Thesis Final

Aklan Catholic College
Archbishop Gabriel M. Reyes St.

5600 Kalibo, Aklan, Philippines
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Website: http://www.acc.edu.ph
E-mail Add: aklancollege@yahoo.com
1
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter presents the rationale, research questions, statement of the problem,
hypotheses, the theoretical and conceptual frameworks, the significance of the study,
scope and limitations and the definitions of terms found in the study.
Background of the Study
Pronoun is often used to refer to a noun that has already been mentioned.
According to Pamela (2005) states that “pronouns take the place of nouns “. What this
means is that pronouns often are used instead of nouns to avoid repetition of nouns.
William (2005) argued that English, like other languages, resists the duplication of nouns
in sentences, so it replaces duplicated nouns with what are called pronouns. Using
pronoun can make a text effectively because it does not mention a noun continuously.
Based on previous research conducted by Sufhatmawati (2012), she found that
most students did not understand in using pronoun, especially in personal pronoun,
demonstrative pronouns, and interrogative pronouns. There were three types of errors
given by the researcher, the errors of omission, errors of addition, and errors of
misformation. The data told the readers that dominant errors made by students were
errors of misformation. It happened because the student used incorrect form of pronoun
in a sentence. From that statement, the fact cannot be denied that pronoun usage is
important to learn because without using correct pronoun the sentence will be
complicated.
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Alsagoff (2008) who argued that a pronoun stands in place of a noun phrase, or
part of a noun phrase, when the reference to that noun phrase is clear from the context.
Also, he divided pronouns into eight types which are personal, possessive, reflexive,
reciprocal, demonstrative, indefinite, relative, and interrogative.
Evans (2008) defined pronouns as a story telling task showed a main difference
between native and second language participants. Arnold & Griffin (2007) confirmed that
the native speakers, even when a pronoun would not make the sentence ambiguous, the
presence of another character in the discourse (either in the first panel or in both panels)
decreased pronoun use to refer to the most prominent character in the discourse, For the
L2 group, results showed a higher production of pronouns than in native speakers when
there were two characters in the preceding discourse with similar or different gender. L2
learners produced significantly more pronouns than native speakers also in the 2-referents
(gender ambiguous) condition, in which the use of a pronoun leads to ambiguity. We
hypothesize that L2 participants failed to suppress the assumption from their native
language that overt pronouns are interpreted as referring to a non-topic referent. The
learners produced more overt pronouns in two-referent contexts than native speakers of
English likely because an overt pronoun is more explicit for them than a null form. While
it may seem that they are being more explicit, in fact they are not yet explicit enough as
an English native speaker.
According to Schmidhauser (2010) defined pronouns as words which are used in
place of nouns and noun phrases. Similarly, Nordquist (2010) suggested that pronouns
are words that substitute an element that is being referred to (e.g. people, animals, ideas,
Tel. Nos.: (036)268-4152; 268-9171
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or things). Postal (1966) if they accompany a noun, pronouns are closely related to
definite International Journal of Language Studies, articles which comprise a subtype of
determiners. Manning (2005) the main function of pronouns is to shorten sentences and
make communication easier. According to this premise, people modify the form of their
messages according to their interests and purposes. Thus, linguists can do research on
linguistic norms that determine why a pronoun is used instead of a noun or another
pronoun.
Therefore, the researcher chose to make a study about the level of mastery of the
Bachelor of Science in Criminology of Aklan Catholic College in using the cases of
pronoun. Criminology students have difficulties in using the correct pronoun especially
when they are constructing a sentence. This study will help them construct a good
sentence in the future they can also use this kind of knowledge when they are going to
create any paperwork, for example, a blotter report. The findings of this study will be
able to help teachers and educational administrators to give ideas on how to improve
strategies and methodologies in teaching writing and language syntax. It has been noticed
that most of the students commit errors when they use English pronouns in written text.
Also aims at draw the attention of teachers and syllabus designers to focus on this area.
According to the results the study recommends: teachers should use new techniques for
teaching English pronouns. The textbook used should include sufficient exercises to give
the students opportunities to practice and use pronouns and English pronouns should be
presented in various ways to help students transform them according to their function in
the sentence.
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Statement of the Problem
This study aimed to determine the level of mastery in using cases of pronouns of
Criminology students of Aklan Catholic College for academic year 2018-2019. The
current study sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 sex; and
1.2 grade in English subject?
2. What is the level of mastery of the respondents in using the cases of pronoun
in terms of: nominative, possessive, and objective when taken as a whole and
when grouped according to their profile variables?
3. How can the respondents’ use of the cases of pronouns be described?
4. Is there a significant difference in the level of mastery in using cases of
pronouns when are grouped according to respondents’ sex and grade in
English subject?
Null Hypothesis
There is no significant difference in the level of mastery in using cases of
pronouns of the respondents and their sex and grade in English subject.
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Theoretical Framework
The language acquisition process has received significant interest from linguistics
researchers, and a number of theories have been proposed to account for the process
through which children attain adult grammar. One prominent theory is the theory of
Universal Grammar proposed by Noam Chomsky (Chomsky 1981, 1995). This approach
suggests that children are born with innate linguistic knowledge that guides the language
acquisition process. Another theory that has received considerable attention in the last
decade is the Constructivist or input-based theory. This theory rejects the proposal that
children are genetically endowed with linguistic knowledge and instead proposes that
language acquisition is primarily based on children’s interaction with language input,
using domain-general cognitive faculties. Ambridge & Lieven (2011) Lieven &
Tomasello (2008).
An adult speakers of English use pronouns they mark the subject of a sentence by
the nominative case pronoun form (e.g. He/She kicked the ball). However, when children
are approximately two years of age, they often produce a pronoun error in which they
place non-nominative pronouns in the subject position of many sentences, (Schütze &
Wexler, 1996). Explanation for this phenomenon, framed within the theory of Universal
Grammar presented by Schütze and Wexler known as Grammar Agreement/Tense
Omission Model (ATOM) Schütze & Wexler (1996) Wexler, Schütze & Rice (1998).
This model suggests that there is a developmental stage which children progress through,
known as the optional infinitive stage, in which the features of tense and agreement can
be individually underspecified, resulting in them being omitted from the child’s sentence
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representation. When the agreement feature is present, children should always use the
nominative form, however, if it is omitted then that can lead to the observed phenomenon
of children placing non-nominative pronouns in the subject position of their utterances
(e.g. Her kicked the ball).
Conceptual Framework
The framework of this study is described as follow:
Frame 1 shows the independent variables of the study were the profile of the
respondents in terms of sex which were male and female and grade in English subject
which refer to their previous grade in English subject.
This variable presumed to have an effect on the sex and grade in English of the
students to their level of mastery in using cases of pronoun.
Frame 2 shows the dependent variable of the study which was the level of mastery
in using cases of pronoun.
It was presumed that the level of mastery in using the cases of pronoun of the
respondents was affected by their sex and grade in English subject.
Independent Variables Dependent Variables
 Sex The Level of Mastery in Using

 Grade in English subject Cases of Pronouns
Figure 1. A conceptual framework showing the relationship of independent and
dependent variables of the study.

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Significance of the Study
This study aimed to assess the level of mastery in using the cases of pronoun of
pronoun First year Criminology Student of Aklan Catholic College.
Findings of this study was thought to be beneficial to the following:
To the School Administrator of Aklan Catholic College. The findings of this
research would serve as a guide to plan out for remediation and designing programs that
would become the baseline to develop for the enhancement of academic performance and
activities related to English language.
To the Language Teachers of Aklan Catholic College. The English Language
teacher of researched school would get the additional input regarding his/her students’
ability to use the cases of pronouns. Through this additional input, the English teacher of
researched school hoped to vary his teaching in the future to help students understanding
more and are able to use those cases of pronouns correctly.
The Criminology Students in Aklan Catholic College. The result of this study
would provide criminology students with ideas about their level of mastery in using the
cases of pronoun. Also, this study would help them determine their weaknesses in
constructing a good sentence. Moreover, it would also help them assess and enhance their
writing skills and what they need to improve.
The Curriculum Planners. The result of this study would serve as a guide to
know the level of mastery in using cases of pronouns of the Bachelor of Science in
Criminology that could help them to design a curriculum.

