Chapter 1 - Introduction: A. Background of The Study

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City
CHAPTER 1 - INTRODUCTION
A. Background of the Study
One of the problems of the students especially the Junior High School
students are experiencing difficulties in spelling words. Many of the students are
getting confused when they see unfamiliar words. These students may also suffering
reading disability or commonly known as dyslexia. It is a learning disorder that
involves difficulty reading due to problems identifying speech sounds and learning
how they relate to letters and words (decoding). Estimates suggest one in ten people
struggles with some form of dyslexia, which also affects reading ability. Dyslexic
children may be able to spell a word one day and not the next and can find high
frequency service words, such as prepositions, articles and conjunctions, particularly
difficult to learn. When a child’s spelling ability falls below that of same-age peers, it
can undermine his or her confidence and result in poor performance at school. It may
affect both the amount a student writes and the complexity of their written work. Poor
spellers sometimes avoid using words that are part of their spoken vocabulary out of
a fear of making spelling mistakes. They can be reluctant to participate in group
activities, especially those which involve writing on the board, and are less likely to
take notes during lessons. Based on our observation, there are very simple words
that are still misspelled by several students. We are wondering, what are the possible
reasons why there plenty of students cannot effectively write even simple words.
In order to spell, a child needs to be able to hear the sounds in a word, which
is an important pre-literacy skill for young children to develop. When a word is not
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spelled in the way that it is pronounced, short-term memory is required to memorize
the word’s written form. This is also the case for homophones, words which sound
the same but are written in a different way, such as there and their. The more a word
is encountered in reading, the easier it is to remember its spelling. Because encoding
requires you to hear the sounds in language, individuals who struggle with hearing
impairment may have a less developed sense of phonemic awareness, particularly if
the hearing loss was not caught early. In a language like Spanish or German there is
a 1:1 correspondence of sounds to letters which means that if you can say a word,
you can usually spell it. Unfortunately, this is not the case for English, which has
plenty of exceptions to its spelling rules and multiple ways of spelling the same
sound. This poses a problem for second language learners as spelling is not intuitive.
CMC has been described as a language completely different from Standard
English: “a language all of its own” (Thurlow, 2006). However, non-standard versions
of the English language produced online or through a cellphone are not much
different from other language varieties, e.g. slang or dialects (Baron, 2000; Horobin,
2013). The language used in CMC is commonly referred to as textisms, netspeak,
text speak and textese (e.g. Farina & Lyddy, 2011) and shortenings (bro, sis, wed),
clippings (goin, comin), letter homophones (gr8) and plausible versions of either
accented or standard pronunciation are examples of characteristic features of CMC
(Plester et al, 2009; Powell & Dixon, 2011; Thurlow, 2003). Misspellings (were [for
we’re], comming [for coming]) are features not exclusive for CMC but often found in
text messages and online communication (Plester et al, 2009).
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To further clarify why misspellings are relevant for this review we turn to a
study conducted back in 1997 (Dixon & Kaminska). In this study it was revealed that
adults who were exposed to misspellings tended to misspell themselves. Even
though the participants in the study were divided into groups of ‘good spellers’ as well
as ‘poor spellers’ (due to a pretest), a connection between exposure to misspellings
and worse spelling accuracy was evident in both groups.
Some students are fond of using their smartphones to play games and some
of it are educational games. Due to boredom several students chose to play with their
gadgets rather than browsing the books. It is more convenient and easy for them to
find the meaning of the word in just one click through the internet.
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B. Statement of the Problem
This study aims to guide Researchers in conducting a Research regarding the
factors affecting the Grade 7, 8, and 9 students of Rinconada National Technical
Vocational School s/y 2019-2020. In the end of the Research the following must be
attained:
1. To know the profile of the respondents ( Age, Grade level, Section, Gender and
Dialect used at home).
2. To know the positive and negative effects of technology to the spelling skills of
the students.
3. To find out whether the millennial terms affect the spelling skills of students.
4. To give some ideas on how to enhance spelling skills.
5. To know whether internet has a big impact on the life of the students when it
comes to spelling.
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C. Significance of the Study
What are the importance of this study to the community?
This study aims to help the following personnel:
 STUDENTS It will serves as a guide to the students on
how to effectively spell words.
 TEACHERS It will serves as an instructional material for
the teachers on how to deal with the
students’ needs in order to have efficient
learning when it comes to the spelling.
 ADULTS It will serves as reading material for some
adult who wants to get some tips on how
they can improve spelling skills.
 FUTURE It will serves as a guide to the other
RESEARCHERS researchers who will conduct research
about difficulties in spelling
 PARENTS It will help them to guide their children to be
knowledgeable when it comes to spelling
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D. Review Related Literature
The aim of all language teaching including English language is to teach how
to read and effectively write words with knowing its meaning. Learning how to write is
underpinned by different written forms. For any mastery in the area of English it is
very important to build a strong foundation in spelling words. In fact, poor spellers
perform significantly worse than spelling-level matched (and hence younger) normal
spellers on tests on test of segmentation ability (Rohl & Tummer 1988). Ability to
represent the internal consonant of an initial consonant cluster is a good predictor of
overall spelling in the early grades (Shankweiler 1992). Since English spelling is a
hybrid system, partly phonemic and partly morphemic (Chomsky & Halle 1968;
DeFrancis 1989; Venezky 1970), one could expect that awareness of morphological
relationship would aid the learner in surmounting some of the seeming irregularities
in the English spelling system.
Progression of Spelling Instruction
Spelling instruction has a long history in the United States dating back to the
1700’s. However the preferred methodology for spelling instruction remained
stagnant for nearly two hundred and fifty years. The traditional methodology, also
called the textbook-based model or memorization model, required students to rely his
or her short-term memory to memorize weekly spelling lists (Wilde, 1991, P.276-
277). Students would often get a pre-test at the start of the week, they might have
