Authors :
Edmark M. Balce
Volume/Issue :
Volume 9 - 2024, Issue 12 - December
Google Scholar :
https://tinyurl.com/5fafxncf
Scribd :
https://tinyurl.com/4swhuyvz
DOI :
https://doi.org/10.5281/zenodo.14505357
Abstract :
Understanding students' vocabulary
proficiency and reading comprehension is essential for
creating effective learning resources tailored to their
unique learning styles in today's world. This research
aimed to assess the vocabulary proficiency and reading
comprehension levels of senior high school students for
the development of supplementary learning materials.
Specifically, it evaluated students' vocabulary breadth,
depth, and usage, along with their reading comprehension
skills. Additionally, the study explored perceived factors
influencing these abilities and assessed the effectiveness of
the newly developed learning tool, IntelliRead. Employing
a mixed-methods approach, the study combined
quantitative data from standardized tests with qualitative
insights from interviews, involving 102 students for
quantitative analysis and 20 for qualitative feedback.
Results indicated varying levels of vocabulary proficiency
and reading comprehension, influenced by factors such as
reading habits and technological integration. IntelliRead
was found to have strong instructional validity, suggesting
its potential as a valuable resource for enhancing students'
language skills. Recommendations include integrating
technology-based tools into education, collaborating on
tailored teaching strategies, and encouraging supportive
reading practices at home. Future research should further
explore the impact of these interventions on long-term
student outcomes.
Keywords :
Vocabulary Proficiency, Reading Comprehension, Senior High School, Learning Material Development.
References :
- Ariani, K., & Marleni, M. (2023, July 8). The Effectiveness of Using Teaching Aids on Student Learning Outcomes in Increasing Interaction in Learning. Esteem Journal of English Education Study Programme, 6(2), 346–355. https://doi.org/10.31851/esteem.v6i2.12337
- Bala, N., Kasyap, J., Kumar, K., & Purushotham, B. (2023, September). The Efficacy of Online Reading Platforms to Develop Reading Comprehension Skills of Engineering Students. ResearchGate. Retrieved March 17, 2024, from https://www.researchgate.net/ publication/374117168_The_Efficacy_of_Online_Reading_Platforms_to_Develop_Reading_Comprehension_Skills_of_Engineering_Students
- Çiğdemir, S. (2022, August 1). Examination of Individual and Environmental Factors Affecting Reading Comprehension with Structural Equation Model. International Journal of Progressive Education, 18(4), 239–254. https://doi.org/10.29329/ijpe.2022.459.17
- Chung, M.A, D. T. K. (2023, October 31). The Efficacy of Visual Aids in Enhancing Vocabulary Acquisition in EFL Classes. International Journal of Social Science and Human Research, 6(10). https://doi.org/10.47191/ijsshr/v6-i10-80
- Clark, J. M., & Paivio, A. (1991, September). Dual coding theory and education. Educational Psychology Review, 3(3), 149–210. https://doi.org/10.1007/bf01320076
- Deyto, J. (2021, August 19). Challenges in Teaching 21st Century Literature in Philippine Senior High School. Pup. https://www.academia.edu/50934554/Challenges_in_Teaching_21st_Century_Literature_in_Philippine_Senior_High_School
- Diallo, M. (2023, March). The Role and Impact of Technology on Students’ Reading. Retrieved March 17, 2024, from https://files.eric.ed.gov/fulltext/ED629176.pdf
- González-Fernández, B., & Schmitt, N. (2017). Vocabulary acquisition. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp.280-298). New York: Routledge.
- Jakešová, & Kalenda. (2015). Self-regulated learning: Critical-realistic conceptualization. Science Direct. Retrieved August 21, 2023, from https://core.ac.uk/download/pdf/79175694.pdf
- Jaucian, M. (2020, February 17). 70,000 Bicol pupils can’t read – DepEd. Inquirer.Net. https://newsinfo.inquirer.net/1229537/70000-bicol-pupils-cant-read-deped
- Katili, Y. A. H. (2023, June 30). Developing Supplementary Materials for Reading Skill by Using Local Wisdom. LET: Linguistics, Literature and English Teaching Journal, 13(1), 1. https://doi.org/10.18592/let.v13i1.9020
- Kuruyer, H., Karli Oguz, K., Akyol, H., & Has, A. (2017, June 19). The Effect of an Enrichment Reading Program on the Cognitive Processes and Neural Structures of Children Having Reading Difficulties. International Electronic Journal of Elementary Education. Retrieved March 17, 2024, from https://files.eric.ed.gov/fulltext/EJ1146677.pdf
- Lazarus, K U., & Aransiola, M. O. (2020). Effects of self-monitoring and self-questioning strategies on comprehension of expository texts among students with learning disabilities in Ibdan: Nigerian Journal of Applied Behavioral Sciences.
