AUGMENTING GRADES 7 AND 8 LEARNERS’ VOCABULARY SKILLS

THROUGH WEEKLY LEARNING PLAN IN ENGLISH: IMPLICATIONS

TO TEACHING AND LEARNING LEXICONS

A Thesis Proposal
Presented to
The Faculty of Graduate School
CARAGA STATE UNIVERSITY
Ampayon, Butuan City, Philippines

In Partial Fulfillment
Of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION MAJOR IN ENGLISH LANGUAGE
TEACHING

AMIEL KIT T. TOLOY

October 2023
 Chapter 1

THE PROBLEM

Introduction

The vast world of academe, amidst its rather bright agenda, is

constantly breached by many faces of despicable realities of both personal

and general stances. One of those that top the list is the overwhelming issue

of reading comprehension that vehemently strikes the whole nation. Surveys

would agree likewise. The Philippines, for example, scored the lowest in

Reading Comprehension during the assessment that was conducted by the

Program for International Student Assessment (PISA) in 2018. In the most

recent one, the World Bank estimated that the learning poverty in the country

is about 90.9 percent as of June 2022. Learning poverty denotes the

percentage of ten-year-old children who cannot read, much more to

understand even a simple story.

The said predicament, nonetheless, is just the tip of the iceberg of the

real deal that must be gotten rid of. As per classroom observations and

phenomenological studies, such as those pointed out by Mohammed and

Rashid (2019), Shehu (2015), and Chen et al. (2016), along with the difficulty

of enunciating letters lies the issue of lacking adequate vocabulary that would

otherwise aid the learners in comprehending what they are reading.

Ultimately, as Chen et al. (2016) implicated, this root cause proceeds to

cripple the learners to the brink of tedious, ineffective reading.

 In the Philippine setting, researchers, such as Mirasol (2019) and

Tomas, et al. (2021) remarked that the scarcity of substantial vocabulary

among many Filipino learners has contributed to their failing performance in

reading comprehension. They hinted that since lexicon is the first step toward

comprehensive reading comprehension, the learning gap could have been

prevented if learners had just developed their vocabulary thoroughly,

preferably in their foundation learning voyage.

Undeniably, as this learning quagmire is experienced all throughout the

country, San Agustin National High School faces the same unfortunate

consequences that the said problem ushers, which in this case, to the 7 th and

8th graders of the institution. Due to this, most learners cannot comprehend

the literary works which they are asked to read. A handful of them cannot

comprehend basic instructions during examinations. Almost all of them cannot

satisfactorily write, lest apply creativity to written works. While this can be

attributed to the lack of face-to-face classes for the past two years due to the

COVID-19 pandemic, these can be further linked to their sheer lack of

sufficient English lexicon and array of words – a rather shocking cause given

that most, if not all of them, can read instructionally.

Furthermore, the learners tend to drift by the negative side of the

postmodern trend, such as the perceptible abuse of mobile phone usage that

further drags them away from reading without constant monitoring. This

escalates the problem to a much greater extent. As learners cannot be

constantly checked out for the 16-hour period that they are not in school,

mere hollow reminders are not enough to help them from the abovementioned

quandaries.
 Nevertheless, while this remains an eyesore reality at present, a

proposed initiative might just work amidst the looming conditions in the locale

setting: the crafting of a weekly learning plan, that is. True enough, the

Department of Education did utilize the said intervention during the 2-year

face-to-face hiatus, and, fortunately, did a good job of guiding the learners on

what to do even without the head-on supervision from our teachers. This is

true, especially in remote areas such as Barangay San Agustin.

Moreover, the researcher modifies the weekly learning plan so much

so that it can efficiently attend to the learners as to how they can remotely and

gradually enhance their English vocabulary, and quite possibly, to the heights

of quality standard, which is quantifiable through the conduct of Vocabulary

Levels Test by Paul Nation et al. in 1983.

