Project FOREIGN-V (Facilitating Obtainable Reinforcements and

Establishing Insightful Games in Nurturing Vocabulary): An

Intervention in Improving the Vocabulary Level of
Grade 7 - Bono Learners of San Rafael National
High School SY 2023-2024

A Classroom-Based Action Research

Presented to the Faculty of the College of Education
(Shepherdville College)
Tigaon, Camarines Sur

In Partial Fulfillment of the Requirements

for the Degree of Bachelor of Secondary Education
Major in English

Catherine C. Clutario
Jozel F. Esguerra
Robbie Ann L. Bazar
Jeremiah A. Lorica

2024
 APPROVAL SHEET

This is to certify that I have supervised the preparation of the Bachelor of

Secondary Education Major in English- Classroom-Based Action Research (CBAR) by

CATHERINE C. CLUTARIO, JOZEL F. ESGUERRA, ROBBIE ANN L. BAZAR

and JEREMIAH A. LORICA entitled “PROJECT FOREIGN-V (FACILITATING

OBTAINABLE REINFORCEMENTS AND ESTABLISHING INSIGHTFUL

GAMES IN NURTURING VOCABULARY): AN INTERVENTION IN

IMPROVING THE VOCABULARY LEVEL OF GRADE 7 - BONO LEARNERS

OF SAN RAFAEL NATIONAL HIGH SCHOOL SY 2023-2024” and that said paper

has been submitted for Final Examination by the Defense Committee.

DR. LEDELYN A. CONTANTE

Adviser, CBAR
 ACKNOWLEDGEMENT

The researchers extend heartfelt gratitude to the following individuals for their

unwavering support and invaluable guidance throughout the course of this study.

First and foremost, sincere appreciation to Dr. Ledelyn A. Contante, the

researchers’ adviser, for her dedication, insights, and kindness significantly contributed to

the completion of this Classroom-Based Action Research. Special appreciation is also

extended to the final defense committee, Lydio P. Sadol, for unceasing support and

willingness to share their knowledge, skills, and expertise for the success of the research

statistics. Gratitude is also expressed to the editor, Jamille Ann S. Polido, for her

substantial support and mentorship, making this thesis possible.

Recognition is given to the Dean of college of Education, Emilia B. Brusas, EdD

together with Joanna R. Brinces and Ma. Cristina Cordinete in their positive

suggestions, comments, and enthusiastic encouragement of this research project.

Heartfelt thanks are also extended to the parents, relatives, friends, and classmates

of the researchers for their guidance and financial support, which played a vital role in

this study.

And most of all, to God, who provided and gave strength, guidance, and

intelligence to the researchers that were used for a more useful and meaningful study.

The Researchers
 ABSTRACT

CLUTARIO, CATHERINE C, ESGUERRA, JOZEL F, BAZAR, ROBBIE ANN L,

LORICA, JEREMIAH A. Shepherdville College, May 24, 2024. “PROJECT FOREIGN-

V (FACILITATING OBTAINABLE REINFORCEMENTS AND ESTABLISHING

INSIGHTFUL GAMES IN NURTURING VOCABULARY): AN INTERVENTION IN

IMPROVING THE VOCABULARY LEVEL OF GRADE 7 - BONO LEARNERS OF

SAN RAFAEL NATIONAL HIGH SCHOOL SY 2023-2024.

Adviser: CONTANTE, LEDELYN A.

Establishing games and reinforcements are important to increase the student’s

vocabulary using the teaching strategies which are engaging. These include playing

vocabulary games, and incorporating visual supports which gives the students a chance to

see and use new words in their daily lives. This study was implemented to improve the

student’s vocabulary level. However, little is known about the effectiveness of the

utilization of insightful games and reinforcements in increasing the vocabulary. To

investigate these questions, classroom-based action research, PROJECT FOREIGN-V is

conducted to enhance the vocabulary level of Grade 7 Bono students at San Rafael

National High School. It employs a mixed method research design using quantitative
design to analyze and compare the data gathered during the implementation. Meanwhile,

the qualitative research design is utilized to interpret the results of the gathered data. This

was utilized to know the level of the student’s vocabulary skills; how does PROJECT

FOREIGN-V affect in improving the respondent’s vocabulary level and how effective it

is. Moreover, during the pre-test, 95% of the students belong to the coping level while

5% belong to the emerging level. Meanwhile, after the intervention and conducting of

post-test, 86% of the participants improved as Established, 5% remained as Emerging,

while the 9% stayed at the Coping Level. This indicates that there was a complimentary

increase in the reading comprehension level after utilizing the three games in improving

the vocabulary knowledge based on the results gathered after the Reading Literacy

Assessment (RLA) post-test. Further, it can be said that the use of various types of

insightful games can improve the vocabulary knowledge of students leading to an

improved reading comprehension level and academic performance. For the future

researchers that will try to innovate this study, it is important to consider various and

continuous innovation of interventions.

 Chapter I

INTRODUCTION

Rationale and Background of the Study

The modality of learning in the country drastically changed over time due to the

COVID-19, which affects the teaching and learning process of teachers and students. The

past few years have been a challenging season for both the teachers and higher ups of the

education system as to what should be the effective mediums of imparting knowledge to

learners while ensuring their safety. Every stakeholder, including the parents, attempt to

settle this problem by using Self-Learning Modules, providing educational

videos/websites, introducing learners to some educational applications, and establishing

collaboration with one another to provide a conducive learning environment even in each

learners’ home.

Anchored to every memorandum provided by the Department of Education and

other educational institutions, teachers nationwide implemented various types of

activities and mediums to deliver each lesson effectively. However, at the same time,

various educational problems arise, especially on the learners’ end. With the physical

absence of their teacher, learners had difficulties comprehending some terms and

absorbing every information included in their modules. One of these difficulties revolves

around the problems with their vocabulary.

