Testing the Receptive and Productive Vocabulary Skills

of CNHS Students: Basis for Instructional Plan

Introduction Research Results and Conclusion and

Methodology Discussion Recommendation

JUNILYN C. SAMOYA
Universidad de Zamboanga
Ateneo de Zamboanga
Capisan National High School
junie.samoya13@gmail.com
 Introduction

Words are essential components in the communication process,

it serves as an instrument to get one's message across, and thus, a
range of vocabulary is necessary for the learners to acquire in the
different stages of learning for academic success.

Mc Carthy (as cited in Gu, 2003) stressed that since

vocabulary is the biggest building block of any
languages, then one will have difficulty in understanding
the words conveyed when communicating if one has an
ample vocabulary learned.
 Introduction

Classification of Word Knowledge Schmitt, (2000)

Receptive, when one Productive, if one

understands a word, then produce words in the form
it accounts to receptive of speaking and writing.
vocabulary which is closely
related to listening and
reading.
 Introduction

According to Webb (2013) studying the words

receptively only entails receptive vocabulary learning
while learning vocabulary in a productive way, results
and may be accounted to both receptive and productive
vocabulary skills. Thus, words are not just learned
but are used productively.
 Introduction

• Thus, due to the decreasing result of the Philippine Informal Reading

Inventory (Phil-IRI) at Capisan National High School which accounts to
students reading comprehension, the researcher came up with the
study to know the level of receptive and productive vocabulary skills
and academic performance of Capisan National High School students
as basis for a vocabulary instructional plan to address the
aforementioned situation.

• Hence, according to Laufer and Goldstein (2003:401) test of vocabulary

size have been shown to predict success in reading, writing, and
general language proficiency as well wherefore this study was devised.
 Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE OUTPUT

Receptive
Vocabulary    
Skills
Academic Instructional
Performance Plan

   
Productive
Vocabulary
Skills
Gender

Grade Level

Figure 1. Conceptual Paradigm of the Study

 Research Questions

1. What is the level of receptive vocabulary skills of

Capisan National High School students?

2. What is the level of productive vocabulary skills of

Capisan National High School students?

3. What is the academic performance of the students

in English of Capisan National High School?
 Research Questions

4. Is there a significant difference between the level of receptive and

productive vocabulary skills of the students when grouped according to
grade level and sex?

5. Is there a significant relationship between the level of receptive and

productive vocabulary skills and the academic performance of the students?

6. On the basis of the findings, what instructional plan can be

designed to enhance the receptive and productive skills of
the respondents?
 Hypotheses

1. There is no significant difference between the

level of receptive and productive vocabulary skills
of the students when grouped according to grade
level and sex.

2. There is no significant relationship between the

level of receptive and productive vocabulary skills
and the academic performance of the students.
 Scope and Delimitation

• This research covered both the receptive and productive

vocabulary skills which includes the listening, reading, speaking,
and writing skills of the students.

• Respondents were the JHS and SHS students of Capisan NHS

during the first term of the second semester SY 2018-2019.

• This study only examine the level of receptive and productive

vocabulary skills using the 2,000 and 3,000 Vocabulary Levels
Test.
 Research Methodology

Research Design

• This study employed a Quantitative research method in which it

uses numbers to explain findings (Kowalczyk, 2016). Specifically, this
study uses questionnaires to gather the quantitative data through the
2,000 and 3,000 receptive and productive vocabulary levels test.

• In this connection, the researcher uses this method to take a

relatively close relationship between the predefined variables and the
cause-effect manner it gives to the study’s hypotheses (Shuttleworth,
2008).
 Research Methodology
Population and Sampling Quota random sampling…

Profile f %
  7 20 16.7
  8 20 16.7
9 20 16.7
Grade Level 10 20 16.7
11 20 16.7
12 20 16.7
TOTAL 120 100
Sex Male 59 49.2
Female 61 50.8
TOTAL 120 100

Table 1 Demographic Profile of the Respondents

 Research Methodology

Data Gathering Tools

• Receptive Vocabulary Levels Test

-was developed by Webb, S., Sasao, Y., & Balance, O. (2017). The
test is consist of 30-items from 2,000, 3,000, and 5,000 level. In this
study, the researcher selected two levels, the 2,000 and
3,000. This levels of receptive VLT, allows respondents to answer a
30-item test matching three definitions to the six words
provided as options.
 Research Methodology
Data Gathering Tools