engaged in activities dealing with their word lists, and they would have a post- test at
the end of the week. This exercise rarely resulted in an understanding of how
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language worked, and often, students quickly forgot the spelling of the words they
memorized (Bloodgood, 1991, p.203-204). Students do not learn spelling through
rote memorization; rather it requires them to understand the principles that govern
how English words are spelled. If students understand these principles, they can
internalize spellings of known words and be able to figure out the spellings of new
words. Another deficit of this traditional approach is that it lacked differentiation for
individual students. Often, every student was assigned the same word list. This
caused some students to struggle and others not to be challenged enough. This
traditional methodology is still prevalent in many schools today (Schlagel & Schlagel,
1992, p.420).
In the 1970s, these apparent deficits in the traditional approach led to
empirical research about its effectiveness. One study conducted by Donald Hammill,
Stephen Larsen, and Gaye McNutt (1977) involved administering the Test of Written
Spelling to 2,956 third to eighth grade students. The teachers indicated whether
spelling instruction was taught with a basal, another method, or if there was no formal
instruction. The results of this study found that “after Grade 4 no spelling instruction
is almost as effective as special instruction” (p. 70).
The results of the Hammill, Larsen, & McNutt (1977) study helped make
spelling seem like a superfluous exercise. However, other researchers found strong
correlations between it and other parts of literacy. Researchers found a positive
correlation between spelling development and accuracy and fluency, between
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spelling and success in reading, and between spelling and comprehension (Schlagel
& Schlagel, 1992, p.419).
While some researchers were discounting the effectiveness of spelling instruction,
Charles Read and Carol Chomsky were independently conducting research on
students’ invented spellings. The conclusions of their studies found that it was
important to understand why children produced particular spellings.
By understanding students’ thinking towards spelling, you could assess the
students understanding of English’s phonetic and orthographic systems (Wilde, 1991,
p.278). Edmund Henderson and James Beers (1977) analyzed first grade students’
creative writings. They tracked different errors that students made in their writings
and categorized them by error types. They found that students’ invented spellings
progressed in a hierarchical and predictable fashion. This information along with
other developmental-spelling research helped lead the way for a new approach –
word study.
A Review of Recent Research on Spelling
Alan S. Brown
Research on spelling ability has witnessed a vigorous but fragmented growth
in the last decade. A theory on the cognitive mechanisms of spelling remains elusive,
as does a unified approach to spelling instruction. The idea that spelling competence
unfolds in a series of developmental stages has gained popularity. Despite a lack of
clear empirical support for the model, its impact on spelling instruction in the schools
is growing. Research on traditional issues in teaching spelling continues unabated
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(size of word list, time between practice and test, immediacy of feedback) as well as
investigation on innovative approaches (computers, group instruction). A creative
technique applied in the early grades is invented in spelling. Although popular and
widely applied, its effectiveness remains unclear. Research is beginning to indicate
that reading and spelling may be separable but related cognitive processes and that
spelling ability involves to processing systems---phonological and lexical. Finally,
experiencing incorrect spellings may be detrimental to spelling performance, and
more research is needed on this issue.
The Classification of Error
The nature of error includes: definition of error, the difference between error
and mistake, the definition of error analysis, the benefit of analyzing error, the causes
of error, and the classification of error. While, the nature of writing includes: the
definition, scope, and function of writing, writing as a skill, and the characteristic of
written language. A. Concept of Spelling is noun form from spell. Spell is spell the
letter in a word one by one. In the American Heritage dictionary ‘spelling’ is explain
as (1) the manner in which words are spelled: orthography; (2) a group of letters
representing a word. In written English an error in spelling is appear whether in oral
language. May be when they make an error in their speech or pronunciation it
caused by the slip of the tongue. It can be apologized since the hearer can accepted
the meaning of the speaker speech. In written language may be the error in spelling
makes a different meaning in the word. It can be a crucial effect. B. The Nature of
Error 1. Definition of Error is the flawed side of learner speech or writing. They are
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those parts of conversation or composition that deviate from some selected norm of
mature language performance, Dulay et al (1982:138). 11 Dulay et al (1982:138)
states “People cannot learn language without first systematically committing errors”.
So, error is very natural in learning language. Don’t be worry make an error when the
learners learn, because an error will be the learner experience in the future learning
process. 2. The Differences between Error and Mistakes Between error and mistakes
have some meaning that is make a failure of something. Whether word ‘error’ is
usually used in the system of computer or program, while word ‘mistakes’ used in
conversation in the society. In an article under the title ‘Difference between Error and
Mistakes’ accessed in 15th June 2014, term of ‘error’ is highly acceptable in formal or
technical context. In scientific or highly technical terms, the word ‘error’ is more
suitable. In the world of computing and programming, ‘error’ is the more fitting term to
indicate a mistake, or fault, particularly in coding and processes. ‘System Error’
sounds better than ‘System Mistake’. ‘Mistake’, on the other hand, is used more in
casual English conversation. Though ‘error’ may still be used in exchange, it will
often sound unnatural, or technicalese. It would be awkward to say something like: “It
was all an error. I am sorry!”, to your friend. The more natural sounding statement
would be: “It was all a mistake. I am sorry!”. Brown (2000:217) states that mistakes
and errors are technically different phenomena. A mistake refers to a performance
error that is either a random guess or a ‘slip’ in that it is failure to utilize a known
system correctly. Mistake must be carefully differentiated from error. Mistake can be
selfcorrected while error cannot be self-corrected. 3. The Definition of Error Analysis
Every teacher is aware that students might make some errors in learning process.
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Committing errors is human, since it is human characteristic. As errors are part of
learning process, it might be assumed that we do not learn without producing some
errors. Therefore, it is important for the teacher to help the students in finding their
errors and correcting these by using error analysis. Ellis (1987:296) states “error
analysis is a work procedure used by researcher and language teacher, which
involves collecting the sample, identifying the errors in the sample, describing the
errors, classifying the errors according to cause of the errors and also evaluating the
errors.” In learning process, human may have mistaken and errors such as writing
skill. Brown (2000:217) states that learning language is like the other learning. It
cannot be separated from making errors because they actually have significance for
both teacher and students. Researchers and teachers of second language needs to
analyze carefully what mistakes made by students in the process of constructing new
language system.
There are many causes of error experienced by students as follows: a.
Interlingual Error Interlingual error is the error happened because of the interference
of mother language. It happens because the features of the two languages are
different. Brown (2000:224) states that the beginning stages of learning second
language are especially easy to be interferred by interlanguage errors. In this early
stage, before the learner know exactly the system of second language, the native
language is only the previous linguistic system that he/she can draw. It is therefore,
to apply the rule or the system of the second language, he/she is often interferred by
the system or the rule of mother tongue. To solve this error, usually the researcher
translate the grammar of target language into the grammar of mother language. b.
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Intralingual Error Intralingual error is the error that is happened because of the
features of target language itself. Richard (1984:174) states that intralingual transfer
error can be divided into four types, these are: 1) Over-generalization It means the
learner like to simplify the formation or the rules of target language. The learners
seem to simplify the use of such rules and apply again in the other uses. Just for
example, the learners may be asked to add ed/d in constructing simple past tense.
They may write ‘did you opened the window?’. The sentence is consider false. It
means that not all the form of simple past tense can be added ed/d. It depends on
what form the verb is placed. According to Richard as stated in Johnson (2001:67)
over generalization includes where the learner creates adevient structure on the
basis of his experience of other structure in the target language.
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CHAPTER II- BODY
A. Research Method
The researchers makes quantitative survey questionnaire for the students
from selected grade 7,8 and 9 of RNTVS to know the possible reasons why there are
selected students from said grade levels who are experiencing difficulty in spelling.
We conduct this study due to its appropriateness and suitability for analyzing the data
collected. We also administered questionnaires (closed question) gather brief
background information man express their views and at the same time to find out
possible reasons why the respondents are having difficulty in spelling.
Questionnaire: According to Best and Khan (1993), a questionnaire is an
instrument in which respondent provide responses a questionnaire according to them
is used when factual information is desired. Questionnaire may be personally
administered or mailed to respondent.
Quantitative survey questionnaires were also used for learners so as to:
a. Establish the profile of the students/respondents.
b. Establish the languages spoken at home by the student/respondents.
c. Establish activities of students/respondents; how often they spelling read books
and visits the library.
d. Establish whether how many students/respondents getting confused when they
see or hear unfamiliar words (Dyslexia).
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The nature of the recent research require written responses from the selected
students/respondents through the quantitative survey questionnaire for each selected
grade 10 students in every grade level with the total of 30 respondents.
The same set of questionnaires were given to the respondents to answer the
given questions to ensure the correspondence of results after the responses from the
students were solicited and all the papers in each respondents were collected. We
carefully give attention for those who didn't answer some of the questions that was
written in the questionnaire and for some of them who answer the questionnaire that
is not related in the question.
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B. Presentation of Data
Research Instruments
In order to gather all the data that we needed, we constructed survey
questionnaires. We used the closed- question type of question and it is composed of
15 questions. We listed all the possible answers to the different questions that we
created. We provided 30 questionnaires and it is divided into three. There are 10
questionnaires for grade 7 as well as for grade 8 and 9.
Research Respondents
For us to have respondents we selected from grade 7, 8 and 9 students. After
we have distributed the questionnaire, we gathered all the information taken from the
respondents. The 33% of the respondents are 14 years old and 53% of the
respondents or 16 students are male. Most of the respondents are using Rinconada
dialect at their home, while 36% of them are speaking Filipino and the remaining 3%
is using English as medium of communication.
Research Procedure
At first, we made the survey questionnaires. And then, we selected 30
students from grade 7, 8 and 9. After we had our survey we gathered all the
information by tabulating. The analysis of data was prepared after the information
was collected. We made graphs just to present the data that we are looking for. All
the answers of the respondents are highly appreciated.
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C. Analysis of Data
Figure no. 1 Age
AGE
12 35%
10 30%
25%
8
Frequency
20% Percentage
6
15%
4
10%
2 5%
0 0%
12 yrs. old 13 yrs. old 14 yrs. old 15 yrs. old 16 yrs. old 17 yrs. old
Based on our study, 14 years old has the highest with regards to age. It has the
frequency of 10 and has percentage of 33. Second in line is 12 years old with the
frequency of eight and 27% of the total number of students interviewed. 13 years old
students are the third in line with a frequency of five and percentage of 17. Next are
the four students who are 15 years old. And then, two of the students, representing
the 7% of the total number of the respondents are 16 years old. Lastly, three percent
or one of the 30 students is 17 years old.
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Figure no. 2 Gender
GENDER
16.5 54%
16 52%
15.5
50%
15 Frequency
48% Percentage
14.5
46%
14
13.5 44%
13 42%
Male Female
Based on our study, 53% of the students or 16 students are Male, while 47% of
the students or 14 students out of 30 is Female.
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Figure no. 3 Dialect
DIALECT
25 80%
70%
20
60%
15 50% Frequency
40% Percentage
10 30%
20%
5
10%
0 0%
English Rinconada Filipino
Based on our survey, there is only one student, who is using English as her
medium of communication and it has a percentage of three. Rinconada dialect is
using by the 73% of the students with a frequency of 22, while in Filipino there are
11 students who are using this dialect and this is also equal to 36%.
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Figure no. 4 Question no. 1
Do You Use Shortened Words that are Commonly Known As ‘Jejemon Word’?
Question Number 1
25 80%
70%
20
60%
15 50% Frequency
40% Percentage
10 30%
20%
5
10%
0 0%
Yes No
Text Lecture Spelling Drill Quizzes

