Republic of the Philippines Republic of the Philippines Department of Education Department of Education Region IV
Region IV – – A CALABARZON A CALABARZON Division of Laguna
Division of Laguna District of Santa Cruz District of Santa Cruz
SANTISIMA CRUZ ELEMENTARY SCHOOL SANTISIMA CRUZ ELEMENTARY SCHOOL
Santa Cruz Santa Cruz
ACTION RESEARCH PROPOSAL ACTION RESEARCH PROPOSAL
Action R
Action Research oesearch of :f : ROSALINDA A. TIUROSALINDA A. TIU Teacher III Teacher III
For School Year :
For School Year : 20122012 – – 2013 2013
Title :
Title : Enhancing Vocabulary through Contextual Clues ofEnhancing Vocabulary through Contextual Clues of Grade
Grade V- V- Saturn Saturn Pupills Pupills of of Santisima Santisima CruzCruz Elementary School
Elementary School
Noted:
Noted: MELINDA O. LANSANGANMELINDA O. LANSANGAN Principal III
Principal III
Approv
Approved :ed : GODOFREDO GODOFREDO C. C. MERCADO MERCADO ________2012________2012 Area Sup
Area Supervisorervisor
Approv
Approved :ed : RODERICA RODERICA R. R. CAMACHO CAMACHO ______ ______ 20122012 EPS
I.
I. SITUATIONSITUATION
Reading can be one of the most rewarding pre-occupations of man expanding his Reading can be one of the most rewarding pre-occupations of man expanding his horizon and making it possible for him to partake of his accumulated experiences and horizon and making it possible for him to partake of his accumulated experiences and achievements through the ages ( Villamin , 1995 )
achievements through the ages ( Villamin , 1995 ) For a child
For a child – – learner , reading is the basic tool for learning in all subjects; a skill learner , reading is the basic tool for learning in all subjects; a skill that helps him to understand not only the
that helps him to understand not only the literal and visual presentation of the teacher’sliteral and visual presentation of the teacher’s daily lesson but also the words and ideas conveyed in any reading materials. With the daily lesson but also the words and ideas conveyed in any reading materials. With the child’s enriched
child’s enriched vocabulary in his vocabulary in his schema, he schema, he is able is able to correlate them to correlate them to the to the newlynewly – – acquired knowledge from
acquired knowledge from worthwhile worthwhile reading materials; remarkably, he reading materials; remarkably, he learns andlearns and performs well in the academics.
performs well in the academics.
On the contrary, his deficient or limited vocabulary since early school years may On the contrary, his deficient or limited vocabulary since early school years may deprive himself of the good opportunity to comprehend completely and interpret the deprive himself of the good opportunity to comprehend completely and interpret the daily lessons in all subjects, unable to grasp the message of the texts and of other daily lessons in all subjects, unable to grasp the message of the texts and of other reading materials. Consequently,
reading materials. Consequently, he he may not may not grow mentally grow mentally nor even nor even relate to relate to hishis daily
daily lessons. lessons. Because Because of of these these ,he ,he may may receive receive poor poor academic academic performance or performance or failfail in the academics. Likewise, he
in the academics. Likewise, he or she or she may may lose the enthusiasm to lose the enthusiasm to study.study.
Prominently, the intermediates could hardly relate in English subject or in other Prominently, the intermediates could hardly relate in English subject or in other subjects that require English as the medium of communication
subjects that require English as the medium of communication .They don’t engage.They don’t engage more time in reading activities neither on needed research and the like. When given more time in reading activities neither on needed research and the like. When given text book
text book reading ,they reading ,they can can recognize commonly-used recognize commonly-used words and words and symbols but symbols but unableunable to explain
to explain the message the message or ideas eor ideas embodied therein.mbodied therein. In June 2012
researcher found that 65% of the Grade V-Saturn pupils got low final grades in researcher found that 65% of the Grade V-Saturn pupils got low final grades in
English ,Math and Science. When interviewed, their previous teachers confirmed of English ,Math and Science. When interviewed, their previous teachers confirmed of their poor reading comprehension, lack of participation and poor study habit. They their poor reading comprehension, lack of participation and poor study habit. They
showed rare involvement
showed rare involvement in oral discussions and in oral discussions and activities . They were unable activities . They were unable toto express ideas even in simple sentences .
express ideas even in simple sentences . The 2011 -2012 Phil IRI post
The 2011 -2012 Phil IRI post test results showed that out of 4i test results showed that out of 4i pupils ,five of thempupils ,five of them were independent readers ,
were independent readers , 26 instructional and 20 26 instructional and 20 frustratfrustration ones ion ones in the in the oral test.oral test. ..