Ultimately, the said intervention is hoped to carry out the vital mission

of slowly solving the stumbling block that hinders the Agustinian learners and

educators alike toward the envisioned reading project. With this, the

researcher welcomes inquisitive minds to take a look at, weigh out the

underlying components, and consider the subject that this investigation seeks

to convey. By the noble vow to help the 7 th and 8th graders of San Agustin

National High School, the mitigation can, one day, be applied to a much wider

scope – to help our country’s hope and carriers of its eventual future.

Theoretical Framework

This study is moored to the Constructivist and Social Learning theories

of education. To wit: constructivism is a philosophy that sees knowledge as a

subjective process that is shaped by one’s experiences; while Social Learning

theory emphasizes the role of observation and participation as a means of

learning.

In a constructivist approach, as stipulated by its proprietor Jean Piaget,

when a certain person encounters new experiences, he/she links these new

experiences to his/her prior knowledge. This process does not only amplify

the “existing knowledge base” but also restructures it. A constructivist teacher

is not, then, a transmitter of knowledge but rather just a mere “facilitator” of it

(Pelech & Pieper, 2010).

In line with this notion, the vital component of this study, that is, the

crafting of a weekly learning plan, empowers this pedagogical role of the

educator, as the latter needs only to be facilitated due to its rather dominantly

passive nature. In addition, the activities that will be included in the plan ought

to help the learners to correlate their accumulated learning experiences with

the new ones that they are undertaking.

On one hand, the social learning theory of Albert Bandura holds onto

the importance of observation, modeling, and imitation as the main ways to

acquire meaningful knowledge. In other words, the theory declares the idea

that everything can be learned via social avenues. One can grasp information

if he/she observes and copies his/her fellow learner and/or mentor. As with

the implication of the theory, the arranged activities that are proposed in this

study employ the “observe-copy-and-retain” approach. Examples of these are

watching English TV shows/movies and listening to internet content. The said

approach is crucial to the success of the study since it is only through its

employment can these activities be properly and effectively executed.

Conceptual Framework

The main objective of the study is to determine whether there is a

significant impact of utilizing the chosen intervention, i.e., Weekly Learning

Plan, to the learning gap that is experienced by the 7 th and 8th graders of San

Agustin National High School. Most teachers from the said school, especially

the language pedagogists, have observed that these first two years are

constantly tormented by the inadequacy of sufficient lexical prowess that aids

the learners to comprehend the lessons and reading materials. As challenging

as it may appear, the researcher notes that since the advent of Weekly

Learning Plan during the COVID-19 pandemic, which displayed an unfulfilled

potential to mitigate some learning gaps, employing such methodology could

just be practically successful.

As displayed in the figures below, this study dominantly follows the

One-Group Pretest-Posttest design. As such, the researcher, with the

assistance of the tapped teachers, shall conduct a pre-assessment to

measure the performance of the learners prior to the application of the implied

intervention, which is the Weekly Learning Plan.

After a bout of intervening with the learning gap, the conduct of which

is bound to last for weeks, a posttest shall be, then, provided to evaluate

whether an improvement can be observed or not. After the results, the study

shall then, eventually, provide insights and statistical inferences that are

beneficial to teaching and learning English lexicon.

Figure 1 is presented in the next page.

 Intervention:
Pre-test Post-test
Weekly Learning
Plan in English

Implications to
teaching and
learning English
lexicon

Figure 1. The Research Paradigm of the Study

Statement of the Problem

This study aims to satisfy every element that is embedded within the title

Augmentation of Grade 7 Learners’ Vocabulary Skills through Weekly

Learning Plan English: Implications to Teaching and Learning Lexicons. Thus,

it objectifies to answer the following queries:

1. What is the demographic profile of the learners in terms of:

1.1. sex;

1.2. family income; and

1.3. year level

2. What is the level of vocabulary skills of the learners before and after

the utilization of the Weekly Learning Plan

3. Is there a significant difference in the level of vocabulary skills of

students:

3.1. when grouped according to profile; and

3.2. before and after the intervention

4. What is the level of appreciation of the learners toward the Weekly

Learning Plan?

5. Based on the data gathered, what implications to teaching and learning

lexicons may be proposed?

