VOCABULARY DIFFICULTIES OF THE GRADE 12 HUMSS STUDENTS IN JOHN

PAUL COLLEGE

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An Undergraduate Title Proposal

Presented to the Faculty of
John Paul College
Odiong, Roxas, Oriental Mindoro

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In Partial Fulfillment of the Course

Requirements in ELT 119 (Research Writing)

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By

Althea Marise F. Dimatulac

Harlene Joy M. Nieto
Mae Christine H. Oliva
 Chapter I
Problem and It’s Background
Introduction
The most crucial ability while learning or teaching other languages is vocabulary. All other skills,
including reading, writing, speaking, and listening, are built and founded on vocabulary. This has demonstrated
the value of learning new terms. Vocabulary not only improves communication skills and helps students
express themselves more clearly, but it also calls for learners to have cognitive academic language competency.
When students have 90–95% more terms in their vocabulary, it makes it easier for them to comprehend what
others are saying and what they are reading.
However, students struggle to communicate and express their thoughts if they don’t have a wide
understanding of words of English language. Many students face challenges in developing and expanding their
vocabulary. Understanding the specific difficulties faced by students in this area is crucial for educators and
institutions to design targeted interventions and support mechanisms.
The various factors affecting the vocabulary of the learner’s development and usage have been
addressed by recent study. Vocabulary problems in educational settings have been the subject of Brown (2015)
emphasized the importance of explicit vocabulary instruction to enhance students' word knowledge and
comprehension. Similarly, Nation (2013) highlighted the significance of extensive reading in vocabulary
development, emphasizing the role of exposure to rich and diverse language environments.
Moreover, recent studies have identified specific vocabulary challenges faced by students in different
educational contexts. Johnson and Smith (2018) examined high school students' struggles with academic
vocabulary related to subject-specific content, impacting their comprehension of textbooks and lectures.
Davis and Melin (2016) focused on primary school students and found difficulties in recognizing and
using words with multiple meanings, affecting their reading comprehension abilities numerous research, which
have shed significant information on efficient instructional strategies.
One sign that the Philippines is responding to the ASEAN Integration Blueprint is the enactment and
execution of Republic Act No. 10533, popularly known as the Enhanced Basic Education Act of 2013. A
comprehensive, sufficient, integrated education system that is relevant to the needs of the people of the state,
the entire country, and society at large must be developed, promoted, and supported by the state, according to
Section 2 of the aforementioned Act.
The aforementioned discussion regarding about people cannot properly communicate and express
their feelings in oral or written form if their vocabulary is insufficient. According to Susanto (2021), even
someone with superb grammar will be useless if they do not have a wide vocabulary. Additionally, it supports
the idea that studying vocabulary is a crucial component of learning a foreign language because it is hard to
communicate without a wide variety of terms. As observed, in learning vocabulary, the students face some
problems and difficulties. However, there seem to be limited studies addressing these problems. Thus, this
study aims to address the following altogether: (1) almost all of the students have difficulties in pronouncing
the words, (2) how to write and spell, (3) the different grammatical form of a word known as inflections was
one of causes of students’ difficulties in learning vocabulary. In addition, (4) the students found difficulties in
choosing the appropriate meaning of the words and (5) also still confuse in using the word based on the
context. The last, (6) the students were also still confused when they found words or expression that were
idiomatic. There were some factors that caused students' difficulties in learning vocabulary (1) the written form
is different from the spoken form in English, (2) The number of words that students need to learn is
exceedingly large, (3) the limitations of sources of information about words, (4) The complexity of word
knowledge. Knowing a word involves much more than knowing its dictionary definition, (5) causes of lack of
understanding of grammatical of the words, (6) the incorrect pronunciation is often caused by the lack of sound
similarity between English and the students' native language.
By examining the vocabulary difficulties faced by its students, valuable insights can be gained to
improve the language learning curriculum and teaching methodologies.
The purpose of this research is to identify the specific vocabulary-related challenges experienced by students in
John Paul College. By understanding the nature and extent of these difficulties, educators can tailor instruction
and implement effective strategies to support students in their vocabulary development journey.
The researcher decided to conduct a study to the Grade 12 HUMSS students in John Paul College as
a result of all of the aforementioned circumstances. This includes the objective to the existing body of
knowledge on vocabulary acquisition and inform educators, administrators, and curriculum developers in
implementing evidence-based strategies to enhance vocabulary instruction and support students' language
development. This study aims to make a significant contribution to the field of education by addressing the
vocabulary challenges encountered by students in John Paul College and paving the way for improved
language learning outcomes.

