Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

ENHANCING THE VOCABULARY SKILLS OF THE SELECTED GRADE-10

STUDENTS THROUGH DIRECT VOCABULARY INSTRUCTION

A research concept paper presented to

DR. LYOID C. HUNAHUNAN
Surigao del Sur State University – Graduate
School Rosario, Tandag City, Surigao del Sur

In partial fulfilment of the requirements

for the course ElecMELT 211
Literacy, Language and Education

NOEL B. BANDA
noelbanda18@gmail.com
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

1. Introduction

Learning of vocabulary has long been considered as one of the essential

elements for developing language learning. As stated by Richards and Renandya

(2005), vocabulary provides much of the basis for how well the students speak, listen,

read and write. It is a pre-requisite element, which holds concepts and ideas together

making comprehension successful and accessible. According to Tozcu (2005), having

huge and excellent vocabulary storage is very much important in understanding

different kinds of English texts and passages. Despite the fact that vocabulary is a major

factor in all types of comprehension, Silverman and Hines (2009), highlighted the point

that many English Language Learners (ELL’s) often consider vocabulary as their most

frequent obstacle in trying to access information whether oral or written. In effect,

students would have the difficulty in understanding and this can be problematic knowing

how vocabulary is a critical component of academic language.

Consequently, Somsai and Intaraprasert (2011) in Thailand found out that having

insufficient vocabulary is one of the reasons why students gain low scores in reading

exams. Students generally neglect the words they are not familiar with and that they

misinterpret the meaning of the words or possibly could not understand the whole text

(Farhardy, 2006). In India, Kannan (2009), found out that the most common factor that

become the major obstacles of the students are the limited number of words mastered
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

and the difficulty to memorize the meaning of the words. In effect, the students will have

difficulties in building meaning, speaking, and in using the word in the right context.

The said scenario is relatively evident in the Philippines as cited in the research

of Felicitas E. Pado- University of the Philippines Diliman (2011). She found out that the

students have the difficulty in familiarizing or associating words and that it is very hard

for them to acquire the language or the meaning of oral or written text. As Dr. Quijano

(2007), head of the Deped’s Bureau of Elementary Education articulated, “reading

problems remained to be the main culprit for the poor performance of some students in

the National Achievement Test (NAT)”. According to him, there is a big chance that the

students will have difficulty in writing and speaking if they cannot read properly. Thus,

the reading problems mentioned earlier can be attributed to several factors such as the

presence of reading disabilities and positively, lack of vocabulary is included.

To solve this problem in vocabulary, direct instruction is used. As defined by

Biemiller and Boote (2006), direct instruction is a teacher-led instructional procedure

where students are provided with specific instructions and uses more controlled and

repetitive delivery of instruction. It also establishes clearly defined parameters for lesson

completion and mastery as well as providing a success-oriented procedure with sample

practice and evaluation. Biemiller and Boote (2006) found that while rereading stories

improved students’ understanding of word meanings by 12%, an additional 10% gain

occurred when word explanations were taught directly during the reading of the
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

storybook. Biemiller and Boote suggest that teachers introduce more rather than fewer

word meanings during read-alouds, stating that increasing the oral vocabulary of K–12

students by 400-word meanings per year is a reasonable goal. As stated by Chandler in

his Semiotic Theory, learning vocabulary is the product of interpretation of meaning. It is

made by the deployment of acts, which function as signs, that enables the students to

construct language systems and acquire language abilities.

The above premise has encouraged the researchers to explore deeper and

conduct a study on enhancing the students’ vocabulary using direct vocabulary

instruction since the said scenario is relatively evident in the Philippines as cited in the

case of fourth year students of Bislig City National High School (BCNHS).

1.1 Theoretical and Conceptual Framework

This study is anchored with the following theories stated below that support

concepts on reinforcing vocabulary learning using direct vocabulary instruction.

