Chapter I

The Problem and its Background

Introduction

There are thousands of English words existing with varying etymologies. With thousands

of English words, it makes it quite impossible to know all of them, especially their spelling.

Spelling correctly is a skill that requires time, effort and a great memory for almost

everyone especially those words that are rarely encountered and used. However, people who have

very good visual memories, they tend to find spelling words easy.

People find it hard to know the spelling of words because there are some words which

pronunciation is far different from the way they are spelled. Knowledge of the letter-sound

relationship is essential to spelling. Another thing is that in order to be familiar with the spelling,

you also have to know the meaning of the word. For example, the students keep on studying but

still aren’t familiar with the spelling of the words that have ei/ie, Words with Double Letters and

words with silent letters. Naturally those words with those spellings are commonly neglected

because none of it is overused and some are never heard of or less encountered.

For most of us, seeing a word or reading it over and over is not enough to enable us to spell

it correctly. Sometimes we need to actively learn spelling. The teachers must be aware on the

spelling capabilities of the students, the right spelling of the word must be given in order to be

corrected immediately and to avoid confusions and misunderstanding.

It needs a lot of effort and patience to be familiar on these spelling of words. It’s not only

about memorizing but understanding and applying it. Knowing the right spelling means a lot

because it gauges an individual on how intelligent one is. Having broad knowledge in spelling
1
displays how one is exposed in numerous reading and writing activities. Therefore, finishing this

study will be a helping hand to everyone.

Theoretical Framework

This study is anchored on two theories: The Schema Theory and The Dual – Route Theory

of Efficient Spelling.

The Schema Theory was introduced by Sir Frederic Charles Bartlett (1932) and further

developed by Richard Anderson (1970’s) which states that individual’s comprehension is visible

if he has background knowledge about a particular thing. According to this theory, the readers

and listeners are able to retrieve, construct meanings and correct spellings on their own based from

their prior knowledge. A person is able to derive its definition and spelling based on the knowledge

he has before, which specifically called Schemata.

The researchers decided to use this theory in order to determine the spelling performance

of the Fourth Year College students if they are able to cope up and widen their vocabulary skills

with their exposure on English subjects for the past four years.

As a result, proper and correct spellings of words are able to come up with correct

extraction of information from the individual’s schemata. This can be observable through

answering the questionnaire given by the researchers to attest their proficiency in this field.

According to Carandang, Chavez, de Veas, Doluntap, Reyes & Sapa (2013), this study is

also supported by Dual – Route Theory of Efficient Spelling, wherein, the brain of a person has

the ability to accumulate information and retrieve when it’s needed. Coltheart believes that this

theory has two independent routes for storing and retrieving information that are necessary in

spelling: phonological and orthographic routes. Phonological route focuses on recalling how the

2
words are pronounced, while the orthographic route, involves access from the dictionary as stored

in memory (Cornings, Garner and Smith).

This theory suggests that if a given word is considered regular, phonological route is used,

however, if it is irregular or rather differently spelled as it is pronounced, the orthographic route is

applied, wherein they depend on visual memory (Cornings, Garner and Smith).

In addition from the study of Sawyer and Joyce imply that the efficiency in spelling can

possibly accumulated by the use of phonological and orthographic routes in Dual – Route Theory

and that the main reason of poor performance in spelling is limiting the individual in using the

both of the system. (Carandang, Chavez, de Veas, Doluntap, Reyes & Sapa (2013)).

Conceptual Framework

Based on the aforementioned theory, this research came up with its own conceptual

framework adopting the Input, Process and Output (IPO) scheme, (Figure 1).

The input comprises the profile of the respondents in terms of name, course and gender

and level of performance on spelling commonly misspelled words.

The processes indicate the administration of survey questionnaire, observation, interview

and statistical analysis.

A proposed plan to improve the performance of fourth year college students in spelling

difficult English words based on the results of the study.

3
 Input Process Output

1. Profile
 Administering a A proposed plan
 Name
Spelling to improve the
 Course Examination Performance of
 Gender  Observation Fourth year
 Interview College students
2. Student’s
 Statistical in spelling
Vocabulary Difficult
Analysis
Skills English Words

Figure 1. Research Paradigm

Statement of the Problem

This study sought to find out the spelling difficulties of Fourth Year College students

at Jesus Reigns Christian College, 2017- 2018.

Specifically, the study sought to answer the following questions:

1. What is the demographic profile of the student respondents as to:

1.1 Gender

1.2 Course

2. What is the level of spelling difficulties of fourth year college students according to

their courses:

3.1 Accounting Technology

3.2 Business Administration

4
 3.3 Education

3.4 Information Technology

3.5 Psychology

3. What is the level of spelling difficulties of fourth year college students as to difficult

words to spell particularly with:

2.1 Words with Silent Letters

2.2 Words with Double Letters

2.3 Words with ie and ei

Significance of the Study

The researchers desire that this study could be a way to make the JRCC Fourth year

students be more aware of their ability to spell words. It somehow serves as a wake-up call to them

to enhance their vocabulary skills.

The results of the study would greatly benefit the following:

Students The result of this study will help the students to know their capabilities in terms of

vocabulary and spelling. Once discovered, proper rectification will be given to them and

surely it will be a big help to them to enhance their vocabulary skills.

Teachers Having identified, the study will guide teachers to enhance their strategies and ability

for instruction. It, in some ways help them use effective and efficient methods to encourage

the students to widen their spelling capabilities.

Parents Results will be of good help to parents if they can use this study to address problems that

they encounter having their child/children experiencing difficulties in spelling.

5
School Results may serve as a support to help the school to reinforce the teaching of the English

subjects to students in order to produce globally competent graduates. It can also serve as

helpful information to guide and address the problem of the students in terms of poor

spelling skills.

Other Researchers The results will serve as an additional data regarding the problem on hand. It

will, as well, be beneficial to them to finish their studies on time.

