Research Full Paper - SPD

PICTURE WORD INDUCTIVE METHOD: ITS EFFECTS ON THE
MEMORY RETENTION OF ENGLISH PUPILS
SHAIRA PRIETO DORIGO
A Research Presented to the Faculty of the

College of Education, Arts and Sciences
Ramon Magsaysay Technological University
San Marcelino, Zambales
In Partial Fulfillment of the Requirements for the Degree in

Bachelor of Elementary Education
April 2017
Republic of the Philippines
RAMON MAGSAYSAY TECHNOLOGICAL UNIVERSITY
San Marcelino Campus
College Of Education, Arts & Sciences
APPROVAL SHEET
In partial fulfillment of the requirements for the degree in Bachelor of

Elementary Education (BEEd), this research PICTURE WORD INDUCTIVE
METHOD: ITS EFFECTS ON THE MEMORY RETENTION OF ENGLISH
PUPILS has been prepared and submitted by SHAIRA PRIETO DORIGO who is
hereby recommended for the oral examination.
MARLON N. FULGENCIO
Adviser
APPROVED by the Oral Examination Committee.
FERDINAND V. TAMORIA, Ph.D.

Chair
BEVERLY I. AGUSTIN, Ph.D. DANILO V. ROGAYAN, JR.

Member Member
ACCEPTED and APPROVED as a requirement for the Degree Bachelor

of Elementary Education (BEEd).
APPROVED:
___________________ BEVERLY I. AGUSTIN, Ph.D.

Date Chairperson, BEEd Program
ii
ACKNOWLEDGEMENT
The intern wishes to take the opportunity to express her heartfelt gratitude
to the following persons who had selflessly extended their help and wisdom in
the realization of this paper.
To Mr. Marlon N. Fulgencio, her ever supportive class and research
adviser, for his non-stop encouragement, motivation, guidance, patience, all the
unsolicited advices, for imparting his invaluable knowledge and expertise in the
field of education, for all the unforgettable memories together, and most
especially for becoming a second father to her. “My sincere thanks Sir for
becoming a big part of my journey in this institution. Thank you Sir for everything
you did for us to make this paper possible.”
To Prof. Nora A. Alcayaga, her practice teaching adviser, for the untiring
guidance and assistance in the entire duration of the practicum
To Dr. Beverly I. Agustin, the Chairperson of the BEEd department, for
her continuous support and assistance.
To Prof. Joseline R. Tamoria, for imparting her proficiency in the field of
education. “Thank you so much Ma’am for your heartfelt appreciation to what we
have done and for the constructive criticisms which made me a better teacher.”
To Mr. Danilo V. Rogayan Jr., her optimistic mentor, for all his
supervision, assistance, helpful advice, and for sharing his deep passion in
teaching that served as an inspiration to her.
iii
To Mr. Eric Delos Santos Ebro, her clever and humorous mentor and
supportive quiz bowl coach, for all the words of encouragement that served as
her motivation in pursuing the field of education.
To Mr. Rolando I. Racsa, principal of Castillejos Central Elementary
School, where the intern conducted her practice teaching, for all the priceless
advices and support to her.
To Mrs. Elena M. Gongora, her efficient cooperating teacher, for all the
helpful advices, encouragement, and motivation were greatly appreciated. The
intern would like to extend her sincere gratitude for all her generous action.
“Thank you so much Madam Elena for reminding me to always pray,
strengthening my willpower, and boosting my self-confidence by always telling
me this line ‘Believe in yourself darling!’ I salute you Madam for all your sacrifices
you did for me as your intern.”
To all her mentors, Ms. Kenn Lesley Gagasa, Mrs. Reyna Lyn A.
Sahagun, Prof. Adoracion C. Raguine, Dr. Nestor Z. Rondina, Dr. Ferdinand
V. Tamoria, Prof. Lorina P. Bundang, Dr. Jo A. Espiritu, Ms. Ma. Milmor
More, Prof. Karen P. Andres, Dr. Luz N. Corpuz, Mr. Jimbarry S. Ordillas,
Prof. Lea Dollete, Mr. Edwin Relaniza and Dr. Elizabeth Farin, who taught her
deeper knowledge and expertise in the different fields, and indefinitely molded
her skills in teaching.
To her VI-Cepheus, VI-Cassiopeia, VI-Orion, IV-Phoenix, IV-Eagle, and
IV-Falcon pupils, for the sweet memories and challenging experiences.
iv
To all her College Classmates and Friends, for giving her inspiration and
sharing laughter during college days. “My warmest thanks to you for making my
college life cherished and memorable.”
To her supportive Family, for giving her inspiration, love, and care. Her
wholehearted thanks for their untiring encouragement, advices, and support.
Above all, God Almighty, the “Great Provider”, the source of all
strength, inspiration, courage, continuous blessings and undying love. “Thank
you Lord for helping me carries all my burdens during my most trying moments.”
SPD
v
ABSTRACT
PICTURE WORD INDUCTIVE METHOD: ITS EFFECTS ON THE

MEMORY RETENTION OF ENGLISH PUPILS
SHAIRA PRIETO DORIGO1

MR. MARLON N. FULGENCIO2
1
Student Researcher, Ramon Magsaysay Technological University – San Marcelino
2
Adviser, Ramon Magsaysay Technological University – San Marcelino
shairaprietodorigo@yahoo.com
Teachers should employ best pedagogy to help the learners learn and
actively strengthen their academic performance. This study aimed to expose the
English pupils to Picture Word Inductive Method. The data of the study were
derived from the pre-test and posttest. Picture Word Inductive Method intended
to enhance pupils’ memory retention while gaining pupil’s interest in the subject.
This descriptive action research was conducted at Castillejos Central Elementary
School. The participants selected through purposive sampling were thirty nine
(39) Grade VI pupils. The research instruments used in this study were teaching
plan, instructional materials, and pre-test/posttest. The results of the study
showed that before using the intervention, the participants had a low level of
memory retention; 25 or 64.10% of the class performed below average in the
administered pre-test with a mean score of 17.3 (sd = 5.90). After the application
of the intervention, 24 or 61.5% of the class performed above average level with
a mean score of 34.22 (sd = 5.83). Since the computed t-value of 27.05 was
greater than the critical value of 2.024 (α = 0.05, df = 38), the null hypothesis was
rejected, indicating a significant difference on the memory retention of the pupils
before and after the intervention. Hence, the Picture Word Inductive Method had
an implied impact in enhancing the memory retention of English pupils and
vi
developed their appreciation and confidence in expressing themselves. Further
studies may be conducted to improve the effectiveness of the Picture Word
Inductive Method.
Keywords: Picture Word Inductive Model, English teaching, memory

retention, constructivism, dual-coding theory, descriptive
action research
vii
TABLE OF CONTENTS
Content Page
Title Page i
Approval Sheet ii
Acknowledgment iii
Abstract vi
Table of Contents viii
List of Tables xi
List of Figures xii
Chapter 1 INTRODUCTION 1
Background of Study 1
Statement of the Problem 4
Significance of the Study 5
Scope and Limitation 6
Chapter 2 FRAMEWORK OF THE STUDY 7

Related Topics 7
Conceptual Framework 16
Null Hypothesis 16
Definition of Terms 17
Chapter 3 METHODOLOGY 18
Research Design 18
Research Locale 19
Participants and Sampling Technique 20
Research Instruments 20
A. Teaching Plan 20
B. Pre-test/Posttest 20
C. Formative Assessment 21
viii
Data Gathering Procedure 22
Data Analysis 23
Chapter 4 RESULTS AND DISCUSSION 24

Performance Level of the Pupils Before the Application
of the Technique 24
Performance Level of the Pupils After the Application
of the Technique 27
Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS 31
Summary of Findings 31
Conclusions 32
Recommendations 32
REFERENCES 33
APPENDICES 36
A. Unit Plan/Teaching Plan 37
B. Course Content 39
C. Table of Specification 40
D. Pre-test/Posttest 42
E. Results of Pupils’ Scores in Pre-test and Posttest 48
F. Mean and Standard Deviation Computation in the Pre-test 49
G. Results of Pupils’ Scores in their Three Recitations 50
H. Mean and Standard Deviation Computation
in Three Recitations 51
I. Results of Pupils’ Scores in their Three Quizzes 53
J. Mean and Standard Deviation Computation in Three Quizzes 54
K. Mean and Standard Deviation Computation in the Posttest 56
L. Difference in the Performance in the Pre-test and Posttest 57
ix
M. Computation of Correlated t-test 58
N. Sample Lesson Plans 60
O. Sample Quizzes of the Pupils 89
P. Sample Outputs of the Pupils 93
Q. Letter of Approval for the Conduct of Research 96
R. Certification of Grammarian 97
S. Plagiarism Report 98
T. Resume 111
x
LIST OF TABLES
Table Title Page
1 Frequency and Percent Distribution of Respondents’

Scores in the Pre-test 24
2 Frequency Distribution of the Pupils’ Scores

in Three Recitations 25
3 Frequency Distribution of the Pupils’ Scores in

Three Quizzes 26
4 Frequency and Percent Distribution of Respondents’

