The Proper Usage of English Grammar in the 21st Century, Essays (high school) of English

Download The Proper Usage of English Grammar in the 21st Century and more Essays (high school) English in PDF only on Docsity! Chapter III METHODOLOGY This section presents the discussions on the research design, research locale, respondents of the study, research instruments, data gathering procedure, and the statistical tools employed. Research Design This study used descriptive-correlational technique as research design. In correlational technique, the researcher examines the relationship between two or more variables in natural settings without manipulation or control. In correlation studies, the researchers examine the strength of relationship between variables by determining how change in one variable is correlated with change in the other variable. Generally, correlation studies have relationship observed on dependent variables, without manipulating the independent variable (Patidar, 2013). Research Locale The study was conducted in Pedro “Oloy” N. Roa Sr. High School, located at Canitoan. Cagayan de Oro City, Misamis Oriental. It will be conducted from December-January 2021. Fig. 1 Pedro “Oloy” N. Roa Sr. High School ii Respondents of the Study The respondents of this study were the 50 selected Grade 12 SHS students of PONRSHS. Quota sampling was used to attain the sampling frame. Research Instrument The survey questionnaire for the morpholinguistic learning strategies was adapted from Schmitt (1997) presented in his taxonomy of vocabulary learning strategies. The questionnaire for morpholinguistic learning strategies for SHS students has the following indicators: determination, social, memory, cognitive and meta-cognitive. In evaluating the morpholinguistic language learning strategies for grade 12 students, the following range of means with its descriptions was used. Range of Means Descriptive Equivalent Interpretation 4.20 – 5.00 Very High This means that morpholinguistic learning strategies are used at all. 3.40 – 4.19 High This means that the morpholinguistic learning strategies are oftentimes used. 2.60 – 3.39 Moderate This means that the morpholinguistic learning strategies are sometimes used. 1.80 – 2.59 Low This means that the morpholinguistic learning strategies are seldom used. 1.00 – 1.79 Very Low This means that the morpholinguistic learning strategies are never used at all. In this study, another survey questionnaire was also used for evaluating the oral proficiency of Grade 12 students. This oral proficiency survey questionnaire, defines the range points reflecting the performance of the respondents. This helped the researchers to determine the respondents’ performance in the said study. Data Gathering Procedure The following steps were followed in gathering the data: 1. The researchers sent a letter to the Education Program Head and asked permission to conduct this study within the school campus. 2. The researchers sent a letter to the Basic Education Principal and asked permission to conduct this study. 3. With the permission of the principal, the researchers administered the questionnaire to the respondents. iii Overall 1.91 Low Correlation between the Morpholinguistic Learning Strategies and Oral Proficiency of Grade 12 Senior High School Students One important purpose of this study was to correlate the morpholinguistic learning strategies and the oral proficiency of Grade 12 SHS students. The computation on the said correlation as shown in Table 3 yields a p-value of .000 which is noticeably less than 0.05 level of significance. However, the computations yield an r- .543 which falls into qualitative description of significant relationship. The p-value is interpreted as significant since it is less than 0.05 level relationship. This implies that there is a significant correlation between the morpholiguistic learning strategies and oral proficiency of Grade 12 SHS students thereby rejecting the hypothesis. Table 3 Level of Morpholinguistic Learning Strategies of Grade 12 Senior High School Students in terms of Determination Strategy Determination Strategy Mean Description Equivalent 1. . I use bilingual dictionary to help me translate vernacular words into English. 2.36 Low 2. I use pictures illustrated in the textbook to find the word meanings. 2.08 Low 3. I learn meaning of words by identifying the part of speech. 2.48 Low Overall 2.31 Low Determination strategy, Presented in Table 1 is the computation of level of well-being of Senior High School Students in terms of determination. The overall mean score of determination is 2.31 with the description equivalent of low and this value was based on 2.36 with the description equivalent of low in the use of bilingual dictionary to help the students translate vernacular words into English, 2.08 with the description of low in the use of pictures illustrated in the textbook to find the word meanings, 2.48 with the descriptive of low in learning meaning of words by identifying the part of speech. The result of the data computation shows that the overall determination strategy of Senior High School Students is low. This means that the respondents are never manifested the determination strategy. Table 4 Level of Morpholinguistic Learning Strategies of Grade 12 Senior High School Students in terms of Social Strategy Social Strategy Mean Description Equivalent 1. I ask the teacher to translate the English words into vernacular. 1.80 Low vi 2. I ask the teacher to put an unknown words into a sentence to help me understand the word meaning. 1.74 Very Low 3. I ask my classmates for meaning. 2.36 Low 4. I knew some new words when working with group works. 2.68 Moderate 5. I practice English in group work activities. 2.78 Moderate 6. I ask for native speakers in English for help. 2.04 Low 7. I learn words about the culture of English speaking countries. 