Theoretical Framework
This study is supported by a number of theories.
In connection with this study is the theory of constructivism which states that word meaning must go
through a particular growth before it can be fully internalized by the children. The teacher and student must
work together for every student to learn the meaning of the words.
Constructivist theory on language study explained that the individual internalizes social
activities with more language use, others lead to behavioral transformations and bridges early, and
later results in individual language development (Vygotsky, 1978). The central notion of his theory is
zone of proximal development (ZPD). ZPD refers to the distance between what a student can do with
and without help (Vygotsky, 1978). Fig. 1 illustrates how a learner can master a skill and strategy
which he will then use through peer interaction within his ZPD (McLeod, 2014). ZPD focused on
student-centered learning where learning outcomes can be achieved through guided practice.
Vygotsky (1978) particularly viewed adult as a peer who is more likely to accomplish a task by
collaboration. He promoted lifelong learning with his constructivist theory to develop student’s
higher mental function. Learners’ language knowledge and skills are constructed with guided learning
or during game execution with peers in a group.
Learner knowledge is developed internally and externally (Vygotsky, 1978). Student-centered
learning approach which is based on constructivist learning theory highlights the student’s role in
constructing knowledge. Vygotsky pointed out that learning takes place when education model
concentrates on the students’ interest rather than on the needs of the outside world (Ostoff, 2012).
The theory revealed that student language development depends on self-chosen learning items and
practices the items within a collaborative learning group or with the assistance from more proficient
students.
The student-centered model proposed that second language vocabulary acquisition begins
with students managing their own learning and are independent to choose glossary words for
themselves based on their personal interest and needs (Larrotta, 2011). Explicit study on self-made
lexicon lists with interactive word practice enhances learners’ second language proficiency in English
(Spiri, 2007). Therefore, Hopkyns and Nicoll (2013) introduced that learners need to select the new
words they are interested to learn as the words are personalized and promotes information
retention.
Student-centered e-learning can engage students in dynamic learning process through active
learning and group connection at multiple levels (Morris & Faulk, 2012). The student-centered eLearning
strategy recommended electronic word diagrams that are very effective for vocabulary
enhancement (Hopkyns & Nicoll, 2013). The word diagrams are mostly favored by the visual learner
when they can be used to develop thoughts and factors bridging to an idea.
Vygotsky's Socio-Cultural Theory posits that language development is deeply intertwined with social
interactions and cultural contexts. It emphasizes the role of social interactions, such as conversations and
collaborative activities, in shaping an individual's cognitive development, including language acquisition and
comprehension. According to Vygotsky, learning and cognitive growth occur through a process of guided
participation, where more knowledgeable individuals (such as teachers or peers) provide support and
scaffolding to learners, enabling them to reach higher levels of understanding and competence.
Examining the vocabulary difficulties of grade 12 HUMSS (Humanities and Social Sciences) students
in John Paul College through the lens of Vygotsky's Socio-Cultural Theory offers valuable insights into how
social interactions and cultural influences impact their language development. The theory suggests that the
language challenges these students face may not solely stem from individual cognitive factors, but also from
the socio-cultural contexts in which their learning occurs. By understanding how social interactions, classroom
discussions, and cultural influences shape their vocabulary acquisition, educators can design targeted
interventions and instructional strategies that leverage collaborative learning, peer interactions, and culturally
relevant content to enhance the students' vocabulary skills and overall language proficiency.
Constructivist theory provides valuable insights into how learners encounter and grapple with
vocabulary difficulties. By considering schema theory, ZPD, cognitive flexibility, and active engagement,
educators can design instructional strategies that empower learners to construct their vocabulary knowledge
effectively. Recognizing the active role learners play in vocabulary acquisition and tailoring instruction to their
unique cognitive processes can lead to more successful vocabulary learning outcomes and improved language
proficiency.
Conceptual Framework
The figure on the following pages can see the basic concept of this study. It consists of three
components such as input, process, and output.