Van Patten and Williams (2007) highlighted the point that behaviorism is a

psychological theory of learning which is very influential in the 1940’s and 1950’s.

According to behaviorists, language learning is the result of imitation, practice,

feedback, and habit formation. Children imitate the language they hear around them

and continue to use the language on which they get positive response and stop using

the language on which they do not get feedback or get negative feedback. In this way,
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

the children form habits of correct language use. Similarly, this learning extensions or

using learnt words in communication is also the point of Ned Block’s Semantic Theory.

He points out that using learnt words into meaningful context such as communication

and writing generally strengthens student’s level of word retention.

Interestingly, Second Language Acquisition (SLA) is believed to occur in a similar

process. Correct models must be imitated repeatedly and if given positive feedback, the

language learner will continue to use the forms learnt, practice using the forms, and

finally new habits have been learnt. This theory goes with a system called Contrastive

Analysis, which is very important in language learning. This implies the use of correct

and clear meaning, correct models, multiple exposures or repetition of the word,

avoidance of error and appropriate feedback that will probably made Second Language

Acquisition (SLA) learning a success.

Another theory that presents language as a set of predicable patterns is

Structural Linguistics (Van Patten and Williams 2007), according to this theory,

language is like a set of building blocks. Its descriptive nature and the way language is

seen as a set of patterns is blended easily with behaviorism.

One of the theories that supports students learning process is Constructivism. It

can promote student’s active participation in problem solving and critical thinking. Piaget

claims that children construct new knowledge by applying their knowledge structures to
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
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Tandag City, Surigao del Sur

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new experiences and modifying them accordingly. This perspective emphasizes that

active role children play in their own mental growth develops inquisitive thinking.

Additionally, Krashen’s Monitor theory attempts to explain variety of phenomena

in language learning. It supports Chomsky’s Faculty Universal Grammar theory, which

emphasizes that humans being endowed with a specific faculty for language acquisition

sees the comprehension a meaningful input and the interaction of these messages with

the innate language acquisition acts as the driving force behind any kind of acquisition.

Bloom’s Mastery Learning Theory claims that for a student to acquire and learn the

second language sufficient time, attention, and help are afforded to each student to

master and allowing students the opportunity to achieve mastery of content at different

time intervals has proven to be an effective method of increasing student learning.

Moreover, Krashen’s Monitor theory cited that learning the second language is

gaining explicit knowledge about and is working consciously with the language.

Learning occurs when the second language acts as the object and the meaning. When

these effortful processes in learning grammar rules and other patterns within the

process of learning language, the result will be learning. According to him knowledge

that is learnt explicitly or via practice, a learner may use a structure correctly.

In addition, Krashen’s Input Hypothesis also reveals that providing

comprehensible input; students could acquire the language. As stated by Chandler in

his Semiotic Theory, learning vocabulary is made by the deployment of acts, which
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

function as signs, that enables the students to construct language systems and acquire

language abilities.

All theories discussed above involves vocabulary acquisition in several ways.

The first connection is on the language acquisition theory wherein learning vocabulary

plays a vital role in acquiring the second language because words in the first place are

very essential in giving meaning to sentences uttered or write. The second link is the

theory of constructivism where learners of second language construct meaning from

previously learned concepts. The concepts heavily rely upon word meaning in the same

sense that ideas of concepts rely on words of language. The last considerable

connectedness is on the theory of contrastive analysis which implies the use of correct

and clear meaning, correct models, multiple exposures or repetition of the word,

avoidance of error and appropriate feedback that will probably made Second Language

Acquisition (SLA) learning a success. In addition, it usually presents the language in a

more complex analysis wherein language is analysed from morphemic up to semantic

levels.

Other learning theories that are believed to be rated to the use of Direct

Instruction are Mastery Learning Theory, Krashen’s Theory, Behaviorism Theory,

Structural Linguistics Theory. These theories have various kinds of activities that would

alleviate student’s vocabulary learning.

