1

CHAPTER I

INTRODUCTION

Lexical competency is the ability to produce a

language. It is an aspect of both linguistic competence and

communicative competence Nordquist (2017). It is far more

than the ability to identify a given number of words. The

process which learners acquire a great deal information

about a word takes place gradually over a long period of

time, and it is very elaborate.

In today‟s modern generation people are engage in the

English language and make use of it in communication.

English has been considered to be the first global lingua

franca. In today‟s modern world the English language has

become part and parcel of every existing field. It is vital

in communication. Communication is not effective without the

use of lexemes or using vocabulary. Today everyone is

considered to be literate by their degrees and diplomas, but

the knowledge of English language makes an individual

literate.

Lexical competencies help the student to familiarize

the other meaning or relate it on what they already know. It

helps the learner to use another word for them to relate

vocabulary of language.
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One should be able to pronounce the words in question,

know it‟s part of speech, know how the word is used in a

clause, the basic meaning of the word, ,and know the

situation where the word can be appropriately use.

According to Khatib and Hassandeh (2001) as cited by

TAK Eltahir (2016), vocabulary learning strategies are the

actions, set of techniques or language learning behavior

that learners take to help themselves to discover the

meaning of new words and retain them in long term memory

Along the Lexical Competence it includes inter-lexical

and intra-lexical domain. Vocabulary a set of familiar words

within a person‟s language. A vocabulary usually developed

by age, serves as a useful and fundamental tool for

communication and acquiring knowledge. Acquiring an

extensive vocabulary is one of the largest challenges in

learning a second language.

The Inter-Lexical Domain is the assumption behind the

idea of “mental lexicon” is that an individual goes beyond

the information given. Given a set of data, we operate on it

and do something. More specifically, we do two things:

grouping and generalizing. We group lexical items with

respect to semantic fields and hierarchical structures.

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In teaching proficiency it is the primary need to

enhance their language skills. It also refers to the lexical

knowledge that is the ability of the students to comprehend,

acquire and recall the vocabulary items with relative

success. Learners are also always concerned with the English

vocabulary or the lexicon knowledge. Vocabulary learning is

an essential part in language as the meanings of new words

are very often emphasized, whether books in classrooms and

also the vocabulary knowledge is viewed as a critical tool

for second language learners because a limited vocabulary in

a second language impedes communication.

Teachers noticed the weaknesses of the students

throughout writing composition and also in terms of

speaking. Through English Language will determine the

ability of the learners on how they cope in using second

language acquisition. Teachers play a critical role in

supporting language development. Beyond teaching children

to read and write in school, they need to help children

learn and use aspects of language associated with the

academic discourse of the various school subjects.

They need to help them become more aware of how languag

e functions in various modes of communication across the cur

riculum. They need to understand how language works well

enough to select materials that will help expand their

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students‟ linguistic horizon and to plan instructional act

ivities that give students opportunities to use the new fo

rms and modes of expression to which they are being exposed

Teachers need to understand how to design the classroom

language environment so as to optimize language and literacy

learning and to avoid linguistic obstacles to content area l

earning. A basic knowledge of educational linguistics is pre

requisite to promoting language development with the full

array of students in today‟s classrooms. Almost every cl

assroom teacher recognizes the need to teach vocabulary (the

lexicon), and most teachers do so. Usually, technical or unu

sual words used in texts are targeted for instruction. Defin

itions for each one are solicited from the students or are

supplied by the teacher before the text is read in interac

tions

Students‟ encountered difficulties in terms of lexicon

on how to use the words properly. Students have difficulties

in lexemes, it generally includes sensitivity many words are

ambiguous over one sense (“watered" means “diluted" or

"nourished"). It can leads to confusion when they encounter

the word it is difficult to understand because some of words

have more equivalent meanings or the synonyms.

We have different system of words or how people use to la

nguage in expressing thoughts and feelings share their ideas

 5

towards others. And as of different countries English i

s the second language used as universal language for communi

cation.

In general, the amount of vocabulary is a simple and cle

ar index of telling the level of proficiency in a second

language, the learners are also always concerned with the si

ze of English vocabulary or lexicon knowledge.

In the Philippine setting, the traditional education is

reinforced into a progressive and developed design to K to

12 curriculums. Under the objectives and values of the

recommended concepts in K to 12, the English language

learners in secondary level is assigned to work multitask to

develop and introduce the skills that approaches lexical

competence and new academic styles in meaningful learning to

pattern on the interest of each student to identify their

strengths and weaknesses.

Lexical competence is an important skill for the

attainment of full mastery of the four language skills in

order to enable students to cope with academic tasks at

tertiary level.

Therefore, CBSUA aims to develop globally competitive

graduates and well equipped in the new curricula. This study

could all be a valuable item to be more aware on students‟

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learning lexical competence and improve learning strategies

in communication and understanding lexical skills.

STATEMENT OF THE PROBLEM:

This study will determine the lexical competencies of

CBSUA (Central Bicol State University of Agriculture)

students in Pasacao Campus.

Specifically, the study will seek to answer the

following questions:

1. What is the level of lexical competencies of CBSUA

students Pasacao Campus along:

a) vocabulary

b) grammatical competence

2. Is there a significant difference among groups and level

of lexical competency?

3. What strategies can be suggested to enhance the lexical

competencies of the students in CBSUA Pasacao?

OBJECTIVES OF THE STUDY

This study will determine the level of Lexical

Competencies of students in CBSUA Pasacao and determine if

there is significant difference among majors. Among the

objectives of the study are:

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1. Determine the level of lexical competency of CBSUA

students Pasacao Campus among majors along their vocabulary,

grammatical competence.

2. Test whether there is a significant difference among

groups and level of their lexical competency along their

vocabulary, and grammatical competence.

3. Identify the strategies that can be suggested and

recommended to enhance the lexical competencies of the

students in CBSUA Pasacao.

SIGNIFICANCE OF THE STUDY

The result of this study is beneficial to the following:

Students: This study will let the students be aware of

their lexical skill. They will be able to improve their

lexical competency and make use of it in their future

teaching.

Teacher: The result of this study may leads to

effective teaching strategies applicable in the teaching

process for student lexical skill development.

Parents: The result of this study will help them to

understand the lexical competence of the students and its

significance.
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Researcher: This study will help the researcher to gain

knowledge and information that they can use in their future

career and to complete the requirements of their subject.

Other researcher: The result of this study may help

other researcher to serve as their reference for more

information about lexical competency.

Community: The result of this study may leads to

awareness on how far the student learned and progress in

school. The community can give attention and support, to be

productive and competitive individuals.

SCOPE AND DELIMITATION OF THE STUDY

The research will determine the level of lexical

competencies of CBSUA students Pasacao, Camarines Sur along

these parameters: vocabulary, and grammatical competence.

The gathered information from the subjects will identify

their Lexical Competencies among the four majors of CBSUA

Pasacao students the English, Science, Mathematics, and

Elementary Education.

This study will use sampling to measure the specific

respondents. The reason of using this method is the size of

the population.
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ASSUMPTION

The students among majors in CBSUA Pasacao use

strategies to enhance their level of lexical competence.

HYPOTHESIS

There is a significant difference in the level of

lexical Competencies among majors of CBSUA students in

Pasacao Campus.

DEFINITION OF TERMS

The following terms are conceptually and operationally

defined for clearer understanding.

Communicative Competence: This refers to synthesis of

knowledge of basic grammatical principles, knowledge of how

language is used in social settings to perform communicative

functions, and how knowledge of utterances and communicative

functions can be combined according to the principles of

discourse (Curriculum Guide 2016). In this study, it is

defined as the ability to develop their speaking skill using

the language.

Grammatical Competence: This refers to the ability to

understand and express meaning by producing and recognising

well-formed phrases and sentences.

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Lexical Competence: This refers to the ability to

produce and understand the words of a language (Nordquist

2017).In this study, it is defined as the process of using

the second language acquisition.

Strategy: This refers to a careful plan or method for

achieving a particular goal usually over a long period of

time (Merriam Webster Dictionary). In this study, it is

defined as using different techniques to promote knowledge.

Vocabulary: This refers to the body of words used in

particular language (Oxford Dictionary). In this study, it

is defined as how individual person known by using the

words.

Qualitative Analysis: This refers to the type of

analysis focuses on in-depth reasoning and quality of

results. This type of analysis does not use any statistical

tools in the process.

Quantitative Analysis: This refers to a technique that

seeks to understand behaviour by using mathematical and

statistical modelling, measurement, and research.

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NOTES

Richard Norquist (2017).Lexical Competence” Available at

https://www.thoughtco.com/what-is-lexical-competence-1691114

Nordquist,R. "English as a lingua franca (ELF)."

ThoughtCo, Mar. 7, 2017, thoughtco.com/english-as-a-lingua-
franca-elf-1690578. Available at:
https://www.thoughtco.com/english-as-a-lingua-franca-elf-
1690578

TAK Eltahir (2016).“Depth of Lexical Processing Scale

and Vocabulary” Available at: http://www.tesl-
ej.org/pdf/ej78/a5.pdf
https://en.wikipedia.org/wiki/Vocabulary

Pak Jupiter Paul (2010) “Communicative Competence”

Retrieved from:
https://www.scribd.com/document/43704386/Communicative-
Competence

Shigenori Tanaka “Lexical Competence in English”.COCONE

Institute for Language Education. Available at:
http://www.cifle.jp/news/cifle_report_008.pdf

THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING AND HOW

TO BE TAUGHT. International Journal of Teaching and
Education.(Vol. III, No. 3 / 2015) DOI:
10.20472/TE.2015.3.3.002. Retirieved from:
http://webcache.googleusercontent.com/search?q=cache:kaqM3lM
XqeoJ:www.iises.net/international-journal-of-teaching-
education/publication-detail-
213%3Fdownload%3D2+&cd=1&hl=en&ct=clnk&gl=ph

Kristina,R. (2018)”Five Things Teachers Can Do to Improve

Learning for ELLs in the New Year”. Available at:
http://www.colorincolorado.org/article/five-things-teachers-
can-do-improve-learning-ells-new-year

Lily,W.(2000) What Teachers Need to Know About Language

Retrieved from:
https://www.readingrecovery.org/images/pdfs/Conferences/NC12
/Handouts/Rosser_Mary_Lily_Wong_FIlmore-Oral_Language.pdf
G. Chloes research

DepEd K to 12 BASIC ENGLISH CURRICULUM. Available

at: http://www.d eped.gov.ph/sites/default/files/page/20
16/English%20CG_0.pdf
 12

Shigenori Tanaka “Lexical Competence in English”.COCONE

Institute for Language Education. Available at:
http://www.cifle.jp/news/cifle_report_008.pdf

https://www.slideshare.net/mobile/sulmaupb/grammatical-
competence-2
https://www.merriam-webster.com/dictionary/strategy

https://en.oxforddictionaries.com/definition/vocabulary

http://www.statisticssolutions.com/qualitative-analysis/

https://www.investopedia.com/terms/q/quantitativeanalysis.a
sp
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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the various readings related

literature and studies from different sources such as

master‟s thesis, internet, and books which were directly

and indirectly relevant to this study.

RELATED LITERATURE

According to (Newton, 2001) cited by Moghaddam (2017),

teachers need to ensure that through tasks, learners are

given opportunities to meet and explore new vocabulary

without direct teacher assistance, and to use this

vocabulary to meet meaningful task goals.

Communication is the source of a person‟s daily

conversation. People tend to listen more rather than

speaking. Listening is used more because people tend to

give all ears and do accept messages even though it is

unintentional. According to Grimsley (2003) as cited by

Apolonio and Basilan (2017), communication is sending and

receiving information between two or more people. The

person sending the message is referred to as the sender,

while the person receiving the information is called the

receiver. The information conveyed can include facts,

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ideas, concepts, opinions, beliefs, attitudes, instruction

and even emotions.

According to Sollier (2005) as cited by Apolonio and

Basilan (2017), communication is about more than just

exchanging information. It‟s about understanding the

emotion and intentions behind the information. Effective

communication is also a two-way street. It‟s not only how

one convey a message so that it is received and understood

someone in exactly the way the speaker intended, it‟s also

how a person listens to gain the full meaning of what‟s

being said and to make other person feel heard and

understood.

Allen (2002) as cited by Wangru (2016) defined lexeme

“lexemes can be regarded as groupings of one or more word

forms, which are individuated by their roots and for

derivational affixes.” Hence, “the use of the term

„vocabulary‟ or „word‟ has general common sense validity

and is serviceable when there is no real need to be precise

According to Hasegawa (2016), several recent studies

have concentrated on effective teaching strategies for

second/foreign language education. One aspect, vocabulary

acquisition, is an essential component of target language

learning. Learners‟ sense of difficulty in the target

language usage largely involves vocabulary knowledge, as

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their word knowledge plays a decisive role in enhancing

their confidence as well as both receptive and productive

skills in the language. Although vocabulary learning was

neglected as an important part of second/foreign language

learning in the past, it has become one of the most

dominant current research areas in second/foreign language

education.

Some studies have shown that learners need multiple

opportunities to encounter target words through engaging in

classroom A Comparison of Formative Vocabulary Tests as

Credited and Non-Credited Assessment Tasks activities, and

this is especially the case where the teacher plays an

active role.

However, there is commonly insufficient

teaching/learning time for students‟ vocabulary learning

and acquisition during contact hours in class, especially

in higher education where there are strict constraints on

the number of classroom teaching hours allocated in the

interest of saving the faculty‟s management costs.

Dwyer and Neuman (2009) as cited by Zentner (2016)

defined vocabulary as the words we must know to communicate

effectively: words in speaking (expressive vocabulary) and

words in listening (receptive vocabulary). Students‟

vocabularies play important roles in their lives future

possibilities.
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Over the years vocabulary instruction has been more a

priority for older age groups, but research indicates that

students are beginning school with these vocabulary gaps.