• The Productive Vocabulary Levels Test

- was developed by Laufer and Nation (1999). The test is consist
of 18 items from 2,000, 3,000, and 5,000, University Word List (UWL),
and 10,000 vocabulary levels test. The researcher only used the
original levels of the test items. The researcher selected the 2,000 and
3,000 productive vocabulary levels test where the respondents are
tasked to complete the 18 items by filling in gapped words base
from the context clues in the sentence.
 Research Methodology

Ethical Consideration
• Informed consent

Data Analysis

• Frequency counts
• One-way Analysis of Variance (ANOVA)
• Pearson Product Moment
 and Discussion
Table 2

Level of the Receptive Vocabulary Skills using 2,000 VLT

of Capisan National High School Students

Verbal Score f % Highest Lowest Mean

Description  Score Score Score
Very High 25 – 30 2 1.7      
High 19 – 24 18 15.0      
Average 13 – 18 39 32.5 30 6 18.65
Low 7 – 12 37 30.8
Very Low 0-6 24 20.0
 and Discussion
Table 3
Level of the Receptive Vocabulary Skills using 3,000 VLT of
Capisan National High School Students
Verbal Score f % Highest Lowest Mean
Description  Score Score Score
Very High 25 – 30 6 5.0      
High 19 – 24 36 30.0      
28 5 15.01
Average 13 – 18 52 43.3
Low 7 – 12 23 19.2
Very Low 0-6 3 2.5
 and Discussion
Table 4
Level of the Productive Vocabulary Skills using 2,000 VLT of
Capisan National High School Students
Verbal Score f % Highest Lowest Mean
Description  Score Score Score
Very High 16-18 25 20.8      
High 68 56.7      
12-15
13 0 5.82
Average 8-11 22 18.3
Low 4-7 5 4.2
Very Low 0-3 25 20.8
 and Discussion
Table 5
Level of the Productive Vocabulary Skills using 3,000 VLT of
Capisan National High School Students
Verbal Score f % Highest Lowest Mean
Description  Score Score Score
Very High 16-18 40 33.3      
53 44.2      
High 12-15
14 0 5.17
Average 8-11 23 19.2
Low 4-7 4 3.3
Very Low 0-3 40 33.3
 and Discussion
Table 6
Academic Performance of the Respondents
Grade Verbal f % Mean Sd Lowest Highest
Description Grade Grade Grade
90 – 100 Outstanding 28 23.3        
85 – 89 Very Satisfactory 44 36.7        
       
80 – 84 Satisfactory 16 13.3 84 5.87 72.00 95
75 – 79 Fairly Satisfactory 28 23.3
Below 75 Did not meet 4 3.4
Expectation
 and Discussion
Skills Grade Mean F-value P-value Remarks Decision
Table 7 Level Score on Ho
  7 15.15        
Significant Receptive 8 15.70 4.348 0.001 Significant Reject Ho
Difference in  
2000 9 19.55
the Receptive 10 20.40
and Productive 11 20.00
12 21.10
Skills of the
  7 10.90        
Students in 7.573 0.000 Significant Reject Ho
Receptive 8 12.45
terms of their  
3000 9 15.80
Grade Level 10 16.50
11 15.95
12 18.45
 and Discussion
Skills Grade Mean F-value P-value Remarks Decision
Table 7 Level Score on Ho
  7 4.10        
SignificantProductive 8 4.40 4.468 0.001 Significant Reject Ho
Difference in 2000 9 5.90  
the Receptive 10 6.45
and Productive 11 6.55
12 7.50
Skills of the
  7 3.30        
Students in Productive 4.20 5.740 0.000 Significant Reject Ho
8
terms of their 3000 9 4.40  
Grade Level 10 5.60
11 6.05
12 7.45
 and Discussion
Table 8
Significant Difference in the Receptive and Productive Skills
of the Students in terms of their Sex
Skills Sex Mean t-value P-value Remarks Decision on
Score Ho
Male 17.73     Not  
Receptive 2000 Female -1.709 0.090 significant Accept Ho
19.54  
Male 13.88        
Receptive 3000 Female -2.415 0.017 Significant Reject Ho
16.10  
Male 4.98        
Productive 2000 Female -3.108 0.002 Significant Reject Ho
6.62  
Male 4.47        
Productive 3000 Female -2.491 0.014 Significant Reject Ho
5.84  
 and Discussion
Table 9
Significant Relationship between the Receptive, Productive Skills
and Academic Performance of the Students
x-variable y-variable r-value Interpretation P-value Remarks Decision
on Ho
Receptive skills 2000 Productive skills 2000 0.595** Moderate correlation 0.000 Significant Reject Ho
Receptive skills 3000 Productive skills 3000 0.668** Moderate correlation 0.000 Significant Reject Ho
Receptive Skills 2000 Academic Performance 0.504** Moderate correlation 0.000 Significant Reject Ho
Receptive Skills 3000 Academic Performance 0.441** Low correlation 0.000 Significant Reject Ho
Productive skills 2000 Academic Performance 0.457** Low correlation 0.000 Significant Reject Ho
Productive skills 3000 Academic Performance 0.446** Low correlation 0.000 Significant Reject Ho
 Conclusion
Based on the findings of the study, the following
conclusions were formulated:

1. The level of receptive vocabulary skills of the students of

Capisan National High School is average.
2. The level of productive vocabulary skills of the students of
Capisan National High School is low.
3. The academic performance of Capisan National High students
based on the data gathered is satisfactory.
 Conclusion

Based on the findings of the study, the following

conclusions were formulated:

4. There is a significant difference between the receptive and

productive vocabulary skills of Capisan National High School
when grouped according to their grade level and sex.

5. There is a significant relationship between receptive and

productive vocabulary skills and the academic performance of
the students.
 INTERVENTION DESIGN FOR PLANNED
CHANGE

Vocabulary Enhancement Instructional Plan (VEIP)

Rationale:
• Employ integrated activities that will help develop learners
receptive and productive vocabulary skills.

• At the end of each session the students are expected to spell

and pronounce words correctly, define the word, match the
words’ (synonym and antonym), use the words in a sentence,
and create stories using the words learned.
 Recommendation

Based on the findings, the following recommendations

are presented:
• The Vocabulary Enhancement Instructional Plan must be
introduced as one of the ICL activities and be incorporated to any
English subjects to address the discerning factors that contribute to the
development of the receptive and productive skills of the students.

• Intensive monitoring of the students' academic performance

upon the implementation of the Instructional Plan is a must to
know if the aforementioned problems are addressed.
 Recommendation

• Immense vocabulary knowledge from teachers-in-charge of the

Vocabulary Instructional Plan is needed for the students to be guided
accordingly. The researcher also recommends teachers to modify the
plan if needed, depending on the student's learning styles and
habits.
• Students must engage themselves to different vocabulary
activities not just in the four corners of the classroom but even when
they are outside the community, hence, learning is not contained but
shared through constant communication using the target language.

• Future researchers may used the existing findings to explore

the other levels of vocabulary size.
 Reference

A. Journal

Pignot-Shahov. V. (2012). Measuring L2 Receptive and

Productive Vocabulary Knowledge. Language Studies
Working Papers,4 (37-45)

Webb, S., Sasao, Y., & Ballance, O. (2017). The Updated

Vocabulary Levels Test: Developing and Updating Two New
Forms of the VLT. International Journal of Applied
Linguistics 168-1
 Reference

B. Thesis/Dissertation
Alkhofi, A. (2015). Comparing the Receptive Vocabulary Knowledge of
Intermediate-Level Students of Different Native Languages in an
Intensive English Program (Master’s Degree Thesis). University of
Central Florida, Orlando.

Berrahbah, B. (2014). Developing Vocabulary through the receptive

Skills: Case of 1st Year EFL Student at the University of Tlemcen
(Doctor’s Degree Dissertation). University of Abu-Bakr Belkaid,
Tlemcen, Algeria.
 Reference

B. Thesis/Dissertation
Llach, M.P., & Gallego, M. (2012). Vocabulary Knowledge Development
and gender Differences in a Second Language (Master’s Degree
Thesis). Universidad de La Roija, Spain

Sener, M. (2010). The Effect of Proficiency Level on the Rate of Receptive

and Productive Vocabulary Acquisition (Master Degree Thesis).
Bilkent University, Ankara, Turkey.

Sobolak, M. (2008). Effects of Amount of Vocabulary Instruction for

Low- Socio- economic Students (Doctor’s Degree Dissertation).
University of Pittsburg, Pittsburgh, Pennsylvania, U.SA