SPEECH RELATED PROBLEMS AND LANGUAGE ACQUISITION IN ENGLISH

OF THE GRADE 8 STUDENTS IN THE SISTERS OF MARY

SCHOOL-GIRLSTOWN ,INC S.Y 2019-2020

A Senior High School Research Paper

Presented to
SMS-GT Research Committee

In Partial Fulfilment of the Course Requirements

in Inquiries, Investigation and Immersion

Acala, Jocelyn
Candedeir, Janine
Epos, Rozel A.
Langgamin, Kennalen
Lerio, Lara Jane D.
Sumalinog, Jennelyn
Villegas, Rosemarie C.

August, 2019
Sisters of Mary School-Girlstown, Inc.
 Approval Sheet

This research entitled “SPEECH DIFFICULTY AND LANGUAGE ACQUISITION IN

ENGLISH OF THE GRADED 8 STUDENTS IN THE SISTERS OF MARY SCHOOL-
GIRLSTOWN,INC S.Y. 2019-2020”. Prepared and submitted by (Acala, Candedeir, Epos,
Langgamin, Lerio, Sumalinog, Villegas) in partial fulfillment of the requirements in inquiry
investigation and immersion are hereby recommended for approval.

_______________ MR. GLENDON L. MACAPAYAD

Date Research Adviser

Accepted as partial fulfilment of the requirements in Inquiry, Investigation, and Immersion

Name of Panel Member Name of Panel Member

Panel Member Panel Member
SISTERS OF MARY SCHOOL–GIRLSTOWN, INC. SISTERS OF MARY SCHOOL–GIRLSTOWN, INC.

Name of Panel Member

Panel Member
SISTERS OF MARY SCHOOL–GIRLSTOWN, INC.

MRS. MARIA DOMNENA I. ANOG

Date Vice Chairman, Research Committee
SISTERS OF MARY SCHOOL–GIRLSTOWN, INC.

SR. LARESA N. MORASA, SM

Date Chairman, Research Committee
SISTERS OF MARY SCHOOL–GIRLSTOWN, INC.
 Abstract

Add Content Here

Keywords: Add Content Here

 Table of Contents

Acknowledgments vi
Dedication vii
List of Figures viii
List of Tables ix
CHAPTER I 1
Introduction 1
Theoretical and Conceptual Background 1
Theoretical and Conceptual Framework 1
Statement of the Problem 2
Research Hypothesis 2
Scope and Delimitation of the Study 2
Significance of the Study 2
Definition of Terms 2
CHAPTER II 3
Related Literatures 3
Related Studies 3
CHAPTER III 4
Research Design 4
Research Environment 4
Population and Sampling 4
Respondents of the Study 5
Research Instrument
Validation of the instrument 5
Data Gathering Procedure 5
Statistical Treatment and Data Analysis 6
CHAPTER IV 7
CHAPTER V 8
Summary 8
Findings 8
Conclusions 8
Recommendations 8
Bibliography 9
Appendix A - Meta-Analysis 10
Appendix B - Letter to the Research Adviser 11
Appendix C - Letter to the School Principal (Quantitative Data Gathering) 12
Appendix D - Letter to the School Principal (Qualitative Data Gathering) 13
Appendix E - Letter to the Mother Sister of the Respondents 14
Appendix F - Letter to the Respondents 15
Appendix G - Survey Questionnaire 16
Appendix H - Interview Guide 17
Appendix I - Transcript of the Interview 18
Authors Profile 19
 Acknowledgments

Add Content Here

-The Researchers
Dedication

Add Content Here

 List of Figures

Figure 1: The Schematic Diagram of the Study 1

Figure 2: Sisters of Mary School – Girlstown, Inc. 4
Figure 3: Colaizzi Approach 6
 List of Tables

Table 1 5
 CHAPTER I
PROBLEM AND ITS BACKGROUND
Introduction
Language is regarded as the soul of communication. It is an effective instrument to deliver
messages, concepts or ideas, feeling and attitude that an individual wanted to share as a way of
conveying something. Wibavo(2001) describes language as a system of symbols that contains
and articulate sounds which are arbitrary and conventional that is usually utilized by a group of
people to make or share something during conversation. It is the medium of communication used
by all of the nations around the world, internationally and globally. With the use of common
language, people with different dialects may be able to share something with a single language
that they utilized. As what Lametyinen(2012) stated language is conditioned that really transform
an individual into a real human. With the used of language, people may express their different
feelings into words which makes them distinct from all kind of creatures. In addition, there are
spoken around the globe and each of those contain different means and special uses. Each
country has their distinct used of language and the most common language utilized by most of
the nations is the language of English.
English language is the main language of several countries (Haraquist,2018). It is actually the
language utilized by Australia, Canada, New Zealand, United Kingdom, United states, with the
use of Engllish, many nations were able to communicate with their fellow around the world
through each of them differ in language that they used in speaking. In fact, 20% of the world's
population speak English during communication. This only proves that the language of English
play on important role in understanding each each of the nations identity. Santosh(2017) present
the top ten English speaking countries where in they in considered English as a native language.
This includes Australia, France, Canada, Germany, UK, Nigeria, Pakistan, India, US and
Philippines. The mentioned nations utilized English in their day. Today activities and etc.English
serves a lot of purpose to them and in India, it was actually their official language that is very
useful to Indians who speak diverse languages to understand each other. It has a significant
contribution to the different sectors of their society either in legal, financial, education and
business (Aurora, 2011).