The Researchers have noticed that such problems are also one of the evident

problems in an actual learning environment as they observed classes in San Rafael

National High School. They noticed that learners from a specific class of Grade 7 have

difficulties in understanding even the simplest terms. Most of the learners from the class
are noticeably unfamiliar with the terms that are being provided to them, but which are

most likely encountered on their past year levels. In addition, there are also circumstances

where they were confused with words that sounded similar to each other. This lack of

vocabulary knowledge hinders the students to fully understand the lesson, participate in

class, connect each concept to their previous knowledge, and the overall learning process.

Such specific areas in language in learning affect the students' learning process as they

fail to recognize the terms that are crucial in developing their comprehension as well.

Comprehension and vocabulary are interconnected with one another, and the

brain is like a filing cabinet that stores every information an individual may encounter.

According to Jean Piaget's Schema Theory, people are able to process, encode, organize,

and retrieve information because of their schema. Without consistently filing this schema,

an individual may not actively participate in constructing meanings and in connecting

new learned words to the words that have already been taught. Learning new vocabulary

terms can aid students’ mastery in the English language. Nurjanah (2018) concluded in

her research that difficulties in reading comprehension are caused by limited knowledge

or mastery of vocabulary. To address this problem in learning, educators implemented an

array of different teaching strategies to cater the needs of the new breed of learners.

However, due to the continued advance of technology, the motivation and attention span

of learners has also changed and learning vocabulary has been affected. The loss of

interest of students in learning vocabulary decreases the effectiveness of the implemented

teaching strategies provided by the teachers. According to the Motivational Theory,

students show interest in learning when it corresponds with their personal aspirations,

ambitions, and objectives in a specific social context. Instead of providing pure lectures
and discussions, utilizing word-learning games, technology-based activities, and word

recognition development to increase student attention are examples of vocabulary

practices grounded in motivation theory. Shabaneh (2019) imposed that in order for a

language to be comprehend efficiently, it has to be taught through creative and interesting

methods, and one of these is the use of games inside the classroom. Games cannot just be

utilized to help children be successful in EFL classes but more significantly, for the

purpose of motivating and encouraging cooperation among them (Jassim & Dzakiria,

2019).

Based on all the problems stated above, the researchers conducted an action

research to improve the vocabulary level of the learners by incorporating insightful

games and a sufficient number of reinforcements that are in line with learners interests

and skills. The objective of this study is to provide an intervention in increasing the

vocabulary level of the specific Grade 7 learners and determine the effects of it on their

vocabulary development.

Statement of the Problem

The study Project FOREIGN-V (Facilitating Obtainable Reinforcements and

Establishing Insightful Games in Nurturing Vocabulary), specifically sought the answers

to the following questions:

1. What is the vocabulary level of Grade 7 - Bono learners of San Rafael National High

School?

2. How did PROJECT FOREIGN-V affect the vocabulary level of Grade 7 - Bono

learners?

3. What is the significant effect of PROJECT FOREIGN-V on improving the vocabulary

level of Grade 7 - Bono learners?

Statement of Hypotheses

The Project FOREIGN-V improves the vocabulary level of Grade 7 learners at

San Rafael National High School. The students' vocabulary increases using the teaching

strategies which are engaging. These strategies include playing vocabulary games,

incorporating visual supports like pictures, and giving students the chance to see and use

new words in their daily lives.

Significance of the Study

The results of the research are expected to be beneficial for the following:

Students. The results of the action research may motivate students to improve

their interest in learning English since they will find out that learning English is not

always difficult to learn. Their improvement of interest in learning English will help them

Master English well.

Teachers. The results of the action research are useful for English teachers as it

would give them a description about how to teach and to motivate their students to learn

about English, particularly in vocabulary learning. This will help them to not be stuck

only in some particular teaching strategies that would make the students enjoy following

the lesson.

Researchers. The findings serve as a practical guide, shedding light on effective

strategies for teaching and motivating students in English language learning, especially in

vocabulary acquisition. Researchers can draw upon these outcomes to refine and expand

their understanding of instructional methodologies, thereby contributing to the

enhancement of language education practices.

School administrator. The results of the research are expected to give some

theoretical contributions to the school to develop the quality of education.

Future Researchers. The results of this research are expected to become a

reference for other researchers who want to conduct a further research on the similar

problems, by using another design, such as an experimental research to develop the

students’ reading ability, especially vocabulary achievement.

Scope and Delimitation

This research study was conducted to measure the initial vocabulary level of

Grade 7 students, analyze the impact of PROJECT FOREIGN-V on their vocabulary

skills, and ascertain the significant effects of the intervention within a specific timeframe.

To evaluate and enhance the vocabulary levels through the implementation of the

intervention program, the researchers gathered information from Grade 7- Bono of San

Rafael National High School, the academic year 2023-2024.

The study is deliberately delimited in several aspects: it is confined to Grade 7

students, excluding other levels within the school, ensuring a specific target population.

Students not present during the implementation are excluded in the data recorded and

calculated.

The intervention specifically targets vocabulary improvement, omitting

consideration for other language skills or subjects to maintain a clear and focused

approach. The research will be conducted within a defined period, allowing for an

assessment of the immediate effects of PROJECT FOREIGN-V on the vocabulary levels

of Grade 7 students. Moreover, the scope is limited to Grade 7- Bono at San Rafael

National High School, excluding the involvement of other schools or locations.

Definition of Terms/Variables

The following terms are defined conceptually and operationally:

FOREIGN-V (Facilitating Obtainable Reinforcement and Establishing

Insightful Games in Nurturing Vocabulary). An action taken to improve a practice.

