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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Thonis (1970:85) mentioned the importance of

comprehension at every listening phase by stating that

although that comprehension are usually discussed as

separate entities, comprehension or understanding in every

listening activity is an important part of each skill in

learning.

Heilman (1972:211-214) believed that children should be

helped to increase the rate at which they can comprehend the

spoken word, sounds, or a combination of both. Listening

skills in word recognition, vocabulary and comprehension are

linked with proficiency in other subject areas.

Harness (1968:1) stressed that there is a strong

connection between success in acquiring these listening

skills and good performance in other subjects. Many

researchers observed that students good in listening are

more likely to succeed in their other subjects.

This need to possess a certain level of competence in

listening provided impetus for the language specialists to

focus attention on factors that may have effect on listening

ability.
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Competence on listening is both productive and

receptive. The acquisition of competence in listening in

terms of word recognition, vocabulary and comprehension

therefore ensures to a certain extent the students’ success

in other subject areas (Pedersen, 1993:69).

In an article written by Gonzales (1983:154), the

author stressed the emphasis on the 1973 English Program

provided in Department Order No. 20. The said order provided

that each year level, the student skills in listening,

speaking, reading and writing.

It is the need to determine the level of communicative

competence of t he second year education students that this

study was conceived by the researchers.

Related Studies

The following were excerpts from unpublished materials

such as master’s thesis and dissertation papers which were

significantly related to the present study.

Ocenar’s (2006) study entitled “Correlates of English

Comprehension Ability of Grade VI Pupils in the National

Achievement Test (NAT)” concluded that the performance level

of grade VI pupils in English comprehension ability was

below average, indicating far from mastery of skills. Among

the pupil-related factors, age, English performance and

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study habits were correlates of the performance of grade VI

pupils in English comprehension ability. Among the parent-

related factors, monthly family income and household size

were correlates of performance of Grade VI pupils in English

comprehension ability.

The studies were similar in the since that they both

used correlation analysis. They both tried to determine the

factors that influence the comprehension ability of the

respondents. The previous study was, however, different

because it tried to determine the correlates of English

comprehension ability in the National Achievement Test

(NAT). The present study centered on determining the factors

that influence the listening skills of the students, not

only their comprehension ability but also their word

recognition and vocabulary.

In study by Edradan (1997) entitled “An Appraisal of

the Reading Comprehension Difficulties in Filipino of

Elementary Grade Pupils in Burauen North and South Districts

in Leyte Division: Proposed Measures for Improvement” found

out that the comprehension problems of pupils were partially

teacher-related.

The study by Edradan was related to the present study

since both studies centered on the comprehension ability of

the respondents. However, the present study was broader in

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scope because this dealt with ability in word recognition

and vocabulary of the respondents.

De La Torre (2002) conducted a study entitled “Factors

Associated with the English Language Competencies among

Grade Six Pupils in the District of Allen” correlating

performance of the grade six pupils in English with that of

the mastery of communications skills of teachers, and their

use of instructional materials and methods. The findings

indicated that the performance of the grade six pupils and

mastery level of teachers of communications skills showed

significant correlation.

The study of De La Torre was related to the present

study since both centered on some factors that influence

competencies in language. While the previous study dealt

with the factors associated with the English language

competencies among grade six pupils, the present study

correlated students’ profile as factors that influence the

listening skills of the second year education student of

Samar College.

Arandia (2003) conducted a study entitled, “The

Language Competencies and Meta-cognitive Skills in English

of the College of Education Freshman Students of the

University of Eastern Philippines during the School Year

2002-2003”. The study found out that the College of

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Education students were found to be superior and normal in

intelligence, possessing high motivational intensity, though

having only an average level in language competencies. Most

of the students were found to have very good meta-cognitive

skills especially in understanding decision, noting and

correcting, estimating tasks difficulty, comprehension

monitoring, and coping strategies. On the contrary their

critical thinking and listening skills were found to be

below average. It could be implied that without their

critical thinking and listening skills being fully

developed, they would not be able to perform well in school

even if they had very good meta-cognitive skills.

The similarity between the previous study cited here

and the present study lay on their focus on the aspects of

the communicative competence. However, the previous study of

Arandia centered on language competencies while the present

study centered on listening ability, especially on factors

that influence the listening skills of the second year

education students.

Similarly, this study found significant relationship

with the study of Balanon (2002), which attempted to

evaluate the freshman students’ English language proficiency

based on the results of the English Placement Test (EPT) and

English Plus Department Test (EPDT), the majority of the

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students had fair ELP but this decreased in the EPDT. A

significant number of respondents got good proficiency level

in the EPDT which was non-existent in EPT. The EPT result

showed some with poor proficiency became fair latter and

those who were fair became good. The respondents were found

to have performed better in sentence sense and effectiveness

which includes choice of words, correct usage, and word

order in the EPT in EPDT. Likewise, they also performed

better in paragraph writing.

The two studies dealt with communicative competence in

language. They differed, however, because the previous study

dealt with English language proficiency of freshman students

based on the results of the English Proficiency Test (EPT).

The present study focused on one of the aspects of

communicative competence–listening and some factors which

influenced the listening skills of the second year education

students.

The studies cited provided the researchers insight in

the conduct of their study.