Messaging
Frequency 10 0 0 0
Based on our study, 33% of the students or 10 out of 30 students
are using ‘jejemon words’ especially during text messaging.
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Figure no. 5 Question *no. 2
Do You Use Millennial Words?
Question Number 2
30 90%
80%
25
70%
20 60%
Frequency
50%
15 Percentage
40%
10 30%
20%
5
10%
0 0%
Yes No
Sanaol sml skl atm others
Frequency 24 8 7 0 2
Based on our study, 80% of the students or 24 out of 30 students are using
millennial words. The most abundant among all is the word ‘sanaol’ with a total
number of 24, followed by ‘sml’ with a frequency of eight. The next in line is the ‘skl’
which has a frequency of seven. And for other millennial words there are
frequency of two.
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How Often Do You Misspelled Words Because of Using Jejemon And Millennial
Words?
Question Number 3
18 60%
16
50%
14
12 40%
10
30%
8
6 20%
4
10%
2
0 0%
Always Often Sometimes Seldom Never
Frequency Percentage
Based on our study, 7% of the students or two out of 30 students are always
misspelled words because of using jejemon and millennial words. For often, there is
a frequency of three and a percentage 10. For sometimes, there are 17 students or
57% of the total number. And for never, only eight students or 26% of the
respondents can be spelled words correctly.
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Figure no. 7 Question no. 4A
Do You Have Reading Activities At School?
Question Number 4A
35 120%
30 100%
25
80%
20 Frequency
60% Percentage
15
40%
10
5 20%
0 0%
Yes No
Newspapers Books Dictionaries E- Magazines Others

