6
Chapter 2
Related Literature
Language learning concepts must be given primary importance in helping learners
develop a realistic idea of their own capacity to learn English. This can be through proper
guidance from their teacher, on how to learn, creating awareness in the learners of their routes
and these of others in learning g-teaching process. Another through creating enthusiasm for
language task and helping learners to develop sense of responsibility for their social, cognitive
and psychological aspects of classroom communities.1 To promote language learning effectively,
the cooperation of both teachers and pupils should go hand in hand.
Language construction should start with spoken English before reading and writing.2
Speaking skills of the students should be developed at early stage. Before the students can
actually communicate in sentences, they have to know first the sound system of the language.
Hence, from the kindergarten to the sixth grade, pronunciation lessons are very important.
People differ slightly in structure and use of their speech organs, so no two speakers
pronounced a word exactly alike. Pronunciation may also vary in the same person an different
occasions or situation. A person who is tired, for example, may slur his words. Likewise, a
person delivering a public speech will ordinarily take more care in his communication than if he
is jus t engage in an inform al conversation.
In accordance with Thorndike’s L aw of Exercise of repetition, the more time stimulus
induced, response is repeated, and the larger it will be retained. Thus, one can learn to speak well
7
with proper pronunciation by the practice. The students who continually avoid speaking English
will never speak well in the language.3
Scarella mentioned that our educational system is learner-centered. As such, teachers
have to pay attention to the characteristics of students. For instance, to provide optimal
instruction, it is important to know the students preferred learning styles. 4 This knowledge will
help suits the activities to be conducted in the classroom. Without such knowledge, his
instruction might miss the mark.
Rarin added suggestions for the improvement of the students’ English: 1. ) student ca n
be encourage to speak English in school premises , outside the classroom, in the playground or
elsewhere at any given time.2.) Teachers should speak English with their students anywhere. 3.)
Let students talk more while the teachers talk less. 4.) Every student should be giving n a chance
to speak English during recitation.5
In addition, Samomnte and Arbis also said that imitation is a potent factor in learning, of
the speech skill. However, it is not advisable to overuse it, as it disastrously crippling. The
student’s therefore expected to apply what he has learned in a new material that he has to work
out with himself without having to depend on his teacher to model it for him. 6 Soriano added
that the most efficient method of improving one’s oral English is by accurate imitation and once
the techniques have been mastered by intelligent and through intense practice.7 His information
of the speech sound must be accurate enough so that his words are easily distinguishable. The
student’s second aim is ace pt able pronunciation which conforms to an acceptable standard.8
Other literature discussed and identified the causes of errors encounter by the pupils. Ward
8
believed that the quality of length is another element in pronunciation.9 English makes greater
differences in it that many languages between long and short vowels.
Fehnema and Frankie revealed that are of the difficulties encountered by the learners in
learning grammar is on verb-tense, second is on stock of words of vocabulary; third, unable to
recognize words; fourth is difficulty in pronunciation and fifth if difficulty in constructing
sentences due to lack of knowledge in basic sentence pattern.10
Based on the study conducted by Alcantara on the conservative linguistics, specifically
these who made comparative studies of native language (Filipino) claimed that generally,
Filipino have difficulties in pronunciation in English because of native language interference,
specifically, the absences of the English sounds in the native language as phonemes /o/ and /ae/
are difficult sounds because they do not exist in it. 11 Therefore, the teacher must give ample drill
lesson to enable the students pronounce them correctly. Aside from those, teacher should also
teach the students the rule in stress, pitch, intonation of phonological competence.
The study conducted by Garcia, she analyzed and ranked the different errors committed
in English class and found out the corresponding oral error treatment such. She further
recommended that; 1.) All teachers should be acquainted with the correction techniques which
are important components of any teaching and learning cycle providing them with in-service
training on the said topic relevant to the present needs and time, 2.) Different activities that will
provide pupils with the opportunities to express their ideas and encourage them to speak in
English should be by the teachers to develop pupil’s language competencies.12
9
Since the present researcher also conducted an oral test and analyze the different oral errors by
the English learners, making this as closely related to the study of Garcia because it deals with
the oral errors.
