Research Paper
Research Paper
Research Paper
Region X
Division of Bukidnon
Quezon Institute of Technology
A Research Paper
Researcher
October 09, 2019
Introduction
In the Philippines, English is learned early in school or even at home primarily for
world understanding and employment here and abroad, being an international
language. As such, educators and researchers develop and apply various methods and
formulated theories in the acquisition of the language.
To Stephen Krashen,”Language acquisition requires meaningful interaction in the
target language.” He added that, “In the real world, conversations with sympathetic
native speakers who are willing to help the acquirer understand are very helpful.”
Sanskrit also stated that “The capacity to successfully use language requires one to
acquire a range of tools require a range of tools including phonology, morphology,
syntax, semantics, and an extensive vocabulary. Putting their ideas together, I believe
that vocabulary knowledge in the second language is essential to good and effective
communication. Before a student is able to communicate, he must have first to acquire
an extensive vocabulary through extensive reading or direct instruction from the
teacher.
It is therefore important that public schools particularly those in far flung places
will be provided with sufficient reading or learning materials for this purpose. But
because of the low economic condition of our country and the fast growing students’
populace, the government failed to address even such problems on the shortage and
sometimes unavailability of textbooks. This is indeed one factor that contributes to the
poor comprehension skills of the students which makes teaching using the English
language as the medium of instruction difficult. Undeniably, this results to their poor
performance in school.
Teaching English as a second language poses a great challenge to every
language teacher particularly those assigned in public schools. Duazo (2010) stated
that public schools are the building blocks of our societies. They can be considered our
foundational instruments. The Philippine Constitution also stressed that every child shall
be protected and provided with free basic education in public schools. Unfortunately,
our government failed to address the existing problems on the effective delivery of
learning through provisions of materials that will cater their needs in the educative
process.
This condition is further aggravated by the parents’ inability to provide assistance
to suffice such needs due to financial constraints. Thus, these students are deprived of
the opportunity to learn more through reading, the basic tool for learning. As a result,
they are unable to develop their comprehension skills due to lack or limited stock of
vocabulary which also prevented them to develop good communication as well as
writing skills necessary to improve their performance in school.
English proficiency among students is necessary in order to cope up and meet
the requirements of the school’s curriculum and also meet the demand for excellence to
be at par with the world. This could only be realized through quality education being
afforded to our students through the facilities or tools made available for them.
The ever growing population of our learners other than the economic status of
our country at present is apparently one factor detrimental to DepEd’s goal to provide
quality education among its recipients. Statistical data shows (DepEd source) that the
net ratio at the secondary level increased bto 67.5 % in SY 2004-2005 and 83.7 % in
SY 2009-2010.
development among our learners has been identified as one important factor
affecting their comprehension and communication skills. Eventually, their English
proficiency is not developed due to lack of extensive reading in the absence or shortage
of the needed materials.
Statement of the Problem
The purpose of this study is to ascertain that students will have access to quality
education even with the existing problem on the lack of tools for learning through the
teacher’s own initiative by providing the necessary materials they need such as
adapting this tool for learning to improve their school performance.
Specifically, this study attempts to answer the following questions:
1. How does lack of learning materials affect students’ performance in terms of writing
skills?
2. How effective is this study in improving students’ proficiency level in the use of the
English language?
Figure 1.
Accordingly, children learn, on the average, ten to fifteen new word meanings
each day, but only one of these words can be accounted for by direct instruction. Such
finding supports the idea of helping students learn vocabulary-acquisition skills and the
task of teaching these skills falls to language arts teachers. This is significant
responsibility because formal learning- the kind of learning that students do in school-
demands vocabulary knowledge. When you help students learn how to build their
vocabularies, you help them succeed across the curriculum (Teaching Today).
Objectives of the Study
Generally, this study is being conducted for the purpose of enhancing the
English proficiency among high school students to improve their academic performance
in School.
Specifically, it aims to:
1. develop students’ comprehension of the English texts;
2. facilitate the acquisition of the second language through English
translations of some words in the native tongue (Visayan) as used in day to day
conversation;
3. enable the students to acquire extensive English vocabulary to
improve their communication as well as writing skills;
4. help address government’s problem on the shortage of learning materials;
and
5. provide language teachers with additional instructional materials that will
aid them in teaching the English language.
Definition of Terms
This chapter deals with the presentation of written ideas that are related or have
bearing to the study being conducted. These can also be used as point of reference or
basis in judging the validity or authenticity of this study.
There are various theories and hypotheses in the field of second-language
acquisition about how people learn a second language.
Corder (1967) pointed out in his essay The Significance of Learner’s Errors that
second language learners made made use of intrinsic internal linguistic processes.
Selinker (1972) stated in his article Interlanguage that second-language learners
possess their own individual linguistic systems that are independent from both the first
and second languages.
In the theories of Krashen (1980), often collectively known as the Input
Hypothesis, he suggested that language acquisition is driven solely by comprehensible
input, language input that learners can understand.
In 1990, two main areas of research interest were based upon Noam and Koul
who developed two models of linguistic theories, the concurrent model and the
integrated model that make the meaning of text more accessible in materials for non-
native speakers. The concurrent model on the other hand, has components that include
attention to vocabulary selection, text form and rhetorical structure, and learner support.
Graddol (1993) counsels that the linguistic and communicative competence of
learners needs to be determined, such as familiarity of particular discourses.
Warschauer (1998) finds that the use of strategies such as re-reading the text,
soliciting help, or using a dictionary aids the comprehension of text-based discussion.
Research Paradigm
Conceptual Framework
This study claims that the use of English Translations of Visayan Terminologies
improves the students’ proficiency level in the use of the English language. The
variables of the study are explicit in the paradigm presented. The use of English
Translations of Visayan Terminologies is the independent variable while the Students’
English Proficiency Level is the dependent variable.
