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Learning a language is an immense idea, be it a second or foreign language. English as the lingua
franca of the world has expanded by leaps and bounds and tremendously influenced people across
cultures due to global competitiveness brought about by the strong influence and control of USA and UK
after the post-World War I & II global affairs. Moreover, English has ceased to be an "English language"
in the sense of belonging only to people who are ethnically English (Romaine, 1999; Svartvik & Leech
2006). The Use of English is growing country-by-country internally and for international communication.
Most people learn English for practical rather than ideological reasons (Kachru, 2006). Many speakers of
English in Africa have become part of an "Afro-Saxon" language community that unites Africans from
different countries (Mazrui & Mazrui 1998). English is the dialect most generally instructed as a global
language in excess of 100 nations on the planet. In the Philippines, since English is not the native dialect,
it is taught as a foreign language from elementary to college. However, it is adopted as the Official
language as mandated in the 1987 Constitution with Filipino as the National language. Though it is our
second language, yet not all pupils have thoroughly learned and acquired it. Some may have claimed that
difficulty in learning English lies in the grammar and pronunciation. However, the researchers believe
that the first problem that needs to be addressed is the vocabulary of the pupils.
Eventually, what makes vocabulary acquisition and development important in learning the
“There is not much value in being able to produce grammatical sentences if one has not got the
vocabulary that is needed to convey what one wishes to say ... While without grammar very little
It has been observed in the English classes at Bais City South Central School that vocabulary is a
key element in the construction of the English language. It is also used in the different subjects such as
English, Mathematics, and Science which require mastery of particular information and terms.
In addition, it has been perceived that numerous pupils face challenges in speaking and
comprehending the English dialect most particularly that they were oriented more in their Mother Tongue
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
since they began talking, and afterward when they were enrolled in primary school. Throughout the years,
resounding efforts were extended to bring pupils' capability up in the English dialect, yet has never
accomplished what was intended to be achieved considerably in their English, Science and Mathematics
subjects. Just very recently, the use of MTB has provided a more successful rate in using the language
after the Mother Tongue Based-Multilingual Education (MTB-MLE) was implemented way back 2012 in
all subjects of Grade 1 to 3 except Filipino and English classes. While, the Department of Education was
successful in achieving their goal to make pupils in the elementary especially the lower grades understand
more about the subjects including Edukasyon sa Pagpapakatao, Araling Panlipunan, Edukasyon sa
Pangkabuhayan Pantahanan, etc. using the Mother Tongue as the medium of instruction. However, some
pupils still have difficulty or weak in their vocabulary skills, thus, creating more comprehension
difficulties when they reach the fourth grade or in the higher grades.
The objective of this action research is to determine the effect of using the word-tree in
enhancing the English vocabulary development of the MTB-oriented pupils at Bais City South Central
This action research will determine the effect of using a word-tree as it is integrated it in all
subjects, in enhancing the English vocabulary development of the MTB-oriented pupils at Bais City
Specifically, this action research has sought answers to the following problems:
1. What is the level of proficiency of pupils to recognize words in English with its equivalent in
Mother Tongue?
2. What are the significant effects of the Word-tree in the development of the English vocabulary of
the pupils?
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
3. What are the significant effects of the proposed intervention to the results of the English quarterly
tests?
The results of this action research will give a positive implications to the academic performance
of the pupils, then by the school year 2019-2020, the full implementation of the proposed innovation,
intervention, and strategy will take place and should be followed, to wit:
1. the use of the Word-tree (MTB to English words and meaning) and updating it daily;
2. daily inclusion of the magic words [to be put in the Word-tree] to almost all subjects to gain
familiarity;
3. weekly oral or written spelling of unfamiliar English words with its corresponding MTB
terminology; and
1. The action research will be conducted at Bais City South Central School located at Combado,
2. The respondents of this action research will be the 48 incoming Grade 4 and 6 pupils of Bais City
There will be two (2) phases to be done in order to answer the research questions:
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
Actual Gathering Phase. In administering the action research, the researcher will orient the
respondents together with their parents as to the flow of the action research. The researcher will make
After determining the respondents, the researcher will give them a preliminary test related to
vocabulary, spelling, and MTB to English translation (matching-type). For the implementation of the
proposed intervention, the Word-tree will be used within the first two (2) quarters. Each week at least five
new magic words in MTB and English will be introduced to the pupils. These words will be written on a
card in the form of a leaf. Before the class can put this leaf to the tree they must use the word the whole
day. The teachers also need to make use of these magic words to almost all subjects, thus, enhancing the
familiarity of the words in the minds of the students. A proficiency assessment related to vocabulary,
spelling, and MTB to English translation (matching-type) will be given to the selected pupils 2-3 days
before/after the quarterly examinations. The results of the 1st and 2nd quarter examination in English will
also be collected.
Post-Data Gathering Phase. After the retrieval of the results in their oral and written
standardized tests, as well as 1st and 2nd quarter examination results, the data will be organized and will be
checked for completion. Then, the researchers will consolidate the results for data analysis. The
researchers will analyze the data to determine the effects of the Word-tree in the English vocabulary
development of the MTB-oriented pupils at Bais City South Central School and to fully implement the
problem, phenomenon, service or programme, or provides information about the living condition of a
community, or say describes attitudes towards an issue (Kumar, 2011). Corollary to the foregoing
statement, the level of proficiency of pupils in English and Mother-Tongue, the significant effects of the
Word-tree in vocabulary development in the use of the English language will be examined
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
comprehensively and described contextually, and the significant effects of the proposed intervention to
The dependent t-test and the standard deviation will be used to validate the level of efficiency of
pupils in words recognition in English with its equivalent terms in Mother Tongue-Based (MTB). Lastly,
the dependent T-test will be used to identify if there is a significant effect of the use of the Word-tree in
6 Consolidation of the
pupils' result for the
oral/written
standardized test in
the 1st quarter. August 18 to
(Midline data) September 18
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
The research’s testing period will cover the first and second quarters of the School Year 2018-
2019. If the research being studied will be successful, and the proposed intervention will give positive
effects to the pupils in the first and second quarter of School Year 2018-2019, then, the school will have
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EFFECTS OF A WORD-TREE IN THE ENGLISH VOCABULARY DEVELOPMENT
VII. REFERENCES
Education (MTB-MLE). (2012, February 17). Retrieved March 13, 2018, from
http://www.deped.gov.ph/orders/do-16-s-2012
Kachru, B. (2006). "English: World Englishes". In Brown, Keith. Encyclopedia of language &
044299-0. Retrieved 6 February 2015. Lay summary (6 February 2015). – via ScienceDirect
Kumar, R. (2011). Research methodology. Thousand Oaks, California. SAGE Publications, Inc.
Mazrui, Ali A.; Mazrui, Alamin (3 August 1998). The Power of Babel: Language and
libraries.)
Svartvik, Jan; Leech, Geoffrey (12 December 2006). English – One Tongue, Many Voices.
Palgrave Macmillan. ISBN 978-1-4039-1830-7. Retrieved 5 March 2015. Lay summary (16
March 2015).