Objectives of the Study

The following are among the objectives which this study strives to

satiate:

 to provide the demographic profile of the learners in terms of their: sex;

family income; and ethnicity;

  to identify the level of vocabulary skills of the learners before and after

the utilization of the Weekly Learning Plan;

 to deduce whether there is a significant difference in the level of

vocabulary skills of students when grouped according to profile; and

before and after the intervention;

 to determine the level of appreciation of the learners toward the Weekly

Learning Plan; and

 to enumerate the implications of teaching and learning lexicons may be

proposed based on the gathered data.

Hypothesis of the Study

The study holds the following hypothesis to be tested at 0.05 level of

significance:

H01: There is no significant difference in the learners’ level of

vocabulary skills when grouped according to profile; and

H02: There is no significant difference in the level of vocabulary skills

before and after the intervention.

Significance of the Study

Since the learning gap (i.e., lexical deficiency) can be, undeniably,

seen among the schools, particularly, as in the case of the 7 th and 8th graders

of San Agustin National High School, this study opts to shed clarity based on

factual data and orderly process. Holding onto this proposition, the results of

this study shall be beneficial to the following entities:

 Learners. The results of the study would provide understanding and

theoretical tools to aid the learners’ needs, most particularly in the linguistic,

and lexical arena, where this paper longs to bring them toward remediation,

enhancement, and subsequent proficiency.

Teachers. The study would likewise enkindle the teachers' adequate

understanding regarding the mechanisms and rationales of utilizing this

learning intervention in their quest to help and facilitate the learners to prevail

over the said gap.

School Administrators. The results of the study would prove

beneficial to the part of the administrators of the school where it is conducted

since it would provide insights and grounds for assessment regarding the

issue at hand; as such, they would be able to muster the appropriate

intervention for the areas that shall need improvement.

Schools Division. This study would be able to offer its share of

scholarly apprehension to the school division of Bayugan City regarding the

said matter; and as much as how the latter would be perceived by the school

administrators, the school division would also be able to provide the

necessary mitigations to the experienced learning gap.

Future Researchers. This paper would also provide a fine, sturdy

springboard for future educators who would invest in this study and its impact

and implicative touches.

Scope and Delimitation of the Study

This study seeks to tackle Weekly Plan as a learning intervention

toward cultivating the lexical aptitude among the 7 th and 8th graders of San
Agustin National High School, class of the academic year 2023-2024. This

includes the proper application of the said tool along with the proposed

activities and their relevance to the linguistic arena.

Furthermore, this study also aims to tackle this intervention’s function

in assisting the said learners’ reading habits, which can certainly score a

productive and effective lexical adeptness. The mechanisms as to how this

shall be executed will also be included.

Moreover, the means to measure and validate the performance of the

learners after undergoing the said intervention will also be included in this

study. Conclusively, as to the phenomenological standpoint and factual

statistical data that back up this study, a section intended for it will be

provided.

Definition of Terms

For the purpose of precision, some terminologies which are used in this

paper, specifically the ones in the title, are defined as follows:

Augmenting. This refers to the act of strengthening and boosting an attribute

from the target subject, which in this case, is the arsenal of words, that is, the

vocabulary of learners.

Constructivism. This pertains to the learning theory, which Jean Piaget and

others suggested, that gives emphasis toward the idea that the learner is the

one who builds his/her knowledge based on an existing knowledge and/or

interaction with his/her environment.

English. This pertains to the system of communication primarily used by

Americans and Filipinos; and is regarded as one of the widely used languages

globally.

Implications. This refers to the effects/results of the study.

Intervention. This refers to the remedy/treatment/mitigation that the

researcher and this paper seek to apply in order to control, lessen, and

eventually eliminate the implicated learning gap/issue.

Learners. This refers to any person from an unspecified learning bracket,

who attend in-person classes and is currently learning a subject or skill, such

as the ones in San Agustin National High School.

Learning. This pertains to the process of decoding information.

Learning Gap. This refers to any of the learning difficulties that is/are

experienced by a certain country, academic institution, teachers, and/or

learners. In this case, the difficulty of reading comprehension due to the lack

of adequate and foundational vocabulary.