Future Researchers the result of this study will serve as their reference in the event that they

might pursue a study like it or similar to it. The study will provide additional information

related to their research.

Scope and Delimitation

This study is limited to the Fourth Year College students of Jesus Reigns Christian College,

academic year 2017-2018. The respondents include all the fourth year students taking up the

various courses offered on the said school.

It concentrated on the spelling difficulties of Fourth Year College students specifically on

words with ie/ei, Words with Silent Letters and words with double letters.

Definition of Terms

The following terms were presented and defined to assist the readers for better

understanding on this study.

Dual – Route Theory of Efficient Spelling. A theory shows accumulation of information and

retrieves when it’s needed.

6
Interview. A face-to-face encounter between two persons to secure data or information on a topic,

subject, or problem.

Orthographical Route. It involves the direct access from the dictionary as stored in memory.

Phonological Route. It focuses on recalling how the words are pronounced.

Profile. It simply means the name, gender and course of the respondents.

Questionnaire. A written instrument containing questions to which individuals respond or

answer. It is used to gather data or information on a particular topic.

Respondents. These are the persons involved in answering the questionnaire in this study.

Schema Theory. A theory that shows a derivation of words based on the back ground knowledge

of an individual.

Spelling. It is the correct form of word.

Vocabulary Skills. One’s ability to spell words effectively.

7
 Chapter II

Review of Related Literature and Studies

This chapter presents a review of literatures and studies relevant to this study. This is a

compilation of literature and studies, published and unpublished both local and foreign which the

researchers find related to this study.

Foreign Literature and Studies

The students’ spelling errors reveal neither levels of literacy nor memory. The levels of

development and understanding show how words and English language work together (Beers &

Beers, 1991; Kosnik, 1998). Also, learning to spell is not just memorization; it is a complex

cognitive activity that increases knowledge of orthographic system which is incorporated a

student’s current understandings as supported by Gentry, 1987; Wilde, 1992. One of the

characteristics observed in good spellers is an awareness of spelling and positive attitude (A Study

of Grade Three and Five Students’ Strategic Use of Spelling Knowledge by Tracy Kernaghan

p.28). Not having a positive attitude towards spelling will deficit the spelling level.

According to Templeton & Morris, 1999, “As spelling is very visible, it often becomes a

proxy for literacy, especially for the general public. The general public is influenced by the level

of accurate, conventional spelling as an indicator of the state of literacy in and out of schools.”

Which is very true, a good writer must also be a good speller; the spelling can judge a writer.

Because the egregious evidence of illiteracy in the eyes of the public is spelling (Wilde, 1992, p.

56).

8
 According to Dr. Ahmed Ali Fadul Benyo, (University Teacher, Salman Ibn Abdulaziz

University, College of Science and Humanity Studies, Sulayiil, Saudi Arabia), “These errors were

attributed to the irregularity of English spelling, ignorance and incomplete application of rules.

Besides, they tend to overgeneralization the rule, in addition to lack of training and carelessness

of the students.” The said traits really affect the spelling level of a student. In addition to, their

inability to recognize the correct sound affects their performance in the spelling test. (English

Spelling Problems among Students at the University of Dongola, Sudan)

The nature of knowing the prefixes, suffixes, affixes, and how to spell a word is the start

to spell many words too. Having the knowledge of the basic rules and exceptions of spelling as

well as practice applying these rules will enable students to spell new words. (A Behaviorist

Approach to Spelling, (2001 p.6)

Susan Jones, M. Ed., a reading specialist, studied how spelling develops reading and

writing and how it improves vocabulary and comprehension. Her article “The importance of

Spelling,” in 2009, she said that the path to knowing and understanding it is through mastering the

connection between the letter combinations of the sound it produces. She stated that the spelling

can and must be a vital part of teaching language for every student because it really help them to

master and understand the fundamentals of language, specifically those who struggle with reading.

Furthermore, teaching handwriting and spelling allows a student to use strength and different

senses to understand and master the connection between the sounds and symbols of language,

which is the pillar of reading. Also, learning to spell helps to strengthen the connection of letters

and their sounds, and learning master it improves both writing and reading because confusion will

not be there anymore.

9
 Moats, Treiman, Carreker and Joshi as mentioned by Jones, explained this connection:

“The connection between spelling and reading comprehension is high because both rely on

common denominator: proficiency with language. The more thoroughly and extremely a student

knows a word, the more he or she is able to identify, spell, define and use it correctly in speech

and writing.” Moreover, they noted that “the main goal of the English writing system is not merely

to ensure accurate pronunciation of the written word- it is to convey. If words that sound the same

(e.g., rain, rein, and reign) were spelled the same way, their meanings would be harder to

differentiate.” In summary, through phonological awareness is essential in spelling, a student

should also have a sense of semantic and orthographic awareness to identify the correct spelling

and function of a word being used upon a specific context.

According to Troia, Rath and Ehri, as mentioned in the article of Luisa Moats and Carol

Tolman in 2008, titled “Why Phonological Awareness is important for Reading and Spelling,”

phonological awareness is vital for learning to read and other phonological skills is an indicator of

poor reading and spelling development. Also, Moats and Tolman said that English uses an

alphabetic writing system in which the letters, singly and in combination, signify single speech

sounds. Because of that, students who do not have phoneme awareness may be confused by the

print system and how it signifies the spoken word. In addition to, they stated that the phoneme

awareness helps growth in printed word recognition. If someone s phonologically aware, he tends

to be good in spelling, whereas according to Louisa Moats and Carol Tolman, readers who have

difficulty in phoneme awareness and phonological skills are indicator of a poor speller and reader.

In the book edited by Adam J. Naples and Elena L. Grigorenko, entitled “Single-word

Reading: Behavioral and Biological Perspectives,” in 2008, a chapter, titled “Three Perspectives

on Spelling Development,” was given to Rebecca Treiman, Brett Kessler and Cury Pollo. In their

10
chapter, Pollo, Treiman and Kessler deliberated on how learning to read and write palys a big

challenge in children’s lives. Also, they stated that in writing the important component in spelling.

