading done inside the

classroom for academic purposes – schoolreading - from reading in their own time outside of it -

real reading. It is the latter that is usuallyassociated with pleasure. Wilhelm (2016) has

established that a ‘pleasure reader’ experiences Dewey’s four types of pleasure: pleasure of play

(becomingemotionally immersed in the reading); pleasure of work (reading as a tool to

getsomething functional done); intellectual pleasure (solving a problem, usuallyrelated to

prediction techniques); and social pleasure (relating to the book,characters and other readers of

the same or similar texts). He additionally identifieda fifth kind: pleasure of inner work, which is

reading that helps overcome personalchallenges and gain self-awareness. Pleasure of play is

necessary to experienceall other kinds of pleasure (Burak, 2004 in Gilbert and Fister, 2011;

Wilhelm, 2016).

In this order of ideas, Murphy (2012) who speaks of pleasure as a force that

driveshumanity to act in particular ways, states that reading for pleasure should beconsidered

central to educational systems to drive students to take action in theirown learning process, rather

than submit them to it.

It is strongly supported by Howard (2011) that people resort to pleasure reading

unconsciously to obtain everyday-life information and has to do with their personal

16
characteristics and strong developmental theme. Mikkonen (2017) argues that during the time

pleasure reading, people tendto gain insights regarding self-identification, self-recognition, and

self-creation, all of which that help the readers throughout their transition from childhood to

maturity. It is also noted that pleasure reading is seen as a social practice that is significant when

it comes to communication, taking part in life outside of the person’s direct circle, and

understanding the world. There are also two prime reasons for pleasure reading, which revolve

around, sharing knowledge with close people, such as friends and family, meeting people’s

expectations, and fitting into the surrounding environment (Doğan, 2014). Pleasure reading

enriches one’s passion and even boosts their self-confidence (Wilkinson, 2015).

The principal benefits of pleasure reading are quantity, purposeful reading, and fluency;

as Young-Scholten& Limon (2015) argue, books are the only reliable source that provides

comfortably read quantity of texts, while fiction is the only reliable source that provides texts

that can improve a learner’s eloquence and cognitive linguists. This is pointed out by Grosman

(2011) " In this connection it is worth mentioning that cognitive linguists are also interested in

the results of the reader’s interaction with texts that in psychology are conceived of as ‘the

mental representation of the text p.162". This reflects the experience of native speakers, who are

capable of progressing from fiction to non-fiction text with ease (Claridge, 2011).

According to Wilhelm & Smith (2016), and Chowdry, et. al. (2010), it is suggested that

pleasure reading is essential for children, as it strengthens their educational achievement and

social mobility, and increases their cognitive development. When the children is at the age of

five to ten, it would be easier to stimuli reading activities and attain a high level. This suggests

17
that pleasure reading is not based entirely on children’s ability to read more, but rather on the

fact that the act of reading is actually linked to the increase of cognitive progress over time

(Alvermann, 2017; Cummins, 2015). From a strategic perspective, this strongly supports the

necessity to guide and inspire children to read during their spare time.

Apparently, the advantages of pleasure reading do not hold to native readers alone, but to

foreign readers as well. Many strong associations have been identified between pleasure reading,

foreign vocabulary acquisition, and morpho-syntax (Waring& Nation, 2004). For foreign

readers, pleasure reading can aid them in establishing the foundations for achieving both of

literacy and active citizenship, which can be acquired by drawing upon experiences and

expectations from the foreign sociocultural setting (Abbiss, 2016). However, while there is no

lack of the number of books that are intended for native readers, foreign readers’ capability to

read for the sake of pleasure depends is depending on the capability to access texts that are both

engaging and easily read (Nash, 2017).

Causes of Difficulty in Understanding Text

Many different factors contribute as the cause of students’ difficulties in understanding

text. Some of those factors are located within the learner’s background, some within the teaching

technique, and some within the learner’s environment.

1. Learner’s Background

The learner’s background means something which comes from the learners themselves. It was

related with the learner attitude toward reading, such as interest and motivation in reading and

the prior knowledge that the learner have known before.