books
Frequenc 1 29 7 3 1 1
Based on our study, 97% of the total number of the respondents or 29 out of 30
students have reading activities at school, while 3% or one of the respondent doesn’t
have reading activities at school. Among all the reading materials the most abundant
is the Books with total frequency of 29. Second is the Dictionary with a frequency of
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7. Next in line is the E-book with a total frequency of three. And for the
Newspapers, Magazines, and other reading materials each have three percent
and each have a frequency of one.
Figure no. 8 Question no. 4B
Do You Have Reading Activities at Home?
Question Number 4B
30 90%
80%
25
70%
20 60%
Frequency
50%
15 Percentage
40%
10 30%
20%
5
10%
0 0%
Yes No
Newspapers Dictionaries E- Magazines Books Others

books
Frequenc 7 12 3 4 7 1
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students have reading activities at home, while 17% or five of the respondent doesn’t
have reading activities at home. Among all the reading materials the most abundant
is the Dictionary with total frequency of 12. Second are the Books and Newspapers
with a frequency of 7. Next in line is the Magazine with a total frequency of four. For
E-books only three students are fond of using it. And for other reading materials it
has a frequency of one.
How Often Do You Read Books?
Question Number 5
12 40%
35%
10
30%
8
25%
6 20%
15%
4
10%
2
5%
0 0%
Based on our study, 27% of the students or eight out of 30 students are always
read books. As well as the often, there is also a frequency of eight and a percentage
27. For sometimes, there are 11 students or 36% of the total number. For seldom,
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there are two students or 7% of the students read books. And for never, only one
student or 3% of the respondents doesn’t read book.
What Do You Do Most of Your Free Time?
Question Number 6
12 35%
10 30%
8 25%
20%
6
15%
4 10%
2 5%
0 0%
es o ks n et es ad er
s
n tp
am bo t er ho at ot
h
g in p
ng ng le
w
yi di ng bi ng
a a r fi o ad
i
Pl Re Su m e
g R
sin
U
Based on our study, 33% of the students or 10 out of 30 students are using mobile
phones most of their free time. 23% of the students or 7 out of 30 students are just
consuming their time on playing games. 20% of the students or 6 out of 30
students are reading wattpad during their free time. For reading books, only five or
18% of the students are making themselves reading. Surfing internet as well as
others has 1 out of 30 students or has a percentage of three.
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Do You Have Games in Your Smartphone That Is Related to Spelling?
Question Number 7
20 70%
18
60%
16
14 50%
12 40% Frequency
10 Percentage
8 30%
6 20%
4
10%
2
0 0%
Yes No
Word 4 Pics 1 Spelling Wordscapes Spelling

Link Word Master Trainer Others
Frequenc 0 7 1 11 0 1
students have games in their smartphones that is related to spelling, while 37% or 11
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of the respondents doesn’t have that kind of apps. Among all the games the most
abundant is the Wordscapes with total frequency of 11. Second is the 4 Pics 1
Word with a frequency of 7. Spelling Master and other games are both have
frequency of one.
How Often Do You Visit the Library?
Question Number 6
14 50%
45%
12
40%
10 35%
8 30%
25%
6 20%
4 15%
10%
2
5%
0 0%
Based on our study, the highest in number of frequency is the sometimes, there is a
total number of 13 respondents and has a percentage 43.There are 33% or 10 out of
30 students who visits library seldom. 14% of the respondents or 4 out of 30
students visit the library often. Only two students or a percentage of 7 always visit
the library. And three percent are not at any time visits the library.
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Do You Consult Your English Teacher When You Are Experiencing Spelling
Difficulties?
Question Number 9
25 80%
70%
20
60%
15 50% Frequency
40% Percentage
10 30%
20%
5
10%
0 0%
Yes No
Based on our study, 67% of the total number of respondents or 20 out of 30
answered YES, they consult their English Teacher whenever they are experiencing
spelling difficulties. There are 10 or 33% of the respondents answered NO.
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Do You Have Spelling Activity in Weekdays?
Question Number 10
20 70%
18
60%
16
14 50%
12 40% Frequency
10 Percentage
8 30%
6 20%
4
10%
2
0 0%
Yes No
Tue & Mon

Mon Tue Wed Thurs Fri Wed Wed
& Fri
Frequency 2 1 5 0 9 1 1
answered YES, they have spelling activity in weekdays, while 11 or 37% of the
respondents answered NO. There are 2 students that have spelling activity in every
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Monday, 1 student for Tuesday, 5 students for Wednesday, 9 students for Friday,
1 student for Tuesday and Wednesday, and 1 student for Monday, Tuesday and
Friday.
Does Your English Teacher Give the English as a Second Language (Esl) Activities
That is Related To Vocabulary?
Question Number 11
25 80%
70%
20
60%
15 50% Frequency
40% Percentage
10 30%
20%
5
10%
0 0%
Yes No
Last Man Pictionary Charades Letter Word Chalkboard Others