2.54 Low Overall 2.20 Low Social Strategy, Responses of the respondents revealed an overall mean score of 2.20 with the description equivalent of low for social strategy. In particular, the item number 1 was derived from the mean score of 1.80 with the description equivalent of low in asking the teacher to translate the English words into vernacular, item number number 2 has the mean score of 1.74 with the description equivalent of very low in asking the teacher to put an unknown words into a sentence to help understand the word meaning, in item no. 3 has a mean score of 2.36 with the description equivalent of low in asking their classmates for meaning, in item no. 4 has a mean score of 2.68 with the description equivalent of moderate in knowing some new words when working with groups, in item no. 5 has a mean score of 2.78 with the description equivalent of moderate in practicing English in group work activities, item no. 6 has a mean score of 2.04 with the description equivalent of low in asking native speakers in English for help, and item no. 7 has a mean score of 2.54 with the description equivalent of low in learning words about the culture of English speaking countries. The result of the data computation shows that the overall social strategy of Senior High School Students is low. This means that the respondents are never manifested the social strategy. Table 5 Level of Morpholinguistic Learning Strategies of Grade 12 Senior High School Students in terms of Memory Strategy Memory Strategy Mean Description Equivalent 1. I write a new word in a sentence so I can remember it. 2.24 Low 2. I study a spelling of new words. 2.60 Moderate 3. I use physical actions when learning words. 1.84 Low 4. I speak words out loud when studying. 2.26 Low Overall 2.24 Low Memory strategy, Responses of the respondents revealed an overall mean score of 2.24 with the description equivalent of low for memory strategy. In particular, the item number 1 was derived from the mean score of 2.24 with vii the description equivalent of low in writing in new word in a sentence so they can remember it, item number 2 has the mean score of 2.60 with the description equivalent of moderate in studying a spelling of new word, in item no. 3 has a mean score of 1.84 with the description equivalent of low in using physical actions when learning words, and item no. 4 have a mean score of 2.26 with the description equivalent of low in speaking words out loud when studying. The result of the data computation shows that the overall memory strategy of Senior High School Students is low. This means that the respondents are never manifested the memory strategy. Table 6 Level of Morpholinguistic Learning Strategies of Grade 12 Senior High School Students in terms of Cognitive Strategy Cognitive Strategy Mean Description Equivalent 1. I repeatedly practice new words. 2.54 Low 2. I write new words in flashcards or any piece of paper so that I can remember it. 1.26 Very Low 3. I learn words by listening to vocabulary CDs or watching movies with English subtitle. 2.38 Low 4. I record vocabulary from English soundtrack movies in my notebook. 1.42 Very Low 5. When I try to remember a word, I write or say it repeatedly. 2.28 Low 6. I make vocabulary cards and take them wherever I go. 1.14 Very Low Overall 1.84 Low Cognitive strategy, Responses of the respondents revealed an overall mean score of 1.84 with the description equivalent of low for cognitive strategy. In particular, the item number 1 was derived from the mean score of 2.54 with the description equivalent of low in repeatedly practice new words, item no. 2 has the mean score of 1.26 with the description equivalent of very low in writing new words in flashcards or any piece of papers so that they can remember it, in item no. 3 has a mean score of 2.38 with the description equivalent of low in learning words by listening to vocabulary CD’s or watching movies with English subtitle, in item no. 4 has a mean score of 1.42 with the description equivalent of very low in recording vocabulary from English soundtrack in their notebooks, in item no. 5 has a mean score of 2.28 with the description equivalent of low in trying to remember a words by writing or saying it repeatedly, item no. 6 has a mean score of 1.14 with the description equivalent of very low in making vocabulary cards and take them wherever they go. The result of the data computation shows that the overall cognitive strategy of Senior High School Students is low. This means that the respondents are never manifested the cognitive strategy. Table 7 Level of Morpholinguistic Learning Strategies of Grade 12 Senior High School Students in terms of Metacognitive Strategy viii computation shows that the overall talk as transaction of Senior High School Students is low. This means that the respondents are never manifested the talk as transaction. Table 10 Level of Oral Proficiency of Grade 12 Senior High School Students in terms of Talk as Performance Performance Mean Description Equivalent 1. I always do the morning task in class with my classmates using the English language. 1.44 Very Low 2. I use the English language delivering speech. 2.28 Low 3. I engage myself in class debates using the English language. 1.78 Very Low 4. I express ideas in English during class lectures. 2.28 Low 5. I use the English language in delivering class talk. 2.20 Low Overall 2.00 Low Talk as performance, Responses of the respondents revealed an overall mean score of 2.00 with the description equivalent of low for performance. In particular, the item number 1 was derived from the mean score of 1.44 with the description equivalent of very low in always doing the morning task in class with their classmates using the English language, item no. 2 has the mean score of 2.28 with the description equivalent of low in using the English language in delivering speech, in item no. 3 has a mean score of 1.78 with the description equivalent of very low in engaging themselves in class debates using the English language, in item no. 4 has a mean score of 2.28 with the description equivalent of low in expressing ideas in English during class lectures, in item no. 5 has a mean score of 2.20 with the description equivalent of low in using English language in delivering class talk. The result of the data computation shows that the overall talk as performance of Senior High School Students is low. This means that the respondents are never manifested the talk as performance. Summary Table Table 11 Level of Morpholinguistic