INPUT PROCESS OUTPUT

The Vocabulary Difficulties of

Profile of Students
a. age the Grade 12 HUMSS students
b. sex Collection and analysis of in John Paul College.
c. Grade and data through survey
Standard questionnaire
Strategies or interventions that
Vocabulary Difficulties
implemented to address and
improve vocabulary skills
among Grade 12 HUMSS.

FEEDBACK
Statement of the Problem
This study aims to examine the vocabulary challenges faced by Grade 12 HUMSS students in John Paul
College.
This study will specifically address the following questions:
1. What are the specific vocabulary difficulties encountered by Grade 12 HUMSS students in John Paul
College?
2. How do the vocabulary difficulties affect the academic performance of Grade 12 HUMSS students?
3. What are the possible causes of vocabulary difficulties?
4. What strategies or interventions can be implemented to address and improve vocabulary skills among
Grade 12 HUMSS students in John Paul College?

Scope and Limitation of the Study

The purpose of this study was to examine the vocabulary difficulties of the Grade 12 HUMSS student
in John Paul College. The primary subject of this research study will cover the Grade 12 students in John Paul
College of the present academic year 2023-2024. The scope of this study will be limited to Grade 12 students
who are currently enrolled under the HUMSS section in John Paul College.
Moreover, aside from examining the vocabulary difficulties of the respondents, the profile of the
students will be sought in this study.
This study, however, is limited to uncontrollable factors like weather, vehicles, and other significant
factors.

Significance of the Study

The researcher believe that this study will not only benefits the researcher herself, more so to the
following groups of people:
Grade 12 HUMSS student. In particular, the Grade 12 students will be examined the vocabulary challenges
encountered by students in John Paul College and paving the way for improved language learning outcomes.
This query on the study’s favorable impact on the subject of the study will be addressed in light of the findings.
By understanding the nature and extent of these difficulties, educators can tailor instruction and implement
effective strategies to support students in their vocabulary development journey.
The Teachers. The findings of this study will offer teachers identify the most common vocabulary difficulties
that students face when learning a new language. This information can be used to inform language teachers on
which areas they should focus on when designing their lesson plans, materials and activities. Thus, it will lead
them to provide more targeted and effective support for their students and help them achieve better learning
outcomes.
Future Researcher. The findings of the study can contribute to the broader academic and theoretical
discussions on language acquisition and vocabulary learning. This can help inform future researcher and help
improve the design and implementation of language learning programs and materials.

Definition of Terms
The following terms are further defined either operationally or conceptually:
Vocabulary Difficulties. Challenges faced by students in acquiring and using words effectively, impacting
their language proficiency and communication skills.
Lexicon. The complete set of words and phrases in a language.
Vocabulary. The set of words or terms that a person knows and uses in communication. It includes both
spoken and written words, and having a strong vocabulary is crucial for effective communication and
comprehension.
Cognitive Academic Language Competency. This refers to the ability to understand and use complex
language, particularly in academic or formal contexts. It involves not only knowing words but also
understanding their meanings, nuances, and appropriate usage.
Explicit Vocabulary Instruction. Teaching that focuses specifically on vocabulary development, often
involving direct explanations of word meanings, usage, and strategies for learning new words.
Subject-Specific Content. Knowledge and vocabulary related to a particular academic subject or field of
study.
Idiomatic Expressions. Phrases or expressions whose meanings are not directly derived from the meanings of
their individual words. They often have cultural or contextual significance.
Educators and Curriculum Developers. Individuals responsible for designing, implementing, and improving
educational programs and materials.
Language Learning Curriculum. The structured plan and materials used to teach languages, including the
topics covered and the sequence of instruction.
 CHAPTER II
Review of Related Literature of Studies

This chapter presents relevant literature, studies and synthesis of research written from writers and has
been thoroughly researched on the topic of the present study.

In order to properly address the challenges faced by Grade 12 HUMSS students at John Paul College
in relation to vocabulary difficulties, it is imperative to conduct a comprehensive review of relevant literature.
The literature listed below supports the need to examine into this area of inquiry, shedding light on effective
strategies to enhance vocabulary acquisition and alleviate language learning challenges.

