Utilization of Mother Tongue: It’s Effects In English Language Acquisition

Researchers:

BALANA, Justine Mae D.

BRUZO, Kristine Mae

POBLETE, Monique

PALAGANAS, Jessa

ILAGAN, Marjorie

VARGAS, DIANA

ASIA, Rosalyn P.

Language Education Research Instructor

WENNA P. PAGAO, Ph.D.

APPROVAL SHEET

1
 This research entitled “Utilization of Mother Tongue: It’s Effects In

English Language Acquisition” is prepared and submitted by the 5th Group,

Justine Mae Balana, Rosalyn Asia, Monique Poblete, Diana Vargas,

Kristine Mae Bruzo, Marjorie Ilagan and Jessa Palaganas for partial

fulfillment of the requirements in Language Education Research for the Degree

of Secondary Education Major in English has been examined and is

recommended for approval and acceptance.

WENNA P. PAGAO, Ph.D.

Research Adviser

EMILIA B. BRUSAS, ED.D

College Dean of Education

ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty, for his

showers of blessings throughout our work of research and to completing this

study successfully. We wish to express our thanks and indebtedness to various

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people who were always there to encourage and guide us all the time

throughout working on this research. We would like to express our deep and

sincere gratitude to our research instructor, Dr. Wenna Pagao, for giving us the

opportunity to conduct research and for providing invaluable guidance

throughout this research. Her dynamism, vision, sincerity and motivation have

deeply inspired us. It was a great privilege and honor to work and study under

her guidance. We are extremely grateful for what she has offered us. We would

also like to thank her for her friendship, empathy, and great sense of humor.

We are also thanking the respondents of this study for cooperating in the

process of this research. They are one of the instruments in the success of this

study. Finally, we are extremely grateful to our parents for their love, prayers,

care and sacrifices to support our education.

ABSTRACT

This study is entitled “Utilization of Mother Tongue: It’s Effects in English

Language Acquisition” under the advisory of our language education research

instructor, Dr. Wenna P. Pagao. This study is conducted by Rosalyn P. Asia,

3
Justine Mae D. Balana, Kristine Mae Bruzo, Marjorie T. Ilagan, Monique

Poblete, Diana P. Vargas and Jessa Palaganas. This study covered the selected

Grade 7 students of Tinawagan National High School for the school year 2021-

2022 and was limited on determining the effects of mother-tongue utilization in

the second language acquisition and identifying the common problems of

mother tongue in learning English language of the students.

Mother Tongue is one’s native language which reflects the culture of a

group of people. Learning the English language is somehow affected by the

mother-tongue language. The importance of both languages is essential in the

communication of the students and the teachers. This study aimed to identify

the extent of the effects of mother-tongue utilization in the English language

acquisition, determine its effects in terms of grammar and vocabulary and find

suggestions that helps the students that adheres their affected performance.

This study is a combination of a qualitative and quantitative type of

research study. It is designed as a case study where the respondents are 30

selected Grade 7 students of Tinawagan National High School for the school

year 2021-2022. The researchers used a survey questionnaire with 18

questions. The researchers used the frequency and percentage distribution and

computed weighted mean in sorting the gathered data. After acquiring all the

formal permission that the researchers had acquired from the locale where the

data was collected, the researchers started gathering the data needed in the

study. After that, the researchers interpreted those gathered data. Then, the

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researchers made the conclusions and possible solutions of the problems of the

study.

On the first research problem, the researchers found out that the

respondents agreed that they can finish their group works easily through

mother-tongue communication with a weighted mean of 3.72, while they

strongly disagreed that using the mother tongue prevents the students in

learning the English language with a weighted mean of 2.36. The researchers

concluded that out of seven influences of mother-tongue interference in

English language, there are two influences in which the students agreed on.

The researchers recommended that students should avoid using their mother-

tongue language inside their English class. They also should start studying

English and apply what they have learned in the class. The researchers also

recommended that future researchers should study and identify more effects of

mother-tongue interference.

On the second research problem, the researchers found out that with a

weighted mean of 4.46, the students strongly agreed that teachers sometimes

use Mother-tongue in their English class when students could not follow their

class discussion. They disagreed that teachers encourage the students to use

mother-tongue in their English class conversation with a weighted mean of

2.72. The researchers concluded that one of the common problems in learning

English language is the teacher’s approach. One of this in the way teachers did

not make use of English effectively throughout their English discussion. The

researchers recommended that the teachers should use English in a way

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wherein the students can understand. They should also encourage the

students to do further studies about English to help them improve their skills.

The researchers also recommended that the future researchers should identify

more common problems in dealing with the English language learning.

On the third research problem, the researchers found out that the

students disagreed that using mother-tongue affects their way of writing in

English with a weighted mean of 3.06. They also disagreed that using mother-

tongue affects their pronunciation of English with a mean of 3.34 while they

agreed that using mother-tongue leads them to mix up their English words.

The researchers also found out that 60% of the respondents cannot

understand an English words and phrases easily in terms of vocabulary. In

terms of grammar, 73% of the respondents said they cannot speak English

fluently. On writing skills, 53% of the students said they can write and

construct paragraphs easily.

The researchers concluded that mother-tongue cannot affect the way of

writing and the pronunciation of the students in English but they it can affect

their grammar as they mixed up the words while speaking. The researchers

recommended that the students should constantly study their speaking skills

with English every day. They should also start the enrichment of their

vocabulary through reading dictionaries and other learning materials that can

help them. The researchers also recommended that the future researchers

should widen their scope and identify the other effects of mother-tongue in

grammar and vocabulary.

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 TABLE OF CONTENTS

PRELIMINARY

PAGES

Title Page ………………………….……………………………….

……………………………… 1

Approval Sheet …………………………….………..

…………………………………………… 2

Acknowledgement ………………...……….……….

………………………………………….. 3

Abstract ………………………………..

……………………………………………………………. 4

Table of Contents ………………………. …..

………………………………………………… 8

LIST OF TABLES

TABLE 1a: Influence of Mother-tongue Utilization in

Teaching and Learning English …………………………………….

………………………. 38

TABLE 2.A: Effects of Mother-tongue on Teacher’s

Approach of Teaching English Language to the Students …………………….….

39

TABLE 3.A: Effects of Mother-tongue in Students

Grammar and Vocabulary………………………………………..

…………………………….. 41

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LIST OF FIGURES

FIGURE 1.a: Student’s Vocabulary …………………………….

…………………………… 42

FIGURE 2.b: Student’s Grammar

………………………………………………………….. 43

FIGURE 3.c: Student’s Writing Skills ………………………….