The NICHD (2000) as cited by Zentner (2016) identified

vocabulary as one of the pillars for comprehension and

noted how little research had been conducted on vocabulary

instruction outside of third and eight grade. This is,

possibly due to little emphasis on vocabulary instruction

in early grades.

According to Coyne et. al., (2009) as cited by Zentner

(2016), students‟ knowledge of word meaning develops from

no knowledge, through varying levels of partial knowledge,

to more full and complete knowledge.” He also observed that

how well a word is known is determined by whether a student

can discriminate a word from other words and understand it

in novel contexts and in different forms. The knowledge of

a word‟s meaning becomes gradually more refined with every

new exposure to that word.

University of Iowa (2015) stated that in many

professions, the need for communication skills has never

been more critical. Employers consistently cite

communication skills as the major requirement for success

in professional careers. Students of communication studies

learn to analyse written, oral, visual, and electronic

messages from historical, critical, and social science

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perspectives. They also learn to produce such messages as a

means of artistic and functional expressions.

According to Krashen (1983) as cited by Schutz (2014),

„learning‟ is less important than „acquisition‟.

Acquisition involves the subconscious acceptance of

knowledge where information is stored in the brain through

the use of communication; this is the processed used for

developing the nature language.

One of the skills that should be learned and developed

in every educational institution is communication skills.

In Siman‟s article (2013) as cited by Durante “How to

Improve the Communication Skills of the Learners,” he

disclosed the vital role of communication towards

understanding of everyone involved in the process. He

explained that in the classroom setting, the teachers are

faced with the challenges of how to improve the

communication or speaking and writing of the learners.

According to Siman, there was blaming that continues

to lurk. Secondary school teachers tend to blame the

elementary school teachers foe producing pupils who are

lagging behind in terms of communication skills. College

and University Professors wonder how the high school

mentors academically nurtured the high school students they

come to them unequipped with the communication abilities.

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Most of the college students cannot express simple ideas

clearly nor write effective and properly structured

compositions or even sentences.

Because of this, Siman recommended effective tips that

he has practiced in improving the language sentences every

time they answer a questions, give everyone a chance to

report so that everybody gets the chance to polish their

speaking craft, and implement formal or informal theme

writing in every class, encourage teachers to develop the

habit of reading and impose the “Speak English” and

“Magsalita sa Filipino” campaign in every classroom. He

challenged every teacher to be a model of all the

activities cited above for the learners and follow mentors

to emulate.

Gideon Tavora (2013) Language Acquisition is the

process by which humans acquire the capacity to perceive,

produce and use words to understand and communicate. This

capacity involves the picking up the diverse capacities

including syntax, phonetics and an extensive vocabulary.

This language might be vocal as with speech or manual as in

sign. Language acquisition usually refers to first

language acquisition, which studies infants‟ acquisition of

their native language, rather than second Language

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acquisition that deals with acquisition in both children

and adults of additional languages.

Chomsky‟s generative grammar ignores semantics and

language use, focusing on the set of rules that would

generate syntactically correct strings. This led to model

of acquisition which attempted to discover grammar from

examples of well- formed sentences, ignoring semantics or

context. However it turns out that infinitely many rules

set or grammars can explain the data, so discovering one

would be difficult. Indeed, trained linguistics working for

decades have not been able to identify a grammar for any

human language.

Chomsky suggested that what was universal across all

languages were a set of principles that were modified for

each particular language by a set of parameters.

Noam Chomsky proposed the language acquisition device,

The LAD concept is a component of the nativist theory of

Language. This theory asserts that humans are born with

the instinct or “innate facility” for acquiring language.

Chomsky has gradually abandoned the LAD in favour of a

parameter- setting model of language acquisition

(principles and parameters). A person‟s vocabulary is the

set of words they are familiar with in a language. A

vocabulary usually grows and evolves with age, and serves

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as a useful and fundamental tool for communication and

acquiring knowledge.

“Focal Vocabulary” is a specialized set of terms and

distinctions that is particularly important to a certain

group; those with a particular focus of experience or

activity. A lexicon or, or vocabulary is a language‟s

dictionary, its set of names for things, events, and ideas.

Some linguistics believes that lexicon influences people‟s

perception on things. English speakers can also elaborate

their snow and cattle vocabularies when the need arises.

Learning vocabulary is one of the first steps of

learning a second language, yet one never reaches the last

step of vocabulary acquisition. Whether in one‟s native

language or a second language, the acquisition of new

vocabulary is a continuous process. Many methods can help

one acquire new vocabulary.

Teachers are one of the school environmental factors

who have important roles in increasing students learning

achievement, Wang (2013).Teachers are vital tools who have

duties to transfer knowledge to the learners. The teacher

is also important in the teaching and learning process in

the classroom because they can assess if their students

know to read proficiently or not.

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Yanosky et al., (2012) stated that all students

received an initial screening called the Assessing

Comprehension and communication in English State-to-State

for English Language Learners (ACCESS) that assesses

students 'English language proficiency in reading, writing,

listening, and speaking. The ACESS assigns students to a

basic proficiency level that teachers can use for making

grouping decisions. The proficiency levels are entering,

emerging, developing, expanding, bridging, and reaching.

The final level represents students who have progressed

through their English Language development and are

proficient in English.

Rafael (2012) as cited by Durante, mentioned that

communication is a key to learning because it is the most

essential and vital element in sharing and acquiring

knowledge. It is therefore the root of all knowledge and

wisdom because even the subject are taught in all

educational institutions have their own descriptors and

contents, but there is only one process that deals with

them all, that is, communication. She viewed communication

as an essential function of civilization which includes

listening, speaking, reading, and writing. She also traced

the functionality of communication in the transfer of

information from past generation with the use of scripture

and printed materials.

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Delos Angeles (2012) recommended that “Speak English

Campaign” should be launched in schools to strengthen the

English Instruction, parent and community leaders should

also be involved in the school‟s “Speak English Campaign”.

He also cited Cioco and said that classroom management” is

the result of the combination of a large numbers of factors

and influence. These factors came from the teacher,

learners and from the nature of the subject.

According to Diamond and Gutlohn (2010), vocabulary

knowledge is not something that can ever be fully mastered,

it is something that expands and depends over the course of

a lifetime. Instruction in vocabulary involves far more

than looking of words in a dictionary and using sentence.

Vocabulary is acquired incidentally through indirect

exposure to words and intentionally through specific words

and word learning strategies.

Oxford, as cited by Chen (2010) defined language

learning strategies in specific actions or techniques that

learners use to assist their progress in developing second

or foreign language skills, language learning strategies

are believed to play a vital role in learning a second

language, as they may assist learners in mastering the

forms and functioned required for reception and production

in the second language and thus affect achievement.

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The classification of learning strategy also varies.

Perhaps the most comprehensive classification of language

learning strategies to date is developed by Oxford (Ellis,

1994). Oxford‟s (1990) Strategy Inventory for Language

Learning (SILL) is divided into direct and indirect

classes.

Direct strategies include the strategies used directly

in dealing with a new language. The direct strategies are

further subdivided into three strategies: memory, cognitive

and compensation strategies. Memory strategies are those

learners use to store and retrieve information.

Compensation strategies help student to overcome knowledge

gap to continue the communication such as guessing

intelligently and overcoming limitations in speaking and

writing (Oxford, 1990). Indirect strategies are used for

general management of learning.

Indirect Strategies are further subdivided into three

groups: metacognitive, affective and social strategies.

Metacognitive strategies help learners to control their own

mental processes for instance centring their learning,

evaluating and planning their learning and evaluating their

learning. Affective strategies help to control emotions,

motivations and attitudes such as lowering their anxiety,

encouraging themselves and taking their emotional

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temperature. Social strategies involve learning interaction

with others e.g. asking questions, cooperating with others

and empathizing with others.

Hsiao (2008) as cited by Vedad, asserted that the

learning strategies of good language learners, once

identified and successfully taught to less proficient

learners could have considerable effects on facilitating

the development of second language skills. Therefore, if

language teachers know more about effective strategies the

less proficient learners will enhance these learners‟

language skill.

RELATED STUDIES

In the study of Mokhtar (2016), entitled “The English

Lexical Acquisition of Adult Learners in Instructional

Setting” examined the receptive and productive English

vocabulary knowledge of tertiary students. Vocabulary Level

Tests (VLT) consist three tests which were used to collect

the data, namely Passive Vocabulary Tests (PVT), Controlled

Active Vocabulary Tests (CAVT) and Free Active Vocabulary

Tests (FAVT). A total of 360 first-, second- and third-year

university students were involved in the study. The

findings revealed that majority of them had very limited

lexical knowledge to use English as their second or foreign

 25

language, though formal exposures to English language had

been given to them for at least 11 years before entering

the tertiary level. In trying to unfold the unsuccessful

attempt to enhance the students‟ lexical competence through

the present Malaysian education system, the issue of

lexical input in terms of quality and quantity had been

raised

Carranza et al. (2015) in their study, “Vocabulary

Learning and Strategies Used by Teacher Education Students

”. In the light of the findings of the study, it is

concluded that the different strategies in learning

vocabulary are mostly oftentimes used by the Teacher

Education students. The students achieved nearly competent

level of performance in context clues, word analysis and

dictionary skills.

Furthermore it was recommended that the provisions for

students‟ vocabulary learning activities and strategies in

English subjects be further emphasized through independent

and cooperative learning to improve their skills. This

signifies that more intensive vocabulary trainings and

activities be given to Teacher Education students to

enhance and sustain their skills in this area of English

study. Along this line, a vocabulary module for Tertiary

Education students was developed to enhance the vocabulary

 26

skills of the students. A similar/follow up study

incorporating other variables that may affect the

vocabulary performance of the students in similar or other

fields may be conducted to strengthen results of this

study.

Martirosyan, Hwang, and Wangjohi (2015), in their

study “Impact of English Proficiency on Academic

Performance of International Students.” states that along

with language proficiency, there may be many other factors

associated with international students' academic success

such as motivation, learning strategies, background

variables, and personal characteristics, as stated in

Staynoff (1997). As noted in the literature review, other

contributing factors, especially those within the cross-

cultural dimension influencing academic performance of

international students, should be considered as intervening

factors.

According to Rost (2004) as cited by Baran (2015) in

the study “Pupils Preferred Language Learning Activities

and their performance: Input to an enhance language

learning program.” proposed that there are three reasons

speaking skill, first, spoken language provides a means of

interaction for the learner. Because learners must interact

to achieve understanding, access to speakers of the

 27

language is inadequate, the quality of that work – be it a

product or service- will suffer as a result. Ensuring

“good” and “effective” communication is a fundamental

component of providing high qualities services and

products, good effective communication at work. Therefore

is not a luxury or an optional extra but essential for

success.

Kuhr (2014) in his study on the “Students‟ attitude

towards English Language Learning and Academic

Achievement.” stated that as English becoming more

achievement for the students in any field. He closely

conclude that students view English Language learning as

closely associated with their overall academic achievement

and there is a positive attitude prevailing among the

business students about association between learning the

English language and their overall academic achievement.

In the paper of Echeverria (2014) studied the

“Acquisition of Lexical Competence in English as a Second

Language”. The research focused on vocabulary acquisition

necessary to bear in mind all the complexities implied in

knowing a lexical item in order to delimit the assessment

of vocabulary knowledge with different components: the

context of vocabulary use, vocabulary, knowledge and

 28

fundamental process and metacognitive strategies for

vocabulary use.

Crossley, Salsbury and Mcnamara (2014) studied lexical

proficiency in oral and written texts produced by second

language (L2) learners of English. They examined the

relationships between analytic scores of depth of lexical

knowledge, breadth of lexical knowledge, and access to core

lexical items and holistic scores of lexical proficiency.

Using a multiple regression analysis, study found that

collocation accuracy, lexical diversity and word frequency

are significant predictors of human evaluations of lexical

proficiency. Collocation accuracy explained the greatest

amount of variance in the holistic scores (84% in the

written samples and 89% in the spoken sample). The authors

discussed the importance of collocation accuracy in

predicting human judgments of lexical proficiency

Nation (2001), as cited by Huang and Eslami (2013), in

their study “The use of Dictionary in contextual Guessing

strategies for vocabulary learning by advanced English-

Language Learners” stressed that learning vocabulary via

guessing from context is the most important of all sources

of vocabulary learning

Vocabulary is one indicator of a learner's background

knowledge. If a learner understands a word, he or she

 29

probably has an understanding of the concepts related to

the word. A study of reading comprehension found that

background knowledge and vocabulary were the strongest

predictors of comprehension and indirectly influenced

whether a student would apply problem solving strategies

when meaning breaks down, according to Cromley & Azevedo

(2007) as cited in Douglas Fisher's study of vocabulary and

Background knowledge: Important Factors in Reading

Comprehension (2013)

According to Zareva (2013) in his study entitled “A

model of Lexical knowledge Assessment of Adult Native and

Non Native speakers of English”, here, structure of the

mental Lexicon of advanced and intermediate non- native

speakers of English is the cone of the research. The study

focused on adult second language (L2) learners. ”Structure

of the mental lexicon and the dimensions on which state the

overall of their vocabulary knowledge can be examined.” A

model of studying Lexical Competence was proposed, which

distinguished within the receptive and the productive

domain two levels of assessment analysis: a micro level

knowledge of the grammar of individual words, and macro

level the overall state of the learners” Lexicon as

reflected by bundies by published authors in history and

biology and by students at three different levels is those

disciplines. The finding of the study is indicated that

 30

students rarely used these targets bundies in their

writing. In addition when the students dis uses certain

bundies, their use did not correspond to the uses of

bundies employed by professional authors. “

In the paper of Ozturk‟s (2013) “Lexical Competence in

the Common European framework of Reference for Language”,

conducted a critical evaluation of the construct of Lexical

Competence as defined as Common European Framework (CEF) is

the light of literature on lexical acquisition in a second

language. The comprehensiveness of the CEF was seen in the

dimensions of vocabulary knowledge, vocabulary control,

vocabulary size, and vocabulary image in the second

language acquisition”.