This will be used as the title of the intervention that will be conducted to enhance the

vocabulary level of the chosen participants in the study.

EFL. English as a Foreign Language. The term is used to describe the study of

English by non-native speakers in countries where English is not the dominant language

(ThoughtCo.com). In this study, this refers to the learners who are studying the English

language, though they are considered non-native speakers.

ESL. English as a Second Language. The term is used to describe English as

taught to people whose main language is not English and who live in a country where

English is an official or main language (Cambridge Dictionary). In this study, this refers

to the learners who are using English as their second language in order to communicate

and collaborate.

Medium. Defined as the ways employed by teachers in imparting knowledge to

learners (e.g Technology-based, Classroom-based, Game-based, etc.). In this study, this

refers to the strategies that were utilized by the researchers in order to effectively

implement the intervention.

Conducive. A condition of the classroom that makes learning more comfortable

and safe for students. In this study, this refers to the state of the environment the

researchers aim to establish to ensure that learning takes place and learners are free to

share their thoughts through considering their needs in every aspect.

Vocabulary. A list or collection of the words or phrases of a language, technical

field, etc. (Dictionary.com). In this study, it is a group of words gained by students that

contribute to their academic performance and the development of other skills.

Reinforcement. A strategy that teachers use that involves doing something, or

giving something to a student, (such as a sticker, positive attention, time with a favorite

toy) that increases the likelihood that a behavior or skill will be repeated (The State of

Queensland, Department of Education, 2023). In this study, this refers to the feedback

and reward (stickers) that were given to students after every activity.

Mnemonic. It is a technique that can be easily practiced in students' daily lives

while remembering certain words. This technique is included in the study that refers to

the fun ways in developing memorization of words that are already known to students

based on a certain pattern.

Acquisition. The process of absorbing and storing new information in memory,

the success of which is often gauged by how well the information can later be

remembered (retrieved from memory) (Learning - Knowledge Acquisition,

Representation, and Organization, n.d.). In the study, it will be the process of learning

new words by the learners from the activities provided.

Repertoire. It refers to the full supply of what a certain individual can do

(Vocabulary.com). In this study, it refers to the range of words that learners know and

gain to be used in a particular situation.

 Chapter II

REVIEW OF RELATED LITERATURE

Review of Related Literature and Studies

Vocabulary Knowledge And Its Effects To Academic Performance

Vocabulary is essential for learning a language. A sufficient amount of

vocabulary inputs is essential for an effective learning experience. Second and foreign

language learners' proficiency in English is determined by their understanding of the

language's vocabulary. Students who lack sufficient vocabulary knowledge may affect

their academic performance, specifically in surviving such different courses related to

any language studies (Afzal, 2019).

In the study conducted by Kiliç (2019), it provides ample evidence that strong

vocabulary knowledge can anticipate positive performance outcomes for learners,

particularly in terms of their language abilities. Through the utilization of multiple

regression analyses, such study proves that there is a significant connection between

vocabulary and other crucial skills, mainly reading, writing, and speaking. The

aforementioned connection between vocabulary and other crucial skills that are necessary

for students’ development was further explained by other researchers, including the study

of Ariffin, K. et al (2023) which suggested that insufficient vocabulary knowledge may

affect student’s academic progress, as it serves as the most important aspect that needs to

be acquired in learning a language.

Lately, ESL/EFL teachers have gradually adopted new teaching methods and

techniques, deviating from the formal/traditional teaching methods to get noticeably

effective results (Alhebshi, A. A., & Gamlo, N., 2022) as the pandemic changed the flow
of the education system. Educators believed that teaching vocabulary in the time of

online learning became more complex as the interests of learners also changed together

with the new set-up of learning. Through decades, many related studies have been

conducted as to which teaching strategy is more effective in enhancing the vocabulary

level of learners.

Vocabulary Teaching And Learning Strategies

Teaching and learning strategy definitions are offered by a multitude of scholars

and philosophers. These approaches primarily concentrate on nurturing the students’

ability to learn, improved comprehension and social involvement, as it focuses on the

kind of learning that students do, the type of instructional resources utilizes, and the

classroom setting (Abulhul, Z., 2021).

One of the studies conducted by Sari and Sinurat (2022) proposes Audio-Lingual

Method as one of the teaching strategies in enhancing vocabulary. This type of teaching

method focuses on utilizing chain drills, mainly memorizing, repeating and avoiding

speaking of wrong words. The result shows that the Audio-Lingual Method can serve as

an effective technique in improving students’ vocabulary mastery as it can attract

students’ interest and motivation in the teaching-learning process, and since it involves

different types of interactive drills and games in which exercises students speaking,

retention, and communication skills.

In a similar sense, several studies also propose such a philosophy that learning

should be interactive and enjoyable for a fast retention of concepts. According to the

study of Arwandi, Syarif and Ardi (2019), Word Games have proven to increase the

vocabulary mastery of the students well, since it can motivate the learners to learn
English. It has the tendency to attract students’ interest, motivation, and confidence in

learning the language. Another proposed technique in improving vocabulary is the visual

mnemonic technique proposed in the study conducted by Farrokh, P., Vaezi, H. , &

Ghadimi, H. (2021). In their study, it proves that students who undergo visual mnemonic

technique outperformed those who were taught using the traditional techniques in

learning vocabulary. This has proved the point that teaching strategies should not only be

confined to traditionals, rather it should also be upgraded to cater the needs of the new

breeds of learners. Moreover, since the study emphasizes the ideology that one of the

essential factors for a successful mastery of vocabulary is the improvement of learners’

memory, it serves as an evidence that vocabulary can be taught through an active process,

particularly through games.

