The Use of Conversation Text Strategy in Enriching the Vocabulary of Grade 10 Students in Naic National High School

Abstract

INTRODUCTION

The breadth and depth of a learner's vocabulary have a direct impact on reading comprehension. Limited vocabulary may be a major source of difficulty in reading an English text. Students, especially graduating students, should possess a wide vocabulary because it is a prerequisite for effective communication. Strategy for vocabulary development is essential element of any reading program. This study aimed to assess the use of conversation text strategy in enriching the vocabulary of the struggling readers of Grade 10 students in Naic National High School.

METHODS

The researchers collected and analyzed the data in two ways: qualitatively, which means that all the data gathered from the observation were analyzed descriptively; and through One Factor ANOVA (Analysis of Variance). To identify the struggling readers, the learners took the pretest and posttest. Pretest is given before the treatment and posttest will be given after the treatment. Observation sheets and field notes as instruments in collecting data were also used. The study utilized the validated ten conversation texts which were administered for ten consecutive days.

RESULTS

The use of conversation text strategy in enriching the students' vocabulary was effective. During the test proper, some students flip through pages of the text before reading. They might be checking how fast the reading will go (white space) or they might be searching for an interesting passage (of dialogue) at which to stop. With this, familiarization on words occurred already before the thorough reading. The level of reading may be indicative of some of the struggles that the students have with vocabulary knowledge. To answer the research questions, (1) the results in posttest play a major role in demonstrating that after the 10-day sessions the level of modifications needed had met using the ten conversation texts as type of vocabulary strategies and (2) with the p value of 1.74E-05 there are significant differences between the pre-test and post test scores of identified struggling readers in Grade 10 using the Conversation Text in improving their vocabulary.

DISCUSSIONS

In order to be great readers, learners need to have a tool box of vocabulary strategies to learn new words that they encounter in reading new texts. When students incorporate the conversation text as one of the vocabulary strategies, their word knowledge will increase and their comprehension will improve.