According to Canale (2000) as cited by Swain (2013)

stated the separate fact about grammatical competence to

Lexical Competence. The grammatical competence includes

knowledge of lexical items, rules of morphology, syntax,

sentence- grammar, semantics, and phonology. The

communicative paradigm has come to dominate the way that we

think about Language Competence in general, and this has

generally had a bad effect

According to Hargrave and Senechal (2000) as

cited by Cayubit (2012) in his study Vocabulary and Reading

Comprehension as a measure of reading skills of Filipino

 31

Children. Vocabulary is a component of reading that

provides an indication of the overall reading ability of

the participants and participants who scored high on this

subscale demonstrates high skills in terms of understanding

and deducing the meaning of Filipino words common among

Grades 3 and 4 pupils.

Reading Comprehension was included because it has been

identified as one of the basic components of reading

ability (Baddeley et al., 1985) cited by Cayubit (2012).

This measures the level of understanding of the

participants of the passages that they have read by

answering its succeeding questions. Participants who score

high on this subscale exhibit the ability to understand and

make inferences about what they have read.

Universities now explicitly state generic skills as a

requirement in the program outcome since 2008, consistent

with According to Iksan et al (2012) in their study,

"Communication Skills Among University Students", the role

in producing graduates in various fields to fulfil the

market needs does not only focus on academic achievement,

but also on generic skills or "soft skills" required for

them to compete in the global market. Furthermore,

employers now place great importance on generic skills and

personality in choosing their future employees. Therefore,

 32

local "performance based curriculum" which started the same

year. Communication skills are important specifically

during the process of seeking job. The new graduate would

be tested on their communication during their job

interview. Therefore, universities and faculties have to

ensure that students are equipped with the ability to

communicate clearly and effectively.

Delos Angeles (2012) recommended that “Speak English

Campaign” should be launched in schools to strengthen the

English Instruction, parent and community leaders should

also be involved in the school‟s “Speak English Campaign”.

He also cited Cioco and said that classroom management” is

the result of the combination of a large numbers of factors

and influence. These factors came from the teacher,

learners and from the nature of the subject.

Gengesh (2011), in his study “The Relationship between

English Language Proficiency and Academic Performance of

university students - Should Academic Institutions Really

be concerned.” states that there is a significant but

moderate positive relation between the students'

proficiency in English and their overall academic success.

Specifically, the higher the English proficiency of

students on entry to the university, the better they

performed in their degree area courses as well as in their

English Levels.
 33

Lucas et al (2010) discussed “A study on the Intrinsic

Motivation Factors in Second Language Learning among

selected freshmen students”. The paper presented skills

where students are intrinsically motivated to learn and

they are speaking and reading skills. Because of the nature

of those skills and the benefits them may gain from

learning and mastering them, they find them interesting and

relevant, thus they are driven to learn those skills. Also

this study could be associated to the present study how the

students learn the second language.

THEORETICAL FRAMEWORK

There were sets of theories anchored to this study.

Discussed below are the theories that have been used to

support the intent of the study.

The main theory anchored on this study is the Theory

of Universal Language by Noam Chomsky (1960).

The framework illustrates how other theories support

the main theory and affect the lexical competence.

Noam Chomsky proposed a revolutionary idea: We

are all born with an innate knowledge of grammar that

serves as the basis for all language acquisition. He says

that language for humans is a basic instinct. The language

properties inherent in the human mind make up 'Universal

 34

Grammar', which consists, not of particular rules or of a

particular grammar, but of a set of general principles that

 35

Scaffolding
Schema Theory
Theory
(Frederic
(Jerome
Bartlett, 1932)
Bruner, 1976)

Social Learning Lexical Field

Theory
Theory
(Albert
Bandura, 1977) (Jost Trier,
1931)

Theory of Universal

Grammar

(Noam Chomsky, 1960)

Lexical Competence

Figure 1

Theoretical framework illustrating the main ideas and

supporting theories.
 36

apply to all grammars and that leave certain parameters

open; Universal Grammar sets the limits within which human

languages can vary.

Another way to view Universal Grammar is to see it as

part of the brain. He proposed that we are all born with a

fundamental understanding of the underlying mechanisms of

language. Chomsky‟s original work, called universal

grammar, is the reason why humans can recognize

grammatically correct yet nonsensical phrases. Past

research has shown our ability to distinguish words from no

words even without an understanding of the language, is a

skill that even non-verbal babies possess.

The universal grammar suggests humans learn language

by observing and memorizing grammatical cues. This theory

posits that our understanding of language is built solely

on experience, not an internal language processing feature

which can help students to improve their lexical

competencies and attain the different parameters used in

this study.

The first supporting theory of this study is the

Lexical Field Theory by Jost Trier as cited by Willems

(2014). Trier argued that words acquired their meaning

through their relationships to other words within the same

word-field. An extension of the sense of one word narrows

 37

the meaning of neighboring words, with the words in a field

fitting neatly together like a mosaic. If a single word

undergoes a semantic change, then the whole structure of

the lexical field changes. The lexical field is often used

in English to describe terms further with use of different

words. Trier's theory assumes that lexical fields are

easily definable closed sets, with no overlapping meanings

or gaps. These assumptions have been questioned and the

theory has been modified since its original formulation.

The above information is also supported by the Schema

Theory of Frederic Bartlett (1932) cited by Pappas (2014) s

uggested that human beings apparently possess generic

knowledge in the form of unconscious mental structures

(schemata) and that these structures produce schematized e

rrors in recall when they interact with incoming inform

ation. Thus, it is through schemata that old knowledge inf

luences new information. So, basically, schemata (plural of

schema) are psychological concepts that were proposed as

a form of mental representation for selected chunks of comp

lex knowledge, which are then stored in the long-term m

emory.

The Scaffolding Theory by Jerome Bruner (1976), states

that when children start to learn new concepts, they need

help from teachers and other adults in the form of active

support. They are dependent on their adult support, but as

 38

they become more independent in their thinking and

acquire new skills and knowledge, the support can be

gradually faded. Scaffolding can be seen as support a

teacher offers to move the student toward his/he

potential understanding.

It is nearly related to the Social learning theory by A

lbert Bandura (1977) cited by McLeod (2016) agrees with the

behaviourist learning theories of classical conditioning

and operant conditioning. He adds two important ideas,

mediating processes occur between stimuli & responses.

Behavior is learned from the environment through the

process of observational learning. Observational Learning,

children observe the people around them behaving in

various ways.

This is illustrated during the famous Bobo doll

experiment (Bandura, 1961).

Individuals that are observed are called models. In

society, children are surrounded by many influential

models, such as parents within the family, characters on

children‟s TV, friends within their peer group and

teachers at school. These models provide examples of

behavior to observe and imitate, e.g., masculine and

feminine, pro and anti-social, etc.

The four theories supporting the main theory which was

discussed above supported the study, wherein their main

 39

focus is to improve and attain the parameters in the

study. The said parameters have been very beneficial in

developing the lexical competencies of CBSUA students in

Pasacao Campus.

CONCEPTUAL PARADIGM

The conceptual paradigm illustrate in figure 2 is the

process of the study centered by the parameters focusing on

the lexical competency of CBSUA students in Pasacao Campus.

The independent variable in this study provides

information to the parameters associates the lexical

competency of the CBSUA Pasacao students. These are

vocabulary, inter-lexical competence, and communicative

competence to know the lexical competency of CBSUA students

in Pasacao campus. The dependent variables are measured by

these parameters.

The first box in the left represents the input of the

study and the second is the process that will use, and the

third and last box is the outcome or output of the study.

 40

Lexical Competency of CBSUA students in

Pasacao Campus

Input Process

 Level of lexical
competencies of CBSUA
students Pasacao Campus  Testing Questionnaires
along:
a) vocabulary
b) Grammatical  Gathering of Data
competence
 Interpreting Data
 Significant difference
among the groups and
level of lexical  Presentation
competency?

 Strategies can be Quantitative Analysis

suggested and
recommended to enhance
the lexical
competencies of the
students in CBSUA
Pasacao

Output

 Seminar about: Strategies Enhancing Lexical

Competency of the Education students

Figure 2.Conceptual Paradigm

 41

The researchers aim to gather data through

questionnaires. The data gathered will be manipulated by

the statistical tools to be a reliable one. The researchers

aspire to know if there is a significant difference in the

in the level of lexical competencies among majors along

their vocabulary, and grammatical competence. And also

different strategies that can be suggested used to enhance

the students‟ lexical competence.

SYNTHESIS-OF-THE-ART

In the study of Moktar (2016) entitled “The English

Lexical Acquisition of Adult Learners in Instructional

Setting” and Zareva (2013) “A model of Lexical knowledge

Assessment of Adult Native and Non Native speakers of

English” measure the lexical competence of the adult non-

native speakers of English. Majority of his respondents had

very limited lexical knowledge to use English as their

second or foreign language, though formal exposures to

English language had been given to them for at least 11

years before entering the tertiary level. This

distinguished within the receptive and the productive

domain.

Moreover, the present study dealt with the lexical

competencies of CBSUA students in Pasacao Campus. Also,

 42

this study identified the significant difference among

groups along their vocabulary, and grammatical competence.

There were also different strategies suggested that

can be used to enhance their lexical competence. This would

be all valuable for the awareness of the students‟ in their

lexical competence and improve learning strategies in

communication through understanding lexical skills for

their future field of teaching.

 43

NOTES

http://repository.utp.edu.co/dspace/bitstream/handle/1
1059/5525/42834083.pdf?sequence=1
Joshua A. Apolonio and Ma. Leticia Jose C. Basilan,
Ph.D. (2017) “Oral Communication in Context”, 3 and 33

http://repository.utp.edu.co/dspace/bitstream/handle/11059/
5525/42834083.pdf?sequence=1
Cao Wangru, “Vocabulary Teaching Based on Semantic
Field”. Journal of Education and Learning: Vol.5,No.3;2016.
Available at
http://www.ccsenet.org/journal/index.php/jel/article/viewFi
le/59209/31717
Hiroshi, H. (2016). A Comparison of Formative
Vocabulary Tests as Credited and Non-Credited Assessment
Tasks: Japanese as a Second/Foreign Language at Tertiary
Level. International Journal of Languages, Literature
and Linguistics,(2016 ed.,Vol. 2, No. 4,). Available
at:http://www.ijlll.org/vol2/99-SA1020.pdf

Zentner, Randi, “Vocabulary Studies in Primary Grades:

A Review of the Literature”(2016). Culminating Projects in
Teacher Development.paper15.
University of Iowa (2015). “Communication Studies”.
Available at:
http://www.Communication%20Studies%20_%20Undergraduate#2
0Admission%20-%20University%20of%20IOWA.html
www.srareding.com
Tomasito D. Siman, “How to Improve the Communication
Skills of the Learners.” The Modern Teacher, Vol. LXII No.
7 (December 2013), 248-249.
Gideon Tavora (2013) “Encyclopaedia of Language,
Linguistics and Grammatical Analysis” (2013) Volume 1 ,
English Language Communication , 110-117.
Xiaomin Wang (2013), Professional development module
on teaching technique Retrieved from
http://www.texascollaborative.org/teaching_module>htm)

Yanosky,T., sChong, A., Louguit, M.,Olson,E.,

Choi,Y.,MacGregor, D.,& Kenyon,D.M. (2012).Annual technical
 44

report for ACCESS for ELLs English Language proficiency

test, series 202,2010-2011 administration (WIDA Consortium
Annual technical ReportNo.7). Madison,WI:Center for applied
Linguistics.
Aurora C. Rafael, “The essence of Communication.”
The Modern Teacher, Vol. LXI No. 6, (November 2012), 210-
211
Fe San Juaqin Delos Angeles,” Classroom Management
Practices of Multilingual Classes and their basic Academic
Performance”.(Unpublished Masters‟ Thesis, University of
Nueva Caceres, School of Graduate Studies, Naga City 2012)
Yanosky,T., Chong, A., Louguit, M.,Olson,E.,
Choi,Y.,MacGregor, D.,& Kenyon,D.M. (2012).Annual Technical
Report for Access for ELLs English Language Proficiency
Test. series 202,2010-2011 Administration (WIDA Consortium
Annual technical ReportNo.7). Madison, WI: Center for
Applied Linguistics.
Linda Diamond and Linda Gutlohn. “ Teaching
vocabulary. Reading Rockets”. (Online); Available
atwww.readingrockets.org.2010
In Chen “Language Learning Strategies used by High
School and Low English Proficiency Students in a Technology
College.” (Unpublished Master‟s Thesis, National Changhua
University of Education, (Changhua, Taiwan, 2010)
T.Y. Hsiao (2008), “Comparing Theories of Language
Learning Strategies: A Confirmatory Factory Analysis.”
Modern Language Journal, 86, (2002), 368-383.

Ahmad AzmanMokhtar, “English Lexical Acquisition of

Adult Learners in Instructional Settings: Issue on Lexical
Input. Vol.1 No.1 (2016).