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The Future Researcher. This study would serve as a basis of reference. The
writer hopes that this research could give significant contribution in the field of research
and that researcher of the same nature be conducted and validated.
Scope and Limitation of the Study
The research focused on the level of mastery in using cases of pronouns of Aklan
Catholic College Criminology students.
The major variables of the study were the respondents’ profile (independent
variables) and level of mastery in using cases of pronouns (dependent variables).
The respondents of the study were the 45 students as its overall population of the
criminology students of Aklan Catholic College, during the summer class A.Y. 2018-
2019. Since the populations of the respondents was small, researcher conducted the study
to the total populations of the respondents.
Definition of Terms
For purposes of clarity and understanding the following terms were given its
conceptual and operational meaning:
Aklan Catholic College. A Catholic institution located at Archbishop Gabriel M.
Reyes St. Kalibo, Aklan (ACC Student’s Manual, 2014).
In this study, Aklan Catholic College is the educational institution where the
study was conducted.

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Pronoun. Pronoun is a word that replaces a noun or pronoun identifies persons,
places, things, and ideas without renaming them (Brown et al., 1984).
In this study, the cases of pronoun is the main topic that the researcher wants to
know if what is the level of mastery of the respondents in terms of using the cases of
pronoun.
Cases of Pronoun. Case refers to the form a noun or pronoun takes depending on
its function in a sentence (Brown, 2012).
In this study, the cases of pronoun have three cases, the nominative, possessive,
objective.
Nominative Pronoun. When the noun or pronoun is the subject of the sentence.
Or, put another way, it is what the sentence is about (Arib, 2003).
In this study, nominative pronoun used are: I, you, he, she, it, we, they.
Possessive Pronoun. States that a pronoun that can take the place of a noun
phrase to show ownership (Leech, 2002).
In this study, possessive pronoun used are: mine, yours, his.
Objective Pronoun. When the noun or pronoun is the object of the sentence. It
can be the direct or indirect object (Stapa, 2001).
In this study, objective pronoun used are: me, you him, her, it, us you, them.
The Criminology Students. The scientific study of crime and criminals, focusing
on – amongst other things – the motivation behind crime and deviance, the consequences
they bear and any theories of methods for prevention (Sherman & Eck, 2002).
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In this study, the criminology students are chosen to be the respondent of the
study who took Bachelor of Science in Criminology first year student of Aklan Catholic
College.
Grade in English subject. The process of applying standardized measurements
of varying levels of achievement in a course (York, Gibson, Rankin, 2015).
In this study, the grades in English subject will be taken from the final grade of
the respondents in their English Language Proficiency 2 (ELP 2) last second semester
school year 2018-2019.
Level of mastery in using pronoun. Level of mastery refers to a category of
instructional methods which establishes a level of performance that all students must
master before moving on to the next unit (Slavin, 1987).
In this study, it referred to the level of mastery the beginner, intermediate and
competent in using cases of pronouns of Criminology students.
Sex. Refers to the biological and physiological characteristics that define men and
women" and that "'male' and 'female' are sex categories" (Muehlenhard & Peterson,
2011).
In this study, it determined whether the respondent was male or female.