Scores in the Posttest 27
5 Comparative Results of Pre-test and Posttest 28
6 Frequency of Correct Answers in Pre-test and Posttest 29
7 Result of t-test Computation 30
xi
LIST OF FIGURES
Figure Title Page
1 Paradigm of the Study 16
2 The Map of Castillejos Central Elementary School 19
xii
Chapter 1
INTRODUCTION
Background of the Study
Teachers should employ best pedagogy not only to help the learners to
learn but to actively strengthen their academic performance.
Pictures provide realistic and concrete referents for the learning of new
words, phrases, and sentences. Among different teaching methods, many
researchers believe that the method of using pictures/visual images can benefit
learners in acquiring new words that can add up to their vocabulary.
According to Groome et al. (1999), recognition which represents the form
of memory appears to be relevant to young learner’s language learning. Different
presentation modes in different learning environments show that adding a picture
to a word might strengthen the comprehension and retention process (Tindall-
Ford, Chandler & Sweller, 1997).
Pictures are perceptually more distinct from one another than words, thus
increasing their chance for retrieval. Pictures are also believed to assess
meaning more directly than words (Nelson, 1976).
Mayer (2003) claims that the results may come from the fact that the
picture makes retention easier by identifying previous experience stored in
memory, or alternatively, the word next to the picture reduces the translation
inaccuracy.
Over the years, based on new research findings, the principles of using
pictures have expanded: people learn better from words and pictures than from
words alone, and people learn better when words and pictures are physically and
temporally integrated (Mayer & Mitchell, 2014).
The picture superiority effect stated that pictures and images are more
likely to be remembered than words. It is based on the notion that "human
memory is extremely sensitive to the symbolic modality of presentation of event
information" (Defetyer, Russo, & McPartlin, 2009).
Schmitt and McCarthy (1997) states that the meaning of new words can
be learned by studying them with pictures instead of definitions. Harvey and
Goudvis (2000) state that if readers/listeners can visualize new words, the words
will be more easily understood and remembered.
It claims that pictures are universal stimuli to aid learning that provide a
starting point for language sharing in the classroom (Wood & Tinajero, 2002).
Wood and Tinajero consider the PWIM as a model that cannot only be used to
teach English but can also be applied to teach other subjects based on English
language.
It is stated that PWIM induces learners to classify their new words,
building the concepts that will enable them to make sense of words they have not
seen before. It follows that the PWIM stresses on children’s natural ability to think
inductively because it respects their thinking ability (Acha, 2009).
Riding and Grimley (2001) claim that in certain learning situations, some
learners benefit more than others from the simultaneous presentation of words
and pictures.
14
Another very widely accepted theory is Paivio’s dual coding theory.
According to this theory, pictures have advantages over words with regards to
coding and retrieval of stored memory because pictures are coded more easily
and can be retrieved from symbolic mode, while the dual coding process using
words is more difficult for both coding and retrieval (Paivio, 1986).
Dual-coding theory, a theory of cognition, used the idea that the formation
of mental images aids in learning. While some limits the effectiveness of the
dual-coding theory, it is still valid over a wide range of circumstances and can be
used to improve memory (Reed, 2010). The mental codes corresponding to
these representations are used to organize incoming information that can be
acted upon, stored, and retrieved for subsequent use. Both visual and verbal
codes can be used when recalling information (Sternberg, 2003).
The Picture Word Inductive Method is an inquiry-oriented inductive
language arts strategy, which focuses on early literacy. It is based on Calhoun’s
research and is designed to teach K-6 children phonics and spelling, explicitly
and inductively (Calhoun, 2000).
The Picture Word Inductive Method embodies Bruner’s role of structure in
learning. This model helps a learner bridge a transition between old and new
knowledge by first identifying what they see in a picture, which activates existing
schema (old knowledge) (Bruner, 1960).
The main goal of teaching is to have an effective and appropriate
instructional strategy that will be suitable to all learners. Picture Word Inductive
method provides a practical way for the teacher to examine the level of memory
15
retention and observe the class performance of the learners in different activities
in order for them to create the best techniques for diverse learners. This method
will be beneficial to a teacher who aims to promote and develop several 21 st
century memory skills among learners. Instructional technique is very important
in the teaching-learning process. The application of instructional tools might have
positive and negative consequences based on the response of the learners. The
challenge for teachers is to overcome these real difficulties and provide a
practical model for understanding pupils’ wants, interest, and needs. For this
reason, the researcher has looked forward in finding the effects of Picture Word
Inductive Method in enhancing memory retention of the learners.
Statement of the Problem
This study aimed to examine the effects of Picture Word Inductive Method
on memory retention of Grade VI pupils.
The study intended to answer the following questions:
1. What is the level of memory retention of the pupils in English before the
intervention?
2. What is the level of memory retention of Grade VI pupils in English after
the intervention?
3. Is there a significant difference in the memory retention of the pupils in
English before and after the application of the Picture Word Inductive
Method strategy?
16
Significance of the Study
The study aimed to examine the effects of the implementation of picture
word inductive method in the classroom setting prior to the memory retention of
the pupils.
Pupils. The result of this study will help the pupils to enhance their
memory retention and motivate them to engage in learning prior to academic
skills in the actual classroom setting through the use of picture word inductive
model.
Teachers. Using the intervention, teachers will enhance the pupil’s
memory retention and promote quality education as may be used as one of the
pedagogical strategies of the teachers. The teacher can also use the result of the
study as a response on teaching activities and will increase his performance in
teaching program well. This study also gives contribution to the English teachers
in the use of Picture Word Inductive Model as a cognitive teaching technique to
improve pupils’ memory retention and vocabulary achievement.
School. Schools can use the findings of the study to maintain the active
involvement of every learner in the classroom and to improve the teaching
methodology of the teachers.
Parents. Parents as part of the child’s learning process can use this study
to have further support and guide their children regarding their academic
performance for the ultimate goal of learning.
DepEd. This study will help the Department of Education to innovate and
improve the quality of education in the Philippines.
17
Scope and Limitation
The study focused on assessing, analyzing and interpreting the effects of
picture word inductive method in memory retention of Grade VI pupils in English.
The study was conducted among Grade VI pupils of Castillejos Central
Elementary School during the A.Y. 2016-2017.
18
Chapter 2
FRAMEWORK OF THE STUDY
Through this chapter we can see the framework of the study which
comprises the conceptual framework, definition of terms, and related topics
wherein citation from books, magazine, newspaper and website was being
presented to further discuss the study.
Picture Word Inductive Method
The Picture Word Inductive Method (PWIM) – A Model of Vocabulary
Teaching with the Aid of Pictures. The Picture Word Inductive Model (PWIM) is
developed by Joyce and Calhoun (1998); it uses pictures containing familiar
objects and actions to elicit words from children’s listening and speaking
vocabulary. The PWIM has been used in Calhoun’s teaching for American
children in the primary school and the kindergarten since the 1970s and it has
become more and more popular for the other teachers in teaching young ESL
learners.
Wood and Tinajero (2002) claim that pictures are “universal stimuli to aid
learning that provide a starting point for language sharing in the classroom”
(page 10). With the emphasis of using pictures as a stimuli to teach, the PWIM
incorporates learning, writing, vocabulary, and recognition development as a
method of supporting learners who learn English to promote an understanding of
“the content knowledge necessary to be successful in all subject areas” (p. 10).
They consider the PWIM as a model that cannot only be used to teach English
but can also be applied to teach other subjects based on English language.
According to Acha (2009), inductive learning ability has been proved to
relate to language acquisition and may affect organizing in the mind parts of
speech and grammar rules as well as thematic concepts of words. It is stated
that PWIM induces learners to classify their new words, building the concepts
that will enable them to make sense of words they have not seen before.
Picture superiority effect. The picture superiority effect refers to the
phenomenon in which pictures and images are more likely to be remembered
than words. It is based on the notion that “human memory is extremely sensitive
to the symbolic modality of presentation of event information” (Defetyer, Russo, &
McPartlin, 2009; p. 2).
Allan Paivio's dual-coding theory is a basis of picture superiority effect.
Paivio claims that pictures have advantages over words with regards to coding
and retrieval of stored memory because pictures are coded more easily and can
be retrieved from symbolic mode (Paivio, 1986).
Pictures are perceptually more distinct from one another than words, thus
increasing their chance for retrieval. Pictures are also believed to assess
meaning more directly than words. Levels of processing theory apply when
words and pictures are compared under semantic study instructions, recall is
very similar for pictures and words, as both were encoded at deeper levels
(Nelson, 1976).
20
In developing this theory, Paivio used the idea that the formation of mental
images aids in learning (Reed, 2010). According to Paivio, there are two ways a
person could expand on learned material: verbal associations and visual
imagery. Visual and verbal information are processed differently and along
distinct channels in the human mind, creating separate representations for
information processed in each channel. The mental codes corresponding to
these representations are used to organize incoming information that can be
acted upon, stored, and retrieved for subsequent use. Both visual and verbal
codes can be used when recalling information (Sternberg, 2003).
Learners can structure a mental model when processing a picture initially
so that no further model construction may be required for subsequent processing
of a text. Presenting picture before text is beneficial to students with low prior
knowledge (Eitel & Scheiter, 2015). In a similar vein, reading a picture prior to
processing textual information improves comprehension levels for students with
low prior knowledge (Salmerón, Baccino, Cañas, Madrid, & Fajardo, 2009).
Pictures can be more effective than word translation for language learning when
individuals are not overconfident in the mnemonic power of pictures (Carpenter &
Olson, 2012).
Pictures have a significantly positive effect on four areas of
communication: attention, comprehension, recall, and intention/adherence.
Health education materials can benefit greatly by adding pictures as pictures can
be especially beneficial for people who lack literacy skill (Houts, Doak, Doak &
Loscalzo, 2006). Picture superiority effect can be implemented in creating
21
materials for health communication that inclusion of fearful or disgusting images
led to improved recognition memory in comparison with the condition without a
presence of image (Leshner, Vultee, Bolls & Moore, 2010).
This effect has been shown to occur in recognition memory tasks, where
items studied as pictures are better remembered than items studied as words,
even when targets are presented as words during the test phase (Defetyer,
Russo, & McPartlin, 2009).
More recent research in associative recognition shows support that
semantic meaning of pictures is activated faster than that of words, allowing for
more meaningful associations between items depicted as pictures to be
generated (Hockley & Bancroft, 2011).
Pictures have distinctive features that enable to distinguish pictures from
words and such discriminability increase memory ability in comparison with
verbal cues (Jenkins, Neale & Reno, 1967). Moreover, pictures in pairs or group
were better organized in our memory than words thus resulting in superiority in
recall (Pavio & Csapo, 1973).
Moreover, studies that have been conducted on abstract and concrete
words have also found that the participants remembered concrete words better
than the abstract words (Yui, Ng, & Perera, 2017).
Application Of The Picture Word Inductive Model Using Jerome S.
Bruner's Constructivist View Of Learning And The Cognitive Load Theory
(Perkins & Xuan, 2013). The PWIM is an inquiry-oriented inductive language arts
strategy, which focuses on early literacy. It is based on Calhoun’s (1999)
22
research and is designed to teach K-6 children phonics and spelling, explicitly
and inductively. The purpose of the strategy is to develop vocabulary word
concepts and paragraph and sentence structures in the general education areas
of mathematics, reading, science, and social science.
According to Calhoun (1999), one of the advantages of the PWIM strategy
is that it assists students in seeing and inferring patterns and relationships in the
language, which should enable them to apply and transfer this learning to novel
words. Another principle of the strategy is that students are given numerous
opportunities to make generalizations that will assist them in mastering the rule-
governed behavior principles of the language (e.g., draw generalizations).
The PWIM embodies Bruner’s role of structure in learning. This model
helps a learner bridge a transition between old and new knowledge by first
identifying what they see in a picture, which activates existing schema (old
knowledge). As learners engage in inductive thinking and review the picture word
chart, they bridge knowledge “encountered earlier and later” (Bruner, 1960).
Based on Bruner’s (1960) constructivist theory, the curriculum has a direct
impact on learning. Bruner (1967) developed the construct of discovery learning
and described it as an inquiry-based, constructivist learning theory, which holds
that learners use existing knowledge and past experiences to discover facts and
relationships. As a result, learners are thought to be more likely to remember
concepts and knowledge created or discovered on their own. Because the PWIM
is an inquiry-oriented strategy that is captioned under the rubric of discovery
learning, it is closely related to Bruner’s construct of discovery learning.
23
PWIM is a teaching approach based on Calhoun’s (1999) research on
early literacy. The fundamental tenet of PWIM is its use of pictures as a stimulus
for language experience activities in classrooms to teach young beginners
learning to read and write Inquiry-oriented induction is another key feature of
PWIM.
Joyce, Calhoun, and Hopkins (2009) gave a more detailed description of
the process of the PWIM where she named three specific stages in which
teachers are facilitators, questioners, and organizers. PWIM embraces the
development of visual perception, which is vital to children’s literacy acquisition,
in the following manner.
Joyce, Weil, and Calhoun (2009) showed how pictures may serve as
important stimuli for connecting learners’ life experiences to their language
learning in the classroom.
Calhoun (1999) defines the Picture Word Inductive Model as an inquiry-
oriented language arts strategy that uses pictures containing familiar objects and
actions to elicit words/ideas from children's listening and speaking vocabularies.
Basically this is a method which uses the advantage of picture as the learning
media in teaching and learning process. The method is designed to capitalize on
children's ability to think inductively. It takes advantage of student prior
knowledge and visual clues and builds on the key strength of inductive learning—
the brain's natural desire to seek out and remember patterns.
The picture word inductive method is used to help pupils develop as
independent learners and as independent readers and to foster confidence
24
based on knowledge that they secure for themselves as learners. One of the
strategies to teach writing is Picture Word Inductive Method which its main
activity is identifying and labeling all objects and activities on the pictures, and
generating ideas out of it.
Silitonga and Ernidawati (2010) stated that PWIM is as a model of
teaching that uses picture and words to stimulate students thinking inductively,
from specific thinking (see the pictures and words) into general thinking.
Memory Retention
Relationship between Memory, Words, and Pictures. Memory retention is
the mental faculty that enables one to retain and recall previously experienced
sensations, impressions, information, and ideas. The ability of the brain to retain
and to use knowledge gained from past experience is essential to the process of
learning.
Teaching with the PWIM involves pictures, memory, vocabulary
acquisition, hence the relationship between memory, picture and vocabulary
acquisition are discussed. Meanwhile, the PWIM cycle only lasted for a short
period of time, so the pupils’ ability to learn word forms and meaning were tested
in the short term. Hence, the short-term memory of the new words in terms of
pronunciations, spellings and meaning is related.
Glassman (2001) holds the view that memory has not been regarded as a
unitary entity. Several kinds of memories have been tested yet not all of them
proved to be relevant to language learning. Memory can be divided into three
25
major stages: encoding, storage and recall, namely immediate and active
retrieval of information stored.
According to Groome et al. (1999), recognition which represents the form
of memory appears to be relevant to young learner’s language learning. Different
presentation modes in different learning environments show that adding a picture
to a word might strengthen the comprehension and retention process (Tindall-
Ford, Chandler & Sweller, 1997).
Another researcher, Mayer (2003), claims that the results may come from
the fact that the picture makes retention easier by identifying previous experience
stored in memory, or alternatively, the word next to the picture reduces the
translation in accuracy. Namely, it makes the result more reliable. Learners with
high competence of verbal and visual have more advantages than learners with
low competence when facing simultaneous presentation of word and picture.
Riding and Grimley (2001) claim that in certain learning situations, some
learners benefit more than others from the simultaneous presentation of words
and pictures. According to Ainsworth (1999), when the task involves reading
comprehension and integration of information, pictures have been useful to
interpret text and construct deep understanding.
Amazing memory for images. More than forty years ago, studies revealed
that human memory (recall and recognition) for images is vastly superior to
memory for other modes. Pictures can be semantically categorized faster than
words. The recall and recognition superiority of pictures over text or auditory
content has been well documented and is called the picture superiority effect
26
(PSE). The memorial representation of pictures is in some way more elaborate,
distinctive, or meaningful than the representation of words (Hockley & Bancroft,
2011).
Multimedia Learning Optimizing Working Memory. The problem of Mayer’s
Multimedia Learning Theory tries to address is how to most effectively and
efficiently enhance the learning of students with low prior knowledge.
Multimedia learning occurs when people build mental representations from
words (such as spoken text or printed text) and pictures (such as illustrations,
photos, animation, or video). As you can see from this definition, multimedia
refers to the presentation of words and pictures, whereas multimedia learning
refers to the learner’s construction of knowledge from words and pictures (Mayer,
2014).
words alone, people learn better when words and pictures are physically and
temporally integrated, similar to Mayer’s spatial contiguity and temporal contiguity
principles (Mayer, 2014).
The present study focused on the effect of Picture Word Inductive Method
in enhancing the memory retention process of the pupils in English. This present
study was a descriptive action research that requires an immediate action and
specifically answers specific problems present in the classroom setting.
27
Conceptual Framework
The framework shows the Picture Word Inductive Method as an
intervention in enhancing the memory retention of the pupils in English.
INPUT OUTPUT
PROCESS
Level of Level of
Picture
Memory Memory
Word
Retention Retention
Inductive
before the after the
Method
intervention intervention
Figure 1. Paradigm of the Study.
Figure 1 shows the application of Picture Word Inductive Method, based
on the Jerome Bruner’s Constructivist Learning Theory and Allan Paivio's dual-
coding theory, as the intervention of the study. It aimed to enhance the memory
retention of the pupils after the intervention. The data were gathered from the
results of pre-test/posttest, quizzes, and recitations. The results were interpreted
using different statistical tools.
After the processing of data, it was expected that the intervention had
enhanced the memory retention and class performance of the pupils.
Null Hypothesis
1. There is no significant difference in the memory retention of the pupils in
English before and after the application of the intervention.
28
Definition of Terms
The following are the terms and definitions that were used in the study:
Constructivist learning theory. It is a learning theory where learners use
existing knowledge and past experiences to discover facts and relationships.
Dual-coding theory. It is a basis of picture superiority effect wherein
pictures were used as advantages over words with regards to coding and
retrieval of stored memory.
English. It is the field concerned with sharing English content, process,
and language skills, literacy, and some teaching pedagogies that serve as the
building foundation which one lives and future understanding of the language is
based.
Memory Retention. The mental faculty that enables one to recall, retain
and use previously experienced sensations, impressions, information, and ideas
essential to the process of learning.
Picture Word Inductive Method. It is an inquiry-oriented instructional
strategy employed by the teacher which uses pictures containing familiar objects
and actions to elicit words/ideas from children's listening and speaking
vocabularies.
29
Chapter 3
METHODOLOGY
This chapter presents the research design used in conducting this study. It
contains the research method used, procedure and technique, research locale,
participants and sampling, the data gathering instruments, and the appropriate
statistical treatments of data to answer the specific problems.
Research Design
This study was a descriptive action research. Action research is either
research initiated to solve an immediate problem or a reflective process of
progressive problem solving led by individuals working with others in teams or as
part of a community of practice to improve the way they address issues and
solve problems. Denscombe (2010) writes that an action research strategy's
purpose is to solve a particular problem and to produce guidelines for best
practice.
Action research designs are systematic procedures done by teachers (or
other individuals in an educational setting) to gather information about, and
subsequently improve, the ways their particular educational setting operates,
their teaching, and their student learning. Educators aim to improve the practice
of education by studying issues or problems they face. Educators reflect about
these problems, collect and analyze data, and implement changes based on their
findings. In some cases, the research solves a local, practical problem, such as a
classroom issue for a teacher (Mills, 2011 as cited in Cresswell, 2012).

