Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 15 no. 6 (2023)

DEVELOPING COMMUNICATIVE VOCABULARY GAMES FOR DEAF STUDENTS

Karesha Faith Cardente-Cañetan

Discipline: Education

 

Abstract:

Vocabulary is the ability to understand and use a word effectively and appropriately to achieve comprehension, which suggests the close relationship between vocabulary acquisition and reading comprehension. An essential ingredient of success and feat in most societies where so much information is delivered. This study was to qualitatively examine the contribution of instructional material to the vocabulary of senior high school deaf (D) students in Bukidnon National High School, specifically to determine the senior high school D learners’ current vocabulary level and to describe communicative vocabulary game that could best improve the vocabulary level of the deaf senior high school students. This combines the quantitative and qualitative ways of presenting and discussing the data that help to improve the current status of deaf students in their vocabulary. There were eleven senior high school learners who participated in the study and were chosen purposively. The study was conducted by the means of drive-thru education specifically for SPED learners. Peabody Picture Vocabulary Test was adapted and modified from Eigsti which was used to determine the vocabulary level of the deaf (D) learners, and there are four communicative vocabulary games that were modified from Fahmati, Word Search, Picture Word Search, Picture Wordladder Game and Pictoword Game. Results indicate that deaf learners belong to beginner and intermediate levels and no one in the proficient level, indicating that they struggle with vocabulary. Also, the four developed communicative vocabulary games show that learners can learn best with the use of engaging activities for vocabulary acquisition. Hence, the use of communicative vocabulary games can stabilize the vocabulary of the learners, for it directs instruction and creates a positive mindset to generate academic success in deaf learners. Vocabulary is the ability to understand and use a word effectively and appropriately to achieve comprehension, which suggests the close relationship between vocabulary acquisition and reading comprehension. An essential ingredient of success and feat in most societies where so much information is delivered. This study was to qualitatively examine the contribution of instructional material to the vocabulary of senior high school deaf (D) students in Bukidnon National High School, specifically to determine the senior high school D learners’ current vocabulary level and to describe communicative vocabulary game that could best improve the vocabulary level of the deaf senior high school students. This combines the quantitative and qualitative way of presenting and discussing the data that help to improve the current status of deaf students in their vocabulary. There were eleven senior high school learners who participated in the study and were chosen purposively. The study was conducted by the means of drive-thru education specifically for SPED learners. Peabody Picture Vocabulary Test was adapted and modified from Eigsti which was used to determine the vocabulary level of the deaf (D) learners, and there are four communicative vocabulary games that were modified from Fahmati, Word Search, Picture Word Search, Picture Wordladder Game and Pictoword Game. Results indicate that deaf learners belong to beginner and intermediate levels and no one in the proficient level, indicating that they struggle with vocabulary. Also, the four developed communicative vocabulary games show that learners can learn best with the use of engaging activities for vocabulary acquisition. Hence, the use of communicative vocabulary games can stabilize the learners' vocabulary, for it directs instruction and creates a positive mindset to generate academic success for deaf learners.



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