Golden Gate Colleges Graduate School

THE USE OF REALIA APPROACH IN TEACHING

SCIENCE OF GRADE VI PUPILS AT
MABINI CENTRAL SCHOOL

An Action Research
Presented to
The Faculty of Graduate School
GOLDEN GATE COLLEGES
Batangas City

In Partial Fulfillment
Of the Requirements for the Degree
Master in Education
Major in Educational Management

Yson Ortega Abarintos

May 2019
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ii

APPROVAL SHEET

This action research entitled " THE USE OF REALIA APPROACH IN

TEACHING SCIENCE OF GRADE VI PUPILS AT MABINI CENTRAL
SCHOOL” prepared and submitted by YSON ORTEGA ABARINTOS
in partial fulfillment of the requirements for the degree Master in
Education, Major in Elementary, has been evaluated and approved
with a grade of ___________________.
Date: ________________.

DR. LILIA A. RICERO,

Evaluator

ESPERANZA B. LUSANTA, Ed.D.

OIC Dean, Graduate School

Comprehensive Examination taken on _____________________

Rating ________________________________________________
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ACKNOWLEDGEMENT

The researcher would like to extend her outmost gratitude and

appreciation to the following persons who shared their support for the

completion of this study.

To her source of strength, wisdom and comfort, Almighty Father,

the researcher owes all these things to You.

To Golden Gate Colleges that serves as the venue of academic

growth throughout the completion this action research.

To Dr. Lilia Ricero, who willingly shared her expertise to make this

research successful and touching the heart of the researcher.

To my co teachers and pupils who serves as my primary

respondents for the willingness and thoughtfulness to help me in the

conduct of this study.

To our principal who understand and inspire me to be optimistic in

times of hopelessness.

To the library personnel, for your kindness in lending the

materials needed for the completion of the study.

To my family, who have provided the researcher moral and

emotional support in life.

Y. O. A.
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Golden Gate Colleges Graduate School

DEDICATION

This piece of work is sincerely and whole heartedly

dedicated to her loving mother Mrs. Ciriaca A. Briones for inspiring her

to pursue this study, her husband and children for all their support,

faculty of Mabini Central School, friends and the people who

encouraged me consummate this study.

Most of all she dedicated this humble and simple piece of

work to our Almighty God, the source of all our power, wisdom and

persistence to overcome the trials and hindrances that comes her way

while having this research.

B. B. C.
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TABLE OF CONTENTS

Page

TITLE PAGE i

APPROVAL SHEET ii

ACKNOWLEDGMENT iii

DEDICATION iv

TABLE OF CONTENTS v

ABSTRACT vi

I. Context and Rationale 6

II. Brief Review of Literature 8

III. Scope and Limitation 12

IV. Significance of the Study 13

V. Research Question 14

VI. Methodology 15

Research Design 16
Subjects of the Study 17
Data Gathering Instrument 17
Data Gathering Procedure 18
Data Analysis Plan 19

References 20

Appendices 22

Curriculum Vitae 31
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ABSTRACT

Realia Strategy connects learners with the key points of a lesson.

It plays an important role in improving and motivating the learners to

learn with the specific competency in science. It influencing the

motivations and capacities of teachers to be more resourceful and

creative in coping the interest of the learners.

This study devolves on Realia Fever in teaching science among

Grade IV pupils in Mabini Central School with the aim of determining the

extent of effectiveness of Realia approach.

It also involves selected 40 pupils from Grade VI that drawn from

142 total population using random sampling

Result revealed that from the data gathered there is a remarkable

impact in the academic performance using realia in teaching science.

There is a significant difference between the result of Pre Test and

Post Test of pupils after the implementation of Project RFTS with 55%

increased Pre-test result.

From the findings and conclusion, it was recommended that the

realia strategy was useful tool in all science grade level.

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I. Context and Rationale

Teaching is the act of providing activities that facilitate learning.

It is something that takes only when learning does. No matter what the

teacher is doing in her classes, if the learners are not learning

significant, teaching-learning is still failure.

Learning effectively, a teacher must know not only what to teach

but how to teach. In order to help learner become successful learner,

the teacher must decide which research-based teaching strategies and

instructional materials will most effectively suited to develop and

promote learning to the clientele.

According to Horton (2011), instructional strategies are ways in

which learning objectives can be achieved that have often been

formalized for use across various institutions. More specific

instructional strategies might prescribe timed intervals for certain types

of learning or might even have preset course materials designed to

teach a specific skill. In many cases, instructional strategies can be

though of as teaching technique but sometimes these strategies involve

more input from learners and are thus better outputs.

In current educational setting, instructional strategies are often

tested scientifically and designed to improve the learning experience of

the learners. More formalized strategies are developed and they

become flexible and can be used in most learning objectives. One of

those strategy used in teaching is the used or realia.

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Realia is a term for real things, concrete objects that are used in

the classroom to build background knowledge and vocabulary. It

provides the learners with experiences on which to build and an

opportunity to use all the senses in learning. The common realia used

by Mabini Central School Grade IV pupils are based on the following

categories: for beginner television timetables, cinema timetables, train

timetables, restaurant menus, post cards, bills, application forms and

recipes; for intermediate they used the following magazines, newspaper

articles, instruction manual, advert and flyers. Most of those realia

facilitates learning and lead our learners to perform well inside the

classroom.

This study focused on determining how effective the used of

realia in teaching Science subject among Grade IV pupils in Mabini

Central School. The researchers believed that teaching a systematic

presentation of facts, ideas, skills and strategies, leads to more positive

and productive teaching and learning experiences This prompted the

researchers to conduct the said study.

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II. Brief Review of Literature

Topics on realia were reviewed in this study to have clarity and

direction. Based on the gathered concepts and ideas the used of real

objects into the classroom made the learning experience more

memorable for the learner.

Harmer (2010) mentioned that in eduaction, realia are objects

from real life used in classroom instruction by educators to improve

students' understanding of other cultures and real life situations. A

teacher of a foreign language often employs realia to strengthen

students' associations between words for common objects and the

objects themselves. In many cases, these objects are part of an

instructional kit which includes a manual and is thus considered as

being part of a documentary whole by librarians.

Realia are also used to connect learners with the key focal point of

a lesson by allowing tactile and multidimensional connection between

learned material and the object of the lesson. They are best

represented by simple objects lending themselves to classroom settings

and ease of control with minimum risk of accident throughout the

student-object interaction.

Technology has begun to impact the use of realia by adding

the virtual realia option, whereby three-dimensional models can be

displayed through projection or on computer screens, allowing the

learner to see detail otherwise difficult to acquire and to manipulate the

 Golden Gate Colleges Graduate School
object within the medium on which it is displayed. The option of

zooming and looking within objects makes virtual realia an important

learning tool in technical environments where it may be difficult or

impractical to examine an object in as much detail manually, such as

the workings of living organs or machinery containing hazardous parts,

such as combustion engines.

In education, realia (/riˈeɪˌliˌə/ pron. ree-ay-lee-ah) are objects from

real life used in classroom instruction by educators to improve students'

understanding of other cultures and real life situations. A teacher of

a foreign language often employs realia to strengthen students'

associations between words for common objects and the objects

themselves. In many cases, these objects are part of an instructional kit

which includes a manual and is thus considered as being part of a

documentary whole by librarians.

Technology has begun to impact the use of realia by adding

the virtual realia option, whereby three-dimensional models can be

displayed through projection or on computer screens, allowing the

learner to see detail otherwise difficult to acquire and to manipulate the

object within the medium on which it is displayed. The option of

zooming and looking within objects makes virtual realia an important

learning tool in technical environments where it may be difficult or

impractical to examine an object in as much detail manually, such as

 Golden Gate Colleges Graduate School
the workings of living organs or machinery containing hazardous parts,

such as combustion engines.

To put it simply, realia is “stuff” that is created either naturally or is

man-made. Realia can be objects that are used on a daily basis or even

object important to a certain culture from the past. More importantly, it is

the bringing of the physical world alive to students.

Realia helps to create a connection between the intangible world of

vocabulary to the tangible world of “stuff”. Having students use as many

sensory perceptions as possible to connect with a concept or event

strengthens the memory of what is being taught.

There are several kinds of Realia that can be used by the teacher.

They are: 1. The real object being learnt and it can possibly show to the

student, such as, stationeries (book, pencil, eraser, bag, pen, ruler, etc),

things in the classroom (table, chair, blackboard, picture, chalk, etc),

parts of the body (hand, hair, eyes, nose, ears, mouth, foot, etc), etc. 2.

The replica of the object if the real objects are not possible to bring to

the classroom, such as, animals (cow, goat, frog, cat, lion, dog, etc),

vehicles (bus, train, plane, motorcycle, etc), occupations (Doctor,

soldier, steward, policeman, fisherman, etc) etc. As a substitute of the

real object, the teacher can use dolls or toys. The main advantage of

using real objects into the classroom is to make the learning experience

more memorable for the learner.

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V. Research Question

The study aims to determine the use of realia approach in improving the

performance in Science among Grade VI in Mabini Central School.

1. What is the extent of effectiveness of using realia in teaching

science?

2. What is the significance difference between the Pre and Post Test of

pupils after the implementation of realia approach?

3. What is the impact of realia approach in the pupil’s performance in

science subject?

4. Based on the analysis, what suggested activities may be formulated

for effectiveness of realia in all science grade level.

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VI. Methodology

This part presents the research design, subjects of the study,

data gathering Instrument and procedure and statistical treatment of

data used in this research.

Research Design

The main purpose of this study is to study the vocabulary level of

the learners, identify the least mastered skills, the effectiveness of

vocabulary power exercises and identify or cite some activities to

strengthen learners’ vocabulary power strategy in teaching English 6

lessons.

To achieve the purpose of the research, the researcher employs

the descriptive method of research utilizing questionnaires, focus group

discussion and interview. The goal of descriptive research is to

understand a specific set of variables in a group of individuals,but stops

short of understanding the relationship between the variables, what

caused them or what their implications are. This study aims to briefly
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discuss vocabulary power strategy and its features in teaching English 6

lesson. It mainly focusses to gather relevant data to recommend this

approach in the current English teaching scenario. Surveys and

questionnaires are a cost-effective way to get input from large groups of

individuals in a relatively short time frame.

Descriptive research can be explained as a statement of affairs

as they are at present with the researcher having no control over

variable. Moreover, “descriptive studies may be characterized as simply

the attempt to determine, describe or identify what is, while analytical

research attempts to establish why it is that way or how it came to be.

According to Perwarden (2014) descriptive research is a method

used to gather quantifiable information for statistical inference by

describing, recording, and analyzing the gathered data to measure and

interpret the significance of some aspects about a group of respondents

and the population they represent and to reveal the strengths of target

group’s opinions, attitudes and behaviors with regards to a given

subject.

Subjects of the Study

The subjects of this study are thirty (30) grade 6 pupils of Mabini

Central School, who is currently taking English six lesson and 10

English teachers. They were chosen as the subject of this research

since the researcher aims to provide new data about the effectiveness
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of vocabulary power strategy in teaching English lesson. The

researcher also made an interview with the co-teachers teaching

English to gather additional information about the study. Furthermore,

they were chosen to be the subjects of this study because they can

provide necessary details on their level of understanding about lessons

in English.

Data Gathering Instrument

In this study, the researcher made use of questionnaire as the

main tool in identifying the pupil’s level of understanding and mastery of

English lesson. The researcher also made an interview with the co

grade teachers to gather additional information about the study.

Construction of Test Items. The researcher made self-made

vocabulary test to identify the pupils’ performance that covers English 6

topics. Also, she started formulated the questionnaire to be distributed

to the respondents.

Validation of Test Items. Upon completion of the test, the

researcher also consulted the school for test validations. She also

consulted grammarian for the questionnaire.

Administration of Questionnaire. The researcher distributed the

questionnaire in the chosen respondents. The student respondents are

given enough time to answer the questionnaire for the researcher to

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Golden Gate Colleges Graduate School
gather relevant and necessary data will be vital in the conduct of the

study. Right after, the materials used was retrieved for data analysis,

verification and interpretation of the gathered data.

Scoring of Responses. The responses of the grade 6 pupils are

graded using the Likert scale as 4 is the highest and 1 as the lowest.

Option Scale Range Verbal Interpretation

4 3.5 – 4.0 Strongly Agree (SA)

3 2.5 – 3.49 Agree (A)

2 1.5 – 2.49 Moderately Agree (MA)

1 1.0 – 1.49 Disagree (D)

Data Gathering Procedure

In order to have a systematic and smooth flow of the study the

researcher first ask the permission of the school head of Mabini Central

School about the conduct of the research stating the reasons and

discussing the possible benefits of this study. She asks to conduct the

survey interview right after class so that teaching hours will not be

interrupted.

Also the researcher asks the permission of the parents to use

their child as the main respondents of the study promising the

confidentiality of the collated data. Upon approval, the researcher

coordinates with her co grade level teachers for answering the

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questionnaire. She also used this time for personally asking comments
14
and recommendations about the topic.

Interview with the teachers will be conducted concurrently while

survey is on - going. This will be done to improve the conduct of the

study that will benefits the parents, teachers, school and most

especially the pupils.

Data Analysis Plan

In this study, the researcher used frequency, percentage and

ranking were the statistical treatment of data to quantify the results.

Frequency. This will be used to determine the number of

responses on the test given.

Percentage. This will be used to determine the rank assignment

of each item.

Ranking. This will be used to determine the rank of the

respondent responses in the test given.

 Golden Gate Colleges Graduate School

15

Results and Discussion

Grade 6 Performance in Teacher Made Vocabulary Test

According to Berne and Blachowics (2010) vocabulary power is

an essential part in English learning as the meanings of new words are

very often emphasized, whether in books or in classrooms. It is also

central to language teaching and is of paramount importance to a

language learner. Recent research indicate that teaching vocabulary

may be problematic because many teachers are not confident about

best practice in vocabulary teaching and at times don’t know where to

begin to form an instructional emphasis on word learning.

Table 1 below shows the item analysis on the teacher made

vocabulary test given to the grade 6 pupils of Mabini Central Elementary

School that covers the topics in English 6 based on the new framework

of the Kto12 curriculum.

Item No. No. of Correct Percentage Interpretation

Responses
1 18 60 Least Mastered
2 26 87 Mastered
3 16 53 Least Mastered
4 27 90 Mastered
5 25 83 Mastered
6 26 87 Mastered
7 23 76 Mastered
7 24 80 Mastered
 Golden Gate Colleges Graduate School
9 15 50 Least Mastered
10 23 76 Mastered
11 14 47 Least Mastered
12 24 80 Mastered
13 23 76 Mastered
14 22 73 Least Mastered
15 27 90 Mastered
16 28 93 Mastered
17 11 37 Least Mastered
18 15 50 Least Mastered
19 13 43 Least Mastered
20 22 73 Least Mastered
HS: 28 LS: 17

Based from the table it can be gleaned that items

1,3,9,11,14,17,18,19 and 20 are the least mastered skill of grade 6

pupil. These least learned skill are inferring meaning of loan words as

they used in the sentence, inferring meaning of phrases / idiomatic

expressions in a sentence, identifying the main idea of the paragraph

and drawing conclusion and analysing contextual clues. The highest

score obtained is 28 and the lowest score is 17. This means that this

least learned skill is the part where vocabulary power is to be

strengthened.

EFFECTIVENESS OF VOCABULARY POWER STRATEGY

Students often instinctively recognize the importance of

vocabulary to their language learning. As Schmitt (2010) noted,

“learners carry around dictionaries and not grammar books” (p. 4).

Teaching vocabulary helps students understand and communicate with

others in English. Voltaire purportedly said, “Language is very difficult to

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put into words.” I believe English language students generally would

concur, yet learning vocabulary also helps students master English for

their purposes.

The table 2 below shows the effectiveness of vocabulary

power strategy in teaching grade 6 lessons.

Importance of Vocabulary Weighted Verbal

Integration in Grade 6 Lessons Mean Integration
It helps learner to expand and deepen 3.56 SA
understanding on specific topic
It serves as the gateway for an easy 3.12 A
way of learning English
It increases pupils comprehension and 3.45 A
serves for them to further express
themselves
It leads pupil to independent instruction 2.98 MA
through word learning strategies
Word consciousness enhance and 2.99 MA
motivate learners
Vocabulary learning entail active 2.99 MA
engagement in learning English lessons
It helps learner understand changes on 3.10 A
our world
It upgrades pupils communication skills 3.87 SA
Vocabulary knowledge enable pupils to 3.90 SA
be creative and critical thinker
It helps learner to be an effective and 3.56 SA
efficient leader and compositor
It guides and mold them to be a globally 2.80 MA
competitive learner as an effective
communicator
It help them in building rapport in spite 3.95 SA
of cultural diversity
Learners are develop to be optimistic 3.96 SA
and goal driven individual.

It can be gleaned that respondents strongly agreed that

vocabulary power is effective because learners are developed to be

optimistic and goal driven individual (3.96); help in building rapport in

spite of cultural diversity (3.95); enable pupils to be creative and critical

 Golden Gate Colleges Graduate School
thinker (3.90) and expand knowledge in different English topics (3.56).

Respondents agreed that it increases pupils’ comprehension (3.45); it

also serves as gateway for better English communication skills (3.12)

and helps understand the constant changes on the world (3.10).

However, they moderately agreed that it leads to pupil independence

(2.99) enhance word consciousness (2.98) and mould them as globally

competitive learner got the lowest weighted mean of (2.80). As a whole

it means that vocabulary power strategy is an effective strategy in

delivering grade 6 lessons.

DIFFICULTIES ENCOUNTERED BY THE LEARNERS

According to Rohmatilla on his research entitled “A Study on

Students Difficulties in Learning Vocabulary” vocabulary plays an

important role in language learning. It is also an essential skill for

learning to read, speak, write and listen. Without sufficient vocabulary

people cannot communicate and express their feeling both in form of

spoken and written effectively.

According to Richards and Renandaya vocabulary is a core

component of English proficiency and provides much of the basis for

how learners speak, listen, read and write.

Difficulties Encountered Weighted Mean Verbal Interpretation

by Learners
1. Complexity of the 3.80 SA
world knowledge
2. Lack of 3.88 SA
understanding on
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grammatical words
3. Limitation of 3.01 A
sources about the
words
4. Confusing used of 3.25 A
words
5. Incorrect 3.15 A
pronunciation of
words

Based from Table 3, it can be gleaned that the pupils strongly

agreed that they find difficulty learning English lessons because of the

complexity of words with a weighted mean of 3.80 and lack of

understanding about grammatical words with a weighted mean of 3.88.

Grade 6 pupils agreed that limitation of word resources, confusing used

of words and incorrect pronunciation of words are difficulties that they

also encountered.

SUPPLEMENTARY ACTIVITIES

1. Music for Memorization

Music has always been a great tool to help with

memorization. Catchy beats and hooks often make vocabulary

retention and recall stickier for students. It allows students to

memorize at their own pace. Programs like Schoolhouse Rock and

Flocabulary take academic content and deliver it to students in an

engaging and memorable way. Our award-winning Word Up!

 Golden Gate Colleges Graduate School
Vocabulary units provide students a fun way to memorize vocabulary

words.

Teacher can choose KPOP music or trend music nowadays that

she will integrated vocabulary words that to be used in the English

lesson.

2. Personalized Lists

Why not empower students to build their own vocabulary lists?

Students will come across new words they don’t know every day

in readings and discussions across the content areas. When

students pick out their own vocab words, not only will they be

more motivated to learn them, but it allows the vocabulary lists to

be personalized to each student, too.

Day by day teacher will allow each pupil to give at least 5 new

words, give the meaning and used this in meaningful sentences

or connect the word list in the lesson discussion.

3. Creating Word Map

Word maps are graphic organizers based on the Frayer model

that help students learn new words by associating it with its

antonyms, synonyms, writing their own definition or using the

word in their own sentence. Word map activities allows students

to think about vocabulary in several ways, and further

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make connections with each word in relation to other words they

already know.

Flocabulary’s new vocab cards are based on the Frayer model,

and encourage students to define new vocabulary words on their

own terms through writing and drawing.

4. Expose Pupils to Video Material

Vocabulary for English Language Learners benefits from the use

of video. Video gives words context, as well as providing a layer

of interest on the part of the student that is sometimes missing

when the teacher is talking. That’s a little crazy when we think

about it – that kids’ minds would rather watch strangers in a video

than listen to a teacher who has certifications, experience, and an

education. We have to accept that the brain wants what it wants.

For ELL students, incorporating multimedia opportunities for

vocabulary exposure increases the understanding of the target

vocabulary, as well as their general vocabulary knowledge as

well. The following are some links that teacher may incorporated

or used in developing pupil’s vocabulary.

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References

A. Books

Berger, Sidney E. (2016) “The Dictionary of the Book” Roman and

Littlefield Publishing Group Inc.

Burchers, Sam (2013) “Vocabulary Cartoons SAT Word Power”

Fourth Edition, New Monic Books Inc.

Lewis, Norman (2012) “Word Power Made Easy, Complete

Handbook for Building a Superior Vocabulary” Oxford

McCarthy Michael (2011) “English Vocabulary in Use” Second

Edition, Cambridge USA.

Stevenson, Angus (2010) “Oxford Dictionary of English” Third

Edition, China Translation and Printing Services

B. Unpublished Materials

Ahmed M. (2010) Vocabulary Learning Strategies P. Mecara Ed.

Beyond Words (pp.3-14) London CILT.

Alexander, Francie (2010), “Vocabulary and It’s

Role in Reading Comprehension” p.45

Wilkins, David (2013) “The Importance of Teaching and Learning

Vocabulary English Language Essay” Essays, United
Kingdom.

Levenson N. 2011 “Something has got to Change: Rethinking

Special Education” Washington D.C for Public Policy
Research.

C. Legal Documents

Republic Act 9155 of 2001 “The Governance Act of Basic

Education”

Education for All (EFA) 2015

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D. Electronic Sources

https://en.wikipedia.org/wiki/Education_in_the_Philippines

https://www.amazon.com/Vocabulary-Power-Successful-Strategies-Christoforo-
Mitchell/dp/B014IAY1RK

https://books.google.com/books/about/Vocabulary_Power.html?id=_x5g2Ozhy04
C

http://www.teachhub.com/teaching-strategies-5-ideas-instructing-vocabulary

https://www.k12reader.com/effective-strategies-for-teaching-vocabulary/

http://www.colorincolorado.org/article/integrated-vocabulary-instruction-meeting-
needs-diverse-learners-grades-k-5

https://www.ldatschool.ca/integrating-vocabulary-instruction/

http://www.readingrockets.org/teaching/reading-basics/vocabulary

https://clutejournals.com/index.php/JBER/article/download/2532/2578

https://clutejournals.com/index.php/JBER/article/download/2532/2578

https://www2.ed.gov/programs/readingfirst/support/rmcfinal1.pdf

https://pearsonerpi.com/en/elt/vocabulary/vocabulary-power-series

https://blog.bufferapp.com/words-and-phrases-that-convert-ultimate-list

https://www.spellingcity.com/images/vsc-vocabulary-research-mcrel.pdf

https://www.teachingenglish.org.uk/teaching-adults/resources/lesson-plans
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APPENDICES

MABINI CENTRAL SCHOOL

DIAGNOSTIC TEST

Read each question carefully and choose the letter of the best answer.

1. Jose Zavalla basketball team made a game plan at the drop of a hat.
a. badly b. earlier today c. for the win d. without hesitation
2. The policemen barked up the wrong tree in our village.
a. arrested the right person c. accusing the wrong person
b. accusing the right person d. arrested no one
3. The BMW car is truly coasted an arm and leg.
a. very low price b. very intimidating c. very huge d. very
expensive
4. The Miss Universe pageant 2015 producer thinks that Elvis has left the
building.
a. it is not a good show c. it is a wonderful show
b. it fails to have high ratings d. it has to come to an end
5. It takes two to tango to commit this suspicious crime.
a. actions need more than one person c. continuous actions
b. beautiful dance craze d. mysterious crime
6. Opossums are strange creatures. Unlike most animals, they like to hold
their food with all four feet! Their tails are long and flexible. Have you
seen pictures of them hanging from tree branches by their tails? When
an opossum hangs by its tail, it can grasp a peach with its four paws
and enjoy a midnight snack!
What is the cause of opossums hanging by their tails?
a. To avoid predators c. To eat a snack using all four paws
b. To sleep d. To reach food growing in the trees

7. Due to their incredible force and unpredictability, floods can cause

tremendous damage. They can ruin houses, roads and buildings. Floods can
take down trees and cause mudslides. It often leaves mud, sand and debris
behind. It can take months to clean up after a flood.
What is the EFFECT?
a. Floods can cause a lot of damage. c. Floods happen in many
areas without warning.
b. Floods are strong and unpredictable. d. Flood damage is devastating

8. Frank Jones loves going fishing. One Saturday afternoon, he went fishing
and caught a humongous fish. However, the fish got away because Frank
hadn't tied the string tight enough and it broke.
What was the cause of the fish getting away?
a. The string wasn't tight enough and it broke. c. The hook broke.
b. A screw came out of the rod. d. The fish got away
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9. Tammy was in her backyard climbing a tree. She climbed to the middle part
of the tree and accidentally hit a bees' nest. Before she knew what had
happened, bees were swarming all around and over her. Tammy let out a
yell. What do you think was the effect of Tammy hitting the nest?
a. Bees stung her. c. The nest fell.
b. Some of the bees died. d. The bees made honey.
10. Select best possible effect for this cause:
Mark lost his key.
a. He will be home late. c. He will not be able to unlock the door.
b. He will buy a snack. d. He will get a haircut.
11. Select the sentence in which the subject and the verb agree in number.
a. The moon in the night sky are a beautiful sight.
b. The moon in the night skies are a beautiful sight.
c. The moon in the night sky is a beautiful sight.
d. The moon in the night skies be a beautiful sight.
12. “Husband,” cried the woman. “Come here! This squash could talk!” What
is the primary emotion that the speaker wants to convey?
a. surprise b. hopeless c. happy d. sad
13. As soon as Susie woke up on Saturday, she made her bed and then
cooked breakfast for her family. Susie gave her dog a bath, and she helped
her little sister with her homework. How would you describe Susie?
a. selfish b. honest c. hardworking d. smart
14. Randy was busy helping his mother clean up the house after the party.
He swept the floor, he took out the trash, and he put away all of his toys. What
can you infer about Randy?
a. Randy has lots of friends. c. Randy is helpful.
b. Randy is selfish. d. Randy is caring.

15. Tommy was a real avid basketball card collector. He inherited the desire
because his dad has a collection too. What is the meaning of the word avid?

a. eager

b. careless

c. apart

d. fearful

16. Her Christmas bills added up. After the holidays, her extravagance was
going to take several months to pay off.

a. economy

b. praise

c. external

d. overdoing
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Golden Gate Colleges Graduate School
17. it was gratifying to see how she acted toward her grandmother because
she was always kind to her.

a. pleasing

b. nervous

c. aggravating

d. unclear

18. His eternal light would shine on people even after his death.

a. temporary

b. ethical

c. reformed

d. enless

19. She did several backbends in a row to show how limber she was, so that
she could be chosen for the squad.

a. enthused

b. responsive

c. likely

d. flexible

20. The ideas she presented to the class were clearly an untested theory
because there had never been any research done on it.

a. magic

b. brutal

c. indictment

d. belie
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Golden Gate Colleges Graduate School
SURVEY QUESTIONNAIRE ON EFFECTIVENESS OF
VOCABULARY POWER IN TEACHING GRADE 6 LESSON
Directions: Read the following items. Kindly provide necessary data or
put a check (/) on the part that correspond your answer.