In other related studies, the utilization of technology in teaching vocabulary has

drawn substantial attention in the academic field. Based on the systematic review study of

Vnucko and Klimova (2023), surveys show that digital games become very popular

among all ages, particularly in learning a foreign language, such as in Digital Game-

Based Vocabulary Learning (DGBVL). It has the tendency to evoke positive emotions

which help for an easy retention of vocabulary words due to a positive learning

environment it creates. Utilizing digital games in learning a language have proven to be

beneficial and motivating for users, as it gives them the satisfaction of enjoyment though

they experience challenges when it comes to the usage of language and other software

problems (Dinçer, N.; Dinçer, R., 2021). Further, additional features present in digital

games, such as motivation, reliability, repetition, multifaceted encoding, interactivity, and

feedback, can help with vocabulary learning and enhancement (Rasti-Behbahani, 2021).
However, in order to be able to participate in the game and achieve its objectives, users

should be exposed to the English language and use it actively (Vnucko and Klimova,

2023).

One of the platforms that supports this idea of utilizing digital games in learning

vocabulary is the Quizlet Application. Quizlet is a learning website and mobile

application that has been the subject of recent investigations. It offers a range of features

for students and teachers to use, such as Flashcards, Learn, Write, Spell, Test, Match, and

a Live feature that facilitates competition and teamwork (Quizlet, 2019). According to

the study of Sitorus (2021), utilization of Quizlet application has a positive impact in

improving students’ vocabulary mastery since there is an increase in student interest in

learning, such as students not feeling lazy to memorize vocabulary and students feel

enjoyment in the learning process. This has strengthened the idea that certain applications

can help in providing students more enthusiasm and pique their interest in memorizing

words to add to their vocabulary. A similar study of Alhadiah (2020) demonstrated a

positive attitude towards the use of the Quizlet program for learning vocabulary. Upon

introducing the application to the participants and showing how the program can aid their

learning of vocabulary, the main findings show that the students demonstrated a positive

attitude towards the use of the program in English vocabulary learning.

In another study of Stephan J. Franciosi et al. (2019), it investigated the

effectiveness of using less complex simulation games to support the acquisition of

vocabulary in his study. Following a quasi-experiment with an online vocabulary learning

program, the researchers of such study concluded that simulation games can be a useful

aid for learning foreign languages and improving long-term retention of target language
vocabulary. The study found that games that had a rapid sequence of tiny challenges or

tasks with a high degree of sequenced repetition and exercised one or a small range of

isolated abilities could be excellent vocabulary development materials.

With the new breed of learners today, several studies concluded that the

techniques of teaching should not be confined to a pure lecture only, especially since

without increasing the cognitive load of students, they can still learn if they are motivated

and engaged (Alhebshi, A. A., & Gamlo, N., 2022). The engagement of a gamified

learning environment had a highly significant impact on motivation which can create a

positive impact on a student's academic success (Özhan and Kocadere, 2020).

Nevertheless, digital games in teaching-learning vocabulary may have

disadvantages, including the lack of digital devices among other learners that can hinder

the process of enhancing their vocabulary level.

The Utilization Of Games In Teaching Vocabulary

Aside from the recent studies provided, the utilization of several other games

done in a classroom setting can foster effective motivation for learners to continue

enhancing their vocabulary and could be one of the helpful resources when it comes to

foreign language instruction and vocabulary acquisition. Rohmawati and Masruroh's

(2023) study found that playing scrabble helped students learn more vocabulary, which

enhanced their performance. Utilizing scrabble games provide an avenue for learners to

enjoy, be engaged in class, smooth the learning process and bring contentment to learners

when it comes to learning vocabulary. Due to the students' motivation and interest in the

process, the usage of scrabble games to increase students' vocabulary has proven to be an

efficient and entertaining method of vocabulary teaching.

 Likewise, Saleh and Althaqafi (2022) study’s findings have shown that

educational games can be the media for teaching English vocabulary to young learners.

The positive effect of the intervention used in their study was able to please each

participant, as it recorded many positive comments from them regarding their classes.

This just states that using gamification as a learning strategy with young learners can

boost student engagement, improve knowledge absorption and retention, and will allow

learners to see real-world applications.

Learning the English language can often be too difficult for today's new

generation of learners, especially since some words are hard to recall and the process of

learning it may be too boring for them. Words that seem familiar to them might not be

applied correctly in distinct concepts because of their lack of application of knowledge.

With the utilization of educational games inside the classroom, learning vocabulary can

be easy and interesting for learners. This is due to the fact that educational games to teach

vocabulary have been discovered to have many positive effects, including amusement,

educate, motivate, and improve the fluency among learners (Saleh & Althaqafi, 2022).

Research Gap Bridge

The studies reviewed above have shown that several teaching strategies, including

game-based activities, can enhance the motivation of learners in learning vocabulary.

However, while several studies on teaching vocabulary have been employed, the strategy

of using different types of games in one intervention has rarely been conducted on

vocabulary teaching. Therefore, the current action research will use several kinds of

interactive and innovative games to aid learners in vocabulary learning. In addition, most
of the previous studies concentrated on using online application games, whereas non-

digital games have gained less interest. To fill this gap, the present study focuses on

implementing an intervention wherein non-digital games will be utilized to enhance the

vocabulary level of Grade 7 learners in San Rafael National High School in a specific

timeframe.

Theoretical Framework

To strengthen the study, the researchers utilized three interconnected theories that

serve as the basis from which research problems were derived or linked.
 Figure 1. Theoretical Paradigm of the Study
To support and make the study stronger, the research includes three (3) vital

theories. First is the game-based theory coined by Jean Piaget. This theory emphasizes

that games are the way to learn new things, the way to form and expand knowledge and

skills, the way to combine thinking and action, and ultimately an important means for a

person’s intellectual development.