According to Caravolas et.al., though being interested in spelling development has grown, still the

study of spelling is not as attracting as studying how to read (qtd. Grigogenko and Naples 175).

Pollo, Kessler and Treiman said that studies of spelling development are significant

because children’s early spelling gave an information about their primary knowledge of the graphic

and phonological characteristics of writing that cannot be seen in other ways (Grigorenko and

Naples 175). They presented three current methods to the study of early spelling development in

alphabetic writing systems: the Constructivist, Statistical-Learning perspectives and Phonological.

Among the three methods, the researchers only discuss and emphasize on phonological perspective

and statistical-learning perspective since, according to Kessler, Treima and Pollo (179) the

Constructivist perspective is well represented in several non-English-speaking countries including

those using French, Italian, Portuguese and Spanish.

Therefore, the approach is not well-represented in English-speaking countries. Since the

current study put an emphasis on English spelling, the researchers did not discuss this approach in

details. But then, the Constructivist perspective can be summarized in this: The young children in

literate societies know something in writing before they understand that letters represent phonemes

(185).

Local Literature and Studies

“Spell Well, Read Well” an article in Philippine Daily Inquirer by Butch Hernandez in

2012 according to him: orthography is in fact the set of spelling and writing rules that run or

administer a particular language. He stated an excerpt from Louisa Moats book, “How Spelling

11
Supports Reading,” research has proven that learning to read and learning to spell rely much on

the same fundamentals of comprehension, such as the connection between sounds and letters.

According to Moats; being good in spelling is an edge of being good in reading. She added, “,

“Research also bears a strong relationship between spelling and writing…. Even more than

reading, writing is a mental juggling act that depends on automatic deployment of basic skills such

as handwriting, spelling, grammar, and punctuation so that the writer can keep track of such

concerns as topic, organization, word choice, and audience needs. Poor spellers may restrict what

they write to words they can spell with inevitable loss of verbal power.”

On 2011 Daniel Shea posted a write up in goodnewspilipinas.com, titled “Filipina

Teenager Wins US Virgin Islands Spelling Bee.” The article is about a thirteen year-old Filipino

student Justine Arevalo became the champion of the 2011 Virgin Islands Territorial Spelling Bee

contest.

The 13 year old student had to battle twelve (12) other contestants from different schools

for twenty-nine (29) rounds. Regardless of the sturdy competition, the Filipina became the

champion by successfully spelling the word “spurious,” meaning not genuine, authentic or untrue.

The girl stated after being hailed as the winner “I didn’t really think I was going to get it right,

since the origins have a lot of rules and it can be pretty tricky.” She said, “Since the word was

Latin, it helped me a lot because there were other words similar to it.” Justine expressed that her

secret in victory was to know the origin of the word. Her opponent in the final round, Marcus

Norkaitis, shared: “You have to know all the tips for languages of origin.” He added, “Usually, the

tips tell you how to spell it a certain way based on the language it comes from.”

Some words used in the contest are direct adoptions from Spanish (e.g., sombrero) and

Japanese (e.g., haiku). Others are derivations from Latin and the Romance languages. Because the

12
English language has many derivations and direct adoptions, being knowledgeable about the

word’s origin is a big factor in spelling the word correctly.

A slightly contentious advertisement regarding a remittance center has been blocked from

T.V. commercials because of its perception of a spelling contest, wherein the word asked to spell

is different from how the speller spells it and yet the host says it is correct. A Philippine Daily

Inquirer writer, Anton Java, pointed out his views about the issue with regards to the commercial

in his article, “Wrong Spelling” in 2009. According to him, he clearly understands the point of

view of the lawmakers; he does not share their view. He supposed that the act of removing the

advertisement was unnecessary and overreaction on the part of the lawmakers. Edu Manzano who

happened to be the host of the spelling bee asks a young student-contestant to spell the word

“remittance”. Upon hearing the word, the contestant, a young boy, recalls a memory where he and

his mother visit an LBC branch and withdraws money remitted from an unspecified source. Upon

the end of the recollection and the boy’s attention returns to the spelling bee, he joyously

announces “Remittance: Capital L, B, C!” to which Edu Manzano replies, “Tama!” and proceeds

to explain LBC’s remittance services, closing with the line, “Dito ka na sa madaling ispellingin,”

with the boy again saying “LBC!” and the advertisement ending with their familiar catch phrase,

“Hari ng padala!”

Furthermore, later and alternate version of the ad put the words “affordable” and “instant”

in the same context, with another child proclaiming that these are also spelled “L, B, C.” the writer

finds it ludicrous for the advertisement to be taken up seriously. He stated that children, even first

graders, are old enough to determine the correct spelling of “remittance,” “affordable,” and

“instant”—it’s not “LBC.” He is also sure that teachers are not stupid to educate and make the

students believe that “remittance,” “affordable” and “instant” are actually spelled as “L, B, C.”

13
 However, local and national lawmakers, including those from Cebu City, Cebu Province,

and Congress have opposed to the advertisement. They believed that the advertisement might

cause confusion and mislead the young people in terms of education specifically on spelling and

giving meanings. One of the important aspects in correct spelling is having knowledge on the

meaning of the word that you need to spell. The T.V. ad faultily links “remittance,” “affordable,”

and “instant” to “LBC.” There is a risk that students might misspell “remittance,” “affordable,”

and “instant” once they associate and start to believe that the spelling and meaning of these words

is “L, B, C.” furthermore, it is wrong to suggest something obviously incorrect as correct.

Furthermore, the study of Ferdinand Emmanuel Y. Gayoles entitled, “Grammatical,

Spelling, and Vocabulary Competencies of Grade V Pupils of Selected Relocation Sites of

Barangay Mandalagan, Bacolod City,” in 2007 examined the level of grammatical, spelling, and

vocabulary competencies of the said students. The study’s objective was to identify if age, gender,

and educational attainment of the heads of the family had an effect on grammatical, spelling, and

vocabulary competencies. The result showed was “average” in general in terms of competency of

the English language.” Among the three components that were measured, grammatical competence

got the highest rating with a mean score of 12.56, followed by spelling competence with a mean

score of 12.18. Both rated “average” on the scale. Vocabulary competence with a mean score of

8.05 was the lowest among the three competencies and had the verbal interpretation of “poor.”

There was a significant difference in spelling when compared to age, there was no

significant difference in the competencies when compared to gender, and there were significant

differences in the competencies when compared to the educational attainment of the head of the

family. As for spelling competence with a mean score of 12.18, Gayoles explained that (49) the

deterioration may be attributed to the backseat position that this competence had been assigned

14
compared to reading, writing, speaking, and listening skill. He said that spelling activities are very

common to grade 1 to grade 3 students after which spelling becomes integrated to the other

language domains. Gayoles believed that by modifying and progressing the lessons which students

skills can be enhance can make the competence in spelling be achieved.

According to Cano (qtd. in Gayoles 49), the law of repetition may be applied to enhance

this competence. Cano’s study showed that the more the words are repeated to the students to spell,

the more it is possible to retain on their memories. Krashen stated that there is a connection

between spelling and the amount of reading done which means that the more the words are

encountered in reading the more possible the student could remember its spelling (qtd. in Gayoles

50).

Furthermore, Moate's study on spelling competence signified that differences in

competence can be a contributing factor to problems with awareness of and memory for language

structure involving letters in words. Other factors involve difficulty in analyzing meaningful parts

of the word, syllables and sounds (qtd. in Gayoles 54). ). Gayoles defined phonological

competence as the ability to recognize and produce the distinctive meaningful sounds of a language

including consonants, vowels, tone patterns and stress patterns (13). He further stated that related

to phonological competence is orthographic competence (spelling), or the ability to decipher and

write the writing system of a language (13).

According to Gayoles, when it comes to spelling competence, English is one of the most

difficult languages in the world because it has a myriad of spelling rules; however there are many

exceptions to almost every rule (13). As a result, the same sound may be spelled in different ways

while the same combination of letters may be pronounced in different ways (13-14). (Carandang,

Chavez, de Veas, Doluntap, Reyes & Sapa (2013)).

15
Synthesis

Based on the study in, “A Behaviorist Approach in Spelling”(2001) knowing and

understanding to use prefixes, suffixes, affixes, and spelling a word is the beginning on spelling a

few words and so on. Incorrect use of suffixes will change the meaning of the word as well in

prefixes and affixes.

Though there are times that spelling is being neglected, Dr. Ahmed Ali Fadul Benyo said

that there are errors because ignorance and not applying the rules when writing, also there is lack

of checking the students’ spellings. According to Templeton & Morris (1999), Spelling indicates

how literate a person is, the public will use it to gauge a writer. Everyone needs to understand that

spelling is not just memorization, but it is a progressive activity that needs to check every now and

then.

In addition, the study of Krashen is related to our study because he stated that there is a

connection between spelling and the amount of reading done which means that the more the words

are encountered in reading the more possible the student could remember its spelling. Since the

respondents of this study are 4th year college students, we assumed that they’ve already done a lot

of readings during their academic years. In that case we believe that they encountered lots of word

as well. This study could determine whether they have enriched their spellings and vocabularies

during their school years.

Cano’s study showed that the more the words are repeated to the students to spell, the more

it is possible to retain on their memories. Cano’s study is related to this study because we can also

determine how sharp the memories of the students in terms of spelling.

Another related study is conducted by Gayole. He believed that by modifying and

progressing the lessons which students skills can be enhance can make the competence in spelling

16
be achieved. This study aims to determine the spelling skills of the students, once determined we

could also define the factors that affects the spelling difficulties of the students. In that way this

study can be a way of help to use some lessons or activities that can help the students in their

spelling.

17
 Chapter III

Research Methodology

This chapter presents the research design, the respondents of the study, the research

instrument used, and the statistical treatment to be used in treating the data gathered.

Research Design

This research used the descriptive research design. According to Sanchez (2001):

Descriptive research describes what is. It is concerned with

conditions of relationships that exist, practices that prevail, beliefs and
practices that are going on, effects that are being felt on trends that are
developing. The process of descriptive research goes beyond mere
gathering and tabulation of data. It involves an element of interpretation
of the meaning or significance of what is described. Then, description is
often combined with comparison and contrast involving measurements,
classifications, interpretations and evaluations.

This study will use the descriptive research design because the research describes the

respondent’s demographic profile in terms of name, course and gender. The current study aims to

describe and construe the subsisting performance of the Fourth year College students in spelling

commonly misspelled words. Administering of questionnaires, observations, unstructured

interviews and statistical analysis of input variables will be some of the research processes to be

employed in this study. Interpretation and evaluation of data gathered are included in the process

of research.

18
Respondents of the Study

The respondents of this study are the Fourth year College students of Jesus Reigns

Christian College which consist of seventy (70) students from five (5) different courses: four (4)

from Accounting Technology; fifteen (15) from Business Administration; ten (18) from

Education; nine (9) from Information Technology; and twenty (24) from Psychology. This sample

population is composed of nineteen (24) boys and forty-one (46) girls during the school year 2017-

2018.

Research Instrument Used

The study used the following research instruments:

1. Questionnaire. This is a researcher-made test which composed of two parts.

Part I will deal with the information on the demographic profile of the respondents as to

name, course and gender.

Part II will determine the level of student’s vocabulary skills on spelling commonly

misspelled words which is divided into three (3) categories: 1. Words with silent letters, 2.