When analyzed , it means that 63% need reading assistance while 49% show very When analyzed , it means that 63% need reading assistance while 49% show very minimal reading
minimal reading comprehension at all comprehension at all . This . This reading deficiency can reading deficiency can be traced be traced back back toto lack of understanding the
lack of understanding the details of the details of the texts contents, lack the ability to texts contents, lack the ability to interpret interpret theirtheir embodied
embodied message message hence hence they wthey were unable ere unable to to answer the answer the comprehension checkcomprehension check – – up
up provided provided thereafter thereafter .. Another ca
Another cause is pouse is poor study hor study habit resultiabit resulting to lacng to lack of vocabuk of vocabulary , Sinlary , Since ce theirtheir parents were
parents were occupied to working hard for their family’s living, those pupils ,occupied to working hard for their family’s living, those pupils , had had missed reading
missed reading practices that practices that their parents their parents should should have have had had provided to provided to them them ..
II. PROBLEM II. PROBLEM
How can the teacher-researcher enhance the vocabulary skill of the Grade How can the teacher-researcher enhance the vocabulary skill of the Grade V-Saturn pupils
Saturn pupils through through contextual clues?contextual clues? Sub-Problems
Sub-Problems
1. Inadequate or limited vocabulary 1. Inadequate or limited vocabulary
2. Unable to define words in the reading materials that were not common to 2. Unable to define words in the reading materials that were not common to
them. them.
3.
3. Unable Unable to to exexplain and interpret ideas in the teacher’s daily lessons and inplain and interpret ideas in the teacher’s daily lessons and in reading materials.
reading materials. Causes
Causes 1. Lack
1. Lack of reading of reading practices and participation in practices and participation in classroom classroom oral activities.oral activities. 2. Lack of knowledge on using guide books, reference books, or texts that 2. Lack of knowledge on using guide books, reference books, or texts that
give
give definition definition of of wordswords ..
3. Lack o
3. Lack of effective way f effective way of interpreting the relationship of words of interpreting the relationship of words toto phrases in order
phrases in order to comprehend or to comprehend or explain the entire ideas explain the entire ideas in thein the reading
reading materials materials or or in in thethe teacher’s daily lessons in Englishteacher’s daily lessons in English III. GENERATION OF ALTERNATIVE SOLUTION
III. GENERATION OF ALTERNATIVE SOLUTION
1. Inadequate or limited vocabulary can be sufficed by 1. Inadequate or limited vocabulary can be sufficed by ::
a.
a. providing word for the day to providing word for the day to be defined and used be defined and used in a sentence.in a sentence. b.
b. unlocking of unlocking of difficultidifficulties es in in reading selections.reading selections. c.
c. using antonyms and using antonyms and synonyms in synonyms in oral and oral and written communicationwritten communication d.
d. active participation in active participation in dialogue , dialogue , skits, dramatization, discussions andskits, dramatization, discussions and other
other oral oral performing performing activities.activities. e.
e. undertaking oral and undertaking oral and silent reading, individually or by silent reading, individually or by group duringgroup during English class
English class or or in in free time.free time.
2. Knowledge on using guide books, references, encyclopedia, dictionary, 2. Knowledge on using guide books, references, encyclopedia, dictionary,
thesaurus and
thesaurus and the the like may like may enable them enable them to to acquire plentiful vocabularies thatacquire plentiful vocabularies that may later become common to
may later become common to them as they encounter them in the teacher’sthem as they encounter them in the teacher’s daily lessons
daily lessons and and from reading from reading materialsmaterials 3.