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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the review of related literature and studies relevant to the
level of mastery in using cases of pronouns of Aklan catholic College Criminology
students. The paper focuses on the two main issues. First, it introduces the nature and
significance of writing. And it explains the concept of pronouns and the cases of
pronoun: nominative, possessive and objective.
Nature and Significance of Writing
Language invisibly comprises of four macro skills and writing is one of the skills
which make a person communicate with other people. Writing is applying an idea or a
concept which written that has a meaning or sense. Writing needs process-steps in
producing a good quality of writing. There are some processes in producing a good
writing. Linse (2006) states “The process begins by thinking about what is going to be
written (choosing a topic) and collecting ideas both formally and informally”. The last
step is publishing. The real definition of publish is writing the ideas in a piece of paper so
that the writing can be shared with others. Writing is not only written some ideas in
written language, but there are also some steps that followed to create a good writing.
Writing needs grammar. William (2005), states “grammar is the formal study of
the structure of a language and describes how words fit together in meaningful
constructions”. The process of writing needs grammar as the final process to organize the
language structure and combine with other words to make sentences correctly. Grammar
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is about rules of language exploring structures. The rules are correct or incorrect, but are
judge more on how well they are able to reflect actual standard English usage. Alsagoff
(2008). Moreover, learning grammar is very important. Alsagoff (2008) argues
“Pedagogical grammars often try to simplify thing to make the language system easier for
learners to understand”. In short, using grammar in writing is very useful because the
language can be easier to understand with the correct structure.
Grammar has three schools of knowledge. They are traditional, formal, and
functional grammar. Gerot and Wignell (1994) state “Traditional grammar aims to
describe the grammar of standard English by comparing it with Latin and it focuses on
rules for producing correct sentences”. Formal grammar is about describing the structure
of individual sentences. Moreover, Gerot and Wignell (1994) also argue “Functional
grammars view language as a resource for making meaning. These grammars attempt to
describe language in actual use and so focus on texts and their contexts”. Traditional and
formal grammars discuss how the sentences are structured whereas functional grammar is
about how the meaning of the texts is realized.
Moreover, according to Urbanova and Oakland (2002) as cited by Klimova
(2013) that written language has nowadays an important social and educational function
and its status has a high social prestige. Writing has its own standard and norms of
structure. Writing is practiced, mastered and taught by teachers to student in elementary
schools which is continuously and extensively practice in secondary and tertiary
education. As Walsh (2010) stated that Writing is important because it’s used extensively
in higher education and in the workplace. That is why, if students do not know how to
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express themselves in writing, they could not be able to communicate well with
professors, employers, peers, or just about anyone else. Much of professional
communication is done in writing: proposals, memos, reports, applications, preliminary
interviews, e-mails, and more are part of the daily life of a college student or successful
graduate.
Concept of Pronouns
Rodney (2001) says: The traditional definition of a pronoun is that "it's a word
used instead of a noun". Also, a pronoun can be defined as: "A pronoun is a word that
stands in the place of a noun or noun phrase. We use pronouns a lot in English to keep
from using the same noun over and over again, and to shorten sentences that include long
noun phrases".
A pronoun is that part of speech in English grammar that replaces the noun at
certain places. These words take shape like he, she, it, they, someone, who, etc and used
in the place of nouns. Huddleston (2002) says: “Traditional Grammar generally
concerned about the classification of English language "Pronouns recognize formally
parts of speech i.e. various types of words which function with different purposes in
sentences which are "nouns, pronouns, verbs, adverbs, conjunctions, prepositions and
interjections".
According to Pamela (2005) states that “pronouns take the place of nouns “. What
this means is that pronouns often are used instead of nouns to avoid repetition of nouns. It
was also stated by Barron (2002) states that a pronoun is a reference noun that has been
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mentioned before in conversation or in writing, the reference noun is called the
“antecedent of the pronoun “because it has been mentioned before “Ante” means
“before.” In the study of Saskia Brockmann et al. (2018) about “Children’s
Comprehension of Pronouns and Definites” they stated that comprehension of definites
and pronouns could help children have to be able to track given information, because
both constructions can only access referents in the discourse that have already been
introduced and which have been identified as unique or salient, respectively. Thus, Heim
and Kratzer (1998) as cited by Elbourne (2005:2013) they stated that in an adult-like use
of the definite article and pronouns imposes different but related requirements. In relation
to that Roberts (2003) said that in the case of a pronoun, the referent in the context has to
be salient. If no object were salient in the discourse of, the addressee would likely not
know how to obey the command.
According to Schmidhauser (2010) defined pronouns as words which are used in
place of nouns and noun phrases. Similarly, Nordquist (2010) suggested that pronouns
are words that substitute an element that is being referred to (e.g. people, animals, ideas,
or things). Postal (1966) if they accompany a noun, pronouns are closely related to
definite International Journal of Language Studies, articles which comprise a subtype of
determiners. Manning (2005) the main function of pronouns is to shorten sentences and
make communication easier. According to this premise, people modify the form of their
messages according to their interests and purposes. Thus, linguists can do research on
linguistic norms that determine why a pronoun is used instead of a noun or another
pronoun.
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Bull and Fetzer (2006) and Wilson (1990) claim that pronouns are manipulative
and that politicians use them for such purposes as indicating, accepting, denying or
distancing themselves from political responsibility, and designating and identifying
supporters and enemies. Pennycook (1994) also points out that pronouns are favored by
politicians because of their implication of power relations. Another reason for pronouns
to be favored by politicians is they can perform a persuasive action. Teo (2004) studies
the way the Singaporean government promoted its cleaning the country campaigns and
finds that the government’s choice of pronouns in their various publicity materials
successfully persuade the people to share the responsibility by collaborating with the
government on one hand and to get them to do their part on the other. The fact that
pronouns can serve a persuasive function is partly a consequence of the variability of
their scope of reference which is determined by the hearers Wilson 1990 & Zupnick
(1994). The hearers – the general public or a particular sector of them – can choose to
interpret the politicians’ pronoun-laded propositions appearing in various bills and
policies as including or excluding them. Such an inclusion and exclusion of people by the
choice of pronouns has also been reported elsewhere. Fairclough (1989), Fetzer & Bull
(2008) and Zupnick (1994).
Pronoun is a word that takes the place of a noun. Pronouns can be in one of three
cases: subject, object or possessive. A pronoun‟ usually refers to something/somebody
already mentioned in a phrase, sentence or in a text. When we address a person, we must
choose our words carefully to show the social relation between the addresser and
addressee. Each linguistic community has its own set of verbal behavior specified for
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each context and situation. A speaker is not free to choose any of the alternatives
available ignoring the contextual and linguistic importance in the language. He or she is
constrained to use what is most appropriate for that context. While talking with others we
have to use different styles. That is, what we want to say, how we want to say and how to
select appropriate sentences, types, words and sounds. All are governed by certain
ordered set of rules. Content and form always go together. Choice of pronouns and
related syntactic and morphological nuances are set apart in many languages, more so in
the languages of the tradition-bound societies of India. Pronouns function as substitutes
for the nouns. But they also perform various others important functions in through
different media and channels of communication. They are used for the sake of brevity
and to avoid unnecessary and clumsy repetitions of nouns. Pronouns are said to have
syntactic functions in sentences, where they are recognized as one of the word classes.
Pronouns are used instead of the name of a person or thing.
Pronoun, as a grammatical item, plays an important role in maintaining and
identifying the relationship that holds between individuals in the society. Thus, pronouns
have a greater social relevance. Grammarians classify pronouns into several types,
including the personal pronoun, the demonstrative pronoun, the interrogative pronoun,
the indefinite pronoun, the relative pronoun, the reflexive pronoun, and collective
pronoun, etc. A personal pronoun refers to a specific person or thing and changes its form
to indicate person, number, gender and case. A subjective personal pronoun indicates that
the pronoun is acting as the subject of the sentence. The subjective personal pronouns are
"I," "you," "she," "he," "it," "we," "you," "they." An objective personal pronoun indicates
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that the pronoun is acting as an object of a verb, compound verb, preposition, or infinitive
phrase. The objective personal pronouns are: "me," "you," "her," "him," "it," "us," "you,"
and "them." The demonstrative pronouns are "this," "that," "these," and "those." "This"
and "that" are used to refer to singular nouns or noun phrases and "these" and "those" are
used to refer to plural nouns and noun phrases. Note that the demonstrative pronouns are
identical to demonstrative adjectives, though, obviously, we use them differently. It is
also important to note that "that" can also be used as a relative pronoun.
When verbs show action in a sentence, a suffix is added to the verbs that match up
with the subject of the sentence. Each pronoun is associated with a verb suffix. This
means that if a pronoun appears in a sentence, then its corresponding verb suffix is added
at the end of the verb form. An interrogative pronoun is used to ask questions. The
interrogative pronouns are: "who," "whom," "which," "what" and the compounds formed
with the suffix "ever" ("whoever," "whomever," "whichever," and "whatever"). Note that
either "which" or "what" can also be used as an interrogative adjective, and that "who,"
"whom," or "which" can also be used as a relative pronoun. Relative pronoun is used to
link one phrase or clause to another phrase or clause. The relative pronouns are "who,"
"whom," "that," and "which." The compounds "whoever," "whomever," and "whichever"
are also relative pronouns.
Cases of Pronouns
Pronoun is a word that takes the place of a noun. Pronouns can be in one of three
cases: subject, object or possessive.

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A pronoun is used to substitute a person, place, and thing. Pronoun is often used
to refer to a noun that has already been mentioned. William (2005) argued that English,
like other languages, resists the duplication of nouns in sentences, so it replaces
duplicated nouns with what are called pronouns. Using pronoun can make a text
effectively because it does not mention a noun continuously. There are some types of
pronouns that William (2005) had stated “There are several other types of pronouns:
personal, demonstrative, reciprocal, possessive, indefinite, reflexive, and relative”.
Another opinion about a pronoun was stated by Alsagoff (2008) who argued that a
pronoun stands in place of a noun phrase, or part of a noun phrase, when the reference to
that noun phrase is clear from the context. Also, he divided pronouns into eight types
which are personal, possessive, reflexive, reciprocal, demonstrative, indefinite, relative,
and interrogative.
Evans (2008) defined pronouns as a story telling task showed a main difference
between native and second language participants. Arnold & Griffin (2007) confirmed that
the native speakers, even when a pronoun would not make the sentence ambiguous, the
presence of another character in the discourse (either in the first panel or in both panels)
decreased pronoun use to refer to the most prominent character in the discourse, For the
L2 group, results showed a higher production of pronouns than in native speakers when
there were two characters in the preceding discourse with similar or different gender. L2
learners produced significantly more pronouns than native speakers also in the 2-referents
(gender ambiguous) condition, in which the use of a pronoun leads to ambiguity. We
hypothesize that L2 participants failed to suppress the assumption from their native
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language that overt pronouns are interpreted as referring to a non-topic referent. The
learners produced more overt pronouns in two-referent contexts than native speakers of
English likely because an overt pronoun is more explicit for them than a null form. While
it may seem that they are being more explicit, in fact they are not yet explicit enough as
an English native speaker.
Possessive Pronoun
According to Leech (2002) stated that a pronoun that can take the place of a noun
phrase to show ownership for example, "This phone is mine". It was supported by
Michael (2002), states that possessive pronouns are, in short, they are the pronouns that
help us show possession in the English language.
The terms such as "his," "he," and "man" refer to males but are also used as
recognized gender-neutral terms to refer to persons of unspecified sex. It was argued that
male terms sometimes fail to be gender-neutral and therefore be a cause of sex bias as
well as an indication of past inequality. In an experiment with 226 male and 264 female
college students on the interpretation of pronouns, male terms such as "his," even in
explicitly gender-neutral contexts, caused Ss to think 1st of males significantly more
often than did "his or her" appearing in the same place. It was concluded that male terms
could failed to be gender-neutral even when it is clear that a person of either sex is
referred to, and males may have an advantage in contexts where they are referred to by a
recognized neutral term.

