Chapter 4

According to Amanda N., a freelance writer (2009), reading is one of the oldest activities in human activities. She said that reading has an effect on a persons both knowledge, and attitude. When a person starts reading in his teenage years, he will be trained to think logically. He will apply what he had read on his daily life, and be his own mentor. Reading is used in every corner of the Earth. Reading is a very useful tool to progress. A restaurant is a good example, not all the items on the menu have pictures. There is a need for the person to read the menu list. Therefore, the research team conducted a survey on how reading, and the techniques that they use can affect a students vocabulary. In this survey, the team checked how often students read, and how they behave whenever they encounter new, or unfamiliar words. The team also checked if the reading materials that the students read would affect their vocabulary. The research team chose fifty students from five different sections of the fourth year high school for the survey. The team prepared five unfamiliar words with context clues to see if reading really affects a students vocabulary. The respondents were not allowed to use any kind of aid while answering. All answers should be based on their stock knowledge, or the context clues that were given. In the first graph, the team recorded the students who always read, and these were the result that the team got.

Figure 1. The scores of the students who always read

4.5 4 3.5 Number of Students 3

The Students Who Always Read

2.5 2 3 2 1 1 2 3 Score 4 5 4

1.5 1 0.5 0

In Figure 1, ten out of fifty students, which are twenty percent of them, always read, and forty percent of those students who always read got four out of five, but ironically, there are still two, who just got one out of five. Thirty percent got a score of two out of five, and ten percent got a score of three out of five. In the second graph, the team collected the data of the students who often read, and these were the results that the team got.

Figure 2. The scores of the student who read often

The Students Who Read Often

4.5 4 The Number of Students 3.5 3

2.5 2 4 3 2 1 1 2 3 Score 4 5 3

1.5 1

0.5 0

In Figure 2, thirteen out of fifty students, often read. One out of the thirteen students got five out of five, and this challenges the first data there that are more, which is thirty one percent, who got one out of five. This somehow means that spending more time on reading doesnt really affect a students vocabulary. It could be the techniques that the student uses. Twenty three percent got a score of two out of five, fifteen percent got a score of three out of five, and twenty three percent also got a score of four out of five. In the third graph, the research team checked the students who dont read books that often.

Figure 3. The scores of the students who sometimes read

The Students Who Sometimes Read

7 6 5 Number of Students 4 3 2 3 1 0 1 2 3 Score 4 5 3 3 6

In Figure 3, fifteen out of fifty students, which are thirty percent, read sometimes. There are more who got three out of five, which is forty percent, than Figure 1 and Figure 2. This means, reading does affect a students vocabulary. Twenty percent got a score of one out of five, three out of five and four out of five. In the fourth graph, the research team gathered the data of the ones that rarely read, and these were the ones that they got.

Figure 4. The scores of the students who rarely read

The Students Who Rarely Reads

4.5 4 3.5 Number of Students 3 2.5 2 1.5 1 0.5 0 0 1 2 Score 3 4 5 2 1 3 4

In Figure 4, ten out of fifty students, which are twenty percent, rarely read. This time, no one got four out of five and there are two who got zero out of five. Twenty percent got a score of zero out of five, thirty percent got a score of one out of five, forty percent got a score of two out of five and ten percent got a score of three out of five. None of them got a score of four out of five, and five out of five. In the last graph, the research team recorded the data gathered from students who never read.

The Students Who Read Only When Absolutely Necessary

1.2

Number of Students

0.8

0.6 1 0.4 1

0.2

0 0 1 2 Score 3 4 5

Figure 5. The scores of the students who never read In Figure 5, two out of fifty students are those who read only when absolutely necessary. The effects of reading were clearly seen in here. No one actually got a score higher than two. Fifty percent got a score of zero out of five, and fifty percent also got a score of two out of five.

Figure 6. The scores of the students that mainly ignore unfamiliar word

2.5

The Students Who Mainly Ignore Unfamiliar Word

2 Number of Students

1.5

0.5

0 0 1 2 Score 3 4 5

In Figure 6, four out of fifty students, which are eight percent, mainly skip the word and continue reading. They dont bother to get into the hassle on finding the meaning of the word. The one who got a score of four out of five, falls in the The Students Who Sometimes Read group, that means, spending part of ones time can still help in improving ones vocabulary even when the person just skips the word. Fifty percent got a score of zero out of five, twenty five percent got a score of two out of five, and twenty five percent also got a score of four out of five.

