Structured Word-Picture Approach: Aid to Improve Grade V Pupils' Vocabulary

Abstract

INTRODUCTION

Poor vocabulary has become a problem of the grade 5 pupils in Quezon Integrated School as made evident in the Phil-IRI pre-test results, wherein, reading comprehension rate has become one of their least mastered skills. Another proof is the poor result of pupils' pre-vocabulary assessment. To develop the vocabulary skills of the learners, an intervention was designed and employed. Thus, this study focuses on the development of pupils' vocabulary using the Structured Word-Picture Approach as an intervention to address poor vocabulary problems among grade 5 pupils of Quezon Integrated School, Quezon, Tagbina, Surigao del Sur, during the second quarter of the school year 2017-2018.

METHODS

A series of structured activities was provided for the identified pupils using a researcher-made module for vocabulary development. For every 50-minute session every Friday afternoon, each activity was designed using pictures to motivate the pupils to learn new words. Pictures were used varyingly in every vocabulary activity. Prior to the implementation of the intervention, a pre-vocabulary assessment was administered to the 49 grade 5 pupils to determine the level of their vocabulary skills. After getting the results, the pupils found to have low vocabulary were purposively selected to undergo the intervention and to take a post-vocabulary assessment. The results of the assessment, both in pre-test and post-test, were scored using a 4-point Likert scale, namely not competent, beginning competence, nearing competence, and competent.

RESULTS

Pre-vocabulary assessment results showed that out of 49 grade 5 pupils, 20 were in the nearing competence level, 10 in the beginning competence level, and 19 in the not competent level. Hence, 29 pupils under the not competent and beginning competence levels were the target respondents of the intervention in order to improve their vocabulary skills. Results revealed that the mean score on pre-vocabulary assessment of the identified 29 pupils was 4.1379, and the mean score on post-vocabulary assessment was 11.1034 with t-statistics of -8.1927, which then signifies greater improvement in the pupils' vocabulary skills after the implementation of Structured Word-Picture Approach.

DISCUSSIONS

Consequently, the said intervention has made improvement on the vocabulary of the identified pupils. However, more word-picture activities may be created to continue motivating the pupils to learn new words to further improve their vocabulary.