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Republic of the Philippines

Department of Education
Region IV A CALABARZON
Division of Laguna
District of Santa Cruz
SANTISIMA 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 teachers

daily lesson but also the words and ideas conveyed in any reading materials. With the

childs 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 dont 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 familys 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 teachers 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 teachers 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 teachers

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 teachers daily lessons and the message of texts and

necessary reading materials.

* Improve the target pupils 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
Teachers
in 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
readers in the 2011-2012
Phil IRI (silent) Post Test
6 Fast
29 Average
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-
Saturns
Parents







Researcher


6. Solicit the support and
cooperation of parents
regarding their childrens
attendance, assignments
and reading practices.

100% Parents
complied
favorably by
monitoring their
childrens
assignments and
reading exercises
at home.
100%attended the
Homeroom
PTA and signed
the report cards.


Grade V-
Saturn




Researcher

7. 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
material.
100% read the
given selection,
defined the
vocabs ,answered
the
comprehension
check up and
summarized the
selection in their
own words.


Grade V-
Saturn


Researcher

0. 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
teachers lesson and
text.


Grade V-
Saturn



Researcher

12. 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 selections
whereas 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,
discussions
and 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 in
English vocabularies.
With the
teacherssupervision
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-
Saturn
Researcher


Principal

17. Principals
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


Researcher

20. Impose a writing
activity.

100% of the class
have applied the
acquired
vocabularies.





Researcher



Area Supervisor

EPS-I Research




Monitoring 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.



Rsearcher




Area Supervisor
EPS-I Research


Preparation and
Completion of Action
Research Terminal
Report

The research study
is quite a success
and the
researchers
activities are fulfilled.

Principal
EPS-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
Pre Test

Phil IRI Pre- Test
re-Test on Vocabulary

Phil IRI Reading Test
Criteria
Percentage Method

B.Facilitating
( oral/silent)
selection with
contextual clue
test

Formative Test
Summative Test

Percentage Method
Frequency 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 Test
Researchers Rating Sheet
Form 18-E

Post Test Mean
Averaging 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 Eds
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. Marys Publishing House , Developing Reading Power.

Submitted by:
ROSALINDA A. TIU
Teacher III















Republic of the Philippines
Department of Education
Region IV-A CALABARZON
DIVISION 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

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