Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

The development and validation of contextualized instructional materials in

teaching vocabulary for English 2 is crucial for enhancing language learning

outcomes in the Philippines. Effective vocabulary acquisition is essential for

effective communication and comprehension, particularly in academic and

professional settings. Contextualized materials, which integrate vocabulary

learning with real-life scenarios and cultural relevance, have been shown to

promote deeper understanding and retention (Qassab, 2021). Such materials

can bridge the gap between classroom learning and practical language use,

empowering Filipino learners to engage more meaningfully with English language

texts and discourse.

The importance of developing contextualized instructional materials for

English language learning is further underscored by the Philippine government's

commitment to education reform. The Department of Education's (DepEd) K to

12 curriculum emphasizes the development of communicative competence,

including vocabulary acquisition, through contextualized and culturally relevant

learning experiences (DepEd Order No. 31, series of 2012). Moreover, the

Philippine Constitution mandates the state to promote the development of the

Filipino language and national culture while preserving the rich heritage of the

regions (Article XIV, Section 18). By developing contextualized materials that

reflect the
 unique cultural identity of the Philippines, this study aligns with the

government's efforts to enhance language education and promote national pride.

Despite advancements in technology, many existing contextualized

materials fail to fully integrate digital tools and resources (Chen, 2021).

Additionally, there is a need for more culturally relevant content that reflects the

diverse experiences of learners from different backgrounds (Lee, 2022). This gap

highlights the opportunity for the development of instructional materials that

leverage technology to create engaging and culturally responsive learning

experiences.

Traditional vocabulary instruction often focuses on isolated word lists and

grammar rules, neglecting the importance of authentic communication (Zhang,

2019). Contextualized materials can bridge this gap by providing opportunities for

learners to practice using vocabulary in real-world scenarios and engage in

meaningful conversations. However, more research and development are

needed to ensure that these materials effectively promote communicative

competence.

While the Philippine K to 12 curriculum emphasizes contextualization,

there is a need for more research on the specific cultural and linguistic contexts

of Filipino learners (Labiste, 2019). This gap highlights the opportunity to develop

instructional materials that are deeply rooted in Filipino culture and history,

fostering a sense of connection and relevance among learners.

In Butuan City, there may be a lack of locally developed contextualized

materials that specifically address the needs and interests of students in the
region. This gap can lead to a disconnect between classroom learning and the

local community, limiting the relevance and effectiveness of vocabulary

instruction. Developing materials that are tailored to the unique characteristics of

Butuan City can enhance student engagement and learning outcomes.

This study bridges the gap between theoretical knowledge and practical

application in elementary education, particularly in the context of vocabulary

instruction. While elementary education students are equipped with a solid

foundation in educational theories and principles, they often face challenges in

translating these concepts into effective classroom practices. By developing and

validating contextualized instructional materials, this study aims to provide a

tangible resource that will help educators implement in innovative and culturally

relevant vocabulary teaching strategies. These materials will serve as a practical

tool for educators to enhance student learning outcomes and foster a deeper

understanding of the English language.

Theoretical/Conceptual Framework

This study is anchored in Sociocultural Theory (Vygotsky, 1978), which

emphasizes the role of social interaction and cultural context in cognitive

development. It posits that learning is a social process, influenced by interactions

between individuals and their environment. A key concept in this theory is the

Zone of Proximal Development (ZPD), which refers to the gap between a

learner’s current abilities and their potential with appropriate guidance. The

relevance of this theory to the study lies in its focus on culturally relevant and

authentic learning experiences. By providing contextualized materials that reflect

the unique cultural identity of the Philippines, the study aligns with the theory’s

emphasis on the significance of cultural context in learning.

Several studies reinforce the principles of Sociocultural Theory in the

context of language learning. For instance, Lee (2022) demonstrated that

culturally relevant content significantly engages learners and enhances their

motivation, supporting Vygotsky’s assertion that social and cultural contexts

shape learning experiences. Similarly, Chen (2021) highlighted the role of

technology in creating interactive and meaningful learning experiences,

illustrating how digital tools can be utilized to foster collaborative learning

environments that respect cultural diversity. Qassab (2021) further confirmed that

contextualized instructional materials significantly enhance vocabulary

acquisition, emphasizing the necessity of integrating cultural context in

educational resources.