- Lipp, K. (2022, June 7). The Role of Social Interaction in Language Development - Wildflowers Therapy. Wildflowers Therapy. https://tinyurl.com/p7npsjzt
- Lisana, F., Subroto, G., & Nopita, D. (n.d). Students' Vocabulary Mastery and Their Reading Comprehension. Journal of Language, Literature, and English Teaching (JULIET), 3(1), 10–16. https://doi.org/10.31629/JULIET.V3I1.3699
- Manuel. (2022, March 30). The Effect of Technology Resources on College Sophomores’ Reading Habits in Ilocos Sur Polytechnic State College Philippines. Paedagogia: Jurnal Pendidikan, 11(1). https://doi.org/10.24239/pdg.vol11.iss1.240
- Manullang, U., Lumban Raja, V., & Sari, A. S. P. (2020). Improving Students Vocabulary Mastery Through Crossword Puzzle Game To the Eighth Grade Students of Smp Swasta Dharma Bakti Medan. Kairos English Language Teaching Journal, 2(2), 128–142. https://doi.org/10.54367/kairos.v2i2.729
- Nation, P. (2015). Principles Guiding Vocabulary Learning through Extensive Reading. https://eric.ed.gov/?id=EJ1059712
- OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en
- Rahmat, N. H., Arepin, M., & Sulaiman, S. (2020). The cycle of academic reading fear among undergraduates. Asian Journal of University Education, 16(3), 265-274.
- Republic Act No. 10533 | GOVPH. (2013, May 15). Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
- Smith, R., Snow, P., Serry, T., & Hammond, L. (2021, February). The Role of Background Knowledge in Reading Comprehension: A Critical Review. ResearchGate. Retrieved March 16, 2024, from https://www.researchgate.net/publication/349506620_The_Role_of_Background_Knowledge_in_Reading_Comprehension_A_Critical_Review
- Sukardi, Giatman, M., & Haq, S. (2020). Validity of the Online Learning Teaching Materials Model on the Innovation Course of Technology and Vocational Education. International Journal of Innovation, Creativity and Change. Retrieved March 20, 2024, from https://www.ijicc.net/images/Vol11Iss11/111116_Sukardi_2020_E_R.pdf
- Starke, S. A. (2021). The effect of vocabulary instruction: A model-based meta-analysis,”Review of Educational Research, Vol.56, pp.72-110
- Torney-Purta, J. (1991, March). Schema Theory and Cognitive Psychology: Implications for Social Studies. Theory & Research in Social Education, 19(2), 189–210. https://doi.org/10.1080/00933104.1991.10505636
- Tuell, L. (2021, December 13). Socioeconomic Impact on Reading Comprehension. Scholar Works. Retrieved March 16, 2024, from https://scholarworks.calstate.edu/downloads/gf06g7886
- Yubokmee, J. (2023, February 8). COLUMN | Sara look: Low comprehension among students is caused by inefficiencies of your people. Explained PH | Youth-Driven Journalism.
- Yusof, D. (2021, July). Reading Habits Among Students in the Digital Era: Changes of Trends and Behaviours. ResearchGate. Retrieved March 16, 2024, fromhttps://www.researchgate.net/publication/353238352_Reading_Habits_Among_Students_in_the_Digital_Era_Changes_of_Trends_and_Behaviours
- Zhang, Y., Chen, J., Cai, L., & Chen, H. (2020). Effects of technology-based reading intervention on Chinese engineering students’ reading comprehension, motivation, and reading strategies. Journal of Educational Computing Research, 57(6), 1386-141
Understanding students' vocabulary
proficiency and reading comprehension is essential for
creating effective learning resources tailored to their
unique learning styles in today's world. This research
aimed to assess the vocabulary proficiency and reading
comprehension levels of senior high school students for
the development of supplementary learning materials.
Specifically, it evaluated students' vocabulary breadth,
depth, and usage, along with their reading comprehension
skills. Additionally, the study explored perceived factors
influencing these abilities and assessed the effectiveness of
the newly developed learning tool, IntelliRead. Employing
a mixed-methods approach, the study combined
quantitative data from standardized tests with qualitative
insights from interviews, involving 102 students for
quantitative analysis and 20 for qualitative feedback.
Results indicated varying levels of vocabulary proficiency
and reading comprehension, influenced by factors such as
reading habits and technological integration. IntelliRead
was found to have strong instructional validity, suggesting
its potential as a valuable resource for enhancing students'
language skills. Recommendations include integrating
technology-based tools into education, collaborating on
tailored teaching strategies, and encouraging supportive
reading practices at home. Future research should further
explore the impact of these interventions on long-term
student outcomes.
Keywords :
Vocabulary Proficiency, Reading Comprehension, Senior High School, Learning Material Development.