Abstract
This study aimed to determine the level of vocabulary skills of Grade 9 students of Botolan National High. This was identified by using the DepEd E-class Record transmutation table and descriptive rating. The study which used descriptive analysis research was also utilized to know the level of vocabulary of 155 Grade 9 respondents of Botolan National High School SY 2019- 2020. Results and findings of the study led to the development of the supplementary instructional materials to enhance the level of vocabulary of Grade 9 students.
 The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory. The level of vocabulary skills of the students before exposure to visual association was Fairly Satisfactory while the level of the vocabulary skills of the students after exposure to visual association was also Fairly Satisfactory.
 There was significant relationship on the level of vocabulary skills of the students before and after exposure to context clue and visual association strategies. It is recommended therefore that appropriate supplementary instructional materials be devised and utilized in order to enhance the level of vocabulary skills of Grade 9 students.
Highlights
IntroductionLearning English vocabulary is an ongoing process that takes time and practice. Nakata (2006) acknowledged that “Vocabulary acquisition requires continual repetition in order for effective vocabulary learning.”Continuous reinforcement on enhancing vocabulary skills is of importance for a student to maintain retention of what has been learned, it requires enough knowledge of a teacher on strategies to supplement the needs of every students.Mukoroli (2011) suggested that vocabulary is confined to the meaning of words and includes how vocabulary in a language is structured: how people use and store words and how they learn words and the relationship between words, phrases, categories of words and phrases.In this regard, vocabulary is not just knowing the specific meaning of words but analyzing how the word is used in different context and how it should be used in a sentence or in the communication process.Word meanings tend to change as time passes by, depending on how the community or majority of the society is using it
The findings revealed that the level of vocabulary skills of the students before exposure to context clues was Fairly Satisfactory, while the level of the vocabulary skills of the students after exposure to context clues was Satisfactory
The level of vocabulary of the students before and after exposure to visual association is both Fairly Satisfactory.There is a significant difference on the level of vocabulary of the respondents before and after exposure to context clue and visual association strategies.Workbook for Vocabulary Enhancement is an efficient tool in improving the level of vocabulary skills of the students
Summary
Learning English vocabulary is an ongoing process that takes time and practice. Nakata (2006) acknowledged that “Vocabulary acquisition requires continual repetition in order for effective vocabulary learning.”Continuous reinforcement on enhancing vocabulary skills is of importance for a student to maintain retention of what has been learned, it requires enough knowledge of a teacher on strategies to supplement the needs of every students.Mukoroli (2011) suggested that vocabulary is confined to the meaning of words and includes how vocabulary in a language is structured: how people use and store words and how they learn words and the relationship between words, phrases, categories of words and phrases.In this regard, vocabulary is not just knowing the specific meaning of words but analyzing how the word is used in different context and how it should be used in a sentence or in the communication process.Word meanings tend to change as time passes by, depending on how the community or majority of the society is using it. Mukoroli (2011) suggested that vocabulary is confined to the meaning of words and includes how vocabulary in a language is structured: how people use and store words and how they learn words and the relationship between words, phrases, categories of words and phrases. In this regard, vocabulary is not just knowing the specific meaning of words but analyzing how the word is used in different context and how it should be used in a sentence or in the communication process. Continuous reinforcement on the vocabulary competence should be observed for better comprehension and communication
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