1

Chapter I

THE PROBLEM

Introduction

As one of the means of communication, English language has an important role to play in

making a person globally competitive. A person who is competitive enough with the use of this

language has an edge over others in terms of functioning effectively in the social context. In

order to express one’s self in straight, correct simple English, his background of this should be

adequate. Hence, intent learning of its language skills and components is necessary.

Pronunciation, as one of its components, is a key element to a meaningful

communication. Before the students can actually communicate in sentences, they have to know

the sound system of a language. Thus, from the start, pronunciation lessons are a must.

(Alcantara et. al, 1996)

Pronunciation skill refers to the ability of uttering words properly based on standards (as

prescribed by the dictionary through the use of phonetic symbols or diacritical marks, or by the

International Phonetic Alphabet) and on how native English speakers pronounce their language.

(Random House Webster’s Dictionary)

The proper articulation of sounds and its representation in phonetic symbols is called

pronunciation. It is the term used in how the way words are spoken or manner in which someone

utters a word. Basically, underlying pronunciation is the foundation of speaking. Though

English, both written and spoken, has been accepted as the dominant means of communication in

the world, some misunderstandings have been caused by inappropriate pronunciation. Good
 2

pronunciation may make the communication easier and more relax, thus, more successful.

Having correct pronunciation will strengthen the confidence of the learners and they will be

given the chance to share their thoughts, emotions and ideas without the fear of being laughed at

if they mispronounced words. On the other hand, having poor pronunciation may lead to

miscommunication. It can also condemn learners to less social, academic and and work

advancement than they deserve.

With this, the researchers attempted to address the pronunciation problem or difficulty of

the learners and emphasize the teaching of pronouncing the English sounds correctly by the use

of Minimal Pair Drills. This strategy allows the teacher-researchers to pair words, phrases and

sentences which are composed of opposing vowels. The Minimal Pairs are words that vary by

only a single sound that students usually get confused with, like the “bit” and “bet”. To work this

out, the teacher reads the words first to be followed by the students in order for them to get

engrossed to the sounds properly and correctly.

Problem Identification

During the Field Study of the researchers at Teodoro Hernaez National High School,

Sabuanan, Sta. Lucia, Ilocos Sur on the first semester of the school year 2013-2014, they

observed that the students of Grade 8- Adelfa have difficulty in their pronunciation skill or

ability especially in pronouncing words with the vowels sounds. This pronunciation was

manifested by their aloofness in reciting during classroom discussions and in recitation period.

Their English teacher also attested to this truism revealing that the students need enhancement in

pronouncing words clearly and accurately.

 3

With this identified problem, the researchers were motivated to conduct a study in enhancing the

pronunciation skill of the students along vowel sounds through the use of Minimal Pair Drills as

their teaching strategy.

Statement of the problem

The action research was conducted in order to determine if the Minimal Pair Drills could

really help the researchers in enhancing the pronunciation skill along vowel sounds of the Grade

8- Adelfa students of Teodoro Hernaez National High School, Sabuanan, Sta. Lucia, Ilocos Sur

of school year 2013-2014.

Specifically, it sought to answer the following questions:

1. What is the level of pronunciation skill along vowel sounds of the students during the

pre-test and post-test of the study?

2. Is there a significant difference between the pre-test and post-test scores obtained by the

respondents after the implementation of Minimal Pair Drills?

Scope and delimitation

The focus of this study was to determine the effectiveness of minimal pair drills in

enhancing the pronunciation skill along vowel sounds of the Grade 8- Adelfa students of

Teodoro Hernaez National High School during the school year 2013-2014.

The respondents involved in this study are 30 students consisting of 15 boys and 15 girls.

The lessons were focused particularly on the vowel sounds /i/, /I/, /Ɛ/, /e/, /æ/, /a/, /u/, /U/, /o/, /ɔ/,

/ɒ/ and /˄/.

 4

Significance of the study

This study is significant to the following:

To the School Administrators. This may give them an idea to improve their school

facilities of furnishing their library with books or workbooks on pronunciation drills/exercises.

To the Language Teachers. This study will encourage them to use minimal pair drills as

a way in pronunciation. It will serve as an avenue for the improvement of the strategies and

techniques in teaching English particularly pronunciation.

To the Respondents. This study will encourage and stimulate students to enhance their

pronunciation skill which enables them to communicate with other people more effectively using

the English Language.

To the Researchers. The result of the study could help them realize that the use of

Minimal Pair Drills is an effective strategy in enhancing the pronunciation skills of students of

which they could use when they will be in their field of chosen endeavor.

To the Future Researchers. This study will guide the future researchers as it will serve

as their reference in their study.

Operational Definition of Terms

Terms are defined so as to facilitate easier and better understanding of the study. They are

defined according to their usage in the research work.

Pronunciation. It refers to the act or manner of producing words correctly.

 5

Pronunciation skill. It refers to the ability of a person to utter or articulate a word with

the application of the right and accepted sound of it.

Vowel Sounds. These refer to a class of speech sounds which are produced without

obstruction of the outgoing breath. These include the vowel sounds /i/, /I/, /Ɛ/, /e/, /æ/, /a/, /u/,

/U/, /o/, /ɔ/, /ɒ/ and /˄/.

Minimal Pair Drills. It refers to the group of students who were the respondents in the

study.

Pre-test. This refers to the test administered to the respondents before applying the

strategy.

Post-test. This refers to the test administered to the respondents after applying the

strategy.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents related literature which complements the contents and findings of

this study.

Padilla (2003) stressed that it is only after one has gained some degree of mastery of

spoken English reading and writing should be introduced. At the early stage therefore, a great

portion of the language period should be devoted to developing the speaking skill of students.

And in assessing their spoken ability, pronunciation as one of its components is to be considered.

Go and Pocesion (2010) claimed that traditionally, pronunciation is measured by the

accuracy of imitating a native speaker’s way of pronouncing words. To speak English correctly,

one has to speak either the American or British way. But with the advent of the communicative

approach of teaching/learning language, the emphasis has shifted from accuracy to

clarity/comprehensibility. As long as the pronunciation does not impede the clarity of the

message of the listeners understanding of it, the pronunciation is considered acceptable. Still, in

testing specific sound production, one has to follow certain standards. Good pronunciation

should be appropriate to the speaker, to the area in which the speaker lives, and to the speaker

and audience. However, certain letters of the alphabet represent several different sounds and that

spelling of a particular word does not point its correct pronunciation.

On the other hand, Nation & Newton (2009) said that most studies demonstrated that L2

learner’s goal is to produce and to perceive the native-like speakers. “There continues to be

debate about whether the model for foreign language learners should be native-speaker or non-

native-speaker English, and if native-speaker English should it be British, American or some

 7

other regional pronunciation” Therefore, we should bear in mind that good pronunciation does

not mean perfect American or British accent but sound native-like and intelligible pronunciation.

Therefore, it is important to set up an appropriate goal for pronunciation. It may be not perfect

pronunciation but effective communication should always be the ultimate goal. Generally, good

pronunciation relates to intelligibility and acceptability. Intelligibility seems to be highlighted by

many researchers. Levis (2005) pointed that learners should consider the intelligibility principle

and understand as the goal to set up a native-like goal.