Moreover, Labiste (2019) explored how local cultural narratives can

enhance English language learning among Filipino students. This research

underscores the importance of adapting instructional materials to local contexts,

resonating with the ZPD concept by providing students with resources that are

not only relevant but also tailored to their cultural background. By grounding the

development of instructional materials in Sociocultural Theory, this study aims to

create effective learning tools that promote language acquisition while honoring

the rich cultural heritage of Filipino learners.

Figure 1 presents the research paradigm based on the ADDIE Model, a

systematic approach for instructional material development. The model outlines

five interconnected phases: Analysis, Design, Development, Implementation, and

Evaluation. In the Analysis phase, the available resources in the school are

identified. This information informs the Design phase, where the instructional

materials are planned. In the Development phase, the contextualized

instructional materials are created. The Implementation phase involves piloting

these materials with Grade 2 students to assess their effectiveness and collect

feedback. Finally, in the Evaluation phase, the materials are subjected to expert

validation, and revisions are made based on the feedback to ensure their

alignment with educational standards and cultural relevance.

Figure 1. Conceptual Framework
Statement of the Problem

This study aims to determine the relationship between the development

and validation of contextualized instructional materials in teaching vocabulary for

English 2.

Specifically, this study seeks to answer the following questions:

1. What are the available instructional materials for teaching vocabulary in

English 2 in school?

2. After the pre-test, what are the least learned competencies of the students?

3. Based on the identified least-learned competencies, what contextualized

instructional materials can be developed?

4. Based on expert feedback, what enhancements can be made to the developed

instructional materials in teaching vocabulary for English 2 in terms of:

4.1 contents;

4.2 formats;

4.3 illustrations;

4.4 assign and lay out;

4.5 paper and bindings;

4.6 size and weight;

4.7 presentation, organizational and datedness of information; and

4.8 accuracy up to materials;

5. How can these developed instructional materials be institutionalized at the

school level?
Significance of the Study

The following individuals are the primary and secondary beneficiaries of

this study:

Department of Education (DepEd). The results of this study will benefit

DepEd as the policymaker and implementer of the K to 12 curriculum, providing

valuable insights into improving instructional materials and strategies.

Curriculum Developers. This study will assist curriculum developers by

offering valuable insights for designing curriculum and instructional strategies

that align with the K to 12 curriculum, enhancing its effectiveness and relevance.

Elementary School Teachers. This study will equip elementary school

teachers with validated instructional materials, allowing them to enhance their

teaching methods and provide more effective vocabulary instruction.

Elementary School Students. The results of this study will benefit

students directly by providing them with resources that enhance vocabulary

acquisition.

Future Researchers. This study will serve as a reference for future

researchers interested in exploring the development and validation of

instructional materials in different academic subjects or educational settings.

Definition of Terms

The following terms below are defined operationally, meaning they are

tailored to the context of this specific study.

 Contextualized Instructional Materials. This term refers to teaching

resources designed to align vocabulary lessons with real-life scenarios, local

culture, and student experiences, making the learning process more meaningful

and relatable for English 2 students.

Development. This term implies to the process of creating, designing, and

organizing instructional materials that are specifically tailored for English 2

learners, ensuring that they are culturally relevant, effective, and engaging for

teaching vocabulary.

Enhanced Language Skills. In this context, this term suggests to

improvements in the students' ability to understand, use, and retain new

vocabulary in English, as measured by increased fluency, comprehension, and

practical communication abilities.

Improved Retention. This term denotes to the students' ability to

remember and recall vocabulary words learned through the contextualized

instructional materials over a sustained period, contributing to long-term

language mastery.

Increased Motivation. This term connotes to the heightened interest,

engagement, and willingness of students to participate in vocabulary learning

activities as a result of using contextualized instructional materials that connect to

their personal experiences and cultural backgrounds.

Pre-test. This term refers to an initial assessment administered to Grade 2

students to identify their current level of vocabulary knowledge and to determine

the least-learned competencies before implementing the contextualized

instructional materials. The results of the pre-test will serve as a baseline for

measuring the effectiveness of the developed materials.