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Eckersly and Margaret (2000) mentioned possessive pronouns are those which
help indicate ownership or belongingness of a thing to someone. These pronouns do not
require apostrophes unless the word in question is a contraction of it is and it has, in this
case the word becomes it's. For example: 'Those shoes are mine'. 'Look over there, those
seats are yours.
According to Kamio (2001), when the speaker uses ‘we’, s/he is concerned with
the proximal subarea of the conversational space lying between him/herself and hearer on
the one hand, and is attempting to form alliance with the hearer on the other. In other
words, the speaker should be attempting to include the hearer.
Nominative Pronoun
A nominative pronoun performs the action of the verb. It acts as the subject of a
sentence. Williams (2005) argued that when a noun or pronoun is functioning as a
subject, it is in the subject, or nominative. It is a pronoun form to substitute a noun or a
noun phrase as a subject in a sentence. It can be place, person, thing, event, substance, or
quality. There are seven types of nominative pronouns. They are I, you, we, they, she, he,
and it. I, you, she, he, and it are included in singular form. They are used to replace name
of a person, or a noun. Especially, she and he are used to specific appearance. She is used
for a feminine appearance, for example, mother, sister, aunt and female names. He is
applied to a masculine appearance. For example, father, brother, uncle, and male names.
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Objective Pronoun
Gabal (2004) mentioned objective pronouns are used when a noun is used as an
object in the sentence. Personal objective pronouns are: me, you, him, it, us, etc. For
example: 'John likes me but not her.' 'She asked him to help with the work.' indirect
pronouns are used to explain a sentence in the same form.
An objective pronoun acts as the object of a sentence. Williams (2005) stated that
when functioning as an object, it is in the objective case. It receives the actions of the
verb. Objective pronoun is used to replace a pronoun of a noun or noun phrase as an
object. It can be a plant, thing, living animal, or a person. There are some kinds of
objective pronoun. They are me, you, him, her, it, them, and us.
The term such as me, you, he, she, and it belong to singular form while they, us
and we are counted on plural form. All of them are placed as an object in a sentence
because they are affected by an action. Besides, the existences always are affected by
verb so that an object relates to the verb.
Moreover, based on extensive survey data of Quinn (2005), cited evidence that
the pronouns me, he, she, we and they tend to appear in first-conjunct position, and the
pronouns I, him, her, us and them tend to appear in second-conjunct position. Quinn
argued that these tendencies were justified on phonological grounds (thus providing
grounds for the otherwise odd finding that nominative patterns with accusative and
accusative patterns with nominative), and presented a weighted-constraint approach to
pronoun case in which these ordering tendencies interact with other factors (roughly,
syntactic function and the trend toward invariant accusative case) to define constraints on
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possible case forms in given environments. Quinn’s account combines flexibility (due to
constraint reweighting) with considerable accuracy (since it is based on extensive survey
data), but as an explanatory tool, it does not suggest why the ratio of nominative to
accusative is so much higher for 1sg pronouns than for non-1sg pronouns, in both subject
and object position, as usage data will show in a later section. Rather, Quin simply
observes, “the trend towards an invariant strong [i.e., accusative] 1sg form is generally
less advanced than the development of invariant strong non-1sg forms”. Furthermore,
Quinn does not observe that, as will also be seen in a later section, the tendency for he
and she to appear in first-conjunct position is systematically overruled when the other
conjunct is you, in favor of the ordering you and s/he.
Moroever, Klein and Reick (1982) as cited by Klein (1986) noted that that the
first/second person singular distinction is acquired early and the number identification
later. Furthermore, Broder, Extra and van Hout (1989) found that subject pronouns were
acquired first, followed by object forms and then possessive forms. Also, it was found out
that singular pronoun forms were acquired before plural forms.

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CHAPTER III
RESEARCH DESIGN AND METHODOLOGY
This chapter presents and illustrates the procedure and methods used in collecting
the data needed in the study. The issues that include in this chapter are the following:
research design, research locale, participants of the study, sampling procedure, validation
and reliability of the research instrument and ethical considerations, data gathering
procedure, and statistical tool to utilize in determining the level of mastery in using the
cases of pronouns of Aklan Catholic College Criminology students.
Research Design
The researcher in this study utilized mixed of quantitative and qualitative method
of research. Mixed method research offers an alternative methodology for researchers to
use in addressing complex issues in a way that is more comprehensive than could be
achieved by either purely quantitative or qualitative research (Andrew & Halcomb, 2012;
Simons and Lathlean, 2010).
The researcher considered mixed method research as the appropriate design for
this study because the researcher collected and analyzed both quantitative and qualitative
data in the study of the level of mastery in using the cases of pronoun of first year
Criminology students in Aklan Catholic College.

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Research Locale
The researcher had chosen Aklan Catholic College as the location of the study
because the researcher believed that the school does not only renders quality of education
but also proves the high standards it possesses in terms of academic qualifications that is
exhibited by the end of the course. Moreover, the school is recognized as one of the
competent schools in Panay.
This study was conducted at the Aklan Catholic College which is located at the
Archbishop Gabriel M. Reyes St., Kalibo, Aklan during the school year 2019-2020.
Aklan Catholic College offers 9 units of language subjects for Criminology
students; 1) GPCom/Purposive Communication, 2) ELP1/ English Language Proficiency,
and 3) ELP2/ English Language Proficiency. Wherein they are able to write a good
construction of sentence. The school hoped to attain the improvement of the learner’s
writing skills and on becoming globally competent when it comes to language structure.
Respondents of the study
The respondents of the study were the forty-five (45) first year criminology
students of Aklan Catholic College. Total population was used by the researcher due to
the small number of the students. The levels of personal variables were determined as
follows: sex as to male and female. The population of the females were seven (7 or
15.6%) while on the other hand, the population of males were thirty-nine (38 or 84.4%).
The respondents’ sample size was 45 or 100%.

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Distribution of Respondents in Terms of Profile
f %
A. Whole Group
Criminology students of Aklan Catholic College 45 100
B. Sex
Female 7 15.6
Male 38 84.4
Research Instruments
The researcher made questionnaire was used to collect information that consist of
10 items per cases for the total of 30 items administered to the first year Criminology
student in Aklan Catholic College.
The instrumentation was a research-constructed questionnaire which was divided
into two (2) parts. Part I was the personal data sheet that gathered information regarding
the respondent’s sex and grade in English subject. Part II was the cases of pronouns test
where they were instructed to underline the correct pronoun usage in the sentence
classified into three cases. Cases of pronoun were categorized into three; nominative
pronoun, possessive pronoun and objective pronoun.
Mean Range Interpretation

1.00-1.66 Beginner
1.67-2.32 Intermediate
2.33-3.00 Competent
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The instrument which was used to determine the level of mastery in using the
cases of pronouns of the respondents was validated and approved by the panel of
examiners.
In determining the level of mastery in using the cases of pronouns of the
respondents, the following rating scale was used: the mean range of 1.00-1.66 was
interpreted as beginner, while intermediate was represented with the mean of 1.67-2.32,
and lastly, 2.33-3.00 was interpreted as competent.
The grade in English subject of the respondents was based on their grade in
second semester. In getting the previous final grade in English subject of the respondent,
the researcher asked the permission of the student, subject teacher and department Dean.
The respondents’ grade in English subject was taken from the record of their
English instructor with their consent. Thus, the respondents’ grade in English subject is
interpreted based from the students’ manual.
Grade in English Interpretation

1.00 – 1.75 High
2.00 – 2.75 Moderate
3.00 – 5.00 Low
Validity of the Research Instrument
The researcher crafted the test and was checked by the panel. When the test was
checked, the researcher integrated the suggestions of the panel. When the test was finally
approved, the researcher conducted a pilot testing to the Bachelor of Science in