3. With adequate With adequate vocabularies attained vocabularies attained from from varied activities (number varied activities (number 1) the1) the target pupils would
target pupils would profoundly be familiar to those profoundly be familiar to those words more when words more when theythey use references
terms o
terms of f descriptionsdescriptions, , classificaticlassifications ons and and definition. Their definition. Their efforts would efforts would rewardreward them
them the ability to interpret the the ability to interpret the relationshirelationship of p of word or to word or to phrases or evenphrases or even grasp the
grasp the entire idea entire idea of of the given the given sentences thrsentences through contextual ough contextual clues.clues. Consequently, a reader can get or guess the meaning of a familiar or
Consequently, a reader can get or guess the meaning of a familiar or unfamiliar
unfamiliar words with the words with the help of help of several clues. These several clues. These clues may be clues may be a wa word orord or group of words in the sentence or in the surrounding sentences
group of words in the sentence or in the surrounding sentences ..
Contextual clues consist of 2 types: Contextual clues consist of 2 types:
a. Definition clue gives a statement explaining or describing. a. Definition clue gives a statement explaining or describing.
Ex The castle was surrounded by
Ex The castle was surrounded by a moat, which is a a moat, which is a water canal water canal toto keep enemies away.
keep enemies away.
b. Appositive clue is a word or phrase that indentifies or explains further b. Appositive clue is a word or phrase that indentifies or explains further
the word it
the word it follows. Commas and follows. Commas and sometimes dashes set off sometimes dashes set off thethe appositive.
appositive. Ex:A moat, a Ex:A moat, a water canal to water canal to keep enemies away, wkeep enemies away, was builtas built around a castle.
around a castle.
c. Another way of using contextual clues is though the presence of c. Another way of using contextual clues is though the presence of
synonyms
synonyms and and antonyms antonyms in in a a sentence.sentence.
Synonyms: After seeing the starving children in the slum area we all Synonyms: After seeing the starving children in the slum area we all felt compassion
felt compassion or pity or pity for their for their sufferings.sufferings. ..
Antonyms:
Antonyms: I was reluctI was reluctant to go ant to go mountain mountain climbing, bclimbing, but my brothut my brotherer was eager.
was eager.
IV. PLAN OF ACTION IV. PLAN OF ACTION
A. OBJECTIVES A. OBJECTIVES
** Enrich the target pupils’ vocabularyEnrich the target pupils’ vocabulary
** Comprehend Comprehend the teacher’s daily lessons andthe teacher’s daily lessons and the message the message of texts of texts andand necessary
** Improve Improve the the target target pupil’s academic pupil’s academic performance performance in in English English subject.subject. B. TIME FRAME
B. TIME FRAME
This study will cover the first and second semester of the school year This study will cover the first and second semester of the school year 2012-2013 from
2012-2013 from June June 2013 2013 to to March 2013 March 2013 or or until such until such a a time time within within thethe given
given period period that that this this research research study study is is fully fully completed completed for for submissionsubmission ..
C. TARGET SUBJECT C. TARGET SUBJECT
The researcher will focus on the 39 Grade V-Saturn pupils of Santisima The researcher will focus on the 39 Grade V-Saturn pupils of Santisima Cruz
Cruz Elementary School Elementary School as her as her target subject.target subject. D. ACTIVITIES TO BE UNDERTAKEN D. ACTIVITIES TO BE UNDERTAKEN TARGET TARGET SUBJECTS SUBJECTS PERSONS PERSONS iNVOLVED iNVOLVED ACTIVITIE
ACTIVITIES S EXPECTEEXPECTEDD OUTCOMES OUTCOMES Grade Grade V-Saturn Saturn Researcher Researcher
1. Compare the final 1. Compare the final grades in the 2011-2012 grades in the 2011-2012 report cards in English, report cards in English, Math and Science. Math and Science.
English: 62.5% English: 62.5% Math: 65% Math: 65% Science: 55% Science: 55% Grade IV Grade IV Teachers Teachers in English, in English, Math and Math and Science Science Researcher
Researcher 2.Interview 2.Interview their their previousprevious teachers in English, teachers in English, Math and Science. Math and Science.
