VOCABULARY DIFFICULTIES AMONG GRADE 12 HUMSS STUDENTS IN JOHN

PAUL COLLEGE

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An Undergraduate Study

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 the study of Brown (2015) who 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 students, valuable insights can be

gained to improve the language learning curriculum and teaching methodologies. Thus, the

purpose of this research is to identify the specific vocabulary difficulties 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. Furthermore, 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 which direct and guide the researcher to

finish this study.

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.

In addition, 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 this theory is zone of proximal development (ZPD). ZPD refers to the distance

between what a student can do with and without help (Vygotsky, 1978). 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 e-Learning 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 below shows the basic concept of this study. It consists of three components

such as input, process, and output.

INPUT PROCESS OUTPUT

1. Profile of Grade 12 HUMSS

Students in terms of:
1.1 Age
1.2 Sex
1.3 Grades in English Distribution and
subject Administration of Survey
2. Vocabulary Difficulties Questionnaire
among Grade 12 HUMSS
students in terms of: Collection and Tabulation
2.1 Writing Skills of Data Vocabulary Improvement
2.2Reading Comprehension
Intervention Strategies
2.3 Communication Skills Statistical Analysis of data
3. Causes of Vocabulary
Difficulties among Grade 12 Presentation and
HUMMS students in terms of: Interpretation of Data
3.1 Lack of Practice
3.2 Lack of Interest
3.3. Lack of Sources of
Information

FEEDBACK

Figure I

The Paradigm of the Study

 Vocabulary Difficulties Among Grade 12 HUMSS Students in John Paul College

Figure I is the paradigm of this study. The output consists of the demographic profile of

the students in terms of age, sex, and grades in English for Academic and Professional Purposes;

the vocabulary difficulties of the students in terms of: writing skills, reading comprehension, and

communication skills; and the causes of vocabulary difficulties in terms of lack of practice, lack

of interest, and lack of sources of information.

On the other hand, process consists of the distribution and administration of

questionnaires, collection and tabulation of data, statistical analysis of data, and presentation and

interpretation of data.

Output consists of vocabulary improvement intervention strategies. The arrow shows the

relationship between variables.

Statement of the Problem

This study aimed to determine the vocabulary difficulties among Grade 12 HUMSS

students in John Paul College enrolled in the School Year 2023-2024.

Specifically, this study sought to answer the following questions:

1. What is the profile of Grade 12 HUMSS students in terms of:

1.1 Sex;

1.2 Age; and

1.3 Grades in EAPP?

2. What are the vocabulary difficulties among Grade 12 HUMSS students in John Paul

College in terms of:

2.1 Writing Skills;

2.2 Reading Comprehension; and

2.3 Communication Skills?

3. What are the causes of vocabulary difficulties among Grade 12 HUMSS students in terms

of:

3.1. Lack of Practice;

3.2. Lack of Interest; and

3.4. Lack of Sources of Information?

4. What intervention can be implemented to address the vocabulary difficulties 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 were the 36

Grade 12 HUMSS students in John Paul College of the present academic year 2023-2024. The

scope of this study was limited to the 36 Grade 12 students currently enrolled under HUMSS in

John Paul College.

Moreover, aside from examining the vocabulary difficulties and its causes, the

demographic profile of the students were sought also in this study.

This study, however, is limited to uncontrollable factors like weather, vehicles, and other

significant factors.
Significance of the Study

The researcher believed that this study would not only benefits the researcher herself,

more so to the following groups of people:

Grade 12 HUMSS students. In particular, the Grade 12 students would benefit from this study

because they are the first recipients of the results of this study. By examining their vocabulary

difficulties, it will pave the way for improved language learning outcomes.

The Teachers. The findings of this study will offer ideas to teachers on how to identify the most

common vocabulary difficulties students face when learning a new language. This information

can be used 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.

English Department Head. The Department Head would also benefit from this study because

he/she would be given idea which areas would be given emphasis in the observation of teachers

to give appropriate technical assistance for the vocabulary improvement of the students.

The Administration. The administration would be given empirical data to be used as basis for

prioritization of seminars, trainings, or workshop for English teachers.

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 future

researcher in conducting research similar to this study by using this as reference.

Definition of Terms
 The following terms are further defined operationally or conceptually for a better

understanding of the terms used in this study.

Vocabulary Difficulties. These refer to the challenges faced by students in acquiring and using

words effectively, impacting their language proficiency and communication skills.