Research Locale
This study was conducted at Castillejos Central Elementary School (CES)
located at Brgy.San Juan, Castillejos, Zambales from November 2016 to
February 2017.
Figure 2. The Map of Castillejos Central Elementary School.
31
Participants and Sampling Technique
The study involved a total of thirty nine (39) Grade VI-Cepheus pupils:
twenty five (25) boys and fourteen (14) girls aging from 11-13 years old. They are
residing within the vicinity of Castillejos.
The study used the purposive sampling technique which implicates
deliberate selection of participants considered to be the most appropriate source
of data in line with the objectives of the study.
Research Instruments
The following are the instruments used in the study:
A. Teaching Plan
The teaching plan included the topics taught up and the objectives used while
observing the application of the picture word inductive method which are
obtained from the prescribed lessons given by the Department of Education
(DepEd) under the Basic Education Curriculum. It also included the teaching
strategies, instructional materials and the evaluation used.
The teaching unit refers to the topics covered by the pupils in the entire unit
during the third and fourth grading period meeting the content standards and set
objectives or learning competencies of the Basic Education Curriculum for
English 6 subject.
B. Pre-test/ Posttest
In order to gather a reliable and valid data to determine the effectiveness of
Picture Word Inductive Method among the Grade 6 pupils in English subject, the
researcher used a diagnostic test (Pre-test) / achievement test (Posttest). To fully
32
improve the pupils’ memory retention, they were also evaluated based from their
quizzes and recitations. The pre-test/posttest used was composed of 50 items
based from the topics covered for the Third and Fourth Quarter. It was based
from the BEC - PELC.
The English test was subjected to content validity by assessors and
professors to ensure the validity of the test. The test questionnaire was also pre-
administered to 20 pupils who have taken already the learning contents.
C. Formative Assessment
Quizzes and recitations were rated according to the total number of
correct answers. The scores in the quizzes and recitations were used as a basis
to evaluate the effectiveness of the method. The assessments of the
performance of the pupils in various activities were rated through rubrics.
Recitation was graded by the manner of answering questions and also the
level of the answer of the pupils. There was a prepared rating score or rubric
which was the basis used for grading the pupil’s answer.
Criteria for Recitation

CRITERIA POINTS
Generate and give ideas related to the topic. 5
Construct sentences correctly. 3
Proper usage of words. 2
TOTAL 10
33
Data Gathering Procedure
The data gathering procedure followed the following phases:
Phase 1. The pre-test was administered before the start of the unit to
determine the memory level of the pupils before the application of the strategy.
Phase 2. During the application of the strategy, the pupils’ performances
were evaluated by means of quizzes/activities both for individual and group
works.
Phase 3. After the application of the strategy, the posttest was
administered.
Phase 4. The results of the pre-test and posttest were compared to
determine the effectiveness of the strategy.
Application of the Intervention

The teaching strategy used in the study was the Picture Word Inductive
Method. The method was applied every English class discussion to check its
effect on the pupils’ memory retention. It has covered the entire teaching-learning
process. In conducting Picture Word Inductive Method, the following steps were
followed:
Select a Picture. Pictures are selected and prepared based on the
interest of the pupils.
Presentation. The teacher will present and ask pupils to identify what
they see in the picture.
Motivation. Use motive questions to catch the attention of the pupils.
34
Shake out Words. Through motive questions, words were shaken out of
the picture and generate ideas related to it.
Spring boarding. The pupils will generate ideas out of the picture and
construct a simple sentence. These sentences constructed were used as set of
examples that will be used in the lesson.
Data Analysis
The statistical tools used in the analysis and interpretation of data and
hypotheses testing include the following and were run through MS Excel
ToolPack 2013 and SPSS v. 20:
Correlated t-test computation. This was done to determine if there was
a significant difference between the scores in the pre-test and post-test of the
pupils in the class.
Frequency and Percent Distribution. This was prepared for a tabular
presentation of each result together with the computation of the mean and
standard deviation. It was employed to determine the frequency counts and
percentage distribution of the raw scores of the pupils.
Standard Deviation. Since the mean was chosen as the measure of
center, this was used to measure the spread of how far the observations are from
their mean. It is the square root of the variance.
Weighted/Arithmetic Mean. This was utilized to determine the average of
the results.
35
Chapter 4
RESULTS AND DISCUSSION
This chapter presents the findings of the study and their interpretation.
This includes analysis of the level of performance of the pupils based from the
tabulated results of the scores from series of administered test. Gathered results
were presented in a table to come up with a discreet comparison and were
interpreted here into.
Performance Level of the Pupils Before the Application of the Technique
The level of performance of the Grade 6 – Cepheus in English from the
previous conduct of teaching with Picture Word Inductive Method was reflected
by the result of their pre-test.
The pre-test as the first data gathering instrument was composed of 50
item test administered to the pupils to assess their level of performance and to
determine the capability of pupil in the different level of cognitive domain of
learning. Class performance was described using frequency counts and percent
(Refer to Appendix E to the results of pupil’s scores in pre-test).
Table 1
Frequency and Percent Distribution of Respondents’ Scores in the Pre-test
Score Interval Frequency Percent Rating
31-40 1 2.56 Above Average
21-30 9 23.08 Average
11-20 25 64.10 Below Average
1-10 4 10.26 Poor
Total 39 100 Weighted Mean: 17.3
Table 1 shows that 1 or 3% of the respondents were above average in
performance, 9 or 23% were in the average level, 25 or 64% of the class belong
to below average level and 4 or 10% in poor level, meaning the Grade 6 pupils
were below average of comprehension. From 50 item test, the highest score
obtained was only 33 and the lowest was 8. Using the fd presented, mean and sd
were computed 17.3 and 5.90 respectively (Refer to Appendix F).
The scores in their recitations were used to authenticate the efficiency of
the Picture Word Inductive Method (Refer to Appendix G for the pupil’s scores in
recitation).
Table 2
Frequency Distribution of the Pupils’ Scores in Three Recitations
Score A B C
9-10 3 10 17
7-8 22 26 20
5-6 12 3 2
3-4 2 0 0
mean 6.83 7.86 8.27
sd 1.40 1.11 1.18
Table 2 shows the graded recitation of the pupils. Graded recitation was
measured to determine the level of participation and thinking of the pupils. The
table indicated an increase from a mean score of 6.83 on the first graded
recitation, 7.86 on the second graded recitation, to 8.27 on the third graded
recitation (Refer to Appendix H). Consequently, the pupils’ recitation and memory
retention had greatly improved after using the Picture Word Inductive Method.
25
Proof from several researches supports the use of pictures as universal
stimuli to aid learning that provide a starting point for language sharing in the
classroom (Wood & Tinajero, 2002).
The scores in their quizzes were also used to measure the level of
improvement of the pupils while applying the intervention (Refer to Appendix I).
Table 3
Frequency Distribution of the Pupils’ Scores in Three Quizzes
Score A B C
9-10 2 5 19
7-8 1 9 11
5-6 21 12 7
3-4 11 13 2
1-2 4 0 0
mean 4.78 5.81 7.91
sd 1.81 2.08 1.85
Table 3 shows the Frequency Distribution of pupils’ scores in three
quizzes. This shows the mean scores of the pupils in their three quizzes
increased from 4.78 mean score on their first quiz, 5.81 mean score on their
second quiz, to 7.91 mean score on their third quiz (Refer to Appendix J). This
proved that the pupils had an improvement in their quizzes after the intervention.
Research evidence claims that in certain learning situations, learners
benefit more than others from the simultaneous presentation of words and
pictures (Riding and Grimley, 2001).
26
Performance Level of the Pupils After the Application of the Technique
The posttest was administered to validate the efficiency of the Picture
Word Inductive Method (Refer to Appendix E for the results of pupil’s scores in
posttest).
Table 4
Frequency and Percent Distribution of Respondents’ Scores in the Posttest
Score Interval Frequency Percent Rating
41-50 5 12.8 Excellent
31-40 24 61.5 Above Average
21-30 10 25.6 Average
Total 39 100 Weighted Mean: 34.22
Table 4 shows that 24 or 61.5% of the respondents were above average
in performance, 10 or 25.6% were in the average level, and 5 or 12.8%
performed excellently. The result showed that Picture Word Inductive Method
enriched the pupils’ memory retention. From 50 item test, the highest score
obtained was 48 and the lowest was 24. Using the fd presented, mean and sd
were computed 34.22 and 5.83 respectively (Appendix K).
According to Mayer (2003), picture makes retention easier by identifying
previous experience stored in memory.
Amount of improvement on the pupils’ memory retention was based on the
results of the pre-test and posttest. Table 6 shows the difference of the pupils’
performance between pre-test and posttest results.
27
Table 5
Comparative Results of Pre-test and Posttest
Pre-test Posttest Rating
Score Interval
f % f %
41-50 0 2.56 5 12.8 Excellent
31-40 1 23.08 24 61.5 Above Average
21-30 9 64.10 10 25.6 Average
11-20 25 10.26 0 0 Below Average
1-10 4 2.56 0 0 Poor
mean 17.3 34.22
sd 5. 90 5.83
Table 5 shows that there was an increase from 17.3 mean score of the
pre-test to 34.22 mean score of the posttest. The respondents belonging to
below average level in the pre-test moved up on higher scale in the posttest after
using the intervention. The mean score of the pre-test was half of the mean score
of posttest, meaning there was an improvement in the memory retention of the
pupils.
According to Tindall, Chandler, and Sweller (1997), different presentation
modes show that adding a picture to a word might strengthen the comprehension
and retention process of the learners.
Table 6 shows that the frequency of correct answers among respondents
improved in the posttest. There was an increase in the mean frequency of each
level on the cognitive domain. The findings showed that the improvement in the
formative evaluation affects the result in the posttest from pre-test.
28
Table 6
Frequency of Correct Answers in Pre-test and Posttest
Item Pre-test Posttest Item Pre-test Posttest

