LEVEL OF UNDERSTANDING IN ASSOCIATIVE SEMANTICS AMONG AB-ENGLISH STUDENTS: BASIS FOR INTERVENTION PROGRAM

Abstract

The presented study aims to check the level of understanding in associative semantics among AB-English students as basis for an intervention program to further improve comprehension as English major student. The framework of this study is supported by the mind of Noam Chomsky with his work in innateness theory. Moreover, this study used a descriptive-evaluative method designed to determine the level of understanding in associative semantics of fifty (50) students under the AB-English program of Ramon Magsaysay Memorial Colleges-Marbel, Inc. (RMMC-MI) who were selected purposively. A test questionnaire of fourty (40) items was used to determine the levels of understanding of the respondents in denotative and connotative, with twenty items for each level for the creation of an intervention program suited to enhance their ability to understand context words, and multiple lexicalities. Finally, the findings stated that out of twenty (20) item each test, students averaged a score of ranging to “Good” in denotative part of test, while still a “Good” range in connotative part. The results revealed that among the fifty (50) students who partake the test, their combine score average is interpreted as “Good”. Thus, a recommended supplemental intervention program is needed to enforce understanding in associative semantics through refresher and engaging activities for the AB-English students of RMMC-MI.