In connection with this theory, there is the motivation theory introduced by

Abraham Maslow. This theory presented the view that a person will be motivated when

all his needs are met. Clearly, tells that a person becomes interested when it corresponds

with their personal aspirations, ambitions, and objectives in a specific social context.

To make the study stronger, researchers utilize the third theory, which is the

motivational theory by John Keller (ARCS Model of Motivation). This suggests that the

following four major conditions exist: attention, relevance, confidence, and satisfaction.

This has to be met for a person to become and remain motivated. Based on the theory, it

is important that learners attention be gained by surprise, doubt, or disbelief, establishing

relevance in order to motivate learners, instilling a sense of confidence in them by

helping them believe that they can succeed, and making them feel proud and satisfied

with what they have achieved throughout the course.

To sum up, the theories mentioned above served as the spine of the entire

research; they helped shape the research intervention to be used, ensuring that it was

grounded in established theories and concepts. Guided by the relevant theories, it helps

the researchers to be ready for the underlying causes or influences of the observed

phenomena, address questions of why and how in the study. Overall, the aforementioned

provide a solid foundation for research and ensure its rigor and relevance.
 Conceptual Framework

The conceptual framework of the study indicates the interdependence of the sub-

system which are the inputs, process, outputs and establishment of relationship among

them.

Figure 2. Conceptual Paradigm of the Study

The inputs involve assessing the initial vocabulary level of Grade 7 students at

Bono of San Rafael National High School.

The process sub-system encompasses implementing PROJECT FOREIGN-V,

which includes the application of obtainable reinforcements and insightful games to

enhance vocabulary. The researcher will employ assessments to collect data for analysis

and interpretation. The output of the study aims to identify the impact of PROJECT

FOREIGN-V on improving vocabulary levels, offering insights into effective strategies

for vocabulary enhancement. Further, the conceptual framework highlights the

significance of feedback loops, emphasizing the need for critical responses to ensure the

relevance of overcoming vocabulary acquisition challenges.

The conceptual framework which outlines the key concepts and variables of this
study is illustrated in Figure 2.
 Chapter III

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the design and methodology used by the researchers in this

study, respondent, instrument, data gathering procedures and statistical tool.

Research Design

This classroom-based action research, focusing on PROJECT FOREIGN-V to

enhance the vocabulary level of Grade 7 students at San Rafael National High School in

Bono, employs a mixed method research design. The researchers use quantitative design

to analyze and compare the data gathered during the implementation. Meanwhile, the

qualitative research design is utilized to interpret the results of the gathered data. This

mixed method design was utilized as the way to know the level of the students

vocabulary skills. In addition, this design will be utilized to know how the PROJECT

FOREIGN-V affects in improving the respondents vocabulary level and how effective it

is. The study aims to systematically investigate and measure the impact of the

intervention on students' vocabulary proficiency.

Setting or Locale of the Study

The study will be conducted in barangay San Rafael, Tigaon, Camarines Sur

specifically in San Rafael National High School for the academic year 2023- 2024.

San Rafael National High School is one of the secondary schools in Tigaon

District. The school used English as the language in teaching. Even in the modules that

the school provides to students use English as the medium of instruction. San Rafael
National High School is known for its dedication to achieving high academic standards

and provides the context for tackling the vocabulary difficulties encountered by Grade 7

students in Bono.

Research Participants

The participants of the study consisted of forty-two (42) students from a specific

class of San Rafael National High School. The participants are the students from Grade 7

- Bono who were observed to have a low level of vocabulary. Twenty-six (26)

participants are male and sixteen (16) are female. The researchers made use of the total

population sampling technique to examine the total population of the students that have a

particular set of characteristics. Thus, all the students belonging to the section are

subjected to the intervention that will be conducted.

Research Tools and Instruments

The following are the interventions implemented:

a. 4 Pics 1 Word

- In this game, the facilitator presented four images and students guessed the

common word to describe the four images by the help of different letters available to

them.

b. Crossword Puzzle

-This crossword puzzle consists of a grid of squares where students wrote words

both horizontally and vertically. In this game, next to the crossword is a series of clues,

which relate to the various rows or lines of boxes in the crossword. Students read each

clue, and answer the same number of boxes available to them.

c. Guess the word

-In this game, the researchers provided students with two pictures and students

guessed the word by connecting the two pictures (e.g. image of the sea + image of the

horse = Seahorse).

After this game, the definition of each word and more examples are provided. For

assessing the retention of learned vocabulary words, the researchers utilized post-tests,

namely multiple choice and matching types, after every game to assess the learnings of

the participants. Meanwhile, to boost students' performance, researchers also incorporated

reinforcement by means of giving stickers to those students who performed well in each

game.

Data Gathering Procedure

To be able to get the raw data to be used in this study, here are the activities that

the researcher performed before, during, and after implementation. In the pre-

implementation period, the focus is on obtaining ethical permission. It includes the

validation of the instruments, followed by the preparation of a letter to the cooperating

school, adviser, and chosen respondents, requesting permission to conduct the evaluation

among the Grade 7 - Bono as participants of the study that aims to enhance their

vocabulary. After being given permission, the researchers explained the purpose of the

study to the selected participants, and then they made sure that each participant

corresponded to their predefined criteria.