Lexicon. It refers to the complete set of words and phrases in a language.

Vocabulary. It is defined as 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. It refers to the teaching that focuses specifically on

vocabulary development, often involving direct explanations of word meanings, usage, and

strategies for learning new words.

Subject-Specific Content. It refers to the knowledge and vocabulary related to a particular

academic subject or field of study.

Idiomatic Expressions. These refer to the 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. These refer to the individuals responsible for

designing, implementing, and improving educational programs and materials.

Language Learning Curriculum. It refers to 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 from writers,

foreign and local, 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.

Respondents

Table 1 presents the respondents of the study.

Table 1 Respondents of the Study

Respondents Frequency Percentage
HUMMS Students 36 100.00
Total 36 100.00

As presented in the table, the respondents of this study are the 36 Grade 12 HUMSS

students in John Paul College enrolled in the Academic Year 2023-2024.

Sampling Technique

The researcher employed a purposive sampling technique by selecting Grade 12 students

enrolled in the Humanities and Social Sciences (HUMSS) program. This approach was chosen
due to its suitability for the study on vocabularies, as grade 12 HUMSS students typically have

exposure to a wide range of vocabulary in their academic curriculum. By purposively selecting

this specific group, the researcher was able to gather data from individuals who were more likely

to provide insights into vocabulary difficulties, considering factors such as gender, age, and

language proficiency. The researcher chose only one section out of three, because the decision to

focus on a single section was made to maintain a manageable sample size, ensuring a thorough

and in-depth analysis of vocabulary difficulties.

Data Gathering Procedure

Before the researcher gathered data, the researcher first requested permission from the

Principal of the Basic Education to conduct 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 questions were taken individually. Likert-scale questionnaire was administered to

the 36 Grade 12 HUMSS students. A Likert-scale questionnaire was designed, consisting of

statements that capture various aspects of demographic profile, vocabulary difficulties, and

causes of vocabulary difficulties. The questionnaire was 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 strictly adhered 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 was developed by the researcher. It

assessed students' perceptions on demographic profile, vocabulary difficulties, and causes of

vocabulary difficulties among Grade 12 HUMSS students. The Likert scale allowed participants

to indicate the extent of their agreement or disagreement with statements.

The Likert-scale questionnaire comprised 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 Agree" to "Strongly Disagree." The chosen scale allowed participants to express the

extent of their views, offering a nuanced perspective on their experiences.

The structured questionnaire included a combination of closed-ended questions aimed at

gathering demographic information such as sex, age, and language proficiency of Grade 12

HUMSS students. These questions provided contextual information that can aid in understanding

the relationship between vocabulary difficulties and what are the causes.

Both components of the research instrument were strategically designed to capture a

comprehensive view of the vocabulary challenges faced by Grade 12 HUMSS students at John

Paul College.

Statistical Treatment of the Data

The data gathered were compiled, collected, and summarized per group. The response

for each item was categorized based on the specific problems raised. The following were
utilized in the treatment of the data:

Frequency. It was the actual response to a specific item/question in the questionnaire wherein

the respondent ticked/checked his/her choice.

Percentage. This was used as descriptive statistics which describes a part of the whole.

Weighted Mean. This was used to get the average frequency of the respondents in each

weighted item.

Formula: ∑ni=1 (xi*wi)/∑ni=1wi.

The scales below were used to determine the perceived assessment of the students on

vocabulary difficulty they experienced.

Scale Numerical Value Descriptive Equivalent

Strongly Agree (SA) 5 4.20-5.00
Agree (A) 4 3.40-4.19
Moderately Agree (MA) 3 2.60-3.39
Disagree (D) 2 1.80-2.59
Strongly Disagree (SD) 1 1.00-1.79

CHAPTER IV

Presentation, Analysis and Interpretation of Data

 This chapter presents the data analyzed and interpreted as assessed by the Grade 12

HUMSS students in John Paul College.

Sub-problem No. 1. What is the profile of the Grade 12 HUMSS students in terms of:

1.1. Sex

Table 2. The Profile of the Respondents in Terms of Sex

Respondents Frequency Percentage

Male 15 42
Female 21 58
Total 36 100

Table 2 presents the profile of the students. It can be determined that there were twenty-

one (21) female respondents (58%) while fifteen (15) were male respondents (42%) with a total

of thirty-six (36).

It can be gleaned also that females (21) exceeded the number of males (15).