Speech related problems can be the main obstacle to foreign language learning and
communication. In fact, even how much the English learners know about the language of
English, they still experience a lot of speaking difficulties (Al Hashi, 2014). In some
International countries just like Australia, the issue regarding the speech difficulty experienced
by some people specifically the students is also address. Austrialian learners of English actually
experiences this accent related problems most especially when they are in school setting (Kliere,
Tsurahang, Harle, & Mihami, 2017). Students from Australia had a hard time improving this
problem and this affects their performance when it comes to academic activities in school. In
relation to that , international education has been implemented in Australia and this has enlarged
rapidly in recent years, and this system of education identifies a number of issues that the
students encountered in their years of experience in school (Zhang, & Mi, 2010). Studies
conducted among Australian the students was found out that they have encountered a large range
of challenges regarding their speech difficulty problems (Kell & Vagi, 2007). Moreover, the most
common conflict of students when it regards to language acquisition the speech difficulty
problems they inherited. This only proves that the speech difficulty could really be a hindrance
for an effective communication and is achieving a good performance when it comes to school
matters and the Ausrtralian students is such a great example for this.

Philippines is also experiencing this speech related problems though it is regarded as one

of the asian countries who utilizes English language. The fluency of the Filipinos in speaking

English is one of the countries strategic assets that had amazed foreign investors to build a

business and be part of the country’s trade industry (Claro,2012). In addition, more and more of

the Philippines population is fluent in speaking the English language (Rollan,2012). However,

despite of this characteristic of the Filipinos, many are still having difficulty in speaking English.

Many students in the Philippines are actually having a hard time communicating to other people

with the use of English. In Amuyong Elementary School specifically, pupils are having difficulty

speaking the english language and they even do not want to come to English classes. This only

proves that speech difficulty problems are actually affecting the performance of the students and

this is something to be concerned of.

Similarly, the students at the Sisters of Mary School is also experiencing this speech

related problems that really hinders them to communicate properly. The school is actually

utilizing Englkish as the medium of communication for this school is bounded by the rule of

“English Drive Policy”. This policy urge the students to speak english in their communication

and this has been implemented starting from their first year entry at the school with all the years

that they have been using English in communicating their ideas at school, there are still a lot as

students who encountered speech related problems most especially when it comes to speaking in

English.Despite the fact that the school excel in different competitions with regards to language

still, there are some students who experience some hardships in using english. These problem

includes the mispronunciation of the words, stuttering, etc. Moreover, as the students acquire

english, there are also some factors that affect their language acquisition in english aside from
the speech related problems they have experienced. As what Burstall (2008) had stated there are

actually some related studies that states about various factors that can affect the students process

of acquiring language. With this it is actually possible that aside from the speech-related

problems encountered by the student, different factors may affect their language acquisition.

In relation to this, this study aims to describe the in-depth experience of the Grade 8

students in the Sisters of Mary School-Girlstown with regards to the different speech related

problems that they’ve encountered and its significant relationship to their language acquisition in

English is of great help to them to improve their speaking ability. Moreover, this study is viewed

to provide a language acquisition enhancement plan that will engage the students in different

performance in order for them to acquire English better. The result of this study will be the basis

of the researchers on what particular language acquisition Enhancement Plan that is suited to the

speech related problem that the students are experiencing. This study will also give a

contribution to the school itself for they may be able to implement a certain activity aside from

the Enhancement Plan mentioned by the researchers that can also help the students in their

language acquisition in English of all these benefits, the researchers conducted this study at the

school itself to give necessary information and data that will give way towards the students good

acquisition of language.

Theoretical and Conceptual Background

This study aims to describe the lived experiences of the Grade 8 students regarding their
speech related problems and its significant relationship to their English language acquisition. As
described by the researchers, this study is anchored on the following theories; second language
Acquisition Theory: Input hypothesis by Stephen Khrashen( 2017), Universal Grammar Theory
by Henna Lemetyiren(2012).
The input hypothesis of the second Language Acquisition by Stephen Khrashen( 2017)
states that a learner of a second language improves and progresses when he/she received it and
the language he acquired is a step beyond his linguistic competence. This theory further explains
that acquiring a second language can help an individual to improve their language knowledge
and ability. In relation, the students at the Sisters of Mary School may improve their speaking
ability as they acquire English in their everyday life though they are affected by certain speech-
related problems. With this, they may be able to have a good strategy to acquire English
language better.
Theory of Universal Grammar by Henna Lemetyiren(2012) states that an innate
biological grammatical categories such as noun category and verb category facilitate the entire
language development. Moreover, this theory states that different language aspects affects the
acquisition process of a learner, in line with this, the students at the Sisters of Mary School-
Girlstown may use this different language aspects in their English language Acquisition. This
aspect can also be a factor in their acquisition process.
Theoretical and Conceptual Framework
Figure SEQStatement
Figure \*of
ARABIC 1: The Schematic Diagram of the Study
the Problem
This study aimed to describe the lived experiences of the Grade 8 students in the
Sisters Of Mary School-Girlstown Inc.,S.Y 2018-2019 with regards to their speech difficulty and
its significant relationship to their English language acquisition.

Specifically,it sought to answer the following questions:

1.What are the profile of the respondent in items of:

1. 1 Age

1.2. Locality

1.3. Parent’s highest educational attainment

1.3.1. Mother

1.3. 2 Father

1.4. Ethnicity

2.What are the speech related problems encountered by the respondent?