During the process of implementation, the researchers gather the data of the students

regarding the comprehension level of each participant through the results of Rapid
Literacy Assessment (RLA). This was followed by the collection of the data by means of

validated research interventions. In connection with this, the researchers made sure that

the set of interventions is enough to provide sufficient data for the study. Also, they were

thoroughly checked to make sure they were effectively modified to address all the

corrections to each activity. The participants are free to ask questions to the researcher if

they have concerns about each activity or intervention. As the intervention takes place,

the researchers provided them with the props needed along with the instructions to be

followed. All the activities contained the vocabulary words that the participants are going

to meet throughout the whole span of data collection. The results will be gathered along

with the giving of stickers to reinforce the students’ performance and it will be analyzed,

which will serve as the base data for the whole study. The succeeding results of the

intervention will be collected and recorded by the researchers to monitor the day-to-day

changes in their vocabulary level.

A post-test containing the vocabulary words encountered during the implementation

of each game was conducted at the end of every week. As the participants finish the post-

test after each game, the researchers tested and calculated their improvement in

vocabulary level with the help of the results of the RLA pre-test, comparing them to the

results of the RLA post-test. Then, the researchers analyzed and interpreted the data,

presenting it through text, tables, or graphs.

Statistical Treatment of the Data

The quantitative data collected in this study undergo rigorous statistical treatment

to address the three research problems.

For SOP number 1

The researchers gathered the progress report of students’ comprehension level and

were utilized as the baseline data of Grade 7-Bono students at San Rafael National High

School.

For SOP number 2

Descriptive statistics was conducted to assess the impact of PROJECT FOREIGN-V

on vocabulary levels. This helps researchers to determine the overall percentage of post-

test results as well as the total average of each game to identify and summarize the

gathered data, allowing us to determine if there are significant differences attributable to

the intervention. Researchers determine the overall percentage and average using these

formulas:

P= F/N (100)
Where:
P = Percentage
F = Frequency
N= Total Number of Respondents

Average = sum of scores/total number of respondents

For SOP number 3

To ascertain the overall effectiveness of PROJECT FOREIGN-V in improving

vocabulary levels, corresponding to the third research problem, the focus was on

determining the statistical significance of observed differences between Rapid Literacy

Assessment (RLA) pre-test and post-test scores

 Chapter IV

FINDINGS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical analysis done,

and interpretation of findings. These are presented in tabular form supported with textual

explanations following the sequence of the specific research problem regarding the

Project FOREIGN-V (Facilitating Obtainable Reinforcements and Establishing Insightful

Games in Nurturing Vocabulary): An Intervention in Improving the Vocabulary Level of

Grade 7 - Bono Learners of San Rafael National High School in Year 2023-2024.

Progress Report of Grade 7-Bono Reading Comprehension Level Based on RLA

PRE-TEST Results

Presented in Table 1 is the reading comprehension level of Grade 7-Bono students

gathered based on the RLA Pre-test results conducted at San Rafael National High

School during the SY 2023-2024.

Table 1. The RLA Pre-Test Results of Grade 7 - Bono at San Rafael National High School
Rating scale
Students who accurately and automatically read - Established
at least 80% of the total number of high
frequency words in the paragraph

Students who accurately and automatically read - Emerging

at least 50% of the high frequency words in the
phrases

Students who accurately and automatically read - Coping

30% of the individual words

Students who scored less than 30% - Deficit

The recorded data revealed that the majority of students belonging in the class of

Grade 7- Bono are still coping when it comes to their reading comprehension level. There

are 40 students who belong to the Coping Level, while 2 of them belong to the Emerging

Level. The results could indicate that the performance of Grade 7 students when it comes

to their reading comprehension is still at a low level. This implies that the activities

conducted to improve their reading comprehension skills are still insufficient, particularly

to pique their interest when it comes to learning new words to improve their reading

abilities, which affect their academic performance. This conforms to the study of Afzal

(2019) that students who lack sufficient vocabulary knowledge may affect their academic

performance, specifically in surviving such different courses related to any language

studies.

Saleh and Althaqafi (2022) mentioned that educational games can be the media

for teaching English vocabulary to young learners. The positive effect of the intervention

used in their study was able to please each participant, as it recorded many positive

comments from them regarding their classes. This just states that using gamification as a

learning strategy with young learners can boost student engagement, improve knowledge

absorption and retention, and will allow learners to see real-world applications.
 The improvements of vocabulary allow learners to improve their comprehension

when it comes to reading texts with unfamiliar words.

Effectiveness of Utilizing Insightful Games in Nurturing the Vocabulary Level of

Grade 7-Bono Students

Presented in table 2.1 are the scores, frequency (number of students), and the total

percentage gathered and calculated after the post-test for the game 4 Pics 1 Word, which

determine the successful retention of vocabulary words taught to students.

Table 2.1 Tally Results of the post-tests conducted during the implementation of 4 Pics 1 Word

The results showed that the highest score gained by the students in the first game

was 10 points, while the lowest score was 7 points. This indicates that 37 students gained

a perfect score, while 3 students gained 7 points after taking the post-test for the game 4

Pics 1 Word. The first post-test got an average rating of 9.69 with a 96.9% total average.

Presented in 2.2 are the scores, frequency (number of students), and the total

percentage gathered and calculated after the post-test for the game Crossword Puzzle,

which determines the successful retention of vocabulary words taught to students.

 Table 2.2 Tally Results of the post-tests conducted during the implementation of Crossword Puzzle

During the conduct of the post-test for the Crossword Puzzle, there are 3 students

who are not present. Therefore, only 39 students are included during the post-test of the

second game. After the post-test, the results showed that among the 39 present students,

only 4 students got the highest score of 9 points, while 22 of them gained the lowest score

of 7 points. The second post-test got an average rating of 7.44 with a 74.4% total average.

Presented in 2.3 are the scores, frequency (number of students), and the total

percentage gathered and calculated after the post-test for the game Guess the Word,

which determine the successful retention of vocabulary words taught to students.