1.2. Age

Table 3. The Profile of the Respondents in Terms of Age

Age Frequency Percentage

20-25 years old 2 6
18-19 years old 4 11
16-17 years old 30 83
15 years old and below 0 0
Total 36 100

As reflected in Table 3, there are thirty (30) students with ages ranging from sixteen to

seventeen (16-17) years old (83%), four (4) students have ages ranging from eighteen to nineteen

(18-19) years old (11%), and two (2) students only (6%) under the ages ranging from twenty to

twenty-five (20-25) years old. No one is under the ages ranging from fifteen (15) years old and

below.
 1.3. Grades in EAPP

Table 4. The Profile of the Respondents in Terms of Grades in English for

Academic and Professional Purposes

Grades Frequency Percentage

96-100 0 0
90-95 4 11
86-89 12 33
80-85 9 25
75-79 11 31
Total 36 100

Table 4 reveals the performance of the respondents in EAPP subject. It can be determined

that twelve (12) students (33%) have grades ranging from eighty-six to eighty-nine (86-89),

eleven (11) students (31%) have grades ranging from seventy-five to seventy-nine (75-79), nine

(9) students (25%) have grades ranging from eighty to eighty-five (80-85), four (4) students

(11%) have grades ranging from ninety to ninety-five (90-95), and no one gets ninety-six to one-

hundred (96-100).

Sub- problem No. 2: What are the vocabulary difficulties encountered by Grade 12
HUMSS students in terms of:

2.1. Writing Skills

Table 5 presents the vocabulary difficulties encountered by grade 12 HUMSS students in

terms of writing skills.

Table 5. Vocabulary Difficulties of Grade 12 HUMSS Students in Terms of Writing Skills

Indicators Weighted Mean Descriptive Rank
Equivalent
1. I can’t clearly describe
events and situations in 4.06 Agree 5
writing.
2. I can’t write a well-
organized essay. 4.09 Agree 4
 3. I can’t express freely my
feelings and ideas in 4.31 Strongly Agree 1
writing.
4. I have limited vocabulary
words to be used in writing. 4.21 Strongly Agree 3

5.I can’t write with cohesion

4.23 Strongly Agree 2
and unity of ideas.
Over all Weighted Mean 4.18 Agree

Table 5 shows the vocabulary difficulties of Grade 12 HUMSS students in terms of

writing skills. It can be gleaned from the table that all indicators were assessed as Agree with

Overall Weighted Mean of 4.18.

The indicator with a highest rank (1) is I can’t express freely my feelings and ideas in

writing with a weighted mean of 4.31, described as Strongly Agree while the indicator with the

lowest rank (5) is I can’t clearly describe events and situations in writing with a weighted mean

of 4.06 described as Agree.

The findings implied that students have problems when it comes to writing skills. This

must be given emphasis by the English teacher.

2.2. Reading Comprehension

Table 6 presents the vocabulary difficulties of Grade 12 HUMSS students in terms of

reading comprehension.

Table 6. Vocabulary Difficulties of Grade 12 HUMSS Students in Terms of Reading

Comprehension
 Indicators Weighted Descriptive Rank
Mean Equivalent
1. I cannot comprehend
2.25 Disagree 4
what I read.
2. I find difficulty in
noting important
3.15 Moderately Agree 1 It
details in the text I
read.
can 3. I find it hard to be
determine the main
2.54 Disagree 3
idea of the text I
read.
4. I find it difficult to
understand the theme or
2.19 Disagree 5
message of the text I
read.
5. I cannot identify the
elements of the story 2.60 Moderately Agree 2
that I read.
Over All Weighted
2.55 Disagree
Mean
noticed from Table 6 the vocabulary difficulties of Grade 12 HUMSS students in terms of

reading comprehension. It is evident that all indicators were assessed as Disagree with Over All

Weighted mean of 2.55.

The respondents assessed the indicator I find difficulty in noting important details in the

text I read as first in rank (1) with a weighted mean of 3.15 described as Moderately Agree

however, the indicator with a lowest rank (5) is I find it difficult to understand the theme or

message of the text I read, with a weighted mean of 2.19 described as Disagree.

The findings imply that the students have no problems when it comes to reading

comprehension. It also implies that the reading comprehension skills of the students are

developed by the English teacher.

2.3. Communication Skills

 Table 7 shows the vocabulary difficulties of Grade 12 HUMMS students in terms of

communication skills.

