Clueing for students' vocabulary competence

Abstract

Using the quasi-experimental pretest-posttest design, this study aimed to determine the effectiveness of the use of vocabulary learning strategies on the vocabulary competence of Grade 8 students of Passi National High Shool-Sablogon Annex. There were two experimental groups—one group which was exposed to the use of context clues and the other group which was exposed to the use of pictorial cues as vocabulary learning strategies. The mean scores and standard deviation were computed for the descriptive analyses and the t-test for independent samples and t-test for related samples were used for inferential analyses. The findings showed that the students in both groups initially had comparable scores as indicated in the pretest. Significant difference was noted in the post-treatment performance of the two groups, in favor of the pictorial cues group. There was no significant difference noted in the pretest and posttest scores of students using context clues while there was a significant difference noted in the pretest and posttest scores of students using pictorial cues. A significant difference was also noted in the mean gains of students using context clues and pictorial cues, noting pictorial cues group with better mean gains. The researcher found out that the use of pictorial cues as vocabulary learning strategy is more effective than that of the use of context clues. Language teachers are encouraged to enhance students' vocabulary competence by exposing them to various vocabulary learning strategies, particularly the use of pictorial cues.