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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
 h

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.h 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.


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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.

 cc c 
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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


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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.

 
c
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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.c
 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 Ë 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

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Monitor Theory

(Formal learning)

Learners Oral Language Learning

Acquisition Theory

(Acquired learning)
 16

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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.
 1h

Pronunciation Level

And Competences

Common Mispronounced Words

Causes of Pronunciation Difficulties

Proposed Learning Activities to Overcome

Difficulties in Pronunciation

Improved Pronunciation Skills

Figure 2. Conceptual Paradigm

 18

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For better understanding of the study, the following terms were conceptually and

operationally define.


c
!c
 cÊ"cc

Ë c# "cThe 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.c


c

"cIs the process which leads to the acquisition of any form of

language behavior in communication through listening, speaking, reading, and writing. 18 c


"cIs 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.19cc


" 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.

:" Refers to the problem that is hard to deal with, to make and to understand.

 c# "cIn general, these are words recognized as meaningful whole fitting into a

context supplies by pictures and words. By usingcsame words in different context, the words
 19

become familiar units and are recognized instantly and spontaneously by their form and

configuration.

Ê
cc:cc
"cThese are the reasons about the problem meet

in pronunciation. They produce an effect and lead to some results.

 c!cc
" Are the suggested activities to enhance the

pupils¶ pronunciation skills.

c$
c  "cAre the students of Bulacao National High School. They are the

respondents of this study where the test was conducted.

% c  c& c
 " Is the Teachers in Bulacao National High School. They

are the one who facilitate the learning of the students in Bulacao.
 20

 cc

1
Cohen A.D.³ Second Language Learning: Insights for learners, Teachers and

Research´,( New York: New Bury House Hopes and Row, 1990).p.65.

2
Rebecca P. Alcantara, et.al.,´Teaching Strategies.. Philippine Association For Teaching

Education´.(Katha Publishing Co.,Inc.):p.36.

3
Rosalina A. San Mateo, ³Historical, Philosophical and Legal Foundation,´ 199h (Katha

Publishing Co.,Inc.,Quezon City).

4
Rebecca and Robin Scarella, ³tapestry of Language Learning, English Teaching

Forum´.1991, p. 36

5
Cecilia Rarin, ³Determinants of Linguistic and communicate Competences of Second

Lnaguage, English in the University of The Phil.´(1988), p.49.

6
James Carrel and William Tiffany. ³Theory and Application to Speech

Improvement,´(McGrawhill Book Company, New York, 1960)p.410

h
Isabel Sevilla Soriano, et.al,´ English Pronunciation for the Filipino College Student´

Caloocan City, Phil. Graphic Arts, Inc.,1918

8
Ibid

9
James Ward, ³The Teacher, the Student, the classroom, and the communication

Activities,´ English Forum.Volume XXII,July 1984.

 21

10
Fenema and Frankie, ³Second Language Acquisition and Second Language Learning´

(Oxford Pegaman, 1981) p. h.

11
Rebecca P. Alcantara, et.al, p. 24

12
Pricilla R. Garcia. ³The Correction Techniques Employed by the Pupils in English

Classes, ³ (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, ³ Teaching Techniques for Beginning

Reading, ³ ( Undergraduate Thesis, Bicol University, Legaspi City, 2004)

15
Michelle A. Letran and Aron C. Lomatao, ³ The Attitude and Reading Performance of

Grade III Pupils in English. ³ (Undergraduate Thesis, Bicol University, Legaspi City, 2004)

16
Joyce R. Loma, ³The Decoding Difficulties of Grade III pupils in Matacon Elementary

School. ³ ( Undergraduate Thesis, Bicol University, Legaspi City, 2004)

1h
S. Krashen, ³Second Language Acquisition and Second Language Learning.´ Oxford

Pentagon Press, 1982.

18
Ma. Lourdes B. Tayao, ³An Electronic Dialogue on Metacognition´ (A Transcription

Philippines Journal for Language).

 22

19
Sherly Maloles, ³The 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, ³English Pronunciation for the Filipino College

Student .³( Revised Edition Copyright 106h) p.1

21
Lourdes S. Dias, et,al. Developmental Reading Phillippines Association for Teachers

Education and Katha Publishing Co. Inc. p 3h.

 23

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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.


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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.

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The respondents of the study were the total enumeration of first year students and the English

Teachers at Bulacao National High School. There were 12h students and 3 English Teachers.

Included were the students¶ parents interviewed with regard to the student¶s profile.

cc:

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 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.


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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

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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.

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Today¶s educational institutions and social circles demand that one should communicate

min English. A personµs 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.h

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 12h first

year students. It composed of 3 teachers of English subjects and 1 room for each year level.