3.What are the lived experiences of the respondent with regards to speech difficulty?

4.How does the respondent overcome the speech related encountered?

5.To what extent do the respondents encountered speech related problems?

 6.What Is the level of the respondents English language acquisition?

7.Is there a significant relationship between the speech related problems and the
respondents language acquisition in English?

8.Is there a significant relationship between the profile of the respondents and their Language
Acquisition in English?

9.What contextualized language Acquisition plan can be proposed for the benefit of
the students?

Research Hypothesis
Pertaining to the statement of the problem of this study, the following hypotheses were put to the
test at 0.05 significance level:
● There is no significant relationship between the speech related problems and the English
Language Acquisition of the respondents.
● There is no significant relationship between the profile of the respondents and their
English Language Acquisition.

Research Assumptions
Based on the research problem of the study, the following assumptions were made:
● Speech related problems affects the language Acquisition of the students.
● The students experience speech related problems in acquiring English Language.
● Different factors affect the language acquisition of the students.

Scope and Delimitation of the Study

This Exploratory Sequential Mixed Method Design aims to describe the lived

experiences of the Grade 8 students with regards to the speech related problems to their English

language Acquisition. This also aims to describe the relationship between speech related

problems and to the language acquisition in English of the respondents.

In qualitative phase, the researchers uses the phenomenological type of qualitative study

to describe the lived experiences of the respondents in relation to their speech related problems.

The chosen respondents are the grade 8 students of the Sisters of Mary School-Girlstown, Inc.

Talisay Campus. The respondents are chosen purposively based on the criteria and qualification
set by the researchers. The semi-structured interview is used to gather data from the respondents

and the data was analyzed using the Thematic Content Analysis.

Moreover, in the quantitative phase , the researchers use correlational to further

investigate the relationship between the speech related problems and the language acquisition in

English of the respondents. The researcher made-instrument survey questionnaire will be put to

validity and reliability test. The respondents are randomly selected through the use of stratified

sampling technique to provide different explanation and interpretation of data provided by the

respondents.

Significance of the Study

The results of the study provide a significant impact to the following:

School Administration. Through the help of this study, the school administration will be

guided on what are the things that they should implement for the improvement of the English

Language Acquisition of the students.

Teachers. This study will give ideas to the teachers on what strategy to apply in order for

the students to better acquire English as a language.

Students. By the aid of this study, students will be given such activity to improve their

language acquisition in English and as a result, they will be able to apply it in their day to day

activity in school.

Researchers. This study will serve as a language for the researchers in contributing to the

school system to improve the language capacity of the students with speech related problems.

Future Researchers. Through the aid of this study, the future researchers will be guided

in studying related study for discovering new findings and outcomes.

 Definition of Terms
To fully understand the aims and objectives of the study, the following terms are defined

according to its usage and purpose.

Acquisition is an act of obtaining to have something (Cambridge Dictionary, 2019). In this

study, acquisition refers to the ability of the students to acquire language of English in their years

of staying inside the school.

Language is a system of conventional spoken manual or written symbols or means of which

human beings, as members of social group & participants in culture, express themselves (Robins

and Crystal n.d.). In this study it refers to the medium in communication the students is using to

express their thoughts and ideas this language is referred to the English language itself.

Language Acquisition is the process of learning a native or a second language is that process of

building the ability to understand a language, using it to communicate with others (Stevie D,

n.d.) Second Language Acquisition refers to the learning of other language/s besides the native

language.

Speech related problems refers to any condition that affects a person’s ability to produce

sounds and create words (Eske, 2019). In reference to this study speech related problems refers

to the different speech related problems such as stuttering that greatly hinders him to speak or

communicate well.
 CHAPTER II
REVIEW ON RELATED LITERATURE AND STUDIES

Related Literatures
Language is the grammar and other rules and laws that permit people to make utterances

and sounds is any other can understand. It is also at once a tool and mechanisms that determines

how an individual relates to the world as a person (Nardquist, 2019). With the use of language,

an individual can communicate with the world around him and can share ideas and concepts. In

this matter, language can be considered as a cognition that truly makes a person a real human

being. This are the unique capability of an individual that can be used to express different

feelings and attitudes, unlike the other organisms (Lemetgenen, 2012). Moreover, Keraf (2005)

described language as a medium of communication between a participant of a group that is

expressed through the use of spoken or written symbols that is produced by a person during

communication in the form of sounds (Cemach, 2012). These ideas only suggest that language is

used by humans in the means of symbol signs and words wherein it can be used to deliver a

certain message during communication. Furthermore, Enons (2014) stressed out that language is

the center of human lives and it can be an instrument to set an understanding about human

diversity. This idea only implies that language can be utilized to promote unity among nations

with different languages for languages expressed the distressed behaviour of an individual. In

relation, Holinger (2015) also stated that language is determined as one pf the most important

evolutionary advances of humans. This means that human beings may develop various ideas for

as frequent the language is used, the more that it could be more developed.However, as an

individual acquiring language, speech difficulty problems a risen acquisition process.