Carranza et al. (2015), “Vocabulary Learning and

Strategies Used by Teacher Education Students ”. Sorsogon
State College, Sorsogon City, Philippines. Available
at:www.apjmr.com

Martirosyan , Hwang, and Wanjohi (2015) Impact of

English Proficiency on Academic Performance of
International Students. ISSN: 2162-3104 Print/ ISSN:2166-
3750 Online Volume 5, Issue 1 (2015),pp. 60-71 Journal of
international students http://jistudents.org
 45

Baran, Melanie R. “ Pupils Preferred Language Learning

Activities and their performance : Input to an enhance
language learning program. ” Naga city, Naga College
Foundation 2015.
Samar Kuhr, “students‟ Attitude towards English Language
Learning and Academic Achievement.” (Published Masters‟
thesis, Al Suffah college for Women, Sargadha, Pakistan,
2014)
Echeverria, Valeria, “Acquisition of Lexical
Competence in English as Second Language.” (Published
Thesis, University of Chile, 2014)

Crossley, S., Salsbury, T.,& Mcnamara, D. “Assessing

Lexical Proficiency Using Analytic Ratings: A Case for
Collocation Accuracy Applied Linguistics(2014)36(5):570-590

Shufen Huang and Zohren Eslami, The use of Dictionary

and Contextual Guessing strategies for Vocabulary Learning
ny Advanced English-Language Learners” (Published Master‟s
Thesis, Canada Center of Education, English Language and
Literature studies, 2013)

Douglas Fisher's study of Vocabulary and Background

Knowledge : Important Factors in Reading Comprehension
(2013) McGraw Hill Education. FLEX - Vocabulary -and-
Bqckground -knowledge.pdf

Ryan Francis Ortiz Cayubit, “Vocabulary and Reading

Comprehension as a measure of Reading Skills of Filipino”.
University of Santo Tomas. Available at:
https://www.researchgate.net/profile/Ryan_Francis_Cayubit?e
nrichId=rgreq-f9762b52bc05d1ebe7e85f1ff25e36fa-
XXX&enrichSource=Y292ZXJQYWdlOzI4MjEyMTUxMDtBUzoyNzcwNzk1ND
g1NDcwNzRAMTQ0MzA3MjMyMDU2NA%3D%3D&el=1_x_5&_esc=publicatio
nCoverPdf

Zareva , Allapetrova, “ A model of Lexical knowledge

Assessment of Adult Native and Non Native speakers of
 46

English” , ( Published thesis , University of Georgia ,

2013 ).
www. Oecd. org
Iksan et. al. (2012) "Communication Skills among
University of Kebangsan Malaysia. Available at:
www.sciencedirect.com

Fe San Juaqin Delos Angeles,” Classroom Management

Practices of Multilingual Classes and their basic Academic
Performance”.(Unpublished Masters‟ Thesis, University of
Nueva Caceres, School of Graduate Studies, Naga City 2012)

Ghengesh (2011), The Relationship Between English

Language Proficiency and Academic Performance of university
students - Should Academic Institutions Really be
concerned.
Rochelle Irene Lucas, et al, “A study on the Intrinsic
Motivation Factors in Second Language learning among
selected freshmen students”. Philippine ESL
Journal.Vol.4,(February 2010); 1-21

Dana Dovey (2015) Under the Hood: Noam Chomsky‟s Theory

of Universal Grammar Is Right; It‟s Hardwired into our
Brains. Available at: http://www.medicaldaily.com/noam-
chomskys-theory-universal-grammar-right-its-hardwired-our-
brains-364236
KlaasWillemsUGent(2014)WorterbucherzurSprach-und
Kommunikationswissenschaft(WSK)online.vol.11: Theories and
Methods in Linguistics, Bern Kortman(ed.).p.1-2
Christopher Pappas, (2014). Instructional Design Model
s and Theories: Schema Theory. Retrieved at: https://www.go
ogle.com/amp/s/elearningindustry.com/schema-theory/amp#amps
hare=https://elearningindustry.com/schema-theory

http://link.springer.com/article/10.1007/s11251-
015-9351-z
https://www.simplypsychology.org/bandura.html
 47

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents statistical techniques implied

in the conduct of the study. It discusses the research

designs, instruments, and methods of data collection and

the statistical tools that were used to interpret the data.

RESEARCH DESIGN

The explanatory mixed method research design will be

used in this study. The descriptive-evaluative and

comparative design will be used to determine the level of

Lexical Competencies of CBSUA students in Pasacao Camarines

Sur along their vocabulary and grammatical competence. The

same is will be used to test whether there is a significant

difference in the level of among groups and level of

lexical competency.

Thus, to identify the strategies that can be suggested

and recommended to enhance the lexical competence of the

student in CBSUA Pasacao will be identified by the survey

method.
 48

RESEARCH LOCALE

This study will be conducted in the students of Central

Bicol State University of Agriculture Pasacao Campus S/Y

2018-2019. It is located in Sta Rosa del Norte, Pasacao

Camarines Sur the only college university in the

Municipality.

The image above is a map showing where the Central

Bicol State University of Agriculture-Pasacao Campus is

located in Pasacao, Camarines Sur.

 49

POPULATION AND SAMPLING

This study included two-hundred forty eight (248)

respondents of CBSUA Students in Pasacao the manner of

choosing the respondents is through quota sampling.

The table 1 shows the equal frequency distribution of

the respondents. The four majors English, Math, Science,

and BEEd have the same proportion of 25% represent 62

respondents. Among the 25% population of group is a total

100% representation of the students.

RESEARCH INSTRUMENT

This study utilized mainly the survey questionnaires

in identifying the Level of Lexical Competencies CBSUA

Students in Pasacao, Camarines Sur along their vocabulary,

and grammatical competence.

On the other hand, the above mentioned instrument also

used to know if there is a significant difference in the

level of Lexical Competencies of CBSUA Students in Pasacao,

Camarines Sur among groups along their vocabulary,

communicative competence and inter-lexical competence.

In addition, the survey conducted to know the factors

affecting the level of Lexical Competencies of CBSUA

Students in Pasacao, Camarines Sur. And identify

 50

TABLE 1
NUMBER OF STUDENTS

Major Population Sample Percentage

BEEd 350 62 25%

ENGLISH 250 62 25%

SCIENCE 200 62 25%

MATH 200 62 25%

Total 1000 248 100%

 51

strategies that can be suggested to enhance the

Lexical Competencies of the students in CBSUA Pasacao.

Moreover, the following parameters measured through the

survey questionnaire.

STATISTICAL TREATMENT

The following statistical treatment used in this

study:

Mean used to identify the level of Lexical

Competencies of CBSUA Students in Pasacao, Camarines Sur.

The analysis of variance (ANOVA) used to determine the

significant difference of the level of Lexical Competencies

of CBSUA Students in Pasacao.

The analysis used to determine whether there are

statistically significant difference between the means of

two or more independent group.

 52

NOTES

https://statistics.laerd.com/spss-tutorials/one-way-anova-
using-spps-statistics.php
 53

CHAPTER IV

ANALYSIS AND INTERPRETATION

This chapter presents the analysis and interpretation

of data gathered that answered the following question (1)

What is the level of lexical competencies of CBSUA students

Pasacao Campus along vocabulary and grammatical competence?;

(2) Is there a significant difference among groups and level

of lexical competency?; (3) What strategies can be suggested

to enhance the lexical competencies of the students in CBSUA

Pasacao? The answers to the specific questions of this study

were analyzed, discussed and interpreted. The data were

presented in tables to comprehend the discussion.

Lexical Competencies of Central Bicol State University of

Agriculture Students in Pasacao Campus

The level of lexical Competency of Central Bicol State

University of Agriculture in Pasacao Campus along vocabulary

and grammatical competence are presented in tables 2A and 2B

and summarized in table 2C.

LEVEL OF LEXICAL COMPETENCIES OF CBSUA STUDENTS IN TERMS OF

VOCABULARY SKILLS
 54

TABLE 2A

Lexical Competency of CBSUA Students Pasacao Campus

VOCABULARY

Respondents Mean Interpretation Rank

BEED 11.06 High 3

English 12.56 High 1

Math 10.11 High 4

Science 11.14 High 2

Total 11.22 High

Legend:

0.00 – 4.99 – L = Low

5.00 – 9.99 – A = Average

10.00 – 14.99 – H = High

 55

It is shown in the table 2A that English majors ranked

1st with the weighted mean of 12.56 interpreted as High.

However, it was noted that Mathematics majors ranked

lastwith a weighted mean of 10.11, interpreted as High. In

this aspect got a total weighted mean of 11.22, interpreted

as High.

It can be inferred from the findings that the

respondents have the same interpretation. It can be

observed from the result that English majors excelled among

the respondents because they are exposed in this kind of

activity and focus of their field compared to the other

majors. It is evident as well from the result that

Mathematics majors ranked last due to the fact that they

are dealing more with numbers than words.

From this, we can say that the vocabulary of the

students is developed due to the fact that they are given

various activities to enhance this skill up to their

tertiary level. A student who lacks vocabulary cannot

communicate well. Lack of lexis is insufficient to transmit

message. As a future educator they need to strengthen this

area for the reason that they will be imparting their

knowledge to their students.

According to Carranza et al (2015) in their study

results imply that the Teacher Education students are aware

 56

and conscious of the importance of learning vocabulary

using different strategies to unlock unfamiliar words.

Further, Fan (2003) emphasized that students who use

strategies more often are the ones who exhibited high

proficiency in vocabulary tests.

In contradiction to the result of the study, Mokhtar

(2016) examined the receptive and productive English

vocabulary knowledge of tertiary students. The findings

revealed that majority of them had very limited lexical

knowledge to use English as their second or foreign

language, though formal exposures to English language had

been given to them for at least 11 years before entering

the tertiary level. In trying to unfold the unsuccessful

attempt to enhance the students‟ lexical competence through

the present Malaysian education system, the issue of

lexical input in terms of quality and quantity had been

raised

LEVEL OF LEXICAL COMPETENCIES OF CBSUA STUDENTS IN TERMS OF

GRAMMATICAL COMPETENCIES

It is shown in the table 2B that English majors ranked

1st with the weighted mean of 12.02 interpreted as High.

 57

TABLE 2B

GRAMMATICAL

Respondents Mean Interpretation Rank

BEED 9.14 Average 2

English 11.03 High 1

Math 8.64 Average 4

Science 9.03 Average 3

Total 9.46 Average

Legend:

0.00 – 4.99 – L = Low

5.00 – 9.99 – A = Average

10.00 – 14.99 – H = High

 58

However, it can be noted that the Mathematics majors ranked

last with a weighted mean of 8.64, interpreted as Average.

In this aspect got a total weighted mean of 9.46,

interpreted as Average.

It shows from the evidence that the respondents have

the different interpretations. It can be observed from the

result that English majors exceed among the respondents

because they are more exposed in the proper usage of

grammar and engaged in grammar activities compared to the

other majors. It is observed from the result that

Mathematics majors ranked last due to the fact that they

are lack of exposure in different grammar rules because

they are dealing with mathematical problems.

Based from this, we can say that the grammatical of

the students is developing and need to improve. Due to the

fact that they are not given activities to enrich this

skill it is because students have a different

specialization to study and give focus rather than

familiarizing the grammar rules. The students who not have

enough knowledge are expected to have difficulties in terms

of the use of word. Therefore, as future teachers they need

to empower this area for reason that they will be imparting

knowledge to their future student and needful in the field

of teaching.
 59

According to Gengesh (2011), states that there is a

significant but moderate positive relation between the

students' proficiency in English and their overall academic

success. Specifically, the higher the English proficiency

of students on entry to the university, the better they

performed in their degree area courses as well as in their

English Levels.
 60

TABLE 3A

LEVEL OF LEXICAL COMPETENCIES

OF CBSUA STUDENTS PASACAO CAMPUS

Vocabulary Grammatical Total Interpretation

BEED 11.06 9.14 10.1 High

English 12.56 11.03 11.80 High

Mathematics 10.11 8.64 9.38 Average

Science 11.14 9.03 10.08 High

TOTAL 11.22 9.46 10.34 High

Legend:

0.00 – 4.99 – L = Low

5.00 – 9.99 – A = Average

10.00 – 14.99 – H = High

 61

It is shown in the table 3A that English majors got

weighted mean of 11.80 in the combination of vocabulary and

grammatical competence their lexical competency was

interpreted as High. The total level of the students‟

lexical competency is weighted 10.34 interpreted as High.

However, the Mathematics majors got the least with a

weighted mean of 9.38 in their lexical competence

interpreted as Average.

Based on the summarized table, the respondents have

the different interpretation. It can be observe that from

the result that English majors ranked first among the

respondents. Different majors have their focus on their

specialization and learning language features is more at

the field of English majors. Therefore, the other majors

are interpreted as Average which is developed in their

early levels. Moreover Mathematics majors got the least

mean among the group.

From this, we can say that the Lexical Competencies of

the students in CBSUA Pasacao is precise according to their

specialization and capabilities as non-native about the

language. They have adequate knowledge in their grammatical

competence and vocabulary was developed in their early

levels up to tertiary level.

 62

According to Coyne et. al., (2009) as cited by Zentner

(2016), students‟ knowledge of word meaning develops from

no knowledge, through varying levels of partial knowledge,

to more full and complete knowledge.” He also observed that

how well a word is known is determined by whether a student

can discriminate a word from other words and understand it

in novel contexts and in different forms. The knowledge of

a word‟s meaning becomes gradually more refined with every

new exposure to that word.

 63

Significant Differences in the Lexical Competencies of

Central Bicol State University of Agriculture Students in

Pasacao Campus

Table 4 presents the significance difference in the

Level of Lexical Competencies of Central Bicol State

University of Agriculture Students in Pasacao Campus along

their vocabulary and grammar.

In table 4 it shows that the combined f‟-value of

lexical competencies are 8.58 with the tabulated value of

2.60 with the interpretation of significant. The vocabulary

skills got the f‟-value of 10 with the tabulated value of

2.60 with the interpretation of significant and the grammar

competencies got the f‟-value of 7.17 with the tabulated

value of 2.60 with the interpretation of significant Since

the combined f‟-value is interpret as significant. It

implies that they have a significant difference between the

lexical competencies in terms of vocabulary and grammar

competencies.

