Color-Coded Vocabulary for Improving Simple Sentence Structure

Abstract

INTRODUCTION

Vocabulary is a significant component in speaking, reading, and writing instruction. Grade three learners should be able to use English vocabulary proficiently in varied and creative oral and written activities based on the K to 12 curriculum. And yet, the grade three learners have difficulty in constructing a sentence. This study shows the impact of color-coded vocabulary as a learning intervention on pupils' performance in sentence structure in English.

METHODS

A purposive method was chosen to examine the impact of Color-Coded Vocabulary on pupils' performance in sentence structure in English. The respondents of the study were thirty-two grade three pupils of Concepcion-Mojon Elementary School. They were given a pre-test to determine their knowledge about word meaning and its usage. Then, pupils were assessed using the posttest to identify the difference in pupils' performance before and after the study.

RESULTS

Based on the data gathered, the use of Color-Coded Vocabulary has a significant difference in pupils' level of performance in sentence structure in English before and after the implementation of the study. This proved that the use of Color-Coded Vocabulary has an impact on pupils' performance in sentence structure.

DISCUSSIONS

The study proved that the use of Color-Coded Vocabulary helped increase the level of pupils' performance in sentence structures. Teachers should have a list of vocabulary encountered in the lesson for the pupils to study every day. They should also help and let their learners use the words encountered in a sentence.KEYWORDS: