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Republic of the Philippines

MINDANAO STATE UNIVERSITY

Fatima, General Santos City

-ooo0ooo-

COLLEGE OF EDUCATION

APPLICATION FOR PRESENTATION OF THESIS

(PROPOSAL DEFENSE)

Name of Student:_Fatima P. Carpizo____________________________________

Title of Thesis Proposal:TEACHING PROFICIENCY AND PROBLEMS

ENCOUNTERED BY SELECTED TEACHERS IN

THE IMPLEMENTATION OF K-12 PROGRAM.

Date of Presentation:_September 04, 2012 (Tuesday)_____________________

Time and Place:_11:00-12:00 BSEd Faculty Room________________________

Committee Composition Approved Grade

1. _Dr. Ava Clare Marie O. Robles_____Adviser ________________ __________

2. _Prof. Salome F. Sestina____________Chairman ________________ __________

3. _Dr. Joharia L. Nicart_______________Member ________________ __________

Rating Scale (Under Dr. Robles)95-100 Outstanding 83-88 Good 76 and below Re-Defense

89-94 Very Good 77-82 Poor

Recommending Approval:


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_Dr. Ava Clare Marie O. Robles__

Adviser

Approved by:

Thelma B. Pagunsan, M.S.

Dean

Chapter I

THE PROBLEM

Introduction

One of the aims of the Department of Education is to prepare the

students to be globally competitive. To achieve this, educational reforms of the

government must also focus into the mastery of English as the second

language. Such attempt will greatly help to harness the productive capacity of

the countrys human resource base towards international competitiveness.

Competitiveness may be gauged from sociolinguistic competence of a

person. Sociolinguistic competence is the ability to use language appropriate to

a given communicative context taking into account the roles of the

participants, the setting and the purpose of interaction. It is the ability to use

and respond to language appropriately, given the setting, the topic, and the

relationships among the people communicating, particularly the lingua franca

of the educational society and community, in its various contexts and


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dimensions relatively guarantees the teachers competitive advantage in the

complex society like the Philippines (Alatis,2009).

One of the alarming situations in the Philippine context is the coming of

the high school graduates into university with fair levels of

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies which are found to have

a direct bearing to the present investigation.

Related Literature

Sociolinguistic Competence

All language events consist of a pierce of language in social context.

Every different social context determines the particular form of language. The

language used in particular situation determines the nature of that social event

( Stockwell 2002).

Brown (2001) posited that sociolinguistic competence is the knowledge of

the sociocultural rules of language and of discourse. This type of competence
http://www.nclrc.org/essentials/goalsmethods/goal.htmhttp://www.nclrc.org/essentials/goalsmethods/goal.htm


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requires an understanding of the social context in which language is used: the

rules of the participants, the information they share, and the functions of the

interaction. Only in a full context of this kind can judgment be made on the

appropriateness of a particular utterance'. For students learning English in

Malaysia, sociolinguistic competence should take into account those aspects as

proposed by Bachman. Broersma (2001) claimed that the process of learning

sociolinguistic competence is challenging even in ones first language. He also

proposed that evidence of this can be found in the popularity of

Chapter III

METHODOLOGY

This chapter presents the research design, respondents, instruments,

procedures and the statistical methods to be used in the study.

Research Design

This study utilized a descriptive-correlational method. It described the

sociolinguistic competence of freshmen students in English in terms of style of

discourse, euphemisms, idioms and jargons; as well as determined the

academic performance of freshmen students. Additionally, it determined the


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significant difference on the sociolinguistic competence between male and

female students and its significant relationship between the sociolinguistic

competence and English performance of freshmen BSED students.

Research Respondents

The respondents of the study were the one hundred thirty two

(132)freshmen students taking up the degree of Bachelor of Secondary

Education on the three major courses namely Math, English, and Biology

during the school year 2011-2012. Table 1 shows the distribution of

respondents.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in this

research study. The various results were presented in the succeeding tables

with corresponding discussions and explanations. It also answered specific

problems given in the previous chapter.


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Table 2

Level of Sociolinguistic Competence of Freshmen BSED Students

Legend :

86%

- 100% - Very High Competent 71% - 85% - High Competent

40% - 70% - Moderate Competent 15% - 39% - Low Competent

1% - 14% - Very Low Competent

Table 2 shows the sociolinguistic competence of freshmen BSED students

of MSU-GSC relative to:style of discourse, euphemisms, idioms, and jargons.

Under this, euphemisms in both female and male got the highest weighted

mean of 63.41 and 57.05, reflected asmoderate competent. In the same

manner, style of discourse both female and

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Sociolinguisti

c

Competence

FEMALE MALE

Mean Score

(Percentage

)

Description Mean Score

(Percentage

)

Description

Style of

Discourse

55.11 Moderate

Competent

52.27 Moderate

Competent

Euphemisms 63.41 Moderate

Competent

57.05 Moderate

Competent

Idioms 30.50 Low

Competent

29.1 Low

Competent

Jargons 51.70 Moderate

Competent

49.3 Moderate

Competent


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This chapter presents the summary of the study, findings on the results,

conclusions, and recommendations.

Summary

This study is conducted to determine the sociolinguistic competence of

freshmen students of bachelor in secondary education students in Mindanao

State University-General Santos City.

Specifically, this study seeks answers to the following sub-problems:

1. What is the level of sociolinguistic competence of Freshmen BSED

students relative to:

1.1 Style of Discourse 1.2 Euphemisms

1.3 Idioms 1.4Jargons

2. What is the academic performance of freshmen students in English 1?

3. Is there any significant difference on the sociolinguistic competence of

freshmen students across sex?

4. Is there a significant relationship between the level of sociolinguistic

competence and performance of students in English 1 subject?


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ACKNOWLEDGMENT

With boundless love and appreciation, the researcher would like to

extend his heartfelt gratitude and appreciation to the people who helped him

bring this study into reality. The researcher would like to extend his profound

gratitude to the following:

His adviser, Dr. Ava Clare Marie O. Robles whose expertise, consistent

guidance, ample time spent and consistent advices that helped him bring this

study into success;

To the Panel of Examiners, Prof. Thelma B. Pagunsan and Dr.

JohariaNicart for their constructive comments, suggestions, and critiquing;

To the Dean of the College of Education, Prof. Thelma B. Pagunsan for

her favorable response regarding the study;

Prof. Julita A. Arsenal, the school Registrar, for the consent in getting the

total population of Secondary Students of the College of Education which is

needed for the survey;


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The selected secondary education principals and students in General

Santos City for their hospitality shown and time spent during the conduct of

this study in answering the questionnaires;

To Prof. Mely P. Subiere for her unending support, advises and effort to

make this study possible;

To Mr. Romeo Gonzales and Meriam Gonzales for their guidance, prayers,

moral, and financial support in the completion of this study;

His classmates, who offered their prayers and helped him, gather the

necessary information;

Most of all the Almighty God, the author and source of wisdom, courage

and strength for giving him blessings in making this study possible and

successful.

JFG


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APPROVAL SHEET

This undergraduate thesis entitledSOCIOLINGUISTIC COMPETENCE

OF FRESHMEN STUDENTS OF BACHELOR IN SECONDARY EDUCATION IN

MINDANAO STATE UNIVERSITY GENERAL SANTOS CITYprepared and

submitted byJAY FORD CABANBAN GONZALESin partial fulfillment of the

requirements for the degreeBACHELOR OF SECONDARY EDUCATION,has

been examined and is recommended forORAL EXAMINATION.

AVA CLARE MARIE O. ROBLES, Ph.D.

Adviser

________________________________________________________________________


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PANEL OF EXAMINERS

Approved by the Committee on Oral Examination.

THELMA B. PAGUNSAN, M.S. JOHARIA L. NICART Ph. D.

Chairman Member

________________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the

degreeBACHELOR OF SECONDARY EDUCATION.

_______________________ THELMA B. PAGUNSAN, M.S.

Date Dean, College of Education

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Cambridge, MA: MIT Press.

Brown, P. & Levinson, S.(1978)Universals of language usage: Politeness

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Davison, Jon & Moss, John.(2006) Issues in English Teaching:

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Fraser, B. &Walters, J. (1980)An approach to conducting research on the

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Newbury House.

Norbert, Dittmar. (1976)Sociolinguistics: A critical survey of theory andapplication: Edward Arnold (Publishers) Ltd.

Stockwell, Peter. (2002)Sociolinguistics: A Resource book for the

Students.Rutledge,London: TJ International Ltd. Padstow Cornwall.

B. JOURNALS

Truelove, Alison. (2001).Commanding communications: the fifteenth-century

letters of the Stonor women. In James Daybell (Ed.), Early Modern Women'S Letter Writing, 14.50-1 700.Houndmills, Basingstoke: Palgrave, 42-58.

Wood, Jolianiia L. (2004).Text in context: a critical discourse analysis approach

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Yu, M. (2003).On the appropriateness for introducing an early-start English

curriculum at the primary grades in Taiwan.Journal of Research on

Elementary and Secondary Education, 10, 1-43.

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Bagaan, Salvador. (2003).Communicative Competence of Notre Dame of

Dadiangas College Students. Master Thesis. NDDC-GSC.

Bombeo, ArnelOmapas. (2008).The Communicative Skills in English of Students

in Technical Schools in GSC: Its Implication to Curriculum Development and

Review.Master Thesis. MSU-GSC.