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Information Technology to analyze the weak items in the test and change it. After that,
the researcher checked and passed the revised test for approval. The researcher then
proceeded in conducting the test to the target respondents.
For the students’ grade in English Subject were represented by the weighted
average grade since the ratings were given by the teachers themselves. It was expected
that the grades are valid and reliable. The researcher prepared and secured the informed
consent for the respondents. The researcher informed them of their participation in this
study is voluntary and they have the right to withdraw if they feel uncomfortable in the
process of gathering information from them. Also, they were rest assured of full
confidentiality. The materials that contained the raw information derived from them and
must be destroyed by manual shredding after data processing within a given period.
Data Gathering Procedure
The approval of the department Dean for the participation of the respondents was
secured before the study was conducted. When the consent was approved, the researcher
administered the test to first year criminology students. Before the administering the test,
the participants were oriented about the purpose and scope of the study, nature and parts
of the test and most especially the affirmation of the volunteer to participate in the
conduct of the study. Furthermore, their previous grade in English subject was taken from
the English instructor provided with no names with the approval of the students.
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The researcher used the Statistical Package for Social Sciences (SPSS) version
21.0 to analyze the data that was collected in order to obtain the answers to the research
problems efficiently and effectively.
Statistical Treatment of Data
The data gathered from the respondents was computed. The aid of Statistical
Package for Social Sciences (SPSS) version 21.0 and the following statistical treatments
were used.
Frequency Count and Percentage. Frequency count and percentage were
utilized to assess the profile of the respondents and their pronunciation errors.
 f 
P   100
N
Where: N = number of measures
f = frequency
P = percentage
Mean. Mean was utilized to determine the respondent’s level of severity in
pronunciation errors.
𝑓𝑥
𝑥= 𝑛
Where: 𝑥 = mean
F = frequency of errors
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x = mid-interval value of each class
n = total frequency
fx = sum of the product of mid-interval
and their corresponding frequency
T-test for Independent Sample. To ascertain the significant difference in the
levels of mastery of the respondents classified as sex and grade in English subject, t-test
for independent sample were employed at 0.05 alpha level.
Qualitative Data Analysis. How can the respondents use of the cases of
pronouns be described was analyzed using content analysis. It was done by the researcher
by getting the low score of the respondents in every item in each cases of pronoun.
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CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of the data gathered to
determine the level of mastery in using cases of pronouns of Aklan Catholic College
Criminology students.
I. PROFILE OF THE RESPONDENTS IN TERMS OF SEX AND GRADE IN
ENGLISH SUBJECT
Table 1.1 shows the profile of the respondents in terms of sex of the respondents.
It shows that the overall population of Criminology students is 45 (100%). It could be
seen in the table that the population of male were 38 (84.4%) while female were 7
(15.6%). Majority of the Criminology students were male. It could be inferred that the
male preferred to choose the BS Criminology course because of masculinity and known
course for men. Also, it could be inferred by the researcher that fewer female was
enrolled the course because fewer female students do not preferred BS Criminology
because of the demand of the task of the program and because criminology course
requires masculinity and braveness which is preferable for male than female.
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Table 1.1
Distribution of Respondents in terms of profile
f %
A. Whole Group
First Year Criminology students of Aklan Catholic College 45 100
B. Sex
Female 7 15.6
Male 38 84.4
Table 1.2 shows the profile of the respondents in terms of grade in English
Subject. The table shows that only 1 student got 1.75 (2.22%) in English subject was
interpreted as high. Also, the students who fell under the moderate grade in their English
subject were 33 students who got 2.00 – 2.75 (73.33%). Furthermore, the respondents
who obtained 3.00 – 5.00 (24.44%) in their English subject were interpreted as low.
Generally, respondents obtained moderate grade in their English subject.
Table 1.2
Profile of the Respondents in Terms of Grade
Grade in English f % Interpretation

1.00 – 1.75 1 2.22% High
2.00 – 2.75 33 73.33% Moderate
3.00 – 5.00 11 24.44% Low
Total 45 100.0 Moderate
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II. LEVEL OF MASTERY OF THE RESPONDENTS IN USING CASES OF
PRONOUNS
The table 2.1 presents the level of mastery of the respondents in using cases of
pronouns when grouped according to their profile variables. In the nominative case of
pronoun, results show that male respondents obtained the mean score of 1.53 with the
standard deviation of 0.56 which fell under the beginner level of mastery while female
respondents obtained 1.57 with the standard deviation of 0.53 which fell under the
beginner level of mastery. This could be inferred that female respondents perform better
than male in using nominative case of pronoun. Also, the data shows the grades in
English of the respondents in nominative case of pronouns, it was revealed that
respondents who had high grades in English subject obtained the mean score of 1.78 with
the standard deviation of 0.56 which fell under the intermediate level of mastery. Also,
the respondents who had moderate grades in English subject obtained the mean score of
1.75 with the standard deviation of 0.46 which fell under the intermediate level of
mastery. However, the respondents who had low grades in English subject obtained the
mean score of 1.68 with the standard deviation of 0.35 which fell under the intermediate
level of mastery. This could be inferred that the respondents who got the high grades
perform better in using the nominative case of pronoun.
Consequently, in the possessive case of pronoun, results show that male
respondents obtained the mean score of 2.58 with the standard deviation of 0.72 which
fell under the competent level of mastery while female respondents obtained 2.43 with
the standard deviation of 0.79 which fell under the competent level of mastery. This
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could be inferred that male respondents perform better that female in using the possessive
pronoun. Also, the data shows the grades in English of the respondents. In possessive
case of pronouns, it was revealed that respondents who had high grades in English
subject obtained the mean score of 2.88 with the standard deviation of 0.77 which fell
under the competent level of mastery. Also, the respondents who had moderate grades in
English subject obtained the mean score of 2.54 with the standard deviation of 0.47
which fell under the competent level of mastery. However, the respondents who had low
grades in English subject obtained the mean score of 2.47 with the standard deviation of
0.35 which fell also under the competent level of mastery. This could be inferred that the
students who got the high grades could perform better in using the possessive pronoun.
Moreover, in the objective case of pronoun, results show that male respondents
obtained the mean score of 2.24 with the standard deviation of 0.49 which fell under the
intermediate level of mastery while female respondents obtained 1.86 with the standard
deviation of 0.38 which fell under the intermediate level of mastery. Also, the data shows
the grades in English of the respondents. This could be inferred that male perform better
that female in using the objective case of pronoun. In objective case of pronouns, it was
revealed that respondents who had high grades in English subject obtained the mean
score of 2.30 with the standard deviation of 0.53 which fell under the intermediate level
of mastery. Also, the respondents who had moderate grades in English subject obtained
the mean score of 2.19 with the standard deviation of 0.47 which fell under the
intermediate level of mastery. However, the respondents who had low grades in English
subject obtained the mean score of 2.00 with the standard deviation of 0.33 which fell
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also under the intermediate level of mastery. This could be inferred that the students who
got high grades can perform better in using the objective case of pronoun.
This result agreed with the study of Jordan (1989) states that in using the cases of
pronouns the results did not make any difference on students’ academic performance. On
the other hand, this result negated with the study of Kacewicz (2006) that the level of
mastery of a student made a difference in students’ academic performance. This result
supported with the study of Lewis (2004) & Ramsay (2004) that girls do better at all
levels than boys in achievement even in areas such as language and arithmetic where
boys seemed to excel, girls seem to had better grades.

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Table 2.1
Mastery Level of the Respondents in using the Cases of Pronoun in terms of:
Nominative, Possessive, and Objective when Grouped according to their Profile
Variables
Mean Std. Deviation Interpretation
Nominative
Sex Male 1.53 0.56 Beginner
Female 1.57 0.53 Beginner
Grand Mean 1.55 Beginner
Grade in English
High 1.78 0.56 Intermediate
Moderate 1.75 0.46 Intermediate
Low 1.68 0.35 Intermediate
Grand Mean 1.74 Intermediate
Possessive
Sex Male 2.58 0.72 Competent
Female 2.43 0.79 Competent
Grand Mean 2.50 Competent
Grade in English
High 2.88 0.77 Competent
Moderate 2.54 0.47 Competent
Low 2.47 0.35 Competent
Grand Mean 2.63 Competent
Objective
Sex Male 2.24 0.49 Intermediate
Female 1.86 0.38 Intermediate
Grade in English
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The result shows that the respondent’s level of mastery in using the cases of
pronoun when taken as a whole obtained the mean of score of 2.09 with the standard
deviation of 0.59 and fell under the intermediate level of mastery. In terms of the sex of
the respondent’s the result shows that the male obtained the mean score of 2.12 with the
standard deviation of 1.44 and were interpreted as intermediate level. While the female
respondents obtained the mean score of 1.95 with the standard deviation of 1.45 and were
interpreted as intermediate level. This could be inferred that male respondents perform
better than female in using the cases of pronoun.
Consequently, the data shows the grades in English of the respondents and their
level of mastery in using cases of pronouns. The data shows that in terms of grades in
English subject the high level obtained the mean score of 2.32 with the standard deviation
of 0.20 which fell under the intermediate level of mastery. Furthermore, in the moderate
level, the data shows that the respondents obtained the mean the mean score of 2.05 with
the standard deviation of 0.60 which fell under the intermediate level of mastery.
Moreover, in the low level, the data shows that the respondents obtained the mean score
of 2.21 with the standard deviation of 0.94 which fell under the intermediate level of
mastery. This could be inferred that respondents fell under the high level were more
familiar in using the cases of pronoun than the respondents fell under the moderate and
low level.
This result agreed with the study of Jordan (1989) states that in using the cases of
pronouns the results did not make any difference on students’ academic performance. On
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the other hand, this result negated with the study of Kacewicz (2006) that the level of
mastery of a student made a difference in students’ academic performance. This result
supported with the study of Lewis (2004) & Ramsay (2004) that boys do better at all
levels than girls in achievement even in areas such as language and arithmetic where boys
seemed to excel, girls seem to had better grades. However, Elman (2006) & Kehler
(2006) asserted that males had larger average brain sizes than females and therefore,
would be expected to have higher average IQs. However, Flores-Ferrán (2004) on the
other hand, claimed that there was no sex difference in general intelligence.
Table 2.2
Mastery Level of the Respondents When taken as a Whole and Grouped According
to Profile Variable
Profile Variables Mean Std. Deviation Interpretation