Learning Poverty. This means the inability to read and comprehend an age-

appropriate text by the age of ten.

Lexicon. This means the vocabulary set of a person.

Proficiency. This pertains to the level of academic performance (e.g., reading

comprehension level, etc.) that meets the ideal standard through which it is

measured with.
Social Learning Theory. This refers to the learning theory, which Albert

Bandura proposed, that suggests the idea that learning can be acquired

through the process of observation and imitation.

Teaching. This means the art of instruction.

Vocabulary Skills. This pertains to the learners’ aptitude in utilizing his/her

set of words.

Weekly Learning Plan. This refers to the learning intervention that was

utilized by the Department of Education during the COVID-19 pandemic. It

has a complete array of learning activities designed to aid the learners in

developing their lexical skills even without head-on instruction from the

teachers.
 Chapter 2

REVIEW OF LITERATURE

During the COVID-19 outbreak in the country, the Department of

Education thought of viable ways to implement learning continuity amidst the

remoteness which was apparently caused by the no-contact protocol

(Handog, 2020). A part of the steps from the initiative that they came up with

was the crafting of a Weekly Learning Plan that enabled the learners to be

comprehensively guided as to the learning activities and performance tasks

that they must go through in order to complete a learning session just as what

they would do during in-person classes. This proved to be contributory to the

relative success (relative as there are aspects of remote classes that still need

to be improved) of the distant learning modality since it was as if the teachers

were still facilitating the learners face-to-face.

To further support and provide a foundational backbone of such

inferences, related articles and studies that are concerned with this study’s

agendum are provided herewith.

The Magic of Learning a Word

Vocabulary knowledge has been unconventionally defined as the

knowledge of a certain word, not just its sheer definition, but how it sees fit to

the world (Stahl, 2005). Formally, it is a kind of knowledge that facilitates text

comprehension, either by single, double, or more words’ semantic

identification that paves the way for higher level process of reading (Silva &

Cain, 2015; LervAag et al., 2018).

In light of the issue that this study conveys, some studies pointed out

the influential role of possessing an adequate lexicon/vocabulary knowledge

to linguistic competence. In the same study that gave us the definition of the

abovementioned concept, for instance, it has been found out that past

evidence has shown that vocabulary is significantly related to inference ability

as well as both listening and reading comprehension (Cain & Oakhill, 2014;

Daugaard et al., 2017).

Another study, which was pushed through by Ferrer and Carmen

(2022), also emphasizes that vocabulary knowledge is viewed as the

fundamental key to besting reading and other learning skills. In addition, Avila

et al. (2021), in their rather localized study, stressed that the limited

vocabulary of Filipino learners (College students, in this case) makes their

written outputs less comprehensive and bereft of deep ideas.

Indeed, in a case study from 2017, having a foundational vocabulary,

both in first and second language acquisition, is important as without the

learners’ proper and ample knowledge of the target language, he/she cannot

be able to express his/her ideas. The same study suggests that vocabulary

knowledge is an essential instrument for mastering linguistic skills.

Foundational vocabulary enables learners to understand written and spoken

texts. Hence, the more frequently the learner is exposed to a certain

language’s lexicon, the more he/she becomes confident in understanding

verbal and written contexts, literary works, and even social jargon.
 Additionally, learning a word – including its meaning, context,

association with other words of the same language, as well as its

pronunciation – is fundamental to language learning. On that note, language

instructors should pay more emphasis on lexicon and not just on the

structures as vocabulary is truly the heart of the language (Viera, 2017).

Furthermore, a study conducted among Chinese students in 2020

showed that vocabulary knowledge contributed a large proportion to

text/reading comprehension. Likewise, in a study conducted among Philippine

indigenous learners, their difficulty in naming depicted objects, and conveying

synonyms/antonyms of a word, among other domains can be attributed to the

fact that they fall short in vocabulary. These findings from two different

nationalities just prove how valuable vocabulary is to an efficient linguistic

pursuit.