Cabrillos, Ma. Beatriz G. (2003)Factors affecting the Academic Achievement ofGrade IV Pupils in the Elementary Leader School (Non-ELS) at Carmen

North District.Unpublished Masters Thesis.University of Mindanao.

Espaa,MariaAdeliz. (2011).Construction and Validation of Test on the

Sociolinguistic Competence of First Year BSED English Students (SY 2010-

2011. Undergraduate Thesis. MSU-GSC


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Ibesate, Joe Aldwin A. (2004). Factors that Affect the Academic Achievement of

Grade V Pupils (SY 2002-2003) at Kabacan South District.Unpublished

Masters Thesis.University of Mindanao.

IlynMuycoRabago. (2007).The impact of Language Curriculum on the Students

Communication Skills Development: Basis for a Language Program. Master

Thesis. NDDU-GSC.

Jumalon, Julnes.(1992).Communicative Competence in English of Mindanao

State University, General Santos City College Freshman. Master Thesis.

NDDC.

Macabangin, Paciencia. (1997).Communicative Competence in English of the

Mindanao State University-General Santos City. Master Thesis.

Mones, Josephine. (1992)The Reading Comprehension Proficiency in English ofFirst Year High School Students in MSU-GSC. Master Thesis.

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Azhar, Mahmood. (2011)Research article on meeting the challenges of English

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Banda, Felix. (2006)Language use and mode of communication in communitydevelopment projects in Nyanza province, Kenya.Retrieved on May22,

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Broersma, D. (2001)"Youre So White, So Fat, and So Hairy!": Developing

Sociolinguistic Competence in a Second Language. Retrieved on June,

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Danison, Edward. (2006)Encountering Culture in People, Language andMedia.Retrieved on February, 2006 from http://www.language-and-

cultureneddanison.com

Juppe, Robert Jr.(2007). Developing Sociolinguistic Competence Through

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Nevalainen, TERTTU &Raumolin,Brunberg.(2005).Sociolinguistics and the

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Penner, David. (2009).Due for a Change: The Need to Assess Sociolinguistic

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Ya, Liu.(2010).A Study of Language Teaching from a Sociolinguistic Perspective

of Communicative Competence.Retrieved on March 2008fromhttp://cscanada.net/index.php/css/article/view/373/371.

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Carolyn (2009).Jargon.Retrieved in the year 2009 from

http://www.wisegeek.com/what-is-jargon.htm

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ce.htm

Jargons, register, and style. http:www.linguistics.ucsb.edu

Silva, Jennifer (2011).What is Jargons.http://www.suite101.com.

Smith, S.E.(2011).Idioms.http://www.wisegeek.com.

Philippine Education System.Retrieved in October 18, 2008 from

http://www.scribd.com/doc/6822836/THE-PHILIPPINE-

EDUCATION-SYSTEM

DEPED Vision &Mission.Retrieved from June 16, 2011 from

http://www.deped.gov.ph/about_deped/vision_mission.asp
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LIST OF TABLES

Table Page

1 Distribution of Respondents . . . . . . . . . . . . . . . . . . . 27

2 The Level of Sociolinguistic

Competence of Freshmen

BSED students. . . . . . . . . . . . . . . . . . . . . . . . . . . 30

3 The Academic Performance of

Freshmen BSED Students in

English 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

4 The Difference on the Sociolinguistic

Competence of Students Across

Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

5 Correlation Result between the

Sociolinguistic Competence and

their performance in English 1. . . . . . . . . . . . . . . . . 33

6 Statistical Descriptions. . . . . . . . . . . . . . . . . . . . . . . . . 49


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LIST OF FIGURES

Page

1.Conceptual Framework...... 6

2.Research Design 38


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TABLE OF CONTENTS

Page

TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ii

ACKNOWLEDGMENT. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . iii

LIST OF TABLES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

LIST OF FIGURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi

CHAPTER

I THE PROBLEM

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

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

Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . . 5

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Conceptual Framework .. . . . . . . . . . . . . . . . . . . . . . . . . . 7


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Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . 23

III METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Research Respondents . . . . . . . . . . . . . . . . . . . . . . . . 26

Conceptual Framework .. . . . . . . . . . . . . . . . . . . . . . . . . . 27

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . 28

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . 29

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . 29

IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA. . . . . . . . . . . .. . . . . . . . 32

V SUMMARY, FINDINGS, CONCLUSIONSAND RECOMMENDATIONS. . . . . . . . . . . .. . . . . . . . . 38

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . 40

BIBLIOGRAPHY. . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . 41

APPENDICES


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A.Letter of Permission to the Registrar. . . . . . . . . . . . . . . . . . . 45

