Developing Pupils' Vocabulary in Filipino through "Listalitaan"

Abstract

INTRODUCTION

Vocabulary skills for high graders are quite frustrating more specifically in Filipino. It has always been experienced once a short story had been introduced to the class; words that were unfamiliar hindered the reading process. It affects the reading comprehension of the pupils once these words were ignored. Teachers' effort doubled in digging deep into the meaning of those unfamiliar words during the phase of unlocking difficulties instead of pushing through the actual reading. The researcher had thought of listing all the unfamiliar words in every story found in the book of Landas sa Pagbasa 6 in one booklet. This will be introduced to the pupils before doing any reading activity relative to Filipino. LISTALITAAN is a combination Filipino term "LISTA" which means list and "TALASALITAAN" which means vocabulary coined together. It is an intervention material consists of a set of unfamiliar words that were identified and taken from all the stories found in the book of LANDAS SA PAGBASA.

METHODS

There were 31 pupils of Gr. VI-Rizal of Hinatuan South Central ES, Hinatuan Surigao del Sur participated in the formative assessment. Selective-purposive sampling was used in the selection of the participants of the study. Out of 31 pupils, only 2 pupils were in the mastery level, and 14 pupils were on nearing mastery level, and 15 pupils were on the beginning mastery level. These 15 pupils were focused on the study. Data was gathered and studied carefully by using the descriptive method. Corrected papers and their scores were the basis in identifying their vocabulary performances.

RESULTS

There were 31 pupils undergone the pre-assessment. Only 2 were on the mastery level, 14 were on the nearing mastery level and 15 were in the beginning mastery level. These 15 pupils were the participants of the study. A 20 item parallel teacher made post-test was administered to evaluate if their vocabulary skill had developed after the intervention was applied. It can be noted that out of 15, 9 of whom were already in the mastery level and 5 were in the nearing mastery level.

DISCUSSIONS

To take heed of the results, it showed a great difference in the increase as to their vocabulary mastery level. It is also demonstrated that LISTALITAAN is very beneficial and helpful especially to those pupils who have just developed their vocabulary skills. Aside from being useful as assessed by the researcher, it is also attainable for their level of understanding and manageable to facilitate.