Zhang ( 2009) states that the speaking skills remains the most difficult skill to master for

most if the English language user. In fact, more than three million americans have speech
problems, such as stuttering, articulation disorders, cluttering and apraxia (Waltery 2 016). This

concept emphasizes that speech difficulty problems is present and had a great impact on their

communication. Furthermore, Homitron ( 2018) mentioned that Malaysians speaks English with

less fluency due to some speech difficulty problems. Malaysians has a problem with language

acquisition as well and this includes slamming and stuttering, which is already affecting for year

( Hao 2017). Moreover, Blass et. al (2017) exhorted that the proficiency of language is still a

difficult process for most of the public school students. United Kingdom essays (2018) also

present that majority of adults and non-native students of English language has speaking

difficulties when they speak the language. In relation to this, some international students in

Malaysia also find some problems in speaking the English and they find it hard to acquire

English better (Abdullas et.al 2019). In addition, Abdulrahman (2013) also states that speech

difficulty problems, experiences, students may vary depending on their experiences, and this may

include the aspects of pronunciation, grammar, ethnography and vocabulary. Harmer (2007)

suggest that in order to cope with different speech difficulty problems one should improve their

pronunciation skills. However, Jack William (2002) states that pronunciation is not considered as

an indispensable aspect the acquiring of language. On this matter, this implies that speech

difficulty problems has different aspect needed to be considered and is actually occuring due to

some causes or reasons.

The difficulty with speech can be an effect of the problems with the brain or nerves that

control the facial muscles, larynx, and vocal cords that is very important for speech development

(Stoppler, 2017). As added by BBC Hews (2014), learning another language just like english

altered the grey matter of the brain which processes the information.Reaving (2007) also suggest

that the sensory feedback loops needed for acquiring a certain language may not actually work
with those persons who has apraxia or any other speech impairments. In addition, Swalter (2016)

exhorted that the ability to understand language and produce speech is controlled and may be

related by the human brain. This only implies that the brain itself is responsible for controlling

the different mechanisms that is related to acquiring the different mechanisms.That is related to

acquiring language in different means. In line with this matter, speech difficulty problems may

be affected by several factors. That also may be affected by several factors in many ways.

Burstall (2008) states that there are actually factors affecting the acquisition of foreign

language. In addition, Rababah (2015) mentioned that those factors include teaching strategies

curriculum and the environment where an individual is in. Moreover, motivation, attitude, age ,

intelligence, aptitudes cognitive style, and personalities are actually the factors that greatly

affects a person who is in the process of language acquisition ( Khasihah,2014). Zhara (2009)

also stated that it may also include inhibition, law participation and poor mastery of the first

language.Moreover, Walgui(2000) also emphasizes that same factors that influence language

learning are the learning styles, motivation and classroom interaction. Furthermore the

development of the language users may also be affected by parents since parents should really be

related to the language acquisition relevance (PCIT, 2010). The different factors at speech

difficulty problems only implies that it may really be affected by different aspects and may have

different consequences to an individual who is acquiring a new language. Moreover, individuals

who experienced speech difficulty is often to be targeted of bullying at school (Canti-ramsden &

Bottly, 2004). With those, an implication can be made that speech difficulty problems can really

affect the language acquisition of a person and this may cater different aspects that can be

considered as a factor.
 Thus, with all the different ideas and concepts presented, the researchers aims to

determine the significant relationship between the speech difficulty problems and language

acquisition in English of the Grade 8 students of the Sisters of Mary School-Girlstown, Inc. This

also aims to describe their lived experiences as they encounter different speech problems in their

language acquisition process. The results of this study will be used to provide a Language

Acquisition Enhancement Plan that will truly help the students to acquire English better.

Related Studies
A study done by Kuhl(2004) entitled “Early Language Acquisition: Cracking the Speech

Code” explains that social learning of children and it enhances their ability in acquiring new

language. In addition, the study of Isau Liu and Kuhl(2002) entitled “ Speech Perception in

Infancy Predicts language development in the Second Year of Life. A longitudinal study” also

states that early phonetic perception is said to play an important role in language development

and acquisition. When children are exposed to different speech interaction the more that they will

have an idea in their language acquisition process of the children as they acquire a are language

is said to have a good result when they are engaged to various speech activities. Moreover,

another study conducted by Taguchi(2007) entitled “ Task Difficulty on the language

Acquisition process of an individual. It was found out that the different task/activities affects

how a certain person acquire a new language.Furthermore, Steinhour, While & Drury (2009) also

conducted their study on the “Temporal dynamics of late second language Acquisition; Evidence

from event related brain potentials. It reveals that the brain mechanisms itself affects the

language process of a certain language activities manipulated by the brain actually give a

measure to the effects of a certain language activities manipulated by the brain. On the study of

Williams (2013), it is also stated that the severe speech and language disabilities can have a high

impact and adverse conditions on an individual. The study of Hoshni (2014) on the “ Speaking
Difficulties Encountered by young EFL learners” mentioned that there is a positive relationship

between the speaking difficulties and the performance of the students in the classroom setting. In

relation to it, there is actually some studies which have investigated the various speech problem

and this result as a barrier for an effective communication. Anxiety a well as the interest to learn

the English language are the reported obstacle (Dil,2009). Moreover, the study of Parl et.al

(2017) also stated that speech related problems affect the performance of the students in school.

Thus, it only implies that various speech related problems may actually have a great

impact on an individual's life, with this, the researchers wanted to further explains the significant

relationship between speech difficulties and the Language Acquisition in English.