Figure 7. The scores of the students who mainly use the dictionary to check the meaning of an unfamiliar word

The Students Who Mainly Use the Dictionary

2.5

2 Number of students

1.5

0.5

0 1 2 3 Score 4 5

In Figure 7, three out of fifty students, which are six percent, mainly use the dictionary to find the meaning of the word. This graph proves that using the dictionary can help broaden ones vocabulary if and only if the person stocks the words in his knowledge. Thirty three percent got a score of one out of five, and sixty seven percent got a score of four out of five.

The Students Who Ask Others for the Meaning of the Word
2.5

2 Number of Students

1.5

0.5

0 1 2 3 Score 4 5

Figure 8. The scores of the students who ask others for the meaning of the word In Figure 8, three out of fifty students, which are also six percent, mainly ask other people for the meaning of the unfamiliar word. This graph proves that asking others are not accurate, and could lead to wrong assumption of the word. Thirty three percent got a score of one out of five, and sixty seven percent got a score of two out of five.

The Students Who Mainly Use Context Clues to Know the Meaning
3.5 3 Number of Students 2.5 2 1.5 1 0.5 0 1 2 3 Score 4 5 3 2 1

Figure 9. The scores of the students who mainly use context clues to know the meaning of a word In Figure 9, six out of fifty students, which are twelve percent, mainly use context clues to know the meaning of the word but the graph proves that using context clues arent enough. Fifty percent got a score of one out of five, thirty three percent got a score of two out of five, and seventeen percent got a score of three out of five. In this survey, only one out of fifty got a score of five out of five, which is just two percent. In fact, the person doesnt always read. The person just spends a couple of her time on reading. The person reads novels, short stories and magazines for reading. When the person encounters an unfamiliar word, she either skips the words, asks a person what the meaning is or uses context clues.

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There are ten out of fifty students that got a score of four out of five, which is twenty percent. Thirty six percent of them read novels. Fourteen percent of them read short stories. Twenty one percent of them read comics or manga and twenty nine percent of them read magazines. Thirty five percent of them use the dictionary to check the meaning of an unfamiliar word. Thirty five percent of them depend on context clues to know the meaning of the word. Eighteen percent of them skip the word when they encounter an unfamiliar word and twelve percent of them ask other people for the meaning of the word. Figure 10. The Students That Got a Score of Four out of Five

The Students That Got a Score Of Four Out Of Five

40% 35% 30% Percent 25% 20% 15% 10% 5% 0% Novels Short Stories Comics/Manga Materials Magazines 14% 21% 36% 29%

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Figure 11. The Students that Got a Score of Four out of Five with their techniques

Figure 11. The techniques that the students that got a score of four out of five use
40% like the Just 35% 30%

The Students Who Got a Score of Four Out of Five with Their Techniques

one who got a score of four out of five, ten out of fifty students got a score

ofthree out of five, which is also twenty percent. Twenty percent of them read novels. Thirty percent of them read short stories. Thirty percent of them also read comics or manga and twent five percent of them read magazines. Forty two percent of them use the dictionary to check the 20%
15% meaning of 10% 35% 35% Percent 25%

the word. Forty two percent of them rely on context clues. Sixteen percent of them
12%

18% ask other people to know the meaning and five percent of them just skip the word. 5% 0% Dictionary Context Clues Techniques Ask

Skip

Figure 12. Students who got a score of three out of five with their materials

Students Who Got a Score of Three Out of Five with Their Materials
35% 30% 25% Percent 20% 15% 10% 5% 0% Novels Short Stories Comics/Manga Materials Magazines 20% 30% 30% 25%

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Figure 13. Students who got a score of three out of five with their techniques

Students who got a score of three out of five with their techniques
45% 40% 35% 30% Percent 25% 20% 15% 10% 5% 0% Dictionary Context Clues Techniques Ask 16% 5% Skip 42% 42%

Most of the students got a score of two out of five. Fourteen out of fifty students got a score of two out of five, which is twenty eight percent. Thirty nine percent of them read novels. Twenty two percent of them read short stories. Seventeen percent of them read comics or manga and twenty six percent of them read magazines. Twenty one percent of them skip the unfamiliar word. Thirty eight percent of them use context clues. Twenty one percent of use the dictionary and twenty one percent of them ask other people to know the meaning of an unfamiliar word.