It can be observed that the average value of each

parameter reached the possible result of 10.00 so this can

be implied that students are exposed in vocabulary and

grammatical terms. There is a significant difference in the

data where English majors excelled among the other majors.

 64

Table 4A

Significant difference between lexical competencies

f’ TV Interpretation

Vocabulary 10 2.60 Significant

Grammar Competencies 7.17 2.60 Significant

Combined f’ 8.58 2.60 Significant

Legend:

f’ – value < tabulated value – Not Significant

f’ – value > tabulated value – Significant

 65

This can be implied that students in Central Bicol

State University of Agriculture, Pasacao Camarines Sur have

a high Level of Lexical Competencies along their vocabulary

and grammatical competence.

According to Kuhr (2014) stated that as English

becoming more achievement for the students in any field. He

closely conclude that students view English Language

learning as closely associated with their overall academic

achievement and there is a positive attitude prevailing

among the business students about association between

learning the English language and their overall academic

achievement.
 66

Table 4B

Scheffe’s Test for Vocabulary

F’ 3(2.60) Interpretation

BEED vs English 11.25 7.80 Significant

BEED vs Math 4.51 7.80 Not Significant

BEED vs Science 0.032 7.80 Not Significant

English vs Math 30.01 7.80 Significant

English vs Science 10.082 7.80 Significant

Math vs Science 5.30 7.80 Not Significant

Legend:

f’ – value < 7.80 – Not Significant

f’ – value > 7.80 – Significant

 67

In table 4B, it shows the scheffe‟s test for

vocabulary of 4 major, the computed f‟-value of BEED versus

English is 11.25 with the tabulated value of 7.80 with the

interpretation of significant. The computed f‟-value of

BEED versus Math is 4.51 with the tabulated value of 7.80

with the interpretation of not significant. The computed

f‟-value of BEED versus Science is 0.032 with the tabulated

value of 7.80 with the interpretation of not significant.

The computed f‟-value of English versus Math is 30.01 with

the tabulated value of 7.80 with the interpretation of not

significant. The computed f‟-value of English versus

Science is 10.082 with the tabulated value of 7.80 with the

interpretation of significant. The computed f‟-value of

Math versus Science is 5.30 with the tabulated value of

7.80 with the interpretation of not significant.

Based from the result, the vocabulary of English

majors is significant among three majors because they are

given a various activities that can expand their vocabulary

compared to the other majors. It also observed that there

is no significant difference in the three majors (BEED,

Science and Math) in the reason that they less prior the

language area and needs to improve for betterment in their

future teaching.
 68

From this, the English major has greater results among

the result shown in different major‟s data. It generally

stated that the vocabulary of English majors guided by the

instructors learning this area.

According to Carranza et al (2015) concludes that

most of the Bachelor of Elementary Education (BEED) and

Bachelor of Secondary Education (BSED) students oftentimes

used strategies in learning vocabulary such as reading

books and other materials, looking for clues in sentences

and use the dictionary to unlock the unfamiliar words. The

students attained nearly competent vocabulary performance

along context clues, word analysis and dictionary skills.

The context clues and word analysis skills are

significantly related to the use of learning strategies

when tested at 0.05 level. The developed vocabulary module

to enhance the skills of the students can be validated and

utilized for instruction.

 69

In table 4C, it shows the scheffe‟s test for

vocabulary of four major, the computed f‟-value of BEED

versus English is 10.82 with the tabulated value of 7.80

with the interpretation of significant. The computed f‟-

value of BEED versus Math is 0.76 with the tabulated value

of 7.80 with the interpretation of not significant. The

computed f‟-value of BEED versus Science is 0.037 with the

tabulated value of 7.80 with the interpretation is not

significant. The computed f‟-value of English versus Math

is 17.31 with the tabulated value of 7.80 with the

interpretation of not significant. The computed f‟-value of

English versus Science is 12.12 with the tabulated value of

7.80 with the interpretation of significant. The computed

f‟-value of Math versus Science is 0.46 with the tabulated

value of 7.80 with the interpretation of not significant.

It indicates that English major students have a

significant difference among major where language or such

as the grammar competence is focus of their majority.

Therefore from result it is accurate that the

students‟ grammatical competence just right to what they

are specialized to. The students must improve this

competence to cope up in their future field of teaching.

 70

TABLE 4C

Scheffe’s Test for Grammar Competencies

F’ 3(2.60) Interpretation

BEED vs English 10.82 7.80 Significant

BEED vs Math 0.76 7.80 Not Significant

BEED vs Science 0.037 7.80 Not Significant

English vs Math 17.31 7.80 Significant

English vs Science 12.12 7.80 Significant

Math vs Science 0.46 7.80 Not Significant

Legend:

f’ – value < 7.80 – Not Significant

f’ – value > 7.80 – Significant

 71

According to Giraldo and Perry (2008) they recognized

the importance of dealing with English as a second

language(ESL), writing errors through appropriate

techniques in order to avoid future and more complex

difficulties in students at higher levels of instruction.

According to Cuellar (2013) considering that the

biggest failure when addressing grammar is that activities

where mechanical and decontextualized drills are employed,

one say the use of writing activities offers the ideal

context with which to develop grammatical competence; for

this reason, dealing with grammar through writing

activities is a mutually enriching experience.

 72

Strategy to Enhance the Lexical Competencies of the

Students in CBSUA Pasacao

A strategy to enhance the lexical competencies of the

CBSUA students is to conduct a seminar. The seminar

entitled “Strategies Enhancing Lexical Competency of the

Education Students” with the theme, ”Quality Profession for

Future Impression”. This can be held on July 5, 2019 at

Audio Visual Room of Central Bicol State University of

Agriculture Pasacao Campus.

The participants of the said seminar are instructors

of the different field of specialization in CBSUA Pasacao

Campus. The manner of choosing the participants is to

incorporate the vocabulary in the field of their

instruction. In teaching-learning process the teacher

should enhance the lexical competencies of the students for

them to acquire vocabularies and integrate the knowledge in

their future field.

The registration fee of the participants is worth of

150 php. The 75% of the total registration will be the

snacks of the resource speaker and participants. While the

25% of the total registration: is for the tokens,

certificate and honorarium of the resource speaker. The

sound system and Hall Preparation are also included. The

buget is from the registration of the participants.

 73

The researchers recommended that the teacher should

cultivate and develop interest trough strategies that

enhance students‟ awareness in terms of their lexical

competency for their field of specialization.

This activity aims to enhance teaching strategy in

teaching-learning process to provide needs to students.

OBJECTIVES:

1. To establish an effective vocabulary skill of teaching

specialization in CBSUA students.

2. To build interaction and collaboration between the

teachers and student in effective instruction.

3. To promote awareness and enhancing competency for wide

overview in teaching CBSUA students in Pasacao.

The Registration starts at 8:00-8:30am of BSE-English

4B. 8:30-8:35 Opening Prayer held by Jeriel Agawa followed

by Philipine National Anthem to be leaded by Mary France

Custodio at 8:35-8:45am. Next Is Welcome Address to be

given by Danlyn Castillo. Opening remarks to be delivered

by the Campus Administration Prof. Carlo M. Cornejo at

9:00-9:15.

To introduce the speaker, Gina Bobis will give

informational accounts to the speaker. Dr. Pacita Cruz

 74

CSPC- English Professor will be the resource speaker of the

said seminar .Workshop to be conducted at 10:20-12:00.

In the afternoon session, 1:00-2:00 is the

continuation of the seminar. Strategies And Activities in

teaching vocabulary skill will be discussed. Next from the

time of 2:00-2:30 p.m workshop will be conducted for the

participants. Then next is the Open Forum at 3:00-3:30 and

the preceding time is for the awarding of tokens and

Certificates. The Closing Remarks will end by Geraldine

Baňas.

The said event has its expected expenses with the

total amount of Php 8,000 it is divided for sound system

allocating Php 2,000 for the rent, the event will not be

glamour without the hall preparation budgeting php 1,000.

And Php 2,000 allocation for the foods and for the tokens

with the cost amount of 2,000.

 75

NOTES

Ahmad Azman Mokhtar, “English Lexical Acquisition of

Adult Learners in Instructional Settings: Issue on Lexical

Input. Vol.1 No.1 (2016).

Esperanza F. Carranza, Anabell A. Manga, Ryan V. Dio,

Michael John A. Jamora, Fe S. Romero “Vocabulary Learning

and Strategies Used by Teacher Education Students”

Sorsogon State College, Sorsogon City, Philippines

Samar Kuhr, “students‟ Attitude towards English

Language Learning and Academic Achievement.” (Published

Masters‟ thesis, Al Suffah college for Women, Sargadha,

Pakistan, 2014)

Zentner, Randi, “Vocabulary Studies in Primary Grades:

A Review of the Literature”(2016). Culminating Projects in

Teacher Development.paper15.
 76

CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter presents the summary of the findings on

Lexical Competencies of CBSUA Students in Pasacao Campus.

From the findings, conclusions were given, and

recommendations were advanced.

This study aimed to determine the Lexical Competencies

of CBSUA Students in Pasacao Campus in Sta Rosa del Norte

Pasacao, Camarines Sur within the academic year 2018-2019.

Mixed method research design is used in this study to

determine and find out the level and significant difference

among majors in their lexical competencies. The subjects of

the study are the students of CBSUA Pasacao Campus among

different majors.

A questionnaire was used to gather data. The

statistical tools used were mean and analysis of variance

(ANOVA).
 77

Problem 1

What is the level of lexical competencies of CBSUA

students Pasacao Campus among majors along their vocabulary

and grammatical competence?

Findings

1. The English majors ranked 1st in the level of

vocabulary with the weighted mean of 12.56 interpreted as

High. It was noted that Mathematics majors ranked last with

a weighted mean of 10.11, interpreted as High. In this

aspect the total weighted mean is 11.22, interpreted as

High.

2. In grammatical competence English majors ranked 1st

with the weighted mean of 12.02 interpreted as High.

However, it can be noted that the Mathematics majors ranked

last with a weighted mean of 8.64, interpreted as Average.

Above all the respondents got a total weighted mean of

9.46, in this aspect was interpreted as Average.

3. In the combination of vocabulary and grammatical

competence the level of lexical competence of the students

the total mean is weighted 10.34 and interpreted as High.

 78

Conclusion

It can be inferred from that the students of CBSUA

Pasacao has the same level of lexical competency

interpreted as high. From this, we can say that the

vocabulary of the students is developed due to the fact

that they are given various activities to enhance this

skill from their early levels up to their tertiary level.

It can be observed from the result that English majors

excelled among the respondents because they are exposed in

this kind of activity and focus of their field compared to

the other majors. They encounter more vocabulary through

reading literature and writing. It is evident as well from

the result that Mathematics majors ranked last due to the

fact that they are dealing more with numbers than words.

Different majors have their focus in their specialization

and learning language features is more at the field of

English majors while the rest of the group is interpreted

as Average.

Recommendation

1. It is recommended that the students must be aware

and should enhance their lexical competency especially

Mathematics majors pertaining to their vocabulary and

grammatical competence through some activities like reading

habits, practice and seminars. This could be helpful in

 79

their future field of teaching imparting their knowledge to

their future students.

2. It is recommended to incorporate systematic

instruction, trainings, seminar-workshop in teaching

vocabulary to equip education students in their lexical

competency as a 21st century skill teachers to cope up with

the challenges and strategies in the field of teaching.

Problem 2

Is there a significant difference among groups and

level of lexical competency?

Findings

The combined f‟-value 8.58 is interpreted as

significant. It implies that they have a significant

difference between the lexical competencies in terms of

vocabulary and grammar competencies. The average value of

each parameter reached the possible result of 10.00 it

indicates that the students are exposed in vocabulary and

grammatical terms.

Conclusion

There is a significant difference in the data where English

majors excelled among the other majors. English majors have

significant difference among three majors because it is the

 80

focus of their majority. It also observed that there is no

significant difference in the three majors (BEED, Science

and Math) in the reason that they less prior the language

area and needs to improve for betterment in their future

teaching.

Recommendation

1. It is recommended that the English Majors should

maintain and may enhance their competency where in fact

language is their major of their specialization.

2. It is recommended that the group got the least

level should enhance their competency; this will affect

their proficiency and capabilities. Lack of vocabulary is a

deficiency to communicate knowledge to their future

students.

Problem 3

What strategies can be suggested to enhance the

lexical competencies of the students in CBSUA Pasacao?

 81

REPUBLIC OF THE PHILIPPINES

REGION V
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Pasacao Campus
Sta. Rosa Del Norte, Pasacao, Camarines Sur

ACTIVITY PROPOSAL

ACTIVITY INFORMATION

Title of the Activity : Strategies Enhancing Lexical

Competency of the Education
students
Theme : “Quality Profession for
Future Impression ”

Date : July 5, 2019

Venue : Audio-Visual Room, Central
Bicol State University of
Agriculture-Pasacao Campus

Participants : Instructors of CBSUA

Registration : 150Php
Proponent : The Researchers
Source of Fund : Registration

RATIONALE:

The Researchers of the study entitled “Lexical

Competency of CBSUA students in Pasacao Campus” recommends
that the teacher should cultivate and develop interest
through strategies that enhance students‟ awareness in
terms of their lexical competency for their field of
specialization.
This activity aims to enhance teaching strategies in
teaching and learning process to provide the needs of the
students.
 82

OBJECTIVES:

1. To establish an effective vocabulary skill of

teaching specialization in CBSUA students.

2. To build interaction and collaboration between the

teacher and student in effective instruction.

3. To promote awareness and enhancing competency for

wide overview in teaching CBSUA students in Pasacao.