A. As a Whole 2.09 0.59 Intermediate
B. Sex
Male 2.12 1.44 Intermediate
Female 1.95 1.45 Intermediate
C. Grades in English
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III. DESCRIPTION OF RESPONDENTS USE OF THE CASES OF
PRONOUNS
Based from data, as the researcher synthesized the data, it was found out that the
most commonly committed errors in using the cases of pronouns was confusion over the
function of the cases of pronouns. It was mostly occurred in the nominative and objective
cases of pronoun, the respondents when it comes to nominative case of pronouns was
confused to use the pronoun. Respondents such 1, 2, 3, 4, 6, 11, 22, 29 and 31 got
committed the same error in item #4 where in the sentence was “The only students in the
cafeteria were Catherine and (I, me, mine).” The respondents answered the pronoun “me”
in which the correct answer should be “I.” It was grammatically incorrect because it
should be the pronoun “I” for it is the subject of the sentence. However, they answered
“me” because using the pronoun “me” could sounds grammatically correct but it is
wrong. Moreover, they tend to use the pronoun “I” as an object not the subject in the
sentence instead they use “me” as subject in the sentence. Also, they were confused of
using the pronoun “we” and “us.” Just like the above mentioned, they tend to use the
pronoun “we” as an object of the sentence and “us” as a subject of the sentence or vice
versa.
Richard Nordquist (2013) states that “That's me" uses the object pronoun "me,"
while "'was I" uses the subject pronoun "I.". However, both statements are versions of the
same syntactical construction: That/it is/was me/I. Strict grammarians insist that the verb
"to be" must be followed by a subject pronoun; however, the object pronoun "me" is
frequently used in standard English. While "It is I" is usually technically correct, you are
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more likely to hear the expression "It's me." The latter is grammatically correct, however,
when the pronoun is followed by a relative clause that identifies the pronoun as the object
of an action.
Rispoli (2005) argues that acquisition of first and second person is easier than that
of the third person pronoun as the third person pronoun can be replaced by a noun-head
whereas the former two cannot. Hence, while the pronoun he in He lives here can be
replaced by The boy, for example, it is not possible to replace the pronouns you and I in
the sentences You live here and I live here respectively. Therefore, it can be argued that
there is greater markedness with the pronouns I and you and because they are not easily
replaced or substituted by other words, they will need to be acquired by learners of the
language.
Moreover, in the case of possessive pronoun, the researcher found the respondents
such 6, 9, 12, 23, 25, 30, 38 and 39 committed the same error in the item #5 wherein the
sentence was “A cousin of (me, my, mine) works abroad.” The respondents had chose the
pronoun “me” instead of “mine”. The pronoun used in the sentence is incorrect because
the pronoun “me” is being referred to an object in the sentence. However, in the sentence,
it was referring to the possession of the speaker in the sentence. Thus, generally, it was
inferred that most of the respondents committed errors due to the confusion in the use of
cases of pronouns.
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IV. THE DIFFERENCE IN THE LEVEL OF MASTERY IN USING CASES OF
PRONOUNS OF THE RESPONDENTS AND THEIR SEX AND GRADE IN
ENGLISH SUBJECT
The table 4.1 presents the difference of the respondent’s level of mastery in using
cases of pronouns and their sex. It was revealed in the data processed that in the
nominative case, male respondents obtained the mean score of 1.53 while female
respondents obtained the mean score of 1.57 with the t-value of -0.198. The table also
shows that the significant value calculated was 0.844 which was greater than 0.05 alpha
level which meant that the null hypothesis was accepted. The data meant that there was
no significant difference in the respondent’s level of mastery in nominative case and their
sex. This could be inferred that female respondents were more familiar in using
nominative case of pronoun than male respondents.
Moreover, in the case of possessive pronoun, male respondents obtained the mean
score of 2.58 while female respondents obtained the mean score of 2.43 with the t-value
of 0.500. The table also shows that the significant value calculated was 0.620 which was
greater than 0.05 alpha level which meant that the null hypothesis was accepted. The data
meant that there was no significant difference in the respondent’s level of mastery in
possesive case when they are grouped according to sex.
Furthermore, in the case of objective pronoun, male respondents obtained the
mean score of 2.24 while female respondents obtained the mean score of 1.86 with the t-
value of 1.941. The table also shows that the significant value calculated was 0.359
which was less than 0.05 alpha level which meant that the null hypothesis was accepted.
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The data meant that there was not significant difference in the respondent’s level of
mastery in objective case and their sex. Thus, the null hypothesis was accepted. The data
meant that there was no significant difference in the respondent’s level of mastery in
objective case when they are grouped according to sex.
Arnold (2001) asserted that males had larger average brain sizes than females and
therefore, would be expected to have higher average IQs. However, McCoy (1999)
Strube (1999) on the other hand, claimed that there was no sex difference in general
intelligence.
Table 4.1
Difference of the Respondent’s Level of Mastery in Using Cases of Pronouns and
Their Sex
Sig. Value Statistical