Hypothesis
English translations of the students’ mother tongue is helpful in improving their writing
performance.
Chapter III
Research Design
This study made use of the simple random sampling and purposive sampling.
The simple random sampling was used in identifying the four (4) four sample sections of
the Grade 7 students of Salawagan National High School. The researcher listed all the
sections of the Grade 7 level and sample students were drawn to identify the section
which will be the sample of the study. When the name of the section was identified,
the researcher purposively chose twenty (20) male and female sample students from
the said section to have a total of forty (40) sample students as participants. These
students were purposively chosen as their number is enough to get the total number of
participants needed for the study.
The participants of the study were the Grade 7 students of Salawagan National
High School located at Salawagan, Quezon, Bukidnon. Specifically, the participants
were coming from 7 – Capricorn, one of the nine sections of the grade 7 curriculum of
the school year 2019-2020. Table 1 presents the participants of the study.
Table 1
Respondents of the Study
Research Instrument
The data will be collected through the administration of tests and with the use of
structured questionnaire checklist designed to assess students’ writing performance and
the effectiveness of the instructional tool employed for enhancing their writing
proficiency in English.
The researcher requested the adviser of the particular section where the
participants of the study were chosen for the conduct of the study. With her consent, the
researcher proceeded with the giving of a pre-test in writing to the participants as a
preliminary step of the study for the purpose of identifying their weaknesses and
proficiency level with regards to writing using the English language. The researcher
then conducted a thorough analysis of the result and put it into record for future
reference. The next step was the utilization of a tool that had been developed by the
researcher to know its effectiveness in improving students’ writing skills. The data were
gathered through a posttest and a questionnaire checklist from the students of Grade 7
– Capricorn as the identified participants from the Grade 7 level.
Part II is regarding the relevance and effectiveness of the tool used for enhancing
students’ proficiency in writing based on participants’ personal views or opinion.
Statistical Treatment
All the data collected were tabulated and were statistically treated. Descriptive
and inferential statistics such as percentage was used.
To determine whether there is a significant increase in the written performance of
students using the tool developed to enhance their writing abilities, a comparative study
was made between the pre-test and the posttest. The next step was the utilization of a
tool developed to know its effectiveness in improving students’ performance in writing
using the English language.
Scoring was by hand. The composition writing was rated based on the given
criteria while the vocabulary test was given a value of one for each correct response.
0 – 49 Poor 9 26
50 – 69 Fair 24 61
70 – 89 Good 7 13
90 – 100 Very Good 0 0
Table 2 shows that the writing skills of the students in the pretest is fair as
majority of them has fair rating with a mean score of 56.24. None has good rating for
writing and 26 percent have poor writing skills. The low rating obtained by the students
was observed to be partly attributed to their lack or poor vocabulary knowledge which is
Table 3 shows the posttest result of the students with an improved performance
in writing as compared to the pretest. Even though the rating remained to be fair, the
number of students with poor rating in writing lowered down significantly from 26
percent to 19 percent. Still, none has a very good rating but the number of students with
The comparison between the pretest and the posttest as shown in Table 1 and
Table 2 reveals that the instructional tool (English Translations of Some Commonly-
poor writing performance in English proved to be effective and of big help in enhancing
Table 4
English
class?
paragraphs
writing?
English
translate some
that
you encounter?
performance?
and
daily/weekly
lessons?
In Table 4, it can be clearly perceived through students’ responses that the
majority of them do not like writing as much as few of their classmates did simply
answers to Questions 1-5. One these difficulties based the students’ perceptions is poor
Questions 8-9 implies that the instructional material used is helpful and needed to
Summary
This study was conducted in the 2nd Congressional District of Quezon in the
were all Grade 7 Capricorn students who were officially enrolled for the school year
2019-2020.
The data were collected through the administration of tests and with the use of
the effectiveness of the instructional tool employed for enhancing their writing
proficiency in English.
Conclusions
On the basis of the findings of the study, the following conclusions are drawn:
1. The students in the Grade 7 level generally have poor vocabulary due to poor
reading habits. English teachers should give more reading activities to their students in
or after class hours and remedial reading to the identified poor readers.
improving their writing performance. It is therefore important that they will be provided
with it. Teachers must also be always ready to translate some difficult terms in the
reading selections for discussion to students’ dialect to improve their vocabulary and
enhance learning.
Implications
presented:
1. The school administration, should ask financial assistance from the PTA and
local government to put up reading centers that are accessible and readily available for
students’ use and provisions of additional books, magazines and newspapers to help
their competencies and skills in dealing with the prevalent problems on students’ poor
academic performance.
more independent like self-directed learning activity especially in fostering writing skills
Bibliography
Appendix A
2. baligyang baratilyo:
3. plete/pamasahe:
4. dukot:
5. limpisa:
6. sigurado:
7. siguro/tingali:
8. magsag-ob/magkabo:
9. talagsaon:
10. kumpay:
11. awat/sundog:
12. makalahutay:
13. bigote:
14. bungot/balbas/bangas:
15. pusod:
16. garahe:
17. bisyo:
18. gikaminusan:
20. bulaos:
21. manghinambog:
22. hambugiro:
23. sabaan:
24. tigpakaaron-ingnon:
25. pagduha-duha:
26. mumho:
27. ulipon :
30. sudlan:
31. humulan:
32. uyugon:
33. kutawon:
34. tunawon:
35. bana-banaon:
1.Tinuod?
2. Mao Ba?:
3. Kahibalo ko:
5. Sayang!
6. A… mao diay.:
7. Patsada na.:
8. Tinuod na.: