HIGH SCHOOL DEPARTMENT

AN EXPERIMENTAL STUDY ON THE RELATIONSHIP OF LANGUAGE

A thesis presented to LPU-Laguna High School Department

Carreon, Kc Fatima
Lao, Ainah
Paule, Eunice Micah
Reodica, Ronan
Sulpico, Charles

August 2019

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Chapter 1
INTRODUCTION
Background of the Study

In the field of education, Filipino language and English language play a big part.

Students and professionals became successful using these languages. Nowadays,

English language is being the basis of how educated a person is. People do not give

attention anymore on how a person is proficient in Filipino.

Going back to the history of the Philippines, the Filipino language was influenced

by many other groups of languages. The location of the Philippines has given it many

opportunities for trade and correspondence with other nations and languages. In addition,

various occupations of the region by different nations have brought the Filipino languages

in direct contact with many other languages, which also have their influence (Steven,

1999). In the year 1898 Philippines were colonized by America. Philippines adopted a lot

of forms of America, especially in education forms. English medium education began in

Philippines in 1901 after the arrival of 540 US teachers. Thomasites are the teachers sent

by America to teach the fortunate Pilipino to learn American culture, especially in terms of

language. Public mass schooling was the major instrument used by Americans in the

performance of their mission to civilize Filipinos. English was the language of education

as its use extended and became indigenized through the inclusion of vocabulary from local

needs, and modifications in pronunciation and grammar (McArthur, 2002). English was

also adopted for newspaper and magazines, media, and literary writings. Kirkpatrick

(2012), the history of English in the Philippines cannot be mapped out without having

scrutinized the agenda of ELT in the country. For half a century, the language was

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systematically promoted as a civilizing tool. Today, beliefs and attitudes about English, as

well as the various ways in which the language is used, are products of the Filipino

experience of American colonial education.

Additionally, according to Sibayan (1986), a committee was formed to formulate

guidelines for the implementation of a policy of the National Board of Education (NBE) to

develop a bilingual nation able to communicate in Filipino as well as in English. This

committee came to be known as the Soriano Committee, and its formulations became the

blueprint for the Bilingual Education Policy that was implemented in 1974 (Department of

Education, 1974). The Bilingual Education Policy (BEP) of 1974 mandated the use of

English and Filipino as media of instruction in elementary and high schools according to

a set timetable. The goal was to develop students' language proficiencies in both

languages. The study introduces the evolution of the language used in the education

system of the Philippines. In the given year, it is the start of having both languages to be

used in the citizens life.

The researchers of this study want to know if the goal of the policy implemented

has developed the students in both languages. Based on a quantitative research of

Namanya (2017) on the proficiency of students in using multilingualism in their academic

performance. English proficiency has become equally vital for success in the global arena.

With the implementation of Mother Tongue Based Multilingual Education in the

Philippines, the English literacy development of Filipinos may be adversely affected. The

researchers examined the effects of MTB-MLE on the English literacy development of

Filipino children. The experimental study, the same pre-tests and post-tests were

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administered to two groups of 68 students from a public elementary school in Silang

Philippines. One group was taught in the mother tongue while the other group in English.

Test results were analyzed using t-test through the Statistical Package for Social Sciences

(SPSS) package. Results showed that children taught in the mother tongue demonstrated

a decline in English literacy level, confirming certain language acquisition theories and

fears of some scholars

The researchers will be conducting the same experimental study in Grade 11 students of

Lyceum of the Philippines – Laguna to prove if there is an existing relationship between

English literacy and Filipino Literacy.

Statement of the Problem

This study aims to assess the language proficiency of the Grade 11 students on

both English and Filipino to prove whether the given stereotypes are true or not. The

researchers will prove if there is an existing relationship between English literacy and

Filipino literacy by giving them a two test-questionnaires: an English and a Filipino exam,

focusing on grammar and reading comprehension. The researchers will add all the correct

answers and compare the total result the two test-questionnaire.

• To prove whether the stereotype that pertains that students who excel in

English does not excel in Filipino and vice versa is true or not.

• To assess their language proficiency in English and Filipino by distributing

two test-questionnaire and compare their results.

