¹Albaño, Kristel R.,²Velasco, Cecilia Q.

¹Sto. Angel National High School

²Laguna State Polytechnic University-San Pablo City Campus

DOI : https://doi.org/10.58806/ijsshmr.2023.v2i6n21

Google Scholar Download Pdf
ABSTRACT

This study focused in determining relationship between independent learning strategies and improvement of vocabulary skills of Grade 8 students in English. This study utilized descriptive-correlational research. Eighty Grade 8 students from Sto. Angel National High School was chosen as the respondents of the study using the purposive sampling. The researcher-made instrument, consisting of two parts: frequency on the use of four independent strategies namely, goal setting, attention control, selfmonitoring and evaluation, and help seeking and a 40-item test on the vocabulary skills particularly context clues, synonyms, antonyms and affixes, was used as the main data-gathering instrument. Preparatory measures were conducted before the implementation of the study; permission letters were also prepared and secured. The instrument have been validated and corrected by external and internal experts. The result of the variables showed independent learning strategies such as attention control, selfmonitoring and evaluation and help seeking were found to be significantly correlated to vocabulary skills in English of the respondents in terms of context clues, synonyms, antonyms and affixes. However, the result also revealed that goal setting as independent learning strategies found to have no significant relationship with the respondents’ vocabulary skills in English.

KEYWORDS:

independent, skills, strategies, vocabulary

REFERENCES

1) Arikunto, Suharsimi. (2010). Research procedure. Jakarta: Rineka Cipta.

2) Baumann, J.F., Kame'enui, E.J., & Ash, G.E. (2003). Research on vocabulary instruction: Voltaire redux. In J. Flood, D. Lapp, J.R. Squire, & J.M. Jensen (Eds.), Handbook of Research on Teaching the English Language Arts ( 2nd ed., pp. 752– 785). Mahwah, NJ: Erlbaum.

3) Buddingh, M. ( 2005) THE EFFECTS OF TEACHING ROOTS AND AFFIXES ON THE VOCABULARY DEVELOPMENT OF UNDERPERFORMING STUDENTS

4) Ghazal, L. ( 2007). LEARNING VOCABULARY IN EFL CONTEXTS THROUGH VOCABULARY LEARNING STRATEGIES. Novitas-ROYAL, Vol.: 1(2), pp.84-91.

5) Graves, M.F. (2004). Teaching prefixes: As good as it gets? In J. F. Baumann, & E. J.Kame‘enui (Eds.), Vocabulary instruction: Research to practice (pp. 81–99). New York: Guildford Press.

6) Hargis, J. (2010). The self-regulated learner advantage: Learning science on the internet. Electronic Journal of Science Education, 4(4).https://www.opencolleges.edu.au/informed/other/teachers-or- facilitators-10 reasons-why-educatorsshould-step-out-of-the- way-and encourage-independent learning/

7) Hedge, T. (2000). Teaching and learning in the language classroom, Oxford: Oxford University Press

8) Hunt, A., Beglar, D. (1998). Current research and practice in teaching vocabulary. The Language Teacher 22, (1).

9) Hunt, A., & Beglar. D. (2002). Current research and practice in teaching vocabulary. Methodology in language teaching: An anthology of current practice. Cambridege: Cambridge University Press.

10) Harmon, J. M. (2000). Assessing and supporting independent word learning strategies of middle school students. Journal of Adolescent & Adult Literacy, 43(6), 518–527. [Web of Science ®], [Google Scholar]

11) Kalish, M., Kruschke, J. ( 2000) The role of attention shifts in the categorization of continuous dimensioned stimuli. Psychological Research Psychologische Forschung 64, 105–116. https://doi.org/10.1007/s004260000028

12) Kim, C. (2013). Vocabulary Acquistion With Affixation: Learning English Words Based on Prefixes & Affixes. Second Language Studies. Vol. 31 No. 2

13) Kruschke, J. K. (1999). Toward a unified model of attention in associative learning [On-line]. Available: http://www.indiana.edu/ ~kruschke/tumaal.html

14) Leithwood, K. & Sun, J. (2018). Academic culture: A promising mediator of school leaders’ influence on student learning. Journal of Educational Administration, 56 (3).

15) McKeachie, W. (2016). Forward of S. Karabenick and R. Newman (Eds). Help seeking in academic settings: Goals, groups, and contexts. Mahwah: Lawrence Erlbaum Publishers.

16) Nation, I. S. P. (2011).Learning vocabulary in another language. Cambridge: Cambridge University Press.

17) Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press

18) Posner M.J., Petersen S.E. (1990). The attention system of the human brain Annual Review of Neuroscience, 13, 25–42.

19) Porter JM, Nolan RP, Ostrowski EJ, Wulf G.( 2012) Directing attention externally enhances agility performance: A qualitative and quantitative analysis of the eficacy of using verbal instructions to focus attention. Frontiers in Psychology 2010;216:1-7.

20) Rowe, F. A., & Rafferty, J. A. (2013). Instructional design interventions for supporting self-regulated learning: enhancing academic outcomes in postsecondary e-learning environments. Journal of Online Learning andTeaching, 9(4), 590.

21) Ranabahu, S., & Tamala, M. (2006). Evaluating Independent Learning: the impossible dream. 19th Annual EA Education Conference. Monash University English Language Center.

22) Richards, J., & Renandya, W. (2002). Methodology in language teaching: An anthology of current practice. Cambridege: Cambridge University Press.

23) Saleem, L.M. ( 2009) The Impact of Self -Learning Strategy on the Learners’ Achievement in Public Secondary Schools from the English Teachers’ v Perspective in Tulkarm Governorate https:// scholar.najah.edu/sites/ default/files/allthesis/the_impact_self_dent_learning_strategy_student.pdf /https://www.ipl.org/ essay/The-ImportanceOf-Vocabulary-In-The-Philippines-P3FD2UH4AJF6

24) Schraw, G., Crippen, K. J., & Hartley, K. (2016). promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Researchin science education, 36(1-2), 111-139.

25) Schunk, D. H., & Zimmerman, B. J. (2017). Influencing children’s self-efficacy and self-regulation of reading and writing through modeling. Reading &Writing Quarterly, 23(1), 7-25.

26) Sudana, D. (2006). Semantic and pedagogical aspects of affixation in Bahasa Indonesia.

27) Tang, E., & Chung, E. (2016). A study of non-native discourse in an online community of practice (CoP) for teacher education. Learning, Culture and Social Interaction, 8, 48– 60.

28) Usuki, M. (2010). Promoting Learner Autonomy: Learning from the Japanese Language Learners’ Perspectives. ERIC: FL026604.

29) Usuki, M. (2011). From the Learners’ Perspectives: The Needs for Awareness-Raising towards Autonomy and Roles of the Teachers.ERIC: FL026831

30) Wulandari, D. and Narmaditya. (2017b). Using simulation methods to improve student learning. The 2nd International Conference on Education 2016, pp. 1–6.

31) Zimmerman, B. J. (2011). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

32) Zimmerman, B. J., & Schunk, D. H. (2011). Reflections on theories of self – Regulated learning and academic achievement. Self-regulated learning and Academic achievement: Theoretical perspectives. Lawrence Erlbaum Associates.

VOlUME 02 ISSUE 06 JUNE 2023