B.Letter of the Permission to the College Dean . . . . . . . . . . . . . 46

C.Letter of Permission to the Author . . . . . . . . . . . . . . . . . . . . . 47

D.Questionnaire for the Respondents . . . . . . . . . . . . . . . . . . . . 48

E.Sociolinguistic Competence Results

Of Freshmen BSED Students . . . . . . . . . . . . . . . . . . . . 52

F.Computations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

G.Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

CURRICULUM VITAE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..57

Appendix A

LETTER TO THE RESPONDENTS

Republic of the Philippines

MINDANAO STATE UNIVERSITY

Fatima, General Santos City

College of Education

November 18, 2011

Dear Respondents:

Greetings!

I am one of the students of Mindanao State University, General Santos

City who is conducting a thesis on The Extent of Texting and the Level of

Spelling Skills of First Year Student of LunPadidu National High


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School.This is one of the requirements for the degree of Bachelor of Secondary

Education major in English.

In this connection, I would like to ask you to please answer the following

questions honestly. Be rest assure that you answer will be kept confidentially.

Im hoping for your cooperation.

Thank you.

Very truly yours,

(Sgd) IRISH G.PATLINGRAO

Researcher

Noted by:

(Sgd) AVA CLARE MARIE O. ROBLES, PhD.

Adviser

Appendix B

QUESTIONNAIRE FOR THE RESPONDENTS

Questionnaire on the Extent of Texting and the level of Spelling Skills of

the First Year Students of LunPadidu National High School

Directions: The lists below are statements which are designed to determine the

regularity of texting, the amount youve spend in texting and the texting

promo you had availed. You are requested to give your honest rating by

checking () the box that corresponds to the number which best reflects

your rating using the legend below.


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Answer the following question using the scale:

5 4 3 2 1

Very High

Extent

High Extent Moderate

Extent

Low extent Very low

Part 1. Extent of Texting

INDICATORS RATINGS

A.Regularity of Texting

5 4 3 2 1

1.Sends to text messages to greet and say hi to

my friends.

2.Replies instantly when you receive message.

3.Uses mobile phone in texting whileyoure in the

bathroom.

4.Uses mobile phone in texting while youre at

the library.

5.Texting while listening to music.

6.Uses mobile phone in texting during mealtime.

7.Uses mobile phone in texting while youre at

place of worship.

8.Uses mobile phone in texting while youre in

my bed.

9.Uses my mobile phone in texting while doing

your homework and projects.

Appendix C

QUESTIONNAIRE VALIDATION TOOL

Questionnaire on the Extent of Texting and the level of Spelling Skills of

the First Year Students of LunPadidu National High School


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Direction: This tool asks for your evaluation of the questionnaire to be used in the data gathering for the

investigation stated above, to establish its validity. You are requested to give your honest

assessment using the criteria stated below; please check () only one from the selection.

Scale Interpretation Description

5 Very Highly Valid The questionnaire is valid and can provide unbiased data for the

investigation, allowing 0 5% error.4 Highly Valid The questionnaire is valid and can provide unbiased data for the

investigation, allowing 6 10% error.

3 Valid The questionnaire is valid and can provide unbiased data for the


2 Less Valid The questionnaire is valid and can provide unbiased data for the


1 Not Valid At All The questionnaire is valid and can provide unbiased data for the


Validators Questionnaire Assessment

Indicators Rating5 4 3 2 1

1. The indicators in the questionnaire consistently and accurately

measure each variables of the investigation.

2. The questionnaire fits with the variables under investigation, thus

measuring what it intends to measure.

3. The questionnaire has the capability to measure items or variables

within given time frame.

4. The questionnaire has the ability to distinguish the characteristic or

properties of differing attributes of subjects under study.

5. The questionnaire has the ability to gather factual data, eliminating

biases and subjectivity.

6. Quick and complete data can be generated by the questionnaire withinthe time frame allowed to obtain data.

7. The questionnaire has no influence on the variables being measured.

8. The questionnaire is framed and clear, simple and in order to avoid

risk of errors.

9. The questionnaire is capable of generating data that will be of value

and practical use to the sectors concerned in the investigation.

Comments and Suggestions:

____________________________________________

Signature Over Printed Name of the Validator


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Appendix D

QUESTIONNAIRE VALIDATION RESULT

Questionnaire on the Extent of Texting and the level of Spelling Skills ofthe First Year Students of LunPadidu National High School

VALIDATORS MEAN INTERPRETATION

DR. JOHARIA L. NICART

4 Very Good

PROF.ROSSEL

AUDENCIAL

4.56 Excellent

PROF. LOURDES

MANZANO

4.44 Excellent

Over-all rating

4.33 Excellent

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