Local Literature
According to Cruz (2018), Language Medium Transition and Vocabulary Development. This study
examined into the challenges of transitioning from learning in the mother tongue to English. It discussed how
this transition could impact vocabulary development, an aspect relevant to Grade 12 HUMSS students.
In the study conducted by Rogers (2018), titled "Teaching/Developing Vocabulary through
Metacognition," the author explores the effective utilization of metacognition in the process of teaching and
developing vocabulary skills. The research delves into the interplay between metacognitive strategies and
vocabulary acquisition. By referencing this work, educators and researchers gain insights into innovative
approaches for enhancing vocabulary instruction. The study underscores the significance of incorporating
metacognition to optimize vocabulary learning outcomes. Rogers' contribution provides valuable information
for educators seeking to cultivate a deeper understanding of vocabulary development techniques and their
connection to metacognitive processes. The study's insights offer a comprehensive perspective on how
metacognition can be harnessed to foster more impactful language learning experiences.

Reyes (2016) said about Socioeconomic Factors and Language Learning that this research explored
the influence of socioeconomic factors on language learning. Socioeconomic background could impact
students' exposure to vocabulary-rich environments, affecting their vocabulary growth.
Furthermore, Tan and Santos (2019) emphasizes Challenges in Second Language Vocabulary Learning
that this study focused on Filipino students learning English as a second language. It discussed challenges such
as limited exposure to authentic language use and the scarcity of appropriate learning materials, which could
also apply to Grade 12 HUMSS students.
 Likewise, Garcia (2015) Cultural Context in Vocabulary Instruction emphasized the significance of
incorporating local cultural elements and contexts into vocabulary instruction. The study suggested that
connecting vocabulary words to students' cultural backgrounds can make learning more relatable and
engaging.
Vocabulary Teaching Strategies in the Philippines. Local educators have explored various strategies to
enhance vocabulary instruction. Research by Santos and de la Cruz (2017) highlights the effectiveness of
context-based vocabulary teaching methods, where words are taught within meaningful sentences to facilitate
better comprehension and retention among students. This approach acknowledges the importance of
meaningful context in language learning and retention.
Informed by the Cognitive Process Theory of Writing, this research delved into the challenges
encountered by Senior High School students in their academic writing endeavors. The investigation focused on
identifying the underlying causes of these difficulties within the dimensions of the Task Environment, Writer's
Long-Term Memory, and Writing Process. Although acknowledging certain study limitations, the findings
contribute to the expanding pool of literature dedicated to the field of academic writing. Furthermore, this
inquiry furnishes evidence-based insights that pinpoint areas where students require guidance and support. The
findings extracted from this exploration offer valuable information that educators can use to enhance
curriculum design, thereby ensuring a more enriched and effective academic program. As a tangible outcome,
the study culminated in the development of an Academic Writing pedagogical model. Roxas, M. J. D. (2020).
The DepEd's language policy in the Philippines emphasizes the use of the learner's first language,
referred to as the "Mother Tongue-Based Multilingual Education" (MTB-MLE) approach, to scaffold learning
in the early grades. This approach aims to enhance students' cognitive abilities, improve their language skills,
and eventually support their vocabulary development in both their native language and the target language
(English) (DepEd Order No. 74, s. 2009).
The DepEd's MTB-MLE approach aligns with the need to build a strong foundation in the students'
first language, which can contribute to better vocabulary acquisition in subsequent languages. This suggests
that Grade 12 HUMSS students who have a strong foundation in their mother tongue may be better equipped
to tackle vocabulary challenges in English.
Foreign Literature
According to Wu Jianxiong (2015), In his study titled "A Crowdsourcing Approach to Chinese
Vocabulary Learning," published in the IALLT Journal of Language Learning Technologies, Wu explores an
innovative method of vocabulary acquisition. By examining Wu's research, educators and researchers delving
