Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter encompasses the presentation of the collected data, the analysis

conducted, and the interpretation of the obtained results in the study. The data

presented in the table aligns with the questions posed in the statement of the problem.

I. Profile of the Respondents

1.1 Age. Vocabulary skills can be acquired and continuously be developed as the

person gets old through school learning and participation of various school activities.

Age can be q significant factor in development of the student vocabulary skills such as

language acquisition, cognitive development and academic engagement.

Table 1.1

Distribution of Respondents in terms of Age

Age Bracket Frequency Percentage

15-17 91 80.53

18-20 21 18.58

21 and above 1 2.89

Total 113 100

Table 1.1 shows the distribution of respondents in terms of age. As shown in the

table there were 113 respondents participated on the study revealed that 80.53 percent

of the respondents are 15-17 years old which ranked first. While 18.58 percent
belonged to the 18-20 age range which is ranked as second. And 2.89 percent of the

respondents are belonged to 21 years old and above ranked third. There is much

younger age of students in Mayuro Senior High School that tends to have large interval

among the old range of age.

1.2 Sex. The school-based learning environment affects the vocabulary skills

of the students in educational settings which can differ based on the sex. Although both

male and friends consistently demonstrates varied vocabulary skills sex can be a crucial

aspect in determining the development of students’ vocabulary skills.

Table 1.2

Distribution of Respondents in terms of Sex

Sex Frequency Percent

Female 51 45.13

Male 62 54.87

Total 113 100

Table 1.2 represents the gender distribution of selected respondents in

Mayuro Senior Highschool. As shown in Table 1.2, the data reveals that out of a total of

113 respondents, 54.87 percent, or 62 respondents, were male, while the remaining

45.13 percent, or 51 respondents, were female. This table also shows that there a large

frequency of distribution in male respondents than female respondents in terms of

supplying information for the three factors that affect the vocabulary skills of Mayuro

Senior High School.

II. Perception of Students

Student Factor. Student practice is a great factor in enhancing students’

vocabulary skills. Different practices are important for attaining knowledge and using for

everyday living.

Table 2.1

Perception of the Respondents on their Vocabulary Skills in terms of

Student Factor

Verbal
Weighted
Item Interpretatio Rank
Mean
n
1. I read books novels and magazines and
other reading materials that will introduce me 3.19 A 5
to new words.
2. I use repetition because it helps me recall
3.19 A 5
words.
3. By memorizing a set of words, I can learn
3.15 A 9
new words quickly.
4. I am easily to learn vocabulary through
3.18 A 8
simply reading a lot.
5. I use English mobile app, if there is
3.42 A 1.5
unfamiliar word to me.
6. When a term was presented to me in a
variety of ways, I learned it quickly (picture, 3.23 A 4
sound, definition, examples, etc.)
7. I use dictionary to help me understand
3.42 A 1.5
more complex words.
8. I play educational games that helps me in
3.19 A 5
enhancing my vocabulary skills.
9. I practice using a new word in
3.02 A 10
conversation or in everyday language.
10. I watch English movies or videos to
3.35 A 3
expand my vocabulary.
Composite Mean 3.23 A
 Table 2.1 presents the perception of students to the vocabulary skills in terms of

school factor. Two items obtained the same weighted mean of 3.42, verbally interpreted

as agree and ranked 1.5 th. These items are item number five where students use

English mobile app if there is unfamiliar word and item number seven where students

use dictionary for them to understand more complex words. It is followed by item

number 10 with the weighted mean of 3.35 and verbally interpreted as agree wherein

students watch English movies or videos to expand their vocabulary. This shows that

students much prefer using English mobile app and dictionary in enhancing their

vocabulary skills.

Meanwhile, the item number 4 where students reading a lot can help them easily

learn vocabulary ranked eighth with the weighted mean of 3.18 verbally interpreted as

agree. Followed by the item number 3 where students can learn new words quickly by

memorizing a set of words got the weighted mean of 3.15. Lastly, the item number 9

were ranked 10th and got the lowest weighted mean of 3.02 where students are

practicing in conversation the usage of new words in everyday living. The items ranked

8th,9th and 10th are all verbally interpreted as agree. This shows that students less prefer

doing practices such as reading, memorizing and practicing conversation in enhancing

their vocabulary skills compared to other items.

