Case Study |1

Motivation of a Cleft Lip-Inflicted Students in the acquisition of English as a second

language in the Sisters of Mary School-Girlstown, Inc.

(AGENDA I: CASE STUDY)

02 Alpay, Lilebeth

07 Arisgado, Sherilyn

30 Juezan, Angel Jade

32 Latoja, Jessica

40 Porras, Angel Mae

45 Retostos, Jay Ann

54 Villavicencio, Lyka
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TABLE OF CONTENTS

Title Page …………………………………………………………………………………

Approval Sheet ……………………………………………………………………………

Acknowledgement………………………………………………………………………..

Table of Contents………………………………………………………………………....

List of Tables …………………………………………………………………..…………

List of Figures ……………………………………………………………………………

Abstract………………………………………………………………………….……….
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APPROVAL SHEET
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ACKNOWLEDGEMENT

The researchers of this case study would like to acknowledge the long lasting guidance of

the Almighty Father and full support and effort of these following people.

Sr. Nory B. Espulgar, SM for letting us to conduct our study in the Sisters of Mary

School-Girlstown Inc. and for being considerate when we surpass to the time schedule

given to us but she still allow us to continue and made this research possible. Sr. Laressa

N. Morasa, SM for patiently permitted us to conduct our study, through her generous

approval to the researchers request to use the Electronic Library and Book Library for the

research purposes. Mrs. Maria Domnena I. Anog for patiently signing our access card

though she has a busy schedule and have a limited time. Mr. Crislee V. Negrido for

sharing to us his knowledge about the background of the research that we conducted, and

for correcting the structure of our sentence, for patiently checking our papers and

encouraging us to pursue this research. Mr. Jeffrey Lumansang, Ms. Glorie Ann

Cabaluna and Ms. Victoria Amaca, the panelist, for sincerely giving comments to our

research papers, for helping us the correct grammar and in sequencing to our research

papers. The researcher’s respondent, for being honest in answering the given research

question. Sr. Rialyn Saneco for allowing us to excuse our respondent and to use their

washroom for interview.

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TABLE OF CONTENTS

CHAPTER I: THE PROBLEM AND ITS BACKGROUND

Introduction…………………………………………………………………...…………

Theoretical Background …………………………………………………...…………….

Statement of the Problem ……………………………………………....……………….

Research Assumption ……………………………………………………....…………..

Scope and Delimitations of the Study ……………………………....…………………

Significance of the Study …………………………………………………..………….

Definition of Terms …………………………………………………………..………

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature ……………………………………………………………..………

Related Studies ………………………………………………………………...………

CHAPTER III: RESEARCH METHODOLOGY

Research Design ………………………………………………………………...……..

Sampling Procedure …………………………………………………………...……….

Respondent of the Study …………………………………………………....………….

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Research Environment …………………………………………………….....………..

Data Gathering Procedure …………………………………………………..…………

Qualitative Data Analysis ………………………………………………….....……….

Ethical Consideration …………………………………………………………..……..

Research Instrument …………………………………………………………...……..

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATIONOF DATA

CHAPTER V: SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings…………………………………………………………………..

Conclusions ………………………………………………………………………........

Recommendations ……………………………………………………………………..
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LIST OF TABLES

LIST OF FIGURES
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ABSTRACT

A case study research aimed to describe the in-depth experiences of a cleft-lip inflicted

students on motivation in acquiring English as a second language, at the Sisters of Mary

School Girlstown. An identified Grade 12 student was chosen for interview, through

non-random sampling. Thematic content analysis following Colaizzi Approach was used

as a aid to the data gathered using semi-structured interview guide. In the

enlightenment of our study the researchers concluded that the challenges, by being

motivated of those challenges and by the help of the family support, social support and

peer support. Aside of that those challenges like bullying and teasing helped the

respondent in developing and enhancing English as a second language achieved by the

student. Based on the results and findings of this study, Second language Acquisition

Plan for Cleft-Lip Inflicted student is strictly recommended.

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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Language is the best way of expressing one’s emotions and to have a vivid

communication towards their colleague. Yet, in spite of having tribulations in life, it is

not the hindrance for those people who experience burden in their life especially when

someone experience having cleft lip or palate. But there are people find a way on how to

give medicine or cure with the cleft lip or palate. There are countries that provide therapy

for Cleft lip.

Vibration in speech and language therapy is intended for children born having cleft lip or

palate in England and Wale. About 870 babies are born clearly in England Wales and

Northern Ireland with cleft or palate. “Taking care” a cleft is difficult form baby to

adulthood. They involve themselves form audiology, nursing, dental health, clinical and

psychology (Loh & a Scoli,2011 imednect et al.2013)studios of populations in Cambodia,

China, Egypt, India, Kenya, Nigeria, Peru, Russia and South Africa have found that caval

explanation of cleft lip or palate sometimes reflect religious belief.

In Myanmar, they work to provide years of cleft care to thousands of children. It

transform their lives and transform faces doesn’t just give a one times chunk of money

for a worthy before moving on. Singapore-based Smile Asia Medical Mission along with

ministry of Health and spirit they begun providing free surgery for those children and

teenagers with cleft lip or Palatine Yangun General Hospital.

 C a s e S t u d y | 10

In the Philippines, about 4,500 children are born in a year with cleft lip or palate.

Children born cleft lip will bring burden in their life such as difficulty in speaking or

having a speech social isolation and be prone to bullying. Luckily, in the Philippines, Dr.

Crawley spread speech therapy with 4 trained speech therapists from famous universities

here in the Philippines.

The Sisters of Mary School Girlstown, Inc. Cleft lip person is not that rampant. There is

only one or two who is experiencing with this deformity in the mouth. As this student try

to motivate their speakingskills in English as a second Language. Despite having a cleft

lip it did not stop them how being motivated to speak in English. They also participate in,

“English Drive” for them to enhance their speaking skills in English. It has a big impact

to those students who experience cleft lip. It helps them better and enhancesthem in

speaking English as a second Language.

Therefore, this study aims to describe the in depth experiences of a cleft lip- inflicted

student. In their daily life in the Sisters of Mary SchoolGirlstown, Inc. as they manifest

motivation in acquiring English as a second Language. In the fulfillment of this study,

this benefits the students to develop their speaking skills and confidence in their

communication with one another upon acquiring the second Language in the school.

Theoretical Background

Motivation can be defined as lifting up of every individual or serve as an encouragement

to the student, just like a cleft lip- Inflicted student. In this case, motivation has become

the source of strength for them to acquire English as a Second language. This may help
 C a s e S t u d y | 11

the cleft lip-Inflicted student to lift up themselves. The following theories support this

study.