Table 7. Vocabulary Difficulty of Grade 12 HUMSS Students in Terms of Communication

Skills

Indicators Weighted Mean Descriptive Equivalent Rank

1. I cannot easily express
my opinions in class 4.19 Agree 2
discussions.
2. I don’t show fluency
in public speaking. 4.15 Agree 3

3. I am not confident in
presenting my ideas 3.35 Moderately Agree 4
verbally in class.
4. I have limited
vocabulary that’s
why I do not 4.21 Strongly Agree 1
participate in class
discussions.
5. I find difficulty in
using precise words 3.15 Moderately Agree 5
while speaking.
Over All Weighted
3.81 Agree
Mean

Table 7 reveals the vocabulary difficulties of Grade 12 HUMSS students in terms of

communication skills. It can be determined that all indicators were assessed as Agree with Over

All Weighted Mean of 3.81.

The indicator assessed as first in rank (1) is I have limited vocabulary that’s why I do not

participate in class discussions with a weighted mean of 4.21 described as Strongly Agree

however the indicator with a lowest rank (5) is I find difficulty in using precise words while

speaking, with a weighted mean of 3.15 described as Moderately Agree.

 The findings imply that students have problems when it comes to communication skills.

It further implies that the communication skills of the learners must be developed by the English

teacher.

Table 8. Summary Assessments

Variables Weighted Mean Descriptive Rank

Equivalent
1. Writing Skills 4.18 Agree 1
2. Reading Comprehension 2.55 Disagree 3
3. Communication Skills
3.81 Agree 2
Overall Weighted Mean 3.51 Agree

Table 8 presents the summary assessments of the variables under study as assessed by the

respondents. It reveals that students have vocabulary difficulties as shown by the Over All

Weighted Mean of 3.51 described as Agree.

It is evident that writing skills have the greatest impact because it ranks first (1) with a

weighted mean of 4.18 described as Agree. Communication skills come next (2) with a weighted

mean of 3.81 described as Agree and ranks third (3) is Reading Comprehension with a weighted

mean of 2.55 described as Disagree.

It implies that vocabulary difficulties encountered by the students must be given primary

attention by the English teacher to improve the academic achievement of the students.

Sub-problem No. 3. What are the causes of vocabulary difficulties among Grade 12
HUMSS students in terms of:

3.1. Lack of Practice

Table 9 manifests the causes of vocabulary difficulties of Grade 12 HUMSS students in

 terms of lack of practice.

Table 9. Causes of Vocabulary Difficulties of Grade 12 HUMSS Students in Terms of Lack of Practice

Indicators Weighted Mean Descriptive Equivalent Rank

1. I do not use new
learned
3.25 Moderately Agree 4
vocabulary
words.
2. I do not look for the
meaning of the
2.45 Moderately Agree 5
difficult words I
encountered.
3. I do not take note of
the difficult words I 4.18 Agree 2
encountered.
4. I do not determine the
contextual structure
4.21 Strongly Agree 1
of the words I
encountered.
5. I do not practice
speaking and writing
3.35 Moderately Agree 3
using the English
language.
Over All Weighted
3.49 Agree
Mean

Table 9 shows the causes of vocabulary difficulties of Grade 12 HUMSS students in

terms of Lack of Practice. It can be noticed from the table that Lack of Practice is one of the

causes of vocabulary difficulties as assessed by the respondents with Over All Weighted Mean of

3.49 described as Agree.

The table also shows that the indicator I do not determine the contextual structure of the

words I encountered ranks first (1) with a weighted mean of 4.21 described as Strongly Agree

while the indicator I do not look for the meaning of the difficult words I encountered ranks fifth

(5) with a weighted mean of 2.45 described as Moderately Agree.

 It implies that students encountered vocabulary difficulties because they do not practice

using the words they encountered or they lack vocabulary development drills. It further implies

that teachers must start the lesson with vocabulary development drills.

3.2. Lack of Interest

Table 10 reflects the causes of vocabulary difficulties of Grade 12 HUMSS students in

terms of lack of interest.

Table 10. Causes of Vocabulary Difficulties of Grade 12 HUMSS Students in Terms of

Lack of Interest

Indicators Weighted Mean Descriptive Equivalent Rank

1. I am not interested
to learn new
2.25 Disagree 5
vocabulary
words.
2. I am not interested to
use English language
2.45 Disagree 4
in speaking and
writing.
3. I find reading English
stories boring. 4.18 Agree 1

4. I am not interested to
read English books. 3.45 Agree 2

5. I am not interested to
improve my reading 2.54 Disagree 3
and writing skills.
Over All Weighted
2.97 Moderately Agree
Mean

Table 10 reflects the causes of vocabulary difficulties of Grade 12 HUMSS students in terms

of Lack of Interest. It is evident that students lack interest that’s why they encountered

vocabulary difficulties as assessed by the respondents with Over All Weighted Mean of 2.97
 described as Moderately Agree.