…………………………… 44

Chapter I

INTRODUCTION

Introduction …………………………………………...

…………………………………………… 12

Rationale of the Study ………………………………………..

………………………………… 14

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

……………………. 15

Theoretical Framework in Schematic Diagram …………………………..…….

………. 18

Conceptual Framework ………………………………….

…………………………………….. 19

THE PROBLEM

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

…………………………………….. 20

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Statement of Hypothesis ……………………………..………………………………………

21

Significance of the Study ……..

……………………………………………………………… 21

Scope and Delimitation ……………………………….

……………………………………….. 22

DEFINITION OF TERMS

………………………………………………………………………. 21

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Related literature ……………..……………………..

…………………………………………… 25

Related Studies ……………………………………….……..

………………………………….. 28

Synthesis of the State-of-the-Art …………………………………………………………..

32

Gap Bridged by the Study ………………………………….

………………………………… 33

Chapter III

RESEARCH METHODOLOGY

Research Design …………………………………..

…………………………………………….. 34

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Locale of the study

…………………………………………………………………………….. 34

Research Respondents

………………………………………………………………………….. 34

Research Instruments ………………………………………..

………………………………… 34

Data Gathering Procedure …………………………….

………………………………………. 35

Statistical Treatment of Data …………………………..

…………………………………….. 35

Statistical Tool ………………………………………………………………………….

………… 37

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1.A: Influence of Mother-Tongue Interference in Teaching and

Learning English

………………………………………………………………………………………. 38

Table 2.A: Effects of Mother-Tongue Interference on Teacher’s Approach of

Teaching English Language to the Students ………………………………..

…………… 39

Table 3.A: Effects of Mother-Tongue in Students Grammar

and Vocabulary …………………..…………………………..

…………………………………… 41

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TABLE 4.A: The Vocabulary, Grammar and Writing skills

Of the Students ……………………………………………........................................

42

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Statement of the Problem 1 …………………………………………………………….…….

45

Findings ………………………………………………….…………………………………………..

45

Conclusion …………………………. ………..………………………………………….……….

45

Recommendation ………………………………………………………………………………..

46

Statement of the Problem 2 ………………………………………………………..………. 46

Findings ………………………..……………………………….……………………………………

46

Conclusion ………………………..…..……………………………………………………………..

47

Recommendation ……………………………..…………………………………………………..

47

Statement of the Problem 3 ………………………………………………..

………………………… 47

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Findings ……………………..………………………..………………………………………………

47

Conclusion ………………………………………...………………………………………………..

48

Recommendation …………………………………………………………………………………

48

BIBLIOGRAPHY ………………………………….……………………………………….……….

49

APPENDICES ………………………………………………………………………………………..

55

Letter to the Respondents ………………………………………………………………………

55

Survey Questionnaire………………………………….…………………………………..……..

56

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 CHAPTER I

INTRODUCTION

Mother Tongue is one’s native language which reflects the culture of a

group of people. Learning the English language is somehow affected by the

mother-tongue language. Learning the second language is influenced by several

factors, including the abilities to acquire knowledge of the second language.

This is where the interference of the mother-tongue language takes place. It is

difficult for students to learn English because they are not used into using it

unlike their native language which they can use easily especially if both

languages have extreme differences in grammars. Imbalance mastery of the

first and second language may lead to distortion. According to Francois (1992),

interference is the difference that may exist between the speaking skills of a

monolingual and that of a bilingual. The impact of the mother-tongue can be

observed from the learners’ English productions such as their speaking and

writing skills (Breadsmore, 1982).

Acquisition of the native language and the target language does not

need more time to learn especially for secondary school students. They are

expected to speak English because they have been studying and learning the

language for six years before, when they are in primary school. But in spite of

such long years of studying the language, they still face difficulties is speaking

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English. Many researches pointed out that one of the principal barrier and

major cause of these difficulties is the mother-tongue language. Students have

to make efforts to reach the ideal balance of mastery between the first language

as their mothertongue and English as the other language.

English language is an international, global and a universal language

while mother-tongue is the native language and there are many native

languages here in the Philippines. This means that the interference of mother-

tongue language in learning English can severely affect the international

communication of the people if they cannot acquire the knowledge that the

English language has. With this, it can clearly determine that mother-tongue

language has caused negative effects in the learning of English language

especially in the educational structures. Mother Tongue Language disrupts the

smoothness of the communication and the learning especially when they tend

to use their native language instead of English because of less confidence. The

impact of mother-tongue interference cannot be denied as its effects on

learners’ speaking and writing skills is affected. This only means that language

policy and planning should be implemented in different schools to avoid further

problems especially in terms of communication internationally.

This study is conducted to determine the effects of mother-tongue

language in learning the English language and how it would affects the

communication process. If there is a great extent of similarity between the

mother-tongue and English language, it would be easier for the learners to

study the linguistic transfer. This is why the greater the difference in structure

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of both languages, the efforts that the students should make in learning

English tends to be heavier when compared if two languages have something in

common.

RATIONALE OF THE STUDY

Language is an important tool that enhances human’s daily

communication and interaction towards each other. It is a vital instrument to

the continuous socialization of the people. Mother tongue on the other hand is

the native language of a person which reflects their culture. Second language

acquisition is affected by several factors including the knowledge that should

be acquired by the students.

This research is conducted to determine and discuss the possible effects

of mother tongue interference in the second language acquisition as it aimed to

identify the common problems that the learners encountered in their study of

English as well as to identify the effects of mother tongue in the grammar and

vocabulary of the students.

Second language acquisition is mainly focused on cross-language

interactions during word and sentence production and comprehension at

different points in the second-language acquisition process. The main

conclusion is that language learning is interactive and dynamic. Because of

this interactivity and dynamicity, the process and outcome of second-language

acquisition can be influenced by many different factors, like the similarity

15
between the first and second language, the learning context, learner

motivations, the age at which a second language is learnt, and the learner’s

language proficiency and background.

Challenges faced by second language students of English can

include lack of exposure, over use of L1, unskilled teachers, no emphasis on

English, cultural barriers to learning and cost. Learners’ culture can be a

barrier to second or foreign language learning. Cultural difference is one of the

common problems that a student might encounter in learning English. This

may cause confusion and cultural misunderstandings. Learners may have

problems communicating with target native speakers because of cultural

differences. Learning a second language means learning to speak and

comprehend it.

