Improving the Vocabulary of Grade VI Pupils at Locloc Elementary School

Abstract

INTRODUCTION

Vocabulary is one of the most difficult things to master. Test-makers evaluate skills like finding the main idea, making inferences, determining the author's purpose, and understanding words some of which may have never been introduced to the reader before. The good news? You can understand vocabulary words based on the context of the passage-the words, clauses, and phrases around the unknown vocabulary word. However, the reading activity can be of different kinds. The most widely used strategy for teaching vocabulary results in little long-term retention because they teach words in isolation. The researcher suggests that activities such as looking words up in the dictionary, defining, using words in sentences, and completing crosswords or word searches are not effective.

METHODS

This study is focused on improving the vocabulary of Grade VI pupils at Locloc Elementary School, school year 2018-2019. There are 21 respondents (11 male and 10 female) selected from Grade Six students of Locloc Elementary School. They were selected randomly through lottery.

RESULTS

The researcher considered cited suggestions in the reference materials from experts. We will give some textbooks which could be meaningful for students to come up with the words. We should develop a program for helping learners become autonomous vocabulary learners and design an evaluation form for evaluating the vocabulary component of a course. The three ways to understand the meaning of a word, first, use context to define a word, second, understand the etymology, and last, use one’s vocabulary.

DISCUSSIONS

The researcher must evaluate and investigate a vocabulary activity for its effect on vocabulary learning and use. Design and trial a checklist to guide a teacher's response to vocabulary used in writing. We should experiment with writing tasks to see what needs to occur to quickly enrich learners’ written vocabulary.