Multiples in Words: Unlocking Words with Multiple Meaning Among Intermediate Pupils at the Luya Elementary School

Abstract

INTRODUCTION

Vocabulary knowledge plays a critical role in the people's lives and future possibilities. In fact, it is clear that a large and rich vocabulary is the hallmark of an educated individual. This study assessed the effect of contextually-based multiple meaning (i.e. , word with multiple meanings) vocabulary instruction on the vocabulary knowledge ad reading comprehension of learners.

METHODS

The researcher used the type of vocabulary instruction to which learners were exposed and was characterized by two levels: 1) teacher-mediated vocabulary discussion during whole class read-aloud and 2) incidental vocabulary acquisition. Three sources of data were collected for this study: a multiple-choice vocabulary test, an open-ended vocabulary assessment, and a researcher log in which the researcher recorded observation and reflection for the duration of the intervention.

RESULTS

The total number of respondents used in this study was seventy-seven (77) learners of Luya Elementary School, the school year 2016-2017. They were composed of 35 males and 42 females. Learners who received the contextually-based multiple meaning instructions show statistically and educationally significant gains in their vocabulary knowledge and reading comprehension relative to learners who did not. Learners in the intervention experienced teacher-mediated vocabulary discussion within the whole group when the teacher reads aloud. It was determined that learners can be grouped according to their comprehension level in unblocking words with multiple meanings such as frustration, instructional and independent. A reading-based vocabulary activity was evaluated and investigated for its effect on vocabulary learning and use. The hindrances that affect learners in unblocking words with multiple meaning were found. The results and limitations were discussed.

DISCUSSIONS

The results demonstrate the need to experimentally test the written productive vocabulary of learners to see what needs to occur to quickly enrich learners. Preparing pupils to understand a text by removing the barriers to comprehension is necessary. Also, there is a need to promote a long term acquisition and development for both language and content subject. Regardless of one's mastery of any discipline, learners must be able to effectively communicate that knowledge.