Mean t-value Df
(2-tailed) Decision
A. Nominative
Male 1.53 -0.198 43 0.844 not significant
Female 1.57
B. Possessive
Male 2.58 0.500 43 0.620 not significant
Female 2.43
B. Objective
Male 2.24 1.941 43 0.359 not Significant
Female 1.86
Difference is not significant at the level of 0.05 (2-tailed).
The table 4.2 presents the difference of the respondent’s level of mastery in using
cases of pronouns and their grade in English subject. It was revealed in the data processed
that in the nominative cases of pronouns in the high level of mastery of the respondents
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obtained the mean score of 1.00 while in moderate level of mastery, the respondents
obtained the mean score of 1.50 and in the low level of mastery of the respondent
obtained the mean score of 1.75 with the t-value of 1.176. The table also shows that the
significant value calculated was 0.318 which was greater than 0.05 alpha level which
meant that the null hypothesis was accepted. The data meant that there was no significant
difference in the respondent’s level of mastery in nominative case when they are grouped
according to their grade in English subject.
Moreover, in the case of possessive pronoun, the high level of mastery of the
respondents obtained the mean score of 3.00 while in moderate level of mastery of the
respondents obtained the mean score of 2.47 and in the low level of mastery of the
respondents obtained the mean score of 2.88 with the f-value of 1.215. The table also
no significant difference in the respondent’s level of mastery in possessive case when
they are grouped according to their grade in English subject.
Furthermore, in the case of objective pronoun, the high level of mastery of the
respondents obtained the mean score of 3.00 while in moderate level of mastery of the
respondents obtained the mean score of 2.19 and in the low level of mastery of the
respondents obtained the mean score of 2.00 with the t-value of 2.046. The table also
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no significant difference in the respondent’s level of mastery in objective case when they
are grouped according to their grade in English subject.
According to McCoy (1999), girls excelled in English language, especially in
subjects that are taught by men since the secondary schools where English language is
taught, is highly a feminine teaching environment. McCoy stressed that, this is probably
one explanation for girls’ success at the primary and early secondary school years.
Supporting this position, Boals (2005) held the opinion that girls do better at all levels
than boys in achievement even in areas such as language and arithmetic where boys
seemed to excel, girls seem to have better grades.
Table 4.2
Difference in the Level of Mastery in Using Cases of Pronouns of the Respondents
and Grade in English Subject
Statistical
Mean t-value df Sig. Value
Decision
A. Nominative
High 1.00 1.176 2 0.318 Not Significant
Moderate 1.50
Low 1.75
B. Possessive
Moderate 2.47
Low 2.88
C. Objective
Moderate 2.19
Low 2.00
Difference is not significant at the level of 0.05 (2-tailed).
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CHAPTER V
SUMMARY, FINDINGS, AND CONCLUSIONS
This chapter presents the summary, the findings obtained, the conclusions drawn
from the actual results and recommendations of the study.
Summary
This study focused on the assess the level of mastery in using the cases of
pronoun of the Bachelor of Science in Criminology students of Aklan Catholic College
and it sought to answer the following questions. First, what is the profile of the
respondents in terms of sex and grade in English? Second, what is the level of mastery of
the respondents in using the cases of pronoun in terms of: nominative, possessive, and
objective when take as a whole and when grouped according to their profile variables?
Third, how can the respondents use of the cases of pronouns be described? And lastly, is
there a significant relationship in the level of mastery in using cases of pronouns of the
respondents and their sex and grade in English subject?
The subject of this study was the 45 Criminology student of Aklan Catholic
College. The data needed for this study was obtained by a self-constructed questionnaire
validated by experts. The instrument was divided into two parts. Part I was the personal
data sheet that gathered information regarding the respondent’s sex and grade in English
subject. Part II was the cases of pronouns test where they were instructed to underline the
correct pronoun usage in the sentence classified into three cases. Cases of pronoun were
categorized into three; nominative pronoun, possessive pronoun and objective pronoun.
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Statistical Package for Social Science (SPSS) version 21.0 and subjected to the
following statistical treatments: Frequency count and Percentage were used. T-test scales
were employed to ascertain the significant differences in the level of mastery in using the
cases of pronoun of the respondents classified as sex and grade in English subject.
Findings
1. The respondents of this study were the Bachelor of Science in Criminology and
their population were 45. The male respondents were 38 (84.8%) while female
respondents were 7 (15.6%). It was inferred that male is greater that female
respondents because most male would choose the program Bachelor of Science in
Criminology due to the masculinity of the course and many female students
would rarely enroll in the program because they find the course only for men. In
finding the grade in English of the respondents, it was found out that only one
respondent got 1.75 grades in English which was interpreted as high. Also, the
respondents who obtained the grade from 2.00 to 2.75, fell under the moderate
rate of grade in English subject. Lastly, the respondents who have grades from
3.00 to 7.00, fell under the low rate of grade.
2. Generally, all of the respondents got no perfect score in any of the cases of
pronoun. On the other hand, the respondent’s sex and level of mastery in the case
of pronoun as a whole fell under the intermediate level of mastery. In the
nominative case of pronoun in terms of sex profile the respondent’s fell under the
beginner level of mastery in using the cases of pronoun while in their grade in
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English subject the respondents fell under the intermediate level of mastery. Also,
in the possessive case of pronoun in terms of sex and grade in English the
respondent’s fell under the competent level of mastery in using the cases of
pronouns. Lastly, in the objective case of pronoun in terms of sex and grade in
English the respondent’s fell under the intermediate level of mastery in using the
cases of pronouns.
3. The respondents’ use of the cases of pronouns revealed that they were not
consistent in using pronouns. They were confused on how to use properly the
cases of pronouns like they used the pronoun “me” as the subject in the sentence
and “I” as the object or vice versa. Also, the same occurrence in the case of
possessive pronoun, the respondents tend to use the objective pronouns,
respondents thought that it would be considered as grammatically correct because
they find it correct when reading but it was indeed grammatically incorrect.
4. The findings showed that there had no significant difference in the level of
mastery in using cases of pronouns of the respondents and their sex and grade in
English subject at the level set of 0.05.
Conclusions
In light of the findings of the study, the following conclusions had been construed:
1. Most of the respondents were males from the Bachelor of Science in Criminology
of Aklan Catholic College. It could be inferred by the researcher that there were
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more males than females because most males thought that there has always an
increased workload due to expectations to take on masculine roles.
2. The respondent’s level of mastery and profile variables when taken as a whole fell
under the intermediate level of mastery in using the cases of pronoun. In terms of
sex, both male and female respondents fell under the intermediate level of
mastery.
3. It was observed that most of the respondents’ uses of cases of pronouns were
inconsistent and confused of the function of the pronoun itself.
4. There was no significant difference in the level of mastery in using cases of
pronouns of the respondents and their profile variables which meant that their
level of mastery in using cases of pronoun does not affected whether the
respondents is male or female and whether they obtained high, moderate or low
grades in English. It was also concluded that even the respondents obtained
beginner, intermediate and competent in using cases of pronouns, the respondents
could still perform better in their English subjects.
Recommendations
This study had provided the researcher the information about the level of
mastery in using cases of pronoun of the Bachelor of Science in Criminology students
of Aklan Catholic College. After evaluating the findings and analysis of the data, the
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researcher would like to recommend several areas of concern to further exploration
and understanding of the study:
Based on the findings the researcher would like to recommend the following:
1. Teachers should focus on the area of the pronouns by explaining the meaning and
the use of pronoun in constructing a good sentence to solve this problem.
Teachers should give more portions of teaching pronouns in learning grammar.
For example, they can teach pronouns using things surrounding the class.
Furthermore, they can use pronouns in daily communication with the students. In
addition, they can give the students some exercises of pronouns in written or
spoken text. The teachers give the students the written exercises when they learn
the use of correct pronoun.
2. English pronouns should be presented in various ways to help students transform
them according to their function in the sentence.
3. The books at the previous stage should include exercises to give the students
opportunity to practice using pronouns.
4. Students should concentrate on the area of the pronouns so as to solve their
weaknesses by practicing more and more. Students can ask to their teachers if
they find some difficulties about pronouns. Moreover, they can ask and discuss
the difficulties with the other students or classmates. Furthermore, they can
practice the use pronouns in daily activity when they are talking with their friends
and other people. In addition, they can improve their abilities in using pronouns
by reading books, watching movies and listening to songs.

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CURRICULUM VITAE
Name: Jessica C. Zorilla

Gender: Female
Age: 21 years old
Address: Ortega, Libacao, Aklan
Religion: Roman Catholic
Date of Birth: January 13, 1998
Place of Birth: Barangay Ortega, Libacao, Aklan
Citizenship: Filipino
Civil Status: Single
Father’s Name: Alejo G. Zorilla
Mother’s Name: Rosemarie C. Zorilla
Gmail: zorillajess7@gmail.com
Mobile #: 09452376558
Educational Background
 College: Aklan Catholic College
Archbishop Gabriel M. Reyes St. 5600
Kalibo, Aklan, Philippines
 High School: Ortega Integrated School
Ortega, Libacao, Aklan

Kalibo, Aklan, Philippines
 Elementary: Ortega Elementary School
Ortega, Libacao, Aklan

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APPENDICES
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Appendix A
Letter to the Dean
May 6, 2019
MRS. RICHIE B. DE MATEO

