USING WORD MAPPING STRATEGY IN ENGLISH VOCABULARY

DEVELOPMENT

ARIANNE E. FLORES

JENNILYN E. ZARATE

DON MARIANO MARCOS MEMORIAL STATE UNIVERSITY

SOUTH LA UNION CAMPUS

COLLEGE OF GRADUATE STUDIES

AGOO, LA UNION

RESEARCH IN ELEMENTARY EDUCATION

MARCH 2009

ACKNOWLEDGMENTS

…no speaker is the first one who disturbs the eternal silence of the universe…
 - Bakhtin

…and no book or research can ever be written without reference to those who keep disturbing
the universe; hence, this token of appreciation to the following people who have inconveniently
but inspiringly stirred the heart and mind of the researcher:

To their adviser, Pro. Zita D. Ballesteros, for her scholarly guidance and unbridled support to
our ideas despite their rawness and naivety and for her constant prodding during our moments of
hibernation; and Prof. Raphael Job R. Asuncion, for his critique which polished the form and
content of this research and for sparing much of his valuable time in facilitating the completion
of this paper;

To the different institutions and agencies who believed in the idea behind the conduct of this
study and who allowed the researchers access to their valuable documents as well as provided
the necessary assistance in expediting the collection of data;

To the Don Mariano Marcos Memorial State University-College of Education for nourishing the
intellect of the researcher;

To their family, for the unwavering support, patience, and love especially during those
exhausting and fatigable times that this research was being conducted and written;

This research is ours.

JGDC

DEDICATION

By offering our praise and gratitude to God for the abundant blessing to us, I proudly
dedicated this piece of work to:

1. Our beloved Father and Mother, Mr. & Mrs. Flores & Mr. and Mrs. Zarate, for their love and
effort who always support us.
2. Our beloved sisters and brothers for their unending support, motivation and attention.

3. All of our friends that have helped and supported us, Thank you very much!

“Do the best and pray. God will take care of the rest”

To
you
who
love
 to explore and discover,

this
manuscript

is
for
you.

TABLE OF CONTENTS

Page

TITLE PAGE ………………………………………………………. i

ACKNOWLEDGMENTS …………………………………………. ii

DEDICATION……………………………………………………… iii

LIST OF TABLES…………………………………………………. iv

LIST OF FIGURES ……………………………………………….. v

 CHAPTER

1 INTRODUCTION

Situation Analysis ………………………………………………... 1

Framework of the Study ……………………………………….... 7

Statement of the Problem ………………………………………. 9

Definition of Terms ……………………………………………… 10

2 METHODOLOGY

Research Design …………………………………………………..... 11

Sources of Data …………………………………………………....... 11

Instrumentation and Data Collection …………………………....... 12

Analysis of Data …………………………………………………....... 14

LITERATURE CITED…………………………………………………….

212

APPENDICES

A Letter to the Head………………………………………… 222

B Consent Letter……………………………………………. 225

C Research Instrument…………………………………….. 228

D Formative Test………………………………………….... 229

E Table of Specification……………………………………. 230

F Lesson Plan……………………………………………….

G Learning Material……………………………………….
 Chapter 1

INTRODUCTION

Situation Analysis

Many recent studies focused on developing and improving the vocabulary of students.

Susanto (2017) argued that the problem faced by the teachers is they usually spend time

explaining structure instead of vocabulary because they use grammar as the standard of students’

English development and achievement, which therefore made the students to have poor

vocabulary. In the previous research, Utami (2017) stated that some strategies used to teach

vocabulary made the students feel uncomfortable and the teacher oversaw the students. Having a

limited vocabulary is believed to be a barrier that precludes learners from learning English

language. It is suggested by Widyawati (2016) that word mapping strategy is one of the most

powerful approaches to teaching vocabulary because it engages students in thinking about word

relationships. Observations by Utami (2017) suggest that word mapping strategy makes the

students see and understand the relationship among words and relate vocabulary words to their

own background or experience. Data has been presented in the literature which shows that the

students were more enthusiastic in studying English vocabulary by using word mapping strategy

(Wardani, 2015).

Although considerable research has been devoted to junior high school students, less attention

has been paid to Elementary students. Meanwhile, students prefer to use the mother tongue

rather than the English language; because the Philippines is a multilingual country (Sumalinog,

ⅰ
2019). Vocabulary is the problem of a second language learner to understand (Akdogan, 2017;

Nie & Zhon, 2017; Umasugi, Bugis, & Handayani, 2018) the major components of languages

such as phonemes, morphemes, lexemes, syntax, semantics, and pragmatics. The results of PISA

2018 National Report of the Philippines revealed that Filipino students obtained an average

score, and it was found out that one out of five Filipino students achieved at least the minimum

proficiency level in overall reading literacy. It was implied in the results that students have poor

vocabulary skills (PISA 2018, 2019). Another study related to vocabulary concluded that there is

a significant gap in the vocabulary knowledge that some students bring to the primary grades,

and that gap widens as students progress through the grades. Students who lack adequate

vocabulary have difficulty getting meaning from what they read, so they read less because they

find reading difficult. As a result, they learn fewer words because they are not reading widely

enough to encounter and learn new words. Unfortunately, research has shown that this gap

continues to grow wider as students move past third grade. Adams (2018), argued that teachers

are encountering increasing numbers of children with stunted vocabularies-haunting many pupils

from primary to secondary school- and they fear “vocabulary deficiency” will hold them back

educationally and socially. Kate Nation, professor of experimental psychology at the University

of Oxford, said that “Regardless of the causes, low levels of vocabulary set limits on literacy,

understanding, learning the curriculum and can create a downward spiral of poor language which

to affect all aspects of life. It remains unclear whether word mapping strategy is effective to the

Elementary students. Hence, additional studies on vocabulary development using the

aforementioned approach is needed. Vocabulary development among junior high school students

has been extremely studied in recent years. However, less attention has been paid to Elementary

ⅱ
students. It remains unclear whether word mapping strategy is also effective to the

aforementioned students. Hence, additional studies on word mapping is needed.

The purpose of this research is to see whether there is significant development on Elementary

students’ English vocabulary. In this paper, we introduce word mapping strategy as a novel

approach in teaching vocabulary to the students. This paper hopes to show the development of

Elementary students’ English vocabulary through word mapping strategy. The remainder of this

paper is divided into four sections. In section I, the area of study is presented. In section II, prior

research is synthesized. In section III, the gap is described. In section IV, the approach to be used

in filling the gap is presented.

 ⅲ

Framework of the Study

This theory is supported by different theories and principles of teaching and learning. These

are Vygotsky’s constructivist theory, and Ausubel’s theory of meaningful learning.

Constructivist Theory

Constructivist theory on language study explained that the individual internalizes social

activities with more language use, others lead to behavioural transformation and bridges early,

and later results in individual language development (Vygotsky, 1978). The central notion of his

theory is zone of proximal development (ZDP). ZDP refers to the distance between what a

student can do with and without help (Vygotsky, 1978). ZDP focused on student-centered

learning where learning outcomes can be achieved through guided practice. Vygotsky (1978)

particularly viewed adults as a peer who is more likely to accomplish a task by collaboration. He

promoted lifelong learning with his constructivist theory to develop student’s higher mental

function. Learner’s language knowledge and skills are constructed with guided learning or

during game execution with peer’s in a group.

 ⅳ

Figure.1 Zone of Proximal Development (Mcleod, 2014)

Theory of Meaningful learning

The theory of meaningful learning by Ausebel (1963,1968, 2012) established theoretical

grounding and led the way in these three lines of inquiry and for most of the subsequent

scientific production of concept maps when they are applied to the field of teaching and learning.

The central idea of Ausebel’s theory is that the learning process will be produced in a more

efficient and significant, not memory testing way, if newly-acquired knowledge can be related in

great part to what the student already know. Therefore, in order to achieve success in the learning

process, the students would need to have assimilated this knowledge previously. This is known

as “advanced organizers”, and comes in the form of general and abstract ideas which depict a

general overview, as well as being relevant for recently assimilated knowledge (Ausubel,

1960,1978). Advance organizers allow to build a platform or scaffolding (Mayer,1979) for new

learning that students will be able to use precisely in order to organize their knowledge and to

distinguish between what is important, to be able to draw significant conclusion between newly-

acquired information and their previously-attained knowledge.

 ⅴ

INPUT PROCESS OUTPUT

A. Profile of the
participants A. Pre-test
according to:
1. age Develop vocabulary
B. Teaching-Learning
2. gender in English using
Process using YYYY
3. Grade and section word mapping
strategy
strategy

C. Posttest

Fig. 2. Research Paradigm

Figure 2 describes the conceptual framework of the study wherein the input consists of the

following: Age, Gender, and Grade and Section.

On the other side, the process will be used is through pre-test, teaching learning process which

includes Introduction of new material, Guided practice, Independent practice, and finally post-

test.
 The final product of the study will find out the effectiveness of word mapping strategy in

English vocabulary development.

Statement of the Problem

The study aimed to determine the English vocabulary development using word mapping

strategy.

Specifically, the study answered the following questions:

1. What is the profile of the students in terms of:

1.1. age;

1.2. gender; and

1.3. grade and section?

2. How may word mapping be described as a strategy in vocabulary?

3. What is the level of English vocabulary development of Grade IV students of Sto. Tomas,

Central School?

4. Does word mapping strategy have a significant effect on English vocabulary

development?
 ⅶ

Definition of Terms

For a better understanding of this research report, the following terms are operationally

defined:

Vocabulary is a necessary tool to help people in communication and sharing their ideas

(Uzer, 2018)… It means that vocabulary is a list of all words with their message that are used in

a language to represent meaning. It refers to the words that are understood and used to

communicate effectively.

Word mapping strategy is a strategy to help students understand the meaning of words

(Utami, 2017). It is a visual organizer that helps students engage with and think about new terms

or concepts in several way (Widyawati, 2016)

Development is defined as the process of growth or new information or an event.

Development of vocabulary refers to the process by which people acquire new words.

Impact is a powerful or major influence or effect as a result of treatment of teaching.

Achievement is the result of what an individual has learned from some educational

experiences.
 ⅷ

Chapter 2

METHODOLOGY

Research Design

The researchers will use experimental research design in this study. The experimental

research is a study to know what happens to the subject after giving a certain treatment or trying

something to the groups. In this model before starting a treatment, two classes will be given the

first test or pre-test to measure the initial conditions (01,03 ). After that, the experimental class will

be given a treatment (X) and the control class will not be given. Then if the experiment class has

finished the treatment, both of classes will be given the test again as a post test ¿ ¿0 4 ¿ .

Note:

01,03 : Pre-test

02,0 4: Post-test

R : Experimental class

R : Control Class
X : Treatment

Data Sources

The fourth grade pupils of Sto. Tomas Central, School, Sto. Tomas, La Union for the third and

fourth grading period of the SY. 2021-2022 will be the subjects of the study. The total class will

be divided into three classes X, they will be X AK, X TJK, X TKR. The sample of this research

are 15 students from class X AK as experimental group and 15 students from class X TJK as

control group.

Instrumentation and Data Collection

Pre-test - Post-test. The researchers will make 25 multiple choices of pre-test and post-test

covering the topics of synonyms and antonyms. The pre-test will be administered before the

intervention will be introduced then it will be followed by the post-test. Prior to the

administration of the pre-test and post-test, the validity and reliability of the tests will be

determined by the researchers.

Validation of the Pre-test - Post-test. To ensure that the test will be evenly distributed weighted

topics and contents, the test instrument will be checked and validated by 5 teachers in the field (3

teachers, 1 researcher, and 1 head).

Reliability of the Pre-test - Post-test. Reliability is the degree to which an instrument measures

the same way every time it is used under the same condition and the same samples or population.
To test the reliability of the test instrument, it will be pilot-tested to some pupils who are not part

of the study.

Procedure of the Experiment. As early as January 2022, the researchers will request

permission from the office of the principal of Sto. Tomas Central, School, Sto. Tomas, La Union,

to conduct their study at the said school.

The experiment will start in March 2022. Within the experimental period, the word mapping

strategy will be utilized in handling theGrade 4 class. The class schedule for the experiment will

be 9:30 - 10:30, Mondays to Fridays.

Several weeks before the experimental period, the research’s instrument which are the pre-test -

post-test, table of specification, and instructional materials which includes lesson plan and

worksheet like word map will be prepared by the researchers.The necessary data for the profile

of the respondents like age, and sex will be assessed through the principal.

Data needed in this experimental research will be classified into primary data and supporting

data. The way of collecting data depends on the characteristics of data, both primary and

secondary data. The primary data will be obtained from the result of the vocabulary test.