Esling and Wong (1983) claimed that some teachers and learners complain about

difficulties in pronunciation since pronunciation is considered as one of the most complicated but

significant features of second language (L2) teaching and learning. Good pronunciation can

promote language learning whereas poor pronunciation can lead to a great hindrance in L2

learning. Many learners who thought English as a foreign language (EFL) or a second language

(ESL) seek to master native-like pronunciation, and want to speak English accurately and

fluently. However, some L2 learners have lots of problems with pronunciation because of a wide

range of affecting factors.

Alcantara et al. (1996) explained that the common problem faced by the language learner

when they pronounce English word is caused by the influence of the students’ mother tongue.

The problem appears when they try transferring their first language into their target language.

Since English has its own sound system different from that of Tagalog or any other Philippine

dialect, the phonetic differences usually cause difficulty to the Filipino learners. For example, the

absence of [æ] in Filipino makes it difficult for them to pronounce the sound in mat, cat, bag,

ham, fast, etc. Hence, the teaching of vowels like [I] as in sit, [e] as in ate, [Ɛ] as in bet, [ɔ] as in

ball, [o] as in role, [U] as in full and [˄] as in love should be emphasized using Minimal Pair
 8

Drills. These difficult vowel sounds should be given attention and constantly reviewed in

pronunciation lessons. Each pronunciation lesson should be developed in the students the ability

to produce the sounds and sound sequences without conscious effort. The teacher should serve as

a model to the students. He/She is able to produce the vowel sounds correctly for students to

imitate.

An example given by Poblete (1980) is when a teacher who instructs his/her student to

bring a ‘mop’ the next day may find a ‘map’ instead, if the sound [ɒ] instead [æ] was heard by

the student. Therefore, Minimal Pair Drills as pronunciation exercises are helpful in identifying

phonemes which are the smallest units of sounds that forms the basis of distinction between

words with a language. Moreover, she asserted not to over drill. Minimal Pair Drills shouldn’t

take much class time. More time should be spent on production of the sound in varied context

drills. This is effective in the enhancement of the word familiarization ability of the students.

All these researches and studies mentioned above provided the researchers wisdom and

those have aided them in the conduct of this study.

 CHAPTER III

FORMULATION OF HYPOTHESES

The following hypotheses guided the researchers in the conduct of this study:

A. Null Hypotheses:

1. There is no significant difference in the level of pronunciation skill of the Grade 8-

Adelfa students in the pre-test and post-test of the study.

2. The use of Minimal Pair Drills as a strategy is not effective in enhancing the

pronunciation skill of the students along vowel sounds.

B. Alternative Hypotheses:

1. There is a significant difference in the level of pronunciation skill of the Grade 8- Adelfa

students in the pre-test and post-test of the study.

2. The use of Minimal Pair Drills as a strategy is effective in enhancing the pronunciation

skill of the students along vowel sounds.

Mental Elaboration

Going over the hypotheses, the researchers draw the following assumptions:

1. If these minimal pair drills are used in teaching language, the students will be able to

enhance their pronunciation of words.

2. If these minimal pair drills are well administered to the students during pronunciation

exercises, the students would enhance their pronunciation skills along vowel sounds and

would result to better speaking ability.

 CHAPTER IV

EXPERIMENTATION AND ACTION

This chapter presents a discussion of the research design, sources of data, research

instrument, data-gathering procedure, and statistical treatment used in the study.

Research Design

This study is an action research aimed at enhancing the pronunciation skill of the Grade

8- Adelfa students of Teodoro Hernaez Nationa High School. The researchers made use of the

one-group pre-test/post-test design in determining the effectiveness of minimal pair drills in

enhancing the pronunciation skill of the respondents along vowel sounds.

Sources of Data

The data were taken from the result of pre-test and post-test administered to the 30 Grade

8- Adelfa students, composed of 15 boys and 15 girls of Teodoro Hernaez Nationa High School,

Sta. Lucia, Ilocos Sur during the school year 2013-2014.

Research Instrument

The researchers used a teacher-made test based on the Effective Voice and Diction book

and handouts about pronunciation of words. The test was prepared by the researchers and was

composed of 50 items oral production of words. It was also presented to Mrs. Maribel C. Ibañez,

Mrs. Jovita H. Heraña , and Mrs. Yolanda Suzima V. Ablang for validation which had an

interpretation of “Highly Valid”, corrections and suggestions for the enrichment of the test. The

suggestions and corrections of the above-mentioned teachers were considered in the teacher-

made test.
 11

To describe the level of pronunciation skill of the respondents, the scale below was used.

Range of Scores Descriptive Rating

40.01 − 50.00 Outstanding (O)

30.01 − 40.00 Very Good (VG)

20.01 − 30.00 Good (G)

10.01 − 20.00 Poor (P)

0.00 − 10.00 Needs Improvement (NI)

Research Procedure

The researchers who were deployed at Teodoro Hernaez National High School observed

it was confirmed by their English Teacher that the Grade 8- Adelfa Students need enhancement

in the pronunciation of words particularly on vowel sounds.

After identifying the problem of the Grade 8 students in their pronunciation ability, thre

researchers prepared letters to the subject-teacher, Mrs. Jovita H. Heraña, Head of the English

Department, Mrs. Lydia T. Liclican, and the principal of THNHS, Mr. Romulo Q. Quitevis,

asking permission to conduct the study in their school. After the request was approved, the

researchers prepared a teacher-made test composed of 50 items, and conducted the pre-test on

November 29, 2013 to determine the level of pronunciation skill of the repondents. The conduct

of the pre-test started with a prayer at exactly 8:30, English class time of Mrs. Jovita H. Heraña.

Afterwards, the researchers clearly gave instructions as to what the students would do. They

were called one by one in front of the evaluators and pronounced the word, phrase or sentence

twice and loud for each item. Three of the researchers serves as the evaluators who tallied
 12

whether each student pronounced correctly, mispronounced or ignore an item. The other

researcher facilitated and took pictures to document the conduct of the pre-test. The subject-

teacher was also present at that time and was observing the researchers on the conduct of the

study. After all the students had taken their turn, the researchers thanked them and the subject-

teacher.

The researchers made four lesson plans regarding the pronunciation of words.

They used the minimal pair drill which involved reading by the teacher first followed by the

students. The lessons were delivered in four sessions. In the first two sessions on December 2-3,

2013, the researchers presented the /i/, /I/, /Ɛ/, /e/, /æ/, /a/ sounds and the last two sessions on

December 4-5 were the /u/, /U/, /o/, /ɔ/, /ɒ/ and /˄/. After the discussion of the lessons, they

presented pairs of words with these sounds as a tool in enhancing the pronunciation ability of the

students. This involved oral production of the teacher followed by the students by row, by two’s

and individually. Proper pronunciation of the vowel sounds was being emphasized. Students

pronounced words correctly and identified the underlined vowels of a given words and made

some groupings of the words given according to their vowel sounds. With the guidance of the

researchers while teaching the lesson, the students were able to identify the sound of the

underlined vowels with the 50 words in the drill and they were able to group and compare the

words according to the vowel sounds they have.