Expectancy-Value Theory of Motivation states that motivations have two factors namely

expectancy performance and expectancy value. Wigfield and Excles (2000) distinguish

the ability, of any in doing activity. Expectancy of success defined as doing good activity

in the future. Expectancy is the level of specificity which can vary. There are different

facets: Attainment value, Intrinsic Value and Utility Value. Attainment Value is the

importance of doing the task. Intrinsic is the gaining from the task and enjoyment in the

task. Utility is the relevance of the output for the activities. Personal Object Theory of

Interest by Krayp (2000,2005) defined that there are relationship between person and the

object can refer to concrete things or to atopic, an idea or any other learning which

represents content. This relationship can be focused engagement in a particular content.

Renniger&Krayp (2004) states there are broad vanities of interest and infirmness. A

situational interest is originally caused by several external factors of an individual.

Internal factors can become an individual interest. The superiority does not match to a

distribution between state and trait.

This theoretical Framework describe how a cleft lip Inflicted student manifest motivation

in acquiring English as a Second Language supported by the Expectancy value Theory of

Motivation. It distinguishes the ability beliefs; define as the ability of any in doing

activity, this Expectancy of success defines as doing good activity in the future. This

theory explained how a person motivated in doing such thing in order for them not to be

discourage in practicing and developing their capability in doing activities. Another

theory supported this statement which is Personal Object Theory of Interest, it defined
 C a s e S t u d y | 12

that there are relationship between a person and the object learning the represented

content. This relationship can be focused engagement in a particular content. A

situational interest is originally caused by several external factors of an individual.

Internal factors can become and individual interest because they are bringing themselves

and they know that it is good or not.

This Theory is connected to Motivation since it is one of the factors for the inflicted

student who is experiencing cleft lip to be motivated from the challenges and trials that

they are encountering. Motivation is connected by the vertical line to the cleft lip inflicted

Grade twelve (12) student who is the person that will lift up themselves for them to build

their confidence in communicating English as a Second Language towards their

colleagues. In the acquisition of Second language is connected to the triangle which is the

output of the study and it is the Second language Acquisition for Cleft lip- Inflicted

Student Plan.
 C a s e S t u d y | 13

Theoretical Conceptual / Framework

Expectancy Value Theory of Motivation Personal Object Theory of Interest

(Stated by Wigfield and Excles) (Krayp 2002, 2005)

- It distinguishes the ability beliefs - There are relationships between a

define as the ability of any doing person and the object can refer to
activity. concrete things or to a topic, an idea
or any other learning the
represented content.

MOTIVATION

CLEFT LIP
INFLICTED
GRADE
TWELVE
STUDENT

English Acquisition of Second

Language

Second Language
Acquisition Plan for
Cleft lip-Inflicted
Student

Figure1. Schematic Diagram of the Study

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Statement of the Problem

This study aimed at describing the in-depth experiences of a Cleft lip-Inflicted Student as

she manifest motivation in acquiring English as a second language in the Sisters of Mary

School Girlstown, Inc. S.Y. 2018-2019.

1. What are the challenges encountered by the respondent in having a Cleft lip?

2. How the respondents deal with the problems brought by having a Cleft lip?

3. Despite having a Cleft lip, how does the respondent enhance English Language

related skills?

4. How the respondents do maintains academic performance while experiencing

Cleft lip?

5. What are the benefits of the respondent in developing English as a Second

Language?

6. Based on the results and findings of the study what Second language Acquisition

Plan for Cleft lip-Inflicted students can be proposed.

 C a s e S t u d y | 15

Assumption of the study

Based on the problems defined in the study, the researchers assume the following:

1. Factors contribute to the challenges encountered by the student while being

inflicted with cleft lip.

2. There are ways on how the student reacts with the problems in dealing with her

deformity towards her co-students.

3. The student enhances her speaking skills in acquiring English as a Second

Language in spite of having a cleft lip.

4. Motivation leads the student to maintain academic performance despite having

cleft lip.

5. The student acquired benefits upon speaking English as a Second Language.

Scope and Delimitation of the study

This studies helps the readers/students to excel in their communication with the research

design which the case study.

The student is non-randomly purposive because for some purpose. In this study, it is

studying the uniqueness of individual for few only experience a kind of cleft lip which is

the basis of epedomologic embryonic and genetic factors and believed to multifactorial.

This study may give information to the future researchers who will conduct the same

study.
 C a s e S t u d y | 16

Significance of the study

School Administrators: This study will help the school administrator’s decide in making

an improvement and enhancement of the speaking skills of the cleft lip student.

Teachers: The outcomes of this study will motivates the teachers to teach the student

having a cleft lip inflicted on how to lift their self through speaking English as a second

language .

Sisters: The sisters will be guided on how to encourage the student having a cleft lip to

continue speaking English Language.

Cleft Lip Student: The cleft lip student will be encourage to speak the second language in

spite of experiencing cleft lip.

Researchers: The researchers are a big help to the community since they can already

solve the problem of the cleft lip student difficulty in speaking.

Future Researchers: This study about cleft lip make as an example to the Future

Researchers on how to make their research carefully someday.

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Definition of terms

This following conceptually and operationally defined word will help the readers

understand the study.

MOTIVATION is the condition of being eager to act or work.

In this study, motivation is the encouragement of respondent to speak in English despite

having cleft lip.

ENGLISH is the language used by the American as their first language. In this study,

English is the language that is being acquired by one of the Grade Twelve student in the

Sisters of Mary School-Girlstown, Inc. with cleft lip.

CLEFT LIP is a congenital deformity on the face that happens before the babies are born.

In this study it is a deformity that the respondent is experiencing.

ACUISITION is an act of acquiring something. In this study the respondent is able to

maintain the English Language

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of Related Literature and Studies which support our

study.

Related Literature

Motivation in learning a second Language is one of the factors in developing and

affecting the success or failures in the foreign language of the students. Though they have

this burden in their life in facing such problems like cleft lip, this is the time that they

should be encouraged and be motivated about learning and developing English as a

Second Language because this is one way of proving that in spite of having cleft lip they

can show that they have also roles here on Earth and have the chance to represent

themselves from another countries despite having a cleft lip.

Ryan & Deci (2000), defines the motivations as an energy that that is concern, it is also

equal in completeness to all aspect of activation and purpose to a cleft lip person as they

manifest motivation in their lives, they will not be discourage of the words and actions

that others did to them cause it serves as their energy and they will be interested of doing

things such as learning and enhancing communication skills as their second Language.

Cleft lip and cleft palate speech influences the speech quality of a person, it serves as

their nature of interest in order to develop their skills on speech as supported by Harding

& Grunwell (1996) cited by Bruneel (2018), that nature interest influence the speech

quality because it’s up to them that they are willing to learn on how to develop their

communication skill towards their colleagues.

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The National Service Specification for cleft (2013) describes the current service

requirement of clef. It states that a person with cleft must be delivered by local specialist

clinicians working said that deformity in which those who experience cleft lip or palate

must have their specialist so that they will be guided on every actions and improvement

that they are doing for them also to be motivated at their side and they will be the first

priority of the specialist on teaching English as a Second Language.

Loh&Scoli (2011) explained that the cleft lip and palate is sometimes considered as the

religious belief and evil spirit punishment from the past sin that they are doing. They had

found the studies of Populations in Cambodia, Egypt, India, Nigeria, Peru, Russia and

South Africa. They believe that if one person is doing their best following their god well

they have this good reputation when they grow and if they do the different way it is the

responsible of their god to give then punishment.

Students are much motivated to learn and perform properly in school if they feel

longingness as what Ryan & Patrick (2001) reported, the students feel if why they believe

that teachers and supportive in the classroom including respect among students. It is not

an excuse for those person who have cleft lip not to respect their colleagues they must be

independent also to the teacher for them to learn, explore their knowledge and widen

their minds from discovery.

Garners (2007) definition of motivation is the change of time in his modern

studies he define it as “the openness of the interest” of different communities in general.

He continues to support this explanation of integrativeness as the direct become a part of

another outline. Due to the reason of motionalistic integrity or social stratifications the
 C a s e S t u d y | 20

view disgard the likelihood of the learners to be a part of the target L2 group in this case

where there is linguistic opposition, national pride or ethnic groups affliction there could

be a desire of dis-integrate and a oneself distance from the L2 community.

Establishing a successful second language learning process is a fight engagement

that is subject to numerous external look in the societies where it is brought in.

Motivation towards acquiring art in English as well as the attitudes of the teachers and

learners are among the major aspects. The attitude and level of motivation toward English

as a second language are moderate, not a hindering English language learning but also

not making the most excellent surrounding for English Language learning in educational

institution Klemens (2009) educators who facilitate English language learning should

consider the weaknesses in attitudes and encouragement among learners to behave

together with them in completing suitable design of English teaching which are

motivation and can nourish favorable attitudes towards learning English as a Second

Language.

Hukki (2002) noted, that children could have difficulties in communicating for

those who are experiencing Cleft lip and Palate because of their deformity on their mouth

the voice quality will also affect in their communication but they need to help also

themselves not just depending to the people who is taking good care to them. Those who

experience cleft they need to lift up themselves for them to be independent, build their

confident on dealing peoples who surrounds them.

The level and success of Second Language Learning motivation has been recognized by

scholars, researchers and teacher as one of the major variable. As emphasized by Domyei
 C a s e S t u d y | 21

(2001) learners of those who have cleft needs motivation and should be seen as a center

of teacher teaching skills. Motivations are voluntariness to work, independent enough

focused in making tasks, willing to face the challenges and could even encourage others,

facilitate work jointly. In early attempt is to understand the share of motivation.

Blaystok&Hakuta (1999) cited by Birdsong &Molis (2001) stated that Literature

is all advance about language learning feasible and similar among individuals during too

critical period. Second Language Acquisition on all the terms that they are all advance in

learning the language. Motivation is one also of the factor in which cleft with gain a high

learning in speaking language. Teachers skills is very important because students will be

affected also of the things they are doing so learners should be seen as central to teaching

effectiveness.

The Cleft Registry and Audit Networks (2015) noted that the variability in speech

outcomes across services with some failing to achieve nationally agreed standards. It

means that people who have cleft have this bad outcome in speech because of the

deformity of their mouth and this will be an influence factors for them to stop developing

their speaking skills.

In the field of education mostly emphasized to the alive attitudes in learning. In

the classroom the students need whole participations in their activities. The important in

studying is the application and reflection of the students towards the lesson. Reflection is

also one important form of learning since they will know how they are going to decide

properly. In this way the students can control their ability in learning by reflecting to the
 C a s e S t u d y | 22

problem on how to solve the problems given and reflect it in their experiences in life, as

supported by Thanasoulas (2004).

Tuan (2012) explained that the knowledge from their past learning experience is

considered as the knowledge background from which they are able to continue studying

at present and in the future. Students with good past learning can study well at the

present. For those have cleft lip and palate if their parents do their best to raise their child

practicing to learn English as a Second language and developing the communication

skills, for sure they will not have the difficulty in dealing people which is surrounds

them.

Motivation serves as the momentum to gain more knowledge initially and became

a power to maintain the process of acquiring good quality in communicating people as

Ryan &Deci, (2002), stated. For those who tend to be discourage because of some

problems that they are encountering specifically those who have cleft they should be

motivated in order for them to be encourage on practicing and developing their

communication skills towards the challenges that they are facing in their life.

Related Studies

The acquisition of English as a Second Language is part of our way of living here

on Earth in which leads people to communicate with vivid understanding towards their

colleagues in order to attain good communication though they are experiencing cleft lip

as they motivate themselves in speaking English.

Andrews (2018) a ten children, one of it with cleft lip or without they need speech

language and communication, it only means that in every classroom around three
 C a s e S t u d y | 23

children will have an issue inside the classroom about difficulty in communicating with

others, this include having trouble in talking and listening to others, understanding words

and instructions or having speech which lead them difficult to understand. It is important

for all the children to be encouraged in speech and Language development; it needs

motivation in order for them to acquire English as a second Language.

In the study of second language learning Prinzi (2018), explained how motivation is

important in acquiring English as a second Language. He posited that the relationship

between motivation and second Language is very close since this may affect the personal

attitude of one person in facing such problems about communication. This motivation is

one way to prevent the fear and emotions of one person to deal with their colleagues.

Klemens (2009), stated that English Language learning should identify the weaknesses in

attitude and motivation among the learners then deals to those people who is developing

inevitable strategies of English instruction which motivates them to build their strong

stand on how to manage and limit their capabilities to learn English as a second language

in their way of living.

Parents are also one of the factors in order for those people who are experiencing

cleft lip will have a good communication when they grow. There are some parents who

shared about their child with cleft lip or cleft palate. Palmer (2014) says that she have

also son who was born with a unilateral cleft soft palate, bilateral cleft hard palate and

unilateral cleft lip. She plans to start speech therapy when he is 3. Palmer suggested other

operation smile South Africa as they might be able to advise of someone with cleft

experience in Pretoria.
 C a s e S t u d y | 24

In addition, Deven (2014), says that he have also a son with cleft hard and soft palate.

The child had two (2) surgeries by the time when he was one month old. Even though he

undergone two surgeries there is still a small hole where the hard and soft palate meets.

He tried to go in the speech therapy in 2012 and the beginning of last year; suddenly the

therapist doesn’t do speech therapy anymore. As soon as possible if a child is

experiencing cleft lip or cleft palate the parents must have this initiative to practice and

develop their child in speaking in order for the child to cope up when they grow.

Arnold (2007), discovered that if a person follow their own interest the actions will

affect how they behave since they follow what is their stand that is for them it is good.

When a person with cleft lip follow their own interest and do what they want they will

not learn how to value good communication to others since they put themselves down

that’s why the parent’s should be at their side for them to be guided on what they are

doing. It is the responsibility of the parents to let their children grow with full knowledge

about their communication of second Language.

Speech will also affect the communication of those who are experiencing cleft lip.

Kummer (2018), stated that communication disorder like cleft lip or palate can be treated

successfully if as soon as possible they already undergo speech therapy ahead of time

when they are still child with appropriate treatment. Age of three (3) must be the one of

the priority for language development cause after the age of three, speech voice and

resonance should be treated and evaluated so that when they grow they don’t have this

difficulty in practicing and developing their speaking skills.

 C a s e S t u d y | 25

It is not the hindrance for them to stop practicing and continuing to develop their

skills on speech. Jacky (2018), said that those children with cleft lip will have the loss of

learning on the middle of their ear and causes them to speech delay since their speaking

and hearing tend to acquire Language. It is the responsible of the parents to bring them to

the audiologist and an ear, nose and throat specialist to prevent speech delay to those who

experience cleft lip. Being a child should have a speech communication to communicate

to others, communication is important to each one of us.

Nagarajan (2009), cleft lip or palate is use to described phenomena such as

abnormal nasal resonance typical consonant productions, abnormal nasal airflow,

abnormal nasal resonance ,voice quality and nasal or facial grimes this will happen if one

person is experiencing cleft palate or cleft lip, but if the parents practice their child on

what to do in speech and give them specialist for speech for sure that person with cleft lip

will know how to speak well and they will be confident entertaining their colleagues.

Brech (2000) stated that if one person acquires in comparison inside the

classroom that student earns affirmation in a Language other than primary Language, in

order to attain a better understanding of second language. They should know first how

acquisition occurs in their way of living here on earth grasping a vivid understanding on

second language acquisition.

The development of the articulation of one hundred eight children with cleft lip or

palate was analyzed by Dailey (2003), that from three through eight of age. Those who

experience cleft lip appeared to be a homogeneous speaking group is characterized by

normal articulation development. A person with deformity like cleft lip can truly speak
 C a s e S t u d y | 26

well as long as they have dedication with themselves that they can practice and develop

their speaking skills.

The effect of seven subject speech surgery is discussed by Harding &Grunwell

(2010), using the passive or active distinction. A direct result of surgery did not change in

active cleft type characteristic while passive characteristic is rarely eliminated in the

following surgery. Cleft type process is completely repaired subject that might be

accounted by the inevital anterior defect following repair of a lateral cleft.

Noels (2001), investigated between the teachers communication and student’s

motivation on what is their perception. As the results of investigation the teacher’s

behavior affects the students, it states that the teachers style that the student can be

motivated. This statement only means that teachers have also this responsibility to do

their best on teaching and be patient of the things that their student is doing even though

their students have this deformity like cleft lip. In this situation, teachers must have the

long practice of their students like those who is experiencing cleft since they need still the

guidance of their teachers in order to attain good communication and be motivated by

their teachers.

Krashen (2004), stated that the acquisition of a language allow for trial and error.

When the trial and error happens the student may not be in conscious awareness. It

doesn’t mean that when one person try to practice trial and error they will not found the

presence of communication because they are just playing for it. Furthermore, it is the way

of developing one’s capability in practicing the second language.

 C a s e S t u d y | 27

Pink (2009), believed if one can find the purpose of achieving mastery and self-

directed within a task progress will be made. When that person have this determination

on their self that they can do things which they expect to happen they must consider to

improve first themselves because this will test how determined and willing to learn from

their mistakes and build their confidence on speech.

 C a s e S t u d y | 28

CHAPTER III

RESEARCH METHODOLOGY

This chapter show and present the different process observed in gathering, analyzing and

organizing of a data such as Research Design and etc.

Research Design

Case study is useful design followed in this study describe the in-depth experiences

of a Grade 12 cleft lip- Inflicted in acquiring English as a Second Language. Case study

is an in-depth analysis of people, events and relationship bounded by some unifying

factor with the case of purposive sampling technique. The researchers selected the

respondent based on the criteria. The respondent is good in speaking English as a Second

Language but having deformity within herself, cleft lip-Inflicted student. These criteria

clearly involved that the selected respondent differ from other students in acquiring

English as a Second Language by means of their own will since respondent acquire it

having deformity. The researchers wanted to find out how she motivated herself despite

having deformity.

Sampling Procedure

This study use of purpose non random sampling to choose a respondent who is

Grade Twelve (12) student of the Sisters of Mary School-Girlstown Inc. Talisay with

precise and clear standard prepare by the researchers.

 C a s e S t u d y | 29

Katrina (2012) states that participants are chosen randomly either through a

random number table or putting all names in a Hat. The researchers perceived that there

is a respondent that fits the criteria created by the researchers.

This study focused in a respondent has the capability of speaking fluently with the

influence from introjected motivation. Specifically, the respondent was selected by the

researchers through pre interview based on the criteria set:(1) a Grade Twelve student

who speak English as a Second Language (2) with cleft lip (3) Has the 85 grade and

above in English subject.

Research Respondents

This case study research employed purposive sampling strategy since the

respondent was selected based on the following criteria:

The Grade Twelve (12) Student knows how to speak in English as a Second Language in

spite of having cleft lip.

The family Saint of the respondent influence to speak the Second language.

The respondent is having a good grade in English in Grade Twelve (12) life.

The respondent is good in speaking English as a Second language in spite having Cleft

Lip.
 C a s e S t u d y | 30

Research Environment

Figure2.Research Environment

The Sister of Mary School- Girlstown, Inc. is the place that we conducted case study

Research. The School is composed of three buildings namely St. Mary’s Building which

is the building 1, St. Therese building which is the building 2, and St. Catherine’s

building which is the building 3. The Sisters of Mary School was founded by An

American priest, venerable Aloysius Philip Schwartz, where the students taught with
 C a s e S t u d y | 31

good morality and to speak English all the time. The Respondent is currently staying at

St. Catherine’s building; Fourth floor (4th). The Sisters of Mary School implemented the

English Drive Policy to encourage the student to speak the English.

Data Gathering Procedure

The research study used interview as the vocal procedure in gathered collecting

and analysing the data. Before interviewing the respondent, the researchers ask

permission to the mother sister by making letter to the mother saying if it’s allowed to

interview the respondent during her freetime and study time. The researchers asked

permission to the respondent to have an interview regarding the study. The semi-structure

interview following the guide question, the researcher ask question from the guide

questionnaire and after gave a follow-up question, based on the answer of the respondent.

This interview was the basis of the researchers in making the conclusion and

recommendation.

