Untitled THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI HAI NHU THE EFFECTIVENESS OF CONTEXT CLUES STRATEGY TO ENHANCE VOCABULARY AMONG GRADE 10 STUDENTS AT HOANH BO HIGH SHOOL HIỆU QUẢ C[.]
THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI HAI NHU THE EFFECTIVENESS OF CONTEXT CLUES STRATEGY TO ENHANCE VOCABULARY AMONG GRADE 10 STUDENTS AT HOANH BO HIGH SHOOL HIỆU QUẢ CỦA CHIẾN LƯỢC ĐOÁN TỪ DỰA VÀO NGỮ CẢNH ĐỂ NÂNG CAO VỐN TỪ VỰNG CHO HỌC SINH KHỐI 10 Ở TRƯỜNG THPT HOÀNH BỒ M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES TRAN THI HAI NHU THE EFFECTIVENESS OF CONTEXT CLUES STRATEGY TO ENHANCE VOCABULARY AMONG GRADE 10 STUDENTS AT HOANH BO HIGH SHOOL HIỆU QUẢ CỦA CHIẾN LƯỢC ĐOÁN TỪ DỰA VÀO NGỮ CẢNH ĐỂ NÂNG CAO VỐN TỪ VỰNG CHO HỌC SINH KHỐI 10 Ở TRƯỜNG THPT HOÀNH BỒ M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor 1: Dr Nguyen Thi Mai Huong Supervisor 2: Dr Nguyen Thi Que THAI NGUYEN – 2019 CERTIFICATE OF ORIGINALITY I hereby declare that all work in this thesis entitled “The effectiveness of context clue strategy to enhance students’ vocabulary among grade 10that Hoanh Bo High School” is my own work To the best of my knowledge, it contains no materials previously published or written by another person, or substantial of material which have been accepted for the award of any other degree or diploma at SFL or any other educational institutions The thesis has not been submitted to any other examining body and has not been published Any contribution made to research by others is explicitly acknowledged in the thesis Thai Nguyen, July 2019 Tran Thi Hai Nhu Approved by SUPERVISORS Supervisor 1: Dr Nguyen Thi Mai Huong Supervisor 2: Dr Nguyen Thi Que Date: July, 2019 i ACKNOWLEDGEMENT The researcher has succeeded in finishing this study, which has been greatly improved by comments, corrections, guidance and ideas of many people It is hard to even begin to acknowledge personally all those who have had an impact on her life and study during that making of this study In this occasion, the researcher would like to express her sincerest thanks to the following persons: To Dr Nguyen Thi Mai Huong and Dr Nguyen Thi Que, advisers, for their invaluable assistance and guidance in implementing this research, and for their constructive comments and suggestions in perfecting this thesis; All the teachers at the School of Foreign Languages, Thai Nguyen University for their invaluable lessons, suggestions, moral support and prayers for the completion of this study; Mrs Dang Thi Hien, the Headmaster of Hoanh Bo High School for her permission to conduct the study All the teachers of English at Hoanh Bo High School for their suggestions and validation of the test items and questionnaires All the students in 10A1 class at Hoanh Bo High School, the respondents of the study, for their willingness in joining the experimental learning period and answering follow-up questionnaires ii ABSTRACT The goal of this study attempted to test for the effectiveness of Context Clues Strategy in teaching vocabulary and investigated the students’ attitude towards the strategy experimented The respondents of the study were 30 grade 10 students at Hoanh Bo High School in Quang Ninh province during their second semester of the school year 2018-2019 The study compared the performance of the group before and after the experimental teaching period which lasted for weeks An achievement test composed of 40 items testing different lexical resources of units 12, 13 and 14 in the course-book for grade 10 served as the pre-test and the post-test was administered to the respondents to determine if there was a significant difference in their performance Upon the accomplishment of the pilot teaching, a questionnaire was delivered to the respondents to investigate their attitudes towards the strategy used The data gathered from the pre-test and the post-test then were tabulated, analyzed and interpreted to answer the following questions: To what extent does the use of Context Clues enhance students’ vocabulary? What are the students’ attitudes towards the strategy used? The experiment was conducted during the beginning periods for eight weeks The t-test for dependent samples was applied to determine the significance of the differences between the mean scores of the group prior to and after the experiment The following are the major findings of the study: The mean score of students in the post-test using Context Clues Games is significantly higher than that of those in the pre-test The