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Figure 14. The students who got a score of two out of five with their materials

The Students Who Got a Score of Two Out of Five with Their Materials
45% 40% 35% 30% Percent 25% 20% 15% 10% 5% 0% Novels Short Stories Comics/Manga Materials Magazines 22% 17% 39% 26%

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Figure 15. The students who got a score of two out of five with their techniques

The Students Who Got a Score of Two Out of Five with Their Techniques
40% 35% 30% Percent 25% 20% 15% 10% 5% 0% Dictionary Context Clues Techniques Ask Skip 21% 21% 21% 38%

Thirteen out of fifty students got a score of one out of five, which is twenty six percent. Forty two percent of them read novels. Eleven percent of them read short stories. Twenty one percent of them read comics or manga and twenty six percent of them read magazines. Thirty five percent of them use the dictionary to find the meaning of the unfamiliar word. Forty five percent of them use context clues. Fifteen percent of them ask other people for the meaning of an unfamiliar word and five percent of them skip the word.

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Figure 16. The students who got a score of one out of five with their materials

The Students Who Got a Score of One Out of Five with Their Materials
45% 40% 35% 30% Percent 25% 20% 15% 10% 5% 0% Novels Short Stories Comics/Manga Materials Magazines 11% 21% 42% 26%

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Figure 17. The students who got a score of one out of five with their techniques

The Students Who Got a Score of One out of Five with Their Techniques
50% 45% 40% 35% Percent 30% 25% 20% 15% 10% 5% 0% Dictionary Context Clues Techniques Ask 35% 15% 5% Skip 45%

Lastly, two out of fifty students got a score of zero out of five, which is four percent. Fifty percent of them read magazines. Twenty five percent of them read comics or manga and twenty five percent of them read short stories. Sixty seven percent of them skip the unfamiliar word. Thirty three percent of them use the dictionary to check the meaning of the word and thirty three percent of them use context clues.

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Figure 18. The students who got a score of zero out of five with their materials

The Students Who Got a Score of Zero Out of Five with Their Materials
60% 50% 40% Percent 30% 50% 20% 10% 0% 0% Novels 25% 25%

Short Stories Comics/Manga Materials

Magazines

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Figure 19. The students who got a score of zero out of five with their techniques

The Students Who Got a Score of Zero Out of Five with Their Techniques
80% 70% 60% 50% Percent 40% 30% 20% 10% 0% Dictionary Context Clues Techniques 0% Ask 67%

33%

33%

Skip

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Chapter 5
Reading will always be effective if the person is willing to learn. Reading will broaden a persons vocabulary. It is important in a persons life because it is used to survive in this world. Some people may say that its still possible to survive when a person is not literate but theres a difference between just by listening and reading. According to Stepping Stones Together (2011), readers were found to be more successful in all other subject areas such as math, science and history. Thats why if a person wants to be successful, he should spend some of his time reading. There are some factors that are involved in the process of improving ones vocabulary. Even if a person is willing to learn, there will be a point when a person will meet the trait called laziness, and when that happens, the person can stop reading and use other ways to continue improving. Using flashcards is effective. Learning one word per day is good for a persons brain. If a person encounters an unfamiliar word, he can use a notebook or something to list down the words. That way, he can browse his notes time to time to refresh his memory. There are instances wherein a person would just skip unfamiliar words that hell meet on the way. If this happens, the outcome of the reader may be worse than what the person that forced the reader intends to do. When a person wants others to learn, they should motivate them, not force them. A person will miss the chance to have a good education when he lacks money. The person may get the education that he needs, but it wont be as good as the ones who arent financially challenged. Increasing ones vocabulary is not the only benefit of reading. According to Glen Stansberry (2006), reading can make people smarter because if a person reads, he learns more than what is being taught to him. Reading serves as additional knowledge. He also said that 20

reading could help reduce stress and calm ones mind. Glen Stansberry said that according to Anne E. Cunninghams studies, she found that reading could help enhance the analytical thinking. People who often read can spot patterns easily. Stansberry also said that reading could sharpen ones memory. As one continues his reading habit, just like Stansberry said, ones writing skills can improve because of the vocabularies that a reader picks up. Lastly, he said that reading could help a person prioritize his goals in life because reading helps a person wander. According to Brad Isaac (2007), reading gives the readers a glimpse into other cultures and places. Books and other reading materials give a lot of information. If a person is planning for a vacation, he can read about that place. Isaac even said that reading could improve concentration, focus, self-esteem, discipline, creativity, reasoning skills and more. He said that books are better than movies because its more descriptive and surprising. Reading can even change ones life, but its still based on the kinds of books that a person is reading. He also said that reading gets people away from digital distractions, but that doesnt really apply nowadays because people use technology to read, and e-books are a good example for this. However, reading also has disadvantages. Its impossible for something to be perfect. It still has its flaws. Reading has its limits. That is why there are ratings like G, PG, PG-13 and R. There are some books that are not appropriate for people with a certain age, like the genre, romance, horror and more. Horror and violence may be gruesome, and influence the children who read those. Romance, on the other hand, might influence young teenagers something that is not appropriate before marriage, and could experience bad consequences. Based on the results of the survey, theres a difference between readers and non-readers. The students who never read got a score of zero out of five and a score of two out of five. The readers have a broader vocabulary compared to the non-readers.