Related Studies
Most recent studies of international researcher, in particular problem conducted in
Australia identified their problems in coping with English both academic and conversational
English in the field of Education. These difficulties are felt especially in relation to speaking and
writing. This is really made clear in the evidence of students themselves of all social and
academic issues, the problems facing international students are in recent studies like differences
in learning style, culture shock, homesickness, social differences and social difficulties are the
grave ones. The problem they themselves most often refer and its difficulties with English.13
Napolis and Pantino, in their study found out that in the phonic the problem were look of
materials, speech defect s, no pre-school experience and inattentiveness. In structural unit, the
problems were on the spelling and pronunciation, short attention span, immaturity, lack of
materials and difficulty in re cognizing a letters. In sight words, lack of materials and interest,
reading without understanding, spelling and no reading exercise.14 the study also focused on
reading but no oral reading problems. One of the goals of the present researchers is to construct
and conduct an oral test which will use the basic sight words in identifying th difficulties of the
students .thestudy of Napolis and Pantino is closely related to the present study because its deal
10
with contracting oral communicative test. This study tried to find out other problems met by the
pupils in pronunciation.
The study conducted by Letran and Lamatao, mentioned that reading difficulties is one of
the most issues of academic failure. 15 Loma, similar to the present study also focused on Oral
Reading problems of the students. 16 She concluded that mispronunciation, substitution,
omission, reversal, repetition, and refusal to pronounce, due the common oral reading problems
among pupil’s. She then recommended that exercise on pronunciation should be made to
enhance their oral reading ability.
The present study is related to the study of Letran and Lomatao they also gave exercise
drills o pronunciation enhance oral reading of the pupils.
Synthesis of the State-of-the-Art
The related literature and studies have allowed the researcher to understand deeply the
problem of the present study.
In the reviewed literature, Rarin emphasized suggestions for the improvement of the
students in English. In accordance with Thorndike’s Law of Exercise, one can only learn to
speak well with proper pronunciation by practice. I was also mention by Scallera that it is very
important to the student proffered learning styles to help the teacher design and suit the activities
to be conducted inside the classroom. Samonte, Arbis and Soriano emphasized the imitation is
11
the most that it is not advisable to overused it. The student is therefore expected to apply what he
has learned without having depended on his teachers to model it for him.
Other literature discussed and identified the causes and factors of difficulties
encountered by the pupils. Fenema and Frankie revealed that difficulty in pronunciation is one of
the difficulties encountered by the learners in learning grammar. Robertson explored difficulties
experienced by international students studying at one Australian University. Staff and student
emphasized language as a key source of difficulties in teaching and learning. In study conducted
by Alcantara, he claimed that generally, Filipinos have difficulties in pronunciation in English
because of native language interference.
Most recent studies of international students, in particular those conducted in Australia,
identified their problems in coping with English in both academic and conversational in the field
of Education. Napolis and Pantio in their study identified the problems in phonics, instructional
unit and in sight words which affects student’s pronunciation. Alcantara, in his study claimed
that generally Filipinos have difficulties in pronunciation in English because of the native
interference. He emphasized that the vowel and consonant sound should be learned by the pupils
accurately to avoid mispronunciation of what they hear and be understood by others. Also,
Letran and Lamatao conducted a study and they mentioned that reading problem is one of the
most important causes of academic failure.
All the related literature and studies mentioned here have bearing on the present study,
not only on the contents of the problems but also on the methodology and the tools as instrument
used in gathering data.
12
Gap to be Bridged by the Study
Four related studies cited tackled and the prominent vowel sounds missed by the
students-respondents. Other related studies discussed were about the effects of the use of native
language in pronunciation difficulties and the use of the test for measuring oral communication
ability.
The setting and the respondents used from the previous studies are different from the
present. There was no study conducted about the pronunciation errors of First year students in
Bulacao National High School. This is the gap to be bridged by the study.
Theoretical Framework
Lozanov discusses his theories of Suggestology, the scientific study of suggestion, and
Suggestopedia, the application of suggestion to pedagogy. The Lozanov thesis cannot properly
be understood in isolation, however, and Suggestology and Suggestopedia should be considered
in relation to yoga, Soviet and Western work in suggestion and psychotherapy, the Russian
school of physiological psychology and the Soviet concept of the unconscious, Soviet linguistics
and pedagogy. Suggestology investigates the subsensory signals or subliminal stimuli which
come from the physical or social environment and which are absorbed into the unconscious mind
before receiving a conscious expression. Suggestion, especially spoken suggestion, activates the
reserve capacities of the mind or the memory. Suggestopedia increases memorization capacities.