Effective communication requires so much more than just being able to

translate vocabulary words — it requires knowledge of intonation, dialect, and

intent, and a nuanced understanding of word use, expression, and a

language’s cultural context. Second-language acquisition assumes knowledge

in a first language and encompasses the process an individual goes through as

he or she learns the elements of a new language, such as vocabulary,

phonological components, grammatical structures, and writing systems.

THEORETICAL BACKGROUND

This study is anchored in three most related theories namely: The

Behavioristic Theory, The Nativist Theory and the Function Position Theory or

Social Interaction Theory.

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 The Behavioristic Theory is one of the theories of stimulus-response

psychology which stresses the fact that human and animal learning is a

process of habit formation. Thus, it is clear that the acquisition of learning

infancy is governed the acquisition of other habits. Behavioristic theory is

developed by J.B. Watson who believes that, “Individuals are born without

built-in mental content and their knowledge comes from experience and

perception”. The theory is shaped through positive reinforcement or negative

reinforcement. Consider effective language behavior to be the production of

correct responses to stimuli. If a particular response is reinforced, it then

becomes habitual, or conditioned.

Nativist theory, on the other hand believes that first language learning is

an inborn ability. All children are born with the ability to learn language, and

that ability is considered as a device called a “little black box”. Under an

ordinary linguistic surrounding, acquisition of language learning will come

naturally. According to Chomsky, grammar is a mental system which is always

learned at a very young age and that happens automatically without being

taught or stimulated. By the concept question that how is knowledge of

language acquired. This theory found that children do not learn language by

imitations or corrections alone because the process of learning language is too

difficult and complicated to imitate. Children only imitate about 4-50% when

they talk with adults. The strong evidence to show that children do not tend to

solely learn language by imitating is that they are supposed to imitate the

input by the adults who try to speak with them in a simple grammar which is

17
called (baby talk). From this baby talk, it on one hand helps children to learn

some aspects of language. On the other hand, the children are lacked of fully

grammatical language. Yet, children still learn language perfectly, independent

of intelligence or IQ.

Lastly, the functional position or the social interaction theory, states that

language acquisition is influenced by the interaction of a number of factors

such as physical, linguist, cognitive, and social ,” (Cooter and Reutzel,

2004).This theory shares many of the same explanations as the other three

theories. Presumably, two of the biggest names in the Interactionist Theory of

language acquisition are Lev Vygotsky and Jerome Bruner. Vygotsky focuses

on the relation between people and the sociocultural context in which they act

and interact in shared experiences (Crawford, 1996). According to Vygotsky,

humans use tools that develop from a culture, such as speech and writing, to

mediate their social environments. Initially children develop these tools to serve

solely as social functions, ways to communicate needs.

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 THEORETICAL FRAMEWORK IN SCHEMATIC DIAGRAM

Figure 1.a: THEORETICAL PARADIGM

CONTRASTIVE ANALYSIS THEORY

Successful
First Learning
Language

Similarities Contrastive Explanation of Error

Differences Analysis

Second
Language

Difficult
Learning

INTERPRETATION

19
 Figure 1.a shows the theoretical paradigm used in this study. According

to the Contrastive Analysis by Robert Lado (1957) as cited by Mozlan (2015),

the theory’s main focus is to determine the similarities and differences between

the first language and the second language. The more similarities there are

between the L1 and L2, the more successful that the learning of English

language will happen. Contrary to that, the more differences there are between

the two languages, the more possibility that the learners will have a difficult

time in learning the second language. This explains why there are errors in the

acquisition of the second language.

CONCEPTUAL FRAMEWORK

Figure 2.a: Conceptual Framework

Utilization of Mother Tongue: It’s Effects in English Language

Acquisition

INPUT
- The effects of mother-
tongue utilization in the
acquisition of English
Language in grammar and
vocabulary
- Survey questionnaire as
the Research Instrument
PROCESS
OUTPUT
- Conducting a survey
The impact of the effects of
using the research
mother tongue interference in
instrument
studying English
- Mispronunciation
- Low comprehension
Skills

FEEDBACK

INTERPRETATION

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 Figure 2.a shows the conceptual framework of this research. The input of

this study is the effects of the mother-tongue interference in the study of

English language and the survey questionnaire as the research instrument.

The researchers conducted a survey with the use of the survey questionnaire.

After the data gathering, the researchers analyzed the gathered data and

interpret it. After the findings, the researchers proceeded on making

conclusions and recommendations. The output of this study is the impact of

the effects that the mother-tongue interference have in studying English. This

impact includes mispronunciation of words in the student’s grammar and low

comprehension skills in their vocabulary.

STATEMENT OF THE PROBLEM

This study focused on determining the effects of Mother Tongue

utilization in the acquisition of the English language on the selected Grade 7

students of Tinawagan National High School S/Y 2021-2022. This study

answered the following problems:

1. How does mother tongue utilization affects the English language

learning of the students?

2. What were the common problems in learning English language?

3. What were the effects of mother tongue in English language in terms

of grammar and vocabulary?

STATEMENT OF HYPOTHESIS

If a specific action is taken, then a certain outcome is expected.

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 1. The determined effects of mother tongue utilization in learning the

English language of the students.

2. The identified common problems in learning English language.

3. The identified effects of mother tongue in English language in terms of

grammar and vocabulary.

SIGNIFICANCE OF THE STUDY

This study gives information regarding the effects of mother tongue utilization

in the acquisition of English Language. The beneficiaries of this study are the

following;

Students. The result serves as a motivation to those students who will read that they

can use in their future study.

Teachers. The result serves as a guide for them on how they will teach their

students in such a way that the students can catch up with the lessons easily.

Parents. It serves as a reason for them to continue supporting their child on

their study.

Community. It serves as awareness on what is the student’s interference in

learning the English language. They can also get lessons and may serve as learning for

them.

Future Researcher/s. It serves as a source of other information and ideas that

they can use on their future studies.

SCOPE AND DELIMITATION

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 This study covered the selected Grade 7 students of Tinawagan National

High School A.Y 2021-2022 and is limited in determining the effects mother

tongue utilization in lthe acquisition of English language, the common

problems in learning English language and the effects of mother tongue in

English language in terms of grammar and vocabulary.

DEFINITIONS OF TERMS

This study contain several terms that are needed to fully understand the flow

of the research.

Academic performance. According to dictionary is the extent to which

a student, teacher or institution has attained their short or long-term

educational goals. In this study, it is the measurement of student achievement

across various academic subjects. Teachers and education officials typically

measure achievement using classroom performance, graduation rates and

results from standardized tests.

