Difficulty in Vocabulary Development in Grades III-VI Learners in Panay Elementary School

Abstract

INTRODUCTION

This study was undertaken to develop a plan of action to determine the levels of the learner's difficulty in vocabulary development in Panay Elementary School during the school year 2018-2019. To attain the purpose of the study, the level of vocabulary measured the learners' performance.

METHODS

This is a descriptive research which aims to identifythe level of difficulty in vocabulary of Grades III and VI pupils. The respondents of the study are the pupils and the teachers of the said grade levels. The design of the research compendium followed three phases, namely: the pre-design stage, the design stage, and the post-design stage. The pre-design stage includes gathering of literature about action research writing, treatment of gathered data as well as identifying the respondents of the study. The design stage includes drafting of the research worksheets and preparation of the research. The responses were tabulated, analyzed, and interpreted in the context of the statement of the problem.

RESULTS

1. The researcher noticed that many of pupils were having difficulty in vocabulary. Sixty-seven and fifty-seven percent (67% and 57%) of learners experienced in the level of never having seen the term before.2.In order to support pupils in the problem of vocabulary development, the teacher should use various sets of activities, when addressing vocabulary development problems.3.Teachers can scaffold pupils as they build the types of activities to introduce new vocabulary. Some of them are pre-teaching words and phrases before starting a new topic, using flashcards with pictures and/or words or definitions in first language and games, e.g. snap, vocabulary bingo, freeze chanting, pairing games.

DISCUSSIONS

It is recommended that teachers use different vocabulary development strategies when assisting learners. When using the words, the teachers should highlight to the learner on a weekly basis which set of words is to be studied. The teacher should also emphasize the spelling and pronunciation of those words. Furthermore, conducting assessment after the sight words are taught in order to check whether they have been mastered. All stated activities must be further developed to involve them in the positive outcomes among pupils.