Qualitative Data Analysis

This research study is composed of lots of process to ensure the responses of the

respondent confidentially. To gather some information, an interview is used in order to

know the negative responses of motivation and its good outcomes. The researchers used

the Colaizzi Method Approach, which is consisted of synthesize responses of the

respondent formulating from the respondent response. Therefore, the respondent answers

are important which led into drawing conclusion in formulating and constructing

recommendation.
 C a s e S t u d y | 32

Transcripts

Formulated Meaning

Categories, Clustered Themes and Themes

Formulated Solutions to the Problem

Figure2. Flow of data analysis utilizing colaizzi Approach

Research Instrument

The researchers use the descriptive instrument to acquire the motivation that the

researchers used in the study. The researchers specifically used the semi-structured

interview and non-participant observation since the researchers will not emerge, and by

this it will serve as a guide to the researchers in scrutinizing the answers of the

respondent will be useful in the study. Semi-structured interview was used, for the

researchers to follow the interview guide and ask still some follow up question to the

respondent will be fixing time at the same time place for the formal interview. The

respondent also to feel comfortable and can cope up their taught to the researchers, to be

useful in the study

 C a s e S t u d y | 33

Ethical Considerations

The researchers observe and practice the following Ethics of Research.The

researchers practice the virtue of honesty in doing the study, since it is one way to avoid

misconception and misunderstanding towards the respondents and colleagues.

Researchers need to be objective also of the words and information that they gathered and

they should be no biased on the process of the study to prevent chaois in dealing people

or data that the researchers collected. Researchers requires to practice confidentiality

between their respondent shared to researchers, and the researchers should ask permission

to the respondent mother sister, assistant principal, principal and local superior to be

inform that the researchers will gathered information to the process of the study.
 C a s e S t u d y | 34

CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretations of the results of the data gathered

from the study to describe the in depth experiences of an Cleft lip-inflicted student as she

manifest motivation in acquiring English as a second language. Through the aid of the

answers of the respondent during the interview, the results and findings are presented and

discussed as follows:

CHALLENGES ENCOUNTERED BY THE RESPONDENT

This section presents the respondent’s challenges that the respondent encountered in her

life such as bullying and teasing, this hindrance her to motivate her speaking skills. The

respondent experiences many bullying and all are most negative.

Table1

This table it shows the thematic content analysis on the challenges encountered by the

respondent in relation to acquisition of English as a second language by the respondent

who is cleft-lip inflicted. It is found out that the respondent experiences intrapersonal and

interpersonal challenges. Intrapersonal it includes self-defense and self-restraint. And

also in the interpersonal it includes verbal bullying, physical bullying, and emotional

bullying.

Thematic Content Analysis on the challenges encountered by the Respondent

Line Verbatim Significant Formulated Clustered Emerging

No. Statement Meaning Themes Themes
 C a s e S t u d y | 35

Since, Katong naa The challenges The Verbal Interpersonal

pa ko sa gawas, that I’ve students bullying Challenges
Challenges nako encounter is experience
nga na encounter bullying verbal
kay Bullying og bullying
Teasing. wherein
Since when I was they hear
still outside the words that
challenges that I’ve are hurtful
encounter are and
Bullying and attacking
teasing. their social
status and
physical
Appearance
I never try
to had a
feeling to
him.

Dili man ko The Self-

maulaw sa student Restraint
akong crush. have a
Dili man ko internal
mag kilig-kilig motivation,
never ko nag ka not involve
feeling niya in love life
I am not
ashame to my
crush, and I’m
not letting
myself” Kilig-
kilig” I never
try to had a
feeling to him.
 C a s e S t u d y | 36

Verbal bullyingis when someone who isa bully, uses insulting or demeaning language to

mock, embarrass or insult another person. The respondent said “since kanangnaa pa

kosagawas challenges nakonanaencuonterkay bullying og teasing”. Students experience

verbal bullying wherein they hear words that are hurtful and attacking their social status

and physical appearance. It is supported by Fraser-Thrill (2012) said that those people

who bully are using language for them to gain more power over their peers .The bully

can use insulting painful words or teasing to yet their point.

Physical Bullying is using one’s body and physical bodily acts to exert power over peers

.Punching, kicking and other physical attacks are all types of physical bullying . The

respondent said “they will throw me a circle with thrones and getting my food but for

them its for fun. The student experience physical bullying wherein they attack the student

s the physical appearance . It is explain by C El Bcheraoi(2009)that the most people who

are experience physical bullying are those children from school especially a school based

phenomenon that the verbal bullying or emotional abuse. Since most victimized by the

adults, teachers or staff members are children.

Emotional Bullying is a type of abuse that you can experience in an abusive relationship.

Although it doesn’t leave you with physical scars ,it can have a huge impact on your

confidence and self- esteem . Emotional; abuse comes in many forms .which might be

obvious at first.
 C a s e S t u d y | 37

AS TO HOW RESPONDENTS DEALS PROBLEM IN HAVING CLEFT-LIP

Lin Verbatim Significa Formulate Clustere Emergi

e nt d Meaning d ng
No. Stateme Themes Themes
nt
Think positive lang, mo Think positive The Positivity Internal
labay lang man na. It’s not .It’s not the respondent Support
the hindrance for me not to hindrance for me experiences
continue my dreams. not to continue positivity
Just think positive, it will my dreams by staying
just pass. It is not the strong and
hindrance for me not to continuing
continue my dreams. of the
respondent’
s dreams

Never dyud ko na suko ni I never get angry The Acceptan

mama wala nako siya to my mother or respondent ce
gibasol, nadawat naman blame her. accepts the
nako. characterist
I never get angry to my ics that she
mother and I didn’t blame has, and
her. I just accept the truth. never
blame her
mother.

Naay mo defend nako si We are happy in The Family External

mama. Lingaw man sad mi our house my respondent support Support
sa balay. Akong mama og mother and experience
papa kay sweet kaayo mag father are sweet. happiness
loving sila. in their
Someone is defending me. family
We are happy in our house
my mother and father are
 C a s e S t u d y | 38

sweet and they are loving.

Naay mo defend nako si My bestfriend is The Peer

bestfriend, Bestfriend nako always respondent Support
kay nag-ingon sa akong defending me feel
kaaway napaghinay hinay especially if comfortabl
kay basin mabungi sad somebody is e, because
mo. quarreling me. of her
Someone is defending me bestfriend
like my bestfriend , when who is
we quarrel with my co- defending
Student my bestfriend told her
them that they should be
careful in their words
maybe you will have cleft
lip also.
Ni apil sad ko sa I involve myself The
taekwondo, try lang sapag in taekwondo to respondent
defend maglisud ko kay defend myself joined
dako man siya pildi dyud and protect some
ko. myself activities
I involve myself in that can
taekwondo for me to help defend
defend myself because I herself.
find it hard to defeat him
since he is bigger than me.

Naay mo defend nako si My teacher is The Social

teacher, sigeg pa flatter always respondent Support
ingon niya gwapa daw ko encouraging me receive
pero ingon ko na dili. but I don’t think encourage
My teacher defend me by so. ment from
saying flattering words her teacher.
that I Am beautiful but I
told her Im not beautiful at .
the same time its true.

