action research developing reading comprehension
TRANSCRIPT
Republic of the PhilippinesDepartment of Education
Region IV – A CALABARZONDivision of Laguna
District of Santa CruzSANTISIMA CRUZ ELEMENTARY SCHOOL
Santa Cruz
ACTION RESEARCH PROPOSAL
Action Research of : ROSALINDA A. TIU
Teacher III
For School Year : 2012 – 2013
Title : Enhancing Vocabulary through Contextual Clues of
Grade V- Saturn Pupills of Santisima Cruz
Elementary School
Noted: MELINDA O. LANSANGAN
Principal III
Approved : GODOFREDO C. MERCADO ________2012
Area Supervisor
Approved : RODERICA R. CAMACHO ______ 2012
EPS – 1 Research
I. SITUATION
Reading can be one of the most rewarding pre-occupations of man expanding his
horizon and making it possible for him to partake of his accumulated experiences and
achievements through the ages ( Villamin , 1995 )
For a child – learner , reading is the basic tool for learning in all subjects; a skill
that helps him to understand not only the literal and visual presentation of the teacher’s
daily lesson but also the words and ideas conveyed in any reading materials. With the
child’s enriched vocabulary in his schema, he is able to correlate them to the newly – acquired knowledge from worthwhile reading materials; remarkably, he learns and performs well in the academics. On the contrary, his deficient or limited vocabulary since early school years may
deprive himself of the good opportunity to comprehend completely and interpret the
daily lessons in all subjects, unable to grasp the message of the texts and of other
reading materials. Consequently, he may not grow mentally nor even relate to his
daily lessons. Because of these ,he may receive poor academic performance or fail
in the academics. Likewise, he or she may lose the enthusiasm to study.
Prominently, the intermediates could hardly relate in English subject or in other
subjects that require English as the medium of communication .They don’t engage
more time in reading activities neither on needed research and the like. When given text book reading ,they can recognize commonly-used words and symbols but unable
to explain the message or ideas embodied therein. In June 2012 enrolment ,that was upon submission of the report cards, the
researcher found that 65% of the Grade V-Saturn pupils got low final grades in
English ,Math and Science. When interviewed, their previous teachers confirmed of
their poor reading comprehension, lack of participation and poor study habit. They
showed rare involvement in oral discussions and activities . They were unable to
express ideas even in simple sentences .
The 2011 -2012 Phil IRI post test results showed that out of 4i pupils ,five of them
were independent readers , 26 instructional and 20 frustration ones in the oral test..When analyzed , it means that 63% need reading assistance while 49% show very
minimal reading comprehension at all . This reading deficiency can be traced back to
lack of understanding the details of the texts contents, lack the ability to interpret their
embodied message hence they were unable to answer the comprehension check –
up provided thereafter .
Another cause is poor study habit resulting to lack of vocabulary , Since their
parents were occupied to working hard for their family’s living, those pupils , had
missed reading practices that their parents should have had provided to them .
II. PROBLEM
How can the teacher-researcher enhance the vocabulary skill of the Grade V-
Saturn pupils through contextual clues?
Sub-Problems 1. Inadequate or limited vocabulary
2. Unable to define words in the reading materials that were not common to them.
3. Unable to explain and interpret ideas in the teacher’s daily lessons and in
reading materials.
Causes 1. Lack of reading practices and participation in classroom oral activities.
2. Lack of knowledge on using guide books, reference books, or texts that
give definition of words. 3. Lack of effective way of interpreting the relationship of words to
phrases in order to comprehend or explain the entire ideas in the
reading materials or in the teacher’s daily lessons in English
III. GENERATION OF ALTERNATIVE SOLUTION 1. Inadequate or limited vocabulary can be sufficed by: a. providing word for the day to be defined and used in a sentence.
b. unlocking of difficulties in reading selections.
c. using antonyms and synonyms in oral and written communication
d. active participation in dialogue , skits, dramatization, discussions and
other oral performing activities.
e. undertaking oral and silent reading, individually or by group during
English class or in free time. 2. Knowledge on using guide books, references, encyclopedia, dictionary,
thesaurus and the like may enable them to acquire plentiful vocabularies that
may later become common to them as they encounter them in the teacher’s
daily lessons and from reading materials 3. With adequate vocabularies attained from varied activities (number 1) the
target pupils would profoundly be familiar to those words more when they
use references or guide books such as dictionary or thesaurus (number 2) in
terms of descriptions, classifications and definition. Their efforts would reward
them the ability to interpret the relationship of word or to phrases or even
grasp the entire idea of the given sentences through contextual clues.
Consequently, a reader can get or guess the meaning of a familiar or
unfamiliar words with the help of several clues. These clues may be a word or
group of words in the sentence or in the surrounding sentences.
Contextual clues consist of 2 types:
a. Definition clue gives a statement explaining or describing.
Ex The castle was surrounded by a moat, which is a water canal to
keep enemies away. b. Appositive clue is a word or phrase that indentifies or explains further the word it follows. Commas and sometimes dashes set off the
appositive. Ex:A moat, a water canal to keep enemies away, was built
around a castle.
c. Another way of using contextual clues is though the presence of
synonyms and antonyms in a sentence.
Synonyms: After seeing the starving children in the slum area we all
felt compassion or pity for their sufferings.. Antonyms: I was reluctant to go mountain climbing, but my brother was eager.
IV. PLAN OF ACTION A. OBJECTIVES
* Enrich the target pupils’ vocabulary
* Comprehend the teacher’s daily lessons and the message of texts and necessary reading materials.
* Improve the target pupil’s academic performance in English subject.
B. TIME FRAME
This study will cover the first and second semester of the school year
2012-2013 from June 2013 to March 2013 or until such a time within the
given period that this research study is fully completed for submission. C. TARGET SUBJECT
The researcher will focus on the 39 Grade V-Saturn pupils of Santisima
Cruz Elementary School as her target subject. D. ACTIVITIES TO BE UNDERTAKEN
TARGET SUBJECTS
PERSONS iNVOLVED
ACTIVITIES EXPECTED OUTCOMES
Grade V- Saturn
Researcher
1. Compare the final grades in the 2011-2012 report cards in English, Math and Science.
English: 62.5%
Math: 65%
Science: 55%
Grade IV Teachersin English, Math and Science
Researcher 2.Interview their previous teachers in English, Math and Science.
Grade IV teachers confirmed that most of them had poor reading compre- hension.
Grade V- Saturn
Researcher
3. Identify the Independent, Instructional and Frustration in the 2011-2012 Phil IRI (oral) Post Test.
4 Independent
32 Instructional
3 Frustration
Readers
Grade V-Saturn
Researcher 4. Distinguish the Fast, Average and Slow
6 Fast
29 Average
readers in the 2011-2012 Phil IRI (silent) Post Test
4 Slow readers
Grade V- Saturn
Researcher
5. Administer the 2012-2013 Phil IRI (oral and silent) Pre Test, in English V.
(Oral) Pre-Test 6 Independent 0 Instructional 41 Frustration (Silent) Pre- Test 0 Fast 6 Average 35 Slow
Grade V- Saturn’s Parents
Researcher
6. Solicit the support and cooperation of parents regarding their children’s attendance, assignments and reading practices.
100% Parents complied favorably by monitoring their children’s assignments and reading exercises at home. 100%attended the Homeroom PTA and signed the report cards.
Grade V- Saturn
Researcher7. Provide a word each day for them to be defined and used in a sentence.
75% Pupils try to use the given word a day in their own sentence: 25%asked the help of parents and guardians.
Grade V-Saturn
Researcher
8. Require the use of a dictionary or thesaurus. Familiarize them about proper use of these guide texts.
80% of the class afforded a dictionary. 20% only borrowed from relatives and peers.
Grade V-Saturn
Researcher
9. Assign a reading selection a week with 5 vocabs to be unlocked using adictionary or other guide\reference
100% read the given selection,
defined the vocabs ,answered
the comprehension check –up and
material. summarized the selection in their
own words.
Grade V-Saturn
Researcher0. Facilitate a 50 Items (Diagnostic) Pre Test on Vocabs.
37% passed the Pre-Test on Vocabs.
Grade V- Saturn
Researcher
11. Introduce the contextual clues as a way of defining or describing a word. Stress the difference between definition clues and appositive clues.
100% welcomed and understood the contextual clues method and applied it in defining and comprehending the teacher’s lesson and text.
Grade V- Saturn
Researcher12. Give more synonyms and antonyms to master with and practice exercises on contextual clues.
Significantly, their abilities to distinguish meaning and define words prospered with the use of the antonyms and synonyms.
Grade V- Saturn
Researcher
13. Initiate individual reading to Slow readers. Use the Independent readers to undertake “shared reading” toFrustration ones.
Slow readers are helped to read orally and comprehend the given selectionswhereas the Frustration readers are raised to Instructional readers.
Grade V- Saturn
Researcher
14. Challenge the pupils to communicate orally by way of dialogs, skits dramatization, discussionsand the like.
76% of the class had exposed their talents in oral communication. The 24% were still inhibited and lacked courage to do so.
Grade V-Saturn
Researcher Researc
15. Encourage all to read journals, worthwhile magazines and make necessary research inEnglish vocabularies.
With the teacher’s’supervision and parents’ follow-up the pupls have developed enthusiasm to read and research.
Grade V-Saturn
Researcher
16. Conduct the 2012-2013 Phil IRI (oral/silent ) Post Test.
Post Test (oral)6 Independent 26 Instructional 7 Frustration Post Test (silent) 7 Fast 26 Average 6 Slow
Grade V-SaturnResearcher
Principal17. Principal’s observation and evaluation assessment.
3 Observation made; September 22, 2012 January 26, 2013 February 28, 2013.
Grade V- Saturn
Researcher
18. Ascertain their vocabulary skills and the effectiveness of contextual clues through Post Test.
75% obtained the mastery level on vocabulary using contextual clues.
Grade V- Saturn
Researcher
19. Evaluate their English academic performance through the Fourth Periodical Test.
Mean: 40.06 MPS : 80.12 SD : 6.33 ML : 78.95
Grade V- Saturn
Researcher20. Impose a writing activity.
100% of the class have applied the acquired vocabularies.
Researcher
Area Supervisor
EPS-I ResearchMonitoring and Evaluation of Action Research
Amenable to feedback and willfull to changes as compliant to the concerned authority for the improvement of this research-studies.
Preparation and The research study
Rsearcher
Area SupervisorEPS-I Research
Completion of Action Research Terminal Report
is quite a success and the researcher’s activities are fulfilled.
PrincipalEPS-I
Research Submission of the Terminal Report
Completed and finalized the
terminal report
E. EVALUATION CRITERIA:*Post Test on Vocabulary using Contextual Clues to determine the pupils’
mastery and usage of the given vocabularies. In a way, it will tell the
effectiveness and success 0f this research study.
*Phil IRI (oral) Post Test shall attest to the pupils’ ability to read accurately and
comprehend the message of the given reading materials.. *Phil IRI (silent) Post Test shall render itself the pupils’ speed and comprehension
in the given reading materials.
*Fourth Periodical Test in English shall expose the pupils’ academic achievement
in the year.
*Final Grade in English shall be tantamount to their academic performance in the
. given subject. The result of this action research shall be submitted after 75% or
more of the pupils have passed the Post Test in the vocabulary using contextual
clues or have enriched their vocabulary skill thus ,improving their academic
performance in English. F. RESEARCH DESIGN
ACTIVITIES COLLECTED DATA STATISTICAL TREATMENT
A. Administrating
Phil IRI Pre- Test
re-Test on Vocabulary
Phil IRI Reading Test Criteria Percentage Method
Pre Test
B.Facilitating ( oral/silent)
selection with contextual clue
test
Formative TestSummative Test
Percentage MethodFrequency Distribution
C.Conducting Post Test
Phil IRI Post Test
Post Test( Vocabulary)
Phil IRI (Oral/Silent ) Test Criteria Post Test Mean
D. Facilitating Fourth Quarter
Evaluation
Fourth Periodical TestResearcher’s Rating Sheet
Form 18-E
Post Test MeanAveraging Method
V-PRESENTATION
This action research is meant to determine the effectiveness of contextual
clues method to enrich the deficient vocabulary of the Grade V- Saturn pupils of
Santisima Cruz, Elementary School in the school year 2012-2013. With Dep Ed’s
thrust, administrative support, pupils’ cooperation and selected supplementary
techniques and approaches, the researcher believes in its anticipated success.
Statistical tools such as Phil IRI Test, Percentage Method, Frequency Distribution.
Post Test Mean will be used throughout the research to obtain its results.
VI. CONCLUSIONS and RECOMMENDATIONS
After the necessary assessment and analysis of the results the researcher will
present the conclusions and recommendations on the light of her own
interpretation of the gathered, tested and treated data.
VII REFLECTIONS
Significantly, the researcher is blessed and grateful for the opportunity
of resolving a very common language problem in the educational system or
reading comprehension owing to deficient or unlimited vocabulary.This fact is a
tremendous hindrance to learning on the part of every concerned pupil /learner.
While this miserable situation occurs , there is so much to worry on the part of the
parents, teachers and educational authority because this may lead to poor
academic performance of pupils, underachievement for educators and aggravating
deterioration of the quality of education in the country.
However, with the success of this research –study that the researcher has been
anticipating to, is a big breakthrough in her career..If the educational objectives
would be attained, the researcher could prove of her teaching effectiveness and
most of all this could be useful efforts and outputs to share with fellow educators
who woud be under the same circumstances.
BIBLIOGRAPHY
Angeles, E.,Galapon,A.,Relente,C.,Santos, R.,(Revised Edition2010)English
Expressways(Reading.).
Dep Ed Bureau of Elementary Education in partnership with Ateneo de Manila
University(2009)Lesson Guides in Elementary Education.
Villamin,A.(.1998),Phoenix Publishing House Incorporation, Skill Builders for
Efficient Reading.
Villamin, A.(1995),Phoenix Publishing House Incorporation,Developmental Reading Power.
Abadilla ,C.(1998) St. Mary’s Publishing House , Developing Reading Power.
Submitted by:
ROSALINDA A. TIU
Teacher III
Republic of the PhilippinesDepartment of Education
Region IV-A CALABARZONDIVISION OF LAGUNA
Santa Cruz
ACTION RESEARCH
Terminal Report
Action Research of : ROSALINDA ANGELES TIU Teacher III Santisima Cruz Elementary School
For School Year : 2012-1013
Title : Enhancing Vocabulary through Contextual Clues of Grade V-Saturn Pupils of Santisima Cruz Elementary
School
Monitored by : Melinda O. Lansangan ______ 2013 Principal III
Monitored by : GODOFREDO C. MERCADO ____ _2013 Area Supervisor
Reviewed : RODERICA R. CAMACHO _______ 2013 EPS –I Research
Recommending Approval :
Asst. Schools Division Superintendent- (Elem). Asst.Schools Division Superintendent(Sec)
Approved:
MARITES A. IBANEZ,CESO VI Schools Division Superintendent