Effects. It is a change which is a result or consequence of an action or

other cause according to dictionary. In this study, effects are a change that

results when something is done or happened in an event, condition, or state of

affairs that is produced by a cause. Among other challenges identified is that

use of mother tongue leads to inability to pronounce words. Use of mother

tongue also leads to lack of confidence hence inhibit interaction. Students too

noted that they were unable to understand questions written in English.

Grammar . It is the study or use of the rules about how words change

their form and combine with other words to express meaning according to

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dictionary. In this study, grammar is the study of the classes of words, their

inflections (see inflection sense) and their functions and relations in the

sentence that could be a challenge for the students to overcome Mother Tongue

Interference.

Interference. It is the act of or something that obstructs or hinders

according to dictionary In this study, interference is the influence of one

language (or variety) on another in the speech of bilinguals who use both

languages.

Mother tongue. It is the language which a person has grown up

speaking from early childhood according to dictionary. In this study, Mother

Tongue is still understood by the person at the time the data was collected. If

the person no longer understands the first language learned, the mother

tongue is the second language learned. Mother Tongue can be interfere

students to learn English language.

Students. Is the one who attend a school and the one who study

according to dictionary. In this study, the students are the one who encounter

mother tongue interference since our respondents is a freshmen high school.

School. An educational environment is where children go to learn from a

teacher. Topics such as reading and writing are central to education according

to dictionary. In this study, school is the place where we've conducted our case

study.

Vocabulary. It is the body of words used in a particular language

according to dictionary. In this study, vocabulary are the words of a language,

24
including single items and phrases or chunks of several words which covey a

particular meaning, the way individual words do.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

This part of the research is the related literatures that discussed the

utilization of Mother Tongue and it’s effects in the second language acquisition.

Mother tongue is one’s native language. It reflects the culture of a people

and it is in extricable bound up with it. This native language’s interference in

the teachings of English as the second language makes problems rise.

According to Mozlan (2015), a method called Contrastive Analysis which

25
concerns the study of different pairs of languages that aims to discover their

structural similarities and differences was widely used before to explain why

some target language were more difficult to learn. Contrastive Analysis (2015),

said that this method is based on the idea that the more difficult that the

learner’s mother-tongue and the target language, the more difficult that the

learner will face in acquiring these structures and learnings. This hypothesis

claimed that the difficulty of learning English as the second language can be

learned depending in the degree of difference between the mother-tongue and

the target language. However, there are certain problems with this hypothesis.

According to Eric (2008), this hypothesis does not predict many of the errors

that the learners make in learning the English language. It was said that there

are instances that those items of a target language that is similar to the

learner’s mothertongue language will be easy for the students to learn (Lado’s

Linguistics across Cultures, 1957). Mozlan (2015) confirmed that the

Contrastive Analysis Hypothesis suggested the same and that the items that

the target language which are different to a learner’s first language would be

hard for them to learn. Another concern in the implementation of MTB-MLE in

the Philippines is the attitude of the Filipino people towards it. In the study

conducted by Cruz (2013), it is showed that the people regard English as the

premium language. In fact, their research showed that more than half of the

respondents considered themselves to be highly proficient in English.

Mallareddy (2012) on the other hand emphasized the importance of mother-

tongue Education in early learning. He found out that developing the language

26
skill of the Filipino using their native language has been neglected resulting to

the failure of the education system, which means that implementing the MTB-

MLE in the country’s education system is highly needed. Meanwhile, Vela

(2015) revealed that teaching the mother-tongue language will make a better

performance in the learner’s life given the fact that the everyday language they

use is the active medium of instruction. Finally, the research of Zergani (2015)

concluded that teaching the mother-tongue alongside the second language

allows the structures of the language to be transferred and learned more easily.

Mother-tongue allows for the easy acquisition of a foreign language.

Weinreich (1953) defined languages interference as the deviation from the

norms of either language of a bilingual which occurs in speech. The native

language (mother-tongue language) is believed to have a considerable impact

on the second language (Friedman and Rusou, 2015). For example, a native

speaker of the English language can quickly identify a French or Arab just by

listening to a few words in English. Chomsky (1969) has stated the importance

of the mother-tongue language and says that acquiring another language is

relatively easy in terms of learning. Berstein (1996) argued that, mother-tongue

based Education will be truly successful if they are institutionalized side by

side with strategies that raise the vertical discursiveness of local languages in

order to strengthen their respective domains. That article has been supported

by Tupaz (2009), saying that without addressing attitudes to Language, MTBE

policies can strengthen the linguistic imperalist position of English. Other

articles found out that although there are increased in student’s

27
understanding, teachers and parents expressed their concerns about the

future implications for learning the native language than in English (Wa-

Mbaleka, 2014). However, as Burton (2013) uncovered, teachers have different

feelings regarding the implementation of MTBE because as they follow the

policy, they covertly resisted the Education system because of future concerns

about the outcomes. The impact of mother-tongue on the learning of second

language cannot be denied. Olanipekun (2014) pointed out that mother-tongue

has no effect on the learning of English. There are no correlations between the

student’s performance in learning English and in learning the mother-tongue

language. According to Stephan Krashen (2003), learning is a continuous

process of developing to be welleducated in Language Education. Benson

(2005) stressed out the benefits of teachings in the mothertongue language in

school. He highlighted the use of MTBE that helps to increase the female

enrollment, increases active participation of parents, decrease sexual

exploitation by teachers and improve learning.

RELATED STUDIES

This part of the research discussed the related studies about the effects

of Mother Tongue utilization in the acquisition of English language.

The Department of Education implemented the K to 12 curriculums

through the Republic Act 10533 or known as the Basic Education Act of 2003

which included the use of mother-tongue in the instruction from Pre-

28
elementary to Grade III. This program seeks to address the “high functional

illiteracy of Filipinos” where language plays a significant factor. In a study

conducted by Oyzon et. Al (2014), there is no difference in the effectivity of

teaching geometrical figures using the mother-tongue and by using the other

languages. In fact, students have performed better when exposed to the

mother-tongue according to Espada (3012). This is because mother-tongue

language is their first language and they can easily understand the lessons. In

school year 2012-2013, the Philippine basic education system began its

transition from the old 10-year program to the enhanced K-12 program which

DepEd describes as “carefully studied and designed on research from other

countries and our own local success and failures in education (Estacio, 2015).