On December 6, 2013, the researchers administered the post-test which was designed

similarly to that of the pre-test only that items were rearranged. The result of the pre-test and pre-

test and post-test were compared to determine if the student’s pronunciation skill enhanced or not

through minimal pair drills.

 13

Statistical Treatment of Data

To attain the objectives set in this study, the researchers used the following statistical

tools.

1. Mean (𝐱̅). This statistical tool was used to determine the level of pronunciation skill of

the respondents. The formula is:

∑𝑥
𝑥̅ =
𝑁

Where:

x̅ = mean
x = scores obtained by the respondents
∑x̅= the sum of the scores of the respondents
N= the total number of respondents

2. Standard Deviation (SD). This was used to determine the variability or scatteredness

of scores of the respondents in the pre-test and post-test. The formula is:

∑(𝑥 − 𝑥̅ )2
𝑆𝐷 = √
𝑁−1

Where:

SD = Standard Deviation
x =the particular score of each sample respondent
x̅ = the mean score of the respondents
N = the total number of respondents

3. t-test. This was used to determine the significant difference of the results in the pre-

test and post-test of the study.

 14

𝑑 √𝑛
𝑡=
𝑠𝑑

Where:

t = t-test
sd = standard deviation
d = mean of the difference
n = number of respondents

4. Coefficient of Variance (cv). This was used to determine the consistency of the

scatteredness of scores of the students during the pre-test and post-test of the study.

𝑠𝑑
𝑐𝑣 = × 100%
𝑥̅

Where:

cv= coefficient of variation

sd= Standard deviation
̅=
x Mean

5. Gain Ratio (GR). This was used to determine the gain percentage from the pre-test to

the post-test scores of the students by using the formula:

GR = _P2 – P x 100%
T - P1

Where:

P2= mean of the post-test

P1= mean of the pre-test

T= highest possible score

 Chapter V

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis, and interpretation of results of the pre-

test and post-test administered to the respondents.

Problem 1. What is the level of pronunciation skill of the students during the pre-test and

post-test of the study?

Table 1 presents the level of pronunciation skill obtained by the respondents in the pre-

test and post-test of the study.

Table 1
Level of Pronunciation Skill along Vowel Sounds
of the Grade 8-Adelfa Students during the Pre-test and Post-test

ITEMS PRE-TEST POST-TEST

Number of Respondents 30 30
Number of Items 50 50
Highest Score for Evaluator 1 34 50
Highest Score for Evaluator 2 36 50
Highest Score for Evaluator 3 37 50
Lowest Score for Evaluator 1 23 41
Lowest Score for Evaluator 3 24 35
Lowest Score for Evaluator 3 22 46
Overall Mean 30.4 44.6
Descriptive Level Very Good Outstanding
Standard Deviation 2.50 2.50
Coefficient of Variance 8.2% 5.6%
 16

The table shows that there are 30 respondents who took the 50-item test. The highest

scores in the pre-test given by the three evaluators are 34, 36 and 37 while the lowest scores are

23, 24 and 22. The highest scores during the post-test are all the same as 50 and the lowest scores

are 41, 35 and 36. The mean in the pre-test is 30.46 which is described as “Very good” while the

mean in the post-test is 44.6 described as “Outstanding”. It further shows that there is an

enhancement in the pronunciation skill of the students.

The standard deviation in the pre-test and post-test are both 2.50. This shows that the

variability of scatteredness of scores during the pre-test and post-test are equal. The coefficient

of variation during the post-test is 5.6 % which is less than 8.2 % during the pre-test. This means

that the variability of scores during the pre-test are more consistent than in the post-test scores.

Problem 2. Is there a significant difference between the pre-test and post-test scores

obtained by the respondents after the implementation of Minimal Pair Drills?

Table 2 shows the significant difference between the pre-test and post-test of the

respondents during the pre-test and post-test of the study.

Table 2
Significant Difference Between the Pre-test and Post-test Scores
of the Grade 8- Adelfa Students

Mean Difference t-test value Tabular Value Decision

Pre-test 30.4
14.2 34.8 2.045 Reject Ho
Post-test 44.6
0.05 level of significance
Degree of freedom: 29
 17

The table shows that the mean difference of the pre-test and post-test is 14.2 which shows

that the students performed better in the post-test (x=44.6) than in the pre-test (x=30.4). It also

shows that the computed t-test value which is 34.8 is higher than the tabular value of 2.045 at a

0.05 level of significance. Therefore; the null hypotheses are rejected. It means that there is a

significant difference on the level of pronunciation skill of the respondents during the pre-test

and post-test of study. Thus, the use of Minimal Pair Drills as a pronunciation exercise is

effective in enhancing the pronunciation skill of students along vowel sounds.

Problem 3. What is the overall gain ratio from the result of pre-test and the post test

scores of the students?

Table 3 shows the overall gain ratio from the result of pre-test and the post-test scores of

the students during the study.

Table 3

Overall Gain Ratio from the Result of Pre-test and Post-test

Post-test Pre-test Gain Ratio

𝑥̅ = 44.6 𝑥̅ = 30.4 72.44%

The table presents that the overall mean during the pre-test was 30.4 while the overall

mean during the post-test was 44.6. The computed gain ratio is 72.44%. This shows that there is

an increase in the scores of the Grade 8- Adelfa students of Teodoro Hernaez National High

School from the pre-test to the post-test in terms of the skill in pronouncing the vowels sounds

through Minimal Pair Drills.

 Chapter VI

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendations of the

study.

Summary

The research study aimed to determine the effectiveness of Minimal Pair Drills on

enhancing the pronunciation skill along vowel sounds of the Grade 8- Adelfa students of

Teodoro Hernaez National High School during the school year 2013-2014.

It attempted to enhance the skills of the students in pronouncing words

specifically on vowel sounds /i/, /I/, /Ɛ/, /e/, /æ/, /a/, /u/, /U/, /o/, /ɔ/, /ɒ/ and /˄/. It also attempted

to find out the difference between the levels of performance of the students after performing

pronunciation drills using Minimal Pair Drills.

The research involved 30 Grade 8- Adelfa students of THNHS. The main tool in

gathering data was a teacher-made test. In order to determine the level of performance of the

students, the researchers used the one-group pre-test post-test design.

The pre-test was administered on November 29, 2013. After the pre-test, the researchers

used minimal pair drills to enhance the pronunciation skill along vowel sounds of the students.

The researchers applied their strategy within four days. After applying the strategy, the

researchers administered the post-test which was designed similarly to that of the pre-test but the

items were rearranged on December 6, 2013.

The mean, standard deviation and coefficient of variation were used in the statistical

treatment of data presented in the study. The mean was used to determine the level of
 19

performance of the respondents while the standard deviation was used to determine the

heterogeneity and homogeneity of the data. The t-test was used to in determining the significant

difference between the mean scores of the respondents. And the gain ratio was used to determine

the gain percentage of the student’s scores from the pre-test to post-test.