 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

Shown below is the conceptual and theoretical paradigm in which the study is

based upon

Marzano’s (2006) Six-Step Process for

Direct Vocabulary Instruction
INPUT OUTPUT
1. The teacher provides a description,
explanation, or example of the new
Assessing the
term. Enhanced
Students
2. Students restate the explanation of the Vocabulary
Level of new term in their own words.
Vocabulary Skills
3. Students create a non-linguistic
Difficulty representation of the term.
4. Students engage in activities that help
them add to their knowledge of the
vocabulary term.
5. Students are asked to discuss terms
with one another.
6. Students are involved in games that
allow them to play with the terms.

Language Acquisition Theory

Constructivism Theory
Krashen’s Monitor Theory

Figure 1. Schematic Diagram of the Study

This study is anchored on the idea that integrating Direct Vocabulary Instruction

can help to improve students’ vocabulary learning. Based from the assessment that the

researchers have gathered, the said problem in vocabulary is very much prevalent in

Maharlika National High School specifically from the Grade 10-Simplicity students under

the Regular Program. Thus, the researchers planned and decided to have Direct
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

Vocabulary Instruction following Marzano’s (2006) Six-Step Process for Direct

Vocabulary Instruction as an intervention to remediate the problem. The researchers

find this instruction as an appropriate technique for teachers to prepare the classroom in

bringing about the vocabulary learning. This process is a teacher-led instructional

procedure where students are provided with specific instructions and uses more

controlled and repetitive delivery of instruction. It also establishes clearly defined

parameters for lesson completion and mastery as well as providing a success-oriented

procedure with sample practice and evaluation (Biemillier and Boote, 2006). In addition,

it is also characterized by the presentation of words with its definitions, discussion and

expansion of word meanings by using the target words in context, creation of non-

linguistic representations and using written language vocabulary activities that will

enhance their vocabulary learning.

In line with it, all theories written above involves vocabulary acquisition in

several ways. The first connection is on the language acquisition theory wherein

learning vocabulary plays a vital role in acquiring the second language because words

in the first place are very essential in giving meaning to sentences uttered or write. The

second link is the theory of constructivism where learners of second language construct

meaning from previously learned concepts. The concepts heavily rely upon word

meaning in the same sense that ideas of concepts rely on words of language. The last

considerable connectedness is on Krashen’s Monitor Theory, which implies the use of

 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

GRADUATE SCHOOL

correct and clear meaning, correct models, multiple exposures or repetition of the word,

avoidance of error and appropriate feedback that will probably made Second Language

Acquisition (SLA) learning a success. In addition, it usually presents the language in a

more complex analysis wherein language is analysed from morphemic up to semantic

levels. These theories are believed to be the foundation of alleviating student’s

vocabulary learning.

1.2 Statement of the Problem

This study is conducted to examine and determine the impact of Direct

Vocabulary Instruction on student’s level of vocabulary learning among the Grade-10

Section Simplicity students of Bislig City National High School (BCNHS). Specifically,

the study was undertaken to answer the following questions:

1. What is the level of the vocabulary skills of the Grade-10 Regular Pilot students

before the conduct of Direct Vocabulary Instruction?

2. What is the level of the vocabulary skills of the Grade-10 Regular Pilot students

after the conduct of Direct Vocabulary Instruction?

3. Is there any difference between the vocabulary skills of the students using Direct

Vocabulary Instruction?
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

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2. Methodology

The study is descriptive and developmental in type for the said research aims to

enhance the vocabulary skills of the selected respondents.

The said research is set to be conducted on the Grade 10 students of BCNHS.

The section is composed of 33 students. A way to determine the level of vocabulary

skills of the students, the researchers will be conducting a pre-test to assess their

vocabulary level in which their will be further categorized into three different levels

namely: not yet competent, competent and highly competent. The students who fall

under the not yet competent and the competent level will serve as the basis in designing

intervention strategies in order to enhance their vocabulary knowledge.