Learning Strategies of Grade 12 Senior High School Students xi Indicators Mean Description Equivalent 1. Determination Strategy 2.31 Low 2. Social Strategy 2.20 Low 3. Memory Strategy 2.24 Low 4. Cognitive Strategy 1.84 Low 5. Metacognitive Strategy 1.92 Low Overall 2.10 Low The data presented that all the indicators are low in the level of Morpholinguistic Learning Strategies. According Schmitt’s Taxonomy (1997), morpholinguistic is a study of the forms of words in acquiring certain language. This deals with the learner to aid the information, retrieval of information. That the students did not apply it in their everyday life. Table 12 Level of Oral Proficiency of Grade 12 Senior High School Students Indicators Mean Description Equivalent 1. Talk as Interaction 2.11 Low 2. Talk as Transaction 1.63 Very Low 3. Talk as Performance 2.00 Low Overall 1.91 Low The data presented that the oral proficiency of the Grade 12 senior high school is low by its following indicators: talk as interaction, talk transaction and talk as performance. It was found out that students had a low oral proficiency in English language. Table 13 Correlation between the Morpholiguistic Strategies and the Oral Proficiency of Grade 12 Senior High School Students xii Oral Proficiency Qualitative Description Decision on Ho1 Morpholinguistic Learning Strategies Pearson Correlation .543S Significant Rejected Sig. (2-tailed) .000 N 50 CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The responses of the respondents on the assessment of the performance of SHS students of PONRSHS as basis for developmental interventions are summarized in this section. Conclusions and recommendations are also offered based on the findings of the study. Summary of Findings The study used the descriptive method with data acquired through the questionnaire which was adapted from Schmitt (19997) and administered to (50) students of PONRSHS SHS department. This instrument evaluated their morpholinguistic learning strategy and their oral proficiency. The following were the salient findings of the study. The study showed that the level of morpholinguistic learning strategies and oral proficiency of SHS students of PONRSHS was low as indicated by their Determination, Social, Memory, Cognitive, meta-cognitive, Interaction, Transaction and Performance. Furthermore, it was analyzed that there was no significant difference in the morpholinguistic learning strategies and oral proficiency of Grade 12 SHS students. Conclusions Based on the findings of the study, the following conclusions are drawn: 1. The level of performance of the senior high school students of Pedro “Oloy” N. Roa Sr.High School of Canitoan were low. It is clearly understood that the senior high school students doesn’t apply the second language as their regular language at school. xiii 3. I learn meaning of words by identifying the part of speech. Social Strategy Item Always use it Usually use it Sometimes use it Seldom use it Never use it 4. I ask the teacher to translate the English words into vernacular. 5. I ask the teacher to put an unknown word into a sentence to help me understand the word meaning. 6. I ask my classmate for meaning 7. I knew some new words when working with group works. 8. I practice English in group work activities. 9. I ask for native speakers in English for help. 10. I learn words about the culture of English speaking countries. Memory Strategy Item Always use it Usually use it Sometimes use it Seldom use it Never use it 11. I write a new word in a sentence so I can remember it. 12. I study a spelling of new words. 13. I use physical actions when learning words. 14. I speak words out loud when studying. Cognitive Strategy Item Always use it Usually use it Sometimes use it Seldom use it Never use it 15. I repeatedly practice new words. 16. I write new words in flashcards or any piece of paper so that I can remember it. 17. I learn words by listening to vocabulary CDs or watching movies with English subtitle. 18. I record vocabulary from English soundtrack movies in my notebook. 19. When I try to remember a word, I write or say it repeatedly. 20. I make vocabulary cards and take them wherever I go. Meta-cognitive Strategy xvi Item Always use it Usually use it Sometimes use it Seldom use it Never use it 21. I listen to English songs and news. 22. I memorize English words from English magazines. 23. I review my own English vocabulary cards for reviewing before the lesson starts. 24. I am not worry very much about the difficult words found when reading or listening, I pass them. 25. I use on-line exercise to teach my vocabulary knowledge. QUESTIONNAIRE This questionnaire was designed to rate the oral proficiency of the grade 12 senior high school students. This was categorized into three; talk as interaction, talk as transaction and talk as performance.Richards, J., (2008), is the proponent of Teaching speaking theories and methodologies which inclined from this survey questionnaire. Please answer directly and truthfully. Talk as Interaction Item Always Usually Sometimes Seldom Never I create social interaction using the English language I always do the talk while conversing to others using the English language I am fan of chatting to your friends or peers by the use of English language I always like to talk about your past experience in life in English. I greet my teachers and classmates every time I meet them using English language Talk as transaction Item Always Usually Sometimes Seldom Never I give or obtain information. I ask someone for directions on the street in English. I describe how to use something by the use of English language. I speak in English every time I order a menu from restaurant/”karenderya” or cafeteria. I make phone calls with my close friend, classmates or peers to obtain information using English language. Talk as performance xvii Item Always Usually Sometimes Seldom Never I always do the morning tasks in class with my classmates using the English language. I use the English language delivering speech. I engage myself in class debates using the English language. I express ideas in English during class lectures. I use the English language in delivering class talk. xviii