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Research Hypothesis

HO = There is no relationship on the language proficiency on English and Filipino and

vice versa.

HA = There is a relationship on the language proficiency on English and Filipino and vice

versa.

Significance of the Study

The results of this study will benefit the following people and organizations:

Students. The findings of this study will help them gain confidence to pursue their

academic goals without having any fear of being ridiculed for their language proficiency.

It will also raise awareness to the students about the relationship of their language

proficiency in English and Filipino wit Teachers. The findings of this study will help the

teacher find the specific areas to improve and to help the students develop their skills in

communication and language proficiency.

School Administrators. The result of this study will raise awareness to the

school's administration and can help in breaking the stereotypes that were built among

the students. This will also help them identify the areas of improvement and come up with

possible solutions to help the students develop their skills.

Researchers. The researchers gained in-depth understanding and broad

knowledge about the situation in a school community that concerns the language

proficiency. This research is also inclined with their strand Humanities and Social

Sciences.

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Future researchers. This study can be useful to future researchers by providing

relevant findings that can support or provide background information to their study.

h one another.

Scope and Delimitation

This study will focus on the given stereotypes to the student stating, when one

academic person is excellent in English language, it has an effect to his/her excellency

in Filipino language and vice versa. The whole study will circulate on the language

proficiency limiting only to the reading and writing skills of the students. The researchers

will not include the speaking and listening skills, as of to the given method to be performed

to the respondents, it is more quantifiable to measure their writing and reading skills. This

study will be conducted among Grade 11 students including the STEM, HUMSS, and

ABM students of Lyceum of the Philippines – Laguna. There will be no any participants

but only a grade 11 and to ensured, the researchers will collect their names to check on

sheets of their advisory. The researchers considered their subjects this semester to apply

their skills and learnings on this research.

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Chapter 2
REVIEW OF RELATED LITERATURE

This section contains the theories, literature and studies related to the current

work. It is NOT an enlistment of varying studies copied and pasted in separate paragraphs.

The literature and studies should be connected to the current study one way or another.

Sub-heading 1

Plagiarizing another person’s work should be avoided. Plagiarism occurs when

one copies the work of another either in a few words or a full paragraph. Even if the author

is cited, the material should not be totally copied. Paraphrasing or writing a précis of

another study is the proper way to do it and citing the source is still a requirement. If a few

words had to be copied “en toto”, it should be in quotation and the source including the

pages from where it was copied should be indicated.

Sub-heading 2

Remember to cite your sources often in the Introduction and throughout the

manuscript. Articles and books are cited the same way in the text, yet they appear different

on the References page. For example, an article by Cronbach and Meehl (1955) and a

book by Bandura (1986) are written with the authors’ names and the year of the publication

in parentheses. However, if you look on the References page they look a little different.

Remember that APA style does not use footnotes or anything like that for citations.

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Two other things about citations are important. When a citation is written inside

parentheses (e.g., Cronbach & Meehl, 2015), an ampersand is used between authors’

names instead of the word “and.” Second, when citing an author’s work using quotations,

be sure to include a page number. For example, Rogers (2018) once wrote that two

important elements of a helping relationship are “genuineness and transparency” (p. 37).

Notice that the page number is included here. Unless a direct quote is taken from a source,

the page number is not included. Cite references in the text as author (year). Writing of et

al. in in-text citation is allowed but complete author names should be indicated in the

literature cited on reference list (APA, 2010).

Conceptual Framework

Sample:

Input Process Output

Figure 1. The Conceptual Framework of the Study

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Provide a brief description of your conceptual framework. The conceptual

framework consists of a diagram that would summarize the variables used. This will guide

the reader on the variables and parameters measured and evaluated.

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Chapter 3
METHOD

The Method section is the third of five main parts of a research paper. This should

be contained in another page. There are typically three or four major subsections in the

Method although there can be more. These subsections are presented as subheadings.

Use the past tense in writing the methods section.

Research Design

This is a presentation of the research design used in the study. This would normally

include the variables used in the study.