Name: ________________________________________ (Optional)

Gender: ____ Male _____ Female

Kindly describe the effectiveness of vocabulary power in teaching least

learned English topics. Rate your answer using the scale below;

4 - Strongly Agree (SA)

3 - Agree (A)

2 - Moderately Agree MA)

1 - Disagree (D)

Least Learned Topic in English 6 4 3 2 1

Noting significant details from the
selection heard
Distinguishing specific type of
informational text
Inferring meaning of phrases / idiomatic
expressions in a sentence
Differentiating adverb from an adjective
Sequencing events from the story read
or heard
Identifying the main idea of the
paragraph and drawing conclusion
Analysing contextual clues
Composing clear and coherent
sentences using correct grammatical
structures
Summarizing narrative text based on its
primary elements.
Identifying the correct use of
prepositions and conjunctions
Construct different types of letter
Compose paragraph using cause and
effect relationship
Infer meaning of borrowed words as
they used in the sentence
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Golden Gate Colleges Graduate School
Listed below are the five (5) importance of integration of vocabulary
power in learning English lesson. Kindly rate your answer using the
scale below.

4 - Strongly Agree (SA)

3 - Agree (A)

2 - Moderately Agree MA)

1 - Disagree (D)

Importance of Integration 4 3 2 1
It helps learner to expand and deepen
understanding on specific topic
It serves as the gateway for an easy
way of learning English
It increases pupils comprehension and
serves for them to further express
themselves
It leads pupil to independent instruction
through word learning strategies
Word consciousness enhance and
motivate learners
Vocabulary learning entail active
engagement in learning English lessons
It helps learner understand changes on
our world
It upgrades pupils communication skills
Vocabulary knowledge enable pupils to
be creative and critical thinker
It helps learner to be an effective and
efficient leader and compositor
It guides and mold them to be a globally
competitive learner as an effective
communicator
It helps them in building rapport inspite
of cultural diversity
Learners are develop to be optimistic
and goal driven individual.
 Golden Gate Colleges Graduate School 27

SUPPLEMENTARY ACTIVITIES
5. Music for Memorization

Music has always been a great tool to help with

memorization. Catchy beats and hooks often make vocabulary

retention and recall stickier for students. It allows students to

memorize at their own pace. Programs like Schoolhouse Rock and

Flocabulary take academic content and deliver it to students in an

engaging and memorable way. Our award-winning Word Up!

Vocabulary units provide students a fun way to memorize vocabulary

words.

Teacher can choose KPOP music or trend music nowadays that

she will integrated vocabulary words that to be used in the English

lesson.

6. Personalized Lists

Why not empower students to build their own vocabulary lists?

Students will come across new words they don’t know every day

in readings and discussions across the content areas. When

students pick out their own vocab words, not only will they be

more motivated to learn them, but it allows the vocabulary lists to

be personalized to each student, too.

Day by day teacher will allow each pupil to give at least 5 new

words, give the meaning and used this in meaningful sentences

or connect the word list in the lesson discussion.

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Golden Gate Colleges Graduate School

7. Creating Word Map

Word maps are graphic organizers based on the Frayer model

that help students learn new words by associating it with its

antonyms, synonyms, writing their own definition or using the

word in their own sentence. Word map activities allows students

to think about vocabulary in several ways, and further

make connections with each word in relation to other words they

already know.

Flocabulary’s new vocab cards are based on the Frayer model,

and encourage students to define new vocabulary words on their

own terms through writing and drawing.

8. Expose Pupils to Video Material

Vocabulary for English Language Learners benefits from the use

of video. Video gives words context, as well as providing a layer

of interest on the part of the student that is sometimes missing

when the teacher is talking. That’s a little crazy when we think

about it – that kids’ minds would rather watch strangers in a video

than listen to a teacher who has certifications, experience, and an

education. We have to accept that the brain wants what it wants.

For ELL students, incorporating multimedia opportunities for

vocabulary exposure increases the understanding of the target

vocabulary, as well as their general vocabulary knowledge as

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Golden Gate Colleges Graduate School
well. The following are some links that teacher may incorporated

or used in developing pupil’s vocabulary.

https://www.teachingchannel.org/video/build-student-vocabulary

https://www.youtube.com/watch?v=TfCmtCQoxQY

https://www.youtube.com/watch?v=iE9SQ7Q_ORg

https://www.flocabulary.com/topics/vocabulary-

green/?signup=school_trial

https://www.sadlier.com/school/ela-blog/6th-grade-vocabulary-

worksheets-and-vocabulary-games-for-6th-grade

9. Giving Vocabulary Exercises

The teacher will give exercises every day to sharpen pupils’

vocabulary. This may be incorporated before the class

start. Exercises should vary in level of difficulty so that

pupils will not be bored. Teacher may do this in terms of

games, collaborative activity, race, worksheets and a lot

more.
 30
Golden Gate Colleges Graduate School
 Golden Gate Colleges Graduate School 31

