Sample Presentation2

Improving the
Vocabulary of Grade 10 Learners in

Filipino Though the Use of Electronic Games
Margo-J T. Manluctao
Rank/Position: Teacher I
School/Agency: Badipa National High School
Length of Service: 2 Years and 1 Month
Baccalaureate Course: Bachelor of Secondary Education
Background of the Study
• Notably, vocabulary acquisition has been widely accepted ass one of
the essential elements for learning foreign languages. Meara & Jones
(2016) considered it to be a good indicator of general language skill.
For Morra & Camba, (2015), vocabulary plays an important role in the
development of learner’s’ communicative competence and classroom
success. In fact. Celce- Murcia (2015) and Wallace (2016) claim than
an adequate knowledge of vocabulary helps learners to maintain a
certain degree of communication even if they do not have enough
knowledge of the language structures.
• Specifically, the K to 12 curriculum guide in Filipino stipulates the
development of learners’ communicative competence which are not
only anchored on the four communication skills of speaking, listening,
reading and writing but also on the need to build learners’ repertoire of
vocabulary (K to 12 Curriculum Guide in Filipino). This brings into
focus the ways by which the teachers build the vocabulary of the
learners in Filipino.
• The researcher teachers Grade 10 Filipino at Badipa National High

School . The subject, which deals on world literature, specifically requires
that the learners master the competencies pertinent to “nagagamit ang
angkop na mga piling pang-ugnay sa pagsasalaysay, pahayag, hudyat, at
panghalip; at nagagamit ang komunikatibong kasanayan sa paggamit ng
wikang Filipino”. Definitely, the content areas in Grade 10 Filipino expose
the learners to academic and literary texts that are not mostly familiar to
them. In this vein, the researcher resorts to mother tongue translation or
giving its equivalent word in English and either defining the word or its
antonym.
• As per research, games promote the transfer of learning. They demand
learner engagement and dynamic participation using the curriculum
material in full context, and therefore, they promote transfer (Mc Crostie,
2016). When the learner has the chance to apply the material, such as in
a game, it can delete the gap between learning ideas given in a classroom
and using that data to figure out a dilemma outside the school. As a result,
to achieve the desired benefits from learning games, it is crucial that they
are accepted as a learning way. Meanwhile, some researchers, such as
Zeng (2015) and Chuang (2017) indicated that using games in learning
vocabulary is efficient enough or productive enough as required.
The researchers underscored that using games in teaching vocabulary

enhance learners’ vocabulary acquisition. Ampaipan (2016) cautions
that the success of using games for teaching vocabulary should be
held upon teachers’ shoulders. As such, teachers need to choose the
appropriate games that suit learners’ proficiency levels, interests,
styles, and characteristics. Also, teachers need to know how to design
their teaching plans since different games serve different purposes.
Furthermore, they need to know how to implement different games in
real classes
Generally speaking, learners face many difficulties while learning
vocabulary. Some teachers still use traditional ways to teach
vocabulary and still reckon that games are a time losing activities and
are just for fun. Besides, some of them are not trained enough on how
to implement games during Filipino lessons. Therefore, the problem of
learning and teaching vocabulary deserves to be studied. In this study,
the researcher looked into the effectivess of electronic games in
improving the vocabulary of Grade 10 learners in Filipino enrolled at
Badipa National High School during the school year 2019 -2020.
Time Frame
Gantt Chart (2019-2020)
December January February-Apri l
2019 2019 2020
1. Formulation of title. √
2. Request permission to conduct the study
from the school head. √
3. Send out and retrieving the letters sent to the
parent for their consent. √
4. Prepare the materials needed prior to the √
implementation of the experiments.
5. Prepare the intervention materials. √
6. Conduct the pretest. √
7. Implementation of the proposed intervention
in the identified students. √

8. Administration of the posttest √
Analyze and interpret data.

9. Data editing and proofreading. √
Statement of the Problem
This study looked into the effectiveness of electronic
games in improving the vocabulary of Grade 10 learners in
Filipino enrolled at Badipa National High School during the
shool year 2019 -2020.
Specifically, it sought to answer the following questions:
• 1. What is the performance of the Grade 10 learners in
Filipino before and after the exposure to games?
• 2. Is there a significant difference between the
performance of the Grade10 learners in Filipino before
and after exposure to games?
Conclusions
Based on the foregoing findings, the following

conclusions are drawn:
1.There was a marked improvement in the Grade 10
learners’ level of performance in Filipino after they
were taught using electronic games that target the
building up and improvement of their vocabulary.
2.There was a significant difference between the
performance of the Grade 10 learners in Filipino
before and after the utilization of electronic games.
3.The hypothesis is rejected as the difference in the
performance of the Grade 10 learners in Filipino
before and after exposure to the intervention proved
to be significant.
Recommendations
Based on the findings and conclusions of the study, the
following recommendations are hereby presented:
1. Teachers should complement their instructional
strategies with online and offline educational resources
helpful to improving the learners’ repertoire of Filipino
vocabulary.
2. Learners should form the habit of improving their
vocabulary by practicing the electronic games they have
been taught in school with the guidance of their parents or
guardian.
3. A parallel study on the effectiveness of electronic games
on student engagement and academic performance should
be conducted to determine it it will yield similar or
different results
Thank You
Improving the
Vocabulary of Grade 10 Learners in
Filipino Though the Use of Electronic Games
RAYDELLE T. GARCIA
Rank/Position: Teacher III

School/Agency: Malacampa National High School
Length of Service: 10 Years and 5 Months
Baccalaureate Course: Bachelor of Secondary Education
Major in Filipino

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Improving the

Vocabulary of Grade 10 Learners in

• The researcher teachers Grade 10 Filipino at Badipa National High

The researchers underscored that using games in teaching vocabulary

in the identified students. √

Analyze and interpret data.

Based on the foregoing findings, the following

Rank/Position: Teacher III

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