PROGRAMME

8:00- 8:30 Registration BSE-English 4B

8:30-8:35 Opening prayer Jeriel Agawa

8:35-8:45 National Anthem Mary France

Custodio

8:45- 9:00 Welcome Address Danlyn Castillo

9:00- 9:15 Opening remarks Prof. Carlo M.

Cornejo
Campus
Administrator
9:15-9:20 Introduction to the speaker Gina Bobis

9:20-10:20 Teaching Vocabulary in the Dr. Pacita Cruz

CSPC-English
field of Profession. Professor

10:20-12:00 Workshop

12:00-1:00 L U N C H B R E A K

1:00-2:00 Strategies and activites in

teaching vocabulary skill

2:00-3:00 Workshop The Participants

3:00- 3:20 Open Forum

 83

3:20- 3:30 Awarding of Tokens and

Certificate of Appreciation

3:30-3:50 Awarding the Certificates of

Participation

3:50-4:00 Closing remarks Geraldine Bañas

4:00-5:00 Restoration

BUDGETARY REQUIREMENTS

Expected Expenses:

Sound System Php 2,000

Hall Preparation Php 1,500

Foods Php 2,000

Tokens Php 2,000

Total Php 8,000

 84

BIBLIOGRAPHY

UNPUBLISHED THESIS/DISSERTATION

Fe San Juaqin Delos Angeles,” Classroom Management

Practices of Multilingual Classes and their basic Academic
Performance”.(Unpublished Masters‟ Thesis, University of
Nueva Caceres, School of Graduate Studies, Naga City 2012)
Baran, Melanie R. “ Pupils Preferred Language
Learning Activities and their performance : Input to an
enhance language learning program. ” Naga city, Naga
College Foundation 2015.

BOOK

Gideon Tavora (2013) “Encyclopaedia of Language,

Linguistics and Grammatical Analysis” (2013) Volume 1 ,
English Language Communication , 110-117.
Joshua A. Apolonio and Ma. Leticia Jose C. Basilan,
Ph.D. (2017) “Oral Communication in Context”, 3 and 33
Cao Wangru, “Vocabulary Teaching Based on Semantic
Field”. Journal of Education and Learning: Vol.5,No.3;2016.
Available at
http://www.ccsenet.org/journal/index.php/jel/article/viewFi
le/59209/31717
Tomasito D. Siman, “How to Improve the Communication
Skills of the Learners.” The Modern Teacher, Vol. LXII No.
7 (December 2013), 248-249.
Aurora C. Rafael, “The essence of Communication.” The
Modern Teacher, Vol. LXI No. 6, (November 2012), 210-211
T.Y. Hsiao (2008), “Comparing Theories of Language
Learning Strategies: A Confirmatory Factory Analysis.”
Modern Language Journal, 86, (2002), 368-383.
 85

WEBSITES

Richard Norquist (2017).Lexical Competence” Available at

https://www.thoughtco.com/what-is-lexical-competence-1691114

Nordquist,R. "English as a lingua franca (ELF)."

ThoughtCo, Mar. 7, 2017, thoughtco.com/english-as-a-lingua-
franca-elf-1690578. Available at:
https://www.thoughtco.com/english-as-a-lingua-franca-elf-
1690578

TAK Eltahir (2016).“Depth of Lexical Processing Scale

and Vocabulary” Available at: http://www.tesl-
ej.org/pdf/ej78/a5.pdf
https://en.wikipedia.org/wiki/Vocabulary

Pak Jupiter Paul (2010) “Communicative Competence”

Retrieved from:
https://www.scribd.com/document/43704386/Communicative-
Competence

Shigenori Tanaka “Lexical Competence in English”.COCONE

Institute for Language Education. Available at:
http://www.cifle.jp/news/cifle_report_008.pdf

THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING AND HOW

TO BE TAUGHT. International Journal of Teaching and
Education.(Vol. III, No. 3 / 2015) DOI:
10.20472/TE.2015.3.3.002. Retirieved from:
http://webcache.googleusercontent.com/search?q=cache:kaqM3lM
XqeoJ:www.iises.net/international-journal-of-teaching-
education/publication-detail-
213%3Fdownload%3D2+&cd=1&hl=en&ct=clnk&gl=ph

Kristina,R. (2018)”Five Things Teachers Can Do to Improve

Learning for ELLs in the New Year”. Available at:
http://www.colorincolorado.org/article/five-things-teachers-
can-do-improve-learning-ells-new-year

Lily,W.(2000) What Teachers Need to Know About Language

Retrieved from:
https://www.readingrecovery.org/images/pdfs/Conferences/NC12
/Handouts/Rosser_Mary_Lily_Wong_FIlmore-Oral_Language.pdf
G. Chloes research

DepEd K to 12 BASIC ENGLISH CURRICULUM. Available

at: http://www.d eped.gov.ph/sites/default/files/page/20
16/English%20CG_0.pdf
 86

Shigenori Tanaka “Lexical Competence in English”.COCONE

Institute for Language Education. Available at:
http://www.cifle.jp/news/cifle_report_008.pdf

https://www.merriam-webster.com/dictionary/strategy

https://en.oxforddictionaries.com/definition/vocabulary

http://www.statisticssolutions.com/qualitative-analysis/

https://www.investopedia.com/terms/q/quantitativeanalysis.a
sp
 87

APPENDICES
 88

APPENDIX I

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur

September 07, 2017

DR. KRISTINE MAE A. CACERES
Dean, College of Education

Dear Ma'am:

Greetings of peace!

We, the fourth year BSE- English students of Central Bicol

State University of Agriculture Pasacao Campus are recently
conducting a study entitled “Lexical Competencies of CBSUA
Student Pasacao Campus."

In this regard, we would like to request permission to gather

data starting from 2nd year to 4th year of all majors on your
beloved institution, Central Bicol State University of
Agriculture.

Attached here is the copy of questionnaire be accomplished by the

said subject population. We hope that this letter of request will
merit your approval.

Thank you and more power.

Respectfully yours,

Geraldine D. Bañas
Group Representative

Noted:
BESSY G. BARE
Eng120 Instructor

Approved:
DR. KRISTINE MAE A. CACERES
Dean, College of Education
 89

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur

September 10, 2018

Ma‟am:

Greetings of Peace!

We, bona fide 4th yr. students of this university BSE-

English are conducting a research as a course requirement in Eng-
112 Language Research. Our study entitled Lexical Competency of
students in CBSUA Pasacao Campus. This research is approved by
the panellist and our instructress during title defence. In line
with this, we would like to determine the population of students
in our university. Students of CBSUA Pasacao will be the
respondents this of study.

Hence, our language study aims for a good cause in our

institution. We are hoping for your kind consideration and this
will be a great help for our efficient work. Thank you and more
power!

Sincerely yours,

Geraldine D. Bañas
Group Representative

Noted:

Bessy G. Bare
Eng-112, Instructor

Approved by:

Aiza P. Cayetano
School, Registrar
 90

APPENDIX II

Dear Respondents,

We are conducting a study that aims to determine the lexical competencies of CBSUA students in
Pasacao Campus in the academic year of 2018-2019.
Kindly complete the enclosed questionnaire. Rest assured that your responses and comments will
be treated utmost confidentially.

Thank you very much.

Sincerely,
The Researchers

Part I. Profile

Name: (optional)
Yr.& Sec:
Major/Course:

Part II. Language Test

Vocabulary
Instruction: Circle the letter of the correct answer.

1. _____ is a person whose job is to manage a company, schools, or other organization.

a. Doctor b.. Administrator c. Nurse d. Librarian
2. Priest’s speech is a _____ given in the church.
a. sermon b. ballad c. advertisement d. commercial
3. Teacher: Student, _____:_____
a. Businessman: Money c. Paper: Pen
b. Dentist: Water d. Window: House
4. Eukaryotes are _____ whose cells have a nucleus enclosed within membrane.
a. organism b. atom c. chemical d. vitamin
5. Which is NOT included to the following?
a. huge b. gigantic c .massive d. tiniest

For items 6-8 Read the passage below and identify the meaning of the term with the use of
context clues.
After George Washington publicly implored the American people to accept the new
Constitution in a letter that expressed his full support, patriotic leaders began a campaign to
ensure ratification. On foot, on horseback, and by coach, these indomitable men journeyed to
farms, hamlets, and cities to explain the gist of Constitution. They spread their importance
message with enthusiasm and fervor.
6. Indomitable
a. Unyielding c. to control
b. leader d. submissive

7. Hamlet
a. small ham b. city c. youth d. small village
8. Fervor
a. zeal b. temperature c. calm d. eloquent
9. The total length of the lines that form a shape called ________.
a. parallel b. lines c. measure d. perimeter
 91

10. _____:_____, Bird: Nest

a. Fish: Water c. Author: Story
b. Plumber: Pipe d. Hair: Make up
11. The following are synonyms of the word difficult EXCEPT:
a. hard b. facile c. challenging d. severe
12 Sound reflected back to you is _____.
a. Echo b. air c. stool d. waves
13. _____ is a person who teaches and trains an athlete or performer.
a. businessman b. audience c. coach d. engineer
14. Flower: petal, plant: _______
a. bear b. juice c. orange d. root
15. _____ is not having confidence and ability to do things well.
a. insecure b. attitude c. grief d. pride
Grammatical
Instruction: Circle the letter of the correct answer.
1. The teacher wrote something _____ the board.
a. at b. in c. on d. with
2. My friends are waiting __ me __ the mall.
a. until , on c. to , by
b. for , at d. at , for
3. At the left, you can see Simon. ____ is my brother.
a. That b. It c. He d. His
4. Bacteria cell envelope ____ a complex multilayered structure.
a. was b. that c. on d. is
5. I plan to take my vacation ____ in June____ in July.
a. whether , or b. either , or c. as , if d. either , if
6. A tire _____ at 400 revolutions per minute when the car is traveling 72km/h.
a. Rotate b. rotates c. rotating d. have been rotating
7. Which of the following is NOT a Collective Noun?
a. gang c. team
b. troupe d. country
8. Which of the following is an example of Abstract Noun?
a. hope b. music c. fabric d. perfume
9. The cake batter _____ be smooth.
a. could b. would c. should d. will
10. The bridge _____ safe.
a. seem b. seen c. see d. seems
11. We were sweaty after our workout. In the sentence, which is an adjective?
a. we b. sweaty c. after d. workout
12. Which of the following is NOT an Indefinite Adjective?
a. each b. many c. all d. what
13. The rapidly approaching storm had been predicted. In the sentence, which is an adverb?
a. had been b. approaching c. rapidly d. predicted
14. The overly tired worker collapsed. The underline word is an example of?
a. adjective b. noun c. verb d. adverb
15. “______ me! That’s a surprise!” (Expressing surprise)
a. Wow b. Ouch c. Hey d. Dear
 92

APPENDIX III

VOCABULARY
1) B
2) A
3) C
4) B
5) D
6) A
7) D
8) A
9) D
10) A
11) B
12) A
13) C
14) D
15) A

GRAMMATICAL
1) C
2) B
3) C
4) D
5) B
6) B
7) D
8) A
9) C
10) A
11) B
12) D
13) C
14) D
15) D
 93

APPENDIX 1V

VOCABULARY BEED
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 13
2 1 1 1 1 1 1 1 1 1 1 1 1 12
3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
5 1 1 1 1 1 1 1 1 1 1 10
6 1 1 1 1 1 1 1 1 1 1 1 11
7 1 1 1 1 1 1 1 1 1 1 1 11
8 1 1 1 1 1 1 1 1 1 1 1 1 12
9 1 1 1 1 1 1 1 1 1 1 1 1 1 13
10 1 1 1 1 1 1 1 1 1 1 1 1 1 13
11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
12 1 1 1 1 1 1 1 1 1 9
13 1 1 1 1 1 1 1 1 1 9
14 1 1 1 1 1 1 1 1 1 1 1 1 1 13
15 1 1 1 1 1 1 1 1 1 9
16 1 1 1 1 1 1 1 1 1 1 1 1 12
17 1 1 1 1 1 1 1 1 1 1 1 1 12
18 1 1 1 1 1 1 1 1 1 1 1 1 1 13
19 1 1 1 1 1 1 1 1 1 1 1 1 1 13
20 1 1 1 1 1 1 1 1 1 1 1 1 12
21 1 1 1 1 1 1 1 1 1 1 1 1 1 13
22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
23 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
24 1 1 1 1 1 1 1 1 1 9
25 1 1 1 1 1 1 1 1 1 1 1 1 1 13
26 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
27 1 1 1 1 1 1 1 1 1 1 1 1 1 13
28 1 1 1 1 1 1 1 1 1 1 1 11
29 1 1 1 1 1 1 1 1 1 1 10
30 1 1 1 1 1 1 1 1 1 1 1 1 1 13
31 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
32 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
 94

33 1 1 1 1 1 1 1 1 1 1 1 1 1 13
34 1 1 1 1 1 1 1 1 1 1 10
35 1 1 1 1 1 1 1 1 1 1 1 11
36 1 1 1 1 1 1 1 1 1 1 1 11
37 1 1 1 1 1 1 1 1 1 1 1 11
38 1 1 1 1 1 1 1 1 1 1 10
39 1 1 1 1 1 1 1 7
40 1 1 1 1 1 1 1 1 1 1 1 1 1 13
41 1 1 1 1 1 1 1 1 8
42 1 1 1 1 1 1 1 1 1 9
43 1 1 1 1 1 1 1 1 1 1 10
44 1 1 1 1 1 1 1 1 1 1 1 1 12
45 1 1 1 1 1 1 1 1 1 1 1 1 12
46 1 1 1 1 1 1 1 1 1 1 10
47 1 1 1 1 1 1 1 1 1 1 1 1 12
48 1 1 1 1 1 1 1 1 8
49 1 1 1 1 1 1 1 1 1 9
50 1 1 1 1 1 1 1 1 8
51 1 1 1 1 1 1 1 1 1 1 10
52 1 1 1 1 1 1 1 1 1 1 1 1 12
53 1 1 1 1 1 1 1 1 8
54 1 1 1 1 1 1 1 1 8
55 1 1 1 1 1 1 1 1 1 1 1 11
56 1 1 1 1 1 1 1 1 1 1 1 11
57 1 1 1 1 1 1 1 1 1 1 10
58 1 1 1 1 1 1 1 1 1 1 1 11
59 1 1 1 1 1 1 1 1 1 1 1 11
60 1 1 1 1 1 5
61 1 1 1 1 1 1 1 1 1 1 10
62 1 1 1 1 4
 95

