Abstract
Vocabulary plays a great role in second language proficiency. When equipped with an ample amount of vocabulary, a learner can be competent in reading, writing, and speaking. However, most second language learners have the insufficient vocabulary. This leads to low comprehension, underdeveloped writing, and poor oral communication skills. To solve this problem, the researcher decided to conduct a study on the utilization of different types of glosses. This study intended to determine the effectiveness of pictorial, textual, and picto-textual glosses on second language incidental vocabulary learning through the experimental method, specifically the Basic Time Series Design. It involved three groups: pictorial glosses, textual glosses, and picto-textual glosses; each was composed of 35 Grade 11 students. It utilizedL2 texts that were glossed, and researcher-made 15-item posttests that required the subjects to identify the definition of the glossed words. The groups read the texts assigned to them, participated in the discussion of the comprehension questions, and took the post-tests. As the experiment concluded after four weeks, the researcher used Wilcoxon Rank Signed Test in determining if there is a significant difference between the posttest scores of the three groups after using the types of glosses assigned. It was found that pictorial glosses have been the most effective type of glosses in the incidental vocabulary learning of the students.