Moreover, these results also come true and are relevant to

vocabulary’s influence on one’s speaking skills. The latter study, for example,

expresses that both indigenous and non-indigenous learners need to acquire

English vocabulary-building skills if they want to enhance their learning

capabilities in speaking. In other words, their speaking vocabulary in the

English language facilitates the verbal exchange of ideas and can, in turn,

help improve their communication skills (Leaño, et al., 2019).

In one way or another, these related studies just so validate that a

good vocabulary knowledge is likened to an enchantment in the learning

process; a magic tool that enhances one’s linguistic capacity, especially in the

fields of reading and writing.

Anchoring into DepEd’s Weekly Learning Plan

To come up with a supplementary learning tool, the author of this study

took inspiration from the Department of Education’s Weekly Learning Plan as

previously stipulated.

Through its order no. 17, series of 2022, referred to as the Guidelines

on the Progressive Expansion on Face to Face Classes, DepEd provided a

good definition of what exactly a Weekly Learning Plan is. The agency defines

Weekly Learning Plan as a framework of home and classroom-based

activities that guides both teachers and learners in the attainment of

instructional objectives during the limited face-to-face classes.

Hence, Weekly Learning Plan is a simplified instructional plan that

combines the Weekly Home Learning Plan and the Daily Lesson Plan. The

department also mandated that teachers need to determine differentiated

strategies to address gaps to ensure a smooth shift from distance learning

modality to in-person classes.

Wicht (2015) remarked that a Weekly Learning Plan must be

comprehensive, and customizable, and must employ a multi-day plan for

instruction and assessment. The learning plan does differentiate instruction by

building students’ reading, listening, speaking, and writing skills. In this case,

the researcher aims to gradually build proficiency in the English lexicon

among the identified learners.

 It is important to take note that the utilization of Weekly Learning Plan

is predominantly learner-centered. Thus, and as have already been

mentioned in the theoretical framework of this study, it employs the

constructivist approach as to which Ershler and Stabile (2015) reiterated that

such an epistemological standpoint asserts that it is the learners, and not the

teachers, who truly discover meaningful ways in learning about the content,

delving into an environment where there is much lesser lecture time.

Additionally, this learning intervention requires the power of

observation for it to constructively work, and that direct reinforcement can be

held in abeyance as learning can still work even without immediate

supervision this time. This is anchored to what Bandura (1977), in his Social

Learning Theory, has posited – that direct reinforcement could not account for

all types of learning.

Furthermore, as this study aims to deepen one’s English lexicon via

“feasible” means, one of the proposed activities from our Weekly Learning

Plan is, simply, watching movies. Two separate studies have found that

watching movies with “English subtitles” actually enhances the vocabulary of

learners. These studies conclude that their correspondents were positive that

such a spare-time activity can provide learning benefits to them.

Toward the Target Ideal Learning Outcome

As ironic as it could get, while lexical skills are needed to fully

understand the meaning of the text that is being read, reading is the first and

foremost requirement for the learner to acquire the needed vocabulary set.
 It has been widely purported by most researchers that “wide reading” is

the best tool for vocabulary acquisition.

The prediction that reading skill could be linked with vocabulary growth

is based on the premise that reading development could have a significant

effect on a child’s exposure, for instance, to novel words/words that are new

to them (Duff, et al., 2015). That, acquiring large numbers of words is only

possible if learners are engaged in large amounts of reading (Pellicer-

Sánchez, 2020).

In addition, the positive role of reading for vocabulary learning extends

to the learning of formulaic sequences, with recent studies showing that

collocations can also be learned incidentally from the said activity (Pellicer-

Sánchez, 2017; Webb et al., 2013).

A common attribute of these studies is that findings were based on

scores in off-line measures, that is, post-reading vocabulary tests that

measured learners’ lexical knowledge. These findings provided powerful

insights as to what kind of vocabulary is remembered by the learner after a

reading activity.

