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CHAPTER 1 Thesis
CHAPTER 1 Thesis
HEIDEE L. LUNA
MAEd - AS
CHAPTER 1
The Problem and Its Background
Introduction
Teachers know that one of the things pupils dislike the most
is studying for a spelling test. Memorizing spelling words can be
boring, and oftentimes pupils tend to forget how to spell the
words soon after the test is over. Classroom games incorporating
spelling provide pupils with a fun way to learn words, they help
pupils remember words over a longer period of time, and they give
pupils an understanding of how words are formed. Incorporating
classroom games about spelling into your weekly schedule will not
only reinforce words that pupils need to learn, but they will
also reinforce good spelling study habits.
Many teachers teach spelling by giving pupils a list on
Monday and a test on Friday with practice in between.
This
type
of
drill
and
practice
has
earned
traditional
big
picture
and
no
ultimate
goal
makes
it
all
the
more
Now
there
is
an
alternative
to
traditional
spelling
of
words.
word
study
program
is
cohesive
Theoretical Framework
Constructivist theorist believe that pupils bring with them
prior knowledge to assist in new learning situations and that
pupils
construct
their
own
knowledge
based
upon
the
prior
to
understanding
call
on
upon
the
their
rules
vocabulary
and
sounds
are
involved
and
their
within
their
before
we
can
learn
how
to
spell
we
need
to
language.
together
to
Phonemes
make
refer
words,
to
while
the
sounds
graphemes
that
are
are
the
strung
written
words,
we
need
to
have
prior
knowledge
of
English
proficient
spellers
are
self-directed
but
heterogeneous
like
reading,
involves
vocabulary
knowledge
and
consolidated
into
larger
units
representing
blends
of
Stage:
the
spelling
of
meaningful
parts
of
words (morphemes)
5. Correct Spelling
An alternative theoretical approach that can be seen within the
school system is that of the instructivist approach. This style
of teaching focuses on the information or knowledge that is
external to the pupil and, as such, the pupil requires direct
instruction of in order to learn (Williams, 2014). This style of
teaching commonly includes activities such as explicit teaching
and drill-and-practice among others (Churchill et al., 2013). The
use of basal spelling lists, rote and repetition are all methods
that are employed within the Instructivist approach. Supporters
of this methodology purport that conventional spelling books are
useful tools, that if used appropriately, are an efficient and
reliable way to teach the spelling system (Schlagal, 2002)
Many theorists see the benefits of each of these approaches
with
some
theorists
stating
that
one
method
of
teaching
is
the
method
processes
that
involved
takes
into
in
learning
account
the
spelling,
Instructivist
lists
on
errors
in
pupils
writing,
words
that
are
state
that
pupils
should
learn
spelling
through
the
songs
writing.
They
and
poems
also
helps
stated
children
that
make
teaching
meaning
spelling
through
words
in
isolation takes away their relevance for pupils and reduces their
motivation
for
wanting
tolearn.
Conceptual Framework
INPUT
Grade 5 English
Teachers who
will adopt the
proposed
intervention on
Spelling
PROCESS
Proposed
Intervention on
Spelling:
Word Study
Spelling Patterns
OUTPUT
Effectiveness of
the propose
intervention on
Spelling for
Grade 5 Pupils
Feedback
Figure 1. Conceptual Paradigm of the study
Finally, from the output block, the researcher hopes to come
out with validated proposed intervention in teaching Grade 5
pupils with spelling difficulties.
Statement of the Problem
Specifically, it aimed to answer the following questions:
1 How do Grade 5 Teachers and School Administrators assess the
1.1
1.2
1.3
2
proposed
difficulties?
Hypothesis
intervention
for
pupils
with
spelling
This
study
hypothesizes
that
there
is
no
significant
Officials.
This
study
may
serve
as
one
of
their
training
programs
for
teachers
handling
English
subject.
Curriculum
Planners.
The
curriculum
planners
will
gain
significant input from this study since they will know how to
improve the spelling skills of Grade 5 pupils in public schools.
Administrators. The school administrators can use this study
as a guide in supervising the technique used by the English
teachers in teaching spelling and to help them develop the skills
of their teachers in improving strategies in teaching spelling.
Teachers.
The
Grade
teachers
traditional
technique
in
teaching spelling will die out and extinct. Teachers will use
creative way of teaching pupils with spelling difficulties.
Pupils.
Grade
pupils
will
be
able
to
improve
their
spelling skills.
Parents. The parents of the school children will be aware of
their childrens difficulties in spelling. Their awareness would
make them give closer attention and have better understanding of
their childrens studies.
Researcher. This study may serve as a reference tool for
further research studies.
Definition of Terms
The
following
terms
are
defined
theoretically
to
enable
Games.
This
refers
to
the
games
used
by
the
Correction.
This
refers
to
when
learners
correct
This
refers
to
person
who
spells
words
Inventory.
This
refers
to
list
of
words,
with
Performance.
This
refers
to
level
of
spelling
instruction.
It
is
based
on
learning
word
patterns
Chapter 2
Review of Related Literature
Word
study
instruction
can
provide
pupils
with
vital
of
students
and
the
demands
of
the
text.
teachers
as
word
processing
programs
are
equipped
with
spell
and
their
sounds
and
learning
high-frequency
sight
of
the
English
writing
system
is
not
merely
to
ensure
reign) were spelled the same way, their meanings would be harder
to differentiate.Susan Jones (2012)
Foreign Literature
Literature
reveals
that
"Children
in
schools
today
can
usually read better than they can spell" Barbe, Francis, & Braun,
(1982).
that
programs
that
one's
spelling
teachers
ability
participate
is
in
due
that
to
the
training
emphasize
reading
devoted
to
spelling,
base
their
instruction
on
teachers;
therefore,
beliefs
and
practices
around
researchers
to
examine
how
children
learn
to
spell.
used
their
Hodges(1984).
Read
studied
how
four
to
eight
year
olds
scribbles
to
correct
spellings.
According
to
stage,
differentiation
(i.e.
writing
phonemic
skills
children
between
from
awareness.
improve
and
develop
writing
early
and
concepts
pictures,
top-to-bottom),
2.
stage:
children
employ
the
as
directionality
right-to-left,
Letter-name
such
Phonemic
alphabetic
and
basic
awareness
principle,
the
letter
(pronounced
Iii)
for
target
words
containing the III, such as in pig or sit. Many sight words are
spelled
correctly
during
this
stage.
3.
Within-word
patterns
unstressed
and
stressed
occurs.
5.
Derivational
constancy
stage: Spellers come to know roots and their derivations and use
this knowledge consistently. Masterson & Crede (1999)
"Inspired by Read's research, Beers and Henderson examined
first- and secondgrader's writings for developmental changes in
spelling". Ganske (1999)
Their results confirmed Read's observations that children
progress through spelling in stages. For example, they move from
"letter-naming" to "within-word patterns." "Henderson's initial
appear
to
characterize
spelling
development
of
adult
literacy
learners
compared
to
classroom
fashion,
and
that
they
both
follow
developmental
endings,
and
contractions"
(Bardine,
1997,
p.
2).
When
Bardine's
features
study
before
reveals
difficult
that
students
spelling
must
features
master
can
be
influence
test
scores?
According
to
questionnaire
also
claimed
to
have
read
more
than
two
hours
day.
activity"
(p.
13).
When
writing
was
compared
with
percent
spellers,
of
sixty
the
males
proved
to
that
be
considered
correct.
Forty
themselves
percent
of
good
the
from
an
early
age
that
spelling
played
part
in
how
they
presented their writing and how their readers received it" (p.
205). They did not wish to be seen by others, including their
teachers, as poor writers or poor spellers. As a result, they
tended
to
take
personal
responsibility
for
monitoring
and
these
students
did
not
write
with
the
personal
individual
word
rather
than
generalizing
across
words".
complex,
multi-morphemic
words
in
an
attempt
to
avoid
risk
spellers
taking
in
because
choosing
of
the
words
level
might
of
appear
to
communication
be
better
they
are
teachers
and
students,
spelling
is
considered
boring,
but
fails
to
transfer
to
text-level
writing".