Results showed evidently that there existed a significant difference between Results

showed that there existed a significant interest between the pre-test and post-test scores of the

students. This implies that the use of Minimal Pair Drills is an effective strategy in enhancing the

pronunciation skill of the students.

Findings

Based on the results of the study, the following findings are presented:

1. The level of performance of the students in their pronunciation skill during the pre-test

and post-test of the study is revealed by the mean of 30.4 and 44.6 respectively, showing

therein that the “Very Good” level of performance of the students has enhanced to an

“Outstanding” level.

2. There is a significant difference between the level of performance of the students during

the pre-test and post-test of the study as shown by the computed t-value of 34.8 which is

higher than the tabular value of 2.045.

3. There is an increase overall gain ratio of the students was 72.44%.

Conclusions

Based on the findings of the study, the following conclusions were made:
 20

1. The difference between the pre-test and post-test mean scores indicates a tangible

enhancement in the level of performance in the pronunciation skill of the students.

2. Using Minimal Pair Drills in pronunciation exercises is an effective strategy in enhancing

the pronunciation skill of the students.

Recommendations

Based on the conclusions, the following conclusions were presented

1. English teachers should use minimal pair drills in the pronunciation drills or exercises in

varied context to enhance the pronunciation skill of students. This will ensure that

students would facilitate the proper pronunciation of words.

2. English teacher should give priority to the sound system in English and they should work

harder to keep tract of the students’ use of language most especially during English

classes. Teachers must see to it that students articulate the critical sounds of the language

especially the vowels.

3. English teachers should implement the English only policy inside the class to encourage

students to do oral production and speak English and later on their pronunciation skill

will enhance.

4. Students should keep on using English language especially in school so as to improve

their skills in pronunciation.

5. Future researchers should conduct follow-up studies to determine the effectiveness of

Minimal Pair Drills with the integration of interactive activities as a tool in improving the

level of performance of the students along pronunciation of vowels and also consonants.
 21

BIBLIOGRAPHY

A. BOOKS

Alcantara, RD., et al. (1996) Teaching Strategies I for teaching of the communication arts:
listening, speaking, reading and writing, Quezon City: KATHA Publishing Co.,
Inc

Esling, J. H. & Wong, R. F. (1983). Voice quality settings and the teaching of pronunciation.
TESOL Quarterly, Inc.

Go, and Posecion (2003) Language and Literature Assessment, Quezon City: Rex Book Store,
Rex Printing Company, Inc.

Lardizabal, Amparo S., et al. (1991) Principles of teaching, Quezon City: Phoenix Publishing
House, Inc.

Nation. I. S. P. & Newton, J. (2009). Teaching ESL/EFL listening and speaking. NewYork:
Routledge

Padilla, MM. (2003) Speech for effective communication, Bulacan: Trinitas Publishing, Inc.

Pangilinan, E C. and Dilig, MJ (1991) Speech and drama, Metro Manila: National Bookstore,
Inc.

Poblete, MP. (1980) Effective voice and diction, Quezon City: Rex Book Store, Rex Printing
Company, Inc.

B. INTERNET

Wongdee, Jitrawee.. Improving students’ pronunciation Skill using Minimal Pair’s Report.
Retrieved on January 12, 2014 at http://esl.about.com/library/lessons/blminimal.html

Sari, Yusnita. Improving students’ Pronunciation by using Minimal Pair Drill. Retrieved on
January 12 at http://repository.uinjkt/handle/123456789/2865

Levis, J. Inestigating the Effectiveness of Pronunciation Instruction for Intelligibility. Retrieved

on November 23, 2014 at http://www.academia.edu/2192933/
 22

Appendix A1:

Certification of Actual Test Administration

Republic of the Philippines

Department of Education
Candon National High School
Candon City, Ilocos Sur

CERTIFICATION

This is to certify that Melissa C. Rosario, Alma G. Villanueva, Kristine Piano and
Ronamae H. Santos had actually administered the Pre-test and Post-test to the Grade 8 – Adelfa
students of Teodoro Hernaez National High School, Sta. Lucia, Ilocos Sur, in relation to the
conduct of the action research which is a requirement for their degree Bachelor of Secondary
Education.

Certified:

(Sgd) MRS. JOVITA H. HERAÑA

Cooperating Teacher
 23

Appendix A2:

Letter of Request to the Principal

September 2, 2013

MR. ROMULO Q. QUITEVIS

Principal II
Teodoro Hernaez National High Scool
Sabuanan, Sta. Lucia, Ilocos Sur

Sir:

Greetings!

We, the undersigned third year students of North Luzon Philippines State College, wish
to conduct an action research entitled “ENHANCING THE PRONUNCIATION SKILL
ALONG VOWEL SOUNDS OF THE GRADE 8- ADELFA STUDENTS OF TEODORO
HERNAEZ NATIONAL HIGH SCHOOL THROUGH MINIMAL PAIR DRILLS”, in
partial fulfilment of our requirements in the degree Bachelor in Secondary Education.

In line with this, may we ask permission to administer the pre-test, execution of the
action, and the post-test of the study to the Grade 8- Adelfa students in your school.

Rest assured that all the information gathered will be utilized with strict confidentiality.

We anticipate your favourable approval regarding our request. Thank you.

Respectfully yours,

(Sgd.) Melissa C. Rosario

(Sgd.) Alma G. Villanueva
(Sgd.) Kristine T. Piano
(Sgd.) Ronamae H. Santos

Noted:

(Sgd.) MRS. MARIBEL C. IBAÑEZ

Research Adviser

Approved:

(Sgd.) ROMULO Q. QUITEVIS

Principal II
 24

Appendix A3:

Letter of Request to the Subject Teacher

September 2, 2013

MRS. JOVITA H. HERAÑA

Cooperating Teacher
Teodoro Hernaez National High Scool
Sabuanan, Sta. Lucia, Ilocos Sur

Madam:

Greetings!

We, the undersigned third year students of North Luzon Philippines State College, wish
to conduct an action research entitled “ENHANCING THE PRONUNCIATION SKILL
ALONG VOWEL SOUNDS OF THE GRADE 8- ADELFA STUDENTS OF TEODORO
HERNAEZ NATIONAL HIGH SCHOOL THROUGH MINIMAL PAIR DRILLS”, in
partial fulfilment of our requirements in the degree Bachelor in Secondary Education.

In line with this, may we ask permission to administer the pre-test, execution of the
action, and the post-test of the study to the Grade 8- Adelfa students in your school.

Rest assured that all the information gathered will be utilized with strict confidentiality.

We anticipate your favourable approval regarding our request. Thank you.

Respectfully yours,

(Sgd.) Melissa C. Rosario

(Sgd.) Alma G. Villanueva
(Sgd.) Kristine T. Piano
(Sgd.) Ronamae H. Santos

Noted:

(Sgd.) MRS. MARIBEL C. IBAÑEZ

Research Adviser

Approved:

(Sgd.) MRS. JOVITA H. HERAÑA

Teacher III
 25

Appendix B1.

