Spelling and Vocabulary Skills of Grade 9 Students in Kablacan Integrated School: Basis for Development of Remedial Activities

Abstract

INTRODUCTION

Spelling skills play an important role with learners. They must possess the spelling skills and the ability to do develop it for successful literacy. However, spelling is an area in the curriculum that is both neglected and controversial. However, this is a skill that a student should possess; it can result to better reading and comprehension. Only a few students enjoy learning to spell. Students cannot understand text without knowing what the word means. This is where vocabulary comes in. The main objective of this research was to identify the level of Spelling and Vocabulary skills of Grade 9 students of Kablacan Integrated School.

METHODS

The research employed a descriptive-correlational method in determining the level of spelling skills in terms of within word pattern, syllables and affixes, and derivational relations and the level of vocabulary skills of Grade 9. The respondents were selected through stratified random sampling. The researcher used validated tests for data gathering.

RESULTS

Based on the analysis and interpretation of the gathered data of the research, the findings show that the Grade 9 students have a high level of spelling skills in terms of within word pattern. They have also a high level in spelling in terms of syllables and affixes. They have a moderate level in derivational. The Grade 9 students have a moderate level vocabulary skill. Specifically, four showed up to have very high level in vocabulary, 20 have high level, 70 have moderate level, and six students have low level in spelling.

DISCUSSIONS

Base on the results of the study, it shows that the students' spelling skills on the stages have strong foundation. However, the students on derivational relation stage have moderate level. This is because the use of derivational relations is a type of word knowledge that writers and advance readers have. In this sense, the students are still developing their skills. Masterson, et al (2000) posited that another factor that contributes significantly to successful spelling performance is having the knowledge of the meaning and spelling of Latin and Greek roots. The vocabulary result implies that the students have satisfactory vocabulary skills. This shows that the students still need to improve their skills in acquiring the meaning of a word and its opposite using the information from the context to make inferences. For recommendations, the researcher recommended an enhancement module that addresses the needs of spelling and vocabulary skills of students. The researcher also recommended that the teacher should use various instructional strategies, specifically using instructional strategies of breaking word parts, word banks, and word sorts. The teachers may also use intervention strategies like presenting the meaning through synonym or antonym as well as the using of contextual clues in teaching vocabulary and further researches using other grade levels may be undertaken to validate the findings of this study.