CHAPTER III
RESEARCH METHODOLOGY

Research Design
This Mixed Method research design utilizes the Exploratory Sequential Design
which refers to combining quantitative and qualitative data within a single investigation or an
emergent methodology of research which advances the systematic integration of
analysis(Wisdom,J.Ph.D.,Creswell, J.W.Ph.D,2013).
In the Qualitative Phase,the researchers used the phenomenological approach
which will enable the researchers to discover experiences and sensory perception of the
researched phenomenon and forming of ideas and in-depth descriptions based on these
experiences and perceptions (Smith, D.W., 2009). This design also aims to describe the lived
experiences of the respondents who are having difficulty in acquiring English Language due to
their speech problem. Furthermore, this will help the researchers give sufficient answers to the
queries on how the students’ speech difficulty affects their language acquisition using
unstructured interview guide questionnaire.
In the second phase of the study, correlational research design was utilized.
Bhat(2005) define the design as a type of non-experimental research method in which a
researcher measures two variables, analyze and assess its statistical relationship. In relevance to
this study, this type of quantitative research design is fitted to determine the significant
relationship of speech difficulty and the English Language Acquisition of the students.

Research Environment
This study is conducted at the Sisters of Mary School-Gilstown Inc, -Talisay city Cebu.It
is a religious school founded by Venerable Aloysius Swartz and it currently run by the religious
sisters.The school is known for having a high standard quality of education and good moral
conduct manifested by the students.This school is one of the best schools who excels in different
performances, both in academic and skill competitions.In addition it is also of the schools who
utilizes english as medium in communication.In fact this school is having this “Englis Drive
Policy’’.Who urge the students to speak English in all the days of the week except during
Sunday.English is all the medium of instruction used by the teachers excluding Filipino related
subjects.The students are already using English starting from their first year in the school and
this actually them to excels in different speech performances.The used English is implemented
by the school itself and this serves as a training for the students to improve their speaking
skills.However,some students still experience this speech related problems and this hinder them
to acquire English better.With this,the school is a perfect place in conducting the study of the
researchers which aims to determine the lived experiences of the students with regards to their
speech related problems and its significant relationship to their language acquisition in
English.The mentioned characteristics of the school will greatly help the researchers and it will
also lead to the success of this study.

Figure 2: Sisters of Mary School – Girlstown, Inc.

Population and Sampling

This Exploratory Sequential Mixed Method design is conducted among the Grade 8

students of the Sisters of Mary School-Girlstown, Inc. and the said students are all 776 in

numbers. In qualitative phase, samples are identified using the purposive non-random sampling

technique, and there are fifteen(15) students who are chosen as the respondents of the study. The

mentioned qualitative respondents are also chosen based on the criteria set by the

researchers.Moreover, qualitative data were analyzed using the Thematic Content Analysis or the

Emerging Method. On the other hand, stratified random sampling technique is used to gather

quantitative data and are analyzed using the different statistical treatment that suits the study.

Research Respondents
The chosen respondents of the study are the Grade 8 students of the Sisters of Mary

School-Girlstown,Inc. with the total population of 776. In qualitative phase, the researchers used
the purposive Non-Random sampling and the respondents were chosen based on the following

criteria.

● The participant Grade 8 students of the Sisters of Mary School-Girlstown, Inc.-

Talisay Campus.
 ● The participant experiences speech related problems such as stuttering,

mispronunciation of words and etc.

● The participant has an average grade in English lower than 85.

● The participant has noticeable speech related problems as observed by the english

teachers.

For quantitative phase, the researchers used the Stratified Random Sampling Technique

in choosing the respondents. With the use of Slovin's Formula, specific samples are identified.

Moreover, the Grade 8 students are chosen respondents of the study for the said students already

adopted the use of English as a medium of communication and as well as their one-year

experience with regard to the use of English is highly determined. As observed most of the grade

8 students are having difficulty with speaking in english and this urge the researchers to choose

them as the respondents of the study in order to determine its significant relationship to their

language acquisition in English.

Table 1
Distribution of Grade 8 student -respondents of the study

Section Number of Students Number of %

Respondents
A 54 18 6.96
B 54 18 6.96
C 54 18 6.96
D 54 18 6.96
E 54 18 6.96
F 54 18 6.96
G 52 17 6.70
H 52 17 6.70
I 51 17 6.70
J 52 17 6.70
K 52 17 6.44
L 50 17 6.44
M 50 17 6.44
 N 50 17 6.44
O 47 17 6.06
Total 776 261 100

Research Instrument
The qualitative Phase of this study uses face-to-face interview aided with a semi-

structured interview guide-questionnaire to described the lived experiences of the respondents in

terms of their speech difficulty. The data gathered from the respondents is used to build and

construct the quantitative instrument necessary for the generalization of the results.

Furthermore, the quantitative Phase uses the researcher made questionnaire which was

corroborated through Pilot Testing and Cronbach’s Alpha. This will,then , be distributed and

answered by the respondents of the study.

Validation of the Instrument

This Exploratory Sequential Mixed Method Design is utilizing a researcher-made

instrument that will be used to generalize necessary data needed for the study. The instrument is

subjected to a reliability and validity test to provide accurate data and results that will be used by

the researchers consult their research adviser, as well as the other research teachers particularly

in Inquiries, Investigation and Immersion Instructor, and the English teachers to test the validity

of the instrument. This will also be used in testing the homogeneity of the item of the researcher-

made instrument. In testing the reliability of the instrument, the researchers used Cronbach's

Alpha. Cronbach’s Alpha is a measure of internal consistency that is how closely related a set if

items are as a group. This also determines the level of the respondents speech related problems.
 Data Gathering Procedure
This study undergoes different data gathering procedure in Phase I and Phase II as

the researchers described it as the qualitative and quantitative approach respectively.