KNOWLEDGE COMPREHENSION
II. A I. A
21 11 35 1 24 31
22 8 30 2 24 29
23 3 33 3 24 28
24 15 32 4 9 23
25 6 37 5 22 24
26 14 36 II. C
27 9 37 36 2 17
28 5 37 37 1 17
29 9 28 38 2 16
30 6 26 39 1 20
40 1 16
11 22.1
mf
(22%) (44.2%)
II. B APPLICATION
31 4 34 I. C
32 0 12 16 30 39
33 4 12 17 30 39
34 2 28 18 28 37
35 0 22 19 20 36
20 20 34
25.6 37
mf
(51.2%) (74%)
III. HOTS
41 16 23 I. A
42 18 26 6 27 25
43 14 27 7 25 32
44 10 21 8 18 31
45 19 18 9 17 19
46 19 30 10 14 20
47 13 21 I. B
48 3 6 11 27 31
49 20 26 12 15 27
50 17 26 13 22 26
9.8 26.52 14 21 32
mf
(19.6%) (53.04%) 15 13 17
19.9 26
mf
(39.8%) (52%)
29
Table 7 shows the comparison of the results by computing the t-value to
determine if there was a significant difference between the scores in the pre-test
and posttest (Refer to Appendix M for the t-test computation).
Table 7
t-test of the Pre-test and Posttest Mean Gain of Grade VI pupils
Pre-test Posttest Mean t- Tabular
df Decision Remark
Mean Mean Gain value value
There exists a
17.3 34.22 16.92 27.05 2.024 38 Reject significant
H0 difference on
the memory
retention of
Grade VI pupils
before and after
the intervention.
Since the computed t-value of 27.05 was greater than the critical value of
2.024 (α = 0.05, df = 38), the null hypothesis was rejected, indicating a significant
difference on the memory retention of the pupils before and after the intervention.
words alone, and people learn better when words and pictures are physically and
temporally integrated (Mayer & Mitchell, 2014).
30
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter comprises the summary of findings as gathered, analyzed
and interpreted by the researcher and answers the problems found in the chapter
one. Conclusion was drawn out from the statistical procedures laid in the
previous chapter. Recommendations were also suggested with regards to the
use of the Picture Word Inductive Method in teaching English VI.
Summary of Findings
Based on the data gathered, the researcher was able to find answer to the
problems stated in the research.
1. Before using the intervention, the level of memory retention of the participants
were tested and found out that 25 or 64.10% of the class performed below
average level in the administered pre-test.
2. After the administered posttest, the result showed that 24 or 61.5% of the
class performed above average level.
3. The computed t-value of 27.05 was greater than the critical value of 2.024 (α =
0.05, df = 38). The null hypothesis was rejected, indicating a significant
difference on the memory retention of the Grade VI pupils before and after the
intervention.
Conclusions
Based on the data gathered, analyzed and interpreted, it could be
concluded that:
1. The level of memory retention of Grade VI pupils was low before the use of the
Picture Word Inductive Method.
2. The memory retention of the pupils has improved after using the intervention.
3. There is a significant difference in the memory retention of the pupils in
English before and after the use of the intervention.
Recommendations
Based on the findings of the study, the researcher recommended the
following:
1. Picture Word Inductive Method can also be used in other subject areas that
require active participation.
2. Teachers can use Picture Word Inductive Method in any part of the lesson to
stimulate the interest and improve the memory retention of the pupils. Mastery
and competency of the teacher in using the Picture Word Inductive Method
shall be developed. The teacher can integrate and modify the use of the
intervention.
3. Further research may incorporate a study of wider research questions such as
the effectiveness of the picture word inductive method to learner’s visual
comprehension or learning engagement.
32
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35
APPENDICES
Appendix A
UNIT PLAN
TOPICS LEARNING SUGGESTED LEARNING INSTRUCTIONAL TIME FRAME

OBJECTIVES ACTIVITIES MATERIALS
UNIT III
Predict - Analyze ideas as to -Require the pupils to dramatize - charts
outcomes what could happen possible endings of a - pictures 1 Day
next from stories selection/story - short stories
heard. -Let the learners dramatize a - power point
- Draw pictures of scene. presentation
incidents/characters - Recitation
that is possible to - Quiz
happen
- Give possible
endings to a
selection
Writing an - Write a two to three - Write a two to three point - chart
outline point sentence sentence outline - selections 1 Day
outline - Recitation
- Follow the rules in - Quiz
writing an outline.
UNIT IV
Make Inferences - Infer the mood of - Recitation - pictures
certain events - Dramatize a famous line of - power point 1 Day
through the speaker’s actors/actresses presentation
actions/ - Quiz - chart
intentions/utterances - selections
- rolled strips of
papers
37
Adverbs -Construct sentences -Recitation - pictures 6 Days
using adverbs. - Quiz - power point
-Determine the kinds presentation
of adverbs - chart
- Identify words that - rolled strips of
can function as papers
adjective /adverb
- Distinguish the
degrees of
comparison of
adverbs
Drawing -Draw conclusions - Recitation - pictures

conclusions based on information - Quiz - chart 1 Day
given - Draw a scene (poster) as a - short stories
conclusion of the story/selection
given
Preposition -Construct sentences - Recitation -video clip
using prepositions - Quiz presentation 5 Days
- Locate prepositional -Jigsaw puzzle assembly -pictures
phrase in a given -Landmark Mapping -short stories
sentence -Draw a picture -charts
-Identify the kinds of
prepositions
Prepared by:

Student Teacher
38
Appendix B
Department of Education
Region III
Division of Zambales
CASTILLEJOS ELEMENTARY SCHOOL
Castillejos, Zambales
COURSE CONTENT
English VI
I. Topic Outline
UNIT III UNIT IV

Predict an Outcome Make Inferences
Writing an Outline Adverbs
Possible Endings to a Selection Drawing conclusions
Preposition
III. Methodology/Strategy
1. Class Discussion
2. Picture Word Inductive Method
3. Recitations
4. Performance
IV. References
BEC – PELC
English For You and Me by Elodie A. Cada & Joyce H. Ternio
Building Confidence through English by Joemar L. Furigay
Handbook to Better English
39
Appendix C
Region III
TABLE OF SPECIFICATION IN ENGLISH (One Way)
PRE-TEST/POST TEST
LEARNING COMPETENCIES # OF % # OF TEST PLACEMENT
DAYS ITEMS
TAUGHT
1. Draw pictures of incidents/characters that are possible to 1 0.06 2 14, 15
happen.
2. Write an outline of a story heard. 1 0.06 5 16,17,18,19,20
3. Infer the mood of certain events through the speaker's 1 0.06 10 1,2,3,4,5,6,7,8,9,10
actions/intentions/utterances
4. Use adverbs 6 0.33 5 31,32,33,34,35
5. Identify Degrees of Comparison of Adverbs 2 0.11 10 41,42,43,44,45,46,47,48,49,50
6. Words that can function as adjective/adverb. 1 0.06 5 36,37,38,39,40
7. Draw conclusions based on information given. 1 0.06 3 11,12,13
8. Prepositions and prepositional phrases 5 0.28 10 21,22,23,24,25,26,27,28,29,30
18 1 50
Prepared by:
Student-teacher, BEED
Approved by:
ROLANDO I. RACSA
Elementary School Principal IV
40
Region III
TABLE OF SPECIFICATION IN ENGLISH (Two Way)

PRE-TEST/POST TEST
LEARNING COMPETENCIES K C AP HOTS Total

1. Draw pictures of incidents/characters that are possible to - - - 2 2
happen.
2. Write an outline of a story heard. - - 5 - 5
3. Infer the mood of certain events through the speaker's - 5 - 5 10
actions/intentions/utterances
4. Use adverbs 5 - - - 5
5. Identify Degrees of Comparison of Adverbs 10 - - - 10
6. Words that can function as adjective/adverb. - 5 - - 5
7. Draw conclusions based on information given. - - - 3 3
8. Prepositions and prepositional phrases 10 - - - 10
Total No. of Items 25 10 5 10 50
Prepared by:
41
Appendix D
Region III
District of Castillejos
CASTILLEJOS CENTRAL ELEMENTARY SCHOOL
S.Y. 2016-2017
PRE-TEST/POST TEST
ENGLISH VI
Name: Score:
Grade & Section: Date:
I. READING COMPREHENSION
A. Direction: Read the selection carefully. Answer the following questions by
inferring the mood of certain events through the speaker’s
actions/intonation/utterances. Encircle the letter of the correct answer.
The Graduation Gift