Grade IV teachers Grade IV teachers confirmed that confirmed that most
most of of them them hadhad poor reading poor reading compre- hension. compre- hension. Grade Grade V-Saturn Saturn Researcher Researcher 3. Identify the 3. Identify the Independent, Independent, Instructional and Instructional and Frustration in the Frustration in the 2011-2012 Phil IRI (oral) Post 2012 Phil IRI (oral) Post Test. Test. 4 Independent 4 Independent 32 Instructional 32 Instructional 3 Frustration 3 Frustration Readers Readers
Grade Grade V-Saturn Saturn
Researcher
Researcher 4. 4. Distinguish Distinguish the the Fast,Fast, Average a
Average and Slownd Slow
readers in the 2011-2012 readers in the 2011-2012 Phil IRI (silent) Post Test Phil IRI (silent) Post Test
6 Fast 6 Fast 29 Average 29 Average 4 Slow readers 4 Slow readers Grade Grade V-Saturn Saturn Researcher Researcher 5. Administer the 5. Administer the 2012-2013 Phil IRI (oral and 2013 Phil IRI (oral and silent)
silent) Pre Pre Test, Test, inin English V. English V. (Oral) Pre-Test (Oral) Pre-Test 6 Independent 6 Independent 0 Instructional 0 Instructional 41 Frustration 41 Frustration (Silent) Pre- Test (Silent) Pre- Test
0 Fast 0 Fast 6 Average 6 Average 35 Slow 35 Slow Grade Grade V-Saturn’s Saturn’s Parents Parents Researcher Researcher
6. Solicit the support and 6. Solicit the support and cooperation of parents cooperation of parents regarding their children’s regarding their children’s attendance, assignments attendance, assignments and reading practices. and reading practices.
100% Parents 100% Parents complied complied favorably by favorably by monitoring their monitoring their children’s children’s assignments and assignments and reading exercises reading exercises at home. at home. 100%attended the 100%attended the Homeroom Homeroom PTA and signed PTA and signed the report cards. the report cards.
Grade Grade V-Saturn Saturn Researcher Researcher
7. Provide a word each 7. Provide a word each day for them to be day for them to be defined and used in a defined and used in a sentence.
sentence.
75%
75% Pupils Pupils try try toto use the given use the given word a day in their word a day in their own sentence: own sentence: 25%asked the 25%asked the help of parents help of parents and guardians. and guardians. Grade Grade V-Saturn Saturn Researcher Researcher
8. Require the use of a 8. Require the use of a dictionary
dictionary or or thesaurus.thesaurus. Familiarize them about Familiarize them about proper use of these proper use of these guide texts. guide texts. 80% of the class 80% of the class afforded a afforded a dictionary. 20% dictionary. 20% only borrowed only borrowed from relatives and from relatives and peers.
Grade Grade V-Saturn Saturn Researcher Researcher 9. Assign a reading 9. Assign a reading selection a week with 5 selection a week with 5 vocabs to be unlocked vocabs to be unlocked using
using adictionary adictionary oror other guide\reference other guide\reference material. material. 100% read the 100% read the given selection, given selection, defined the defined the vocabs ,answered vocabs ,answered the the comprehension comprehension check
check – –up andup and summarized the summarized the selection in their selection in their own words. own words. Grade Grade V-Saturn Saturn Researcher Researcher 0. Facilitate a 50 Items 0. Facilitate a 50 Items (Diagnostic) Pre Test on (Diagnostic) Pre Test on Vocabs. Vocabs. 37% passed the 37% passed the Pre-Test on Pre-Test on Vocabs. Vocabs. Grade Grade V-Saturn Saturn Researcher Researcher 11. Introduce the 11. Introduce the contextual clues as a contextual clues as a way of defining or way of defining or describing a word. describing a word. Stress the difference Stress the difference between definition between definition clues and appositive clues and appositive clues. clues. 100% welcomed and 100% welcomed and understood the understood the contextual clues contextual clues method and applied method and applied it in defining and it in defining and comprehending the comprehending the teacher’s
teacher’s lesson and lesson and text. text. Grade Grade V-Saturn Saturn Researcher Researcher 12. Give more 12. Give more synonyms and synonyms and antonyms to master antonyms to master with and practice with and practice
exercises on contextual exercises on contextual clues. clues. Significantly, their Significantly, their abilities to abilities to distinguish meaning distinguish meaning and define words and define words prospered with the prospered with the use
use of of thethe antonyms and antonyms and synonyms. synonyms. Grade Grade V-Saturn Saturn Researcher Researcher 13. Initiate individual 13. Initiate individual reading to Slow reading to Slow readers. Use the readers. Use the
Independent readers to Independent readers to undertake “shared undertake “shared reading” to
reading” toFrustrationFrustration ones.
ones.