Consequently, all the items 1-10 from the table is verbally interpreted as agree

and computing its composite mean 3.23 that is verbally interpreted also as agree. This

reveals that students’ practices is an essential factor in enhancing their vocabulary

skills.
 Connected with this, Mthethwa’s(2018) stated that incorporating various forms of

media such text, sound, graphics, video and animation can be an effective method for

teaching vocabulary in language learning. This approach is becoming increasingly

popular in instructional practice and can significantly improve students’ vocabulary skills

in an engaging and beneficial manner. It focuses in enhancing students vocabulary

skills in a way that is both interesting and effective, allowing for better communication

skills overall.
 Teacher Factor. The effective vocabulary teaching was beneficial to the studies

and enhancing vocabulary skills of students. Teachers display strategies for the

enlargement of vocabulary and achieve development.

Table 2.2

Perception of the Respondents on their Vocabulary Skills in terms of

Teacher Factor

Verbal
Items Weighted Interpretatio Rank
Mean n
1. Explains the word like spelling, pronunciation, 3.43 A 2
meaning and it’s basic usage
2. Searches unknown terms for better 3.19 A 6.5
understanding of the students
3. Let the student ask questions if they didn’t
understand the lesson due to complicated 3.65 SA 1
words.
4. Uses other language to understand unfamiliar 3.39 A 3
words.
5. Ask student to form own sentences using 3.15 A 8.5
unfamiliar words.
6. Provides materials containing new or 3.15 A 8.5
unknown in words in particular context.
7. Helps students to analyze part of the words. 3.05 A 10

8. Define unfamiliar words using games and 3.25 A 5

puzzles.
9. Develops words consciousness through 3.27 A 4
writing exercises and conversation.
10. Provide multiple exposures to new words 3.19 A 6.5
with review and practical activities.
Composite Mean 3.27 A
 Table 2.2 shows the perception of the respondents on their vocabulary skills in

terms of teacher factor. As shown in table 4, it reveals that the third item which the

teacher let the students ask questions if they didn’t understand the lesson due to

complicated words got the highest weighted mean of 3.65 with a verbal interpretation of

Strongly Agree. The second in the rank implies the teacher explains the word like

spelling, pronunciation, meaning and its basic usage with a weighted mean of 3.43

interpreted as Agree. The fourth item emphasize that the teacher uses other language

to understand unfamiliar word got 3.39 in weighted mean with verbal interpretation of

agree and ranked of third. These findings suggest that the teacher factor plays a

significant role in supporting students' vocabulary skills. The respondents perceive the

teacher's encouragement of questions, comprehensive explanations of words, and the

use of other languages as positive practices for enhancing vocabulary development.

Whereas, the two items which are the teachers ask student to form own

sentences using unfamiliar words and provides material containing new or unknown

words, obtained the same weighted mean of 3.15with the verbal interpretation of agree

and ranked as 8.5. Subsequently, the tenth in the rank where the teachers help students

to analyze part of the words, obtained the verbal interpretation of agree and gained the

weighted mean of 3.05. The results gained have revealed that teacher affects the

vocabulary skills of students in their strategies on giving support for the deep

understanding of students.

Moreover, the composite mean of the items is 3.27 with the verbal interpretation

of agree. This reveals that teacher is an essential factor for helping the student to have

an instance for vocabulary development.

 With regards to Kelly (et al. 2020) for educators one of the effective strategies for

teaching and instructing vocabulary are through context driven learning. In such a way

of allowing students to inquire about the area where they experience learning

difficulties. Through this factors influencing and exploring the vocabulary learning

process may obtain development. This can also evaluate the vocabulary and academic

performance of the students.

