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HEAD: IMPROVING

SPELLING

AND VOCABULARY

ABILITTES

HOLY ANGEL UNIVERSITY

IMPROVING

THE SPELLING

AND VOCABULARY ABILITIES

OF GRADE

VI PUPLS

THROUGH

OWAD

A

Thesis

Presented to the Graduate School Holy Angel University

Angeles

City

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CF{F,T-}RO

.

^{In Partial} Fulfillment

of

the Requirements for the Degree

of

Master

ofArts

in English Teaching

Maryjane G. Salvador April'8013

Running Head:

IMPROVING

SPELLING

AND VOCABULARY ABILITIES

HOLY ANGEL UNIVERSITY

Improving the Spelling and Vocabulary

Abilities ofthe

Grade

VI

Pupils Through

OWAD

Abstract

The main purpose of this study was to widen and improve the spelling and vocabulary skills of the Grade

VI

- Mercury of Pandan Eleme'nary

fthool

^{in Angeles} City.

lt

adopted the one

goup

pre-test and post-

test

quasi-experimental design.

The

pre-test

and

post-test _were compared

after giving the intervention. The

One

Word a

Day (OWAD) included word finder, scrambled letters, word recognition, and dictation. Each part consisted

of l0

items.

A

40-item pre-test and post- test

in

vocabulary consisting

of

context clues and usage were also utilized. The said tests composed of two parts, with each part consisting of 20 items. After the ^{data gathering} ard testing ttre results proved that the use

of

OWAD

helpd in

improving the spelling and vocabulary abilities of the participants.

Spelling and vocabulary should be given attention since the two are basic skills in leaming a language. Research claims that spelling is important since

it

enhances the children's reading ^and

writing

abilities (Moats,2005). Furthermore, spelling is the establishment of good reading and the enrichment of

writing

as quoted by Webster (Caneker,2010).

Rose (2010) explained that ^the judgment of a person can be measur€d by his

or

her spelling

ability

in various places and instances that is why it is important to acquire the skills in spelling. Teaching spelling

will

eventually help children in performing

well

in school. According

to

Zutell (1992) as mentioned by Leipzig (2000) most teachers are giving a spelling list on Monday, then

drills

and exercises in benveen, and a quiz on Friday. This is the usual practice being used by teachers in teaching spelling yet this type of practice was found boring since the presentation was the traditional way

of

teaching spelling. When children find something boring, they are not motivated to