Mary Grace B. Ibias (Author)
Abstract
This study determined the strategies used by the Junior High School teachers in Tabaco National High School in teaching vocabulary school year 2022-2023. Specifically, it answered the following sub-problems: 1) What are the strategies in teaching vocabulary used by the Junior High School teachers?; 2) What is the level of usage of the strategies in teaching vocabulary along discovering meaning of new vocabulary terms, retaining the knowledge of newly learned vocabulary terms, expanding the knowledge of new vocabulary terms, d. connecting word meaning with semantic mapping and e. using visual materials and situations?; 3) What are the effects of the strategies in teaching vocabulary to reading comprehension?; 4) What are the challenges met by the teachers in the use of strategies in teaching vocabulary?; and 5) What creative intervention materials may be proposed to address the challenges met? This research study utilized a quantitative research methodology specifically the descriptive-survey method. It determined the level of usage of the strategies in teaching vocabulary using a validated researcher-made instrument. The respondents of this study were twenty-six (26) Junior High School teachers of Tabaco National High School. The statistical measures employed were frequency counts, percentage, weighted mean and ranking. The results revealed that the teaching strategies used by the Junior High School teachers in Tabaco National High in the first area which is discovering the meaning of new vocabulary terms that obtained the highest frequency is inductive reasoning with twenty-three (23) out of twenty-six (26) total respondents or 88.46 %. In the area, retaining newly learned vocabulary terms, the teaching strategy that received the highest frequency of twenty-five (25) or 96.15 % is in practice. In expanding the knowledge of newly learned vocabulary terms, the teaching strategy with the highest frequency is in association with twenty-four (24) respondents or 92.31 %. The teaching strategy in connecting word meaning with semantic mapping with the highest frequency of twenty-three (23) or 88.46 % is contextualization. In the area using visual materials and situations, the teaching strategy with the highest frequency of twenty-six (26) or 100.00 % is obtained in pictures. The area on the level of usage of the strategies in teaching vocabulary with the highest average weighted mean of 4.44 is obtained in connecting word meaning the semantic mapping. This is followed by retaining newly learned vocabulary terms with 4.41; using visual materials and situations with 4.31 and discovering the meaning of new vocabulary terms with 4.20. These ratings have an adjectival description of always. The area with the lowest average weighted mean among the five (5) areas is expanding the knowledge of newly learned vocabulary terms with 4.16 and an adjectival description of often. The over-all average on the level of usage of strategies in teaching vocabulary has a value of 4.30 with an adjectival description of always. The effects of the strategies to the reading comprehension showed that all the five (5) areas that were covered in this study obtained an adjectival description of high. The weighted averages were as follows: discovering the meaning of new vocabulary terms with 4.19; followed by retaining newly learned vocabulary terms with 4.11; connecting word meaning with semantic mapping with 4.09; expanding the knowledge of newly learned vocabulary terms (4.08) and using visual materials and situations with 4.06. The over-all average of the effects of the strategies in teaching vocabulary has a value of 4.12 and with an adjectival description of high. The challenges in each of the areas that obtained the highest ratings are in discovering the meaning of new vocabulary terms, the challenge with the highest frequency of twenty-five (25) which is first in rank is complexity of word knowledge; in retaining newly learned vocabulary terms, the challenge which is first in rank with a frequency of twenty-three (23) is lack of focus of learners; and in connecting word meaning with semantic mapping, the challenge with the highest frequency is obtained in lack of interest to use semantic map with twenty-four (24). In addition, the challenge with the highest frequency in the area using visual material and situation is unavailability of materials with twenty-five (25) or first in rank and in discovering the meaning of new vocabulary terms, the challenge that obtained the highest. Creative interventions materials may address the challenges met by the teachers in the use of teaching strategies.
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Keywords: Teaching vocabulary, Reading comprehension, Junior High School teachers, Word meaning