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 a. Interest

Interest is being one of the important factors in order to increase the students’

achievement in reading. Shalahuddin (1990) stated that “interest is a concern that contains

elements of feeling. It can motivate the students to be active in their job or their activity.”

Furthermore, De Bortoli (2010) argued that having an interest in and enjoying a subject affects

not only the intensity, quality and persistence in specific learning situations but can also affect

engagement in learning situations in general and enhances motivation. Therefore, if the readers

have interest to read, it will be easier for them to understand what they read. On the other side, if

the readers have no any interest to read, it will be difficult for them to understand it.

b. Motivation

Motivation plays an important role in understanding the text. Motivation is an important

factor that may contribute to success at school and to lifelong learning. Motivation is some kind

of internal drive, which pushes someone to do things in order to achieve something. As Brown

(2004) points out, motivation includes factors such as the need of exploration, activity,

stimulation, new knowledge, and ego enhancement. Furthermore, in line with the explanation

of interest and motivation above, motivation and interest are interconnected. Ilmu (2012) said

that “students’ interest will be higher if students have higher motivation.” Therefore, it can be

concluded that the good interest and motivation result the good achievement of the students. It

will be easier for the students to achieve something if they have interest and motivation to learn

it. As well as it will be easier for them understand text, if they have interest and motivation to

read the text.

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 c. Learners’ prior knowledge

Mellon (2013) stated that “students usually come into the class with the prior knowledge

gained from the class or outside the class. It influences how they filter and interpret what they are

learning.” Furthermore, Jacobovits (2002) believes that the student’s prior knowledge influences

the student’s ability in learning a foreign language. Students who have a lot of knowledge will be

easier to learn the new lesson. It means that students with a lot of knowledge about reading will

quickly understand about something they read. On the other hand, students who have little

knowledge (grammar or vocabulary) may have some difficulties in understanding something

they read. For an example, a student who never knows and hears about what is the word famous,

and in some occasions dealing with it will find the story hard to follow, so he must have prior

knowledge that enables him to bring personal meaning to the events and feelings in the story.

2. Teaching Technique

Teacher is one of school environmental factors who has important role to increase

students learning achievement. Teacher is a subject in education who has duty to transfer the

knowledge to the students. A teacher is an important person in teaching learning process,

especially for teaching reading, because the teacher also determines whether their students to be

good readers or not. Teacher also will become source of learning difficulties if he/she does

cannot choose the right technique to teach the material. Wang (2013) argued that although

teachers are very knowledgeable about the subject they are teaching, they often rely on one

teaching technique to impart this information. They sometimes do not realize that the techniques

they use are not in accordance with the subject matter they convey. Therefore, the teacher should

20
be careful in choosing the technique to teach because it related to the students’ understanding of

the material.

3. Learner’s Environment

The environment factors also can influence the students in mastering and in learning

English. According to Finocchiaro (2002) “Someone who lives in environmental with the society

that has high educational and has good attitude toward reading will support her ability to master

reading that has been learned at school can be applied functionally outside school.” Therefore,

someone who lives in an environment that has reading habits will be supported by her

environment indirectly. And it happens not only in learning reading but also in learning English,

without practice and applied it outside school he will not understand English perfectly. Home

and school are the two kinds of learners’ environment that can influence their learning reading

achievement.

a. Home condition

It cannot be neglected that parents play important role in the home. Every student needs

attention from her/his parents to reach her/his learning achievement. Learning reading without

parents’ guidance will make students feel difficult in learning. They will difficulties in

understanding something they read or they will misunderstand about the texts they read.

b. School condition

The school condition also can be the cause of students’ learning difficulties. School

which lack of learning media, such as English books will influence the students’ ability in

learning reading. The lack of learning media such as English books, magazines or newspapers

21
makes the learning reading process become ineffective and will be hamper students’

understanding about the material. From all of the explanations above, teachers need to be able to

identify the difficulties experienced by their students and also the cause of the difficulties. By

knowing these problems, teachers can reorganize teaching reading in the next semester or in the

next class in order to provide better English lesson.