It was seconded by the study conducted by DepEd (2016), where implementing

mother-tongue methodology is reinforcement in a learner’s literacy. English is

known to be the best language for Education in the Philippines that is why

local Language or known as the mother-tongue is not used as the media of

instruction. According to a study by Bernardo (2004), even though there are

studies that showed the positive effects of using local languages in education,

using English as a media of instruction still has its dominant position in terms

of learning. These studies that were conducted by different researchers only

means that in terms of education, the role of language may it be the mother-

tongue of the learners or the second language, it can never be overemphasized

when a language is and spanned to a greater portion of education (Devanadera,

2019). In addition to these, Alieto (2019) supported that a language is a

29
potential tool that we can use for the success of education here in the country.

Therefore, there is no concrete connection between the language used in the

learnings of the students in studying English. In this matter, Perez (2018)

claimed that the success and failure of educational system rely in which

language between the mother-tongue of the students or the second language

will be welcomed by the schools. This is where the interference of English in

the study learners takes place. In order to distinguish which language should

the schools choose, they must study the effects that these languages can do to

their student’s literacy. This only means that language policy and planning is

both essential and crucial that if wrongly done will proceed to dire

consequences; however if otherwise happens, it would significantly contribute

not only to the success of the students and education but also to redound the

nation-building (Ejieh, 2004). Even though language is a symbol for

identification among people who speaks it and a vehicle for the expression of

their collective, regional or global feelings— as well as their values and

aspirations— such feelings, values and aspirations are created by the other

factors external to language. Language expresses that these factors facilitates

not only the unity that identified it.

Language is an important tool that enhances human communication and

interaction. It is a vital instrument in cultural transmission and preservation of

a social group. On the other hand, mother-tongue Language that distinguishes

the major phenomenon between a man and other creatures that is evidently

the most enduring of every people’s cultural heritage (Kohn, 1986). Acquisition

30
of two languages naturally does not need time for learning. It is an on-going life

habit where acquiring a foreign language at schools need much more practice.

The influence of learners' native language in making the acquisition of a second

language can be easy or difficult depending on factors that should be analyzed

and considered (Clark, 1993). Many learners need to learn the foreign language

despite the interference of their first language. Torrijos (2009) said that the

influence of a learners’ native language lies in the process through which the

learners of the foreign language go through, it may be easily or difficulty, while

learning. Kosonen (2005) has expressed his concern regarding the act of

choosing a language to be used in schools. He claimed that the act of selecting

one Language among many others is seen as an act of discrimination. This has

reflected the fear of Waiko (1997) who reported that choosing a language may

lead to serve a kind of social division. Another concern that relates to the

interference of mother-tongue language is the attitude which is an essential

need to be well considered in language-in-education policy planning (Baker,

1992). Mastering the second language (English) or even just by learning it

needs an ability to use the language appropriately and strategically. According

to the study of Azman (2012), despite the exposure of students in English, they

still face some difficulties in mastering English even upon graduating in the

secondary school. This is due to the interference of their mother-tongue

Language especially in their writing. Most project reports positive correlation

between the development of literacy in the mother-tongue and the development

of literacy in the second language based on the study reviewed by Akinasso

31
(1993). The idea of ceasing the usage of mother-tongue in the Language

classroom was brought by the odd phenomenon where after studying foreign

language, Students were still unable to fluently speak in the language. This

was because of Fries (1952), who claimed that there is a cross-linguistic

difference that is exists. Lado (1957) supported Fries' claim by his study which

stated the difference in the crosslinguistic difference in the acquisition of a

second language that can be defined by the Contrastive Analysis. Learners

acquire a second language by their knowledge using their native language.

They use their mother-tongue Language to influence their learning of foreign

language both positively and negatively.

SYNTHESIS OF THE STATE-OF-THE-ART

The researchers presented various related literatures and related studies

regarding the study. To have a clearer understanding of these literatures and

studies, the researchers made a synthesis.

One of the highlights was focused on the possible effects of the mother-

tongue in the process of learning English by the students. In the study

conducted by Clark (1993), it was stated that the influence of the learner’s

mother-tongue language in learning the second language may be easy or

difficult depending on the factors that should be analyzed. Determining these

factors will help the learners learn English without the hindrance of their

native language.

The interference of the native language of the students affects their

writing and speaking skills. This means that the communication will be

32
jeopardized and it will ruin the international communication skills of a student.

The difference between the structures of two languages results to the

interference of learning the second language.

A method called Contrastive Analysis was discovered in which it

concerns the study of different pairs of languages that aims to discover their

structural similarities and also their differences (Mozlan, 2015). It stated that

the more difference there is in the learner’s native language and the English

language, the more difficult it will be for Students to acquire the knowledge of

learning the English language.

The use of mother-tongue Education is essential as it is capable of

producing proficient readers in just few years. It will benefit those learners who

have the capacity and ability to learn. It will also help the students to write and

speak English without the effects of their mother-tongue’s interference.

GAP BRIDGED BY THE STUDY

This study determined the effects of mother tongue utilization in the

acquisition of the English language.

All studies had been a great help for the researchers to have an idea

regarding the possible effects of mother-tongue interference from the contents

of related literatures and related studies. However, there were no specific study

conducted in relation to mother-tongue’s effects in student’s grammar and

vocabulary but there are studies that were conducted in relation to the effects

of mother-tongue in student’s writing and speaking skills.

CHAPTER III

33
 RESEARCH METHODOLOGY

RESEARCH DESIGN

This research is a case study as it helps in the exploration of a

phenomenon within a particular context through the use of various data

sources. This study used the Mixed Method with a combination of Qualitative

and Quantitative approach in interpreting the data.

LOCALE OF THE STUDY

This study covers the selected Grade 7 students from the Tinawagan

National High School at Tinawagan, Tigaon, Camarines Sur A.Y 2021-2022.

RESPONDENTS OF THE STUDY

This study is inclusive for the 30 selected Grade 7 students of Tinawagan

National High School, s/y 2021-2022.

RESEARCH INSTRUMENT

This study used the survey questionnaire that is composed of 18

questions. The respondents were asked to put a check on the designated box of

their answers.

DATA GATHERING PROCEDURE

After acquiring all the formal permission that the researchers must

acquire from the locale where the data will be collected, the researchers will

start gathering the data needed in the study. After that, the researchers will

interpret those data. Then, the researchers will make the conclusions and

possible solutions of the problems of the study.

STATISTICAL TREATMENT OF DATA

34
 This study used the frequency and percentage distribution to specify the

certain percentage of observation in each data and group data. It also used the

weighted mean to compute the average.

1. Frequency and Percentage Distribution

Frequency and percentage distribution is used to specify the certain

percentage of observation in each data and group of data.