13
Krashen supports Lasanov in his Theory of Acquisition-Learning. He states that in formal
learning and acquisition, students have two different ways in developing skills in the second
language which are learning and acquisition.16 Learning is a conscious process that focuses
pupils attention on the form of language.
Acquisition, unlike learning, is a process similar to that by which one acquires the mother
tongue, and which represents the sub-conscious activity by which one internalizes the new
language. This puts meaning on the message rather than in the form of the language. The input
hypothesis of Krashen states that through understanding the message, people acquire language
skills.
The Monitor hypothesis explains the relationship between acquisition and learning and defines
the influence of the latter on the former. The monitoring function is the practical result of the
learned grammar. According to Krashen, the acquisition system is the utterance initiator, while
the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a
planning, editing and correcting function when three specific conditions are met: that is, the
second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks
about correctness, and he/she knows the rule.
It appears that the role of conscious learning is somewhat limited in second language
performance. According to Krashen, the role of the monitor is - or should be - minor, being used
only to correct deviations from 'normal' speech and to give speech a more 'polished' appearance.
14
Krashen also suggests that there is individual variation among language learners with
regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-
users); those learners who have not learned or who prefer not to use their conscious knowledge
(under-users); and those learners that use the 'monitor' appropriately (optimal users). An
evaluation of the person's psychological profile can help to determine to what group they belong.
Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of
self-confidence is frequently related to the over-use of the 'monitor'.
The theory of an innate language acquisition divide means that the inborn capacities to
acquire a language that all learners possess will be tapped.
15
Figure 1 shows the Theoretical Paradigm of the study:
Learners
Monitor Theory
(Formal learning)
Oral Language
Acquisition Theory
(Acquired learning)
Learning
16
Conceptual framework
This study was premised on the concept that before anyone can overcome difficulties,
he must be able to recognized them identify its causes. Pronunciation is seldom so good that
cannot be improved.
The inputs of this study were the most commonly mispronounced words by First Year students
and the causes of the pronunciation skills. The process determined the proposed learning
activities in relation to the input. The output of this study was the improved pronunciation skills,
since this study aimed to lessen if not overcome the difficulties met by the First Year students in
pronunciation skills.
This researcher determined the pronunciation difficulties First Year students in Bulacao National
High School is the brief that the identified difficulties will be useful a more realistic and effective
in teaching pronunciation skills.
The presence of pronunciation difficulties is a big barrier to self-development. The student who
is willing and interested in improving his pronunciation skill would be well-equipped to carry on
the speaking activities in everyday leaving. The result of this study will give feedback which will
serve as basis for the researcher as well for the teacher to answer the problems of the pupils in
pronunciation.
17
Figure 2. Conceptual Paradigm
Proposed Learning Activities to Overcome Difficulties in Pronunciation
Pronunciation Level
And Competences
Common Mispronounced Words
Causes of Pronunciation Difficulties
Improved Pronunciation Skills
18
Definition of Terms:
For better understanding of the study, the following terms were conceptually and
operationally define.
Pronunciation Level and Competencies.
Mispronounced Words. The matter of what is or is not mispronunciation is a
contentious one, and indeed there is some disagreement about the extent to which the term is
even meaningful.
Language Learning. Is the process which leads to the acquisition of any form of
language behavior in communication through listening, speaking, reading, and writing. 18
Language. Is the expression or communication of thoughts and feelings by means of
vocal sounds and written symbols and the communication of such sound to which the meaning is
attributed.19
Pronunciation. In general, it refers to the proper utterance of orthographic decapitations
of sounds and syllabic stress. 20 in this study, it refers to the phonetic transcription of the way in
which a word should be or is pronounced.
Difficulties. Refers to the problem that is hard to deal with, to make and to understand.