Academic Performance

Extensive past studies suggest that there is a close relationship between students’

attitudes towards academic subject and their overall achievement or performance. If student’s

view or learn their subjects in a positive way, they perform well and gain high marks or if they

are less interested in their subjects, they will not perform well and gain low marks. Therefore,

one’s academic performance on a particular subject depends on his or her attitude towards

learning it (Awang, 2013).

Academic performance indicates how well a student attained works and studies.

Analysing students’ academic performance had several purposes. The process of learning needed

performance indicators to rank students and define the reasons of their failure. Thus, analyzing

students’ academic performance, and identifying, evaluating, tracking, and encouraging the

progress of students would provide more career choices and job possibilities (Dela Cruz and

Guindo, 2013).

According to Farooq et al., as cited by Dela Cruz and Guindo (2013), the quality of

students’ achievement remains at top priority for teachers. It was meant for making a difference

22
locally, regionally, nationally and globally. Educators, trainers, and researchers have long been

involved in discovering variables contributing proficiently for quality of performance of learners.

Factors Affecting Academic Performance

Academic performance or academic achievement is one of the main influences

considered by the employer in hiring workforces especially the fresh graduates. Various factors

inside and outside school contributed for the quality of academic performance of students. To

achieve the objective of teaching the learners effectively with quality performance in academics,

it is necessary for the teachers to understand better about the factors that might contribute in the

academic success of learners.

These were the factors affecting the Academic Performance of the students according to

Maina as cited by Kapur (2018)

Attitude of the Students

Goal-oriented students possessed positive feelings regarding their school experiences.

The traits of discipline, diligence, and resourcefulness, were avid readers and devoted less time

towards recreation and leisure activities. It was important for the students to possess positive

thinking in terms of their schools, teachers and academic subjects. With positive attitude, they

would be able to dedicate themselves wholeheartedly towards learning and generate the desired

academic outcomes.

23
School Resources

Within schools, it was vital to make provision of resources that could utilized to enhance

the academic performance of learners. When learners will be provided the necessary tools and

equipment, they will be able to acquire a better understanding regarding academic concepts and

how to perform the experiments. In some cases, especially learners belonging to socio-

economically backwards sections of the society, could not afford the books and materials

required for learning, hence, they were dependent upon the library facilities and fellow students

to obtain the books and other materials.

Leadership Aspects

The principal, teachers and the administrative staff members of the school were vested

with the authority to implement the managerial functions of planning, organizing, controlling,

and directing the activities. The major role of leadership aspects in influencing the academic

outcomes of the students was based upon the administration and management of the school.

When there were proper rules, policies and management that put into practice in an appropriate

manner, then there would be improvement in academic performance of the students.

Skills and Abilities of the Teachers

Teachers had commanding role in influencing the academic performance of the students.

They were bestowed with the authority to direct all the classroom activities and administer

learning. It was vital for the teachers to possess the traits of professionalism and

conscientiousness. They needed to possess an approachable nature, listen and provide solutions

to the problems experienced by the students and possess adequate knowledge and information

regarding the subjects that they are teaching, managing discipline and directing all of the

24
classroom as well as school activities and functions in a well-organized manner. The teachers in

some cases are strict, but this should be maintained within limits. The main objective of the

teachers should only be to enhance the academic performance of the students and lead to their

effective development.

Role of Parents

Parents play an important role in leading to operative growth and development of their

children. In order to produce good academic outcomes, it was important for the parents, children

and other family members to encourage a learning atmosphere within homes. Home was referred

as the place from where the foundation of learning and education takes place. For instance, when

students experience problems in certain subjects, then parents were responsible for providing

help. This help might be in the form of private tuitions or they themselves might teach their

children. In schools, whatever the problems that children go through regarding academics and

other areas, they normally communicate to their parents. Parents were source of security,

encouragement and help to their children in providing solutions to their problems.

Development of Study Skills

In order to enhance one’s academic performance, it was vital for the individuals to

develop study skills within themselves. The students themselves needed to generate awareness

regarding study skills, in order to produce desired academic outcomes. Some of the study skills

included, memorizing from the textbooks or other materials, making notes, practicing writing

essays and articles, and so forth. When one studied, it was important to concentrate towards

one’s studies. Inability to concentrate was one of the factors that led to undesired academic

outcomes.