.
 C a s e S t u d y | 39

ENHANCING ENGLISH LANGUAGE RELATED SKILLS OF THE RESPONDENT

This part present’s enhancement of the respondent in English related skills through
having motivation. Enhancement is the development’s encounter by the

Line No. Verbatim Significant Formulated Clustered Emerging

Statement Meaning Themes Themes
Tudloan pud They will The student Peer Socially
ko sa mga teach me on experience Tutorial Inclined
pronunciation how to tutorial Develpoment
sa mga words. pronounce through
They also words asking help
taught me on in
how to pronouncing
pronounce the words well.
words.
Reading Reading The student Purposive Purpose
Reading experience reading Oriented
purposive Development
reading
through
reading.

Katong words Those hurtful The student Negative

nasakit kay words I will experience Motivation
immotivate make it as a negative
nako, take it motivation. I motivation
as an like to be an through
inspiration. photographer. harmful
Those hurtful words and
words, I make has a career
as an choice.
motivation
and take it as
an
inspiration.
 C a s e S t u d y | 40

Bisan ing-ani Positive

ko, go on lang Motivation
sa life, it’s my
life, it’s not
their life.
Since bata pa
ko ganahan
ko maging
photographer,
teacher, and
chief. Okey ra
man sa
classroom dili
ko maulaw
pero sa crowd
maulaw ko
usahay.
Even though
I’m like this,
just go on in
life. It’s my
life, it’s not
their life.
Since when I
was a child, I
like to be a
photographer,
teacher, and
chief. It’s
okey in the
classroom
because I’m
not a shame
but in the
crowd, I am a
shame.

Peer tutoring two persons is involved. It is the process of teaching a specific

person to the topic which other person have a difficulty on that certain topic. Moreneo

&Dulan (2002) describe peer tutoring as a procedure of participative knowledge based on

the creation of match of students with an unbalanced relationship; that is the tutor and

tutee do not have balanced scholarly skill but they share a general aim.
 C a s e S t u d y | 41

Purposive Reading, reading some books or other manuscript to gain knowledge.

By this the person can be able to have some learning. Kvale (2007) notes that a

researcher’s private biography, proximity, knowledge gain in the activity and reflexivity

they carry to the part of purpose and influential agent on this, progressive course.

Negative motivation giving negative feedback. Instead of raising the person on

their Difficulty they are letting them to be down. Williams & Jarris (2006), to determine

participants reply to companionable comment, half of the parcipants of everyone in group

were briefly shut out in a ball-tossing game called cyber ball , while the other half

perform the game regularly.

Positive motivation giving positive feedback to the person in terms of difficulty.

By this the person in difficulty will be motivated and have courage to do their best.

Gardner et.al. (2004) agree that human speech knowledge in the classroom and in the

language clubs and activities aid to to produce learning , being fluent and intimacy …

with the human speech ans shape manner to human speech knowledge and pro8spects

profit.

MAINTAINING ACADEMIC PERFORMANCE WHILE EXPERIENCING CLEFT

LIP
This section presents the respondents motivation in maintaining academic

performance while experiencing cleft lip towards acquiring English as a second language.

Motivation is the factor encountered by the respondent life that affects the speaking skills

of the respondent in developing and enhancing English as a second language. The

 C a s e S t u d y | 42

respondent had many experiences in maintaining academic performance through the

motivation that the respondent acquires.

Li Verbatim Significant Formulate Clustered Emergin

ne Statement d Meaning Themes g
No Themes
.
By participation in By participation The Academic Interpers
performance task, and study hard for student Participati onal Aid
study hard. Pinag my grades. experience on
participate sad ko para academic
dagdag points sa grade participatio
By participation in n through
performance task, participate
study hard. I also and study
participates for me to hard.
gain some points for
my grade.

Ug mag patudlo sad sa I will ask help. The Communit

akong dormmates. Sa I am confident, I student y
Legion of Mary just try to discuss experience Engageme
confident k okay it’s a then I am now the community nt
must. Accident ra man president. engagemen
na president ko, gi pa t through
try ko og discuss tapos asking help
na ganahan man ko and being
hantud karon, ako man confident
gihapon ang president. in
And I will ask help to discussing
my doormmates. In in front of
legion of Mary I am the crowd.
confident since it’s a
must; it’s an accident
that I became a
president. I just try to
discuss then I like until
now I am the president.
 C a s e S t u d y | 43

Determination dili pud Determination. I The Determina Intrapers

ba mag palupig mo, easily cope up to student tion onal
fight back dyud ko. those hard experience Motivatio
Dali ra man ko mo Pronunciations. determinati n
cope up sa mga lisod on to be
na pronunciation. strong and
Determination, don’t develop
put yourself down, I pronunciati
will really fight back. I ons skills.
easily cope up to those
difficult
pronunciations.

I am reading fiction I will use verbal The Purposive

books, kung naa koy na communication in student Reading
encounter na lisod na reading. I like experience
words kay tanawon English. I am purposive
nako sa dictionary. reading for me to reading
Panagsa kay magbasa k enhance my through
okay I verbal sad. speaking skills. verbal
Kung literature kay communic
magbasa ko para ation as to
maenhance nako akong enhance
speaking skills. In case speaking
sa book ganahan ko sa skills in
English. English.
I am reading fiction
books, if I encounter
difficult words I will
look at in my
dictionary. If Literature
sometimes I am
reading for me to
enhance my speaking
skills.
In case in book I like
English.

Table 4
 C a s e S t u d y | 44

Shows the thematic content analysis on the experience of a cleft lip in maintaining

academic performance in acquiring English as a second language acquisition through

Academic Participation, Determination, Purposive Reading and Community Engagement

the respondent was able to improve and develop English as a second language by

participation and studying hard, reading some fiction books, asking help on how to

pronounce the words well and being confident in facing people.

Academic Participation refers to the ability of one’s person to participate actively and

with effort during the class performance inside the classroom. Valiente, Carlos, Chalfant,

Kathryn, Sodi Et al (2008) stated that academic participation is helpful to those who have

deformity since they will be expressing of what they are thinking not just keeping it by

themselves. Cleft lip students will be showing their effort in participating in the

classroom and through this they will be confident enough to enhance and develop their

speaking skills as a second language. In addition, children and teachers will have this

good relationship through classroom participation.

Community Engagement is composed of people with a defined a purpose. It requires

on understanding of the identified community and local issues. Walker (2014), explained

that community engagement is collaboration each other in which people will have this

special interest or similar situation to address issues well-being. If only means that

through community engagement cleft lip inflicted student will have this full interest of

because they involve themselves to the people who also have this interest, by this cleft lip

persons will be confident and comfortable in their surroundings cause, people at their side

is also encouraging them, collaborating, working as a group of people-affiliated by

geographic proximity.
 C a s e S t u d y | 45

Determination is an act of being determine or firmness in dealing problems and

challenges that they encounter. Sicinski (), stated that life lead us to innumerable

challenges and problems in our daily basis, but through determination one person will

have this full trust in themselves that they can solve that problems and challenges that

they face. As a cleft lip inflicted student, they must have this determination in enhancing

and developing their speaking skills by this they will be firm in practicing and developing

English as a second language.