Respondents of the Study

This brief section describes the people who participated in your study. Mention the

number of participants and where they come from. The demographic profile of the

participants may be included here, if such profile will not be used in any way in the analysis

of the other variables. If there is no sampling done because the entire population is used,

the heading Participants of the Study is used. However, if the population is very large and

sampling had to be done, this section may be referred to as “Sampling and Sampling

Design”. If sampling is done, the details of how the participants are selected should be

presented. The criteria used in the selection of the participants should be explained here.

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Gathering Tool

This section describes the tests or instruments used to collect data. It would be

appropriate to describe any questionnaires that you used. The questionnaire may be an

adopted one from an existing instrument. If this is used, the details of the instrument

description should be presented here including the validity and reliability of the instrument.

The source of the instrument should likewise be mentioned. If modifications had been

made to an existing instrument, it should be mentioned, and the results of the validity and

reliability analysis of the modified instrument should be presented. Still the source of the

instrument had to be mentioned. The researcher can also develop a questionnaire for use

in the study. The details of how the instrument was developed should be presented here.

In any of the types of questionnaires that will be used, details of the number of items, the

groupings or categories of the statements, the response mode and the response options

should be described. Verbal interpretations for those with numerical values are also part

of this presentation. If an interview is to be conducted, an interview guide is required.

Information from records can also be used as a data source. If any other source of data is

used, it should be presented in this section.

Data Gathering Procedure

This section describes in great detail the data-collection procedures. Describe how

participants were recruited, whether they participated alone or in groups, how informed

consent or assent was obtained, what they were asked to do, how the data were collected,

and how the data are to be analyzed. This part should describe the procedure in a way

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that another researcher could conduct the same study (i.e., replicate it) just by reading

about the procedure.

Ethical Consideration

This section contains a complete description of how the researcher addressed the

ethical aspects of the study.

Data Analysis

This section presents the methods of analysis done on the collected data. If

statistical tests are used, the reason why they are used, and the formula should be

presented with the specific variables of the study identified in the symbols used.

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Chapter 4
RESULTS AND DISCUSSION

The Results section contains the findings of the study. The findings may be

presented in paragraph form or as narrative. Normally tables and graphs may be used to

summarize data. It is often helpful to use tables (see Table 1) to help describe your results,

especially when you have a lot of data to report, such as means and standard deviations.

Description and analysis of the data should be done. Do not repeat information presented

in a table by simply enumerating the frequencies and the percentages. An analysis should

be done when making the description of the tables or the graphs.

Sub-headings

The title should be flushed left and in bold. A table may also be used to present

results of statistical analysis. It is helpful to remind the reader of the hypothesis before

presenting each result. It is also a good idea to tell the reader what type of data analysis

was done (e.g., correlation, ANOVA) before it is presented. State what alpha level you

adopted; an alpha level of .05 is the standard.

In APA format papers, tables are generally used to describe the results of statistical

analysis and other pertinent quantitative data. However, it is important to note that tables

are not simply used to replicate data that has already been presented in the text of the

paper, and not all data should be presented in a table. If you have little numeric information

to present, it should be described in the text of your paper.

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The Use of Tables and Figures

All tables should be numbered (e.g. Table 1, Table 2, Table 3). Each table should

have an individual title and presented with only the first letter of the word capitalized. For

example: Correlations between age and test scores. Discussion always precedes the

table. Each table should begin on a separate page. A whole table should be in one page.

Horizontal lines can be used to separate information and make it clearer. Do not use

vertical lines in an APA format table. All elements of the table should be double-spaced.

All tables should be referenced in the text of the paper. Tables have titles on top. Figure

number and title is placed at the bottom of the figure. Sample is shown below.

Table 7. Relationship between the buying decision of consumers and the

square value

Online website 31.742 .000 Significant

Social media 25.596 .000 Significant

Word of mouth 29.815 .000 Significant

Reviews 26.120 .000 Significant

Television advertisement 26.581 .005 Significant

If P-value is <0.05, then there is a significant relationship between the buying decision and
the communication tools of Shopee.
If P-value s >0.05, then there is no significant relationship between the buying decision
and the communication tools of Shopee.