“Thank you! O thank you Father!” cried Jun embracing his father tightly. “This is
the best gift I have received in my whole life. I have prayed and longed to own one and
my prayer has been answered.”
“I am very glad about that,” Father said putting his arms around his son. “I waited
for your graduation to buy one.”
“I am not very happy about the bicycle,” put in Mother. “I hope it will not be a
source of trouble.”
“You don’t know it Mother, but I have been riding Rene’s bike every now and
then,” said Jun. “I can ride very well now.”
One afternoon as Mother was tending her garden, she saw Jun passed by on his
bicycle. Suddenly, there was a crash! People were looking at the direction where Jun has
turned on a curve.
1. What do you think was the mood of Glenn’s action when father gave him a bicycle?
A. Glenn was ashamed.
B. Glenn was embarrassed.
C. Glenn was excited.
D. Glenn was sad.
2. What was the mood of father’s intonation when father answered Glenn?
A. Father was glad.
B. Father was ashamed.
C. Father was surprised.
D. Father was angry.
42
3. What do you think was the mood of mother’s utterances about the motorcycle?
A. Mother was sad.
B. Mother was worried.
C. Mother was discouraged.
D. Mother was happy.
4. What was the mood of Glenn’s utterances about the motorcycle?
A. Glenn was humble.
B. Glenn was showy.
C. Glenn was boastful.
D. Glenn was sad.
5. What do you think was the mood of the people’s action when they heard a loud
crash?
A. The people were worried.
B. The people were in trouble.
C. The people were delighted.
D. The people were frightened.
6. Carol visited her father in prison. There was silence for a while. Then they cried
together.
A. sadness
B. joy
C. fear
D. anger
7. Hu Hu! Ha! Ha! Ha! , laughed the monkey as he climbed and jumped from one
branch to another.
A. nervous
B. happy
C. annoyed
D. grateful
8. Emarson was delighted, and said the he would marry Princess Athena. Then, Athena
flashed a big smile, for she was delighted too.
A. sad
B. happy
C. lonely
D. surprised
9. “Yehey! Our team won! We got all the major awards.’ Ali shouted to his classmates.
A. surprise
B. joy
C. regret
D. fear
10. All day long, Angel kept thinking about necklace. “What could have happened to it?”
she kept asking herself. “How could it have disappeared that way? It was very puzzling.”
All she could do was wonder.
A. excited
B. sad
C. afraid
D. curious
43
B. Direction: Read the selection carefully. Draw conclusions based on information
given from the selection. Encircle the letter of the correct answer.
11. Allysa was packing her jeans, shirts, flashlights and hunting knife.
A. Allysa will attend a seminar.
B. Allysa will attend a camping.
C. Allysa will attend a party.
D. Allysa will attend a program.
12. The robber was around the kitchen table. The police officer went around after him.
He knocked the cake to the floor. The robber slides in the icing. What will happen next?
A. The police caught the robber.
B. The police ate the cake.
C. The robber ate the cake.
D. The robber and the police slide in the icing.
13. Kenneth had packed a basket full of sandwiches, drinks, spaghetti and fried
chicken. He invited Ali, Harvey, Wency, and Lewis. They bought fish poles and worms.
What will they do?
A. They will be going to a barbecue party.
B. They will have a picnic in a park.
C. They will have a picnic near a lake.
D. They will attend a wedding party.
14. Throy was a new zoo keeper. He was eager to make friends with all the animals.
One day, while bicycling past the bears, Throy heard a very strange noise. It sounded
like a cross between the buzzing of a mosquito and deep drone of a bee. Puzzled,
Throy hopped of his bicycle. What will Throy do?
A. Throy will look for the thing that made the sound.
B. Throy will report it to his chief.
C. Throy will ride again his bike.
D. Throy will do nothing at all.
15. Finally, they rolled themselves in their mats and went to rest on the ground. Soon,
they were fast asleep. They slept until daybreak. They heard the birds calling and
singing. The heat of the sun is too warm to bear. What would they do?
A. They would sleep more.
B. They would wake up.
C. They would dream.
D. They would rest.
C. Direction: Read the story carefully. Make an outline of the story. (16-20)
TREE OF HEAVEN
The tree of heaven is the common name for the Ailanthus Tree. It has long
compound leaves with many long, thin- pointed leaflets. It looks like the evergreen
fern. It can grow rapidly and strongly even in a little portion of a poor soil near the
sidewalk. The Ailanthus Tree blooms in June. Its flowers are small sprays of yellowish
blossoms. Some trees bear blossoms producing male pollen grains. Others bear
flowers with female pollen grains. The fallen leaf of an Ailanthus Tree leaves a gray
scar on the branch that is shaped like a shield.
44
I. TREE OF HEAVEN
A. AILANTHUS TREE
1.
2.
3.
4.
5.
II. IDENTIFICATION
A. Underline the prepositions used in the following sentences.
21. The couple is sleeping peacefully on their bed.
22. This power was the reason why Benigno Aquino, Jr. ran for President.
23. The children are playing at the park.
24. This is a story about struggle.
25. He passed the collection box around the class.
26. They will meet at 10 o’clock in the afternoon.
27. The child’s IQ is above average.
28. She divided the bread between the two children.
29. She received a gift from her godfather.
30. He has enjoyed the job through the years.
B. Identify what kinds of Adverbs are the underlined words in each sentence. Write
AM for Adverb of Manner, AP for Adverb of Place, AF for Adverb of Frequency, AT for
Adverb of Time, and AD for Adverb of Degree.
_____31. Leonora visits her grandmother every month
_____32.We almost lost the case against the corporation.
_____33. Vincent barely notices the girl who called his name.
_____34. Kath has lived near the ocean all his life.
_____35. The members of the basketball team are already there.
C. Identify whether the underlined word functions as an adverb or an adjective in the

sentence.
_____ 36. Ericka offered some friendly advice.
_____ 37. The helicopter flew low over the trees.
_____ 38. They moved clear across the country.
_____ 39. Don’t expect to get a straight answer from her.
_____ 40. He arrived just in time.
45
III. GRAMMAR
Direction: Choose the correct form of adverbs to complete each sentence.
41. Carla thinks Justine is ______________ than Kevin.
A. more neat
B. most neatly
C. more neatly
D. neat
42. Her long, dark hair shimmered ________________ in the sunshine.
A. brilliant
B. brilliantly
C. was brilliant
D. is brilliant
43. The lamp shone ____________, illuminating the whole room.
A. brightly
B. bright
C. brighter
D. was bright
44. This epidemic was the ________ problem encountered by their country five years
ago.
A. better
B. badly
C. least
D. worst
45. St. Luke Medical Hospital is the best and ________ hospital you can go to treat your
illness.
A. nearest
B. near
C. very near
D. so near
46. The fashion model walked ______________.
A. very graceful
B. gracefully
C. gracefulness
D. in graceful
47. It rained ___________ at the height of the typhoon
A. heavy
B. heavier
C. heavily
D. not heavy
48. The coach is ____________ dissatisfied with Bea’s performance.
A. somewhere
B. somewhat
C. often
D. little
46
49. Dolphins are ____________ smart animals.
A. definite
B. indefinite
C. definiteful
D. definitely
50. My mother is _________________ understanding.
A. doubtlessly
B. doubtless
C. doubt
D. doubtful
Prepared by:

47
Appendix E
Results of Pupils’ Scores in Pre-test and Post-test
Pupil Pre-test Post test Pupil Pre-test Post test

1 33 48 21 17 34
2 30 46 22 16 33
3 28 45 23 16 33
4 26 43 24 16 33
5 25 43 25 16 33
6 25 40 26 15 32
7 23 39 27 14 32
8 23 38 28 14 31
9 21 38 29 14 31
10 21 37 30 13 30
11 20 37 31 12 29
12 19 37 32 11 28
13 19 36 33 11 28
14 19 36 34 11 27
15 18 36 35 11 27
16 18 35 36 10 27
17 18 35 37 10 26
18 18 34 38 10 25
19 18 34 39 8 24
20 17 34
48
Appendix F
Mean Computation in the Pre-test
SCORES f d fd m
41-50 0 2 0 45.5
31-40 1 1 1 35.5
21-30 9 0 0 25.5
11-20 25 -1 -25 15.5
1-10 4 -2 -8 5.5
n = 39 Σfd = –32
MEAN 17.3
Standard Deviation Computation in the Pre-test
SCORE
f m fm fm2
INTERVAL
41-50 0 45.5 0 0
31-40 1 35.5 35.5 1, 260.25
21-30 9 25.5 229.5 5, 852.25
11-20 25 15.5 387.5 6, 006.25
1-10 4 5.5 22 121
n = 39 ∑ 𝐟𝐦 = 674.5 ∑ 𝐟𝐦𝟐 = 13, 239.75
SD 6.44
49
Appendix G
Scores in their Three Recitations
PUPIL A B C
1 7 8 9
2 7 8 8
3 6 7 7
4 6 7 9
5 5 8 8
6 8 9 10
7 7 8 8
8 6 7 8
9 7 8 9
10 7 10 10
11 4 5 6
12 8 9 8
13 8 9 8
14 10 8 7
15 7 8 9
16 7 9 9
17 5 7 8
18 8 7 8
19 6 8 9
20 7 10 10
21 8 7 7
22 10 8 9
23 8 9 8
24 4 5 6
25 9 7 8
26 7 8 10
27 6 7 8
28 6 7 7
29 8 8 9
30 7 10 10
31 5 6 8
32 7 8 9
33 8 10 10
34 6 8 8
35 7 8 7
36 8 9 9
37 5 7 8
38 6 8 7
39 7 8 9
50
Appendix H
Mean Computation in their Three Recitations
Recitation A
SCORES f d fd m
9-10 3 2 6 9.5
7-8 22 1 22 7.5
5-6 12 0 0 5.5
3-4 2 -1 -2 3.5
1-2 0 -2 0 1.5
n = 39 Σfd = 26
MEAN 6.83
Recitation B
SCORES f D fd m
9-10 17 2 34 9.5
7-8 20 1 20 7.5
5-6 2 0 0 5.5
3-4 0 -1 0 3.5
1-2 0 -2 0 1.5
n = 39 Σfd = 54
MEAN 8.27
Recitation C
SCORES f d fd m
9-10 10 2 20 9.5
7-8 26 1 26 7.5
5-6 3 0 0 5.5
3-4 0 -1 0 3.5
1-2 0 -2 0 1.5
n = 39 Σfd = 46
MEAN 7.86
51
Standard Deviation Computation in their Three Recitations
Recitation A
SCORE
f m fm fm2
INTERVAL
9-10 10 9.5 95 902.5
7-8 26 7.5 195 1, 462.5
5-6 3 5.5 16.5 90.75
3-4 0 3.5 0 0
1-2 0 1.5 0 0
n = 39 ∑ 𝐟𝐦 = 306.5 ∑ 𝐟𝐦𝟐 = 2, 455.75
SD 1.11
Recitation B
SCORE
f m fm fm2
INTERVAL
9-10 3 9.5 28.5 270.75
7-8 22 7.5 165 1, 237.5
5-6 12 5.5 66 363
3-4 2 3.5 7 24.5
1-2 0 1.5 0 0
n = 39 ∑ 𝐟𝐦 = 266.5 ∑ 𝐟𝐦𝟐 = 1, 895.75
SD 1.40
Recitation C
SCORE
f m fm fm2
INTERVAL
9-10 17 9.5 161.5 1, 534.25
7-8 20 7.5 150 1, 125
5-6 2 5.5 11 60.5
3-4 0 3.5 0 0
1-2 0 1.5 0 0
n = 39 ∑ 𝐟𝐦 = 322.5 ∑ 𝐟𝐦𝟐 = 2, 719.75
SD 1.18
52
Appendix I
Scores in their Three Quizzes
PUPIL A B C
1 4 8 9
2 6 3 8
3 3 7 10
4 5 4 6
5 1 10 9
6 6 6 8
7 3 5 9
8 9 4 5
9 5 8 10
10 5 3 4
11 4 4 5
12 6 8 10
13 6 6 8
14 1 3 9
15 3 9 6
16 5 6 10
17 7 5 8
18 5 7 9
19 6 3 7
20 3 5 10
21 5 8 4
22 6 3 9
23 2 5 7
24 5 6 9
25 6 9 10
26 3 3 5
27 5 7 6
28 10 6 9
29 3 9 10
30 6 4 7
31 4 5 9
32 5 3 7
33 2 4 8
34 6 7 9
35 5 3 7
36 4 5 10
37 5 9 9
38 6 5 6
39 4 7 8
53
Appendix J
Mean Computation in their Three Quizzes
Quiz A
SCORES f D fd m
9-10 2 2 4 9.5
7-8 1 1 1 7.5
5-6 21 0 0 5.5
3-4 11 -1 -11 3.5
1-2 4 -2 -8 1.5
n = 39 Σfd = –14
MEAN 4.78
Quiz B
SCORES f D fd m
9-10 5 2 10 9.5
7-8 9 1 9 7.5
5-6 12 0 0 5.5
3-4 13 -1 -13 3.5
1-2 0 -2 0 1.5
n = 39 Σfd = 6
MEAN 5.81
Quiz C
SCORES f D fd m
9-10 19 2 38 9.5
7-8 11 1 11 7.5
5-6 7 0 0 5.5
3-4 2 -1 -2 3.5
1-2 0 -2 0 1.5
n = 39 Σfd = 47
MEAN 7.91
54
Standard Deviation Computation in their Three Quizzes
Quiz A
SCORE
f m fm fm2
INTERVAL
9-10 2 9.5 19 180.5
7-8 1 7.5 7.5 56.25
5-6 21 5.5 115.5 635.25
3-4 11 3.5 38.5 134.75
1-2 4 1.5 6 9
n = 39 ∑ 𝐟𝐦 = 186.5 ∑ 𝐟𝐦𝟐 = 1, 015.75
SD 1.81
Quiz B
SCORE
f m fm fm2
INTERVAL
9-10 5 9.5 47.5 451.25
7-8 9 7.5 67.5 506.25
5-6 12 5.5 66 363
3-4 13 3.5 45.5 159.25
1-2 0 1.5 0 0
n = 39 ∑ 𝐟𝐦 = 226.5 ∑ 𝐟𝐦𝟐 = 1, 479.75
SD 2.08
Quiz C
SCORE
f m fm fm2
INTERVAL
9-10 19 9.5 180.5 1, 714.75
7-8 11 7.5 82.5 618.75
5-6 7 5.5 38.5 211.75
3-4 2 3.5 7 24.5
1-2 0 1.5 0 0
n = 39 ∑ 𝐟𝐦 = 308.5 ∑ 𝐟𝐦𝟐 = 2, 569.75
SD 1.85
55
Appendix K
Mean Computation in the Post test
SCORES f D fd m
41-50 5 2 10 45.5
31-40 24 1 24 35.5
21-30 10 0 0 25.5
11-20 0 -1 0 15.5
1-10 0 -2 0 5.5
n = 39 Σfd = 34
MEAN 34.22
Standard Deviation Computation in the Post test
SCORE
f m fm fm2
INTERVAL
41-50 5 45.5 227.5 10, 351.25
31-40 24 35.5 852 30, 246
21-30 10 25.5 255 6, 502.5
11-20 0 15.5 0 0
1-10 0 5.5 0 0
TOTAL n = 39 ∑ 𝐟𝐦 = 1, 334.5 ∑ 𝐟𝐦𝟐 = 47, 099.75
SD 6.15
56
Appendix L
Difference in the Performance in the Pre-test and Posttest