Sight Words. In general, these are words recognized as meaningful whole fitting into a
context supplies by pictures and words. By using same words in different context, the words
19
become familiar units and are recognized instantly and spontaneously by their form and
configuration.
Causes of Difficulties in Pronunciation. These are the reasons about the problem meet
in pronunciation. They produce an effect and lead to some results.
Proposed Activities in Pronunciation. Are the suggested activities to enhance the
pupils’ pronunciation skills.
First Year Students. Are the students of Bulacao National High School. They are the
respondents of this study where the test was conducted.
High School English Teachers. Is the Teachers in Bulacao National High School. They
are the one who facilitate the learning of the students in Bulacao.
20
Notes:
1Cohen A.D.“ Second Language Learning: Insights for learners, Teachers and Research”,
( New York: New Bury House Hopes and Row, 1990).p.65.
2Rebecca P. Alcantara, et.al.,”Teaching Strategies.. Philippine Association For Teaching
Education”.(Katha Publishing Co.,Inc.):p.36.
3Rosalina A. San Mateo, “Historical, Philosophical and Legal Foundation,” 1997 (Katha
Publishing Co.,Inc.,Quezon City).
4Rebecca and Robin Scarella, “tapestry of Language Learning, English Teaching
Forum”.1991, p. 36
5Cecilia Rarin, “Determinants of Linguistic and communicate Competences of Second
Lnaguage, English in the University of The Phil.”(1988), p.49.
6James Carrel and William Tiffany. “Theory and Application to Speech
Improvement,”(McGrawhill Book Company, New York, 1960)p.410
7Isabel Sevilla Soriano, et.al,” English Pronunciation for the Filipino College Student”
Caloocan City, Phil. Graphic Arts, Inc.,1918
8Ibid
9James Ward, “The Teacher, the Student, the classroom, and the communication
Activities,” English Forum.Volume XXII,July 1984.
21
10 Fenema and Frankie, “Second Language Acquisition and Second Language Learning”
(Oxford Pegaman, 1981) p. 7.
11 Rebecca P. Alcantara, et.al, p. 24
12 Pricilla R. Garcia. “The Correction Techniques Employed by the Pupils in English
Classes, “ (Unpublished Master’s Thesis, College of Immaculate Conception, Graduate School,
Cabanatuan City, 1996)
13 Erlenawati Sawir. 13
14 Francia S. Napolis and Lean M. Pantino, “ Teaching Techniques for Beginning
Reading, “ ( Undergraduate Thesis, Bicol University, Legaspi City, 2004)
15 Michelle A. Letran and Aron C. Lomatao, “ The Attitude and Reading Performance of
Grade III Pupils in English. “ (Undergraduate Thesis, Bicol University, Legaspi City, 2004)
16 Joyce R. Loma, “The Decoding Difficulties of Grade III pupils in Matacon Elementary
School. “ ( Undergraduate Thesis, Bicol University, Legaspi City, 2004)
17 S. Krashen, “Second Language Acquisition and Second Language Learning.” Oxford
Pentagon Press, 1982.
18 Ma. Lourdes B. Tayao, “An Electronic Dialogue on Metacognition” (A Transcription
Philippines Journal for Language).
22
19 Sherly Maloles, “The Language Learning Style of the Second Students of B.U. institute
of communication and cultural studies and their Performance in Speech.”( Unpublished
Master’s Thesis, Bicol University 1996.)
20 Lourdes Mata and Isabel Sevilla, “English Pronunciation for the Filipino College
Student .“( Revised Edition Copyright 1067) p.1
21 Lourdes S. Dias, et,al. Developmental Reading Phillippines Association for Teachers
Education and Katha Publishing Co. Inc. p 37.
23
Chapter 3
Research Design and Methodology
This chapter is a presentation of the research methodology, source of data, data gathering
procedure, research instruments, and respondents of the study of the data used by the researcher
in conducting this study.
Research Method
The descriptive method was used in this study. Oral responses of the pupils were recorded on
tape and phonetically analyzed individually by the researcher, specifically in pronunciation. A
questionnaire was used to determine the extents of the pronunciation problems were identified.
This method of researcher is a fact-finding study with adequate and accurate interpretation of the
findings. It describes with emphasis what actually exist such a current condition, practices,
situations or any phenomena. It involves description, recordings and collection of data and
analysis in order to solicit the desired answer to the questions concerning the present status of the
subjects of the study. This method of research is the most appropriate method to use in this
study.