Based also on the table, the indicator I find reading English stories boring ranks first (1) with

a weighted mean of 4.18 described as Agree however the indicator lowest in rank (5) is I am not

interested to learn new vocabulary words with a weighted mean of 2.25 described as Disagree.

The findings imply that students encountered vocabulary difficulties because they have

little interest when it comes to reading. It further implies that English teacher must use

interesting strategies to develop love of reading among the students.

3.3. Lack of Sources of Information

Table 11 presents the causes of vocabulary difficulties of Grade 12 HUMSS students in terms

of lack of sources of information.

Table 11. Causes of Vocabulary Difficulties in Terms of Lack of Sources of Information

Indicators Weighted Mean Descriptive Equivalent Rank

1. I do not seek out
new words and
their meanings 4.25 Strongly Agree 1
from various
sources.
2. I have difficulty
finding reliable
3.35 Moderately Agree 3
sources to learn new
vocabulary words.
3. I am not aware of
offline and online
resources for 2.55 Disagree 5
expanding my
vocabulary.
4. I rely on a limited set
of sources to learn
4.21 Strongly Agree 2
new vocabulary
words.
5. I do not have
2.60 Moderately Agree 4
dictionary at home.
Over All Weighted
3.39 Moderately Agree
Mean

Table 11 reveals the causes of vocabulary difficulties of Grade 12 HUMSS students in terms

of lack of Sources of Information. It can be determined that Lack of Sources of Information is

one of the causes of vocabulary difficulties as assessed by the respondents with Over All

Weighted Mean of 3.39 described as Moderately Agree.

It can be determined also that the indicator I do not seek out new words and their meanings

from various sources ranks first (1) with a weighted mean of 4.25 described as Strongly Agree

while the indicator I am not aware of offline and online resources for expanding my vocabulary

has the lowest rank (5) with a weighted mean of 2.55 described as Disagree.

It implies that students have insufficient sources of information to develop their vocabulary

skills. It further implies that English teacher must be resourceful enough to provide vocabulary

development exercises to the students.

Table 12. Summary Assessments

Variables Weighted Mean Descriptive Rank

Equivalent
1. Lack of Practice 3.49 Agree 1
2. Lack of Interest 2.97 Moderately Agree 3
3. Lack of Sources of Information
3.39 Moderately Agree 2
Overall Mean 3.28 Moderately
Agree

Table 12 presents the summary assessments of the variables under study as assessed by

the respondents. It reveals that there are causes of vocabulary difficulties as shown by the Over

All Weighted Mean of 3.28 described as Moderately Agree.

It is evident that Lack of practice ranks first (1) with a weighted mean of 3.49 described
as Agree. It is followed by lack of Sources of Information (2) with a weighted mean of 3.39

described as Moderately Agree and ranks third (3) is Lack of Interest with a weighted mean of

2.97 described as Moderately Agree.

The findings imply that student’s interests must be gained by the English teacher to

develop the vocabulary skills of the students. It further implies that teacher and the school must

work together to provide enough sources of information to the students because not all of them

have access to technology especially Internet connectivity.

Sub-Problem No. 4. What intervention can be implemented to address the vocabulary

difficulties among Grade 12 HUMSS students?

The findings imply that intervention using different strategies in teaching vocabulary

development must be provided to the students.

CHAPTER V

Summary of Findings, Conclusions and Recommendations

In this chapter, the researcher presents the summary, conclusions and recommendations

of the data analyzed and interpreted in the previous chapter.

Summary

The significance of vocabulary in the process of learning and communicating in a

language is underscored. This importance lies in the fact that vocabulary serves as the

fundamental building block for skills like reading, writing, speaking, and listening. It is crucial to

possess an extensive vocabulary to express oneself clearly and understand others effectively.

The research conducted at John Paul College sought to address these vocabulary

challenges faced by the Grade 12 HUMSS students and aimed to contribute to the field of

education. By understanding the nature and extent of these difficulties, educators, administrators,

and curriculum developers can implement evidence-based strategies to enhance vocabulary

instruction and support students' language development, ultimately improving language learning

outcomes.