VOCABULARY SCIENCE

Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL

1 1 1 1 1 1 1 1 1 1 9
2 1 1 1 1 1 1 1 1 1 1 10
3 1 1 1 1 1 1 1 1 1 1 1 11
4 1 1 1 1 1 1 1 1 1 1 1 11
5 1 1 1 1 1 1 1 1 1 1 1 1 1 13
6 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
7 1 1 1 1 1 1 6
8 1 1 1 1 1 1 1 1 1 1 10
9 1 1 1 1 1 1 1 1 1 1 10
10 1 1 1 1 1 5
11 1 1 1 1 1 1 1 1 1 1 1 1 1 13
12 1 1 1 1 1 1 1 1 1 1 1 1 1 13
13 1 1 1 1 1 1 1 1 1 1 1 1 1 13
14 1 1 1 1 1 1 1 1 1 9
15 1 1 1 1 1 1 1 1 1 1 1 11
16 1 1 1 1 1 1 1 1 1 1 1 1 12
17 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
18 1 1 1 1 1 1 1 1 1 9
19 1 1 1 1 1 1 1 1 1 1 1 1 12
20 1 1 1 1 4
21 1 1 1 1 1 1 1 1 1 1 10
22 1 1 1 1 1 1 1 1 1 9
23 1 1 1 1 1 1 1 1 1 1 10
24 1 1 1 1 4
25 1 1 1 1 1 1 1 1 1 1 1 11
26 1 1 1 1 1 1 1 1 1 1 1 11
27 1 1 1 1 1 1 1 1 1 1 1 1 12
28 1 1 1 1 1 1 1 1 1 9
29 1 1 1 1 1 1 1 1 1 1 1 1 12
30 1 1 1 1 1 1 1 1 1 1 1 11
31 1 1 1 1 1 1 1 1 1 1 1 1 1 13
32 1 1 1 1 1 1 1 1 1 1 1 1 1 13
 96

33 1 1 1 1 1 1 1 1 1 1 1 11
34 1 1 1 1 1 1 1 1 1 9
35 1 1 1 1 1 1 1 1 1 1 10
36 1 1 1 1 1 1 1 1 1 1 10
37 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
38 1 1 1 1 1 1 1 1 1 1 1 1 12
39 1 1 1 1 1 1 1 1 1 1 1 1 1 13
40 1 1 1 1 1 1 1 1 1 1 1 11
41 1 1 1 1 1 1 1 1 1 1 1 11
42 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
43 1 1 1 1 1 1 1 1 1 1 1 1 1 13
44 1 1 1 1 1 1 1 1 1 1 10
45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
46 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
47 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
48 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
49 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
50 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
51 1 1 1 1 1 1 1 1 1 1 1 1 12
52 1 1 1 1 1 1 1 1 1 1 1 1 12
53 1 1 1 1 1 1 1 1 1 1 10
54 1 1 1 1 1 1 1 1 1 1 10
55 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
56 1 1 1 1 1 1 1 1 1 1 1 1 12
57 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
58 1 1 1 1 1 1 1 1 1 1 1 1 1 13
59 1 1 1 1 1 1 1 1 1 1 10
60 1 1 1 1 1 1 1 1 1 9
61 1 1 1 1 1 1 1 1 1 9
62 1 1 1 1 1 1 1 1 8
 97

VOCABULARY ENGLISH
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 13
2 1 1 1 1 1 1 1 1 1 1 1 1 1 13
3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
4 1 1 1 1 1 1 1 1 1 1 1 1 1 13
5 1 1 1 1 1 1 1 1 1 9
6 1 1 1 1 1 1 1 1 1 1 1 11
7 1 1 1 1 1 1 1 1 1 1 10
8 1 1 1 1 1 1 1 1 1 9
9 1 1 1 1 1 1 1 1 1 1 1 11
10 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
11 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
12 1 1 1 1 1 1 1 1 1 1 1 1 12
13 1 1 1 1 1 1 1 7
14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
15 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
16 1 1 1 1 1 1 1 1 1 1 1 1 1 13
17 1 1 1 1 1 1 1 1 1 1 1 1 1 13
18 1 1 1 1 1 1 1 1 1 1 1 1 1 13
19 1 1 1 1 1 1 1 1 1 1 1 11
20 1 1 1 1 1 1 1 1 1 1 1 1 12
21 1 1 1 1 1 1 1 1 1 1 1 1 12
22 1 1 1 1 1 1 1 1 1 1 10
23 1 1 1 1 1 1 1 1 1 1 1 11
24 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
25 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
26 1 1 1 1 1 1 1 1 1 1 1 1 1 13
27 1 1 1 1 1 1 1 1 8
28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
29 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
30 1 1 1 1 1 1 1 1 1 1 1 11
31 1 1 1 1 1 1 1 1 1 1 1 1 1 13
32 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
33 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
34 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
35 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
36 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
37 1 1 1 1 1 1 1 1 1 1 1 1 12
38 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
 98

39 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
40 1 1 1 1 1 1 1 1 1 1 1 1 1 13
41 1 1 1 1 1 1 1 1 1 1 1 1 1 13
42 1 1 1 1 1 1 1 1 1 1 1 1 12
43 1 1 1 1 1 1 1 1 1 1 1 1 1 13
44 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
46 1 1 1 1 1 1 1 1 1 1 1 1 12
47 1 1 1 1 1 1 1 1 1 1 1 1 1 13
48 1 1 1 1 1 1 1 7
49 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
50 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

51 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

52 1 1 1 1 1 1 1 1 1 1 1 1 1 13

53 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14

54 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

55 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

56 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

57 1 1 1 1 1 1 1 1 1 1 1 1 1 13

58 1 1 1 1 1 1 1 1 1 1 10

59 1 1 1 1 1 1 1 1 1 1 10

60 1 1 1 1 1 1 1 1 1 9

61 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15

62 1 1 1 1 1 1 1 1 1 1 1 1 1 13
 99

VOCABULARY MATH
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
2 1 1 1 1 1 1 1 1 1 1 1 1 12
3 1 1 1 1 1 1 1 1 1 9
4 1 1 1 1 1 1 1 1 1 9
5 1 1 2
6 1 1 1 1 1 1 1 1 1 9
7 1 1 1 1 1 1 1 1 1 1 1 1 12
8 1 1 1 1 1 1 1 1 1 1 1 1 12
9 1 1 1 1 1 1 1 1 1 1 1 11
10 1 1 1 1 1 1 1 1 1 1 1 1 1 13
11 1 1 1 1 1 1 1 1 1 1 1 11
12 1 1 1 1 1 1 1 1 1 1 1 1 12
13 1 1 1 1 1 1 1 1 1 1 1 1 1 13
14 1 1 1 1 1 1 1 1 1 1 1 11
15 1 1 1 1 1 1 1 1 8
16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
17 1 1 1 1 1 1 1 1 1 1 1 11
18 1 1 1 1 1 1 1 1 1 1 1 1 12
19 1 1 1 1 1 1 1 7
20 1 1 1 1 1 1 1 1 1 9
21 1 1 1 1 1 1 1 1 1 1 1 1 1 13
22 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
23 1 1 1 1 1 1 1 1 1 1 1 11
24 1 1 1 1 1 1 1 1 1 9
25 1 1 1 1 1 1 1 1 1 1 1 11
26 1 1 1 1 1 1 1 1 1 1 1 11
27 1 1 1 1 1 1 1 1 1 1 1 1 12
28 1 1 1 1 1 1 1 1 8
29 1 1 1 1 1 1 1 1 1 1 10
30 1 1 1 1 1 1 6
31 1 1 1 1 1 1 1 1 8
32 1 1 1 1 1 1 1 1 1 9
 100

33 1 1 1 1 1 1 1 1 1 1 10
34 1 1 1 1 4
35 1 1 1 1 1 1 1 1 1 9
36 1 1 1 1 1 1 1 1 8
37 1 1 1 1 1 1 1 1 1 1 1 1 12
38 1 1 1 1 1 1 1 1 1 1 10
39 1 1 1 1 1 1 1 1 1 1 1 11
40 1 1 1 1 1 1 1 1 8
41 1 1 1 1 1 1 6
42 1 1 1 1 1 1 1 1 1 9
43 1 1 1 1 1 1 1 1 8
44 1 1 1 1 1 1 1 7
45 1 1 1 1 1 1 1 1 1 1 10
46 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
47 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
48 1 1 1 1 1 5
49 1 1 1 1 1 1 1 1 1 1 1 11
50 1 1 1 1 1 1 1 1 1 1 1 11
51 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
52 1 1 1 1 1 1 1 1 1 9
53 1 1 1 1 4
54 1 1 1 1 1 5
55 1 1 1 1 1 1 1 1 1 9
56 1 1 1 1 1 1 1 1 1 1 10
57 1 1 1 1 1 1 1 1 1 1 1 11
58 1 1 1 1 1 1 1 1 1 1 1 11
59 1 1 1 1 1 1 1 1 1 1 1 1 12
60 1 1 1 1 1 1 1 1 1 1 1 11
61 1 1 1 1 1 1 1 1 1 1 1 11
62 1 1 1 1 1 1 1 1 1 1 1 11
 101

GRAMMAR SCIENCE
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 4
2 1 1 1 1 1 5
3 1 1 1 1 1 1 1 1 1 1 10
4 1 1 1 1 1 1 1 1 1 9
5 1 1 1 1 1 1 1 7
6 1 1 1 1 1 1 1 1 1 9
7 1 1 1 1 1 1 1 1 8
8 1 1 1 1 1 1 1 1 1 1 1 1 12
9 1 1 1 1 1 1 1 1 1 1 10
10 1 1 1 1 1 1 1 7
11 1 1 1 1 1 1 6
12 1 1 1 1 1 5
13 1 1 1 1 1 1 6
14 1 1 1 1 1 1 1 1 1 9
15 1 1 1 1 1 1 1 1 1 9
16 1 1 1 1 1 1 1 1 1 1 z 1 1 1 13
17 1 1 1 1 1 1 1 1 1 1 1 1 12
18 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
19 1 1 1 1 1 1 1 1 1 1 1 11
20 1 1 1 1 1 1 1 1 1 9
21 1 1 1 1 1 1 6
22 1 1 1 1 1 1 1 1 8
23 1 1 1 1 1 5
24 1 1 1 1 1 1 1 7
25 1 1 1 1 1 1 1 1 8
26 1 1 1 1 1 1 6
27 1 1 1 1 1 5
28 1 1 1 1 1 1 1 1 1 9
29 1 1 1 1 1 1 1 7
30 1 1 1 1 1 1 1 1 8
31 1 1 1 1 1 1 1 1 8
32 1 1 1 1 1 1 6
33 1 1 1 1 1 1 1 1 1 1 1 1 12
34 1 1 1 1 1 1 1 1 8
35 1 1 1 1 1 5
36 1 1 1 1 1 1 1 1 8
 102

37 1 1 1 1 1 1 1 1 1 1 1 1 1 13
38 1 1 1 1 1 1 1 1 1 1 1 1 1 13
39 1 1 1 1 1 1 1 1 1 1 1 11
40 1 1 1 1 1 1 1 1 1 1 10
41 1 1 1 1 1 5
42 1 1 1 1 1 1 1 1 1 1 1 11
43 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
44 1 1 1 1 1 1 1 1 1 1 1 1 12
45 1 1 1 1 1 1 1 1 1 1 1 1 1 13
46 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
47 1 1 1 1 1 1 1 1 1 1 10
48 1 1 1 1 1 1 1 1 1 1 1 1 1 13
49 1 1 1 1 1 1 1 1 1 1 1 11
50 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
51 1 1 1 1 1 1 1 1 1 1 1 1 12
52 1 1 1 1 1 1 1 1 1 1 1 1 1 13
53 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
54 1 1 1 1 1 1 1 1 1 1 1 11
55 1 1 1 1 1 1 1 1 1 1 1 1 12
56 1 1 1 1 1 1 1 1 1 1 1 11
57 1 1 1 1 1 1 1 1 1 1 1 1 12
58 1 1 1 1 1 1 1 1 1 1 1 11
59 1 1 1 1 1 1 1 1 1 1 1 1 1 13
60 1 1 1 1 4
61 1 1 1 1 1 1 6
62 1 1 1 1 1 1 1 1 8
 103