25
Time Management

Students in secondary schools had a busy schedule hence, it was vital for them to

generate awareness in terms of effective time management. Research had indicated that the

normal schedule of the secondary school students comprises of school hours, and then they

needed to spend some time in completion of homework assignments. They also get involved in

some kinds of extra-curricular activities because playing and being engaged in creative activities,

not only helped them concentrate better, but they were able to stimulate their mindsets. It was

essential for the students to create a balance between all the tasks and activities.

Teaching-Learning Methods

The teaching-learning methods and strategies should be appropriate and encouraging to

the students. The teachers in school were the ones that contribute an imperative part in promoting

learning among the students. It was essential for them to ensure that the teaching methods used

should prove to be beneficial to the students. For instance, if the students are able to learn better

through dictation of notes, then teachers should provide notes. If the students are able to learn

better through verbal explanation, then they should promote verbal explanation and so forth.

Research Studies

Similar research was conducted by Sullivan, et. al (2016), The authors concluded that

students who chose to read self-selected literature for pleasure performed better in English,

mathematics, science, and history. Students who engage in pleasure reading experienced

marginal average increases of .11% in English and 1.71% in science and higher, increases of

26
4.43% in mathematics and 2.05% in history.Student responses to the reading survey and educator

responses to interview questions indicated that pleasure reading was on the decline. Students

were preoccupied with technology and social media, overworked, and the majority, 71% of those

surveyed, did not value reading. Educators, from the content areas measured, agreed that

pleasure reading would improve the students’ vocabulary. Those educators interviewed had

observed higher-level vocabulary, an advanced ability to communicate in writing across content

areas, and increased fluency in their students who chose toread. While the educators interviewed

in their study disagreed on including time for students to read self-selected literature in the

classroom due to potential behavioral issues, they unanimously agreed that pleasure reading was

an essential component for academic and future success.

A local study was also conducted by Carranza, et. al (2015), concluded that the study

shows the relationship between vocabulary knowledge and independent reading, a process that is

basic to learning. Therefore, regardless of the perspective taken in explaining the readingprocess,

knowledge of vocabulary plays a significant role. Teachers play a fundamental role in the

development of their students’ vocabulary. The more students know, the better understanding

they will have of themselves, society, the economy, history and soon.Based on the conclusions

given, it is thereforere commended that the provisions for students’ vocabulary learning activities

and strategies in English subjects be further emphasized through independent and cooperative

learning to improve their skills.

27
Synthesis

Based on the review of literature, reading for pleasure enhances the vocabulary skills of

students and it affects their academic performance. Several studies found that vocabulary

knowledge is strongly associated with reading for pleasure (Kidd and Castano, 2013; Cullinan,

2000; Strauss, (2014)Pleasure reading builds reading comprehension, increases background

knowledge (which is useful in all content areas), increases student vocabulary skills, and has

been shown to increase our understanding of human behavior and help us to empathize with

others (Murphy, 2013). Pleasure readers not only experience greater success academically than

their non-reading counterparts, pleasure readers go on to experience greater success in the

workforce (National Endowment of the Arts, 2007). Many language arts educators are aware of

the benefits of pleasure reading and make every effort to immerse students in a wide selection of

literature (Cullinan, 2000); however, schools, at all levels, fail to establish a culture that values

reading (Rich, 2007). The large-scale studies (Alexander, Entwisle, & Olson, 2007; Allington&

McGill-Frazen, 2015; National Reading Panel, 2000; Sellgren, 2013) reviewed for this research

primarily focused on the importance of developing independent readers in elementary school.

Other large scale studies (Clark &Rumbold, 2006; National Endowment for the Arts, 2007)

indicated that pleasure reading and vocabulary enhancement were directly related; however,

there were factors that needed to be explored further (i.e. Are fiction readers or non-fiction

readers more successful? Do specific genres influence vocabulary acquisition in different ways?

How much time should be spent reading to improve student vocabulary?) Reading is the

foundation on which academic and personal success can be built, and teaching students to love

reading may fundamentally change the educational process.