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The techniques, however, also affect a students vocabulary. Two out of four students that mainly skip an unfamiliar word got a score of zero out of five. Skipping an unfamiliar word is like letting the opportunity to learn something new pass by. That is one technique that one should avoid. Two out of three students that use only the dictionary as their technique to know the meaning of a word got a score of four out of five. This technique is good if the reader will remember and eventually use the word. Two out of three students that ask other people for the meaning of an unfamiliar word got a score of two out of five. This proves that asking other people is not accurate enough. There may be wrong assumptions of a certain word. Lastly, three out of six students that mainly use context clues got a score of one out of five. There are different ways on how to use context clues. Wrong usage of context clues may lead the reader to assume the wrong meaning of the word. The results also prove that reading novels is better than reading short stories, comics, manga, or magazines. Writers usually use deeper words in novels. They can be descriptive in a way. Short stories, on the other hand, are also good but the writers have a page limit, unlike novels, there are none. The results also prove that using dictionary, and context clues are better than asking someone, and skipping the word because the reader can learn more by using those techniques. There may be some students that got a high score by not using the dictionary or context clues, but the team got what the majority use. Reading has a lot of benefits. For book haters, novels are not the only reading materials. There are magazines that can help improve ones vocabulary. A lot of opportunities will be opened for the people with a wide range of vocabulary.

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Recommendation This research is recommended for the teachers, especially for the teachers from the elementary department. That way, they can base the way of their teachings with this research. It is better to start with the young children when its about training a student to read. It takes time to broaden a persons vocabulary. This research can also be recommended to the high school teachers to correct the students bad habits of reading. They can use the techniques that are given in this topic to know what technique is more effective. Parents can also benefit from this research. If they have problems with their childs unstable vocabulary, they can use this research to know what kind of reading materials they should buy for their child. They could also use this as a guide for them on how to teach their child the techniques of reading. School administrators could also use this research to know what kind of reading materials they should buy for the schools library. They should know what the appropriate reading materials are. Lastly, the research team could recommend this to the professionals, like psychologists. They can also use this research for their research on reading, if ever they are going to conduct one. The main idea is everyone has the opportunity to widen his vocabulary. There may be factors that can put a barrier in improving ones vocabulary, but when a person is willing, he will find ways to learn.

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Works Cited
A. Books Gay, Pamela. Deveeloping Writers. Belmont, California: Wadsworth, Inc, 1992. Balazar, Evelyn. Skill Builders for Efficient Reading. Quezon City: Phoenix Publishing House Inc, 1986. Spache, George D. and Paul Conrad Berg. The Art of Efficient Reading. New York: MacMillan Publishing Company, 1984. Spache, George D. and Paul Conrad Berg. The Art of Efficient Reading. New York: MacMillan Publishing Company, 1984. Guiyab, Riviera G. Study and Communication Skills. Quezon City: C&E Publishing, 2008. Villamin, Araceli M. Skill Builders for Efficient Reading 8. Quezon City: Phoenix Publishing House, Inc. 2001. Apache, George D. and Paul Conrad Berg. The Art of Efficient Reading. New York: Macmillan Publishing Company, 1984. B. Periodicals Fink, Jennifer L.W. Summary Reading Goes High Tech. Instructor. 33-36. Allington, Richard. What student needs to learn. 40-49. Duzbow, Lauren. Watch This. No. Read It!. O, The Oprah Magazine. June 2008. Dubosarky, Ursula. How to write a story in 100 words. Readers Digest Asia. 37-39.