The Pre-test

Teodoro Hernaez National High School

Sabuanan, Sta. Lucia, Ilocos Sur
Ilocos Sur Division
PRE-TEST

Name:___________________________________ Score:______________
Year and Section:__________________________ Date:_______________

Read the following pairs of words and the sentences aloud.

I.

1-2. least-list
3-4. feel-fill
5-6. pick-peck
7-8. did-dead
9-10. less-lace
11-12. pen-pain
13-14. bake-back
15-16. bait-bat
17-18. hat-heart
19-20. cat-cart
21-22. pool-pull
23-24. cooed-could
25-26. flow-flaw
27-28. caught-cut
29-30. nut-not

II.

1-2. I didn’t seek to be sick.

3-4. They will beg for a big donation.
5-6. “Tell us a tale, grandma.”
7-8. He is the main man in the show.
9-10. I was requested to look for his son, Luke.
11-12. He got a low grade in his law subject.
13-14. She’s already done watching the movie, Breaking Dawn.
15-16. Kindly put this on the pot.
17-18. We heard a shot so we shut the door.
19-20. The ducks swim under the dock.
 26

Appendix B2.

The Post-test

Teodoro Hernaez National High School

Sabuanan, Sta. Lucia, Ilocos Sur
Ilocos Sur Division
POST-TEST

Name:___________________________________ Score:______________
Year and Section:__________________________ Date:_______________

Read the following pairs of words and the sentences aloud.

I.

1-2. less-lace
3-4. cat-cart
5-6. pool-pull
7-8. did-dead
9-10. least-list
11-12. cooed-could
13-14. nut-not
15-16. bait-bat
17-18. caught-cut
19-20. feel-fill
21-22. pick-peck
23-24. pen-pain
25-26. flow-flaw
27-28. hat-heart
29-30. bake-back

II.

1-2. We heard a shot so we shut the door.

3-4. He got a low grade in his law subject.
5-6. “Tell us a tale, grandma.”
7-8. The ducks swim under the dock.
9-10. Kindly put this on the pot.
11-12. They will beg for a big donation.
13-14. She’s already done watching the movie, Breaking Dawn.
15-16. I was requested to look for his son, Luke.
17-18. I didn’t seek to be sick.
19-20. He is the main man in the show.
 27

Appendix C1.

Tally sheet- Pre-test

M M M M M M M M M M
WORDS P I P I P I P I P I P I P I P I P I P I
P P P P P P P P P P
1.Least
2.list
3.feel
4.fill
5.pick
6.peck
7.did
8.dead
9.less
10.lace
11.pen
12.pain
13.bake
14.back
15.bait
16.bat
17.hat
18.heart
19.cat
20.cart
21.pool
22.pull
23.cooed
24.could
25.flow
26.flaw
27.caught
28.cut
29.nut
30.not
31.seek
32.sick
33.beg
34.bih
 28

35.tell
36.tale
37.main
38.man
39.look
40.Luke
41.low
42.law
43.done
44.dawn
45.put
46.pot
47.shot
48.shut
49.ducks
50. dock

P- Pronounced

MP- Mispronounced

I- Ignored
 29

Appendix C2.

Tally sheet- Post-test

M M M M M M M M M M
WORDS P I P I P I P I P I P I P I P I P I P I
P P P P P P P P P P
1.less
2.lace
3.cat
4.cart
5.pool
6.pull
7.did
8.dead
9.least
10.list
11.cooed
12.could
13.nut
14.not
15.bait
16.bat
17.caught
18.cut
19.feel
20.fill
21.pick
22.peck
23.pen
24.pain
25.flow
26.flaw
27.hat
28.heart
29.bake
30.back
31.shot
32.shut
 30

33.low
34.law
35.tell
36.tale
37.ducks
38.dock
39.put
40.pot
41.beg
42.big
43.done
44.dawn
45.look
46.Luke
47.seek
48.sick
49.main
50. man

P- Pronounced

MP- Mispronounced

I- Ignored
 31

Appendix D.

The List of Student- Respondents

Name of Grade 8-Adelfa Students

Teodoro Hernaez National High School
S.Y. 2013-2014

BOYS GIRLS

1. Abaya, John Joshua N. 1. Alvarez, Rolen

2. Abria, Carl Vincent G. 2. Artates, Kimberly L.

3. Apan, Francis M. 3. Escaño, Renn Shiow Mhae C.

4. Corbito, Ariel T. 4. Gadingan, Ruffa

5. Cortado, John Paul B. 5. Galano, Mariecar G.

6. Diwa, John Lester B. 6. Gamayen, Mary Joy G.

7. Evangelista, Joshua F. 7. Gamueda, Diana May R.

8. Gadia, Ryan Kay G. 8. Ganado, Leslie

9. Gasalao, Randy G. 9. Gorospe, Rose Ann H.

10. Moreno, Genesis G. 10. Hagad, Hallery Anne H.

11. Pepe, Arjay B. 11. Halos, Jessa V.

12. Rabuy, Brandley 12. Halos, Regina H.

13. Rafanan, Sherwin B. 13. Javier, Deanne C.

14. Taguinod, Albert John J. 14. Orio, Marjorie B.

15. Timbreza, Mhel Harrish 15. Quitevis, Vhea Louise A.

 32

Appendix E.

Raw Scores of the respondents in their Pronunciation Skill

Students

Gain
PRE-TEST RESULTS (50 item test) POST-TEST RESULTS (50 item test) Ratio

Evaluator 1
Evaluator 2 Evaluator 3 T Evaluator 1 Evaluator 2
Evaluator 3 T
P MP I P MP I P MP I S P MP I P MP I P MP I S
1 30 20 29 21 27 23 28.7 48 2 42 8 43 7 44.3 15.7
2 33 17 31 19 25 25 29.7 44 6 46 4 50 46.7 17
3 32 18 33 17 22 28 29 46 4 45 5 49 1 46.7 17.7
4 33 17 34 16 30 20 32.3 42 8 43 7 45 5 43.3 11
5 34 16 32 18 35 15 33.7 42 8 44 6 45 5 43.7 10
6 32 18 35 15 25 25 30.7 41 9 42 8 44 6 42.3 11.7
7 23 27 28 22 22 28 24.3 42 8 37 13 42 8 40.3 16.0
8 28 22 29 21 25 25 27.3 44 6 39 11 44 6 42.3 15.0
9 30 20 36 14 37 13 34.3 50 50 50 50 15.7
10 23 27 26 24 26 24 25 45 5 43 7 45 5 44.3 19.3
11 32 18 27 23 30 20 29.7 45 5 40 10 44 6 43.0 13.3
12 25 25 24 26 25 25 24.7 42 8 35 15 36 14 37.7 13.0
13 30 20 33 17 34 16 32.3 45 5 43 7 44 6 44 11.7
14 32 18 33 17 34 16 33 47 3 48 2 48 2 47.7 14.7
15 33 17 31 19 32 18 32 48 2 44 6 42 8 44.7 12.7
16 32 18 30 20 33 17 31.7 47 3 47 3 41 9 45 13.3
17 33 17 32 18 31 19 32 46 4 47 3 41 9 44.7 12.7
18 30 20 32 18 33 17 31.7 48 2 45 5 42 8 45 13.3
19 28 22 31 19 29 21 29.3 46 4 41 9 44 6 43.7 14.3
20 32 18 30 20 32 18 31.3 46 4 44 6 47 3 45.7 14.3
21 30 20 33 17 31 19 31.3 45 5 40 10 43 7 42.7 11.3
22 31 19 30 20 29 21 30 45 5 46 4 41 9 44 14
23 30 20 28 22 31 19 29.7 44 6 39 11 42 8 41.7 12
24 31 19 30 20 33 17 31.3 49 1 48 2 47 3 48 16.7
25 32 18 31 19 30 20 31 45 5 41 9 47 3 44.3 13.3
26 32 18 33 17 31 19 32 47 3 45 5 46 4 46 14
27 33 17 32 18 34 16 33 47 3 45 5 46 4 46 13
28 28 22 29 21 32 18 29.7 49 1 48 2 49 1 48.7 19
29 29 21 31 19 30 20 30 44 6 42 8 45 5 43.7 13.7
30 34 16 32 18 31 19 32 47 3 46 4 47 3 46.7 14.3
Overall Gain Ratio 72.4
 33

