INTRODUCTION

Vocabulary plays a significant role in language instruction; it is widely regarded as its

one of the most pivotal aspect. According to Russel as cited by Zarsaf and Yaganehpour's study

last 2021, vocabulary plays a crucial role in any language, as opposed to grammatical

competence, which has its limitations. It is also emphasized that the acquisition of vocabulary

continues even into adulthood.

Understanding and using a range of words is crucial in teaching the language, as it

facilitates effective communication (Wulandari, 2019). According to Wilkins as cited by the

aforementioned study last 2019, the ability to convey information is greatly limited without

grammar, and without a grasp of vocabulary communication becomes impossible. Acquiring

vocabulary stands out as the challenging aspect, for individuals learning a new language.

The 2018 PISA (Programme for International Student Assessment) report revealed that

Filipino students are falling behind in vocabulary and literacy compared to their peers,

specifically, ranking last, thus, highlighting an educational challenge. It reiterated the necessity

for changes to enhance learning and literacy levels, among students. This disparity emphasizes

the significance of employing vocabulary teaching techniques and materials that cater to the

requirements of Filipino learners (DepEd, 2019). While in PISA 2022 results, there was no

significant change in Philippines’ performance, but did at least moved up to few single digits.

Compared to 81 other countries, the Philippines now ranks sixth- lowest in both mathematics and

reading. Meanwhile, only 24% or about one-quarter of Filipino students reached basic reading

proficiency.

Addressing these issues through targeted interventions and resource development is

crucial for improving vocabulary acquisition and overall language proficiency among students.

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 Vocabulary games are interactive activities designed to enhance language acquisition by

making the learning process enjoyable and engaging. These games can be used in various

educational settings, from classrooms to casual gatherings, and are effective for learners of all

ages (Hanh, 2021).

These effective learning aids are interactive and changing to foster understanding and

long-term memory of word meanings that can be contextualized with hands-on activities.

Vocabulary development can be substantially improved by incorporating a mix of game formats

which correspond with educational objectives.

A study found that students taught with games outperformed those using traditional

methods in vocabulary tests, highlighting the interactive and enjoyable nature of games that

fosters better learning outcomes. Additionally, games create a relaxed environment, motivate

students through competition, and incorporate real-world contexts, which further enhance

vocabulary acquisition. Overall, integrating games into vocabulary instruction not only improves

retention but also promotes communicative skills in a more engaging manner (Heathfield, 2020).

In Tabu National High School, the researchers have observed that there are a lot of

students that are in dire need of assistance concerning their vocabulary skills, particularly among

Grade 7- Blue Macaw students – as testified by their PHIL-IRI results ; out of 40 participating

students, no one reached the satisfactory mark denoted by 14 , however, 14 students having

scores ranging from 8 to 13 are labeled as “Instructional”. While scores falling under the 0-7

range are deemed “Frustration”. Unfortunately 26 students of the Grade 7- Blue Macaw fell

under this group, which piques a great call of intervention. 5 w. This could be a result of a

multitude of factors, which may still include the incidence of the COVID-19 pandemic – its

negative long-term effects which has significantly disrupted the quality of student learning.

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Additionally, anti-conducive factors affecting vocabulary acquisition also include an array of

various internal and external factors which encompass the following realms, such as: Age,

Experience, Learning Style, Motivation, Instruction, Self-Efficacy, Psychological Obstacles, and

Health.

With these data taken into consideration, the researchers will decide to opt into devising a

game-based approached headlined as “scavenge the words”. This study will aim to help mitigate

the increasing problem which involves the lag of vocabulary acquisition among Grade 7- Macaw

students of the School Year 2024-2025.

The game to be innovated — “Cubabulary Quest”, simply denotes, from the term itself,

"to form words using a cube". This interactive and fun game is characterized by utilizing a cube,

that of which, is of similar shape and dimension of a regular kid's block. The cube that consists

of six (6) flat faces will contain a letter each — consequently spelling different words. Basically,

this will incorporate the game mechanics of the popular mobile game Wordscapes™, but in

flesh; tangible and interactive. To add, the words formed will have their corresponding

illustrations for the learners to identify the words to, further developing their visual cognition.

Moreover, the definitions of the formed words will be provided by the researchers, therefore,

students will also need to identify the formed words’ respective definitions.

The catch is to form as many words as possible, the learners may use the letters more

than once if they wish to form longer and more elaborate words, thus, stimulating their critical

thinking skills and broadening their vocabulary.