Phase I: Qualitative Phase

● Preparation Stage: The different informed consent and consent form happens on

this stage. This already includes the letter to the School Principal, which contains

the favor to conduct the study in the school. The selecting of the title and stating

the statements of the problem is also included in this stage. In addition, other

necessary things such as choosing the respondents of the study are also part of this

preparation stage.

● Semi-structured interview Guide. The researchers utilize the semi-structured

interview guide for the interview stage.

● Interview Stage. Using the semi-structured interview guide, the researchers will

interview the respondents in order to gather enough data for the study.

● Data Analysis and Interpretation. The Thematic Content Analysis is used by the

researchers to analyze the data gathered from the interview. The data were then

interpreted by the researchers and this interpretation would lead to some

conclusions and recommendations of this study.

Phase II: Quantitative Phase

● Preparation Stage. The preparation of the necessary things such as the choosing of the

instrument is done with the span of this stage.

 ● Instrumentation. The making of the instrument is done in this stage. The researcher-made

questionnaire is done within the span of this stage and is verified by Pilot Testing.

● Survey Stage. The data is gathered through a survey among the respondents chosen by

the researchers. The data gathered will be used in the presentation, analysis and

interpretation of the findings.

● Data Analysis and Interpretation. The further explanation of the data gathered is done in

this stage. The quantitative data gathered is also interpreted to provide a better

understanding of the study.

Statistical Treatment and Data Analysis

This study undergoes a two phase process (Qualitative and Quantitative Phase) to analyze

different data and findings of the study. In these phases of the study, the researchers used

different tools that is fitted on identifying the needed data to provide a much better understanding

of the goals and objectives mentioned by the researcher.

Qualitative Phase

● Colaizzi Approach. This tool will be used to analyze the different qualitative data

gathered by the researchers from an interview of 15 respondents. The said method will

greatly help the researchers to collect necessary data information of the different speech

related problems encountered by the respondents and as well as its effects towards their

personal development in acquiring English Language. Moreover, this approach will also

provide a better Qualitative results of the study that will answer the queries regarding the

speech related problems encountered by the chosen respondents. All this data is actually

analyze with the used of Thematic Content Analysis

Quantitative Phase

● Frequency Count and Percentage. In frequency Count and percentage, items are

classified according to a particular scheme and arithmetical count is made of the

number of items within the text which belong to each classification in the

scheme.In relation to this study, this tool will be used to determine the profile of

the respondents in terms of their age, locality, parents' highest educational

attainment, and as well as their ethnicity. This profile is determined with its

corresponding number of respondents needed for the study and its equivalent

percentage.

● Weighted Mean. It is a type of average where observation in the data set is

multiplied by a predetermined weight before calculation (Gank, 2009). In

relevance to this study, the weighted mean will be used to determine the level of

the respondents’English Language Acquisition and level of speech difficulty

encountered.

● Likert Scale.It is a type of rating scale used to measure attitudes and opinions.

With this scale respondents are asked to rate items or a level of agreement

(Stephanie, 2015). In this study, respondents will use this concept in answering

the researcher-made questionnaire that will be necessary in gathering data from

the respondents. This will then measure the level of the respondent’s English

Language Acquisition and level of speech related problems.

● T-test. It is a type of inferential statistics used to determine if there is a significant

relationship between the means of two groups which may be related in certain

features (Nakamura,2011). In this study, this tool will determine the significant
 relationship between the speech related problems encountered by the respondents

and their language acquisition in English.

● PPMC (Pearson Product Moment Correlation). It is one of the measured

correlations which quantifies the strength as well as the direction of such

relationship (Wilson,n.d.). In this study, this tool will be used to determine the

degree of correlation between the encountered speech related problems and the

language acquisition of English by the respondents.

Thematic Content Analysis utilizing Colaizzi's Approach.

Transcripts

Formulated meaning

Categories, clustered themes, and themes

Exhaustive Description of the Phenomenon

Fundamental Structure

Validation of Exhaustive Description and its Fundamental Structure

 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Table 1

Thematic Content Analysis on the Speech Related Problems Encountered by the

Respondents

Figure SEQ Figure \* ARABIC 3: Colaizzi Approach

Line Verbatim Significant Formulated Clustered Themes Emerging
No. Statement Meaning Themes
Yes, word I don’t know The students D P
pronunciation; I how to don’t know I R
don’t know how to pronounce how to F O
pronounce the letter the letter pronounce F N
properly. properly. the letter I U
properly. C N
U C
Yes, sa ako ang R L I
kay humok ra kayo. T A
Y T
I
Maglisod ko ate sa I O
s og r kay sauna dili N N
gyud ko kalitok ug s
og r maong P
maglisod ko ug sulti PRONOUNCIN R
sa words just like G O
sunshine mao THE B
magkanga-kanga. L
L E
E M
T
T
E
Maglisod ko ug R
istorya og English
kanang magsulti sa
word magputol- D
putol. I
F
F
Yes, pronunciationj I cannot The students I
of the word because pronounce cannot C
I cannot pronounce the word pronounce U
the word peoperly. properly the word L
properly T
Oo, maglisod ko ug Y
pronounce, like Yes, I find it The student
poetry. difficult to has a I
pronounce difficulty in N
the word like pronouncing
poetry the word P
Yes, lisod ug sulti sa R
words, mo istorya k I have O
okay magkanga- difficulty in N
kanga dili ko ka pronouncing O
pronounce sa word. the words U
and I stutter N
in C
pronouncing I
Yes, ate, kanang it N
ano ba maglisod ug G
istorya sa English… Yes, I find it
maghilwas sa difficult to T
words, oo sa mga pronounce H
words some words E
in English
W
O
R
D
S