Related to the research problems, the researchers use Glencoe’s Language Arts

Vocabulary Assessment Test for Grade-10 as an instrument in assessing the student’s

vocabulary. The said test is a 20-item multiple-choice type of test in which every correct

answer was given a score of one.

 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

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Data Collection Procedure

The researchers will be following the several steps in conducting the

developmental study as shown below:

Pre-Implementation Phase

1. Securing the approval to conduct the study.

2. Determining the respondents’ section and level of intelligence in administering

the reliability of the instrument.

3. Conducting the reliability of the instrument for the study.

4. Computing the reliability of the results using Kuder Richardson’s 21 Formula.

5. Determining the respondents and the number of respondents involved in the

conduct of the study.

6. Administering the pre-test for the selected respondents.

7. Determining the students’ vocabulary ability.

Implementation Phase
 Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY
Main Campus
Tandag City, Surigao del Sur

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8. Conducting the lesson to the selected Grade-10 Section Simplicity students of

Maharlika National High School integrating the use of Direct Vocabulary

Instruction.

Post-Implementation Phase

9. Giving a post-test for the respondents after a week.

10. Checking and scoring the test.

11. Analyzing and interpreting the data gathered in the study.

The study focused on the performance of the participants after having applied the

aforementioned remediation. It aims to employ the following statistical tests in the

treatment of data. An SPSS 16.0 will be used to treat the data. These were the mean

and z- test for paired samples. Mean is being described as center of gravity of a

distribution and is described as the common score of the entire group.

 Republic of the Philippines
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Tandag City, Surigao del Sur

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REFERENCES CITED:

Biemiller, A. (2005). Size and sequence in vocabulary development:

Implications

for choosing words for primary grade vocabulary instruction. In E. H.

Hiebert and M. L. Kamil (Eds.), Teaching and learning vocabulary:

Bringing research to practice (pp. 223–242). Mahwah, NJ: Lawrence

Erlbaum.

Retrieved August 18, 2009.

Biemiller, A. (2006). Vocabulary development and instruction: A prerequisite for

School learning. In D.K. Dickinson & S. B. Neuman (Eds.), Handbook of

early literacy research. New York: Guilford Press.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning

vocabulary in primary grades. Journal of Educational Psychology, 98(1),

44–62. (ERIC Document Reproduction Service No. EJ734337). Retrieved

August 18, 2009, from ERIC database.

Farhardy, (2006). Children's immediate understanding of vocabulary: Contexts

 Republic of the Philippines
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Tandag City, Surigao del Sur

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and dictionary definitions. Reading Psychology, 28, 331-373.

Kannan, D. R. (2009). Difficulties in learning English as a Second Language.

ESP

World Issue 5(26) Vol 8.

Marzano, R., & Pickering D., (2005). Building Academic Vocabulary: Teacher’s

Manual. Alexandria, VA: ASCD, 47-48.

Marzano, (2006). Six-Step Process for Direct Vocabulary Instruction:

Quijano, (2007). Performance of the students in the National Achievement Test

(NAT) http://www.philstar.com/business-life/551404/low-proficiency-

reading-comprehension-may-threaten-global-competitiveness

Renandya, W. A., & Richards, H (2005) Foreign language teachers’ language

proficiency and their language teaching practice. The Language Learning

Journal, 41(2), 231-246.

Somsai and Intaraprasert, (2011). Strategies For Coping With Face-to-face

Oral

Communication Problems Employed By Thai University Students Majoring

In English. Penerbit UKM Press.

 Republic of the Philippines
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Main Campus
Tandag City, Surigao del Sur

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Tozcu, A. (2005). Successful Learning of frequent vocabulary through CALL also

benefits reading comprehension and speed. Computer-Assisted Language

Learning, 17(5), 473-495.

Williams, (2007). Grammar Teaching for the acquisition of rich classroom.

Foreign Language Annals 26(4):435-450