Formula:

P= (F/N) × 100

Where:

P= Percentage

F= Frequency

N= Number of respondents

2. Weighted mean

This is to compute the average of the data that has more weight than

other data.

Formula:

x=
∑ (W ) ( X )
∑ (W )
Where:

X bar = weighted mean

W= Weights (total number of respondents)

X= Value (the observed value)

STATISTICAL TOOL

35
 In accordance with the objectives of the study and the statements of the

problems, the data that the researchers will gather will be subjected to

tabulation, statistical analysis and interpretation. The data that will be

obtained will be calculated and analyzed using the statistical tools to answer

the problems of the study. In this research, the tools that will be used are the

weighted mean and the frequency and percentage distribution.

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

36
 TABLE 1.a: INFLUENCE OF MOTHER TONGUE UTILIZATION IN TEACHING

AND LEARNING ENGLISH

SA A D SD NS
QUESTIONS (5) (4) (3) (2) (1) WM Rank Verbal
Interpretation
1. Use of mother tongue helps
in improving the student’s 6 Strongly
English knowledge 6 11 4 9 2.47 Disagree
2. Use of mother tongue helps
the students to increase 6 16 8 2.67 5 Disagree
their confidence in
speaking English
3. Use of mother tongue helps
in finishing the group work 11 10 4 5 3.72 1 Agree
easier
4. Using the mother tongue
helps the students 5 10 10 2 3 3.39 3 Disagree
understand their English
lessons
5. Using the mother tongue
helps the students learn 9 15 6 2.9 4 Disagree
English
6. Using the mother tongue
prevents the students in 10 6 4 5 2.36 7 Strongly
learning the English Disagree
language
7. The use of mother tongue
leads to poor performance 5 10 13 2 3 3.69 2 Agree
of students in their English
language.

Scales: Verbal Interpretation

4.21 — 5.00 Strongly Agree

3.41 — 4.20 Agree

2.61 — 3.40 Disagree

1.81 — 2.60 Strongly Disagree

1.00 — 1.80 Not Sure

37
Interpretation:

Table 1.a shows the influence of mother-tongue utilization in the teaching and

learning of English language. The computed weighted mean of the first

question is 2.46 which indicate that students strongly disagreed that the use of

mother-tongue helps them in improving their English knowledge. On the

second question, the computed weighted mean is 2.67 which mean that the

respondents disagreed about the use of mother-tongue helping them to

increase their confidence in speaking English. With the computed weighted

mean of 3.72 on the third question, this means that the students agreed that

using mother-tongue helped them finish their group works easily. On the

fourth question, the weighted mean is 3.39 which mean that the respondents

disagreed that they understand the lessons with the help of mother-tongue

language. The weighted average on the fifth question is 2.9 which indicate that

the students disagreed that mother-tongue language helps them learn English.

On the sixth question, the weighted mean is 2.36 which mean that the

respondents strongly disagreed that using mother-tongue prevents them from

learning English. Lastly, the weighted mean on the seventh question is 3.69

which indicate that the students agreed upon the idea that the use of mother-

tongue in their English class leads to their performance in the class. This

analysis revealed that the students positively responds that using mother-

tongue helps them to finish their group works earlier and easier. It is easier for

the students to use their native language in communicating with their group

mates resulting to finishing their tasks earlier. The students also positively

38
 responded that using mother-tongue leads to their poor performance in English

class.

TABLE 2.a: EFFECTS OF MOTHER-TONGUE ON TEACHER’S APPROACH

OF TEACHING ENGLISH LANGUAGE TO THE STUDENTS

QUESTIONS SA A D SD NS WM Verbal
(5) (4) (3) (2) (1) Rank Interpretation
1. Teachers make use of English
Disagree
language effectively throughout 15 7 8 2.96 4
the lessons
2. Teachers discourage the Students
to use Mother-tongue in their 8 10 8 4 2.72 5 Disagree
English class conversations
3. Teachers use the learning
materials effectively to help the
students improve their English 14 12 4 4.06 3 Agree

writing and speaking skills

4. Teachers encourage the students
the constant study of English to Strongly
help them improve both of their 15 15 4 4.63 1 Agree

written and spoken English

5. Teachers sometimes use Mother-
tongue in English class when the Strongly
students could not follow in the 4.46 2 Agree
14 16
class discussion
Scales: Verbal Interpretation

4.21 — 5.00 Strongly Agree

3.41 — 4.20 Agree

2.61 — 3.40 Disagree

39
1.81 — 2.60 Strongly Disagree

1.00 — 1.80 Not Sure

INTERPRETATION:

Table 2.a shows the effects of mother-tongue on teacher’s approach in teaching

English language to the students. The computed weighted mean on the first

question is 2.96 indicating that the students disagreed that teachers make use

of speaking English language effectively throughout their lessons. On the

second question, the weighted mean is 2.72 which mean that the students

disagreed that teachers discourage them in using mother-tongue in their

English conversations. On the third question, the weighted average is 4.06

which mean that the students agreed that teachers use the learning materials

effectively to help them improve their writing and speaking skills. The weighted

average on the fourth question is 4.5 which mean that the respondents

strongly agreed that the teachers encourage them to constantly Type equation here .

study English so they will improve their writing and speaking English. Lastly,

the weighted mean of the fifth question is 4.46 that indicate the strong

agreement of the respondents that teachers sometimes use Mother-tongue in

their English class when the students cannot follow the discussion. This

analysis revealed that the respondents positively responded on three of the

teachers approach listed above. They strongly agreed that teachers encourage

them to study English constantly and teachers using mother-tongue to

communicate with them in the class are the best approach that yhe teachers

used to help them perform well in their class. They also positively responded

40
that another teacher’s approach that helps them improve is the effective use of

learning materials for the improvement of a student’s English writing and

speaking skills. This three teachers approach is suggested to use in the class

for the positive response on the students performances.