Moreover, real, valid, and registered English words are only accepted to be formed. The

researchers would like to highlight that inhibiting this game’s simplicity is best practiced, as it

enforces better learning to the students, as backed by David Allen’s Game Design Theory.

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Statement of the Problem

This study will aim to identify the significant effect of using a game-based approach

titled “Cubabulary Quest” to the vocabulary skills of Grade 7-Blue Macaw students.

1. What is the vocabulary skill level of Grade 7-Blue Macaw students before the Game-based

approach?

2. What is the vocabulary skill level of Grade 7-Blue Macaw students after the Game-based

approach?

3. Is there a significant difference in the level of literacy skills of Grade 7-Blue Macaw students

before and after the intervention?

Hypothesis

There is no significant difference in the level of vocabulary skills of Grade 7 - Blue

Macaw before and after the game-based intervention.

Theoretical Framework and Schematic Diagram

Level of Students’ Intervention Level of Students’

This study was anchored in the theory of Vygotsky (1978) known as the Constructivist

Linguistic Theory where he emphasized how an individual internalizes social activities involving

greater language use others results in early behaviors bridges and transformations, and leads to

the development of person’s language later on. The main idea of this theory is core of proximal

development (ZPD). ZPD is the difference between a student’s capabilities and in isolation. Both

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internal and external learning occurs (Vygotsky, 1978). Student-centered. Constructivist learning

theory informs this teaching methodology, which emphasizes the student’s role in creating

knowledge. As Vygotsky noted, learning occurs when an educational model focuses more on the

interests of the students than the demands of the outside world (Ostoff, 2012). According to the

notion, students’ language development is dependent on their own selection of learning materials

and practices the material in a cooperative learning environment or with the guidance of more

experienced individuals. The student-centered paradigm suggested that vocabulary development

for second languages starts with pupils in charge of their own education and free to select

glossary terms for oneself according to their own requirements and areas of interest (Larrotta,

2011). Investigation into self-made Lexicon lists combined with interactive word drill improve

learners’ English as a second language (Spiri, 2007). Hopkyns and Nicoll (2013) thus presented

the idea that students must choose the new words that pique their interest since they are

informational and individualized preservation

Through active learning, student-centered e-learning can include students in a dynamic

learning process. Multiple layers of learning and group connection (Morris & Faulk, 2012). The

student-focused online electronic word diagrams that are highly efficient for vocabulary

development are advised by learning strategies augmentation (Hopkyns & Nicoll, 2013). The

visual learner tends to prefer word diagrams. When they are able to generate ideas and elements

that lead to an idea.

The student-centered paradigm suggested that vocabulary development for second

languages starts with pupils in charge of their own education and free to select glossary terms for

oneself according to their own requirements and areas of interest (Larrotta, 2011). Investigation

into self-made Lexicon lists combined with interactive word drill improve learners’ English as a

5
second language (Spiri, 2007). Hopkyns and Nicoll (2013) thus presented the idea that students

must choose the new words that pique their interest since they are informational and

individualized preservation

Through active learning, student-centered e-learning can include students in a dynamic

learning process. Multiple layers of learning and group connection (Morris & Faulk, 2012). The

student-focused online electronic word diagrams that are highly efficient for vocabulary

development are advised by learning strategies augmentation (Hopkyns & Nicoll, 2013). The

visual learner tends to prefer word diagrams. When they are able to generate ideas and elements

that lead to an idea.

The usefulness of classic graphic organizers is increased by digital counterparts.

Hutchinson and Colwell (2015) highlighted that students can distribute their digital word maps

around the class. Participants in a class website or blog to help one another build lexical

knowledge. Digital graphic organizers enhance student-centered vocabulary instruction by

providing structure to the details of terms chosen by learners to aid with comprehension

Another conceptual theory, anchored in the theory of Stephanie Moody, Xueyan Hu, Li-

Jen Kuo, Mohammed Jouhar, Zhihong Xu and Sungyoon Lee known as the social constructivism

and sociocultural theories where they emphasized that word learnnt may benefit greatly from

this theories, as cooperative techniques help educators overcome the deeply ingrained,

antiquated belief that language instruction is limited to givint kids definitional information as

they listen passively. Rather, the students participate interactively in the word-learnng process, as

demonstrated by the recommendation supplied by Roberts, Vaughm, Giroir, and Grimaldo that

the writers suggested using read-aloud talks aimed at pushing pupils to use and forecast new

language through meaningful linkages between language and the world and oneself.