PUPIL Pre-test Post Test D D2
1 21 33 12 144
2 14 34 20 400
3 11 28 17 289
4 18 32 14 196
5 18 37 19 361
6 26 43 17 289
7 17 31 14 196
8 19 32 13 169
9 33 48 15 225
10 16 36 20 400
11 10 25 15 225
12 10 28 18 324
13 12 26 14 196
14 8 27 19 361
15 25 33 8 64
16 16 33 17 289
17 19 33 14 196
18 21 34 13 169
19 16 27 11 121
20 11 29 18 324
21 14 27 13 169
22 28 46 18 324
23 30 43 13 169
24 16 34 18 324
25 18 45 27 729
26 19 34 15 225
27 10 24 14 196
28 18 35 17 289
29 11 31 20 400
30 23 38 15 225
31 20 36 16 256
32 23 37 14 196
33 13 38 25 625
34 18 37 19 361
35 15 35 20 400
36 25 39 14 196
37 11 30 19 361
38 14 36 22 484
39 17 40 23 529
ΣD = 650 ΣD = 11, 396
2
57
Appendix M
T-Test Value
Step 1: H0 = There is no significant difference between the pre-test and posttest.
H1 = There exists a significant difference between the pre-test and
posttest.
Step 2: α = 0.05 (two-tailed test)
Step 3: T-test for Dependent Samples
ΣD = 650 df = n – 1
ΣD2 = 11, 396 = 39 – 1
n = 39 df = 38
Step 4: Reject H0 if the computed value is greater than 2.024
Step 5: Solution
∑𝐃
t=
𝟐
√𝒏 ∑ 𝑫𝟐 − (∑ 𝑫)
𝒏−𝟏
650
= 2
√(39) (11,396) − 650
39−1
650
=
444,444 − 422,500
√
38
650
=
21,944
√
38
58
650
=
√577.47
650
=
24.03
t = 27.05
Step 6: Reject H0
Conclusion:
There exists a significant difference on the memory retention of Grade VI-
Cepheus after the application of the Picture Word Inductive Method.
59
Appendix N
SAMPLE LESSON PLAN
60
February 14, 2017
DETAILED LESSON PLAN IN ENGLISH FOR GRADE 6
FINAL DEMONSTRATION TEACHING
I. Objectives
At the end of the lesson, the pupils should be able to:
1. Identify the preposition of place used in a given sentence.
2. Construct sentences correctly using preposition of place.
3. Demonstrate the use of preposition of place using concrete objects.
4. Realize the importance of cooperation in any situations.
II. Subject Matter
A. Topic: Preposition of Place
B.References:
BEC – PELC 12 p. 51
English For You and Me by Elodie A. Cada & Joyce H. Ternio, pp. 150-
155
Building Confidence Through English by Joemar L. Furigay, p. 341-
365.
Handbook to Better English, p. 53-57
C. Instructional Materials:
chart, pictures, video clip, laptop, LCD projector, slide presentation,
tree model, concrete objects
D. Values Integration:
Cooperation
III. Procedure
A. PREPARATORY ACTIVITIES
1. Routinary Activities
Teacher’s Activity Pupils’ Activity
Everybody stand. Good morning Good morning Teacher Shaira.
class! Mabuhay!
You may take your seats.
Is everybody present? Yes Ma’am.
Did I give you an assignment? No Ma’am.
61
2. Review
What was our lesson yesterday? Our lesson yesterday was about
prepositional phrases Ma’am.
How does a prepositional phrase A prepositional phrase is formed by
formed? a preposition, article a, an, or the,
and a noun/pronoun that follows it.
Yes! A prepositional phrase is

formed by a preposition, article a,
an, or the, and a noun/pronoun that
follows it.
Do you have any question about None Ma’am.
prepositional phrase?
Very good Grade 6!
3. Motivation
Have you heard the story about Yes Ma’am.
“The monkey and the turtle”?
Did you know that there were some
parts of the story where the monkey
kept on hiding?
B. LESSON PROPER
1. Presentation
a. Motive Question
Do you want to know where the Yes Ma’am.
monkey hid?
b. Standards in Listening
Before we watch a video clip, what 1) Pay attention.
are the standards in listening that we 2) Listen carefully.
should remember? 3) Be quiet.
4) Get the thought of what you
listen.
Very well! Since you are
going to watch, what are the 1) Have your paper and pencil
standards in taking down ready.
notes? 2) Get the important details.
Let’s find out where the monkey hid.

Are you ready? Yes Ma’am.
(The teacher will play the video clip.) (The pupils will watch the video
clip.)
62
2. Discussion
Now, let’s see if you really found
where the monkey hid.
Who can tell me where the monkey Ma’am, the monkey is under the
hid? bed.
Correct!
The monkey is under the bed.
Where else did the monkey hide? Ma’am, the monkey is in the
Right! drawer.
The monkey is in the drawer.
Will you give me another place in the

Ma’am, the monkey is on his
room where the monkey hid?
head.
Exactly!
The monkey is on his head.
Where else did you find the monkey?

Yes! Ma’am, the monkey is in front of
the TV.
The monkey is in front of the TV.
Where else did you see the monkey? Ma’am, the monkey is over the
That’s correct! desk.
The monkey is over the desk.
63
Is there another place inside the room
where the monkey hid? Yes Ma’am.
Where is it? Ma’am, the monkey is next to the
Alright! door.
The monkey is next to the door.

Where else did the monkey hide? Ma’am, the monkey is between
Correct! the box and the ball.
The monkey is between the box

and the ball.
Will somebody tell me where else did

you see the monkey hiding? Ma’am, the monkey is behind the
Very good! curtain.
The monkey is behind the curtain.
(The teacher will post on the board

pictures where the monkey is with
sentences.)
What are the underlined words in the In, under, on, in front of, over,
sentences? next to, between, and behind
Ma’am.
These underlined words are all
prepositions, but what kind of These are prepositions of place
prepositions are these words? Ma’am.
Great! Based on these examples, A preposition of place indicates

what does a preposition of place where an action happens.
indicate?
Right class! A preposition of place

indicates where an action happens.
What question does it answers? It answers the question where.
Yes, it answers the question where.
64
Now, here are some commonly used
prepositions of place:
beside within around

behind near between
in, on among beneath
to next to up
under above, down
in front of below into
over across outside,
against inside
Let’s have some examples of
sentences using some of these
prepositions of place.
(The teacher will show examples of
sentences with pictures using (The pupils will read each
prepositions of place.) sentence.)
The mouse is within the box. The mouse is within the box.
The man leaned against the wall. The man leaned against the
wall.
Their house was built near the

river. Their house was built near the
river.
Some animals live beneath the

ground. Some animals live beneath the
ground.
65
The teacher is among her pupils. The teacher is among her
pupils.
Now, for us to further understand
preposition of place, I have here a
mango tree with fruits. Inside these
fruits are pictures wherein you will
construct your own sentences using
preposition of place.
(The teacher will post a mango tree (The pupils will write their
with fruits. Inside the fruits are sentences on the board.)
pictures wherein pupils will constructThe cat sleeps on the sofa.
their own sentence out of it using a The boy hides behind the door.
preposition of place written on it.) The boy is resting under the tree.
Father fixes his necktie in front of
the mirror.
The apple is place between two
(The teacher will discuss and explain boxes.
their sentences.)
3. Application
Let’s have a group activity. (The
teacher will divide the class into
four groups.)
These are the standards in a group
activity:
1. Read the instructions
carefully.
2. Work silently.
3. All members should
cooperate.
4. Finish the task on time.
Each group should have:
1. Leader
2. Reporter
3. Recorder
4. Encourager
5. Noise keeper
6. Time keeper
I will give each group a task to be (The pupils will do their group
accomplished within 5 minutes. tasks.)
66
Read your tasks inside these (After 5 minutes, the pupils will
envelopes. (The teacher will give present and discuss their group
each group the envelopes with a work)
group task inside.)
Go to your group now and work
silently. GROUP TASKS:
Group 1: Assemble a Jigsaw
Puzzle
Group 2: Landmark Mapping
Group 3: Illustrate
Instructions:
1. Illustrate a solar eclipse. Explain where the
moon located during solar eclipse using a
preposition of place.
2. Illustrate the position of the electrons in
an atom. Explain the position of the
electrons by using a preposition of place.
Group 4: Create
Instructions:
Use the following objects to
demonstrate prepositions of place.
Ball, cube, 2 cylinders, 2
rectangular prisms
Follow the instructions:
 Put the cube on top of the two
cylinders. The ball is located over
the cube. Put the 2 rectangular
prisms at each side of the cube.
What did you create? Explain to the
class how you make it.
67
These are the expected
outcomes:
Group 1: Assemble a Jigsaw
Puzzle
 The framed picture is above

the fireplace.
 The window is behind the sofa
 The television is on the top of
the table.
Group 2: Landmark Mapping
Group 3: Illustrate
sun moon Earth
The moon is located between the

sun and the Earth.
nucleus
The electrons are located around

the nucleus in an atom.
68
Group 4: Create
4. Enrichment Activity
Complete the statements below with
the correct use of preposition of place.
1. The little girl is hiding __________ The little girl is hiding under the
the table. table.
2. The tired man rested ___________ The tired man rested on his bed
his bed.
The baby girl runs between his

3. The baby girl runs ___________ parents while walking.
his parents while walking.
Jake saw a bird above the sky.

4. Jake saw a bird ____________ the
sky.
69
My dog, Spike, is sleeping inside
its house.
5. My dog, Spike, is sleeping

____________ its house.
5. Generalization
What does a preposition of place A preposition of place indicates
indicate? where an action happens Ma’am.
It answers the question Where
What question does a preposition of Ma’am.
place answer?
(The teacher will write their answers
and ask somebody to read.)
Do you have any questions? None Ma’am.
5. Values Integration
A while ago we had our group If we have a group activity or project
activity, with that in what way can Ma’am, we must cooperate to finish
we show cooperation? the task on time.
(The pupils will give other
situations where they can show
cooperation.)
IV. Evaluation
Complete the statements below with the correct use of prepositions of
place. Choose the correct preposition of place in the parentheses.
1. The apple is ____ the books.

(behind, on, around)
70
2. The boy is standing ____________ the post.
(under, beside, behind)
3. The children are walking ___________ the street.

(across, around, between)
4. Dr. Fierro is waiting ___________ the door.

(below, beside, over)
5. The fence is built _____________ the house.