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Jesena, Stephanie. Reading Game plan. Total Girl. January 2013: 80-81. Jesena, Stephanie. How to fight your study kryptonite. Total Girl. January 2013: 52-53. Grace, Jacqueline. Summer Reading Goes High Tech. Instructor. 2012: 33-36. Scherer, Margaret M. Worthy Texts: Who Decides? ASCD. March 2011: 47-50. May, Scott. E-Books come with good, bad. The Columbia Daily Tribune. 17 January 2012: page B6. C. Websites Hansen, Randall S. Easy ways to improve and expand your vocabulary: Seven tips for learning new words. EnhanceMyVocabulary.com.17 Sept. 2012. <http:www.enhancemyvocabulary.com/improvw-expand-vocabulary.html> Vocabulary building: The power of reading. Vocabulary.co.il.16 September 2012. <http://www.vocabulary.co.il/vocabulary-building-power-of-reading/> Gagen, Miseese. How t ohelp your child or student expand their vocabulary. Expanding Vocabulary knowledge.2007.18 November 2012 and <www.righttrackreading.com/vocabulary.html > Issac, Brad. The 26 Major Advantages to Reading More Books and Why 3 in 4 People Being Shut Our of Success. December 5, 2007. November 13, 2012 and <http://www.persistenceunlimited.com/2007/12/the-26-major-advantages-to-reading-morebooks-and-why-3-in-4-people-are-being-shut-out-of-success/>

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Sofsian, Damian. The Importance of Reading. Ezine Articles. 2 June 2005. 4 February 2013. < http://ezinearticles.com/?The-Importance-Of-Reading&id=354498>

Appendix A SURVEY FORM

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Hi! We are from 4-Violet. We are conducting this survey to prove that reading really improves vocabulary. Check all possible answers. Answer them honestly and seriously. Thank you! 1. Do you like reading books? o Yes o No

2. How often do you read books? o Always o Often o Sometimes o Rarely o Never 3. What kind of reading materials do you read? o Novels o Short stories o Comics/Manga o Magazines o Others, pls. specify __________ 4. How was your performance in your English subject last quarter? o Excellent (93-100) o Above Standard (87-92) o Standard (80-86) o Needs Improvement (75-79) o Poor (Below 75)

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5. If you have a book report, you would. o Find a summary in the internet o Rely on those who read the book o Read the book o Others, pls. specify__________ 6. Reasons for reading: o Reading for Leisure o Requiring of teachers o Forced by parents o Motivated by yourself o Interesting book cover o Others, pls. specify __________ 7. If you find an unfamiliar word, you. o Skip the word and continue reading o Use the dictionary (traditional or device) to find the definition o Ask someone else o Use context clues o Others, pls. specify__________ Read the following sentences carefully. From the choices, choose the meaning of the underlined words. 1. The creationism issue had been discussed so much as to become hackneyed. o Irritating o Well-worn

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o Strange 2. The apple-dropping experiment gave the scientists empirical evidence that gravity exists. o Demonstrable o Theoretical o Justifiable 3. Wall Street investments bankers are often accused of being rapacious, but they claim they are performing a valuable economic function. o Content o Annoying o Hoggish 4. The disdain that she heaped upon almost everything that crossed her path was not heaped upon this magazine. o Stale o Scorn o Favour 5. The international oil shortage turned into an international oil glut with surprising speed. o Surplus o Insufficiency o Greedy

Appendix B Question #1 Yes No

Percentage 70 30 29

Question #2 Always Often Sometimes Rarely Never Question #3 Novels Short Stories Comics/Manga Magazines Question #4 Excellent Above Standard Standard Needs Improvement Poor Question #5 Find a summary in the internet Rely on those who read the book Read the book Question #6 Reading for Leisure Requiring of teachers Forcing by parents Motivation yourself Interesting book cover Question #7 Skip the word and continue reading Use the dictionary to find the definition Ask someone else Use context clues Word #1 Irritating Percentage 15 30 16 39 Percentage 60

Percentage 20 26 30 20 4 Percentage 32 20 21 27 Percentage 6 48 46 0 0 Percentage 38 18 44 Percentage 32 10 6 20 32

30

Well-worn Strange Word #2 Demonstrable Theoretical Justifiable Word #3 Content Annoying Hoggish Word #4 Stale Scorn Favour

38 2 Percentage 2 90 8 Percentage 20 30 50 Percentage 12 48 40

Word #5 Surplus Insufficiency Greedy

Percentage 72 24 4

*To know if the person likes to read, refer to question 1. *To know how long the person spends time to read, refer to question 2. *To know what kind of reading material the person use, refer to question 3. *To know the grade of the person, refer to question 4. *To know what the person does when he has a book report, refer to question 5. *To know what the person does when he encounters an unfamiliar word, refer to question 6.

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