Enhancing Vocabulary through Contextual Clues of Grade 6 Pupils of Navotas Elementary School

Abstract

INTRODUCTION

Reading is a multifaceted process involving word recognition, comprehension, fluency, and motivation (www.readingrockets.org). Learning to read is about listening and understanding as well as working out what is printed on the page. This helps learners build their own vocabulary and improve their understanding when they listen, which is vital as they start to read.

Reading is also a basic tool for learning in all learning areas, a skill that helps to understand not only the literal and visual presentation in daily lessons but also the words and ideas conveyed in any of the reading materials. If the child is enriched in vocabulary, he/she is able to link in newly acquired knowledge from reading materials, then definitely they learn and will perform well in academics.

On the other hand, if the learner has a limited vocabulary since early school years, this may deprive him/her of the good opportunity to comprehend and interpret the lessons in all subjects, which may cause poor academic performance. This can result for him/her to lose his/her eagerness to study.

METHODS

The teacher researcher used the Oral Reading result in Pre-Test and Mid-Year Test which served as indicator of the increase in the performance in vocabulary skills of 31 pupils in Grade VI through the use of contextual clues. Based on the Pretest result, only 2 of the respondents fall under Very Good category or the Dependent category. In the Mid-Year Test, the researcher used contextual clues method to enrich the deficient vocabulary among the respondents. The Mid-Year test was conducted after the utilization of the varied activities in contextual clues in order to highlight the development in Vocabulary skills.

RESULTS

After conducting Pretest in Oral Reading to the pupil-respondent, the following problems arises such as inadequate or limited vocabulary, inability to define words in reading materials that were not common to them, and inability to explain and interpret ideas in the teacher's daily lessons and in reading materials.Because of this result, the researcher, as English Teacher, gave more time and activities in Vocabulary Development specifically in context clues.

DISCUSSIONS

The different activities done by the researcher were used as intervention materials in Enhancing or developing Reading comprehension. It has been proven to be effective as shown by the increase of pupils that fall in Very Good or Independent level. It showed that vocabulary skills of the pupils improved after using varied activities in contextual clues.