28
 Chapter III

RESEARCH METHODOLOGY

Research Design

This study employed the quantitative-qualitative research type. Quantitative description

type of research used to describe and identify relationship between academic and vocabulary and

reading skills of the students. Qualitative design likewise used in the study to have an in-depth

analysis to support the findings in the quantitative part.

Time and Place of the Study

This study conducted at the College of Teacher Education, Nueva Vizcaya State

University, Bayombong Campus among the BSEd 1st year specializing in English who are

currently enrolled 1st semester of S.Y. 2019-2020.

Population of the Study

Purposive sampling procedure was used for selecting the participants in the study. In as

much as there are only 53student respondents in the study, randomization procedure is not

required.

Research Instrument

The researchers used survey questionnaires to gather information.

The first part of the survey includes the respondent’s demographic profile such as age,

gender, school graduated, ethnicity, language spoken and SHS General Average.

29
 The second part of the survey is a multiple choice question to determine the reading

interest of the respondents.

The third part of the survey is a rating scale to measure the level of vocabulary skills of

the respondents where: 4-Always, 3- Most of the time, 2- Sometimes, 1- Never.

Data-Gathering Procedure

The researcher sought the content validation of activity from the experts. Upon

validation, the researcher formally ask permission from the Dean to float questionnaires to the

BSEd 1st year major in English. After the approval, the activity administered to the respondents.

The researchers personally administered the activity. The result computed and subjected to

statistical interpretation.

PHASE I PHASE II PHASE III

Planning and Making questionnaire as Analyzing the

identifying the a research tool, data.Formulating
research problem conclusions and
Making of recommendations.
communication letters,
disseminating of
questionnaires, and
collecting of data.

Figure 2. Data Gathering Procedure

PHASE I: The researchers planned the research problem and identified variables.

PHASE II: Statements were formulated according to the identified variables. The researchers

made use of survey questionnaires to gather information. The process of disseminating survey

questionnaire is through personal approaches to the respondents. Also, the researchers coordinate

to the teachers as they float survey questionnaires to their students. To ensure the validity of the

30
result, the researchers made sure that the respondents answered all what is asked and made sure

that the respondents are first year students of BSED major in English of the College of Teacher

Education.

PHASE III: The researchers analyzed the data through the help of a professional and determined

the vocabulary skills and reading interest of the respondents; the significant relation between the

demographic profile of the respondents to their reading interest and level of vocabulary

proficiency and its effect to their academic performance. In line with the results, the researchers

formulated a conclusions and recommendations.

Statistical Treatment

Descriptive Statistics. Descriptive statistics including means, standard deviations were

used in the analysis of data prior to correlation procedures. The mean and standard deviation are

used to measure the central tendencies and variability of the ratings in the interval level data. The

frequencies are used to depict the distribution of sample in each class interval whereas the

percentage denoted the proportion of the frequencies in each class interval. The frequencies and

percentage are likewise use to describe the demographic profile, reading and vocabulary skills of

the respondents.

Correlation Analysis. Pearson Product-Moment Correlation (Pearson’s r) is utilized to

determine the degree and magnitude of relationship across interval-level data.

Pearson r Qualitative Description

±1 perfect
± 0.75 ¿<±1 very high
± 0.50 ¿<± 0.75 moderately high
± 0.25 ¿<± 0.50 moderately low
¿ 0 ± ¿<± 0.25 very low
0 no correlation

31
 Chapter IV

RESULTS AND DISCUSSION

The results and discussion of the data gathered in response to the intent forwarded in the

study are presented, interpreted and analyzed in chronological order as presented in the statement

of the problem.

TABLE 1. MEANS AND STANDARD DEVIATIONS OF THE VARIABLES

 Variables Mean Std. Deviation
Gender 0.09 0.295
Age 18.45 0.992
Ethnicity 3.89 2.846
School Graduated 1.21 0.409
Academic Performance 89.4796 3.25848

Table 1 presents the means and the standard deviations of the different variables. The

academic performance e with a mean of 89. 4796 indicates that students aged an average of

18.45 were very satisfactory at all subjects including reading and vocabulary.