Table 2.3 Tally Results of the post-tests conducted during the implementation of Guess the Word
 During the conduct of the third game, there are 6 absent students who are excluded

in gathering the data. The results of the post-test showed that 22 among the 36 present

students gained a total score of 10 points—which is the highest score, while 5 students

gained 8 points, which is the lowest score. The third and last post-test got an average

rating of 9.47 with a 94.7% total average.

This indicates that greater outcomes are achieved when a game is more engaging and

more in line with students' interests, as it motivates them to acquire new vocabulary.

Several studies also propose such a philosophy that learning should be interactive and

enjoyable for a fast retention of concepts. This was supported by the study of Arwandi,

Syarif and Ardi (2019), which gives the view that application of Word Games have

proven to increase the vocabulary mastery of the students well, since it can motivate the

learners to learn English. Another study conducted by Sariby and Sinurat (2022) also

states that Audio-Lingual Method can serve as an effective technique in improving

students’ vocabulary mastery as it can attract students’ interest and motivation in the

teaching-learning process, and since it involves different types of interactive drills and

games in which exercises students speaking, retention, and communication skills.

Another systematic review study of Vnucko and Klimova (2023), states that digital

games become very popular among all ages, particularly in learning a foreign language,

such as in Digital Game-Based Vocabulary Learning (DGBVL). It has the tendency to

evoke positive emotions which help for an easy retention of vocabulary words due to a

positive learning environment it creates.

 PROGRESS REPORT ON STUDENT’S READING LEVEL
Based on RLA POST-TEST Results

Presented in the following table shows the c omparison of the RLA Pre-Test and

Post-Test Results gathered before and after the intervention. This indicates whether the

students are able to enhance their vocabulary knowledge through analyzing their

comprehension skills.

Table 3.1. Comparison of the RLA Pre-Test and Post-Test Results

Rating scale
Reads word by word or lower - Level 1

Reads words by chunks - Level 2

Reads accurately but does not observe - Level 3

punctuation marks or shows signs of hesitation
Reads with automatically, accurateness and with - Level 4
proper expression
Table 3.1 revealed that there is a major improvement in the reading

comprehension level after using insightful games in nurturing the vocabulary knowledge

of students. Also, it was presented the significant effect of word games in improving the

vocabulary knowledge of students as it affects the comprehension level of the participants

from coping to established. The results also show that 16 among the 42 students belong to

the level 2 of the behavioral level, which indicates that they can read words in chunks.

Meanwhile, 26 belongs to the level 3 which indicates that most of them can read

accurately but does not observe punctuation marks or shows no signs of hesitation.

Presented in table 3.2. shows the summary of the RLA Pre-Test and Post-Test

Results of Grade 7 - Bono at San Rafael National High School which determine i f there

are improvements in students’ reading comprehension skills through enhancing their

vocabulary knowledge.

Table 3.2. Summary of the RLA Pre-Test and Post-Test Results of Grade 7 - Bono at San Rafael
National High School
Rating scale
Students who accurately and automatically read - Established
at least 80% of the total number of high
frequency words in the paragraph

Students who accurately and automatically read - Emerging

at least 50% of the high frequency words in the
phrases

Students who accurately and automatically read - Coping

30% of the individual words

Students who scored less than 30% - Deficit

The results stated that during the pre-test, 95% of the students belong to the

coping level while 5% belong to the emerging level. Meanwhile, after the intervention

and conducting of post-test, 86% of the participants improved as Established, 5%

remained as Emerging, while the 9% stayed at the Coping Level.

This indicates that there was a complimentary increase in the reading

comprehension level after utilizing the three games in improving the vocabulary

knowledge of Grade-7 Bono students due to the results gathered after the Reading

Literacy Assessment (RLA) post-test. Further, the students were observed to be active in

learning new vocabulary terms due to the active learning tool used to enhance their

vocabulary level, participation, and motivation to help improve their comprehension

skills, particularly in reading unfamiliar words that they encounter in reading various

texts within their subject matters. It can be said that the use of various types of insightful

games can improve the vocabulary knowledge of students leading to an improved reading

comprehension level and academic performance. It conforms to the study of Saleh &

Althaqafi, 2022 that states that educational games to teach vocabulary have been

discovered to have many positive effects, including amusement, educate, motivate, and

improve the fluency among learners.

 Many studies and reviews have shown that several teaching strategies, including

game-based activities, can enhance the motivation of learners in learning vocabulary.

One of those is the study of Alhebshi, A. A., & Gamlo, N., (2022) which reveals that the

techniques of teaching should not be confined to a pure lecture only, especially since

without increasing the cognitive load of students, they can still learn if they are motivated

and engaged. Supported by the study Özhan and Kocadere, 2020, which also entails that

engagement of a gamified learning environment had a highly significant impact on

motivation which can create a positive impact on a student's academic success. Likewise,

in this digital era, the study of Rasti-Behbahani 2021 also shows the different factors such

as motivation, authenticity, repetition, instantiation, dual encoding, interactivity, and

feedback found in digital games can contribute to an effective vocabulary acquisition and

enhancement.

The following pie charts summarize the total percentage of scores gained by the

students after the implementation of the three games, mainly 4 Pics 1 Word, Crossword

Puzzle and Guess the Word.

Figure 1. Total Percentage of Scores after the implementation of the game 4 Pics 1 Word
Figure 1 shows that a total of 88.10% of the total population of students gained the

highest score of 10, while 4.76% gained a low score of 7 points. This concludes that
higher retention of vocabulary words introduced to the participants are achieved through

the utilization of 4 Pics 1 Word as a tool to enhance vocabulary knowledge.