School Factor. The learner’s vocabulary learnability is greatly affected by the

school factor in the comfortability in absorbing knowledge. It’s important to consider

because it has a big impact for students to become resistant learners in developing a

set of enrichment and activities in terms of introducing and flourishing their vocabulary

skills.
 Table 2.3
Perception of the Respondents on their Vocabulary Skills in terms of School
Factor

Weighted Verbal
Items Rank
Mean Interpretation
1. The library of the school contains updated
3.10 A 10
educational materials.
2. The school encourages students to read
their textbooks in order to improve their 3.35 A 3.5
vocabulary.
3. The school holds educational competitions
that might help students improve their 3.38 A 1
vocabulary.
4. The school offers extracurricular activities
that generally help students improve their 3.24 A 9
vocabulary.
5. The school has a learning area where
3.25 A 8
students can develop their vocabulary.
6. The school promotes regular group
collaboration among students, such as in 3.31 A 6
reporting and public speaking.
7. The school offers a variety of reading-
3.35 A
related activities. 3.5
8. The schools offers educational films to
3.32 A 5
help students to improve their vocabulary.
9. The school proposes several exercises
wherein students prefer to apply their 3.37 A 2
vocabulary development and learning.
10. The school offers program to inspire
3.27 A 7
students to expand their vocabulary.
Composite Mean 3.29 A
 Table 2.3 represents the perception of students to their vocabulary skills in terms

of school factor. The items 1-10 have gained the weighted mean ranging from 3.10 to

3.38 with the verbal interpretation of agree. As shown in the table, the third item which is

the school holds educational competitions that might help students to improve their

vocabulary, got the highest weighted mean of 3.38. Followed by the 9 th item which infers

that the school proposes several exercises wherein students prefer to apply their

vocabulary development and learning, this ranked as second. Subsequently the school

encourages students to read their textbooks in order to improve their vocabulary and

the statement that the school offers a variety of reading-related activities which these

two items obtained the same weighted mean of 3.35 and ranked as third. Based on the

perceptions of students, school factors play a significant role in enhancing vocabulary

skills. The students value educational competitions, exercises that allow application of

vocabulary, encouragement to read textbooks, and various reading-related activities as

effective strategies provided by the school to improve their vocabulary skills.

However, the school offers educational films to help students to help students

improve their vocabulary obtained the weighted mean of 3.32 and ranked as fifth.

Followed by the school promotes regular group collaboration among students, such as

in reporting and public speaking which garnered the weighted mean of 3.31 and ranked

as sixth. It is followed by the school offers programs to inspire students to expand their

vocabulary got the weighted mean of 3.27 and ranked as seventh. Subsequently, the

school has learning area where students can develop their vocabulary got the weighted

mean of 3.25 and ranked as eighth. Next to it is where the school offers extracurricular

activities that generally help students to improve their vocabulary got the weighted
mean of 3.24 and ranked as nineth. Lastly, the first item that indicates the library of the

school contains updated educational materials got the lowest weighted mean of 3.10

and ranked as tenth. Based on the students' perceptions, various school factors

contribute positively to vocabulary skills development. Educational competitions,

exercises for application, reading-related activities, and other initiatives implemented by

the school are recognized and valued by students for improving their vocabulary

abilities.

Hence it has the composite mean of 3.29 whose verbal interpretation of agree.

Therefore students agreed that all of the item is under the school factors affects their

vocabulary skills. The data suggests that students perceive various school-related

practices, such as educational competitions, exercises for application, reading-related

activities, educational films, regular group collaboration, programs to inspire vocabulary

expansion, dedicated learning areas, and extracurricular activities, as beneficial for

improving their vocabulary skills.

In relation to Boonkongsaen (2012) states that vocabulary is very important in

everyday living. It is because vocabulary supports the ability of one’s person to speak,

listen, read, and write. Her study also says that vocabulary should also be improved and

give importance in a school curriculum. Because through expressing and widening the

range of the word meanings, a good communication will happen in a meaningful way.

That’s why educational competitions have the biggest impact for developing one’s

vocabulary skills.