The equal interval scale below (DepEd Order No. 8, s. 2015) was employed to determine

the qualitative description of the level of academic performance of the respondents based on their

general average during the 2nd Semester of the S.Y. 2018-2019.

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
Below 75 Did not meet expectation

32
TABLE 2. Relationship between Demographic Profile of the Respondents and Reading
Gender Age Ethnicity School Graduated
Reading R Sig. R Sig. r Sig. R Sig.
Q1 0.201 0.049 0.087 0.533 -0.115 0.412 -0.122 0.084
Q2 -0.098 0.185 -.271* 0.050 0.011 0.039 0.162 0.045
Q3 -0.015 0.015 0.035 0.806 0.021 0.879 0.153 0.273
Q4 -0.169 0.226 -0.185 0.185 -0.079 0.574 -0.075 0.092
Q5 0.186 0.182 0.151 0.031 .297* 0.031 -0.199 0.050
Q6 0.028 0.041 0.047 0.737 -0.115 0.411 -0.123 0.379
Q7 0.004 0.076 -0.060 0.672 -0.002 0.988 -0.181 0.195
*. Correlation is significant at the 0.05 level (2-tailed)

Legend: Q1- How much do you enjoy reading?

Q2-Outside of assigned homework, how often do you read?
Q3- How much time do you spend reading?
Q4-What motivates you to read?
Q5-What reading format do you prefer?
Q6-What reading materials do you enjoy reading?
Q7-What genre of books do you enjoy reading?

The table2 shows that of all the four (4) indicated variables, there is a significant

relationship between the profile of the respondents and reading in terms of the seven (7)

indicators. Thus the table shows that gender and Q1 (r=0.201, p = 0.049) , Q3 ( r = -0.015, p =

0.015) and Q6 (r= 0.028, p=0.041); the age and Q2 (r = -0.271, p = 0.050) and Q5 (r = 0.151, p

=0.031) ; the ethnicity and Q2 (r = 0.011, p =0.039) and Q5 ( r =.297, p = 0.031) ; the school

graduated and Q2 ( r= 0.162, p =0.045) and Q5 (r=-0.199, p = 0.050) were found to be

significant. It implies that female respondents aged 18 enjoyed reading "very much" on

websites / blogs, books, and magazines for at least 15 to 30 minutes. Also, if the topic is exciting

and interesting, respondents tend to read from the phone or tablet each day.

The positive correlation coefficient (r) between the indicator Q1(r=0.201) and Q5

(r=0.186), and gender; Q5 (r=.297*) and Ethnicity; Q2 (r= 0.162) and Q3 (r=0.153)and school

graduated indicates direct relationship. The results indicate that Ilocano female respondents

enjoyed reading in the tablet or phone everyday than their counterpart.

33
 The negative correlation coefficient (r) between the Q4 (r=-0.169) and variable gender;

Q2 (r=-.271*), Q4 (r=-0.185) and Age; Q1 (r=-0.115), Q6 (r=-0.115) and variable Ethnicity; Q1

(r=-0.122) ,Q5 ( r=-0.199) ,Q6 (r=-0.123),Q7 (r= -0.181) and school indicate inverse

relationship. The results show that younger female students were not motivated to read or relax

in huge assignments. They often read outside their assigned homework four to five times a week

and do not like books, history, and science fiction.

However, the results pave the way for the rejection of the null hypothesis and the

acceptance of the research hypothesis. Therefore, there is a significant relationship between the

profile of the respondent and reading.

