ABSTRACT
This study was conducted to determine the significant difference between pre-test and post-test after utilizing iskrambulanay activities responded by seventy- four Grade 7 students of Pedro Guevara Memorial National High School. This action research follows the order of questions enumerated in the action research question namely: the level of mastery of the Grade 7 learners before and after using iskrambulanay activities; and the significant difference between the pre-test and post-test scores of the learners after utilizing iskrambulanay activities. Based on the data gathered, the level of mastery of Grade 7 learners before using the iskrambulanay activities rated as moving towards mastery; and the level of mastery of Grade 7 learners after using the iskrambulanay activities rated as Closely approximating mastery. Additionally, the results revealed that the pre-test scores of the learners had a significant difference from the post-test scores of the learners using iskrambulanay activities. As a result of the aforementioned findings and conclusion, the researcher recommended the student continue to cooperate and actively participate while the teacher discusses the lesson for them to do better in class and have a good grade. Teachers may help students realize how important different activities are to improving their vocabulary.
Keywords: Iskrambulanay; Vocabulary words; Learners; pre and post-test
INTRODUCTION
In every school, Filipino subject was one of the five core subjects in Junior high schools. In this subject, students are taught about the essence of Filipino language and make everyone appreciate the subject. It highlights the importance of learning the native language and the use of the language. Also, students are taught on how to improve their abilities when it comes to copious vocabulary, writing poems, songs, stories and other forms of literature using the language. Learning vocabulary is very important part of learning a language. Students learn Filipino in order to enable them to communicate and understand. Learning vocabulary is largely about remembering and generally need to see, say and write newly learn words many times before they can be said to have learned them (Carten, 2007)
The framework of the Filipino Curriculum was based on the philosophical, legal and psychological bases Theories of the nature of language teaching and learning, philosophies of education and educational theories. The intended outcome of the learning area/program standard– “Naipamalas ng mag-aaral ang kakayahang komunikatibo, replektibo/ mapanuring pag-iisip at pagpapahalagang pagpanitikan sa pamamagitan ng iba’t ibang babasahin at teknolohiya tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi at patuloy na pagkatuto upang makaagapay sa mabilis na pagbabagong nagaganap sa daigdig”. These are the intended outcome s of Filipino teaching at each key stage in the whole stretch of the k-12 Curriculum guide.
However, when pandemic hit us, many students no longer appreciate and gain understanding of the subject. Correspondingly, students need to have a rich vocabulary that continually grows through language and literacy experiences, in order to comprehend and construct increasingly complex texts, and engage in oral language for a variety of social purposes.
Results from 3rd Quarter Diagnostic test given last February 13, 2023 show that the students’ knowledge was low after the abrupt school closure brought on by COVID-19. Based on the results, Grade 7 Ageratum MPS was 41.06% and Grade 7 Allysum MPS was 37.90%. Both Sections got also 0.00% in terms of Percent of Mastery Level.
Gains in these skills were stronger in the last quarter of the school year 2021 – 2022, but not enough to recoup the loss students experienced in the pandemic period. There are evidences that the pandemic’s impact on learning among students in the earliest grades, showing distinct changes in the growth of basic reading skills during different time periods over the past year. (Fries, C. C. 2021).
Moreover, D.O #173 s. 2019 Education Leonor Briones urged schools to respond to Hamon: Bawat Bata Bumabasa (3B's initiative) by intensifying their advocacy for reading and by pledging commitment to make ever learner a reader. Teachers from Pedro Guevara Memorial National High School have been utilizing teaching strategies to improve reading comprehension skills and vocabulary enhancement activities. Indeed, focusing on vocabulary was useful for developing knowledge and skills in multiple aspects of language and literacy. The researcher found out that poor reading skills and no comprehension for the lower MPS result of 3rd Quarter diagnostic test. Additionally, reading is kind of gateway to the development of academic skills across all disciplines (Dominguez, 2021). Teaching vocabulary through ISKRAMBULANAY (jumbled letters) makes the students easy to memorize the words that found. The researcher manifest that creating activities using ISKRAMBULANAY (jumbled letters) can help the students to improve their literacy level about vocabulary words.
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