Slow readers are Slow readers are helped to read orally helped to read orally and comprehend the and comprehend the given selections given selections whereas the whereas the Frustration readers Frustration readers are
are raised raised toto Instructional readers. Instructional readers.
Grade Grade V-Saturn Saturn Researcher Researcher 14. Challenge the 14. Challenge the pupils to communicate pupils to communicate orally by way of orally by way of dialogs, skits dialogs, skits dramatization, dramatization, discussions discussions and the like. and the like.
76% of the class had 76% of the class had exposed their talents exposed their talents in oral
in oral
communication. The communication. The 24%
24% were were stillstill inhibited
inhibited and and lackedlacked courage to do so. courage to do so. Grade Grade V-Saturn Researcher Saturn Researcher 15. Encourage all to 15. Encourage all to read journals, read journals, worthwhile worthwhile magazines
magazines and and makemake necessary
necessary research research inin English vocabularies. English vocabularies. With the With the teacher’s’supervision teacher’s’supervision and parents’ follow and parents’ follow--up the pfollow--upls have up the pupls have developed developed enthusiasm to read enthusiasm to read and research. and research. Grade Grade V-Saturn Saturn Researcher Researcher 16. Conduct the 16. Conduct the 2012-2013 Phil IRI 2013 Phil IRI (oral/s
(oral/silent ilent ) ) Post Post Test.Test.
Post Test (oral) Post Test (oral) 6 Independent 6 Independent 26 Instructional 26 Instructional 7 Frustration 7 Frustration Post Test (silent) Post Test (silent)
7 Fast 7 Fast 26 Average 26 Average 6 Slow 6 Slow Grade Grade V-Saturn Saturn Researcher Researcher Principal Principal 17. 17. Principal’sPrincipal’s observation and observation and evaluation assessment. evaluation assessment. 3 Observation made; 3 Observation made; September 22, 2012 September 22, 2012 January 26, 2013 January 26, 2013 February 28, 2013. February 28, 2013. Grade Grade V-Saturn Saturn Researcher Researcher 18. Ascertain their 18. Ascertain their vocabulary skills and vocabulary skills and the effectiveness of the effectiveness of contextual clues contextual clues through Post Test. through Post Test.
75% obtained the 75% obtained the mastery level on mastery level on vocabulary using vocabulary using contextual clues. contextual clues. Grade Grade V-Saturn Saturn Researcher Researcher 19. Evaluate their 19. Evaluate their English academic English academic performance through performance through the Fourth Periodical the Fourth Periodical Test. Test. Mean: 40.06 Mean: 40.06 MPS MPS : : 80.1280.12 SD SD : : 6.336.33 ML ML : : 78.9578.95 Grade Grade V-Saturn Saturn Researcher Researcher 20.
20. Impose Impose a a writingwriting activity.
activity.
100%
100% of of the the classclass have applied the have applied the acquired
acquired vocabularies. vocabularies.
Researcher Researcher
Area Supe Area Supervisorrvisor
EPS-I Research EPS-I Research Monitoring and Monitoring and Evaluation of Action Evaluation of Action Research Research Amenable Amenable toto feedback and feedback and willfull
willfull to to changeschanges as compliant to the as compliant to the concerned authority concerned authority for the improvement for the improvement of this of this research-studies. studies. Rsearcher Rsearcher Area Sup
Area Supervisorervisor EPS-I Research EPS-I Research Preparation and Preparation and Completion of Action Completion of Action Research Terminal Research Terminal Report Report
The research study The research study is quite a success is quite a success and the and the researcher’s researcher’s
activities are fulfilled. activities are fulfilled. Principal Principal EPS-I EPS-I Research Research Submission of the Submission of the Terminal Report Terminal Report Completed and Completed and finalized the finalized the terminal report terminal report E. EVALUATION CRITERIA E. EVALUATION CRITERIA::
*Post Test on Vocabulary using Contextual Clues
*Post Test on Vocabulary using Contextual Clues to determine the pupils’to determine the pupils’ mastery
mastery and and usage usage of of the the given vocabularies. given vocabularies. In In a a way, way, it will it will tell thetell the effectiveness and
effectiveness and success 0f success 0f this research this research study.study. *Phil IRI (oral) Post Test
*Phil IRI (oral) Post Test shall attest to the pupils’ ability to read accurately andshall attest to the pupils’ ability to read accurately and comprehend the message of the given reading materials.
comprehend the message of the given reading materials. ..