TABLE 3. Relationship between Demographic Profile of the Respondents and Vocabulary

Gender Age Ethnicity SchoolGraduated
Vocabulary R Sig. R Sig. r Sig. R Sig.
S1 -0.051 0.714 0.024 0.865 -0.141 0.315 -0.003 0.983
S2 0.048 0.733 0.022 0.876 -.295* 0.032 0.048 0.734
S3 -0.048 0.733 0.093 0.009 -0.023 0.870 -0.112 0.026
S4 0.119 0.396 0.097 0.490 -0.072 0.607 -0.077 0.581
S5 -0.087 0.037 -0.151 0.280 -0.094 0.503 0.194 0.164
S6 0.139 0.021 0.041 0.771 -0.141 0.015 0.125 0.373
S7 0.187 0.179 0.004 0.980 -0.214 0.124 0.099 0.480
S8 0.206 0.139 0.029 0.839 -0.234 0.042 -0.007 0.963
S9 0.022 0.875 0.094 0.005 -0.184 0.188 0.166 0.033
S10 0.159 0.256 -0.088 0.029 -0.242 0.040 0.126 0.367
*. Correlation is significant at the 0.05 level (2-tailed).

Legend: S1 - I make lists of unknown words and I study them.

S2 - I pay attention to the key words or the words that I already know
S3- I write down the word together with an example sentence.
S4- I create my own lexicography (making of a dictionary).
S5- I analyze the word segments (prefixes and suffixes) of what I do not understand in order to find out the meaning
(example: police-man).
S6- I look up the words of almost all new words in the dictionary.
S7- I pay attention to the words that appear next to what I do not understand in a text.
S8- I ask someone the meaning of what I do not understand.
S9- I read the sentence carefully to get the meaning of the unfamiliar word.
S10- I guess the meaning of new words in context.

34
 The table3 shows that of all the four (4) indicated variables, there is a significant

relationship between the profile of the respondents and reading in terms of the ten (10)

indicators. Thus the table shows that gender and S5 (r=-0.087, p=0.037),S6 (r=0.139,p=0.021) ;

age and S3 (r=0.093,p=0.009),S9 (r=0.094,p=0.005) ;Ethnicity and S2(r=-.295*,p=0.032),S8 (r=-

0.234,p=0.042), S10 (r=-0.242,p=0.040); school graduated and S3 (r=-0.112,p=0.026), S9 (r=

0.166,p=0.033) were found to be significant.

The positive correlation coefficient (r) between the indicator S4 (r=0.119),S6

(r=0.139),S8 (r=0.206),S10 (r=0.159) and gender; S5 (r=0.194),S9 (r=0.166) ,S10 (r= 0.126) and

school graduated indicates direct relationship. The results show that female students create their

own lexicography (making a dictionary) and look up the words in the dictionary of almost all the

new words and ask someone what they don't understand and think about the meaning of the new

words and those students who came from public schools analyzed the word segments of what

they did not understand in order to find out the meaning and carefully read the sentence to get the

meaning of the unfamiliar words and eventually to guess the meaning of the new words.

The negative correlation coefficient (r) between the age and S5 (r=-0.151); ethnicity and

S1( r=-0.141) ,S6 (r=-0.141) ,S7 (r= -0.214) ,S8 (r=-0.234) ,S9 (r= -0.184),S10 (r= -0.242); and

school graduated and S3 (r= -0.112) indicate inverse relationship. The results show that younger

respondents tend not to analyze the word segments and fail to understand the meaning; most

respondents listed unknown words and looked up words in the dictionary, paying attention to

words that appeared next to what they did not understand in a text, reading the word carefully to

get the meaning of the unfamiliar word and conjecturing the meaning of new words in context.

35
 However, the results pave the way for the rejection of the null hypothesis and the

acceptance of the research hypothesis. Therefore, there is a significant relationship between the

profile of the respondent and reading.

TABLE 4. Relationship between Respondents Vocabulary, Reading and Academic

Performance
Reading Vocabulary
  R Sig. R Sig.
0.755 0.037 0.623 0.014
Academic Performance
*. Correlation is significant at the 0.05 level (2-tailed).

Table 4 shows that there was statistically significant academic performance and reading

(r=0.755, p=0.037).The results show that social media is the main factor in promoting students '

reading habits. The pacing aspect of reading different material services other than notes,

handouts and articles.

On the other hand, there is also statistically significant on the academic performance and

vocabulary (r=0.623, p=0.014). The results show that for most other language skills, students '

vocabulary skills are a requirement. The respondents acknowledge that they have analyzed the

word segments (prefixes and suffixes) they do not understand to find out the meaning of the

word;they also make a lexicography of their own.