The findings underscored the need for targeted interventions and support

mechanisms in educational settings to address vocabulary challenges. Effective vocabulary

instruction, exposure to rich language environments through extensive reading, and tailored

language learning curriculum are essential for improving students' language skills.

From the analysis of data, the salient findings of the study were as follows:

Sub-question No. 1. Profile of Grade 12 HUMSS students

1.1. On sex

There were twenty-one (21) or fifty-eight percent (58%) female respondents and sixteen

(15) or forty-two percent (42%) male respondents.

1.2. On age

Thirty (30) or eighty-three percent (83%) of the respondents have ages ranging from
 sixteen to seventeen (16-17) years old.

1.3. On grades in EAPP

Twelve (12) or thirty-three percent (33%) of the respondents have eighty-six to eighty-

nine (86-89) percent grades.

Sub-question No. 2 Vocabulary Difficulties

2.1. On writing skills

The indicators for writing skills were assessed as Agree with overall weighted mean of

4.18.

2.2. On reading comprehension

The indicators for reading comprehension were assessed as Disagree with overall

weighted mean of 2.55.

2.3. On communication skills

The indicators for communication skills were assessed as Agree with overall weighted

mean of 3.81.

Sub-question No. 3: Causes of Vocabulary Difficulties

3.1 On lack of practice

The indicators for lack of practice were assessed as Agree with a weighted mean
of 3.49.

3.2 On lack of Interest

The indicators for lack of interest were assessed as moderately agree with a weighted

mean of 2.97.
3.3 On Lack of Sources of Information
The indicators for lack of sources of information were assessed as moderately agree with

a weighted mean of 3.39.

Conclusions

1. The variables under study on vocabulary difficulties were rated by the respondents as Agree

with overall weighted mean of 3.51.

2. The variables under study on the causes of vocabulary difficulties were rated by the

respondents as Moderately Agree with overall weighted mean of 3.28.

3. The findings imply that students encountered vocabulary difficulties so English teacher and

the school must work together to provide different strategies for vocabulary skills

development of the students.

Recommendations

In the light of the findings and conclusions of the study, the following recommendations

are hereby presented for consideration:

1.English teacher should provide intervention activities to the students for vocabulary

development.

2. The administration should consider vocabulary skills development as one of the

topics in the seminar or workshop.

3. Culminating activities on writing and speaking must be done in school to develop the

vocabulary skills of the students.

4. The school must provide functional e-library for the students.

Strategy 1: Contextual Learning
Activity: Vocabulary Journal
>Encourage students to maintain a
vocabulary journal.
>In the journal, students can record
unfamiliar words encountered in their
readings or daily life.
>Have them write down the word, its
context, and its meaning.
>Regularly review and discuss the
journal to reinforce understanding.
Strategy 1: Contextual Learning
Activity: Contextual Sentences
>Select a list of target words and
provide sentences where these words are
used.
>Encourage students to identify the
meaning of these words based on the
context.
>Ask them to create their sentences
using the target words to ensure
comprehension.

Strategy 2: Visual Aids Strategy 2: Visual Aids

Activity: Vocabulary Flashcards Activity: Vocabulary Infographics

>Create flashcards with words on one
side and their meanings and example
sentences on the other.
>Use these flashcards for regular review
sessions, either individually or in
groups.
>Encourage students to design their
flashcards for more engagement.
>Have students create infographics that
visually represent the meaning and
usage of specific words.
>Use graphic design tools or draw by
hand.
>Present the infographics to the class
and explain the chosen words.

Strategy 2:
3: Visual
Strategy Word Games
3: WordAidsGamesand and
Interactive
Interactive
Learning
Learning
Activity: Vocabulary Flashcards
Activity: Scrabble
Activity: or WordBingo
Vocabulary Tiles
>Create flashcards with words on one
side >Create
>Organize
and theira bingo
Scrabble
meanings
cardsorandword
with example
tiles
vocabulary
sentences
tournament on inthe
the
other.
classroom.
words instead of numbers.
>Use>Call
>Dividethese
students
flashcards
out into teams
for or
definitions regular
and the
use provide
review
words in
sessions,
them with aeither
sentences.set of letter
individually
tiles. or in
groups.
>Challenge
>Students themmust to match
create the
words,
wordand to the
>Encourage
award points students
for the use
to design
of
correct definition on their cards.advanced
their
flashcards for more engagement.
vocabulary.