Validation. In the context of this study, this term means to the process of

testing and assessing the effectiveness of the developed instructional materials

to ensure they meet educational standards and effectively enhance vocabulary

acquisition for English 2 learners.

 Chapter 2

REVIEW OF LITERATURE AND STUDIES

This chapter reviews literature and studies pertinent to the development

and validation of contextualized instructional materials for teaching vocabulary in

English. It aims to provide a comprehensive understanding of the current

knowledge, identify gaps, and demonstrate how this research builds upon

existing work. By examining various studies, this review elucidates the

effectiveness of contextualized instructional materials and their impact on

vocabulary skills, offering valuable insights for enhancing educational practices.

International Online Engagement Strategies for English Language

Learners is a learning experience in which global educators can understand the

unique characteristics of distance learning for English learners (ELs). Through

this lens, we will explore effective and practical strategies that educators can

implement to support ELs in online learning environments (Morgan, 2020). The

call for increased understanding between cultures has never been louder or more

urgent, particularly in education. This seminar offers teachers creative

approaches to respond to this call, carefully crafted for the young learner English

classroom (Valente, 2020). Interaction is a crucial element of instructed language

learning, and it is essential to learning content as well. Among many other

benefits, peer interaction gives students opportunities to personalize their

learning and test their knowledge, and class-wide discussions allow instructors to
assess students’ comprehension. In both instances, classes shift to more

effective student-centered modes of instruction. This workshop explores

techniques for preparing students for such participation, and for making the most

of collaborative work and discussions (Stillwell, 2020).

The aim of the lesson plan is to provide a sample that will help ELT

teachers to get guidance about the use of technology in the language

teaching/learning process. As a teacher, you may want to supplement your

classroom teaching with technology and online materials, so this lesson will

provide you with the basics of technology usage in English language classroom

(Jamshed, 2020). In this interactive webinar, the authors of the 6 Principles for

Exemplary Teaching of English Learners: Adult Education and Workforce

Development explore ways that the 6 principles can guide effective instruction

when working with adult English learners. They also explore how to apply

principles 1 and 2 to support special populations in different contexts as well as

ways to collaborate with colleagues around the 6 principles (Hellman et. al,

2019).

Game-based learning is a fun and engaging way to reach all students.

Explore iCivics games and intentional scaffolds for students navigating the

complex academic vocabulary of social studies & civics. Whether you have a

classroom full of language learners or just one, it's a "can't miss" professional

learning experience to help make the academically complex language and

content more accessible to all learners (Chapron, 2020). The Joy of Knowing

How to Learn focuses on vocabulary in the second of the language skills series
and continues to reinforce multi-sensory training as key to mastering basic

language skills. This unique workbook helps develop a strong understanding of

words, pivotal to advancing in reading, writing, speaking and listening skills. The

100 words represent commonly-used vocabulary in Grades 4-6. Expect success

for a wide range of students, including special needs students, English language

learners, homeschoolers and any others who benefit from direct vocabulary

instruction (Robinson, 2019). English Language Learning in the Digital Age is a

comprehensive introduction to the theoretical background and real-world

application of IDLE. Designed for teachers and future teachers preparing to teach

English as a second or other language, this highly practical guide focuses on

incorporating digital technology into curricula to draw upon the extracurricular

exposures to English that many students experience outside of the classroom.

With some creativity and care, teachers can find ways to bring these experiences

with English into the classroom, ultimately improving student learning outcomes

(Dressman et.al, 2023).

Guiding learners to acquire sufficient knowledge of grammar constitutes

an interesting domain in the field of teaching English as a second language. This

research-based resource book focuses on the learning of English tenses and

verbal categories, which forms a huge and fascinating component of English

grammar that merits attention in teachers’ attempts to improve their students’

English proficiency (Lim, 2021). The Universal Design for Learning framework

provides rich supports for learning and reduces curriculum barriers to foster

access to the curriculum while maintaining high achievement standards for all
students. This study examines the extent to which implementation of the

Universal Design for Learning framework makes grade-level core content

accessible for English learner students (Wylie, 2020).

Journal of Education Research for Higher Learning is a biannual refereed

journal published by the Research, Publication, and Innovation Center (RPIC) of

the University of the Immaculate Conception, which tackles significant issues in

the disciplines of humanities and languages, natural and health sciences,

mathematics and physical sciences, engineering and information technology,

education and social sciences, and business (“International Journal”, 2024). It is

the flagship journal of psychology in the Philippines, and its principal aim is to

promote psychological studies in the Philippines and psychological studies of the

Filipino people (“Philippine Journal”, 2024). The journal gives special attention to

empirical studies on: counseling techniques and intervention strategies; the

development and validation of assessment instruments that can be used in

counseling; group treatment and development programs; and counselor

education and supervision (“Philippine Journal”, 2020). It serves as an avenue for

dissemination of various research materials, manuscripts and scholarly written

articles prepared by the faculty members and staff, as well as students of the

university (“QSU Research Journal”, 2022). This also covers multidisciplinary and

interdisciplinary studies on sustainable development from regional, national, and

global perspectives. JEMDS seeks high-quality research papers, empirical

studies, theoretical perspectives, and innovative case studies from researchers,

educators, and authors across various education, management, and

development studies disciplines (“Journal of Education” 2021).

The Middle Eastern Journal of Development Management (MEJDM) is an

international peer reviewed, scientific, online, indexed, cross-referenced journal

that provides a platform for global researchers to publish their research findings

for advocacy and utilization (“Middle Eastern Journal”, 2020).It is an avenue for

students and faculty to publish materials out of their search of information to help

not only senior students and faculty themselves, but also for other students and

other faculty to learn from it, and be encouraged to write in order to express their

learning and understanding (“Sulo: Journal of Student”, 2019).

It promotes critical, multidisciplinary, and constructive discourses in the social

sciences and their allied disciplines. Articles that aim to synthesize normative

disciplines such as religious studies, theology, or philosophy with the social

sciences are also accepted (“Social Sciences and Development”, 2021).

In this study of Eddy (2022), it was found that particular material designs

within classroom ecologies influenced teaching strategies in consistent patterns,

particularly with multi-modal materials that engaged students in free production

tasks. Building on this, Wang et. al (2024) demonstrated that VR technology can

effectively enhance students' comprehension, fostering in-depth understanding

and practical learning skills while identifying limitations for future research.

Similarly, He (2024) revealed that digital intelligence significantly transformed

traditional methods of learning Japanese vocabulary through advanced data

analysis and AI algorithms. Than et. al (2024) further highlighted the

effectiveness of Online Collaborative Learning (OCL) strategies in improving the

English-speaking skills of Myanmar migrant students, suggesting a collaborative

learning environment benefits linguistic development. This aligns with the

findings of Jie et al. (2024), who recommended the use of social media to

enhance speaking skills in Chinese higher education.

Additionally, AlSaqqaf et. al (2024) illustrated that integrating autonomous

learning with incentive strategies significantly improved EFL speaking proficiency

among Chinese non-English majors. Lee (2024) noted that participation in global

English education enhances students' global competence, essential for

navigating complex issues. To ensure the broader applicability of learning tools,

Lin (2024) called for further research into the scalability of the CSL Reading

Proficiency Scale. Furthermore, Mugadza et al. (2024) emphasized the critical

role of vocabulary development across reading, writing, speaking, and listening

domains, supporting the notion that effective instructional materials are crucial for

vocabulary acquisition, as corroborated Alejandro et. al. (2024).

Lastly, Bujanda et. al (2014) suggested that future bilingual development

research should delve into home language practices, providing a comprehensive

understanding of language acquisition contexts. Ultimately, Birkenmaier et. al

(2024) recommended practical approaches for validation in text data analysis,

reinforcing the necessity for grounded methodologies. Bedoya et. al (2024)

concluded that participation in English Day activities transformed participants'

motivation, highlighting the dynamic nature of motivation in language learning

environments.
 In the study, conducted of Navarro (2024), demonstrated that using a

multimedia glossary significantly enhanced pupils' vocabulary skills, with a

marked improvement in post-test scores compared to pre-test results. Similarly,

Pineda et al. (2023) found that contextualized vocabulary learning materials for

students led to significant improvements in vocabulary acquisition compared to

traditional methods. Cristobal et al. (2024) revealed that contextualized

workbooks effectively addressed learners' initial challenges, advancing their

English competency from a developing to a more proficient level. In alignment

with these findings, Mokalid (2024) found that integrating a contextualized Afro-

Asian literature module significantly improved students' vocabulary and

comprehension skills, highlighting the benefits of culturally relevant materials.

Furthermore, Atondo (2022) recommended the use of contextualized

instructional materials to enhance reading and writing skills, emphasizing their

role in making content more relevant to students. Bacalla (2024) also highlighted

the positive impact of a contextualized learning kit in addressing literacy gaps in

science instruction, showing that similar approaches can be beneficial across

subjects.

Additionally, Torres (2024) emphasized the necessity of well-trained

educators in effectively utilizing instructional materials, particularly for those who

have received limited training, suggesting that the effectiveness of contextualized

materials can be maximized when educators are adequately prepared.

Supporting this, Villanueva et. al. (2024) validated a contextualized vocabulary

instruction model for high school English classes, noting significant

improvements in vocabulary retention and student engagement. Similarly, Cruz

et. al (2022) found that students engaged with culturally contextualized

vocabulary activities demonstrated substantial gains in vocabulary knowledge

and usage.

Overall, these studies collectively advocate for the development and

application of contextualized instructional materials to enhance vocabulary

instruction. They emphasize that such materials not only improve students'

vocabulary skills but also support overall comprehension and engagement. The

research suggests that further development and broader implementation of these

materials could significantly benefit educational practices and outcomes.

The study concludes with recommendations for enhancing ESL education,

including tailored professional development for teachers and improved

implementation of curriculum reforms Kilag et al. (2024). Addressing these

challenges is crucial for improving English language proficiency and preparing

students for success in a globalized world.

 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research locale, respondents

and sampling techniques, research instruments, data-gathering procedures,

ethical considerations, and statistical treatment.

Research Design

This study will use a descriptive developmental research design to

comprehensively address the research objectives. The descriptive aspect

involves systematically documenting the existing instructional materials used for

teaching vocabulary in English 2, identifying gaps, and understanding the current

educational context. The developmental aspect focuses on creating and refining

new, contextualized materials tailored to the specific needs of Grade 2 students.

This design is appropriate as it not only provides a clear picture of the current

state but also facilitates the development of effective instructional tools, ensuring

they are relevant and beneficial for improving vocabulary acquisition.

Research Locale

This study will be conducted at Villa Kananga Integrated School in Butuan

City. The school is unique due to its strategic location within a diverse and

densely populated urban community, providing education to students from

various socio-economic backgrounds. It serves as a critical educational institution

that integrates both elementary and secondary levels, which allows for a

comprehensive understanding of educational practices and student needs. The

locale was chosen because it represents a typical public school setting in Butuan

City, making it ideal for developing and validating contextualized instructional

materials in English vocabulary for Grade 2 students. Additionally, the school's

commitment to enhancing academic performance and adopting innovative

teaching strategies makes it a suitable site for implementing and evaluating the

effectiveness of newly developed instructional resources.

 Figure 3: Location Map of Villa Kananga Integrated School, Butuan City

Research Respondents/ Sampling Technique

The respondents of this study will be Grade 2 students enrolled at Villa

Kananga Integrated School in Butuan City. The total number of respondents will

be based on the enrollment figures for Grade 2 at the school, which is

approximately 25 students. These respondents were chosen because they

represent the target population for which the contextualized instructional

materials in teaching vocabulary are being developed. Using complete

enumeration or universal sampling ensures that all Grade 2 students are

included in the study, allowing for a comprehensive assessment of the materials'

effectiveness. This method is scientifically appropriate because it eliminates

sampling bias and provides a full picture of the intervention's impact on the entire

student group, ensuring that the findings are applicable to the whole population

of interest. The inclusion criteria for this study will focus on Grade 2 students

enrolled at Villa Kananga Integrated School in Butuan City. To be eligible for

participation, students must be officially registered in the Grade 2 program for the

current academic year. They should demonstrate a basic understanding of the

English language, as this study aims to enhance their vocabulary acquisition.

Additionally, students must have parental consent to participate in the research,

ensuring ethical considerations are met. This criteria aims to ensure that the

selected respondents are representative of the typical Grade 2 population,

facilitating a meaningful evaluation of the instructional materials developed for

this educational context.

Research Instruments

The primary instrument for this study will be a pre-test validating tool

designed to assess the baseline vocabulary acquisition of Grade 2 learners in

English 2. This pre-test will consist of three components: vocabulary recognition,

vocabulary in context, and vocabulary use, each aimed at evaluating different

aspects of vocabulary knowledge while identifying students’ strengths and areas

for improvement. The pre-test will be administered at Villa Kananga Integrated

School to ensure cultural relevance, and the research team, comprised of BEED

students from the Philippine Electronics and Communication Institute of

Technology (PECIT), will retain ownership of this instrument. To ensure its

reliability and validity, test items will be carefully selected or created, and

adjustments will be made to the difficulty level as needed. Clear scoring criteria

will be established, such as assigning 1 point for multiple-choice questions and 2

points for fill-in-the-blank items. Prior to full implementation, the pre-test will

undergo pilot testing with approximately 25 Grade 2 students to identify any

potential issues and facilitate necessary revisions. It is anticipated that the pre-

test validating tool will be ready for use by the academic year corresponding to
the completion of the study, enabling accurate assessment of the impact of

contextualized instructional materials on vocabulary acquisition in English 2.

Data Gathering Procedure

The data gathering procedure for this study will involve several key steps.

First, the researcher will submit a formal letter of intent to the dean of the college,

who will then provide an endorsement letter addressed to the principal of Villa

Kananga Integrated School, requesting permission to conduct the study and

utilize the school's facilities. This letter will outline the study's objectives,

methods, anticipated benefits for the school and its students, and the

commitment to ensuring the well-being and confidentiality of all participants.

Once permission is granted, the researcher will seek ethical approval from the

school's ethics committee or the appropriate institutional review board to ensure

adherence to ethical guidelines and the protection of participants' rights.

Before administering the pre-test, informed consent will be obtained from

both the students and their parents or guardians. The consent form will clearly

explain the purpose of the study, potential risks and benefits, and participants'

right to withdraw at any time without penalty. The pre-test will then be

administered to the selected Grade 2 students during regular English language

classes, either in a paper-and-pencil format or electronically, depending on the

school's available resources and preferences.

Survey responses will be collected and securely stored to maintain

participant anonymity throughout the process. The collected data will be cleaned

and coded to prepare it for analysis, with checks for missing data,
inconsistencies, and errors. Descriptive statistics will summarize the

demographic profile of the respondents, while correlational analysis will examine

the relationship between the development and validation of contextualized

instructional materials and their impact on vocabulary acquisition. The data will

be analyzed and interpreted to draw meaningful conclusions related to the

study's objectives, with findings discussed in relation to existing literature and the

theoretical framework. Finally, the results will be presented in a clear and concise

research report that includes the methodology, results, discussion, and

conclusions.

Ethical Considerations

The study prioritizes ethical considerations to ensure the well-being and

rights of all respondents. Emphasis will be placed on privacy and confidentiality,

with all data collected from Grade 2 students treated strictly confidentially.

Identifying information will not be linked to survey responses, and participants will

be assigned unique codes to maintain anonymity. In accordance with the Data

Privacy Act of 2012 (Republic Act No. 10173), informed consent will be obtained

from both students and their parents or guardians, clearly outlining the study's

purpose and data usage. Data will be securely stored, either physically or

digitally, and accessed only by authorized personnel. After the study's

completion, all collected data will be disposed of in a manner ensuring complete

anonymity. By adhering to these ethical considerations and legal standards, the

study aims to protect participants' rights while providing valuable insights into the

effectiveness of contextualized instructional materials in vocabulary acquisition.

Statistical Treatment

The following statistical tools will be utilized to address the research

problems in this study:

Frequency and Percentage. This statistical tool will be used to describe

the distribution of instructional materials and the frequency of least learned

competencies. It provides a basic overview of the current situation.

Mean and Standard Deviation. This statistical tool will be used to

evaluate the effectiveness of the developed instructional materials and to assess

the level of agreement among experts. They provide measures of central

tendency and variability.

Standard Deviation. This statistical tool will be used to measure the

variability of students' test scores and experts' evaluations. It provides

information about the consistency of the results.