(against, within, around)
V. Assignment
Construct 5 sentences using prepositions of place. Write your answer in your
notebook.
71
RUBRICS IN ASSESSING THE PERFORMANCE OF THE GROUP ACTIVITY
(Application)
DESCRIPTIONS
CRITERIA
5 10 15
Members do not Members frequently Members always
Process demonstrate demonstrate demonstrate
Skills targeted process targeted process targeted process
skills. skills. skills.
Members do not Members finish on Members finish
Time
finish on time with time with ahead of time with
Management
incomplete data. incomplete data. complete data.
Members do not Some members are All members work
know their tasks working on their cooperatively most
Cooperation and do not task cooperatively. of the time and do
& Teamwork cooperate in the their assigned
activity. responsibilities as
members.
Messy workplace Clean & orderly Clean & orderly
during and after workplace with workplace at all
Neatness &
activity. occasional mess times during & after
Orderliness
during & after the the activity.
activity.
Prepared by:
SHAIRA P. DORIGO
Student Teacher
Approved by:
Mrs. ELENA M. GONGORA
Cooperating Teacher
72
January 18, 2017
DETAILED LESSON PLAN
IN ENGLISH FOR GRADE 6
I. Objectives
1. Define mood.
2. Infer the mood of certain events through the speaker’s
actions/intonation/utterances.
3. Write events/situations that will show a particular mood.
4. Be sensitive to others feelings.
II. Subject Matter
A. Topic: General Mood of Certain Events through the Speaker’s
Actions/Intonation/Utterances
B. References
English For You and Me by Elodie A. Cada & Joyce H. Ternio, p. 278
Handbook to Better English, pp. 143-146
C. Instructional Materials
Chart, pictures, video clips
D. Values Integration
Sensitivity
III. Procedure
Everybody stand up. Good morning Good morning Teacher Shaira.
Class! Mabuhay!
Did I give you an assignment? Yes Ma’am.
Ok. Let’s check. (Pupils raising their hands to

answer their assignment)
2. Review
What was our lesson yesterday? We write an outline of the selection
Ma’am.
Alright. What are the steps in writing
an outline? Read the selection and know what
it is about Ma’am.
What will you do next after reading Write the title of the outline Ma’am.
the selection? Identify the main topics and write it
73
with Roman Numerals Ma’am.
Then identify the sub-topics with
Capital letters Ma’am.
Identify the details with Arabic
numbers and supporting details
Very good. with small letters Ma’am.
3. Motivation
Let’s have an activity, Acting out a
dialogue. (teacher will divide the
class into 4 groups)
I have rolled papers here. Inside
these rolled papers are some
famous lines from movies and (each group will pick one rolled
teleseryes. Each group will pick one papers)
and have a representatives or
actors/actresses that will act the
dialogue. You have to portray
emotions appropriate to your given (pupils do their group activity)
dialogue. Let’s see if who among
you will be one of the great
actors/actresses in the future. (pupils act their dialogues)
I will give rewards to those who
perform well.
(teacher will give her reactions)
B. LESSON PROPER
1. Presentation
Okay. That’s how you portray
appropriate emotions on the way you
speak.
Now, I have here pictures of persons
showing different emotions through
facial expression. You have to tell
me what are the emotions that have
shown in the following pictures? (pupils will guess the emotions
(the teacher will show the pictures) shown in the pictures)
Sadness Ma’am.
74
Happiness/joy Ma’am.
Fear Ma’am.
Anger Ma’am.
Disgusted Ma’am.
Alright. Those are the emotions

showed in each pictures.
2. Discussion
Now, what do you call these These are different moods Ma’am.
emotions?
Very good. Based on the activity Mood is the feelings/emotions

that we’ve done and to the video express by an action Ma’am.
that we’ve watched, what is a
mood?
Very good. Mood is the general

feelings/emotions express to a
certain events or actions.
Let’s identify the mood of the

selection.
1. Aunt Marie has just come home
from the city when she saw some
broken pieces of her flower vase in
the dustpan. Her face went red and
in a big voice she said,” “Who broke
my new flower vase?”
What is the mood of the selection?
75
What was the mood of Aunt Marie Aunt Marie felt anger Ma’am.
when he saw the broken vase?
Correct. Aunt Marie became angry
when he saw the broken flower
vase.
How about the second selection?
2. Fely was busy cleaning their

house for the coming fiesta. She
was arranging everything in the
storeroom when suddenly she saw
something black inside the box. She
shouted, “Oh there’s a big snake in
the box.”
What is the mood of the selection? Fely was shocked Ma’am.
What did Fely feel when she saw Fely felt fear when he saw the
the snake in the box? snake.
Correct.
That’s how we identify the mood of
certain events based on the actions
and utterances of the characters.
3. Application
Let’s identify the mood of the following
situations.
1. “Mother, I believe I shall get well,”
Jason, the sick child said.
(HOPE, DESPAIR, JOY) HOPE Ma’am.
2. “What a place! Cockroaches
everywhere, cobwebs and dust
thick enough to plant potatoes in!”
(EXCITEMENT,DISGUST, LONELY) DISGUST Ma’am.
3. “Only one peso? What can one buy
with that peso these days?”
(HONESTY,FEAR,DISCONTENTMENT) DISCONTENTMENT Ma’am.
4. “Here comes the rain! Our crops
will grow. There will be food for the
people again.”
(FEAR, HAPPINESS, DESPAIR) HAPPINESS Ma’am.
Very good.
76
4. Generalization
What is a mood again? Mood is the general
feelings/emotions express to a
certain events or actions.
How can we tell or infer the mood Through the actions and utterances
expressed by a certain of the character Ma’am.
events/situations?
Very good.
Why do we have to be sensitive to To avoid trouble Ma’am.
others feelings?
Yes. We have to be sensitive
always to others feelings to avoid
trouble or to avoid hurting them. If
you know your actions will hurt
others, don’t do it. If you know your
words will hurt others feelings, don’t
say it. As they say, Think before you
speak/act. What’s the golden rule Don’t do to others what you do not
again? want others do unto you.
Very good.
IV. Evaluation
Infer the mood of the person who said each sentence.
1. “Today is the day I’ve been waiting for.”
2. “I hate you so much.”
3. “We won! We won the game.”
4. “Your dress is so pretty.”
5. “I can’t thank you enough for the help you’ve given me.”
V. Assignment
Write 2 events/situations that will show a particular mood. (10 pts.)
Prepared by:
SHAIRA P. DORIGO
Student Teacher
77
February 06, 2017
I. Objectives
1. Define preposition.
2. Identify preposition in a given sentences.
3. Construct sentences using prepositions.
4. Show humbleness to others.
II. Subject Matter

A. Topic: Prepositions
B. References
BEC-PELC 10, p. 51
English For You and Me by Elodie A. Cada & Joyce H. Ternio, pp. 139-141
C. Instructional Materials
Chart, projector, power point presentation
Humility/humbleness
III. Procedure
Everybody stand up. Good morning Good morning Teacher Shaira.
Class! Mabuhay!
Did I give you an assignment? Yes Ma’am.

Let’s check.
2. Review
What was our lesson last time? Our previous lesson was about
words that can Function as
Adjective/Adverb Ma’am.
What is the difference between an Adjective describes/modifies a noun
adjective and adverb? or a pronoun while an adverb
modifies a verb, an adjective, or
another adverb.
Some words may be used as an
adverb/adjective depending on how
they are used in the sentence.
78
3. Motivation
Will you find the horn of deer in the Yes Ma’am.
forest? Then describe where it is
located.
(The teacher will present a picture of (The pupils will locate the deer’s
a forest where the deer’s horn was horn in the forest.)
located.)
The horn of the deer is located

above the tree Ma’am.
Correct!
4. Unlocking of Difficulties
Will somebody spell the word J-U-N-G-L-E Ma’am.
JUNGLE?
Now let us see if you have spelled it
correctly.
Very Good!
JUNGLE
Wild animals live in the jungle.

Based on this picture, what is jungle? A jungle is a forest Ma’am.
Exactly! A jungle is a forest where
plants and trees grow very quickly.
How do we spell the word BUSH? B-U-S-H Ma’am.

Let’s find out if you have spelled it
correctly.
Correct!
BUSH
The deer hides in the bushes.
79
What do we mean by the word bush A bush is a small woody plant
based on this picture? Ma’am.
Yes! A bush is a several-stemmed
woody plant.
B. LESSON PROPER
1. Presentation
a) Standard in Oral Reading
What are the standards that we
should remember in reading a story? 1. Stand straight.
2. Read aloud with expressions.
3. Stop at periods and pause at
commas.
4. Pronounce the words clearly.
5. Group the words correctly.
b) Motive Question 6. Glance at the audience once in
Now, we will read a short story about a while.
a foolish deer. 7. Get the thought of the story.
 Does the foolish deer
escape to the chasing dogs
or not?
I will read it first.
THE FOOLISH DEER
Once there is a deer lived in the
jungle. It used to drink clear water
from a nearby stream. Whenever it
saw its reflection in the water, it
praised its beautiful horns. It felt
proud of its horns and disliked its ugly
and thin legs. It thought that its legs
were a shame.
One day as it was drinking water
and feeling sad for having ugly legs, it
saw a pack of dogs running towards it
at a short distance. The dogs kept on
chasing it. It ran as fast as its legs
could. Soon, it left the dogs far
behind.
Suddenly its horns were trapped
in a bush. It tried its best to release
itself but it could not. Its beautiful
horns would not let it move.
Meanwhile, the dogs reached there
and they attacked it and they tore it
80
into pieces. Its thin ugly legs which he (The pupils raise their hands.)
did not like helped the deer rescue its THE FOOLISH DEER
life but its favorite horns became the Once there is a deer lived in
cause of its death. the jungle. It used to drink clear
(The teacher will call pupils after water from a nearby stream.
each paragraph.) Whenever it saw its reflection in
the water, it praised its beautiful
horns. It felt proud of its horns and
disliked its ugly and thin legs. It
thought that its legs were a
shame.
One day as it was drinking
water and feeling sad for having
ugly legs, it saw a pack of dogs
running towards it at a short
distance. The dogs kept on
chasing it. It ran as fast as its legs
could. Soon, it left the dogs far
behind.
Suddenly its horns were
trapped in a bush. It tried its best
to release itself but it could not. Its
beautiful horns would not let it
move. Meanwhile, the dogs
reached there and they attacked it
and they tore it into pieces. Its thin
ugly legs which he did not like
helped the deer rescue its life but
its favorite horns became the
cause of its death.
2. Discussion
What was the title of the short story? The title of the short story is
“The Foolish Deer” Ma’am.
Who is the main character in the short The main character of the
story? short story is the deer.
Where does the deer live? The deer lives in the jungle.
Where does the deer drink clear water? It drinks clear water from a
nearby stream.
What does it do whenever it see its It praised its beautiful horns
reflection in the water? whenever it sees its reflection
in the water.
It was very proud of its horns and disliked
81
its ugly and thin legs because it thought
that its legs were a shame. What did he It saw a pack of dogs running
see while drinking water? towards it at a short distance.
What does the deer do when he saw It ran as fast as its legs could.
these dogs chasing at it?
Yes! It ran as fast as its legs could until it
left the dogs far behind. What suddenly Its horns were trapped in a
happened to the deer? bush.
It tried its best to release itself but it could
not. What happened when the dogs They attacked the deer and
reached there? they tore it into pieces.
So at the end, the deer doesn’t escape to

the chasing dogs anymore because of his
horns trapped in a bush.
Which of these had helped the deer, is it Its thin ugly legs had helped
its thin ugly legs or its favorite horns? the deer rescue its life.
He became too proud of its beautiful horn.
But at the end, it became the cause of its
death.
What can we learn from the story? We should be humble and not
too proud of our appearance
Yes! Sometimes, our weaknesses can Ma’am.
also be our strength.
(The teacher is going to write their

answers on the board while she is
speaking and encircle the prepositions in
each sentence.)
1. The deer lives in the jungle.