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 Additionally, cooperative scaffolding, like that found in talks, which promote

multifaceted understanding of the world beyond memorization of meanings. This understanding

includes being to employ words metaphorically with ease, being aware of oral and written word

forms and the capacity to change words in different situations.

Significance of the Study

The findings of this study would be beneficial to the following:

Department of Education. This study will be relevant to the Department of Education (DepEd)

in terms of providing solutions to existing problems in vocabulary to students. As front liners in

English, they must think of innovative and effective ways to make the teaching learning process

active and engaging. They will have the opportunity to initiate programs that may strengthen the

conduct of vocabulary words in teaching English through the development game-based

approach.

School Head. This study will give an output to the school that would show an efficient and

effective way of making the school's curriculum relevant, functional, and effective to the

teachers for the learners to meet the standards in providing quality education for all. This study

will serve as their guide to look for more effective programs that will benefit students.

Teachers. This study will be an effective way to enhance the vocabulary skills of students thus

they should always guide the students and observer in terms of student skills. Additionally, they

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would also play vocabulary games enjoyable and developed the communicative skills in more

engaging manners.

Students. This Student Study well serve as a guide for the student in developing and improving

their vocabulary skills as well as their learning through scavenge words.

Parents. This study will remind the parents that vocabulary is one of the important skills, that

every student should master school necessary for lifelong learning. This will be an eye opener for

them to encourage their children to actively support this innovation.

Future Researchers. This study will benefit future researchers to ba aware and knowledgeable

of the process involved in developing literacy through scavenge the words. It will help them to

be a better analyst and it can be a help as a future reference for more studies in the future.

Scope and Limitations of the Study

This study will aim to determine the effectiveness of the game-based intervention titled

“Cubabulary Quest” — using a cube that has six (6) sides, each with different letters on it, as a

tool for developing the Vocabulary Skills of Grade 7-Blue Macaw of Tabu National High

School. It will focus on helping the students to enhance their vocabulary skills, particularly in

spelling, through finding out what words can be created using the letters that are written on the

cube. This study will be conducted on Grade 7-Blue Macaw students of Tabu National High

School, Tabu, Ilog, Negros Occidental for an approximate of 4 months, specifically in the

months of December 2024 to March 2025. This study will only be limited to the Grade 7-Blue

Macaw students since they were the ones who needed the exercise, the most shown by the results

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of Philippine Informal Reading Inventory (Phil IRI) test given at the opening of the class where

the majority of the students received below passing scores or below median scores.

Definition of Terms

Cube. Conceptually, this term refers to a three-dimensional shape where each of the six sides is a

square or something shaped like a cube, such as an ice cube or meat cut into cubes.

Operationally, this term refers to the core material of the intervention headlined as

“Cubabulary Quest”, consisting of six faces with an individual letter written on it to form words.

Post-test. Conceptually, the term post-test according to Kowalczyk (2022), it is an assessment

measure given to participants after they have received treatment as part of a research study:

Operationally, this term refers as an assessment given to participants after employing the

game- based approach.

Pre-test. Conceptually, the term pre-test according to Agrawal (2019) a pre-test involves

conducting a dry run of the survey on a small representative set of respondents in order to reveal

questionnaire errors before the survey is launched.

Operationally, this term refers as an assessment given to participants before the

utilization of the game-based approach.

Vocabulary Skills. Conceptually, this refers to the capacity to grasp and use words effectively in

a language. It entails being familiar with word meanings, pronunciations, and applications in

various settings. Learning vocabulary effectively is essential for improving language proficiency,

especially while learning English. Students' acquisition of vocabulary skills (Ong, et. Al, 2019).

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 Operationally, this term is defined as the proficiency of learners upon performing the

game-based intervention.

CHAPTER II

Review of Related Literature

This chapter includes the local and international readings, literature, finished thesis,

dissertations, generalization or conclusions from different sources ranging from journals, books,

websites, articles, and etc. Those that were included in this chapter helps in familiarizing

information that are relevant to the present study.

Vocabulary

Vocabulary plays a significant role in language instruction; it is widely regarded

as its one of the most pivotal aspect. According to Russel as cited by Zarsaf and Yaganehpour's

study last 2021, vocabulary plays a crucial role in any language, as opposed to grammatical

competence, which has its limitations. It is also emphasized that the acquisition of vocabulary

continues even into adulthood.