Standing Scramble Bingo Acronym
F 2 1 4 6 1 7 2
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answered YES, they consult their English Teacher whenever they are experiencing
spelling difficulties. There are 10 or 33% of the respondents answered NO. For the
ESL activities; Last Man Standing - frequency of two, Pictionary - frequency of
one, Charades - frequency of four, Letter Scramble - frequency of six, Word
Bingo - frequency of one, Chalkboard Acronym - frequency of seven and for other
ESL activity there is a frequency of two.
Are You Confused When You See/Hear Unfamiliar Words?
Question Number 12
30 100%
90%
25
80%
70%
20
60% Frequency
15 50% Percentage
40%
10
30%
20%
5
10%
0 0%
Yes No
answered YES, they are confused when they met unfamiliar words. There are 4 or
13% of the respondents answered NO.
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Is There Instance/s That You Used Your Smartphone To Search For The Meaning
Every time You Met Unfamiliar Word/s?
Question Number 13
30 90%
80%
25
70%
20 60%
Frequency
50%
15 Percentage
40%
10 30%
20%
5
10%
0 0%
Yes No
Dictionary Thesaurus Encyclopaedia Others
Frequency 4 0 0 1
students are using smartphones in order to look for the meaning of the word/s, while
17% or five of the respondents don’t use smartphone in searching. From those
students who are not fond of using smartphone to search for the meaning of the
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word/s, four of them use Dictionary as their tool and one of them use other
reference.
Question Number 14
30 100%
90%
25
80%
70%
20
60% Frequency
15 50% Percentage
40%
10
30%
20%
5
10%
0 0%
Yes No
Google Firefox Browser Explorer Others
Frequency 23 0 7 0 0
students are visiting websites in the internet in order for them to understand the
word/s, while 13% or five of the respondent don’t visit the websites. Among all the
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websites the most abundant is the Google with total frequency of 23. Second is the
Browser with a total frequency of 7. And for the last, Firefox with a frequency of 8.
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CHAPTER 3 - SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATION
A. Summary
The principle aim of the present study was to identify the possible reasons
why selected grade 7, 8 and 9 students of Rinconada National Technical Vocational
School S/y 2019-2020 are experiencing spelling difficulties.
Specifically, it needs to answer the following question:
1. Do you use shortened words that are commonly known as ‘jejemon words'?
If yes, when?
2. Do you use millennial words? If yes, what are these words?
3. How often do you misspelled words because of using jejemon and millennial
words?
4A. Do you have reading activities at school? If yes, what reading materials do you
read?
4B. Do you have reading activities at home? If yes, what reading materials do you
read?
5. How often do you read books?
6. What do you do most of your free time?
7. Do you have games in your smart phone that is related to spelling? If yes what
specific games?
8. How often do you visit the library?
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9. Do you consult your English teacher when you are experiencing spelling
difficulties?
10. Do you have spelling activity in weekdays? If yes, when?
11. Does your English teacher give the English as a second language (ESL) activities
that is related to vocabulary? If yes, what type of ESL activities?
12. Are you confused when you see/hear unfamiliar words?
13. Are there instance/s that you used your smartphone to search for the meaning
every time you met unfamiliar word/s? If no, what reading material/s do you use
to search for the meaning of the unfamiliar word/s?
14. Do you visit website/s in the internet in order for you to understand the word/s? If
yes, what is this website/s?
The Respondents of this study was composed of Grade 7, 8, and 9 students
of Rinconada National Technical Vocational School, School Year 2019-2020.
The Findings of this study will give benefits to the students, teachers, adults,
future researchers and parents.
In order for us to gather the information that we needed we used survey
questionnaires. After creating the questionnaire we look for 30 students from grade
7,8 and 9 levels. After the survey, we gathered all the answers and tabulated it.
Lastly, we made the data analysis of our study.
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B. Findings
 The Selected Grade 7, 8 and 9 students of Rinconada National Technical
Vocational School are the respondents in our quantitative survey
questionnaire with the total of 30.
 The majority are male with the percentage of 53% while female have 47%.
Most of the them aged 14 with a percentage of 33% followed by 12 which has
27%, next is 13 with 17%.
 Most of the respondents use Rinconada in their dialect at home with 73% out
of 100%, followed by Filipino dialect with 36%, and lastly is English with 3%.
 And some of the students used mobile phones in their free time with the
average of 33% in seven choices.
 Even the students use mobile phones in their free time, they do reading
activity in their home with the use of books, the respondents answer
sometimes(2-3 times in a week) followed by, always (everyday), and often (3-
5 times in a week).
 Based on our research, the 33% of the total number of students are using
jejemon words, while the remaining 67% are not using these words. There
are 24 out of 30 students that using millennial words and as a result most of
them are sometimes committing mistakes when it comes to spelling words.
 There are 19 students who stated that they have spelling activities during
weekdays but the remaining 11 students don’t have.
 Another factor that affect the students capability in spelling words are giving
the English as a Second Language (ESL) activities that is related to
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vocabulary. The 67% of the students experienced this kind of activity and
most of them performs the Chalkboard Acronym.
 Hence based on the data, it can fairly be said that using smartphone has also
a big help to the students in a form of internet. Most of the students are fond
of using internet to search for the meaning of the word that they don’t know.
And Google is the major website that they visit.
 There are students that have apps in their mobile phones related to spelling
as a form of enrichment in the field of spelling.
C. Conclusion
In this study, it was found that the students were not able to spell words
correctly. They had many difficulties in vocabulary, whereas many students were
unable to spell even simple words.
The possible reasons for weakness in spelling words in English properly were:
 Less importance is given in reading.
 Lack of use of English as a Second Language (ESL) activities in class
discussions.
 No implementation of new methods in teaching English, just follow lecture
method or traditional method.
 Almost no opportunity rendered to listen and to speak English during English
language teaching process.
 Family background is not relevant to English language.
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 Inadequate or no drilling process was performed during teaching for spelling
skill development.
 Lack of the primary knowledge regarding language skills.
D. Recommendation
The following are the suggestions for the enrichment of the students in the field of
spelling:
For Students
 Make reading as your lifetime hobby, if not make yourself busy on reading
some of your favorite stories.
 Minimize the use of jejemon and millennial words in your everyday life.
 Students can try several apps that are related to spelling such as 4 Pics 1
Word, Spelling Master, Wordscapes, Word Link, etc..
 If you are having some difficulties in understanding words feel free to ask for
help to your teacher.
 Internet is everywhere, try to use smartphone and search for the meaning of
the word/s.
 Visit some websites in order for you to understand the unfamiliar word/s. It
can be Google, Browser, Explorer, Firefox, Explorer, etc.
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For Teachers
 Prepare some English as a Second Language (ESL) activities to improve and
spelling skills at secondary school at least twice a week.
 Conduct some spelling drill.
 Require students to have their own dictionaries or thesaurus.
 Encourage students to read several reading materials.
For Parents
 Encourage their children to read books rather than tolerating them to use their
mobile phones in playing toxic games.
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QUESTIONNAIRE
Dear Respondents,
Greetings!
Please be informed that I am conditioning a study on “Possible Reasons Why
Selected Grade 7, 8 and 9 student of Rinconada National Technical Vocational
School s/y 2019-2020 experience spelling difficulty.” In connection with this, I have
constructed questionnaire to gather information for my study. Your participation is a
big help. Kindly read and answer seriously the questionnaire.
Thank you very much for your kind response to my request.
Very sincerely yours,