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Figure 1. Emerging model of participation

Table headings. All tables should have table headings. Each column should be

identified using a descriptive heading. The first letter of each heading should be

capitalized. Abbreviations for standard terms (e.g. M, SD, etc.) can be used without

explanation. Uncommon definitions should be explained in a note below the table. If

additional explanation is needed, a note can be added below the table. There are three

kinds of notes: General notes, specific notes, and probability notes. General notes refer

to some aspect of the entire table; specific notes refer to a particular column or row;

probability notes specify the probability-level.

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Do not split a table unless it is too large to fit on one entire page. If a table must go

over to the next page, then type (table continues) under the table, flush right. Repeat

column headings at the top of the continuation.

Discussion

The Discussion is the part where you interpret and explain your results. Try to

explain why you found what you did in your study. Is it what you predicted? If not, why?

You may have to think about your results in a theoretically meaningful way. Also, how do

your findings fit in with previous theory and literature? Are your results consistent or

inconsistent with what has been found in the past? If they are inconsistent, how can you

explain this? The explanation and interpretation of results will probably be the biggest part

of the Discussion. There are at least two additional parts of the discussion.

First, include limitations of the study. Describe the ways in which the internal or

external validity of the study may have been compromised. Was the sample biased? Were

the measures problematic? Think about what you would do different next time if you

conducted a similar study. Future research ideas are often discussed when limitations are

discussed.

Second, describe the implications of your findings to theory and practice. Answer

the question, “How does my study add to psychological theory?” Also, think about practical

applications of your findings. Perhaps give some additional directions for future research.

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The results and the discussion may be presented simultaneously in accordance

with the presentation of the statement of the problem. If this is done, three things should

be included: presentation of the data and information, analysis of the data and information,

citation of related materials that may either conform or contrast the results being

presented.

Some Rules for Writing.

Write the scientific names of species completely with author(s) when it is first

mentioned in the text and without author in succeeding references. Scientific names

should be written in italics or bold face. Do not spell out numbers unless they are used to

start a sentence. Use the metric system only or the International System of Units. Use

abbreviations of units only beside numerals (e.g. 6 m); otherwise, spell out the units (e.g.

kilometers from here). Do not use plural forms or periods for abbreviations of units. Use

the bar for compound units (e.g. 1 kg/ha/yr.). Place a zero before the decimal in numbers

less than 1 (e.g. 0.25).

Spell out numbers from one to ten, except when used in tables and lists, and when

used with mathematical, statistical, scientific, or technical units and quantities, such as

distances, weights and measures. Percentage and Decimal Fractions: In non-technical

copy, use the word percent in the text.

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Chapter 5
CONCLUSION AND RECOMMENDATIONS

An introductory paragraph will describe the contents of this section.

Conclusion(s)

This section provides a generalization of the findings gathered from the study, its

implications and contribution to the body of knowledge. Conclusions should briefly

answer the objectives of the study. They are no repetitions of the discussions but are

judgments of the results obtained.

Recommendations

This section presents suggestions for further improvement of the results. This

contains the limitations of the present study and provides an avenue for further studies in

similar field.

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REFERENCES

Bernardo, A. (2004).McKinley's questionable bequest: over 100 years of English in

Philippine education. Retrieved from

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1467-971X.2004.00332.x

Kirkpatrick,A. (2012). English as an International Language in Asia: Implications for

language education. Retrieved from https://link.springer.com/chapter/10.1007/978-

94-007-4578-0_3

Martin, I.P. (2010).The Routledge Handbook of World Englishes. Retrieved from

https://www.taylorfrancis.com/books/e/9780203849323/chapters/10.4324/978020384

9323-25

McArthur.(2002). The Oxford Guide to World English.

Retrieved from https://www.sideshare.net/rhinautan/development-of-english-in-

Nomanya, S.J.(2017). The Effects of Mother Tongue-Baesd Multilingual Education on

the English Literacy of Children in Silang, Philippines.

Retrieved from https://journals.aiias.edu/iforum/article/view/316/311

Stevens.J.N. (1999, June 30).The History of the Filipino Languages.

Retrieved from linguistic.byu.edu/classes/Ling450ch/reports/Filipino.html

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APPENDICES

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