Purposive reading refers to the ability of being firm in reading for fun. Collet , STDH-

Miller, BS, Kapp-Simon, PHD, Cunningham, MD and Speltz,, PhD

 C a s e S t u d y | 46

Final Thematic Content Analysis

SUB-PROBLEM CLUSTERED THEMES EMERGING THEMES

Challenges encountered by Verbal Bullying Interpersonal Challenges

the respondents Physical Bullying

Emotional Bullying

Self-Defense Intrapersonal Challenges

Self-Restraint

As to how respondent deals Positivity Internal Support

with problem in having a Acceptance

cleft lip Family Support External Support

Peer Support

Social Support

Enhancing English Peer Tutorial Socially Inclined

language Related skills of Negative Motivation Development

the respondent Purposive Reading Purposive Oriented

Development

Maintaining Academic Academic Participation Interpersonal Aid

Performance while Community Engagement

experiencing Cleft lip Determination Purposive Intrapersonal Motivation

Reading
 C a s e S t u d y | 47

Second Language Acquisition Plan for Cleft-Lip Inflicted Student

General Objectives:To enhance and develop the speaking skills of a Cleft- Lip Inflicted

Student

Specific objectives:To practice and improve the communication skills of the student

PROGRAM ACTIVITIES OBJECTIVES STRATEGI RESOURCE PERSONS TARGET

ES S/ INVOLE DATA
MATERIAL
S NEEDED

ENHANCE English To improve Give prices Ballpen and Student and March 1
MENT OF Drive the and permit paper Sisters 2018
SPEAKING communicatio to the
SKILLS n skills of the faithful
student student
whoo speak
in English .
SEMINAR Making and To attain good Invite Chairs , Professional April 13,
presenting vocabulary Professional Tables , persons , 2019
their own and persons who microphone , student,
short stories performance experience speaker researchers,
of the student cleft-lip teachers,
Therapy
speak
inspirational
stories
 C a s e S t u d y | 48

Evaluation Essay To motivate Announcem Papers and Teachers and May 12,
writings and the student to ent of balpen students 2019
making enhance and achievement
reflections speak English s to those
who are
deserving
students and
give
consequenc
es to those
who needs
improvemen
t

Contest Declamation, To practice Giving of Props, Teachers and May18,

monologue the medals and microphone student 2019
speech choir communicatio trophy to and speakers
and etc. n skills of the the student
student and who win the
being contest
confident in
front of the
crowd

CHAPTER IV

SUMMARY OF THE FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the study and the findings which serves as the basis

of the conclusions and recommendations.

 C a s e S t u d y | 49

SUMMARY OF THE FINDINGS

Based on the results and findings of this study, Second language Acquisition Plan for

Cleft-Lip Inflicted student is strictly recommended.

CONCLUSION

Based on the findings the researchers concluded that: Challenges such as bullying

Specifically physical bullying, verbal bullying, and emotional bullying helps students

in acquiring English as a second language. These challenges that student encounter,

the student just like cleft-lip inflicted student make it as a motivation in acquiring

second language. Advanced English Proficiency was achieved through second

language acquisition. Interest is one of the motivation manifested by the respondent

especially determination in acquiring English as a second language. Motivation helps

students in acquiring English as a Second language.

The findings of the study was supported by Expectancy Value Theory of Motivation it
 C a s e S t u d y | 50

distinguishes the ability beliefs , defined as the ability of any in doing activities .

Through the experiences, regarding English Only Policy , as student was able to achive

and give value which is the acquisition of English as a second Language . Personal

Object Theory of Interest by Renniger&Krapp (2004) state that there are broad varieties

of Interest and firmness. Interest has big impact to student because it helps to enhance

herenglish skills, such as reading skills, pronunciation and the respondent have this

determination to enhance and value English as a second language.

RECOMMENDATION

For the results and findings of this study the researchers prepare

The following recommendations:

(1.)The sisters should make an activities for the students to be motivated

as to speak in English.

(2) The teachers should teach those students who find it hard to speak in

English, proper grammar and pronunciation

(3)The students should acquire the speaking skills, proper grammar and pronunciation

(4)The future researchers should conduct progress studies concerning another motivation

acquisition of English as a second language in the Sisters of Mary school-Girlstown,INC.

 C a s e S t u d y | 51

APPENDIX A

LETTER TO THE PRINCIPAL

September 29, 2018

J.P. Rizal St. Talisay City, Cebu, Philippines

Dear Sr. Laresa Morasa, SM;

Let us serve the Lord with joy

Good day to you Sr. we would like to ask permission to you that we will conduct a study

which is all about motivation of cleft lip-inflicted students in the Acquisition of English

as a second Language in the Sisters of Mary School-Girlstown, INC. and oue respondent

is one of the grade twelve students.

Hoping for your positive Response

Sincerely Yours:

G11E Group 2

Noted By:

MR.CRISLEE NEGRIDO
 C a s e S t u d y | 52

Practical Research 1 Teacher

MRS. DOMNENA I ANOG

Academic Coordinator

Approved By:

SR. LARESA MORASA, SMS

School principal
 C a s e S t u d y | 53

APPENDIX B

INTERVIEW GUIDE

1. What are the challenges that you encountered in having a cleft lip? What

experiences that made you say you really have a cleft lip?

2. How did you deal with the problems brought by having a cleft lip?

3. Despite having a cleft lip, how did you enhance English Language related

skills?

4. How did you maintain academic performance while experiencing cleft lip?

APPENDIX C

TRANSCRIPT OF THE RESPONSES

L1Since, Katong naa pa ko sa gawas, Challenges nako na naencounter kay Bullying og

L2Teasing. Hope nalang, unsa man ta day kay nan man dyud ,dili malikayan hangtud

L3karon ay naa ra gihapon pero gamay ra, pero mahadlok ko kaysa gawas baya

L4panagsakay, manumbag ko para i-depend nako ang akong self, labayon ko nila og

L5circle natunok, ilugon og pagkaon pero para sa ilaha kay for fun para pakaulawan ko

L6sa crowd. Naay mo defend nako si mama, bestfriend, teacher. Bestfriend nako kay

L7nag-ingon napag hinay-hinay kay basin ma bungi ka. Teacher sad nako kay sigeg

L8faflatter ingon niya kay gwapa daw ko pero ingon ko na dili man na tinuod. Kahibaw

L9mo akong mama og papa kay naming kamot para makaafford nako na 100 thousands

L10daw ang bayad parama lessen ang bully. Dili man ko maulaw sa akong crush, dili

L11man ko mag kilig-kilig never ko nag ka feelings. Think positive lang, molabay lang
 C a s e S t u d y | 54

L12man na. It is not to hindrance for me not to continue my dreams. Naay mo defend