Researcher
I. Personal Profile (please fill this out)
Name: _________________________________________ Grade Level: ________

(Optional)
Age: Gender: Section: ____________

o 12 o 15 o 18 o Male
o 13 o 16 o 19 o Female
o 14 o 17
Dialect used at home:

o English o Rinconada o Filipino _________others (please specify)
1. Do you use shortened words that are commonly known as ‘jejemon words'?
___Yes If yes, when?
___No ___text messaging ___lecture ___spelling drill
___quizzes ____________________others
2. Do you use millennial words?

Yes ___ If yes, what are these words?
No ___ ___sanaol ___sml ___atm
___skl ____________________others
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3. How often do you misspelled words because of using jejemon and millennial
words?
___Always (everytime) ___Seldom (once)
___Often (3-5 times) ___Never (not at any time)
___Sometimes (2-3 times)
4A. Do you have reading activities at school?

___Yes If yes, what reading materials do you read?
___No ___newspapers ___e-books
___books
___dictionaries ___magazines
________________________others
4B. Do you have reading activities at home?

___Yes If yes, what reading materials do you read?
___No ___newspapers ___e-books
___books
___dictionaries ___magazines
________________________others
5. How often do you read books?

___Always (everyday) ___Seldom (once in a week)
___Often (3-5 times in a week) ___Never (not at any time)
___Sometimes (2-3 times in a week)
6. What do you do most of your free time?

___playing games ___chitchatting ____ reading wattpad
___reading books ___using mobile phones
___surfing internet _____________________________others
7. Do you have games in your smart phone that is related to spelling?