Curriculum Vitae

BEATRIZ B. CALANGI

015 Sampaguita, Mabini, Batangas

beatriz.calangi@deped.gov.ph
09338547573/09954419896

EDUCATION

Tertiary : BACHELOR OF ELEMENTARY EDUCATION

Saint Bridget’s College, Batangas City

Secondary : TALAIBON BARANGAY HIGH SCHOOL

Diploma1987 Ibaan, Batangas

Primary : IBAAN CENTRAL SCHOOL

Elementary Certificate Ibaan, Batangas

WORKING EXPERIENCE/ ACADEMIC EXPERIENCE

: Master Teacher II
Mabini Central School
P. Niogan,Mabini, Batangas
December 17, 2010 to present

: Master Teacher I
Mabini Central School
P. Niogan, Mabini, Batangas
July 2, 2007 to December 16, 2010

:Teacher III
Mabini Central School
P. Niogan, Mabini,Batangas
January 5, 2004 to July 1, 2007

:Teacher II
Mabini Central School
P. Niogan, Mabini, Batangas
 Golden Gate Colleges Graduate School 32

February 27, 2002 to January 4, 2004

: Teacher I
Mabini Central School
P. Niogan, Mabini,Batangas
June 10, 1994 to February 26, 2002

PROFESSIONAL REGISTRATIONS/ CERTIFICATIONS

: Professional Board Examination for Teachers

(PBET)

SERVICE ACTIVITIES

Oral Presenter : Master Teachers’ Professional Development

Program Colloquium

Resource Speaker : District Elementary Schools Press

Conference

: District Roll-Out on PPST Resource

Package

: District Roll-Out RPMS

: District Teachers’ In-Service Training

Facilitator : Division Roll-Out Relative to RPMS

Implementation in Schools for SY 2017-2018

: District Schools Press Conference

: Pampurok na Paligsahan sa Buwan ng Wika

: District 2018 Metrobank-MTAP-Deped Math

Challenge

: 2017 District Literacy and literary

Competition

: District Spelling Contest

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Golden Gate Colleges Graduate School
Quiz Master :Pampurok na Paligsahan sa IISPEL MO

PROFESSIONAL DEVELOPMENT ACTIVITIES

Seminars and Trainings Attended

International Level - First International Research Conference on K-12

Basic Education Curriculum – August 20-22,
2013 at Legazpi City

National Level : - PASATAF Pambansang Seminar Gawaing -

Kapulungan sa Filipino-Abril 19-22, 2017 sa
Teachers Camp, Lungsod ng Baguio

Regional: - Master Teachers Professional Development

Program Training Workshop Phase 3 at Caliraya
Resorts Club, Lumban Laguna on December 5-
7, 2017

- Master Teachers Professional Development

Program Training Workshop Phase 1 at Caliraya
Resorts Club, Lumban Laguna on September
20-22, 2017

- Regional Mass Training for Grade 6 Teachers

for the Implementation of K to 12 Basic
Education Program (BEP) at Lima Park Hotel,
Malvar, Batangas o May 7-13, 2017

Division: - Division Training of Trainers on the Use of the

Philippine Professional Standards for Teachers
(PPST) Resource Package Batangas Batangas
Country Club, Bolbok, Batangas on July 30-31,
2018

- Division Training on Master Teachers

Professional Program Module 2 & 3 at Batangas
Country Club, Bolbok, Batangas on May 22-26,
2017

- Division Roll-Out Relative to Results-Based

Performance Management Review and
Evaluation at Batangas Country Club, Bolbok,
Batangas on August 7-8, 2017
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Golden Gate Colleges Graduate School

AWARDS RECEIVED

Division - Best Smile Award

District - 2017 Project 555 Outstanding Implementer

- 2016 Outstanding Journalism Teacher

- 2015 Pampurok na Ulirang Guro

- 2015 District Over-All Champion in Journalism

CHARACTER REFERENCES

DR. EMITERIA B. VILLAMOR

Principal III
District of Mabini
Mabini Central School
Batangas City

MRS. MATDARENDA G. MARASIGAN

Public Schools District Supervisor
District of Mabini
Mabini, Batangas

MR. BRAULIO B. NAPEŇAS

OIC Public Schools District Supervisor
District of Tingloy
Tingloy, Batangas

I hereby certify that the above information is true and

correct to the best of my knowledge and belief.

BEATRIZ B. CALANGI
Master Teacher II
Golden Gate Colleges Graduate School