Speaking, listening, reading, and writing abilities are all impacted by vocabulary, which

is crucial for language mastery. It includes phrases and idioms that express certain meanings in

addition to individual words. According to experts, vocabulary is essential for clear

communication; without it, students find it difficult to properly understand language or

communicate their views. A variety of instructional techniques, such as the use of visual aids and

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contextual learning, improve vocabulary acquisition. In the end, a strong vocabulary promotes

greater comprehension and participation in language learning environments.

Importance of Vocabulary

Understanding and using a range of words is crucial in teaching the language, as it

facilitates effective communication (Wulandari, 2019). According to Wilkins as cited by the

aforementioned study last 2019, the ability to convey information is greatly limited without

grammar, and without a grasp of vocabulary communication becomes impossible. Acquiring

vocabulary stands out as the challenging aspect, for individuals learning a new language.

Vocabulary Learning Gap in the Philippines

The 2018 PISA (Programme for International Student Assessment) report revealed that

Filipino students are falling behind in vocabulary and literacy compared to their peers,

specifically, ranking last, thus, highlighting an educational challenge. It reiterated the necessity

for changes to enhance learning and literacy levels, among students. This disparity emphasizes

the significance of employing vocabulary teaching techniques and materials that cater to the

requirements of Filipino learners (DepEd, 2019). While in PISA 2022 results, there was no

significant change in Philippines’ performance, but did at least moved up to few single digits.

Compared to 81 other countries, the Philippines now ranks sixth- lowest in both mathematics and

reading. Meanwhile, only 24% or about one-quarter of Filipino students reached basic reading

proficiency.

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Game-Based Approach in Vocabulary Learning

Vocabulary games are interactive activities designed to enhance language acquisition by

making the learning process enjoyable and engaging. These games can be used in various

educational settings, from classrooms to casual gatherings, and are effective for learners of all

ages (Hanh, 2021).

These effective learning aids are interactive and changing to foster understanding and

long-term memory of word meanings that can be contextualized with hands-on activities.

Vocabulary development can be substantially improved by incorporating a mix of game formats

which correspond with educational objectives.

A study found that students taught with games outperformed those using traditional

methods in vocabulary tests, highlighting the interactive and enjoyable nature of games that

fosters better learning outcomes. Additionally, games create a relaxed environment, motivate

students through competition, and incorporate real-world contexts, which further enhance

vocabulary acquisition. Overall, integrating games into vocabulary instruction not only improves

retention but also promotes communicative skills in a more engaging manner (Heathfield, 2020).

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 CHAPTER III

METHODOLOGY

This chapter presents the following methods used in the study. It includes the research

design, locale and respondents of the study, sampling technique, research instruments, validity

and reliability of the instruments, data gathering procedure, and data analysis.

Research Design

The one-group pretest-posttest research design was employed in this study. This design

provides a practical and efficient approach for evaluating interventions across various fields such

as education, health, social sciences, and business. While it offers valuable insights into changes

resulting from interventions, researchers must be mindful of its limitations regarding internal

validity and generalization when interpreting results. By understanding these strengths and

weaknesses, researchers can effectively utilize this design as part of their broader research

strategy, often serving as a preliminary step toward more rigorous experimental designs in future

studies. Cambridge University Press, 2019).

By utilizing the results of the Philippine Informal Reading Inventory (Phil IRI) test, the

identification of the respondents was completed and justified. he Philippine Informal Reading

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Inventory (Phil-IRI) is considered reliable due to its structured approach to assessing reading

proficiency in both English and Filipino. It provides a comprehensive evaluation of students'

reading abilities through oral reading, silent reading, and listening comprehension assessments,

allowing teachers to tailor interventions based on individual need. The respondents received

remediation and a post-test to determine the efficacy of the remediation and the tool used in

enhancing their vocabulary skills.

Locale of the Study

This study will be conducted in Grade 7-Blue Macaw at Tabu National High School

District of Ilog 1, Negros Occidental. The researchers found out that most of the students in

Grade 7 Blue macaw have difficulties in vocabulary (Phil IRI) based on their results. Moreover,

the researchers also aimed to help their school, teacher, and fellow students to improve their

vocabulary skills.

Respondents of the Study

The respondents of the study will be the Grade 7 Blue Macaw students of Tabu National

High School, of the School Year 2024-2025. The respondents were identified through the results

of PHIL IRI given at the opening of the class. The respondents' profile is presented in Table 1.