___Yes If yes what specific games?
___No ___Word Link ___ Wordscapes
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___4 Pics 1 word ___Spelling Trainer

___ Spelling Master __________others
8. How often do you visit the library?

___Always (everyday) ___Seldom (once in a week)
___Often (3-5 times in a week) ___Never (not at any time)
___Sometimes (2-3 times in a week)
9. Do you consult your English teacher when you are experiencing spelling
difficulties?
___Yes
___No
10. Do you have spelling activity in weekdays?

___Yes If yes, when?
___No __Monday __Thursday
__Tuesday __Friday
__Wednesday
11. Does your English teacher give the English as a second language (ESL) activities
that is related to vocabulary?
___Yes If yes, what type of ESL activities?
___No __Last Man Standing __Word Bingo
__Pictionary __Chalkboard Acronym
__Charades ______________others
__Letter Scramble
12. Are you confused when you see/hear unfamiliar words?

___Yes
___No
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13. Are there instance/s that you used your smartphone to search for the meaning
every time you met unfamiliar word/s?
___Yes If no, what reading material/s do you use to search
___No for the meaning of the unfamiliar word/s?
__Dictionary __Encyclopedia
__Thesaurus ______________others
14. Do you visit website/s in the internet in order for you to understand the word/s?
___Yes If yes, what is this website/s?
___No __Google __Browser
__Firefox __Explorer
____________________others
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List of References
https://www.jstor.org/stable/23359375?seq=1
https://msu.edu/~zoladall/Progression_of_Spelling_Instruction.html
https://shodhganga.inflibnet.ac.in/bitstream/10603/36457/7/07_chapter%202.pdf
Page | 45

Chapter 1 - Introduction: A. Background of The Study

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Chapter 1 - Introduction: A. Background of The Study

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Republic of the Philippines

A. Background of the Study

reading disability or commonly known as dyslexia. It is a learning disorder that

frequency service words, such as prepositions, articles and conjunctions, particularly

a fear of making spelling mistakes. They can be reluctant to participate in group

is an important pre-literacy skill for young children to develop. When a word is not

spelled in the way that it is pronounced, short-term memory is required to memorize

is encountered in reading, the easier it is to remember its spelling. Because encoding

impairment may have a less developed sense of phonemic awareness, particularly if

CMC has been described as a language completely different from Standard

2013). The language used in CMC is commonly referred to as textisms, netspeak,

accented or standard pronunciation are examples of characteristic features of CMC

text messages and online communication (Plester et al, 2009).

adults who were exposed to misspellings tended to misspell themselves. Even

as ‘poor spellers’ (due to a pretest), a connection between exposure to misspellings

and worse spelling accuracy was evident in both groups.

B. Statement of the Problem

This study aims to guide Researchers in conducting a Research regarding the

factors affecting the Grade 7, 8, and 9 students of Rinconada National Technical

Dialect used at home).

4. To give some ideas on how to enhance spelling skills.

C. Significance of the Study

What are the importance of this study to the community?

This study aims to help the following personnel:

 STUDENTS It will serves as a guide to the students on

how to effectively spell words.

 TEACHERS It will serves as an instructional material for

the teachers on how to deal with the

students’ needs in order to have efficient

learning when it comes to the spelling.

 ADULTS It will serves as reading material for some

adult who wants to get some tips on how

they can improve spelling skills.

 FUTURE It will serves as a guide to the other

RESEARCHERS researchers who will conduct research

about difficulties in spelling

 PARENTS It will help them to guide their children to be

knowledgeable when it comes to spelling

D. Review Related Literature

represent the internal consonant of an initial consonant cluster is a good predictor of

in the English spelling system.

Progression of Spelling Instruction

1700’s. However the preferred methodology for spelling instruction remained

memorized (Bloodgood, 1991, p.203-204). Students do not learn spelling through

In the 1970s, these apparent deficits in the traditional approach led to

is almost as effective as special instruction” (p. 70).

correlations between it and other parts of literacy. Researchers found a positive

correlation between spelling development and accuracy and fluency, between

& Schlagel, 1992, p.419).

While some researchers were discounting the effectiveness of spelling instruction,

Charles Read and Carol Chomsky were independently conducting research on

important to understand why children produced particular spellings.

By understanding students’ thinking towards spelling, you could assess the

students understanding of English’s phonetic and orthographic systems (Wilde, 1991,

progressed in a hierarchical and predictable fashion. This information along with

A Review of Recent Research on Spelling

Research on spelling ability has witnessed a vigorous but fragmented growth

unfolds in a series of developmental stages has gained popularity. Despite a lack of

is growing. Research on traditional issues in teaching spelling continues unabated

investigation on innovative approaches (computers, group instruction). A creative

widely applied, its effectiveness remains unclear. Research is beginning to indicate

spelling ability involves to processing systems---phonological and lexical. Finally,