36
 Chapter V

SUMMARY, CONCLUSIONS, RECOMMENDATIONS

SUMMARY

This research aimed to determine the relationship between the academic performance,

pleasure reading and vocabulary skills of BSEd 1st year specializing in English from the College

of Teacher Education, Nueva Vizcaya State University, Bayombong campus. Specifically, it

sought to answer the following objectives:

1. To determine the demographic profile of the respondents in terms of age, gender,

ethnicity, and school graduated.

2. To determine the significant relationship between demographic profile and pleasure

reading.

3. To determine the significant relationship between demographic profile and

vocabulary skills.

4. To determine the significant relationship between pleasure reading, vocabulary skills

and academic performance.

This study will employ the quantitative-qualitative research type. Quantitative description

type of research will be used to describe and identify the level of speaking skills of the students.

Qualitative design will be likewise use in the study to have an in-depth analysis to support the

findings in the quantitative part.

Purposive sampling procedure was used for selecting the participants in the study. In as

much as there are only 53student respondents in the study, randomization procedure is not

37
required. Pearson Product-Moment Correlation (Pearson’s r) is utilized to determine the degree

and magnitude of relationship across interval-level data.

Findings of the study were:

The respondents’ academic performance with a mean of 89. 4796 indicates that students

aged an average of 18.45 were very satisfactory at all subjects including reading and vocabulary.

Female respondents aged 18 enjoyed reading "very much" on websites / blogs, books,

and magazines for at least 15 to 30 minutes. Also, if the topic is exciting and interesting,

respondents tend to read from the phone or tablet each day.

Younger female students were not motivated to read or relax in huge assignments. They

often read outside their assigned homework four to five times a week and do not like books,

history, and science fiction.

The results show that for most other language skills, students ' vocabulary skills are a

requirement. The respondents acknowledge that they have analyzed the word segments (prefixes

and suffixes) they do not understand to find out the meaning of the word;they also make a

lexicography of their own.

CONCLUSION

Based from the findings of the study, the following conclusions were drawn:

1. The academic performance with a mean of 89. 4796 indicates that students aged an

average of 18.45 were very good at all subjects including reading and vocabulary.

2. Female respondents aged 18 enjoyed reading "very much" on websites / blogs, books,

and magazines for at least 15 to 30 minutes. Also, if the topic is exciting and interesting,

respondents tend to read from the phone or tablet each day

38
 3. Younger students were not motivated to read or relax in huge assignments. They often

read their assigned homework four to five times a week and do not like books, history,

and science fiction.

4. Academic performance and readingwere statistically significant. Socialmedia is the main

factor in promoting students ' reading habits. The pacing aspect of reading different

material services other than notes, handouts and articles.

5. Academic performance and vocabulary were statistically significant. The respondents

acknowledge that they have analyzed the word segments (prefixes and suffixes) they do

not understand to find out the meaning of the word; they also make a lexicography of

their own.

RECOMMENDATIONS

Based on the findings and conclusions drawn from the study, the following

recommendations were forwarded.

1. For students, through self-assessment, they must monitor their understanding of reading

and academic performance. They must practice, engage in learning, and indulge in good

study habits. Students must use a wide range of vocabulary. They had the opportunity to

formulate ideas and use suitable vocabulary to express these ideas. They have to learn

how to use logical appeals, something that really excites,the fact that they could sharpen

their vocabulary. They can develop time management and problem-solving skills to

demonstrate accurate vocabulary by making reasonable use of competitive team

activities.

2. For Teachers, they need to use different teaching techniques and strategies to motivate

students to read outside their assigned homework. They must continue to inform and

39
 encourage students that by pleasure reading, student’s vocabulary will be enhanced more

with the use of their vocabulary skills to improve their academic performances. They

need to assess and evaluate students ' performance and development well.

3. For parents, they must encourage their sons and daughters to read more for a wider range

of knowledge and comprehension. They need to input the importance of reading within

their homes.

4. For administrators, conduct seminars or programs on the importance of reading and

vocabulary in every students lives, to promote the use of books in the library and to add

new books for pleasure readers.

5. For future researchers,

40