*Phil IRI (silent) Post Test
*Phil IRI (silent) Post Test shall render itself the pupils’ speed and comprehensionshall render itself the pupils’ speed and comprehension in
in the the given given reading reading materials.materials. *Fourth Periodical Test in English
*Fourth Periodical Test in English shall e shall expose the pupils’ academic achievementxpose the pupils’ academic achievement in
in the the year.year.
*Final Grade in English
*Final Grade in English shall be shall be tantamount tantamount to to their academic their academic performance in performance in thethe .
. given given subject. subject. The The result result of of this this action action research research shall shall be be submitted submitted after after 75% 75% oror more of the pupils have passed the Post Test in the vocabulary using contextual more of the pupils have passed the Post Test in the vocabulary using contextual clues
clues or or have have enriched enriched their their vocabulary vocabulary skill skill thus thus ,improving ,improving their their academicacademic performance
F.
F. RESEARCH RESEARCH DESIGNDESIGN ACTIVITIES
ACTIVITIES COLLECTED COLLECTED DATA DATA STATISTICALSTATISTICAL TREATMENT TREATMENT A. A. Administra Administratingting Pre Test Pre Test Phil
Phil IRI IRI Pre- Pre- TestTest re-Test on Vocabulary re-Test on Vocabulary
Phil IRI Reading Test Phil IRI Reading Test Criteria Criteria Percentage Method Percentage Method B.Facilitating B.Facilitating ( oral/silent) ( oral/silent) selection with selection with contextual clue contextual clue test test Formative Test Formative Test Summative Test Summative Test Percentage Method Percentage Method Frequency Distribution Frequency Distribution C.Conducting C.Conducting Post Test Post Test
Phil IRI Post Test Phil IRI Post Test Post Test( Vocabulary) Post Test( Vocabulary)
Phil IRI (Oral/Silent ) Test Phil IRI (Oral/Silent ) Test Criteria
Criteria
Post Test Mean Post Test Mean
D. Facilitating D. Facilitating Fourth Quarter Fourth Quarter Evaluation Evaluation
Fourth Periodical Test Fourth Periodical Test
Researcher’s Rating Sheet Researcher’s Rating Sheet
Form 18-E Form 18-E
Post Test Mean Post Test Mean Averaging Method Averaging Method V-PRESENTATION
V-PRESENTATION This
This action action research research is is meant meant to to determine determine the the effectiveness effectiveness of of contextualcontextual clues metho
clues method d to enrich to enrich the deficient the deficient vocabulary vocabulary of the of the Grade V- Grade V- Saturn Saturn pupils ofpupils of Santisima Cruz, Elemen
Santisima Cruz, Elementary School in the tary School in the school year 2012-2013.school year 2012-2013. With With Dep Dep Ed’sEd’s thrust, administrative support, pupils’ cooperation
thrust, administrative support, pupils’ cooperation and selected supplementary and selected supplementary techniques
techniques and and approaches, approaches, the the researcher researcher believes believes in in its its anticipated anticipated success.success. Statistical
Statistical tools such as Phil IRI Test, Perctools such as Phil IRI Test, Percentage Method, Freentage Method, Frequency Distribution.quency Distribution. Post Test
VI. CONCLUSIONS and
VI. CONCLUSIONS and RECOMMENRECOMMENDATIONSDATIONS After the necessa
After the necessary assessment and ary assessment and analysis of the results thnalysis of the results the e researcher willresearcher will present
present the conclusions the conclusions and and recommendationrecommendations on s on the the light of her ownlight of her own interpretation
interpretation of of the the gathered, gathered, tested tested and and treated treated data.data. VII REFLECTIONS
VII REFLECTIONS
Significantly, the researcher is blessed and grateful for the
Significantly, the researcher is blessed and grateful for the opportunityopportunity of
of resolving a resolving a very covery common mmon language language problem in problem in the the educational educational system system oror reading comprehension