Appendix F.

Detailed Lesson Plan in English II

Lesson Plan on the Vowel Sounds [i], [I], [Ɛ]

Prepared and delivered by Melissa C. Rosario

I. Objectives

At the end of the lesson, the students should be able to:

1. pronounce words with the vowel sounds /i/, /I/ and /Ɛ/ correctly and accurately
2. identify words with the vowels sounds /i/, /I/, /Ɛ/
3. list pair of words containing these sounds

II. Subject Matter

Vowel Sounds
Effective Voice and Diction, Milagros P. Poblete

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparatory Activities

1. Prayer

2. Checking of attendance

3. Review

Class, how many letters are there in the

English Alphabet?

Yes, Yvon? There are 26 ma’am. 21 of them are consonants

and 5 are vowels.

Very good! Now, what are these 5

vowels again? Randy? Ma’am these are a, e, i, o and u.

That’s right!
 34

B. Motivation

Before we proceed to our lesson, let’s have

an exercise first. Let us read a tongue twister. I
will read it first then call someone from you to
read it again.

Peter Piper picked a peck of pickled peppers.

Did Peter Piper pick a peck of pickled peppers?
If Peter Piper picked a peck of pickled peppers, (Students will read)
Where’s the peck of pickled peppers Peter Piper
picked?

Nice try class! That’s enjoyable isn’t it? Yes ma’am!

C. Presentation

In connection to that, our topic for today is

all about the correct pronunciation we’ll focus on
the /i/ as in beat, /I/ as in bit and /Ɛ/ as in bet.

D. Discussion

The long e /i/ is produced by spreading

your lips in a smiling position. The upper and the
lower teeth are almost touching.
(The teacher will produce the sound and read
examples to be followed by the students) (students will read by row then all)

Beat, reach, deed, feel, priest, believe, heed

The short i /I/ sound is produced by relaxing

the jaw and the tongue. The tip of the tongue
(students will read by row then all)
merely touches the back of the lower front teeth.

The short e /Ɛ/ sound id produced by

lowering the jaw a little as in bet, wretch, dead,
fell, held, hell, said and hen.

Now class, I want you to listen carefully to

these sounds, in contrast with each other.
 35

(The teacher will pronounce the words)

/i/ vs /I/

beat-bit each-itch

reach-rich greet-grit

deed-did steal-still (Now it’s the turn of the students to read the pair
of words.)
feel-fill feat-fit

neat-knit seek-sick

/Ɛ/ vs /I/

bet-bit etch-itch

wretch-rich pet-pit

dead-did well-will

fell-fill many-mini

net-knit read-rid

Now class let’s see if you can also pronounce

phrases with words which have these vowel
sounds.

Phrases:
1. weak knees
2. thin rim
3. the red chip
4. best friend
5. list of speechless

E. Generalization

Class, what have we discussed today? Ma’am it’s all about how to produce and
pronounce the vowel sounds /i/, /I/ and /Ɛ/
 36

IV. Evaluation

Read the following sentences and choose from parentheses the appropriate words to be
filled up in the statements. Writ your answers in a one-fourth sheet of paper.

1-2. Those shoes ________ your ________. (fit, feet, feat)

3-4. The _________ are filled with ________. (beans, bins, Ben’s)

5-6. He no longer wants to __________ so he plans to _________. (leave, live, left)

7-8. I handed the __________ to _________. (Belle, bill)

9-10. The _________ collected _________ __________ for their project. (teens, tins, ten)
 37

Detailed Lesson Plan in English II

Lesson Plan on the Vowel Sounds /e/, /æ/, /a/

Prepared and delivered by Alma G. Villanueva

I. Objectives

At the end of the lesson, the students should be able to:

1. pronounce words with the vowel sounds /e/, /æ/ and /a/ correctly and accurately
2. identify words with the vowels sounds /e/, /æ/, /a/
3. list pair of words using the vowel sounds /e/, /æ/, /a/

II. Subject Matter

Vowel Sounds
Effective Voice and Diction, Milagros P. Poblete

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparatory Activities

1. Prayer
2. Checking of attendance
3. Review

B. Motivation
(Brainstorming) Ask the students to give pair of
words which differ only in a single vowel sound.

C. Presentation
Today, we are going to learn the vowel sounds
/e/, /æ/, /a/.

D. Discussion
Long a /e/ is produced by dropping the jaw a
little and smile. The tip of the tongue may touch
the bottom of the front teeth without pressure.

(The teacher will produce the sound to be

followed by the students)
 38
We have examples of long a – lay, bay, Abraham, (The students will read the words)
ape, aerial, aerial, eighteen, bake.

The short a /æ/ is produced by lowering the jaw

and opening and spreading the lips wide.

(The teacher will show the production of sound to

the students) (The students will read the words)

We have examples – bat, man, bag, answer,

African, cat, math, asset, axe, sat.

The circumflex a /a/ is produced by keeping the

mouth relaxed and wide open. The tongue should
also be lax, almost flat with the back slightly
raised.

(The teacher will demonstrate)

Examples: bark, large, army, onset, obstacle, (The students will read the words)
John, archive, occupy.

E. Application

Read the following pair of words with its correct

pronunciation producing the sound of /e/, /æ/, /a/.

/Ɛ/ /e / /æ/
pent paint pant
less lace lass
men main man
ret rate rat
fetch fate fat
ness mace mass
wreck rake rack
Ken cane can
Beck bake back

F. Generalization

Class, what have you learned today? We have learned how to produce the sounds of
/e/, /æ/, /a/
 39

IV. Evaluation

Identify whether the given words belong to the vowel sound of /e/, /æ/, /a/

1. aorta /e/
2. dark /a/
3. ensemble /a/
4. aid /e/
5. apple / æ/
6. oligarch /a/
7. alias /e/
8. atom / æ/
9. art / a/
10. catholic /æ/

V. Assignment

Cite 10 words of each of the vowel sounds /e/, /æ/, /a/.

