The Use of Science Vocabulary instruction in Developing Science Literacy of Grade 6 pupils through CLT Approach

Abstract

INTRODUCTION

In order for pupils to develop scientific literacy, they need to gain knowledge of scientific content and practice scientific thinking. This is impossible without the knowledge of science vocabulary. Because of its important role in pupils’ learning, vocabulary instruction has been a well-researched area in the field of education for many years. This research sought to determine the use of science vocabulary instruction in developing literacy of grade 6 pupils in Aguado Elementary School through CLT (Communicative Language Technique) approach.

METHODS

The study made use of descriptive research method. A 75-item pretest is given to the two Grade 6 science classes of Aguado Elementary School. Afterwards, all the lessons for Science 6 Second Grading period were taught using the traditional approach in one class and with vocabulary instruction in another class. A post-test was then administered after the time frame given. The researcher computed the mean scores and test of difference between means of correlated data on the pupils' pre-test and post-test between the traditional teaching approach and vocabulary instruction. Results of the said test were then compared for analysis.

RESULTS

Based on the results of the pupils' pre-test and post-test, mean scores in the t-test were computed. The post-test results using traditional approach and vocabulary instruction were initially compared. The computed t-value is 6.52 while the critical value is 2.72. Thus, the null hypothesis which is "traditional teaching approach and vocabulary building instruction have no significant difference in terms of their effect in the Grade 6 science classes' literacy was rejected since the computed t-value is greater than the critical t-value. There is a significant difference between the two in favor of vocabulary building instruction giving the conclusion that the treatment used in experimental method is effective. Thus vocabulary building instruction was effective than traditional way of teaching in enhancing pupils' science literacy. The treatment used which is the use of vocabulary building instruction has significant effect on the post-test results.

DISCUSSIONS

After the conduct of the study, science vocabulary building instruction had a notable effect on the pupils' science literacy as they scored better in the post-test after using vocabulary intervention. Therefore, the intervention used is said to be a great help in enhancing the pupils' literacy in science.