reading comprehension owing to deficient or unlimited owing to deficient or unlimited vocabulary.This favocabulary.This fact is act is a tremendous hind
tremendous hindrance to learning rance to learning on the part on the part of every concernof every concerned ed pupil /learner.pupil /learner. While
While this miserable sitthis miserable situation occurs uation occurs , there is s, there is so o much to wmuch to worry on the orry on the part of thepart of the parents, teachers and educational authority because this may
parents, teachers and educational authority because this may lead to poorlead to poor academic performanc
academic performance of pupils, e of pupils, underachievement for educaunderachievement for educators and aggravatingtors and aggravating deterioration of the quality of education in the
deterioration of the quality of education in the country.country. However, with the success of
However, with the success of this researchthis research – –study thastudy that the reseat the researcher has rcher has beenbeen anticipating
anticipating to, is to, is a big a big breakthrough breakthrough in her in her career..If career..If the educthe educational obational objectivesjectives would be attained, the researcher could prove of her te
would be attained, the researcher could prove of her te aching effectiveness andaching effectiveness and most of all this
most of all this could be could be useful efforts anuseful efforts and outputs d outputs to to share with share with fellow educatorsfellow educators who woud be under the
who woud be under the same circumstances.same circumstances. BIBLIOGRAPHY
BIBLIOGRAPHY
Angeles, E.,Galapon,A.,Relente,C.,Santos
Angeles, E.,Galapon,A.,Relente,C.,Santos, , R.,(Revised Edition2010)R.,(Revised Edition2010)EnglishEnglish Expressways
Expressways(Reading.).(Reading.).
Dep Ed Bureau of Elementary Education in partnership with Ateneo de Manila Dep Ed Bureau of Elementary Education in partnership with Ateneo de Manila University(2009)
Villamin,A.(.1998),Pho
Villamin,A.(.1998),Phoenix Publishing enix Publishing House IncorHouse Incorporation,poration,Skill Builders forSkill Builders for Efficient Reading.
Efficient Reading.
Villamin, A.(1995),Phoenix Publishing House Incorporation
Villamin, A.(1995),Phoenix Publishing House Incorporation,Developmental,Developmental Reading Power.
Reading Power.
Abadilla ,C.(1998) St. Mary’s Publishing House ,
Abadilla ,C.(1998) St. Mary’s Publishing House , Developing Reading Power.Developing Reading Power.
Submitted by: Submitted by: ROSALINDA A. TIU ROSALINDA A. TIU Teacher III Teacher III
Republic of the Philippines Republic of the Philippines Department of Education Department of Education
Region IV-A CALABARZON Region IV-A CALABARZON DIVISION OF LAGUNA DIVISION OF LAGUNA Santa Cruz Santa Cruz ACTION RESEARCH ACTION RESEARCH Terminal Report Terminal Report Action Res
Action Research ofearch of : : ROSALINDA ROSALINDA ANGELES ANGELES TIUTIU Teacher III
Teacher III Santisima
Santisima Cruz Cruz Elementary Elementary SchoolSchool
For School Year
For School Year :: 2012-10132012-1013 Title
Title : : Enhancing Enhancing Vocabulary Vocabulary throughthrough Contextual Clues of Grade V-Saturn Contextual Clues of Grade V-Saturn Pupils of Santisima Cruz Elementary Pupils of Santisima Cruz Elementary School
School
Monitored by
Monitored by :: Melinda O. LansanganMelinda O. Lansangan ______ ______ 20132013 Principal III
Principal III Monitored by
Monitored by :: GODOFREDO C. MERCADOGODOFREDO C. MERCADO ____ ____ _2013_2013 Area Supervisor
Area Supervisor Reviewed
Reviewed : : RODERICA RODERICA R. R. CAMACHOCAMACHO ______ _______ _ 20132013 EPS
EPS – –I ResearchI Research
Recommending
Recommending Approval Approval ::
Asst. Sc
Asst. Schools Division hools Division Superintendent- (Elem). Superintendent- (Elem). Asst.SchooAsst.Schools Division Sls Division Superintendent(Sec)uperintendent(Sec)
Approved Approved::
MARITES A. IBANEZ,CESO VI MARITES A. IBANEZ,CESO VI
Schools Division Superintendent Schools Division Superintendent