 40

Detailed Lesson Plan in English II

Lesson Plan on the Vowel Sounds /u/, /U/, /o/

Prepared and delivered by Kristine T.Piano

I. Objectives

At the end of the lesson, the students should be able to:

1. pronounce words with the vowel sounds /u/, /U/, /o/.
2. identify words with the vowels sounds //u/, /U/, /o/.
3. list pair of words containing these sounds.

II. Subject Matter

Vowel Sounds
Effective Voice and Diction, Milagros P. Poblete

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparatory Activities

1. Prayer
2. Checking of attendance
3. Review

B. Motivation
Yes ma’am!
Before we proceed to our lesson, I will read a
poem then follow after me.

Or if I drop upon my toe

I weep for it reminds me so (The students will read it too)
Of that old man I used to know
Whose look was mild, whose speech was slow
Who snorted like a buffalo
That summer evening long ago
A sitting on a gate
-Lewis Caroll

Very good!

C. Presentation

Our topic for today would be on the vowel sounds

/u/, /U/, /o/.
 41
D. Discussion

To produce the long oo /u/ sound, the lips should

be rounded and protruded as much as possible,
leaving a little circular opening.

(The teacher will demonstrate how the sound is (The students will read the words by row then
produced and read some words to be followed by all)
the students)

Ex. Pool, cooed, wooed, rude, tool, Luke, shoot

To produce the short oo /U/ sound, the lips are less

rounded and protruded. The opening is wider.

(The teacher will demonstrate how it is produced (The students will read the words by row then
and read some words to be followed by the all)
students)

Ex. Roof, took, could, room, put, look, stood

To produce the long o /o/ sound, the lips form the

shape of the letter “o”. This requires that the lips to
be protruded and rounded more than /ɔ/.

(The teacher will demonstrate how it is produced (The students will read the words by row then
and read some words to be followed by the all)
students)

Ex. low, boat, woke, ode

Okay class, I will read the words and follow after

me.

/u/ /o/ /U/ /u/

flu flow pull pool
true throw full fool
blue blow pour poor
pool pole could cooed
root wrote wood wooed

/U/
pull pole
cook coke
mood mode
brook broke
whole hole
 42

D. Application

Pronounce the following pairs of words correctly (by row)

boat- booth coal- cool

Luke- look bowl- ball
oat- ought bold- bald
shook- shoot pool- pull
hole- hall foot- fought

E. Generalization

Kindly tell something about what you We learned the sounds of /u/, /U/ and
have learned today class. ma’am.

IV. Evaluation

Complete the following sentences

1. _______ the door. (pull, pole, pool)

2. You’re such a _______. (full, foul, fool)
3. ________ or bane? (bone, boon)
4. Kindly tie the ________. (roof, rope)
5. I will _________ spaghetti later. (cook, coke)
6. She is in bad ________. (mood, mode)
7. Our __________ laid egg yesterday. (goes, goose, ghost)
8. Your left ________ is dirty. (fought, foot)
9. The motif of their wedding is _______. (blue, blow)
10. She _________ to her sister. (root, wrote)

V. Assignment

List at least 10 words of each the vowel sounds /u/, /U/, /o/.
 43

Detailed Lesson Plan in English II

Lesson Plan on the Vowel Sounds /ɔ/, /ɒ/ and /˄/

Prepared and delivered by Ronamae H. Santos

I. Objectives

At the end of the lesson, the students should be able to:

1. pronounce words with the vowel sounds /ɔ/, /ɒ/ and /˄/correctly and accurately
2. identify words with the vowels sounds /ɔ/, /ɒ/ and /˄/.
3. list pair of words containing these sounds

II. Subject Matter

Vowel Sounds
Effective Voice and Diction, Milagros P. Poblete

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparatory Activities

1. Prayer
2. Checking of attendance
3. Review

B. Motivation

Today, I prepared something for you. (Hang the

visual aid at the board.) These are pair of words
with different pronunciation..

ankle uncle bowl Ball

crash crush so Saw
brash brush note naught
mad mud oat ought
sack suck pose pause
goat got
hope hop
own on
coast cost
soap sop
 44
The girls will read the first row of each pair
while the boys read the other row. I’ll read
everything first so listen very carefully.

(After reading)
It’s your turn class! (Students will now read)

Very good!

C. Presentation

In connection to that, our topic for tody is all

about the coorect pronunciation of words with
the vowel sounds /ɔ/, /ɒ/ and /˄/. This day, we’ll Yes ma’am
focus on all the words the boys read in the
second column of each pair. Be very keen on
observing how the other words differ. Okay?

D. Discussion

/˄/ is a short voiced sound. Raise the tongue a

little towards the back part in a relaxed position.
The tip of the tongue remains at the back of the
lower teeth. It’s sun-rounded, which means that (The teacher demonstrate how while the students
the lips are not rounded. follow)

uncle, crush, brush, suck, mud

Did you get it class? Yes ma’am!

If so, who can give me another example? Sarah? Truck ma’am.

Very good!

The sound of /ɔ/ is a single long sound. The

mouth doesn’t move while making this sound (The teacher demonstrate how while the students
and you can pronounce it as long as you have follow)
breath.

Let’s read the examples again.

bowl Ball
so Saw
note naught
oat ought
pose pause

Notice that the 2nd row has the words with

longer pronunciation. Who can give me another
example? Kevin? call ma’am!
 45

That’s right!And lastly, to produce the sound

/ɒ/, the jaw is lowered more than it would be in
a normal relaxed position, lowered so far as to
require a slight muscular effort. The tip of the
tongue lightly touches a point as low as it can
reach the floor of the mouth. The back of the
tongue must be raised a little.

Let’s read the examples again.

got on
hop sop
cost

Did you get it class? Yes ma’am!

Who can give me again another example? Yes The word hot ma’am!
Perla?

That’s correct!

E. Application

Okay class, read these following words

With its correct pronunciation.

/ɔ/ fall, tall, wall, sought, bought

/˄/ hum, must, plot, blood, bug
/ɒ/ pot, dot, spotted, log

IV. Evaluation

Read the following sentences and choose from the parentheses the appropriate words to
be filled up in the statements.

1. My mother ____ me. (hags, hugs)

2. This summer is so ____ (hut, hat, hot)
3. Good ____ for the contest. (luck, lock, lack)
4. Be careful not to ____ your finger. (cot, cut, cat)
5. I _____ the song I’m playing. (posed, paused)

V. Assignment

In a ½ sheet of paper, list at least 10 words which have the /ɔ/, /ɒ/ and /˄/ sounds.
 46

Appendix G.