Words with ie/ei, and 3. Words with double letters.

2. Unstructured Interview. The researchers conducted an informal dialogue with the

respondents. Information gathered was used to supplement or negate the data gathered from

the questionnaire.

19
 3. Observation. The researchers will observe the student’s behavior and reactions during the

conduct of the survey. Information gathered will be used to supplement the findings in the

questionnaire.

Statistical Treatment

This study used the following statistical tools for the presentation, analysis and

interpretation of data.

1. Relative Frequency. It was utilized to quantity the data on the personal profile of the

students as to their gender and course.

Formula:

%= f

N x 100

Where:

% = Relative Frequency

f = Frequency

N = Total number of respondents

100 = Constant

20
 CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter presents the analysis and interpretation of data gathered for the study following

the sequence of specific problems posted in Chapter I.

Profile of the Respondents

The profile of the subjects includes their gender and courses.

1.1 Gender

Table 1 presents the profile of the respondents as to their gender.

Table 1

Profile of the Respondents as to their Gender

Gender Frequency Percentage

Male 24 34.29

Female 46 65.71

Total 70 100

It could be gleaned from the table that there are twenty-four (24) or 34.29 percent male

students and forty-six (46) or 65.71 percent female students that are enrolled as Fourth year College

Students in Jesus Reigns Christian College.

The data imply that the number of female fourth year students is greater than the number

of male fourth year students.

21
 1.2 Course

Table 2 presents the profile of the respondents as to their course.

Table 2

Profile of the Respondents as to their Course

Course Frequency Percentage

Accounting Technology 4 5.71

Business Administration 15 21.43

Education 18 25.71

Information Technology 9 12.86

Psychology 24 34.29

Total 70 100

It can be seen in the Table 2 that there are seventy (70) from five (5) different courses, four

(4) or 5.71 percent belong to Accounting Technology, fifteen (15) or 21.43 percent from the

Business Administration, eighteen (18) or 25.71 percent from the Education, nine (9) or 12.86

percent belongs to Information Technology and twenty-four (24) or 34.29 percent from the

Psychology.

The data show that the greatest number of respondents come from the course on

Psychology while the least come from the Accounting Technology course.

The students seem to prefer a course in Psychology.

22
 Table 3

Frequency and Percentage of Errors in Spelling of Accounting Technology Students

Frequency of Percentage of
Category Rank of Errors
Errors Errors
Words with Silent
17 21.25 2
Letters
Words with IE/EI 14 17.5 3
Words with Double
25 31.25 1
Letters

The table above shows that (4) students from the Accounting Technology department made

25 errors or 31.25 percent mistakes on the category Words with Double Letters succeeded by 17

or 21.25 percent mistakes from the Silent Letter category.

The Accounting students find it hardest to spell words with Double Letters and find it easier

to spell words with IE or EI.

Table 4

Frequency and Percentage of Errors in Spelling of Business Administration

Frequency of Percentage of
Category Rank of Errors
Errors Errors
Words with Silent
51 17.00 3
Letters
Words with IE/EI 65 21.67 2
Words with Double
109 36.33 1
Letters

It can be gleaned on Table 4 that the Business Administration respondents made 109 errors

or 36.33 percent on the Double Letter category, while they committed 65 errors or 21.67 percent

on the IE/EI category and 51 errors or 17 percent on words with Silent Letters.

The Business Administration students find it easier to spell correctly words with Silent

Letters than those with IE/EI and Words with Double Letters.

23
 Table 5

Frequency and Percentage of Errors in Spelling of Education Students

Category Frequency of Percentage of Rank of Errors
Errors Errors
Words with Silent 67 18.61 3
Letters
Words with IE/EI 81 22.50 2
Words with Double 99 27.50 1
Letters

The table above shows that the Education students made 99 or 27.50 percent mistakes in

the Double Letter word category, while they made 81 or 22.50 percent mistakes in the IE/EI

category, Lastly, 67 or 18.61 percent errors on the Silent Letter category.

Education students find difficulty in Words with Double Letters and find it easier to spell

Words with Silent Letters.

Table 6

Frequency and Percentage of Errors in Spelling of Information Technology Students

Frequency of Percentage of
Category Rank of Errors
Errors Errors
Words with Silent
52 28.89 2
Letters
Words with IE/EI 50 27.78 3
Words with Double
75 41.67 1
Letters

The above table shows that the Information Technology students made 75 or 41.67 percent

errors in the Double Letter category, while 52 or 28.89 percent errors on words with Silent Letter

and 50 or 27.78 percent errors on the category of Words with IE/EI.

We can conclude that the Information Technology students find it easier to spell the words

with IE/EI and difficulty in spelling Words with Double Letters category.

24
 Table 7

Frequency and Percentage of Errors in Spelling of Psychology Students

Category Frequency of Percentage of Rank of Errors
Errors Errors
Words with Silent 170 35.42 2.5
Letters
Words with IE/EI 170 35.42 2.5
Words with Double 184 38.33 1
Letters

It can be observed that the Psychology students made 184 or 38.33 percent errors in the

category Words with Double Letters, while with Words with Silent Letters and words with IE/EI

they committed 170 or 35.42 percent errors in both categories.

Psychology students find it quite difficult to spell Words with Double Letters and find

Silent Letters words and Words with IE/EI just at the same level of difficulty.

Table 8

Summary of Results on Silent Letter Word Category

Words with Silent Letters
Course No. of Scores Errors Rank of
Percentage
Items Obtained Committed Errors
Accounting
80 63 17 21.25 3
Technology
Business
300 249 51 17.00 5
Administration
Education 360 292 68 18.89 4
Information
180 128 52 28.89 2
Technology
Psychology 480 310 170 35.42 1

The Psychology students made 170 or 35.42 percent errors on the category of Words with

Silent Letters. Next are the Information Technology students who committed 52 or 28.89 percent

errors.