Maglisod ko I have
magamit sa stress difficulty in Difficulty in
stressing stressing words
words using
stress

Yes, maglisod ko sa Yes, I find it The student G

grammar og unsaon difficult in find it hard to Difficulty in R
mo-construct sa terms of use a proper grammar used A
isulti sa English grammar grammar in M
construction English M
A
R
Yes, maglisod ko og Yes, I find it
sa grammar difficult if it &
is already
about
grammar

Yes, kanang wrong Phrases such

grammar kanang as “how
“how come og come amd
what’s that ba” what’s that”

Oo, sa grammar “How come Sentence

sometimes. Kanang and what’s construction
ba.. “ It’s very that problem
what’s
that”makagamit ko
ana dili

Sometimes kay dili The students

ko kagamit og has the
kanang pag-used difficulty in
the stress using the
proper stress
 CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents a summary of findings, the conclusions arrived based on the

findings and recommended offered.

Summary
This Exploratory Sequential study aimed to describe the speech related problems and the

Language Acquisition in English of the Grade 8 students in the Sisters of Mary School-

Girlstown, Inc. S.Y.2019-2020. This study also aimed to describe the in-depth experiences of the

Grade 8 students regarding their speech related problems and its significant relationship to their

English Language Acquisition. Furthermore, this study tested the following hypotheses:(1) there

is no significant relationship between the speech related problems and their English language

acquisition;(2) there is no significant relationship between the speech related problems and the

profile of the respondents.A semi-structured interview guide and researchers made questionnaire

was used to generalized necessary data needed for this study. Moreover,this study utilizes the

Frequency Count and Percentage, Weighted Mean, Likert Scale, PPMC, and T-test in the analysis

and interpretation of data.

Findings
Add Content Here

Conclusions
Add Content Here.

Recommendations
Add Content Here.
 Bibliography

Add Content Here.

 Appendix A - Meta-Analysis

Theories
PROPONENTS THEORIES
Stephen Krashen, 2017 Second Language Acquisition Theory: Input hypothesis
- States that a learner improves and progresses when
he/she received second language that is one step
beyond his/her current level of linguistic
competence
Henna Lemetyinen, 2012 The Theory of Universal Grammar
- States that biological grammatical categories, such
as noun category and verb category facilitate the
entire language development

Review of Related Literature

AUTHOR AND YEAR CONCEPTS

Review of Related Studies

AUTHOR AND YEAR CONCEPTS
 Appendix B - Letter to the Research Adviser

May 21, 2018

Glendon Macapayad
Inquiries, Investigation and Immersion Teacher
SISTERS OF MARY SCHOOL- GIRLSTOWN, INC.
J.P. Rizal St. Talisay City, Cebu

Dear Mr;
Add Content Here

Truly yours,
Lara Jane Lerio
Group 6 Leader

Approved by:
Ms, Melojane Vargas
III Teacher
 Appendix C -Letter to the School Principal (Quantitative Data Gathering)

December 20,2017

Sr. Laresa N. Morassa, SM

School Principal
SISTERS OF MARY SCHOOL- GIRLSTOWN, INC
J.P. Rizal St. Talisay City, Cebu

Dear Sister;

Add Content Here

Sincerely yours,

Lara Jane Lerio

Group 6 Leader

Noted by:

Ms. Melojane Vargas

III Teacher

Approved by:

SR. LARESA N MORASSA, SM

School Principal
 Appendix D - Letter to the School Principal (Qualitative Data Gathering)

May 21, 2018

Sr. Laresa N. Morassa, SM

School Principal
SISTERS OF MARY SCHOOL- GIRLSTOWN, INC
J.P. Rizal St. Talisay City, Cebu

Dear Sister;

Add Content Here

Sincerely yours,

Lara Jane Lerio

Group 6 Leader

Noted by:

Ms. Melojane Vargas

III Teacher

Approved by:

SR. LARESA N. MORASSA, SM

School Principal
 Appendix E - Letter to the Mother Sister of the Respondents

May 30, 2018

Mother Sister
SISTERS OF MARY SCHOOL- GIRLSTOWN, INC
J.P. Rizal St. Talisay City, Cebu

Dear Sister;

“Let us serve the Lord with joy!”

We the group 6 section I of Grade 12 would like to conduct our research entitled “Speech related
problems and Language Acquisition of the Grade 8 students in the Sisters of Mary School-
Girlstown, Inc. S.Y. 2019-2020” in the community, your permission can lead to a better result
and success of this study.

We are hoping for your positive response. Thank you.