result proved that Context Clues Strategy is effective in enhancing students’ performance in vocabulary learning Students’ perceived Context Clues Strategy as beneficial to their vocabulary learning A majority of the participants claimed that context clues were very much beneficial in helping them enhance their vocabulary learning while the rest of the respondents agreed that the use of context clues was useful in improving their lexical resources iii Students agreed that using context clues is effective in enriching their lexical resources Students strongly agreed that teacher’s implementation of context clues was appropriate and effective throughout the treatment period Based on the findings, the following conclusions were drawn: There is a significant difference in the pre-test and post-test mean scores of the respondents after being exposed to Context Clues Strategy is supported in this study Students’ attitudes towards the use of Context Clues Strategy and the teachers’ teaching methodology are positive iv TABLE OF CONTENTS Preliminaries PAGE TITLE PAGE ……………………………………………………………… Certificate of originality …………………………………………………… i ACKNOWLEDGMENT ………………………………………………… ii ABSTRACT ……………………………………………………………… iii TABLE OF CONTENTS ………………………………………………… v LIST OF TABLES ……………………………………………………… Vii LIST OF FIGURES ……………………………………………………… Vii APPENDICES …………………………………………………………… viii I INTRODUCTION 1.1 Introduction and rationale 1.2 Statement of the Problem …… …… ………………………… 1.3 Significance of the Study ……………………………………… 1.4 Scope of the Study ……………………… 1.5 Definition of terms …………………………………………….… II REVIEW OF LITERATURE AND STUDIES 2.1 Review of Literature ………… ……….…………………… 2.1.1 Role of vocabulary in teaching and learning language 2.1.2 Strategy for vocabulary enrichment …………………………… 2.1.3 Types of context clues…………………………….…… 12 2.2 Review of related …………… …………………………… 16 III RESEARCH METHODOLOGY 18 3.1 Locale of the study ……………………………… …… 18 3.2 Research Design … ……………………………………… ……… 18 3.3 Participants…………………… 18 v 3.4 Research Instrumentation…………………………………… 19 3.5 Reseach Procedure………………………………………………… 20 IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 23 4.1 The effectiveness of Context Clues on students’ vocabulary 23 4.1.1 Results of the pre-test scores 23 4.1.2 Results of the post-test scores 26 4.1.3 The difference between pre-test and post-test scores 28 4.2 Students’ attitudes towards the Context Clues Strategy 30 4.2.1 Students’ preferences on Types of Context Clues Strategy used by teachers 4.2.2 Students’ attitudes on how context clues help figure out meanings of complicated/ unfamiliar words 4.2.3 Students’ attitudes on benefits of CCG on vocabulary learning 4.2.4 Students’ evaluation on the learning period being exposed to the use of context clue games? 31 32 34 35 4.2.5 Students’ attitudes towards teacher’s method of context clue games 36 4.2.6 Students’ suggestions on the use of context clue games 37 V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS 39 5.1 Summary …………….….…………………………… 39 5.2 Finding ……………………………………………………… 40 5.3 Conclusions………………………………………………… 40 5.4 Recommendations ………………………… ………… 40 REFERENCES………………………………………………………… 42 vi LIST OF TABLES TABLE PAGE The result of pre-test score of students 24 The results of the post-test 26 The result of pre - test and post - test score of students 28 T-test Results on the Pre-test and Post-test Scores 30 Preferences on Types of Context Clues Strategy used 31 Students’ attitudes on how context clues help figure out meanings of complicated/ unfamiliar words 33 Students’ attitudes on benefits of CCG on vocabulary learning 34 The effects of context clues in your vocabulary learning 36 Your teacher’s teaching method using context clue games 37 LIST OF FIGURES FIGURES PAGE Distribution of the pre - test and post - test scores of the Experimental group Distribution of Preferences on Types of Context Clues Strategies used Distribution of how context clues help figure out the meaning of unfamiliar words Distribution of Students’ attitudes s on benefits of CCG on vocabulary learning vii 29 32 33 335 LIST OF APPENDICES Appendix A A Letter asking permission.…… I Appendix B A Letter to the Respondents II Appendix C Pre-Test and Post - Test III Appendix D Answer key to achievement test VII Appendix E pre - test and post - test scores IX Appendix F: Statistical treatment of pre-test and post-test scores X Appendix G Students’ questionnaire XII Appendix H The result of students’ questionnaire XIV Appendix I Lesson plan XVII viii