25
 Third are the Accounting Technology students with 17 or 21.25 percent errors. Fourth are

the Education students with 68 or 18.89 percent errors and lastly, the Accounting Technology

students with 17 or 21.25 percent errors in the said category.

Psychology students got the highest number of errors in spelling words with Silent

Letters while the Business Administration students got the least number of errors which means

that they are very good in spelling words with Silent Letters.

Table 9

Summary of Results on IE and EI Words Category

Words with IE/EI
Course No. of Scores Errors Rank of
Percentage
Items Obtained Committed Errors
Accounting
80 66 14 17.50 5
Technology
Business
300 235 65 21.67 4
Administration
Education 360 272 81 22.50 3
Information
180 130 50 27.78 2
Technology
Psychology 480 310 170 35.42 1

We can observe from the table above that Psychology students committed the most errors

in terms of IE/EI category gaining 35.42 percent or 170 mistakes. Succeeded by the Information

Technology students with 27.78 or 50 mistakes. Next are the Education Students who have 81 or

22.50 mistakes. On the 4th rank are the Business Administration students with 65 or 21.67 percent

mistakes and lastly, the Accounting Technology students with 14 or 17.50 errors committed.

26
 The Psychology students find it difficult to spell words with IE/EI while the Accounting

Technology students find it easier to spell the words in the said category.

The Accounting Technology students are very good in spelling words with IE/EI.

Table 10

Summary of Results on Words with Double Letters Category

Words with Double Letters
Course No. Of Scores Errors Rank of
Percentage
Items Obtained Committed Errors
Accounting
80 55 25 31.25 4
Technology
Business
300 197 103 34.33 3
Administration
Education 360 256 99 27.50 5
Information
180 105 75 41.67 1
Technology
Psychology 480 296 184 38.33 2

Information Technology students ranked first in having many mistakes with 75 errors

committed or 27.50 percent. Ranking on the 2nd are the Psychology students committed 184

mistakes or 38.33 percent. Ranking 3rd are the Business Administration students with 103 errors

committed with 34.33 percent. Accounting Technology students ranks 4 with 25 errors committed

or 31.25 percent.

The course that committed the least mistakes are Education students who committed 99

errors or 27.50 percent.

27
 It is interesting to note that this time around the Education students ranked 1 st among all

other respondents in spelling words with Double Letters.

Table 11

Summary of Results in All Spelling Categories

Total
Total No. of Total No. Total No. Rank of
Course Percentage of
Items of Scores of Errors Errors
Errors

Accounting
240 184 56 23.33 4
Technology
Business
900 681 219 24.33 3
Administration
Education 1080 821 247 22.87 5
Information
540 363 177 32.78 2
Technology
Psychology 1440 916 524 36.39 1

It can be gleaned on the table that Psychology students committed the most mistakes in all

spelling categories gaining 36.39 percent or 524 total number of errors. On the 2 nd rank are the

Information Technology students with 32.78 percent or 177 mistakes. Thirdly, the Business

Administration students with 24.33 percent or 219 mistakes committed. Ranking fourth, are the

Accounting Technology students with 23.33 percent or 56 errors committed. Lastly, with 22.87

percent or 247 mistakes are the Education students.

The Psychology students performed poorly in terms if all spelling categories while the

Education students excelled in spelling in English in all categories.

28
 The Education students have surprisingly and obviously dominated in the world of spelling

English words particularly with very difficult words.

Table 12

Level of Spelling Difficulties in All Categories Based on Gender

Male Female
Category Frequency Percentage Frequency Percentage
of Errors of Errors of Errors of Errors
Words with Silent Letters 145 30.21 212 23.04
Words with IE/EI 144 30.00 236 25.65
Words with Double
203 42.29 283 30.76
Letters

It can be gleaned on the table that in the Words with Silent Letters category male students

find it more difficult to spell gaining the frequency of 145 or 30.21 percent while the female

students dominated in this category gaining the frequency of 212 or 23.04 percent. On the other

hand, the Words with IE/EI category female students still performed well than male students with

the frequency of 236 or 25.65 percent while male students have the frequency of 144 or 30 percent.

On the Words with Double Letters, female students is still on top with the frequency of 283 or

30.76 percent while the male students gained the frequency of 203 or 42.29 percent.

In conclusion, female respondents dominated the males in terms of excellence in spelling.

Male students have difficulties in spelling in all the said categories.

29
 Table 13

Differences on Spelling Performance of Fourth Year College Students

Based on Gender
Gender Total Frequency of Total Percentage of Rank of Errors
Errors Errors
Male 731 34.17 1
Female 492 26.49 2

It can be seen on the table that male students committed 731 mistakes or 34.17 percent of

errors in all category while the female students committed 492 mistakes or 26.49 percent of

errors.

Therefore, female students are much good in terms of spelling compared to male

students.

30
 Chapter V

Summary, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions drawn from the results of the

study. It also includes the recommendations based on the conclusions.

This study attempted to determine the Spelling Difficulties of Fourth year college students

from Jesus Reigns Christian College in the school year 2017- 2018.

Summary of the Findings

The data gathered revealed the following results:

1. Profile of the Respondents

The profile of the respondents includes gender and course.

1.1 The data show that the female fourth year students are more than the male.

1.2 The greatest number of respondents come from the course on Psychology while

the least come from the Accounting Technology course.

2. Level of Spelling Difficulties of Fourth Year College Students According to Their

Courses

31
 2.1 Accounting Technology

The respondents found difficulty to spell words with Double Letters while it was

easy for them to spell words with IE or EI.

2.2 Business Administration

Students found words with Silent Letters easier than those with IE/EI and Words

with Double Letters.

2.3 Education

Most of the Education students found difficulty in Words with Double Letters while

it was easier for them to spell words with Silent Letters.

2.4 Information Technology

The respondents found it easier to spell the words with IE/EI and difficulty in

spelling Words with Double Letters category.