Truly yours,

Lara Jane Lerio

Group 6 Leader

Noted by:

Ms. Melojane Vargas

III Teacher

Approved by:

SR. LARESA N. MORASSA, SM

School Principal
 Letter to the Respondents

May 30, 2018

Grade 8 Students
Respondents
Sisters of Mary School- Girlstown, Inc
J.P. Rizal St. Talisay City, Cebu

To our Respondents:

We the Grade 12 I group 6 would like to conduct our study entitled “ Speech related problems
and Language Acquisition in English of the Grade 8 students in the Sisters of Mary School-
Girlstown, Inc,. S.Y. 2019-2020: a Proposed contextualized Language Acquisition Enhancement
Plan”. We choose you as our respondents in the qualitative phase of the study. We hope that you
will allow us to have an interview with you at your convenient time.

Your cooperation is of great help to us. Thank you.

Truly yours,

Lara Jane Lerio

Group 6 Leader

Noted by:

Ms. Melojane Vargas

III Teacher

Approved by:
SR. LARESA N. MORASSA, SM
School Principal
 Informed Consent

Sisters of Mary School-Girlstown, Inc

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

A Pleasant day!

The research entitled “ Speech related problems and the Language Acquisition in English
of the Grade 8 students in the Sisters of Mary School-Girlstown, Inc. S.Y.2019-2020: A
Proposed Contextualized Enhancement Plan” aims to explore the different speech related
problems encountered by the students as they acquire English as their second language. This will
greatly help the school in providing a program that will improve the English skills of the
students.

A semi-structured interview will be conducted. With the aid of semi-structured interview

questionnaire. The qualitative instrument and will undergo a validity and reliability test for the
generalization of the results. The semi-structured interview guide questionnaire is composed of
five main questionnaire that will be used in interviewing the respondents for 15-20 minutes.

The researchers assure that personal information and answers issued and trusted by the
respondents will remain anonymous and the researchers humbly ask your permission to answer
and be part of this study.

After reading all the objectives and purpose of the study, I hereby give my consent to be
the respondents of the study in order to make the study successful. It is clear to me all the
agreement stated on the paper provided that they will assure the confidentiality.

Grade 8 students
Respondents Signature

Approved by :

Miss Melojane Vargas

III Teacher

Appendix G - Survey Questionnaire

SPEECH RELATED QUESTIONNAIRE

5- Always 4- Often 3- Sometimes 2- Rarely 1- Never

1. I mispronounce some letters in English especially when speaking in English.

 2. I have difficulty in pronouncing some words when speaking English.

3. I repeatedly state my words while speaking in English.

4. I have difficulty constructing a grammatically correct sentence in English.

5. I use expressions like “ How come” and “ what’s that” inappropriately.

6. When speaking in front of many people, I stutter (kanga-kanga).

7. I cannot express what I want to say in English.

8. I find it hard to speak some English words that is out of my vocabulary.

9. There are times that I forget my words when speaking in English.

10. I am being laughed at by my classmates/ dorm mates if my grammar is incorrect.

11. I stutter (kanga-kanga) everytime we have presentations and performance task on our

academic subjects.

12. When I cannot pronounce the word correctly, I get discouraged and don’t speak anymore.

13. I get nervous when I speak in front of a lot of people.

14. I am being misinterpreted by the person I am talking due to my pronunciation.

15. I feel shy because of my speech related problems.

16. I cannot understand the words spoken by our teacher especially when talking in English.

17. The person I am talking to cannot understand what I am trying to say in English.

18. I feel bullied when my pronunciation is wrong.

19. I don’t know what to use in explaining ideas in English.

20. I find it hard to deliver a certain message to a person whom I’m talking to in English.

LEVEL OF ENGLISH LANGUAGE ACQUISITION

5- Strongly Agree 4- Agree 3- Undecided 2- Disagree 1- Strongly Disagree

1. I can pronounce words in English properly.

2. I can construct sentences in English.

3. I used correct grammar in English.

4. I know the different parts of speech.

5. I can understand words in English language.

6. I can express my thoughts with the use of English language.

7. I can use expressions appropriately using the English language.

8. I am very well-versed with speaking using the English language.

9. I can read a text, articles and books in English.

10. I can comprehend a text, articles and books that I am reading in English.

11. I used English language in proper place and situation.

12. I have good vocabularies in English.

13. I am confident in speaking using the English language.

14. I use the English language in conversing with my peers.

15. The English language helps me improve my speaking skills.

16. I am nervous when talking in front of many people using the English language.*

17. I don’t understand some words in English.*

18. My grammar in English is incorrect.*

19. I cannot pronounce words properly in English language.*

20. I use my own language in talking to my peers.*

 Appendix H - Interview Guide

Research Title: Speech Difficulty and Language Acquisition in English of the Grade 8 Students

in the Sisters of Mary School- Girlstown, Inc S.Y. 2019-2020

Date of Interview: Add Content Here

Place of Interview: SISTERS OF MARY SCHOOL – GIRLSTOWN, INC.

Objectives of the interview:

❖ To know and describe why self-esteem does not affect the academic achievement of the

students.

❖ To know and describe what are the other factors that affects the academic achievement of

the students.

Terms to be defined:

❖ Self-esteem refers to individuals perception of one’s self worth, ones feelings of self-

respect and self-confidence (Sedikides, et.al, 2003)

❖ Academic achievement is the level of schooling you have successfully completed and the

ability to attain in your studies.

Guide Questions:

1.
 Appendix I - Transcript of the Interview

Add Content Here

 Authors Profile

Acala Joselyn