GRAMMATICAL BEED
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 1 1 1 1 8
2 1 1 1 1 1 1 1 1 1 1 10
3 1 1 1 1 1 1 1 1 1 1 1 11
4 1 1 1 1 1 1 1 1 1 1 1 1 12
5 1 1 1 1 1 1 1 1 8
6 1 1 1 1 1 1 1 1 1 9
7 1 1 1 1 1 1 1 1 1 1 1 1 12
8 1 1 1 1 1 1 1 7
9 1 1 1 1 1 1 1 7
10 1 1 1 1 1 1 1 7
11 1 1 1 1 1 1 1 1 8
12 1 1 1 1 1 1 1 1 1 9
13 1 1 1 1 1 1 1 7
14 1 1 1 1 1 1 1 1 1 1 10
15 1 1 1 1 1 1 1 7
16 1 1 1 1 1 1 1 1 1 9
17 1 1 1 1 1 1 6
18 1 1 1 1 1 1 1 1 1 1 1 11
19 1 1 1 1 1 1 1 1 8
20 1 1 1 1 1 1 1 1 1 9
21 1 1 1 1 1 1 1 1 1 1 10
22 1 1 1 1 1 1 1 1 1 1 1 1 1 13
23 1 1 1 1 1 1 1 1 1 1 1 11
24 1 1 1 1 1 1 1 1 1 1 1 11
25 1 1 1 1 1 1 1 1 1 1 1 1 12
26 1 1 1 1 1 1 1 7
27 1 1 1 1 1 1 1 1 1 1 1 11
28 1 1 1 1 1 1 1 1 1 1 1 1 12
29 1 1 1 1 1 1 1 1 1 1 1 11
30 1 1 1 1 1 1 1 1 1 1 10
31 1 1 1 1 1 1 1 1 1 1 10
32 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
33 1 1 1 1 1 1 1 1 1 1 1 1 12
34 1 1 1 1 1 1 1 1 1 1 10
35 1 1 1 1 1 1 1 1 1 9
36 1 1 1 1 1 1 1 1 1 1 1 11
 104

37 1 1 1 1 1 1 1 1 1 1 1 11
38 1 1 1 1 1 1 1 1 1 1 1 1 1 13
39 1 1 1 1 1 1 1 1 1 1 1 1 1 13
40 1 1 1 1 1 1 1 1 1 1 1 1 1 13
41 1 1 1 1 1 1 1 7
42 1 1 1 1 1 1 1 1 8
43 1 1 1 1 1 1 1 1 8
44 1 1 1 1 1 1 1 1 8
45 1 1 1 1 4
46 1 1 1 1 1 1 1 1 8
47 1 1 1 1 1 1 1 7
48 1 1 1 1 1 1 1 1 1 9
49 1 1 1 1 1 1 6
50 1 1 1 1 1 1 1 1 1 1 1 11
51 1 1 1 1 1 1 1 1 1 1 1 1 12
52 1 1 1 1 1 1 1 7
53 1 1 1 1 1 1 1 7
54 1 1 1 1 1 1 6
55 1 1 1 1 4
56 1 1 1 1 4
57 1 1 1 1 1 1 1 1 1 9
58 1 1 1 1 1 1 1 7
59 1 1 1 1 1 1 1 1 1 1 10
60 1 1 1 1 1 1 1 1 8
61 1 1 1 1 1 5
62 1 1 1 1 1 1 1 1 1 1 1 1 1 13
 105

GRAMMATICAL MATH
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 1 1 1 1 1 1 1 11
2 1 1 1 1 1 1 1 1 1 1 1 11
3 1 1 1 1 1 1 1 7
4 1 1 1 1 1 1 1 1 1 9
5 1 1 1 1 1 1 1 1 1 1 1 11
6 1 1 1 1 1 5
7 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
8 1 1 1 1 1 1 1 1 1 1 10
9 1 1 1 1 1 1 1 1 1 1 1 1 12
10 1 1 1 1 1 1 1 1 1 9
11 1 1 1 1 1 1 1 1 1 1 10
12 1 1 1 1 1 1 1 1 1 1 1 1 12
13 1 1 1 1 1 1 1 1 1 9
14 1 1 1 1 1 1 1 7
15 1 1 1 1 1 1 1 1 8
16 1 1 1 1 1 1 1 1 1 1 1 11
17 1 1 1 1 1 1 1 7
18 1 1 1 1 1 1 1 1 1 1 10
19 1 1 1 1 1 1 1 7
20 1 1 1 1 1 1 1 1 1 9
21 1 1 1 1 1 1 1 1 1 1 10
22 1 1 1 1 1 1 1 1 1 1 1 11
23 1 1 1 1 1 1 6
24 1 1 2
25 1 1 1 1 1 1 1 1 1 9
26 1 1 1 1 1 1 1 1 1 9
27 1 1 1 1 1 1 1 1 1 9
28 1 1 1 1 1 1 6
29 1 1 1 1 1 1 6
30 1 1 1 1 1 1 6
31 1 1 1 1 1 1 6
32 1 1 1 1 4
33 1 1 1 1 1 1 1 1 8
34 1 1 1 1 1 1 1 7
35 1 1 1 1 1 1 1 1 1 9
36 1 1 1 1 1 5
 106

37 1 1 1 1 1 1 1 7
38 1 1 1 1 4
39 1 1 2
40 1 1 1 1 1 1 6
41 1 1 1 1 1 1 1 7
42 1 1 1 1 1 5
43 1 1 1 1 1 1 1 1 1 9
44 1 1 1 1 1 5
45 1 1 1 1 1 1 1 1 8
46 1 1 1 1 1 1 1 1 1 1 1 11
47 1 1 1 1 1 1 1 1 1 1 1 1 12
48 1 1 1 1 1 1 1 1 1 1 1 1 12
49 1 1 1 1 1 1 1 1 1 1 1 1 12
50 1 1 1 1 1 1 1 1 1 1 1 1 12
51 1 1 1 1 1 1 1 1 1 1 10
52 1 1 1 1 1 1 1 7
53 1 1 1 1 4
54 1 1 1 1 1 1 1 1 1 1 1 11
55 1 1 1 1 1 1 1 1 1 9
56 1 1 1 1 1 1 1 1 1 1 10
57 1 1 1 1 1 1 1 1 1 1 1 11
58 1 1 1 1 1 1 1 1 1 1 1 1 1 13
59 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
60 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
61 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
62 1 1 1 1 1 1 1 1 1 1 1 1 12
 107

GRAMMATICAL ENGLISH
Respondents Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 TOTAL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
3 1 1 1 1 1 1 1 1 1 1 1 1 12
4 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
5 1 1 1 1 1 1 1 1 1 1 10
6 1 1 1 1 1 5
7 1 1 1 1 1 1 1 1 1 1 10
8 1 1 1 1 1 1 1 1 1 1 1 11
9 1 1 1 1 1 1 1 1 1 1 10
10 1 1 1 1 1 1 1 1 1 1 1 1 12
11 1 1 1 1 1 1 1 1 1 1 1 1 1 13
12 1 1 1 1 1 1 1 1 1 1 1 1 12
13 1 1 1 1 1 5
14 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
15 1 1 1 1 1 1 1 1 8
16 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
17 1 1 1 1 1 1 1 1 1 9
18 1 1 1 1 1 1 6
19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
20 1 1 1 1 1 1 1 1 1 1 1 1 1 13
21 1 1 1 1 1 1 1 1 1 1 1 11
22 1 1 1 1 1 1 1 7
23 1 1 1 1 1 1 1 1 1 1 10
24 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
25 1 1 1 1 1 1 1 1 1 1 1 1 1 13
26 1 1 1 1 1 1 1 1 1 1 1 1 1 13
27 1 1 1 1 1 1 1 1 8
28 1 1 1 1 1 1 1 1 1 1 1 1 1 13
29 1 1 1 1 1 1 1 1 1 1 1 1 12
30 1 1 1 1 1 1 1 1 1 1 1 11
31 1 1 1 1 1 1 1 1 1 1 1 11
32 1 1 1 1 1 1 1 1 1 1 1 1 1 13
33 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
34 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
 108

35 1 1 1 1 1 1 1 1 1 1 1 1 1 13
36 1 1 1 1 1 1 1 1 1 1 1 1 12
37 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
38 1 1 1 1 1 1 1 1 1 1 10
39 1 1 1 1 1 1 1 1 1 1 1 1 12
40 1 1 1 1 1 1 1 1 1 1 1 11
41 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
42 1 1 1 1 1 1 1 1 1 1 10
43 1 1 1 1 1 1 1 1 1 1 1 11
44 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
45 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
46 1 1 1 1 1 1 1 1 1 1 1 11
47 1 1 1 1 1 1 1 1 1 9
48 1 1 1 1 1 1 1 7
49 1 1 1 1 1 5
50 1 1 1 1 1 1 1 1 1 1 1 1 1 13
51 1 1 1 1 1 1 1 1 1 1 1 1 1 13
52 1 1 1 1 1 1 1 1 1 1 1 11
53 1 1 1 1 4
54 1 1 1 1 1 1 1 7
55 1 1 1 1 1 1 1 7
56 1 1 1 1 1 1 1 7
57 1 1 1 1 1 1 1 7
58 1 1 1 1 1 1 1 1 8
59 1 1 1 1 1 1 1 1 1 1 10
60 1 1 1 1 1 1 1 1 1 1 1 1 12
61 1 1 1 1 1 1 1 1 1 1 1 1 1 13
62 1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
 109

APPENDIX V
 110

APPENDIX V1

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary Education

Major in English

CURRICULUM VITAE

Name: JERIEL N. AGAWA

Address: MARAÑGI, SAN FERNANDO, CAMARINES
SUR
Contact Number: 09558807413
Age: 19
Civil Status: SINGLE
Date of Birth: DECEMBER 11,1998
Place of Birth: MARANGI SAN FERNANDO, CAMARINES SUR

Educational Background
Educational Level Name of School Year

Primary MARANGI ELEMENTARY SCHOOL 2005-2011

Secondary Dr. LORENZO P. ZIGA MEMORIAL 2011-2015

HIGHSCHOOL
Tertiary CENTRAL BICOL STATE 2015-2019
UNIVERSITY OF AGRICULTURE-
PASACAO
 111

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary Education

Major in English

CURRICULUM VITAE

Name: GERALDINE D. BAÑAS

Address: STA ROSA DEL SUR, PASACAO,
CAMARINES SUR
Contact Number: 09079107246
Age: 19
Civil Status: SINGLE
Date of Birth: MAY 14,1999
Place of Birth: STA ROSA LAGUNA

Educational Background
Educational Level Name of School Year

Primary PASACAO CENTRAL SCHOOL 2005-2011

Secondary PASACAO ACADEMY SCHOOL 2011-2015

Tertiary CENTRAL BICOL STATE 2015-2019

UNIVERSITY OF AGRICULTURE-
PASACAO
 112

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary Education

Major in English

CURRICULUM VITAE

Name: DENNIS A. BIO

Address: BATANG PAMPLONA, CAMARINES SUR
Contact Number: 09096842166
Age: 24
Civil Status: SINGLE
Date of Birth: OCTOBER 1, 1994
Place of Birth: ZONE 3 BATANG PAMPLONA,
CAMARINES SUR

Educational Background
Educational Level Name of School Year

Primary BATANG ELEMENTARY SCHOOL 2001-2007

Secondary DON MARIANO C. VENERACION 2007-2011

NATIONAL HIGH SCHOOL
Tertiary CENTRAL BICOL STATE 2015-2019
UNIVERSITY OF AGRICULTURE-
PASACAO
 113

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary Education

Major in English

CURRICULUM VITAE

Name: GINA V. BOBIS

Address: VENERACION, PAMPLONA, CAMARINES
SUR
Contact Number: 09759391940
Age: 20
Civil Status: SINGLE
Date of Birth: SEPTEMBER 21, 1998
Place of Birth: VENERACION, PAMPLONA, CAMARINES SUR

Educational Background
Educational Level Name of School Year

Primary TAGUILID ELEMENTARY SCHOOL 2005-2011

Secondary DON MARIANO C. VENERACION 2011-2015

NATIONAL HIGH SCHOOL
Tertiary CENTRAL BICOL STATE 2015-2019
UNIVERSITY OF AGRICULTURE-
PASACAO
 114

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary

Education
Major in English

CURRICULUM VITAE

Name: MARIEL B. BUSMENTE

Address: SAN CIRILO PASACAO,
CAMARINES SUR
Contact Number: 09986756421
Age: 19
Civil Status: SINGLE
Date of Birth: JANUARY 4, 1999
Place of Birth: BMC HOSPITAL, NAGA CITY

Educational Background
Educational Level Name of School Year

Primary PASACAO CENTRAL SCHOOL 2005-2011

Secondary DON MARIANO C. VENERACION 2011-2015

NATIONAL HIGH SCHOOL
Tertiary CENTRAL BICOL STATE 2015-2019
UNIVERSITY OF AGRICULTURE-
PASACAO
 115

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary Education

Major in English

CURRICULUM VITAE

Name: DANLYN O. CASTILLO

Address: MACAD, PASACAO, CAMARINES SUR
Contact Number: 09654801692
Age: 19
Civil Status: SINGLE
Date of Birth: MAY 27, 1999
Place of Birth: BICOL MEDICAL CENTER,
NAGA CITY

Educational Background
Educational Level Name of School Year

Primary MACAD ELEMENTARY SCHOOL 2005-2011

Secondary PASACAO ACADEMY SCHOOL 2011-2015

Tertiary CENTRAL BICOL STATE 2015-2019

UNIVERSITY OF AGRICULTURE-
PASACAO
 116

Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE –
PASACAO CAMPUS
Sta. Rosa, Del Norte, Pasacao, Camarines Sur
www.cbsua.edu.ph
TELEFAX: (054) 477-33-41

Course: Bachelor of Secondary Education

Major in English

CURRICULUM VITAE

Name: MARY FRANCE CUSTODIO

Address: DUGCAL, CAMALIGAN, CAMARINES SUR
Contact Number: 09388893107
Age: 20
Civil Status: SINGLE
Date of Birth: SEPTEMBER 18, 1998
Place of Birth: BICOL MEDICAL CENTER, NAGA CITY

Educational Background
Educational Level Name of School Year

Primary DUGCAL ELEMENTARY SCHOOL 2006-2011

Secondary SANTO TOMAS NATIONAL HIGH 2011-2015

SCHOOL
Tertiary CENTRAL BICOL STATE 2015-2019
UNIVERSITY OF AGRICULTURE-
PASACAO