Table 1. Demographic Profile of Respondents According to Sex

Gender No. of Participants

Male 25

Female 19

Total 44

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 Table 1 shows that there is a total of 44 respondents, 25 males and 19 females.

Sampling Technique

The researchers used random sampling technique to identify the respondents of the study.

Random sampling technique will be a subset of individually chosen from a large set of

population. It is an unbiased surveying technique and basic type of sampling, since it can be a

component of other move complex sampling methods. The participants of the study will be the

students who will respond to the survey and whose names are drawn at random by the

researchers from a box of names.

Research Instruments

In this research study, the researchers associated a decorated cube as the research

instrument in this study. The researchers created a cube that has six (6) sides using paper

materials and written each side with letters creating a word that the researchers' respondents can

understand. On the other hand, a pre-test and post-test material will be employed to determine

the vocabulary level of the students and to test their vocabulary skills before and after the

implementation of the exercise. These instruments will be applied to determine the effectiveness

of a game-based approach in enhancing the vocabulary skills of the students.

Validity and Reliability of the Instruments

Validity is measuring data related to knowledge whereas reliability only concerns with

the consistency of scores. Reliability on the other hand, is defined as the extent to which the test

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scores are free from measurement error. It is a measure if stability or internal consistency of an

instrument in measuring certain concepts.

Furthermore, the validity and reliability of the instrument is no longer needed since the

instrument is a standardized tool developed by the Department of Education (DepEd).

Data Gathering Procedure

The researchers Identified the respondents to be given the remediation through the results

of the Phil-IRI pre-test they took at the opening of the class. To officially start the realization of

this tudy, the researcher would seek the approval of their thesis committee and the research in-

charge of the Tabu National High School. Next, a letter of permission and approval would be

sent to the principal of Tabu National High School. After the approval, a letter for the

participants will be distributed to the respondents. The researchers would then conduct a short

orientation and briefing on the proposed intervention. Following that, researchers will prepare

the materials for the intervention which includes the picture chart and the cube to be utilized as

the tools for the remediation. On the initial day of the conduct, the researchers will determine the

level of literacy skills of the students in terms of speed, word recognition, and comprehension

employing a pre-test material attained from Phil-IRI. On the following day, the researchers will

proceed to conduct the intervention through the game-based approach “Cubabulary Quest” using

the materials. After a week of conducting the intervention, the researchers will conduct a post-

test using the same material utilized in the pre-test to determine if the intervention was effective.

Utilizing this process will indicate whether the intervention made a significant difference on the

learners’ vocabulary skills.

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Statistical Treatment

The statistical treatment of this study was following the sequence set in the objectives. Each

word was associated with a statistical tool for descriptive and inferential interpretation

respectively.

1. To determine the vocabulary skills of Grade 7- Blue Macaw in terms of vocabulary skills

before the intervention mean was utilized.

2. To determine the vocabulary skills of Grade 7- Blue Macaw in terms of vocabulary skills after

the intervention mean was utilized.

3. To determine the vocabulary skills of Grade 7-Blue Macaw in terms of vocabulary skills

before and after the game based using decorated cube, a paired test was employed.

Ethical Considerations

Ethical considerations reflect the moral and ethical practices maintained during the

research (Connelly, 2014). While conducting the research, the researcher maintained the practice

of these ethical considerations by obtaining consent before final recruitment. Besides, the

respondents were not compelled or forced to reveal information that is private to them or did not

wish to share during the interviews. Furthermore, respondents’ rights were protected, as were

confidentiality and voluntary participation. The respondents were properly informed of the

specific area of the research, and the value of their responses contributes to the study.

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 REFERENCES

DepEd, 2019. PISA 2018 Philippine National Report. Retrieved from:

https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-

Report.pdf on August 20, 2024.

Hanh, N., 2021. The Effectiveness of Learning Vocabulary Through Games in Comparison with

That in Traditional Technique. Retrieved from:

https://gphjournal.org/index.php/er/article/view/419 on August 20, 2024.

Heathfield, R., 2020. How Effective Are Esl Games Compared to Traditional Learning.

Retrieved

from:https://www.researchgate.net/publication/349101190_HOW_EFFECTIVE_ARE_E

SL_GAMES_COMPARED_TO_TRADITIONAL_LEARNING, on August 20, 2024.

Wulandari, C., 2019. Cahyani Wulandari BAB II. Retrieved from:

https://repository.ump.ac.id/7159/3/Cahyani%20Wulandari%20BAB%20II.pdf, on

August 20, 2024.

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