Vocabulary and reading comprehension skills of the urs laboratory

Thesis Master of Arts in Teaching major in English University of Rizal System-Morong 2011

EXECUTIVE SUMMARY: This study sought to investigate the vocabulary and reading comprehension skills of the URS Laboratory high school students enrolled this school year 2010-2011. This study specifically determined the respondents' level of performance in the English diagnostic test, their level of performance and mastery level in vocabulary and reading to their reading comprehension skills, and how their vocabulary skills relate to their reading comprehension skills in terms of the different competencies. Ten percent of the total population per year level or a total of sixty-four students in the laboratory high school were selected using stratified random sampling whose vocabulary and reading comprehension skills were determined using the descriptive-evaluative method of research and utilizing frequency and percentage distribution, weighted mean, number on/above the mean, and pearson-r correlation. The findings revealed that the level of performance in the diagnostic test of the urs laboratory high school students enrolled this school year 2010-2011 is average. In terms of vocabulary skills, the first year students' level of performance is average, while the second year, third year, and fourth year students showed a high level of performance. In general, the respondents' level of performance in the vocabulary skills is high. In terms of reading comprehension skills, the level of performance of the first year students is average. On the other hand, the second year, third year, and fourth year students obtained a high level of performance. In general, the respondents' level of performance in the reading comprehension skills is high. As to significance of the relationship between the mastery level of the respondents with respect to their vocabulary and reading comprehension skills, it was revealed that the two variables showed high significance. It further shoed that the students have mastered the specific skills measured in this study. In terms of how respondents' vocabulary skills of their reading comprehension skills according to different competencies, it was found out that the students' level of performance in sentence completion using context clues, synonyms and antonyms have significant effect on their reading comprehension skills generally in terms of recognizing details, identifying the main idea, paragraph organization, interpreting figurative language, inferring sequence, judgment of validity and adequacy, and reading and interpreting non-prose forms. On the other hand, their level of performance in word analogy have significant effect on their performance in reading comprehension skills except in interpreting figurative language and judgment of fantasy and reality. From the above findings, it was concluded that the students of the URS laboratory high school have mastered the specific vocabulary and reading comprehension skill measured and evaluated in this study. However, the respondents generally showed weakness in word analogy and antonyms specifically the first year students who were also found to be in need of further improvement in terms of interpreting figurative language and in identifying the main idea. In the light of the said findings and conclusions, the following recommendations were drawn. Students must be provided with more activities in vocabulary and reading based on the necessary skills that need further improvement. Reading materials that contain high frequency words must be used as instructional materials for reading activities to familiarize the students with meaning and use of such vocabulary words. The proposed instructional materials for vocabulary and reading should be utilized by the English teachers in the laboratory high school. The competency-based test must be administered in the beginning of the school year to determine the vocabulary and reading comprehension skills of the students. Future researchers who will conduct similar studies may adapt and modify the competency-based test and instructional materials for vocabulary and reading according to the needed improvement on the performance of the students.