into the vocabulary difficulties of Grade 12 HUMSS students can gain valuable insights into alternative
approaches. Wu's investigation into vocabulary learning through crowdsourcing introduces the notion that
diverse strategies, including technology-driven ones, can contribute to vocabulary enhancement. While the
study focuses on Chinese vocabulary, its underlying principles can resonate with the exploration of vocabulary
difficulties within the context of Grade 12 HUMSS students. Wu's work serves as a bridge connecting
innovative methodologies with the endeavor to uncover effective ways of addressing vocabulary challenges
among students.
In the realm of English language education, Van de Wege (2018) contributes to the discourse on
effective pedagogical approaches by examining teaching strategies geared towards fostering autonomous
vocabulary development. This exploration of teaching methods is encapsulated in the work "Teaching
strategies for independent vocabulary development teaching vocabulary," hosted within "The TESOL
Encyclopedia of English Language Teaching." By delving into this comprehensive resource, Van de Wege
elucidates strategies that empower learners to independently enhance their vocabulary skills. The author's
insights and recommendations offer educators a valuable toolkit for guiding students towards becoming self-
sufficient in their vocabulary acquisition journey. This scholarly contribution serves as a pivotal reference in
the ongoing endeavor to refine language instruction practices and promote the active engagement of learners in
expanding their lexical repertoire. The work by Van de Wege (2018) not only adds depth to the existing
literature but also paves the way for an enriched pedagogical landscape that nurtures effective vocabulary
learning.
The study conducted by Puimège and Peters (2019) delves into learners' English vocabulary
knowledge before formal instruction, shedding light on the significance of learner-related and word-related
factors. The research underscores the intricate interplay between these variables, contributing to a more
comprehensive understanding of vocabulary acquisition processes. Their findings provide valuable insights for
educators and researchers aiming to optimize language learning approaches.
The study by Peters (2019) within 'The Routledge Handbook of Vocabulary Studies,' edited by Webb,
explores the multifaceted factors that influence the acquisition and retention of single-word items. Through an
in-depth analysis of these factors, the research sheds light on the complex interplay between learner-related
variables, word-related attributes, and instructional strategies, enhancing our understanding of how foreign
language learners acquire and remember vocabulary.
 The study conducted by Chow (2018) delves into the developmental transition experienced by young
readers of Chinese as they shift from holistic to analytic character learning strategies. Through their
investigation of this shift, the study contributes to our understanding of the cognitive processes underlying
character acquisition in child readers of Chinese. This research enhances our insights into how learners
approach and master complex writing systems, shedding light on the nuanced nature of language learning in
different cultural and linguistic contexts.
Grabe and Stoller's work (2018) titled "Teaching Vocabulary for Reading Success" contributes
significantly to the field of English language teaching. Their comprehensive exploration of vocabulary
instruction's impact on reading proficiency provides educators with valuable insights into effective pedagogical
strategies. By focusing on the crucial connection between vocabulary knowledge and reading comprehension,
the authors highlight the importance of equipping learners with a robust vocabulary repertoire to enhance their
overall reading skills. This study's findings offer practical implications for educators seeking to optimize
vocabulary instruction methods to foster reading success among language learners.
Local Studies
Salam U and Nurnisa N (2021), titled "Students' Difficulties in Learning Vocabularies," the authors
address the challenges faced by students in the process of vocabulary acquisition. Through their research
published in the English Community Journal, the authors delve into the specific obstacles encountered by
learners when acquiring new words. By examining these difficulties, the study sheds light on potential areas of
improvement in vocabulary instruction, ultimately contributing to the enhancement of English language
learning among students in the local context.
Dadola CM, Arcelo W, Austria C, Lipata R, Sanidad A, Bayaborda R. (2020), the effectiveness of enhancing