Also, in relation with this paper’s primary agendum, which is the

facilitation of passive yet practical learning intervention, many studies found

that vocabulary homework, a related concept, can significantly increase the

vocabulary among learners (Hirschel & Fritz, 2013; Wu, 2015) and thus

enhance their reading comprehension of non-academic English texts (Furqon,

2013). However, just as the intervention is remotely conducted, there is a

need for a method of delivering such a strategy in which the students can be

better tracked (Mustafa, et al., 2019).

Ultimately, a meta-analysis from Liu and Zhang (2018) of Dalian

Neusoft University of Information in China, which synthesized the data from

21 empirical studies, revealed that, based on the accumulated results,

extensive reading offers a considerable effect on English vocabulary learning.

This just supports beforehand that the activities included in this study’s

intervention, which heavily focuses on reading, are effective toward upholding

the intended learning outcome.

Thus, needless to say, the abovementioned studies – i.e., ones that

esteem the importance of learning words, of having a copious vocabulary, as

well as of mooring to DepEd’s Weekly Learning Plan and the idea of quality

distance learning modality – provide a great deal of support that shall enable

this study to firmly stand on its own accord. The existence of these related

studies justifies the noble vision that this study vehemently holds, especially,

the notion of boosting the vocabulary/lexical skills of learners in order to

realistically aid them in understanding what they are reading.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, along with its research

locale, participants, and instrument, as well as the research instrument, and

data gathering procedure.

Research Design

This study will make use of quantitative research coupled with the One-

Group Pretest-Posttest design. Quantitative Research is explaining

phenomena by collecting numerical data that are analyzed using

mathematically based methods in particular statistics (Aliaga and Gunderson

(2000). It offers vast tools for data-gathering by focusing on measuring

variables, testing hypotheses, and explaining and quantifying relationships.

This particular approach emphasizes numerical data, categorization of data,

the principle of objectivity, deductive reasoning, representativeness, and

generalizability of findings.

In One-Group Pretest-Posttest Design, everyone in a group is

measured once before and once after treatment. In this type of pre-
experimental design, the researcher will not examine the differences between

groups but the other way around. The researcher does not control any

possible extraneous variables possibly causing change over time. In other

words, a treatment will be introduced to the members of a group, after which,

an observation is subsequently made, and such an observation is taken as

the estimate of the treatment effect. That is, it is assumed (rather than

assessed empirically) that, in the absence of a treatment effect, the value of

the observation would have been zero or some other small number, with any

deviation from zero or that small number being taken as evidence of a

treatment effect.

Research Locale

San Agustin National High School is a secondary school located in the

northern part of Brgy. San Agustin, Bayugan City. The city, per se, is a third-

class city and the only city in the province of Agusan del Sur in the

Administrative Region of Caraga. The school stands at approximately 7

kilometers away from the national highway, via an entrance at a junction road

in Barangay San Vicente, Sibagat, Agusan del Sur; and lies at about 16 feet

below the ground surface. There are 118 learners who are currently enrolled

in the school.

The school has a total land area of 1 hectare, which was donated by

the local barangay. Within its vicinity lie lustrous carabao grasses, two landfills

which are subsequently divided by a stream (albeit, connected with

improvised wooden bridges), and different kinds of plants and flowers. The

area used to be farmland then, thus retaining the marshy-ness and sloppiness
of the ground at present. The school compound is surrounded by Narra trees

on the northeastern side, and verdant, concaving hills on most sides. The

entrance side of the school is surrounded with flowers, eggplants, and lemon

trees. The school is just adjacent to the provincial road; the latter of which is

nearly, completely concretized.

11
 Figure 2. Sample Maps of Research Locale

Participants of the Study

The participants of the study include the 7 th and 8th graders, class of

school year 2023-2024 of San Agustin National High School, whose age

bracket ranges from 12-15. The participants are 62 in total, as Grade 7 has 26

learners while Grade 8 has 36.

Research Instrument

This study will utilize the following research instruments: the Pretest

and Posttest Assessments courtesy to the Vocabulary Levels Test of Nation

et al. and the questionnaire for the level of appreciation of learners toward the

Weekly Learning Plan.