Dean, Criminology Education Dept.
College Department
Kalibo, Aklan
Dear Ma’am, De Mateo:
Warmest Greetings!
I would like to ask permission to conduct a survey among the Criminology
students of Aklan Catholic College. In connection with my thesis, titled “Level of
Mastery in Using Cases of Pronouns of Aklan Catholic College Criminology Student”.
This will be a big help for the success of my study. Attached here are the questionnaires
that will be used in the study.
The examination about the cases of pronoun for the students covers only an hour.
Rest assured that all information gathered will be kept in utmost confidentiality and
would be used only for academic purposes.
Your approval to conduct this study will be greatly appreciated. Thank you very
much and God bless!
Sincerely yours,
JESSICA C. ZORILLA
Researcher
Noted by: Approved by:
MR. BYRON PAUL C. BEADOY MRS. RICHIE B. DE MATEO

Instructor Dean, Criminology Education Dept.
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Appendix B
Letter to the Students
May 9, 2019
Dear Respondents:
Good day!
The undersigned is currently writing a research study on “Level of Mastery in
Using Cases of Pronouns of Aklan Catholic College Criminology Student”.
The study intends to explore the level of mastery in using cases of pronouns of the First
year student of Bachelor of Science in Criminology. The findings will be utilized in
helping teachers to improve their teaching methodologies in teaching language syntax.
In this regard, you are chosen to be one of the respondents of this study. May I request for
your valuable time in responding to this questionnaire as honestly and objectively as you
can. Please respond according to what you believe and do. Moreover, may I request to
have your previous final grade in English last second semester academic year 2018-2019.
All information will be held confidential. This means that any information which can lead
to your identity as the participant will not be indicated in the final report. The gathered
data will only be accessible to me as the researcher and will be used solely for this study.
Thank you for your agreeing to participate.
Respectfully,
JESSICA C. ZORILLA
Researcher
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Appendix C
Letter for Registrar
May 9, 2019
BETHANI F. ABELLO
College Registrar
Kalibo, Aklan
Ma’am:
Greetings of peace!
I am Jessica C. Zorilla, a Bachelor of Secondary Education Major in English student of

Aklan Catholic College. I am currently writing my thesis entitled, “Level of Mastery in
Using Cases of Pronouns of Aklan Catholic College Criminology Student”.
The study intends to explore the level of mastery in using cases of pronouns of the first
year student of Bachelor of Science in Criminology. The findings will be utilized in
helping teachers to improve their teaching methodologies in teaching language syntax.
In this regard, may I ask permission from your good office for the copy of the list of
names of the first year student of Bachelor of Science in Criminology who are enrolled
for the school year 2018-2019 for my data gathering. Rest assured that the privacy of the
respondents and the findings of the study will be treated with utmost confidentiality.
Your favorable response will be highly appreciated. Thank you very much and may the
good Lord bless you and the school.
Sincerely,
JESSICA C. ZORILLA
Researcher
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Appendix D
Research Instrument
Level of Mastery in Using Cases of Pronouns of Aklan Catholic College Criminology

Student
This study aims to determine the level of mastery in using cases of pronoun. This
questionnaire is composed of two part. The first is for you to fill-out the required
information while the second part is to complete the sentence by underlining the
correct pronoun. Rest assured that the answers and results will be treated with utmost
confidentiality.
Name: _________________________________________________ Sex: ________

Test 1. DIRECTIONS: Complete the sentence/s below by underlining the correct
pronouns inside the parentheses.
1. Just between you and (I, me, mine), Ana will lose a lot of cash in that investment.
2. Ms. Jean gave (she, her, hers) a disgusted look.
3. It's up to (us, we, ours) geologists to warn the people of impending volcanic
activity.
4. The only students in the cafeteria this morning were Catherine and (I, me, mine).
5. A cousin of (me, my, mine) works abroad.
6. Have you got any properties of (your, yours) own?
7. The writers of the bylaws, Myla and (he, him, his) presented a report to the
senate.
8. You gave (we, us, ourselves) students a real surprise with that test.
9. (Who, Whom, Whose) is the best person for the job?
10. Jessy, Jenly, and (he, him, his) rode their bikes all the way to New Buswang.
11. I really don't appreciate (you, yours) walking late into class every morning.
12. The family's running out of money, but that's a secret between his mother and (he,
him, his).
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13. She got the National Award for a painting of (she, hers, her).
14. We shall arrive before (theirs, them, they).
15. The chairperson of the dance committee is (he, him, his).
16. John is awesome. I really like (he, his, him) personality.
17. Oh, you arrived in class before (I, me, mine).
18. The boss was worried that (we, us, ours) secretaries wouldn't do the work without
additional compensation.
19. The principal made Maridel and (I, me, mine) repair the damage to the auditorium
wall.
20. This is mine not (you, yours).
21. You asked both the other team and (we, us, ours) the wrong question.
22. Is she not a friend of (you, yours)?
23. Alona invited both April and (mine, me, I) to go in their house this evening.
24. Renza, Cassandra and (myself, me, I) were guest speakers of the program.
25. I don't want anybody but (she, her, hers) working on this project.
26. Your camera takes better pictures than (me, mine, I) does.
27. If it were up to Theresa and (I, me, mine) the room would have been painted
yellow.
28. A neighbor of (ours, we, us) has filed a suit against us.
29. Once I lent him a book of (mine, my, me) and never got it back.
30. The children are laughing. (They, Them, Theirs) seems enjoying the party.

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Aklan Catholic College

Archbishop Gabriel M. Reyes St.

THE PROBLEM AND ITS BACKGROUND

Background of the Study

Based on previous research conducted by Sufhatmawati (2012), she found that

reciprocal, demonstrative, indefinite, relative, and interrogative.

(gender ambiguous) condition, in which the use of a pronoun leads to ambiguity. We

an English native speaker.

According to Schmidhauser (2010) defined pronouns as words which are used in

definite International Journal of Language Studies, articles which comprise a subtype of

Bachelor of Science in Criminology of Aklan Catholic College in using the cases of

current study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 sex; and

1.2 grade in English subject?

when grouped according to their profile variables?

3. How can the respondents’ use of the cases of pronouns be described?

4. Is there a significant difference in the level of mastery in using cases of

pronouns when are grouped according to respondents’ sex and grade in

There is no significant difference in the level of mastery in using cases of

language acquisition is primarily based on children’s interaction with language input,

Grammar presented by Schütze and Wexler known as Grammar Agreement/Tense

of children placing non-nominative pronouns in the subject position of their utterances

(e.g. Her kicked the ball).

The framework of this study is described as follow:

which refer to their previous grade in English subject.

students to their level of mastery in using cases of pronoun.

in using cases of pronoun.

respondents was affected by their sex and grade in English subject.

Independent Variables Dependent Variables

 Sex The Level of Mastery in Using

Figure 1. A conceptual framework showing the relationship of independent and

dependent variables of the study.

pronoun First year Criminology Student of Aklan Catholic College.

Findings of this study was thought to be beneficial to the following:

To the School Administrator of Aklan Catholic College. The findings of this

activities related to English language.

To the Language Teachers of Aklan Catholic College. The English Language

more and are able to use those cases of pronouns correctly.

writing skills and what they need to improve.

Criminology that could help them to design a curriculum.

and that researcher of the same nature be conducted and validated.

Scope and Limitation of the Study

Catholic College Criminology students.

variables) and level of mastery in using cases of pronouns (dependent variables).

to the total populations of the respondents.

conceptual and operational meaning:

Aklan Catholic College. A Catholic institution located at Archbishop Gabriel M.

Reyes St. Kalibo, Aklan (ACC Student’s Manual, 2014).

study was conducted.

its function in a sentence (Brown, 2012).

phrase to show ownership (Leech, 2002).

In this study, possessive pronoun used are: mine, yours, his.

can be the direct or indirect object (Stapa, 2001).

Grade in English subject. The process of applying standardized measurements

of varying levels of achievement in a course (York, Gibson, Rankin, 2015).

school year 2018-2019.

Level of mastery in using pronoun. Level of mastery refers to a category of

master before moving on to the next unit (Slavin, 1987).

competent in using cases of pronouns of Criminology students.

In this study, it determined whether the respondent was male or female.

REVIEW OF RELATED LITERATURE

level of mastery in using cases of pronouns of Aklan catholic College Criminology