vocabulary learning through the utilization of daily spelling exercises accompanied by their meanings was
investigated. The study specifically focused on Grade 12 ABM students enrolled at Bestlink College of the
Philippines during the academic year 2019-2020. The research aimed to assess the impact of incorporating
daily spelling practices on vocabulary acquisition among the mentioned student group.
Bacaron and Cantona (2018) investigated the influence of multimedia glossing on the enhancement of
vocabulary knowledge among Grade 10 ESL students from Paco Catholic School. Employing a constructivist
approach, the researchers aimed to assess how multimedia glossing, a technology-based tool, contributes to
expanding the vocabulary skills of students. The study, conducted at De La Salle University-Manila, sheds
light on the potential benefits of integrating multimedia glossing within the classroom environment as a means
of addressing vocabulary difficulties and fostering language learning.
Tavera and Casinillo (2020) examines the knowledge acquisition practices and reading comprehension
skills of learners within the context of Hilongos South District, Leyte Division, Philippines. The research
investigates how learners acquire knowledge and the extent to which their reading comprehension skills are
developed. By focusing on this specific region, the study sheds light on local factors that may influence
knowledge acquisition and reading comprehension, contributing valuable insights to educational practices in
the Philippines.
Ancheta JR and Perez CA (2017) examines the language learning difficulties faced by specific foreign
students enrolled at National University, Philippines. This local study sheds light on the challenges
encountered by foreign students in acquiring the language skills necessary for effective communication and
academic success within the Philippine educational context. Through a comprehensive exploration of the
experiences of these foreign students, the study contributes to a better understanding of the linguistic barriers
they encounter and provides insights that can inform the development of targeted interventions to enhance their
language learning outcomes.
Foreign Studies
Crossley, Kyle, and Salsbury's (2016) study offers a thorough investigation into the acquisition of
second language (L2) vocabulary. They center their research on how language input and output interact and
influence one another, adopting a usage-based perspective. The study delves into the intricate connection
between learners' exposure to language input and their ability to produce language. This research significantly
contributes to the realm of L2 acquisition by underscoring the importance of maintaining a balanced approach
to language exposure and output in enhancing learners' lexical competence. The study's outcomes provide
valuable insights into the complex mechanisms involved in L2 vocabulary learning, offering educators and
researchers effective pedagogical insights to advance language acquisition and proficiency.
Teachers have the opportunity to enhance the design of course textbooks in order to support the
growth of students' vocabulary. Instructors play a crucial role in guiding students towards effective strategies
for efficient vocabulary acquisition. It's significant for educators to impart methods that enable students to
learn vocabulary more effectively. The choice of strategy and its application can influence the extent to which
a word becomes ingrained in a student's memory. Sokmen (1997)
The study conducted by Bartolotti and Marian (2017) explored the impact of orthographic knowledge
and lexical form on vocabulary learning. Through their research published in Applied Psycholinguistics, they
investigated how these factors contribute to the acquisition of new vocabulary. By examining the relationship
between orthographic patterns and lexical forms, their findings shed light on the intricate processes involved in
vocabulary acquisition. This study offers valuable insights into the role of orthographic cues and linguistic
forms in foreign language learning, contributing to our understanding of the cognitive mechanisms underlying
vocabulary acquisition.
Kachergis, Rhodes, and Gureckis (2017) search into the concept of "desirable difficulties" within the
context of cultivating active inquiry skills. Through their research published in the journal "Cognition," they
explore the notion that introducing challenges and obstacles during the learning process can lead to more
effective development of inquiry skills. The findings of this study contribute to the understanding of how
strategic difficulty can enhance the learning process, particularly in the realm of active inquiry skill
development. This research holds implications for educators and learners alike, shedding light on the
importance of incorporating appropriate challenges to optimize skill acquisition.
According to Altyari's research in 2017, the inadequate linguistic performance of Saudi students in
English can be attributed to their deficient vocabulary proficiency. The study highlights two significant factors
contributing to the poor vocabulary acquisition and lexical shortcomings of Saudi students attending public
high schools. The research involved 35 participants from various educational levels and nine male Saudi EFL
teachers working at intermediate and secondary schools. Data were gathered through questionnaires and
secondary school textbooks. The findings indicate that students' utilization of vocabulary strategies, such as
relying on bilingual dictionaries or seeking assistance from others, was ineffective. Furthermore, the study
reveals a lack of proper recycling of vocabulary items and comprehensive presentation of various aspects of
vocabulary knowledge. As a remedy, the research strongly advocates for an incremental approach to teaching
vocabulary.
Elttayef and Hussein (2017) conducted an investigation into the challenges confronted by educators
when teaching English to Arab learners. The research highlights two key issues. Firstly, it underscores the
learners' inadequate foundational knowledge despite their exposure to English education in schools. Secondly,
the study emphasizes the insufficient attention given by teachers to underscore the importance of English
within the classroom. Furthermore, it suggests that teachers shoulder an intensified responsibility in teaching
English due to students' high expectations for rapid language acquisition. The study also emphasizes the socio-
cultural context's impact, where Arab learners often enroll in English classes primarily to fulfill course
requirements. Consequently, students encounter difficulties when they pursue specialized studies at colleges
and universities, reflecting the shortcomings of their language preparation. Overall, the study underscores the
challenges in practicing language skills like listening and speaking while also identifying issues related to
teachers and curricula (Elttayef & Hussein, 2017).
In a separate investigation, Alqahtani (2015) emphasizes the significance of vocabulary acquisition
within the realm of foreign language learning, particularly highlighting the essential understanding of new
word meanings. The study provides a concise overview of crucial vocabulary research and offers insights into
the instructional strategies employed by educators during vocabulary teaching. As a teacher-researcher,
Alqahtani's observations reveal a prevailing tendency to prioritize grammar instruction over vocabulary among
Saudi students.
 CHAPTER III
Methodology of the Study

Research Design
In the present investigation, the researcher employed a descriptive research design, utilizing Likert-
scale questionnaires to explore the vocabulary challenges experienced by Grade 12 HUMSS students at John
Paul College. The utilization of the descriptive research design aimed to elucidate the key dimensions within
this study, encompassing the identified variables of vocabulary difficulties among students. In a manner
analogous to Shields & Rangarjan's (2013) conceptualization, descriptive studies function to delineate the
distinct attributes of a particular group or population, in tandem with illuminating the phenomena under
scrutiny. In the context of this study, the descriptive research design facilitated the comprehensive examination
of vocabulary difficulties among Grade 12 HUMSS students, thus laying the foundation for subsequent
comparative analyses.

Research Locale
The research will be conducted at John Paul College, focusing specifically on Grade 12 HUMSS
students.
Respondents
The target respondents include Grade 12 HUMSS students from John Paul College. The sample will
be selected using purposive sampling to ensure representation across various demographic characteristics.
Sampling Technique
A purposive sampling will be used to select participants who are likely to provide insights into
vocabulary difficulties, considering factors such as gender, socio-economic background, and language
proficiency.
Data Gathering Procedure
Before the researcher gathered data, the researcher’s first request the permission of every Grade 12
HUMSS students in John Paul College to the purpose of the study. After this, the researcher began to sample
participants or respondents. The researcher individually and personally distributed all the questions. The
researcher clearly explained all the instructions for answering the questions and items stated in the
questionnaire.
All the question was taken individually. Likert-scale questionnaires will be administered to the
selected Grade 12 HUMSS students. A Likert-scale questionnaire will be designed, consisting of statements
that capture various aspects of vocabulary difficulties, language exposure, teaching methods, and socio-
economic factors. The questionnaire will be formulated to allow participants to indicate their level of
agreement or disagreement with each statement using a 5-point Likert scale (ranging from "Strongly Disagree"
to "Strongly Agree"). All study scores were carefully recorded to all study participants using the columnar
sheet.
The process of collecting data will strictly adhere to ethical standards and established research
protocols, ensuring that the investigation into vocabulary difficulties among Grade 12 HUMSS students at
John Paul College produces results that are reliable, valid, and significant.

Research Instrument
A structured questionnaire with Likert-scale items will be developed. It will assess students'
perceptions of vocabulary difficulties, language exposure, teaching methods, and socio-economic background.
The Likert scale will allow participants to indicate the extent of their agreement or disagreement with
statements.
The Likert-scale questionnaire comprises a series of statements related to vocabulary difficulties and
their influencing factors. Respondents are requested to indicate their level of agreement or disagreement with
each statement using a 5-point Likert scale, ranging from "Strongly Disagree" to "Strongly Agree." The chosen
scale allows participants to express the extent of their views, offering a nuanced perspective on their
experiences.
The structured questionnaire will include a combination of closed-ended questions aimed at gathering
demographic information, academic background, language exposure, and teaching methodologies experienced
by Grade 12 HUMSS students. These questions will provide contextual information that can aid in
understanding the relationship between vocabulary difficulties and various influencing factors.
Both components of the research instrument are strategically designed to capture a comprehensive view of the
vocabulary challenges faced by Grade 12 HUMSS students at John Paul College. The Likert-scale responses
will offer quantitative insights into the extent and intensity of vocabulary difficulties, while the structured
questions will provide valuable qualitative context, contributing to a holistic analysis of the research
objectives.

Data Analysis