Respondents of the Study
The respondents of the study were the total enumeration of first year students and the English
Teachers at Bulacao National High School. There were 127 students and 3 English Teachers.
Included were the students’ parents interviewed with regard to the student’s profile.
Sources of Data
24
Both primary and secondary sources of data were in this undertaking. The primary data will be
secured from the result of the oral test conducted to the first year students and from the
questionnaire given to the teachers. The results of the oral test and the responses helped the
researcher determine the difficulties met by the first year students and causes affecting their
pronunciation skills and the proposed activities to enhance it. The secondary data was secured
through journals, textbooks, magazines, unpublished theses and dissertations, other printed
materials by foreign and local authors and other second hand resources.
Research Instruments
To gather the needed data and information the main instruments were the Basic Sight Words of
first year students and questionnaire prepared by the researcher. These were used to the common
mispronounced words of the respondents.
The questionnaire checklist was to know the teachers personal opinions regarding the difficulties
met by the first year students in pronunciation skills. It has two parts: 1) the causes affecting the
pronunciation skills and 2) the proposed activities to enhance the pupil’s pronunciation.
The word in the Basic Sight Words is categorized by sequence rather than of difficulty and
matches the frequency of words according to year level material.
25
Data Gathering Procedure
The researcher prepared their own checklist and basic sight words for first year students. They
saw to it that the reading materials were suited to the pupils. Likewise, the questionnaire has its
enough items to collect data in covering all aspects of the problem. It has been finalized after it
was corrected and validated by the adviser. Before the oral test and the distribution of the
checklist, appropriate communication letters were sent to concerned offices for the approval of
the request for research purposes. The researcher asked permission from the Coordinator of Bicol
University Gubat Campus to allow them going out of the campus to conduct an oral test and
distribute the questionnaire to the first year students of Bulacao National High School. The letter
of the permission from the Coordinator together with the letter to the principal, the researcher
asked permission to the first year English Teachers to allow them administer the oral test. The
copies of the questionnaire were distributed by the researcher. The data gathered were analyzed
and interpreted to find the desired outcome of the study.
Chapter 1
Introduction
Today’s educational institutions and social circles demand that one should communicate
min English. A person‘s success in his chosen profession of endeavor is invariably linked with
his ability to express and protect his knowledge not only in writing but also in Spoken English.1
Speech is the index of a man. Man sees in a person’s speech, his image of himself, his
creation towards his associates, his emotions, and his mind at work. Through the spoken words,
man shares his thought and sentiments with others. The students in search, therefore, most
consider speech training as essential part of his education.2
It is now established practice among the more linguistically sophisticated teachers to
pronunciation in scientific stages that involve both analyses and imitation since the Filipino
learners of English has to tackle a lot of sounds foreign to him. It is necessary that he does this
with precise direction. To this end, the teachers works on the pupil’s ability to recognized and
produced anything does not hear, much less recognize, so that are first target fall on selective
listening. Moreover, this is in consonance with the nature of language learning. The first contact
with the language should be the ears. This takes for granted that the teachers have good
command of this aspect of the language at her trip.3
Pronunciation is one of the important features of spoken English communication which is
often neglected and not given importance. Whatever the words utter should pronounce them
correctly. Knowing this feature is very important because it makes our thoughts or ideas clear to
others.4 Just composition, careless pronunciation, spelling and capitalization cause
misunderstanding. In oral communication, careless articulation of letter sounds and words is one
2
of the difficulties met by the speakers naming defects in effective ommunication.5 The tree parts
of articulation which are capable of development are: tongue, teeth and lips. They are physical
agencies of accurate communication. However, we must place most of the emphasis upon the
intelligence of the speaker.6 mispronunciation of vowels and consonants are due to substitution
of sound familiar to his vernacular. Also, improper point of articulation and voicing of sound
cause the mispronunciation of English sound.7
This study was conducted to find out the factors affecting English pronunciation in
English language of students in Bulacao National High School. This school year, it has 127 first
year students. It composed of 3 teachers of English subjects and 1 room for each year level.