TABLE 3.a: EFFECTS OF MOTHER-TONGUE IN STUDENTS GRAMMAR AND

VOCABULARY

QUESTIONS SA A D SD NS WM Rank Verbal

(5) (4) (3) (2) (1) Interpretatio
1. Using the mother
2 9 12 5 3.0 3
tongue affects the 6
student’s way of Disagree

writing in English
2. The use of mother-
4 6 12 10 3.3 2
tongue affects the 4
students Disagree

pronunciation in
English
3. The use of mother-
2 17 9 4 3.6 1 Agree
tongue leads the 3
students to mix up
their words in
English

Scales: Verbal Interpretation

4.21 — 5.00 Strongly Agree

3.41 — 4.20 Agree

2.61 — 3.40 Disagree

41
1.81 — 2.60 Strongly Disagree

1.00 — 1.80 Not Sure

INTERPRETATION:

Table 3.a shows the effects of mother-tongue in the students grammar

and vocabulary. The weighted mean of the first question is 3.06 indicating that

the respondents disagreed that using mother-tongue affects the students’ way

of writing in English while they also disagreed that the use of mother-tongue

affects the pronunciation of the students in English with a weighted mean of

3.34. Lastly, the respondents agreed that the use of mother-tongue language

leads them to mix their words up with a weighted mean of 3.63. This analysis

revealed that the students are prone to mixing up their words as the mother

tongue’s effects while they do the acquisition of the English language. This

table revealed that out of three (3) listed questions, the respondents positively

agreed on only one question. The use of mother-tongue leads them to mixi their

words up with English which is probably the reason why they are having the

hard time to speak English.

TABLE 4.a: THE VOCABULARY, GRAMMAR AND WRITING SKILLS OF THE

STUDENTS IN ENGLISH

Ye Sometime No Verbal

Questions s s (1) WM Rank Interpretatio

(3) (3) n

42
Can you understand

an English phrase or 8 4 18 1.67 2 Sometimes

sentence easily?

Can you write and

construct English 2 6 22 1.33 3 No

paragraphs well?

Can you speak

English fluently? 8 6 16 1.73 1 Sometimes

Scales Verbal Interpretation

2.34 — 3.00 Yes

1.67 — 2.33 Sometimes

1.00 — 1.66 No

INTERPRETATION:

Table 4.a shows the vocabulary, grammar and writing skills of the students in

English. The computed weighted mean of the first question is 1.67 and ranked

second which indicates that the respondents can sometimes understand

English words and sentences and they also cannot understand sometimes. The

weighed mean of the second question is 1.33 and it ranked third in the ranking

which indicates that they cannot construct an English paragraphs very well.

The computed weighted mean of the third question is 1.73 and has ranked first

in the ranking which means that they can sometimes speak English fluently

43
and sometimes, they cannot speak English fluently too. This analysis shows

that the respondents of this study has negative response in the questions listed

above. The analysis shows the poor vocabulary and grammar of the students. It

is highly suggested that they should read more English materials for the

improvement of this aspects.

Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

STATEMENT OF THE PROBLEM 1: How does mother tongue utilization

affects the English language learning of the students?

Findings: The researchers found out that the respondents strongly disagreed

that mother-tongue helps them improve their English knowledge with a

weighted mean of 2.47 and with the mean of 2.67, they also disagreed that

using mother-tongue helps them increase their confidence in speaking English.

The respondents agreed that using mother-tongue help them finished their

group works easily while they agreed that mother-tongue helps them

understand their lessons with a weighted mean of 3.39. With a mean of 2.9,

the students disagreed that using mother-tongue helps them learn English and

with a mean of 2.36, they strongly disagreed that using mother-tongue

prevents them from learning English. Lastly, with a mean of 3.69, they agreed

that using mother-tongue leads them to have a poor performance in their

English class.

44
Conclusion: The researchers concluded that out of seven influences of mother-

tongue interference in English language, there are two influences in which the

students agreed on. With a weighted mean of 3.72, they agreed that they can

finish their group works easily through mother-tongue communication. The

other one with a weighted mean of 3.69, they agreed that using mother-tongue

in their English class leads them to have a poor performance.

Recommendation: The researchers recommended that students should avoid

using their mother-tongue language inside their English class. They also

should start studying English and apply what they have learned in the class.

The researchers also recommended that future researchers should study and

identify more effects of mother-tongue interference.

STATEMENT OF THE PROBLEM 2: What were the common problems in

learning English language?

Findings: The researchers found out that with a weighted mean of 2.96, the

students disagreed about the teachers who make use of English language

effectively throughout the lessons. They also disagreed that the teachers

discourage them from speaking their mother-tongue in their English

conversations with a weighted mean of 2.72. They agreed that teachers use the

learning materials effectively to help them improve their writing and speaking

skills with a mean of 4.06 and with a mean of 4.5, they strongly agreed that

teachers encourage them to constantly study English. Lastly, with a mean of

45
4.46, they strongly agreed that teachers sometimes use Mother-tongue in their

English class when students could not follow their class discussion.

Conclusion: The researchers concluded that one of the common problems in

learning English language is the teacher’s approach. One of this in the way

teachers did not make use of English effectively throughout their English

discussion.

Recommendation: The researchers recommended that the teachers should

use English in a way wherein the students can understand. They should also

encourage the students to do further studies about English to help them

improve their skills. The researchers also recommended that the future

researchers should identify more common problems in dealing with the English

language learning.

STATEMENT OF THE PROBLEM 3: What were the effects of mother-tongue

in English language in terms of grammar and vocabulary?

Findings: The researchers found out that the students disagreed that using

mother-tongue affects their way of writing in English with a weighted mean of

3.06. They also disagreed that using mother-tongue affects their pronunciation

of English with a mean of 3.34 while they agreed that using mother-tongue

leads them to mix up their English words. The researchers also found out that

60% of the respondents cannot understand an English words and phrases

easily while 27% of them said they can understand it. The remaining 13% said

that they can sometimes understand and sometimes they cannot understand

46
English words and phrases easily. On terms of grammar, 73% of the

respondents said they cannot speak English fluently while only 7% of them

said they can and the remaining 20% said that they can sometimes speak

fluently and sometimes not. On writing skills, only 27% said they can write and

construct English paragraphs and 60% said they cannot, while the remaining

13% said that they can sometimes write and construct and sometimes not.

Conclusion: The researchers concluded that mother-tongue cannot affect the

way of writing and the pronunciation of the students in English but they it can

affect their grammar as they mixed up the words while speaking. The

researchers also concluded that the respondents are having a poor English

vocabulary with only 27% of those who can understand the language. They

also have poor grammar as there are only 7% of them who can speak fluently.

Recommendation: The researchers recommended that the students should

constantly study their speaking skills with English every day. They should also

start the enrichment of their vocabulary through reading dictionaries and other

learning materials that can help them. The researchers also recommended that

the future researchers should widen their scope and identify the other effects of

mother-tongue in grammar and vocabulary.

47
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Lado (1957). Retrieved from

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APPENDICES

TRANSMITTAL LETTER

Tinawagan National High School

Tinawagan, Tigaon Camarines Sur

May 15, 2022

Seeking permission to conduct survey in your school

Respectes Sir/Madam,

Respected, we are currently a second year students of Shepherdville College of

Tigaon Camarines Sur. We are conducting our case study entitled: Effects of
Mother Tongue Interference in the Study of English Language of Selected Grade
7 Students of Tinawagan National High School, S/Y 2021-2022.

53
In connection with this, we would like to ask your humble permission to let us
conduct our research survey in your chosen grade 7 students in your school.
We are hoping for your consideration and humble approval.
Thank you very much and God Bless us all.

Sincerely yours,
Balana, Justine Mae D
Poblete, Monique
Asia, Rosalyn P.
Bruzo, Kristine Mae I.
Vargas, Diana P.
Ilagan, Marjorie T.
Palaganas, Jessa

RESEARCH INSTRUMENT

LETTER TO THE RESPONDENTS

May 23, 2022

Dear Respondents,

Good day!
This questionnaire is related to our study that we are conducting which
is entitled”Utilization of Mother Tongue: It’s Effects in English Language
Acquisition”. You are the one that we are choosing to be our participants in our
research. Thus, we are hoping to your hundreds cooperation. Please answer
the questions that are cited faithfully, make your written legible and as much
as possible please don’t leave it blank.
Thank You and God Bless.

54
 Yours Truly,
Asia, Rosalyn
Balana, Justine Mae
Bruzo, Kristine Mae
Ilagan, Marjorie
Poblete, Monique
Vargas, Diana
Palaganas, Jessa

Noted by:
WENNA P. PAGAO, Ph.D.
Approved by:
EMILIA B. BRUSAS, ED.D
College Dean

SURVEY QUESTIONNAIRE
Direction: Put a check in the designated box of your answer to every survey
questions. Read each question carefully and answer them truthfully.
Name: _______________________________________________ (Optional)

Influence of Mother-tongue in the teaching and learning of English

language

QUESTIONS STRONGLY AGREE DISAGREE STRONGLY NOT

AGREE DISAGREE SURE
1. Use of mother tongue
helps in improving
the student’s English
knowledge
2. Use of mother tongue
helps the students to
increase their
confidence in

55
 speaking English
3. Use of mother tongue
helps in finishing the
group work easier
4. Using the mother
tongue helps the
students understand
their English lessons
5. Using the mother
tongue helps the
students learn
English
6. Using the mother
tongue prevents the
students in learning
the English language
7. The use of mother
tongue leads to poor
performance of
students in their
English language

Teacher’s Approach in teaching English and its influence on student’s

performance in English

QUESTIONS STRONGL AGREE DISAGREE STRONGL NOT

Y AGREE Y SURE
DISAGREE
1. Teachers make use of
English language
effectively throughout
the lessons
2. Teachers discourage
the Students to use
Mother-tongue in their
English class
conversations

56
3. Teachers use the
learning materials
effectively to help the
students improve their
English writing and
speaking skills
4. Teachers encourage the
students the constant
study of English to help
them improve both of
their written and
spoken English
5. Teachers sometimes
use Mother-tongue in
English class when the
students could not
follow in the class
discussion

Effects of Mother-tongue in English grammar and vocabulary of Students

QUESTIONS STRONGLY AGREE DISAGRE STRONGL NOT

AGREE E Y SURE
DISAGRE
E
1. Using the mother
tongue affects the
student’s way of
writing in English
2. The use of mother-
tongue affects the
students
pronunciation in
English
3. The use of mother-

57
 tongue leads the
students to mix up
their words in
English

GRAMMAR AND VOCABULARY

1. Can you understand an English phrase or sentence easily?

__Yes
__No
__Sometimes

2. Can you write and construct English paragraphs well?

__Yes
__No
__Sometimes

3. Can you speak English fluently?

__ Yes
__No
__Sometimes

CURRICULUM VITAE

58
Name: Rosalyn P. Asia
Gmail: asiarosalyn02@gmail.com
Cellphone No.: 09952081302
Reference: Evelyn P. Asia (0909549844)
Expertise: Nail Art
Experience: manicure, Pedicure, & Wellness Massage Assessment
Educational
High School: Saint Andrew Academy (2016-2017)
Senior High: Sagnay College Southeastern High School (2019-2020)
College: Shepherdville College

About Me: I’m a hardworking student who’s always willing to learn all
that I needed to, and never get tired of learning new things.

59
Name: Justine Mae D. Balana
Gmail: balanajustinemae@gmail.com
Cellphone No.: 09128707211
Reference: Felomino A. Balana Jr.

Educational
High School: Tinawagan National High School
Senior High: Tinawagan National High School
College: Shepherdville College

I’m a student who always willing to learn all the things that I need to, and
never get tired of learning new thing.

60
Name: Kristine Mae I. Bruzo
Gmail: mae.bruzo17@gmail.com
Cellphone No.: 09489246964
Reference: Melchor Bruzo (09976187260)
Expertise: Customer Service Skill
Experience: Sales Clerk

Educational
High School: San Rafael National High School (2017-2018)
Senior High: San Rafael Senior High School (2019-2020)
College: Shepherdville College

I am ambitious and hardworking. Looking for an opportunity to do better

and achieve greatness.

61
Name: Monique Poblete
Gmail: Monique.poblete96@gmail.com
Cellphone No.: 09511660405
Reference: Maria Monica R. Poblete
Expertise: Cooking
Experience: Sales Clerk and Office Clerk

Educational
High School: Dr. Rodolfo V. Pamor Jr Memorial National High School
College: Shepherdville College

A cheerful person who knows to manage and support our family needs.

62
Name: Marjorie Ilagan
Gmail: marjorieilagan51@gmail.com
Cellphone No.: 09488702597
Reference: Estrellita Ilagan (09630039729)
Expertise: Wellness Massage
Experience: Thai Massage & Traditional Massage
Educational
High School: Partido agro-Industrial National High School
Senior High: Nato National High School (2019-2020)
College: Shepherdville College

63
 Name: Diana P. Vargas
Gmail: dianesagrav@gmail.com
Cellphone No.: 09514828681
Reference: Ernesto F. Vargas Jr.
Expertise: CSS Computer System Servicing
Experience: Computer Technician and Computer Servicing NC II
holder

Educational
High School: Juan L. Filipino Memorial High School
Senior High: Juan L. Filipino Memorial High School
College: Shepherdville College

Name: Jessa B. Palaganas

64
Gmail: jessapalaganas07@gmail.com
Cellphone No.: 09503385545
Reference: Luis Palaganas Jr.
65