L13nako si mama, bestfriend, teacher. Bestfriend nako kay nag-ingon sa akong kaaway

L14napaghihinay kay basin mabungi sad mo.Teacher sad nako kay sigeg pa flatter ingon

L15ninya ko kay gwapa daw ko pero ingon ko na dili man natinuod.Never dyud ko na su

L16ko ni mama nako. Lingaw man sad mi sa balay. Akong mama og papa kay sweet

L17kayo magloving loving sila.Tawag sad sa nako sa akong igsuon kay iring, buwad sad

L18.Niapil sad ko sa Taekwondo, try lang sa pag defend maglisod k okay dako man siya

L19pildi dyudko. Reading, katong words nila na sakit kay imotivate nako take it as an

L20inspiration bisan inganiko go on lang sa life. It’s my life, it’s now their inspiration is

L21my family. God is included in my family. Since bata ko ganahan ko maging

L22photographer, teacher, chief. Okey ra sa classroom dili ko maulaw, nako okay fifty

L23akong kinabuhi pero sa crowd maulaw ko usahay. By participating in performance

L24task, studying hard determination dili pud ba magpalupig, mo fight back dyud ko. I

L25am reading fiction books kung naa koy na encounter na lisod na word kay tan-awon

L26nako sa dictionary og magpatudlo sad ko sa akong doormates. Panagsa kay habang

L27magbasa ko kay e verbal sad nako. Dali ra sa akoa mo cope-up sa mga lisod na

L29pronunciation. Okey ra akong grade sa English. Depende kong Literature kay

L30pagbasa man ma enhance nako akong speaking skills. Incase kasabot ko ganahan ko

L31sa English, king matawag ko kay maulaw man sad ko, kay murag econtrol ko. Sa

L32Legion of Mary confident ko kay it’s just accident ra man sad na akoang ma

L33president, gi pa try ko og discussed tapos naganahan man ko hangtud karon kaya ko

L34ra gihapon ang president. Like fiction books kung naa koy na encounter nalisod na

L35word kay tan-awon nako sa dictionary og magpatudlo sad ko saa kong information.
 C a s e S t u d y | 55

L36Panagsa kay habang magbasa k okay e verbal sad nako. Dali ra sa akoa mo cope-up

L37sa mga lisod na pronunciation. Okey ra akong grade sa English. Depende kong

L38Literature kay pagbasa man ma enhance nako akong speaking skills.

L39Incase kasabot ko ganahan kosa English, king matawag ko kay maulaw man sad ko,

L40kay murag econtrol ko. Sa Legion of Mary confident ko kay it’s just accident ra man

L41sad na akoang ma president, gi pa try ko og discussed tapos naganahan man ko

L42hangtud karon kaya ko ra gihapon ang president.

APPENDIX D

INFORMED CONSENT FORMED

Motivation of A Cleft Lip- Inflicted Student in the Acquisition of English as a Second

Language in the Sisters of Mary School-Girlstown, Inc.

This case study research will describe the in-depth of experience of a Cleft lip-inflicted

student as she manifest different motivations in acquiring English as a Second Language

in the Sisters of Mary School-Girlstown, Inc.

The following are the benefits:

 The respondent is able to react with the problems in dealing her deformity.
 C a s e S t u d y | 56

 Despite of having a cleft lip, the respondent enhances English Language related

skills.

 Promote motivation as she manifest English as a Second Language

An interview will be done for 1 week and the answer will be written by the researchers.

Participation is voluntary and you may withdraw from the project of any time without

having the given reason.

We the researchers will make sure to protect your identity ensuring that the data that we

have gathered will keep anonymous. The information that we have gathered from you

will be a great help for us especially to our research.

I hereby confirm with my signature that my question have been satisfactory answered

that I’ve read, understand and agree to the terms of this consent and participate

voluntary in this project.

ABOUT THE AUTHORS

Lelibeth E. Alpay, she graduated at Bilbao Watkins Elementary School and she gain

some awards, such as most behave and most helpful. She also joined the girlscout when

she is elementary. She graduated Junior High School at the Sisters of Mary School-

Girlstown Inc. Talisay Campus. She is an active legionary of the said school. Now, she is

currently a G11 student at Sisters of Mary School-Girlstown Inc. TalisayCampus.

Sherilyn V. Arisgado, she graduated at Jose Zurbito Sr. Elementary School, Masbate

City, as honor student. She’s also a gold medalist in swimming when she’s grade five and

six, and even competed in PalarongBicolonCamarines Del Sur last March 2015. Now she
 C a s e S t u d y | 57

is currently a Grade11E in the Sisters of Mary School-Girlstown Inc. Talisay Campus,

and a member of dance troupe and Mapeh Club. She learns dancing when she join

TESDA last 2012-2013. She’s also one of the members who won champion in dance

palabas both district meet and division meet last 2017.

Angel Jade M. Juezan, she is currently active member of legionary which is the Our

Lady of Guadalupe. Graduate in Sabang Elementary School as a special awardee. Had a

medal of Girlscout of the year with ribbon “Most Helpful”. She is the assistant secretary

during her grade six and an honor student in grade 1, 2 and 5.She become an arnis player

in her previous school and attending intramurals in grade 5 and 6.

Jessica M. Latoja, is a graduate of San Rafael Elementary School garnering some

awards such as Best in Sports of the year, Best in Arts, Most Helpful, Best in Filipino and

Science, a consistent third honorable mention from grade three to grade six and attain

gold medalist in table tennis. Currently she is a grade 11e senior high school student in

the Sisters of Mary School-Girlstown Inc. She is choir member of SMS youth voices and

an active officer in Legion of Mary especially secretary in Mary Immaculate Mediatrix of

all Graces.

Angel Mae C. Porras, she finished her Elementary years in Tina Elementary School. In

her elementary lire she joined star and girlscout. Then she was awarded, as Service

Awardee, and she is currently studying in the Sisters of Mary School-Girlstown Inc.

She’s been an active member of Legion of Mary. Way back in her grade 10 life she take

Bookkeeping NCIII in 1st and 2nd grading. She graduated Junior High School at Sisters of

Mary Girlstown Inc. Talisay City Cebu.

 C a s e S t u d y | 58

Jay-Ann A. Retostos, she graduated at Mahagnao, Elementary School. She is an honor

student and she gain awards, such as most obedient, best in science and best in HeKaSi.

She is also a leader in Girlscout in Elementary. She is an active Legionary at the said

school. Now she is currently a G11 student at the Sisters of Mary School-Girlstown Inc.

Talisay City Cebu.

Lyka A. Villavicencio, a proud daughter of Mr. and Mrs. Villavicencio. She finished her

elementary years at CamingawanTalocBago City Negros Occidental. She received an

award such as most behaved in her grade 2 life and also she was a president in their class

way back in grade 4. She joined star scout when she was grade one and grade two. Now

she is proud of becoming one of the students of the Sisters of Mary School.
 C a s e S t u d y | 59

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