Meanwhile, the supporting or secondary data will be collected from results of documentation. In

this research, the researchers will use objective test to get the score of student’s vocabulary

development. The test will be used in this research is multiple choice. In pre-test and post-test

there will be 25 multiple choices that contains synonyms and antonyms. Both of the tests will

have the same questions, but there will be a difference in numbering. The writers will carry out
pre-test before the instructional activity. The test will be carried out to find out the students’

vocabulary development before the students get the treatment, and the researchers will also carry

out a post-test to find out the result after the application of the word mapping strategy..

Data Analysis

The collected data will be analyzed based on the form data. It will be described based on the fact

on the students’ condition when the vocabulary teaching and learning process by using

vocabulary test through data analysis by applying word mapping. This research will use simple

randomized design. It will be taken from basic simple random sampling of a limited population

or sub population directly asked the subject in the experimental group and control group

randomly. The result of this pre-test - post-test of experimental group and control group design

would be analyzed by using t-test.

x1− x
t=
2

√❑
❑

Note:

t = Value of t

x 1= The mean score of post-test of experimental class

x 2 = The mean score of pre-test of experimental class

SD12 = The variant value of post-test of experimental class

SD 22 = The variant value of pre-test of experimental class

N 1 = The number of students’ post-test

N 2= The number of student’s pre-test

To interpret the scores in pre-test - post-test of the pupils, the following description will

be employed:

Scores Range Verbal Description

Excellent 20-30

Average 10-19

Poor 0-9

The following descriptive ratings from the DepEd K to 12 program new grading system

under DepEd Order s. 31 s. 2020 will be used to interpret the scores of the pre-test and

post-test.

Descriptors Grading Scale

Outstanding 90-100

Very Satisfactory 85-89

 Satisfactory 80-84

Fairly Satisfactory 75-79

Did Not Meet Expectation Below 75

ⅹⅰⅰⅰ

Reference:

Adams, Richard Teachers in UK report growing ‘vocabulary deficiency’,(2018)

Umasugi, S., Bugis, R., & Handayani, N. (2018). The scramble game in improving
students’ vocabulary at the seventh grade on MTS LKMD SAWA. ResearchGate.
Retrieved from:

Ausubel, David-Paul (1960). “The use of advance organizers in the learning and
retention of meaningful verbal material”. Journal of educational psychology, v. 51, n. 5,
pp. 267-272.

Ausubel, David-Paul (1963). The psychology of meaningful verbal learning, Oxford:

England: Grune & Stratton. ISBN: 978 0808900252

Ausubel, David-Paul (1978). “In defense of advance organizers: A reply to the critics”.
Review of educational research, v. 48, n. 2, pp. 251-257.

Ausubel, David-Paul (2012). The acquisition and retention of knowledge: a cognitive

view. Springer Netherlands. ISBN: 978940159454

Ausubel, David-Paul; Novak, Joseph D.; Hanesian, Helen (1968). Educational

psychology: A cognitive view. New York: Holt, Rinehart and Winston. ISBN:
9780030696404

Mayer, Richard E.(1979) .Can Advance Organizers Influence Meaningful Learning?.

PISA 2018 National Report of the Philippines (2019). Department of Education.

Department of Education, Meralco Avenue, Pasig City, Philippines.

Sumalinog, G. G.(2019).Mother tongue implementation in the Philippines: What do

parents say? International Journal of Science and Research.8(6), 911-915

Susanto, A. (2017). The Teaching of Vocabulary: A Perspective. Journal KATA,1(2),

182-191. doi: 10.22216/jk.v1i2.2136
 Utami, D. W. (2017). The Effectiveness of Using Word Mapping Strategy in Teaching
Vocabulary (An Experimental Study at the Seventh Grade Students of SMP Negeri 1
Plupuh Academic Year 2015/2016) (Undergraduate degree's thesis). Retrieved from IAIN
Surakarta Repository.

ⅹⅳ
Uzer, Y. V. (2017). The Correlation between Vocabulary Mastery and English Speaking Ability
of the Tenth Grade Students of Senior High School 12 Palembang. ANGLO-SAXON, 8(2), 251-
258.

Vygotsky, L. (1978). Mind in society: The development of higher psychological

processes. Cambridge: Harvard University Press.

Widyawati. (2016). Investigating The Impact of Word Mapping on The Students'

Vocabulary Achievement and The Students' Perception at Junior High School Level
(Master's thesis). Retrieved from Digital Repository UNILA.

Wardani, S.I. (2015). Improving Students’ Vocabulary Mastery Using Word Mapping
Strategy. OKARA, Vol.1 Tahun X, Mei 2015. P. 131-140
ⅹⅴ