The Pretest and Posttest assessments that this study shall employ are

anchored to the Vocabulary Levels Test of Nation and Company (1983),

openly pointed out by Stuart Webb et al (2017) as the most widely used

assessment tool in lexical knowledge. This shall serve as the primary

monitoring tool to validate and check out the learners’ performance. It

comprises of set of questions that focus on typically to rarely used words that

can be found in the English language. This tool shall be disseminated to the

teachers who are accounted to monitor the learners’ performance before and

after the intervention.

The survey questionnaires, on the one hand, focus on the personal

insights, reflecting the level of appreciation among the latter, with the first two

questions focusing on the general conduciveness of the plan on their part; the

next three questions talk about how learners would see the activities

proposed within the plan; while the last five delve into how the plan essentially

develops the vocabulary skills of the agents in each of the given indicators.

Data Gathering Procedure

The data-gathering procedure is analyzed based on the utilization of

research instruments. After reproducing the pertinent materials and

paraphernalia, the researcher shall, then, proceed to disseminate it to the

teachers along with a handful of instructions and guidelines. At the beginning

of the week, the teachers shall conduct a pretest assessment via the

Vocabulary Levels Test. The teachers shall, then, distribute the Weekly

Learning Plan to each learner. The learners shall undergo the set of activities

postulated within the plan.

After which, the teachers shall hold the posttest assessment to monitor

the progress of the learners after the employment of the intervention. The

researcher shall, then, solicit the students’ perceptions through survey

questionnaires on the level of appreciation, which will be one of the bases for

the researcher’s data analysis. It should be noted, however, that the outcome
from the filled-out questionnaires shall not be sifted subjectively as it might

produce dangerously biased data.

Survey Questionnaire on Augmenting Grades 7 and 8 Learners’

Vocabulary Skills through Weekly Learning Plan in English: Implications
to Teaching and Learning Lexicons

Name:(Optional)________________________________________

Grade and
Section:_______________________________________________
Teacher:______________________________________________

This questionnaire is solely developed for research purposes only. You are
encouraged to answer each of the following questions truthfully. Your utmost
cooperation is highly appreciated.

Directions: Please answer each question by encircling the number that

corresponds with the level of your appreciation toward the employment
of Weekly Learning Plan to develop your vocabulary set. The numbers
stand for the following responses:

1= Strongly Disagree

2= Disagree

3= Uncertain

4= Agree

5= Strongly Agree

Do not forget to encircle the number that best corresponds with your answer.

1. I like utilizing the Weekly Learning Plan as it can be 1 2 3 4 5

easily adapted especially on my level as a learner.
2. I like the Weekly Learning Plan as it is timewise, 1 2 3 4 5
hence, conducive.
3. I enjoy each of the activities that are suggested 1 2 3 4 5
within the said plan.
4. I am able to boost my reading comprehension upon 1 2 3 4 5
going through the activities which are suggested by the
plan.
5. I find no problem on utilizing the plan as it just 1 2 3 4 5
suggests feasible and simple tasks.
6. I am able to boost my vocabulary skills upon utilizing 1 2 3 4 5
the learning plan even without the head-on guidance of
my parents/guardians, teachers, and peers.
7. I am able to learn previously unknown words with 1 2 3 4 5
their meaning just by simply completing the activities.
8. I am able to add up a lot of words with their meaning 1 2 3 4 5
in my vocabulary arsenal without worrying how or
where I can get them.
9. I am now able to fully understand what I am reading 1 2 3 4 5
thanks to the help of the plan.
10. I am able to apply the words that I have learned in 1 2 3 4 5
real contexts, such as academic avenues and casual
conversation thanks to the help of the learning plan.

Thank you for your cooperation.

 References

Adelaila J. Leaño, et al., “Speaking Difficulties of Philippine Indigenous

Learners in English Semantics,” Education Resources Information
Center, November 2019. https://files.eric.ed.gov/fulltext/EJ1239659.pdf
(accessed on July 17, 2023).

Alan Pritchard, John Woollard, Psychology for the Classroom: Constructivism

and Social Learning (New York, USA: Taylor & Francis, 2013), 8.

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