2.5 Psychology

Most of the Psychology students found it quite difficult to spell words with Double

Letters whereas the Psychology students find Silent Letters words and Words with

IE/EI category with the same level of difficulty.

3. Level of Spelling Difficulties of Fourth Year College Students per Category

3.1 Words with Silent Letters Category

32
 Business Administration students were very good in spelling words with Silent

Letters while the Psychology students got the highest percent of errors.

3.2 Words with IE/EI

The Psychology students found it difficult to spell words with IE/EI whereas the

Accounting Technology students were very good in spelling those words.

3.3 Words with Double Letters Category

The Information Technology students got the highest percentage of errors in

spelling words with Double Letters while Education students found it easier to spell.

4. Level of Spelling Difficulties of Fourth Year College Students in All Categories Based

on Gender

The female respondents excelled than the male respondents in all the spelling

categories. Male students seemed to be not proficient in spelling English words.

Conclusions

Based on the findings of this study, the following conclusions were drawn:

1. Profile of Respondents

1.1 The population of female respondents are greater than the male respondents.

1.2 Most of the respondents come from Psychology Department while the least come

from the Accounting Technology Department. The researchers found out that the

reason why there are least enrollees in the Accounting Technology Department is

because it is a new course offered.

33
2. Level of Spelling Difficulties of Fourth Year College Students

2.1 Silent Letter/s Words

The Accounting students, though smaller in population, excelled in spelling words

with Silent Letter/s while the Psychology students incurred many errors in the said

category.

2.2 Words with IE/EI

The Psychology students are still first in terms of rank of errors in spelling which

means that they find it difficult to spell words with IE/EI. Accounting Technology

students found it easy to spell the words with IE/EI. Therefore, they are the best in

spelling words in this category.

2.3 Words with Double Letters

The Information Technology students made the most errors in this category. They

are first in terms of rank of errors. The Education students found it easy to spell

words with double letters. Hence, they ranked the highest which revealed that they

excel in spelling in the said category.

3. Level of Spelling Difficulties of Fourth Year College Students According to Their

Courses

3.1 Accounting Technology

The Accounting Technology students are very good in spelling words with IE/EI

and Words with Silent Letters but find it hard to spell Words with Double Letters.

3.2 Business Administration

34
 The Business Administration students excelled in spelling Silent Letter/s words and

words with IE/EI. However, they find it tough spelling Words with Double Letters.

3.3 Education

The Education students found it easier to spell Silent Letter/s words and words with

IE/EI but found it difficult to spell Words with Double Letters.

3.4 Information Technology

The Information Technology students were very good in spelling Words with Silent

Letters and words with IE/EI. But, found it hard to spell Words with Double Letters.

3.5 Psychology

The Psychology students found it easy to spell Silent Letter/s words and words with

IE/EI but found it difficult to spell words with a Double Letter.

4. Level of Spelling Difficulties of Fourth Year College Students in All Categories based

on Gender

The researchers found out that the female respondents dominated the male

respondents in terms of spelling. It seems that female students are more proficient

in spelling English words than male students.

Recommendations

The following recommendations were drawn from the findings and conclusions:

1. English professors should be encouraged to have vocabulary awareness activities

in their classes. Perhaps giving 10 unfamiliar words and every week putting them

35
 in the right corner of the whiteboard could familiarize the students to the spelling

of the words and their meanings. Two words could be taken up in the day perhaps

by the English teacher as incidental teaching.

2. Students should have the initiative in broadening their knowledge about spelling.

One way is by keeping a spelling notebook. Every time a student encounters a

word that he or she finds difficult to spell alongside with its meaning, he or she

should jot it down in the spelling notebook. This gives him or her a quick reference

guide of spelling he or she knows personally find rather hard to remember. It’s

probably going to be quicker than trying to find the word in the dictionary. This can

also help him or her be more familiar with profound words. The more that students

are exposed to English words, the more they will learn.

3. Students should engage themselves in activities or hobbies that could help them

improve their spelling skills like:

 Playing Crossword Puzzles or Word Games- Playing Crossword Puzzles or

Word Games will not only help the students acquire general knowledge but

can also help them learn more words both in spelling and meaning.

 Watching English movies or English talk shows can help the students know

the right pronunciation and spelling of a word.

 Reading good English books, short stories and novels can widen the

students’ familiarity with English words spelling and meaning.

36
4. Highly proficient and competent English teachers should be hired as much as

possible to teach English subjects.

5. It is suggested that an English club should be put-up in the school. English clubs

that will organized English-Centered activities like: spelling bees, word games or

any activities that can enhanced the spelling skills of the students.

37
 Bibliography

A. Books

Calmorin, Laurentina Paler (2010). Research and Statistics with Computer,

Mandaluyong City, National Bookstore

Carrell, Patricia L., and Joan C. Eisterhold (1998). Schema theory and ESL reading

pedagogy: Interactive Approaches to Second Language Reading. Eds. Patricia L. Carrell,

Joanne Devine, and David Eskey, U.S.A: Cambridge University Press, 73-92. Print

Downing David (2001). The complete Speller’s Dictionary, New York, Gramercy Books

Webster’s Dictionary and Thesaurus/for students Springfield, MA: Meriam Webster Inc.

2006. Print.

Webster’s Universal Dictionary and Thesaurus, Montreal, Canada: Tormont Publications

1993. Print.

Sawyer, Diane J. and M. Tara Joyce (2006). “Research in Spelling: Implications for Adult

Education. Review of Adult Learning & Literacy Volume 6: Connecting Research Policy,

38
 and Practice. Eds. John Cornings, Barbara Garner, and Christine Smith. Mawhah, New

Jersey: Lawrence Erlbaum Associates, Inc., 71-112. Print

B. Unpublished Theses/Dissertations

Benyo Ahmed Ali Fadul; English Spelling Problems among Students, University of
Dongola, Sudan

Carandang, Prethie Mae M. (2013). The Performance of ABE Juniors In Spelling Difficult
Commonly Misspelled Words. Polytechnic University of the Philippines, Manila

Fajardo, Karen H. and Edralyn J. Manzano (2010). The Factors Affecting the English
Proficiency of the Education Students in Jesus Reigns Christian College, Manila

Gayoles, Ferdinand Emmanuel Y. (2007). “Grammatical, Spelling and Vocabulary

Competencies of Grade V Pupils of Selected Relocation Sites of Barangay Mandalagan,
Bacolod City”, MA Thesis, University of San Agustin- Ilo-ilo

Kernaghan, Tracy (2007). A Study of Grade Three and Five Students’ Strategic Use of
Spelling Knowledge, MA Thesis, University of Saskatchewan

Valenzona, Jeanette U. (2007). The Organizational Culture of St. John Technology

College of the Philippines: Its Implications to Organizational Development, Philippine
Christian University, Taft Avenue, Manila

C. Journals

Shea, Daniel. Filipina Teenager Wins U.S Virgin Islands Spelling Bee,
goodnewspilipinas.com, 2001

Hernandez, Butch. Spell Well, Read Well, Write Well, Philippine Daily Inquirer, 2012

D. Internet

www.readingrockets.org(Why phonological awareness is important for reading and

spelling?)

39
 http://ldt.standford.edu/~lwoo/behavior.pdf

https://www.spellingcity.com.importanceofspelling

SHEILA MAE O. SALIBAY

0164 Gate 17, Area D. Parola Tondo, Manila

09560783186
Sheilasalibay24@gmail.com

Educational Background:

 Bachelor of Secondary Education

Major in English
Jesus Reigns Christian College, Manila
2014-2018

 Jose Abad Santos High School

Numancia St. Binondo, Manila
2010-2014

 Rosauro Almario Elementary

Kagitingan St. Tondo Manila
2005-2010

Work Experience/s:

 Student Teacher
Jesus Reigns Christian Academy
2017

Seminars Attended:

40
  Seven Dimensions of Man
Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
October 2017

 Creating a Healthy Learning Milieu

Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
October 2016

 Leadership
Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
September 2014

Church Involvement:
 Kids Worker Assistant
Cathedral of Praise Manila
2007-2011

 Worship Leader
Cathedral of Praise Manila
2013-Present

PERSONAL INFORMATION

Named Sheila Mae and nicknamed Sheila by her parents, Mr. Eric S. Salibay, a security

guard and Mrs. Hilda Opina-Salibay, a vendor, born in Manila City and resided in Tondo, Manila,

came to know the Lord at the early age of 7. Presently, the writer of this curriculum vitae, worships

the Lord Almighty at Cathedral of Praise Manila.

41
 ZENCAR PAULA J. VELASCO

235, H. Lopez, Balut,Tondo, Manila

09368002685
pauskiiie@gmail.com

Educational Background:

 Bachelor of Secondary Education

Major in English
Jesus Reigns Christian College, Manila
2014-2018

 Timoteo Paez Integrated School

Younger Street, Balut, Tondo, Manila
2006-2010

42
  Arsenio H. Lacson Elementary School
Younger Street, Balut, Tondo, Manila
2000-2006

Work Experience/s:

 Student Teacher
Jesus Reigns Christian Academy
2017

Seminars Attended:
 Seven Dimensions of Man
Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
October 2017

 Creating a Healthy Learning Milieu

Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
October 2016

 Leadership
Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
September 2014

Church Involvement:
 Worship Team Member
Koinonia Community Church
2008-2015

 Youth Leader
Koinonia Community Church
2009-2010

Personal Information:

43
 Named Zencar Paula and mostly called Pau by her parents, Mr. Rizalino Velasco, a

storage room installer and Mrs. Avelina Velasco, a production staff and a sister to Zedric Paulo

Velasco a criminology student at Philippine College of Criminology, born in Manila and currently

residing in Tondo, Manila, came to know the Lord at the age of 14. Currently taking up Bachelor

of Secondary Education-Major in English. Presently, the writer of this curriculum vitae.

CHESKA MHARIE R. YULO

1340 Lorenzana Compound, Quirino Ave.

San Dionisio, Paranaque City
09069585643
cmyulo@gmail.com

Educational Background:

 Bachelor of Secondary Education

Major in English
Jesus Reigns Christian College, Manila
2014-2018

 Las Pinas National High School

Brgy. Daniel Fajardo, Las Pinas City
2009-2013

44
  Paranaque Elementary School Central
Victor Medina St. San Dionisio, Paranaque City
2006-2009

 St. Rose of Lima

Brgy. Daniel Fajardo, Las Pinas City
2003-2006

Work Experience/s:

 Student Teacher
Jesus Reigns Christian Academy
2017

Seminars Attended
 Seven Dimensions of Man
Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
October 2017

 Creating a Healthy Learning Milieu

Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
October 2016

 Leadership
Jesus Reigns Christian College
811 J. Nakpil St., Malate, Manila
September 2014

Church Involvement
 Worship Team Member
Jesus First Christian Ministries
45
 2014-Present

 Sunday School Teacher

Jesus First Christian Ministries
2015-Present

 Bible Study Leader

Jesus First Christian Ministries
2015-Present

 Sunday School Teacher

Jesus First Christian Ministries
2015-Present

Personal Information:

Named Cheska Mharie but often called Cheska by her mother, Mariche Yulo, an

Overseas Filipino Worker and a single parent. She is the only child in their family, born on

December 7, 1996 in Quezon City but presently residing in Paranaque and under the

guidance of her maternal grandparents. She came to know God at the age of 17 and

attending in Jesus First Christian Ministries-Gatchalian. Currently taking up Bachelor of

Secondary Education Major in English in Jesus Reigns Christian College, Manila, and the

writer of this curriculum vitae.

46
47
48