Scaffolding Pupils' Vocabulary Development at Mainaga-San Francisco Elementary School

Abstract

INTRODUCTION

Vocabulary is how learning is articulated. In both writing and discussion, the ability to use vocabulary accurately and incisively is a marker of one's command of the topic. At Mainaga-San Francisco Elementary School, the grade one pupils lack understanding of the text because they cannot understand the words. The researcher therefore listed activities that will enhance pupils' vocabulary skills through supplementary activities which may sooner affect their comprehension skills positively. This situation fronted the researchto conduct the study on scaffolding pupils' vocabulary at Mainaga-San Francisco Elementary School and also to devise some suggestions that will enhance the comprehension level of pupils.

METHODS

The participants of the study are the thirty-nine (39) grade one pupils of section Rose from Mainaga-San Francisco Elementary School. The researcher conducted vocabulary level checklist, a teacher made checklist was utilized. The select words from the reading text were utilized as word list intended for rating. Also, the PhilIRI results on comprehension level were utilized. Also, unstructured observations were made to gather data on the difficulties in word learning encountered by pupils.

RESULTS

Vocabulary skills of pupils is with the composite mean of 3.47with satisfactory verbal interpretation. The different problems encountered by pupils in vocabulary development. It tells that the first and foremost problem encountered is primarily reading books below their grade level from with the weighted mean of 3.63.

DISCUSSIONS

Data reveals that pupils do not really understand the word meaning yet they confirm that they have seen the words. This means that pupils just saw the word without understanding their meanings. Given this situation pupils are merely barking at prints and cannot comprehend what they read because of vocabulary insufficiency.