Scott
(2000).
On the other hand, those who believe in spelling instruction
point to the lack of evidence for and confidence in naturalistic
methods. Nevertheless, literature supports that "poor spelling
negatively
affects
teacher
evaluations
of
writing,
even
when
For
of
spelling
example,
"In
have
1980,
also
been
Venezky
reflected
noted
that
in
few
rely
heavily
on
visual
strategies
only
because
Local Studies
their
spelling
proficiency
of
texters
and
non-texters
of
conclude
that
texting
habits
affect
the
decling
journal
written
by
Josh
Weinstein
discussed
the
some
poor
Filipinos
blame
the
government
for
lack
of
not have the reading materials they need. (Butch Hernandez 2012)
In her piece How Spelling Supports Reading, Louisa Moats,
a literacy research and professional development expert, explains
that research has shown that learning to spell and learning to
read rely on much of the same underlying knowledgesuch as the
relationships between letters and soundsand, not surprisingly,
that spelling instruction can be designed to help children better
understand
Moats
that
adds:
key
knowledge,
Research
also
resulting
bears
out
in
better
strong
reading.
relationship
between spelling and writing: Writers who must think too hard
about how to spell use up valuable cognitive resources needed for
higher level aspects of composition. Even more than reading,
writing
is
deployment
mental
of
basic
juggling
skills
act
such
that
as
depends
on
automatic
handwriting,
spelling,
Pangasinense,
Iloko,
Bikol,
Cebuano,
Hiligaynon,
them
valuable
data
as
to
how
language
is
acquired
or
essay
evaluationthat
sentence-level
errors
have
research
report
was
also
presented
to
the
faculty
of
the
on
Factors
Associated
with
the
English
Proficiency
of
Foreign Studies
Focused spelling instruction has also been shown to have an
impact on reading comprehension. Roberts and Meiring examined the
effects
of
first
grade
reading
comprehension.
spelling
A
instruction
significant
on
advantage
fifth
was
grade
noted
in
Morphology
refers
to
how
words
are
structured,
insightful
and
valuable
information
to
suggest
how
readers
to
and
spell
words
writers.
they
are
Curriculum
better
and
materials,
more
confident
specifically
in
text
to
determine
if
multiple
learning
strategies
and
to
meet
the
needs
of
diverse
learners.
Curriculum
action
research
was
conducted
on
improving
students
conduct
of
various
games
could
make
the
students
more
study
provides
students
with
opportunities
to
learning
Spellings
doublets
that
in
task
contained
French,
in
order
to
study
this
were
learned
more
readily
process.
are
common
by
French
students
sometimes
made
transposition
errors,
doubling
was
as tidunnar).
originally
The
results,
doubled
found
in
experiments
using
spellings
that
they
learn
from
reading.
These
CHAPTER 3
Methodology
This study presents the research design, the population of the
study, the research tools, procedures of data and gathering, treatment
Research Design
The
study
employed
descriptive
method
of
research.
The
of
the
proposed
intervention
on
the
spelling
Total Number of
Grade 5 Teachers
Total Number of
Principals
23
30
9
46
Total Number
of District
Supervisor
1
2
45
98
8
53
2
5
Carmona District
Silang District
(1&2)
GMA District
Total
Research Instrument
part
of
the
questionnaire
focuses
on
the
profile
of
the
respondents.
The second part of the questionnaire draws information on the
Grade 5 pupils in the District of Carmona, Silang and GMA and the
possible reasons on the difficulties in spelling which could be a
Scale Range
5
4.20 5.00
Verbal
Interpretation
Excellent
Symbol
(E)
4
3
2
1
3.40
2.60
1.80
1.00
4.19
3.39
2.59
1.79
Very Satisfactory
Satisfactory
Poor
Needs Improvement
(VS)
(S)
(P)
(NI)
Formula:
t =
2
N D 2 ( D )
Where:
t = t-Test
D = sum of differences