CONSTRUCT VALIDATION RESULT

Criteria Teacher 1 Teacher 2 Teacher 3 Total

1. Each item is related to the

5 3 4 12
subject matter and is suitable for
the set of learners

2. Directions are clearly stated 4 4 4 12

and easy to understand

3. Test is suitable to use as an 5 4 4 13

instrument for the researcher
Total 14 11 12 37

The computed average of 4.11 is interpreted as “High Validity”. Therefore, the

instrument is highly valid.

The scale below is used to interpret the result:

1.00-1.80 Very Low Validity

1..81-2.6 Low Validity

2.61-3.4 Moderate Validity

3.41-4.20 High Validity

4.21-5.00 Very High Validity

 47

CURRICULUM VITAE

Personal Inforation

Name: Melissa C. Rosarioo

Address: Patpata 2nd, Candon City, Ilocos Sur

Date of Birth: January 12, 1995

Place of Birth: Candon City, Ilocos Sur

Sex: Female

Civil Status: Single

Nationality: Filipino

Mother’s Name: Wilma C. Rosario

Occupation: Housekeeping

Father’s Name: Argel Rosario

Occupation: Farming

Educational Background:

Elementary: Patpata Elementary School (2006-2007)

Secondary: Candon City Information Technology National High School (2010-2011)

Tertiary: North Luzon Philippines State College (2014-2015)

 48

Seminars and Trainings Attended:

 World Teacher’s Day with the theme “My Teacher, My Hero” and “Understanding by

Design” held at North Luzon Philippines State College on October 4, 2011

 Training on Design Techniques of Producing Visual Media and Instructional Technology

Models of Competencies in Information Communication Technology (ICT) Integration in

Education of the subject Education Technology I (Selection and Use of Multi-media

based on Learning Content) on October 2, 2012.

 6th Teacher Education Seminar as part of the celebration of the World Teacher’s Day

with the theme “Quality Teachers for Quality Education” held at North Luzon Philippines

State College on October 4, 2012

 Training on Teaching Methodology in In formation Communication Technology (ICT) in

the Educational Technology 2 (Selection, Production and Utilization of Appropriate

Technology tools for Instruction) held at North Luzon Philippines State College on

March 7, 2013

 World Teacher’s Day seminar with the theme “A Call for Teachers” held at North Luzon

Philippines State College on October 3, 2013

Membership in Organization: Multi-Arts Inclined Students

 49

Personal Inforation

Name: Alma G. Villanueva

Address: San Agustin, Candon City, Ilocos Sur

Date of Birth: January 18, 1994

Place of Birth: Candon City, Ilocos Sur

Sex: Female

Civil Status: Single

Nationality: Filipino

Mother’s Name: Felicidad G. Villanueve

Occupation: Housekkeping

Father’s Name: Alfredo G. Villanueva

Occupation: Farming

Educational Background:

Elementary: North Central School (2006-2007)

Secondary: Candon City High School (2010-2011)

Tertiary: North Luzon Philippines State College (2014-2015)

 50

Seminars and Trainings Attended:

 World Teacher’s Day with the theme “My Teacher, My Hero” and “Understanding by

Design” held at North Luzon Philippines State College on October 4, 2011

 Training on Design Techniques of Producing Visual Media and Instructional Technology

Models of Competencies in Information Communication Technology (ICT) Integration in

Education of the subject Education Technology I (Selection and Use of Multi-media

based on Learning Content) on October 2, 2012.

 6th Teacher Education Seminar as part of the celebration of the World Teacher’s Day

with the theme “Quality Teachers for Quality Education” held at North Luzon Philippines

State College on October 4, 2012

 Training on Teaching Methodology in In formation Communication Technology (ICT) in

the Educational Technology 2 (Selection, Production and Utilization of Appropriate

Technology tools for Instruction) held at North Luzon Philippines State College on

March 7, 2013

 World Teacher’s Day seminar with the theme “A Call for Teachers” held at North Luzon

Philippines State College on October 3, 2013

Membership in Organization: Multi-Arts Inclined Students

 51

Personal Inforation

Name: Krisitne T. Piano

Address: Parioc 1st, Candon City, Ilocos Sur

Date of Birth: February 16, 1995

Place of Birth: Tagudin, Ilocos Sur

Sex: Female

Civil Status: Single

Nationality: Filipino

Mother’s Name: Edna T. Piano

Occupation: Housekeeping

Father’s Name: Pablo D. Piano

Occupation: Farming

Educational Background:

Elementary: Parioc Elementary School (2006-2007)

Secondary: Sta. Lucia Academy (2010-2011)

Tertiary: North Luzon Philippines State College (2014-2015)

 52

Seminars and Trainings Attended:

 World Teacher’s Day with the theme “My Teacher, My Hero” and “Understanding by

Design” held at North Luzon Philippines State College on October 4, 2011

 Training on Design Techniques of Producing Visual Media and Instructional Technology

Models of Competencies in Information Communication Technology (ICT) Integration in

Education of the subject Education Technology I (Selection and Use of Multi-media

based on Learning Content) on October 2, 2012.

 6th Teacher Education Seminar as part of the celebration of the World Teacher’s Day

with the theme “Quality Teachers for Quality Education” held at North Luzon Philippines

State College on October 4, 2012

 Training on Teaching Methodology in In formation Communication Technology (ICT) in

the Educational Technology 2 (Selection, Production and Utilization of Appropriate

Technology tools for Instruction) held at North Luzon Philippines State College on

March 7, 2013

 World Teacher’s Day seminar with the theme “A Call for Teachers” held at North Luzon

Philippines State College on October 3, 2013

Membership in Organization: Multi-Arts Inclined Students

 53

Personal Inforation

Name: Ronamae H. Santos

Address: Poblacion, Quirino, Ilocos Sur

Date of Birth: June 30, 1996

Place of Birth: Quirino, Ilocos Sur

Sex: Female

Civil Status: Single

Nationality: Filipino

Mother’s Name: Mely H. Santos

Occupation: OFW

Father’s Name: Decease

Educational Background:

Elementary: Quirino Central School (2006-2007)

Secondary: Quirino National HighSchool (2010-2011)

Tertiary: North Luzon Philippines State College (2014-2015)

 54

Seminars and Trainings Attended:

 World Teacher’s Day with the theme “My Teacher, My Hero” and “Understanding by

Design” held at North Luzon Philippines State College on October 4, 2011

 Training on Design Techniques of Producing Visual Media and Instructional Technology

Models of Competencies in Information Communication Technology (ICT) Integration in

Education of the subject Education Technology I (Selection and Use of Multi-media

based on Learning Content) on October 2, 2012.

 6th Teacher Education Seminar as part of the celebration of the World Teacher’s Day

with the theme “Quality Teachers for Quality Education” held at North Luzon Philippines

State College on October 4, 2012

 Training on Teaching Methodology in In formation Communication Technology (ICT) in

the Educational Technology 2 (Selection, Production and Utilization of Appropriate

Technology tools for Instruction) held at North Luzon Philippines State College on

March 7, 2013

 World Teacher’s Day seminar with the theme “A Call for Teachers” held at North Luzon

Philippines State College on October 3, 2013

Membership in Organization: Multi-Arts Inclined Students