2. It drinks clear water from a nearby
stream.
3. It praised its beautiful horns whenever
it sees its reflection in the water.
4. It saw a pack of dogs running towards
it.
5. They attacked the deer and they tore
it into pieces.
These encircled words are used to

express the relationship of
nouns/pronouns and other words in a
sentence.
What do we call these encircled words?
82
What parts of speech are these words? These words are called
prepositions Ma’am.
Very good! These encircled words are all
prepositions.
1. The deer lives in the jungle.
2. It drinks clear water from a nearby
stream.
3. It praised its beautiful horns whenever
it sees its reflection in the water.
4. It saw a pack of dogs running towards
it.
5. They attacked the deer and they tore
it into pieces.
Here is a list of the basic prepositions:

As At By In
Into Like Next Onto
Out Over Since With
Near up for Behind
Past down off Across
Around of to Beside
Above Toward under Through
Along Below inside Upon
within against outside Between
(The teacher will post an apple tree with

fruits. Inside the fruit are pictures in which
the pupils will construct their own (The pupils will write their
sentence out of it using a preposition sentences on the board.)
written on it.) The man stands beside the
cow.
The family leaves at 8’oclock
in the morning.
The dog barks outside its
house.
He jumps into the river.
The little boy reads book
below the table.
83
3. Application
Identify the preposition used in each
sentence.
1. After several minutes we located 1. After and for Ma’am.
the key for the door. 2. Of, over, and near Ma’am.
2. The flock of tiny swallows flew 3. To Ma’am.
over the trees near the lake. 4. Up Ma’am.
3. We drove our car to the store. 5. By Ma’am.
4. We ran up the hill.
5. He came by the office in a big
hurry.
4. Generalization
What is a preposition? Prepositions are words used to
express the relationship of
nouns/pronouns and other words in
a sentence.
Is it clear? Yes Ma’am.
In what way we can show If we are praise by somebody, we
humbleness? must remain humble and not proud.
IV. Evaluation
Encircle the preposition in each sentence.
1. She is going to the doctor next week.
2. We are moving toward the light.
3. Claire bought the books in National Bookstore.
4. The little girl helps the old man walk across the street.
5. Their house was just along the highway.
V. Assignment
Construct 5 sentences using prepositions. Encircle the preposition and underline
the prepositional phrase in each sentence.
Prepared by:
SHAIRA P. DORIGO
Student Teacher
Approved by:
Mrs. ELENA M. GONGORA
Cooperating Teacher
84
February 07, 2017
I. Objectives
1. Identify the prepositional phrases used in a given sentence.
2. Construct sentences correctly using prepositional phrases.
3. Show respect and concern to others.
II. Subject Matter
A.Topic: Prepositional phrases
B. References
BEC – PELC 12 p. 51
English For You and Me by Cada, Elodie A. & Ternio, Joyce H., pp. 150-
155
Building Confidence Through English by Furigay, Joemar L., p. 341-365.
Handbook to Better English, p. 53-57
C.Instructional Materials
chart, pictures, video clip, laptop, LCD projector
Concern/Respectful
III. Procedure

Everybody stand up. Good Good afternoon Teacher Shaira.
afternoon class! Mabuhay!
Did I give you an assignment? No Ma’am.
2. Review
They are walking across the
street.
What is the preposition used in the The preposition used in the
sentence? sentence is across Ma’am.
What is a preposition? Prepositions are words used to

express the relationship of nouns or
pronouns and the other words in a
Prepositions are words used to sentence Ma’am.
express the relationship of nouns or
85
pronouns and the other words in a
sentence.
Do you have any question about None Ma’am.
prepositions?
3. Motivation
Who among you loves to travel? (The pupils raise their hands.)
Have you tried to ride on a train? Not yet Ma’am.
B. LESSON PROPER
1. Presentation
Now, I will let you watch a short
video clip. Yes Ma’am.
a) Motive Question
Where does the train go?
b) Standards in Listening 1. Pay attention.
Before we watch a video clip, what 2. Listen carefully.
are the standards in listening that we 3. Be quiet.
should remember? 4. Get the thought of what you
listen.
What are the standards in taking 1. Have your paper and pencil
down notes? ready.
2. Get the important details.
Are you ready? Yes Ma’am.
(The teacher will play the video clip.) (The pupils watch the video clip.)
2. Discussion
Did you list down all the places Yes Ma’am.
where the train goes?
Will you give one place where the The train goes:
train goes? Through the town.
To the school.
Up the hill.
Down the hill.
Around the pen.
Over the bridge
Through the tunnel.
Under the mountain.
86
These words are all prepositional
phrases.
Through the town.
To the school.
Up the hill.
Down the hill.
Around the pen.
Over the bridge
Through the tunnel.
Under the mountain.
Based on these examples, how is a
prepositional phrase formed?
Very good! A prepositional phrase is A prepositional phrase is a phrase
a phrase formed by a preposition formed by a preposition and a
and a noun/pronoun that follows it. noun/pronoun that follows it.
(The teacher will post a mango tree
with fruits. Inside the fruit are
pictures in which the pupils will (The pupils will write their
construct their own sentence out of sentences on the board and
it using a preposition written on it.) underline the prepositional
phrases.)
The man stands beside the cow.
The family leaves at 8’oclock in the
morning.
The dog barks outside its house.
He jumps into the river.
The little boy reads book below the
table.
3. Application
Will you help me find the following
objects in this picture?
Will you find where the plant in this The plant is beside the cabinet.
room is?
How about the bed? The bed is in front of the window.
How about the alarm clock? The alarm clock is on the table.
Where is the broom? The broom is at the back of the
stove.
Where does the light bulb place? The light bulb is place above the
table.
87
4. Enrichment Activity
Identify the prepositional phrases in
the following sentences.
1. The judge could not choose 1. between the two
between the two. 2. across the river
2. She traveled by boat across the 3. for a month
river. 4. among his friends
3. Harry will stay here for a month. 5. by Vanessa
4. He shared the food among his
friends.
5. The project was submitted by
Vanessa.
5. Generalization
What is a prepositional phrase? A prepositional phrase is a phrase
formed by a preposition and a
Yes! A prepositional phrase is a noun/pronoun that follows it.
phrase formed by a preposition and
a noun/pronoun that follows it.
(The teacher will write their answers
and ask somebody to read.)
Do you have any question? None Ma’am.
Will you give me a situation where If we saw an old man/woman
we can show our respect to the standing in the bus, we should offer
older ones while we are traveling? them our seat.
(The pupils will give other situations
where they can show cooperation.)
IV. Evaluation
Underline the prepositional phrases in the following sentences.
1. The man jogged about the backyard.
2. They traveled around the city.
3. She works in the hospital at night.
4. Mary went towards the window.
5. The chair is made of metal.
V. Assignment
Construct 5 sentences using prepositions and underline the prepositional
phrases. Write it on a crosswise.
Prepared by:
SHAIRA P. DORIGO
Student Teacher
88
Appendix O
SAMPLE QUIZZES OF THE PUPILS
89
90
91
92
Appendix P
SAMPLE OUTPUTS OF THE PUPILS
93
94
95
Mr. Rolando I. Racsa
Elementary School Principal IV
Castillejos Elementary School
December 10, 2016
Sir:
The researcher will conduct a research entitled “Picture Word Inductive Method:
It’s Effects on the Memory Retention of English pupils”. In line with this, the
researcher wants to ask permission to conduct the research study in Grade VI
pupils.
May the researcher ask you to validate the instrument to be use in gathering
data. Your positive reply will greatly appreciated by the researcher.
Sincerely,

Student-researcher
96
Republic of the Philippines
San Guillermo National High School
English Department
CERTIFICATION
This is to certify that the undersigned has reviewed and proofread the
research manuscript entitled “PICTURE WORD INDUCTIVE METHOD: ITS
EFFECTS ON THE MEMORY RETENTION OF ENGLISH PUPILS” prepared by
Shaira P. Dorigo, BEED, student-researcher of Ramon Magsaysay
Technological University – San Marcelino Campus.
This further certifies that the manuscript strictly follows the standard
writing conventions which include punctuation, spelling, capitalization, sentence
structure, paragraph breaks, grammar and usage.
Given this 7th day of April, 2017 at San Marcelino, Zambales.
Ms. JESSA PRIETO DORIGO

Grammarian
97
Address: Barangay Sta. Fe, San Marcelino, Zambales
Contact #: 0948-130-9719
E-mail: shairaprietodorigo@yahoo.com
PERSONAL PROFILE OBJECTIVES
Date of birth: January 26, 1997  To contribute my education and skills in a

Place of birth: San Marcelino District Hospital position with a growing and dynamic firm.
Age: 20 yrs. old  To further enhance my knowledge and skills.
Sex: female EDUCATION
Civil status: single
Citizenship: Filipino TERTIARY: RAMON MAGSAYSAY
Religion: Roman Catholic TECHNOLOGICAL UNIVERSITY
Height: 4’9’’ Bachelor of Elementary Education
Weight: 43 kgs. Graduated 2017
Language Spoken: English, Tagalog, Ilokano SECONDARY: STA. FE NATIONAL HIGH
SCHOOL
Mother: Mylene P. Dorigo San Marcelino, Zambales
Occupation: Housewife Graduated 2013
Father: Lemuel P. Dorigo
Occupation: Deceased ELEMENTARY: STA. FE ELEMENTARY
SCHOOL
CERTIFICATES Graduated 2009
 Certificate of Merit with Academic CHARACTER REFERENCES:
Distinction
Dr. Nestor Z. Rondina
 Service Award – CEAS President (2014-
2015) Campus Director, RMTU – SM Campus
 Certificate of Proficiency - Socio-Cultural Dr. Beverly Agustin
and Literary Festival – Quizbowl participant Dean, Bachelor of Elementary Education
(2013-2016)
 Certificate of Recognition – Quiz bowl First Mr. Marlon N. Fulgencio
Place in the University wide Cultural & Class Adviser, RMTU – SM Campus
Literary Affairs Festival
Prof. Lorina P. Bundang
 Certificate of Participation – CEAS-CSBO
Leadership Training & Workshop OSA Chairperson, RMTU – SM Campus
 Certificate of Appreciation – COMELEC Prof. Joseline R. Tamoria
member in the 2014 election Professor, RMTU – SM Campus
 Certificate of Participation – Tulay
Bahaghari Inc. Seminar Workshop Mrs. Elena M. Gongora
 Attended in Gender Awareness and Master Teacher II, Castillejos Central Elementary
Development (GAD) Seminar School
I hereby certify that all stated statements hereof are true and correct to the best of my knowledge.

Applicant
111

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PICTURE WORD INDUCTIVE METHOD: ITS EFFECTS ON THE

MEMORY RETENTION OF ENGLISH PUPILS

SHAIRA PRIETO DORIGO

A Research Presented to the Faculty of the

In Partial Fulfillment of the Requirements for the Degree in

In partial fulfillment of the requirements for the degree in Bachelor of

APPROVED by the Oral Examination Committee.

FERDINAND V. TAMORIA, Ph.D.

BEVERLY I. AGUSTIN, Ph.D. DANILO V. ROGAYAN, JR.

ACCEPTED and APPROVED as a requirement for the Degree Bachelor

___________________ BEVERLY I. AGUSTIN, Ph.D.

the realization of this paper.

To Mr. Marlon N. Fulgencio, her ever supportive class and research

you did for us to make this paper possible.”

guidance and assistance in the entire duration of the practicum

To Dr. Beverly I. Agustin, the Chairperson of the BEEd department, for

her continuous support and assistance.

To Prof. Joseline R. Tamoria, for imparting her proficiency in the field of

teaching that served as an inspiration to her.

her motivation in pursuing the field of education.

To Mr. Rolando I. Racsa, principal of Castillejos Central Elementary

advices and support to her.

helpful advices, encouragement, and motivation were greatly appreciated. The

“Thank you so much Madam Elena for reminding me to always pray,

strengthening my willpower, and boosting my self-confidence by always telling

you did for me as your intern.”

Sahagun, Prof. Adoracion C. Raguine, Dr. Nestor Z. Rondina, Dr. Ferdinand

V. Tamoria, Prof. Lorina P. Bundang, Dr. Jo A. Espiritu, Ms. Ma. Milmor

her skills in teaching.

To her VI-Cepheus, VI-Cassiopeia, VI-Orion, IV-Phoenix, IV-Eagle, and

IV-Falcon pupils, for the sweet memories and challenging experiences.

college life cherished and memorable.”

wholehearted thanks for their untiring encouragement, advices, and support.

strength, inspiration, courage, continuous blessings and undying love. “Thank

PICTURE WORD INDUCTIVE METHOD: ITS EFFECTS ON THE

SHAIRA PRIETO DORIGO1

This descriptive action research was conducted at Castillejos Central Elementary

plan, instructional materials, and pre-test/posttest. The results of the study

memory retention; 25 or 64.10% of the class performed below average in the

rejected, indicating a significant difference on the memory retention of the pupils

an implied impact in enhancing the memory retention of English pupils and

studies may be conducted to improve the effectiveness of the Picture Word

Keywords: Picture Word Inductive Model, English teaching, memory

Chapter 2 FRAMEWORK OF THE STUDY 7

Chapter 4 RESULTS AND DISCUSSION 24

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND

Table Title Page

1 Frequency and Percent Distribution of Respondents’

2 Frequency Distribution of the Pupils’ Scores

3 Frequency Distribution of the Pupils’ Scores in

4 Frequency and Percent Distribution of Respondents’

5 Comparative Results of Pre-test and Posttest 28

6 Frequency of Correct Answers in Pre-test and Posttest 29

7 Result of t-test Computation 30

Figure Title Page

1 Paradigm of the Study 16

2 The Map of Castillejos Central Elementary School 19

Background of the Study

learn but to actively strengthen their academic performance.

words, phrases, and sentences. Among different teaching methods, many

learners in acquiring new words that can add up to their vocabulary.

According to Groome et al. (1999), recognition which represents the form