Figure 2. Total Percentage of Scores after the implementation of the game Crossword Puzzle

Another conducted game was the Crossword Puzzle. Figure 2 shows that 56.41%

of the students got a high score of 7 points, while 2.56% of the total population gained a

total score of 4 points. This concludes that although half of the population find the second

game motivating and useful in learning new vocabulary words, some of them find it

challenging to play due to lack of visual clues.

Figure 3. Total Percentage of Scores after the implementation of the game Guess the Word
 After the conduct of the third game, which is the Guess the Word, the post-test

results showed that 61.11% of the total population of the present students gained a high

score of 10 points, while 13.89% gained a lowest score of 8 points. This indicates that the

inclusion of visuals in the game, although challenging, can be an effective way to

enhance the vocabulary level of learners.

Figure 4. Total Percentage of improvements after the utilization of the three games.

Figure 4 shows that a higher percentage of improvements was recorded after the

utilization of the three games and the conduct of the different post-tests. The first game

got an average percentage of 96.9%, the second game got an average percentage of

74.4%, and the third game got an average percentage of 94.7%. Such results could mean

that the utilization of educational games for three weeks was effective due to the high

rating gained by each student in every game. Thus, it proves that using insightful games,

particularly with the use of visuals as clues, encourages participation among students in

learning new vocabulary terms which help to improve their comprehension abilities.
 Chapter V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter is a presentation of the summary of findings obtained from the

different specific questions raised in the study. From the findings, conclusions were

drawn from which recommendations were based.

Problem No. 1. What is the vocabulary level of Grade 7 - Bono learners of San Rafael

National High School?

Findings:

 The RLA pre-test results for Grade 7-Bono at San Rafael National High School

reveal that the majority of students (95%) are at the Coping Level of reading

comprehension, while a small minority (5%) are at the Emerging Level.

Specifically, 40 out of 42 students can accurately and automatically read 30% of

the individual words presented to them, whereas only 2 students can accurately

and automatically read 50% of the high-frequency words in phrases during the

pre-test.

Conclusion:

 The pre-test results reveal that most of the Grade 7-Bono students have a basic

level of vocabulary proficiency, with a significant portion of the class requiring

further support to advance beyond the Coping level. This indicates a critical need
 for an effective intervention to improve their vocabulary acquisition.

Recommendations:

 Teachers and other teaching personnels may consider implementing PROJECT

FOREIGN-V, which utilizes insightful games and obtainable reinforcements, to

enhance the vocabulary levels of Grade 7- Bono students. These interactive and

engaging activities have the potential to improve students’ vocabulary skills in a

fun and effective manner.

 They may provide more resources and instructional support that could further

enhance vocabulary acquisition for all students.

Problem No. 2. How did PROJECT FOREIGN-V affect the vocabulary level of Grade

7- Bono learners?

Findings:

The post-test results for the three educational games used in PROJECT

FOREIGN-V showed significant improvement in students' vocabulary levels.

Specifically:

 For 4 Pics 1 Word, 37 students achieved perfect scores, with an average rating of

9.69.

 For the Crossword Puzzle, 22 students scored 7 points, with an average rating of

6.90.

 For Guess the Word, 22 students scored 10 points, with an average rating of
 8.12.

 Overall, there was a noticeable increase in student participation and vocabulary

acquisition.

Conclusions:

 The post-test results indicate that PROJECT FOREIGN-V significantly

improved the vocabulary levels of the students. The high percentage of students

achieving near-perfect or perfect scores across various games demonstrates the

effectiveness of interactive and engaging learning activities in enhancing

vocabulary proficiency.

Recommendations:

 Continuing to integrate insightful games and interactive activities into the

vocabulary curriculum could help to maintain and further improve vocabulary

levels. These activities have shown to be effective and engaging for the

students.

 Evaluating and refining the games to ensure they remain engaging and effective

for different learning styles might be beneficial.

Problem No. 3. What is the significant effect of PROJECT FOREIGN-V in improving

the vocabulary level of Grade 7 - Bono learners?

Findings:

 The comparison of pre-test and post-test results shows a major improvement in

 reading comprehension levels after the implementation of PROJECT

FOREIGN- V. Before the intervention, 95% of students were at the Coping

Level and 5% at the Emerging Level. Post-intervention, 86% of students

improved to the Established Level, 5% remained at the Emerging Level, and

9% stayed at the Coping Level. The significant improvement in scores

indicates the effectiveness of using insightful games in nurturing students'

vocabulary knowledge.

Conclusions:

 PROJECT FOREIGN-V has a significant positive effect on improving the

vocabulary levels of Grade 7-Bono students. The shift from Coping to

Established levels of reading comprehension demonstrates the effectiveness of

using educational games as an intervention strategy.

Recommendations:

 Expanding the use of PROJECT FOREIGN-V to other grade levels could

potentially improve vocabulary level across the school.

 Future researchers may conduct further research to refine and adapt the

intervention, as it may be beneficial in the learning process. This can help

ensure that the program meets the evolving needs of students and

incorporates the latest educational tools and methods.

 Sharing the effective strategies of PROJECT FOREIGN-V with other

educators could promote best practices in vocabulary teaching.

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 APPENDICES

APPENDIX A : Data Tables for the Comprehension Level of Grade 7-Bono.

Table 1. Vocabulary Level of 7-Bono before the intervention of Project FOREIGN-V.

Table 1.2 Vocabulary Level of 7-Bono after the intervention of Project FOREIGN-V.
 APPENDIX B : Data Table for Intervention Results

Table 2. Post-tests Results after the implementation of the three different games.
APPENDIX C : Samples of Materials Used in the Intervention