Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Communication is a vital activity by which people

relate to one another (Newstrom and Davis, 1993:92). It is

necessary to continue social interaction and is one of the

most valuable skills a person can possess. It is an

important aspect of human life especially in this modern

world where there is widespread social and psychological

changes.

The social needs of the people in recent years demand

more communication compared to those in the past.

Communication is defined as the expression, interpretation,

and negotiation of meaning (Bernstein, 1964:251). It is

important in school because it is the medium in the

transmission of learning from the teacher to the students.

Savignon (1998:12) stressed that actors in the

educational process are becoming clearly aware that failure

to communicate posed a problem to maximize learning in

school. When communication is effective, it tends to

encourage better performance among teachers and students in

the teaching-learning process. In recent years, competence

in communication has received much attention from education

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stakeholders as indicated by a variety of researchers

conducted on said topic. Said attention stems from a basic

assumption that most of the time, low achievement in school

results from the students’ inadequacy in communication,

especially in listening.

One of the aspects of communicative competence which

researchers fail to take into account is listening.

Listening is a cognitive process by which meanings is

attached to aural signal. It also involves sensation,

perceptions, comprehensions, applications and integrations

(Padilla, et.al. 2003: 45). Senatin and Centenera (2003:1)

defined listening as the ability to understand and recall

the spoken word.

Based on a workshop held, it was lamented that

developing listening skills is a “neglected” area in the

teaching of English toward communicative competence. This

is lamentable considering that of the total twenty-four

hours daily available to every human being sixteen hours

allotted to walking and eight hours allotted to sleeping

time, of the sixteen hours, at least eleven are dedicated to

communicating, and of these eleven hours normally the

greatest portion is spent in listening whereas only three

are spent in speaking, two in reading and one in writing.

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There is so much to be gained by listening, when

students consider the findings of research, they will

appreciate the importance of listening. A study in Ohio

State University disclosed that on the average a person

spends 70 percent of his waking hours involved in some kind

of communication, broken down as; writing-nine percent;

reading-16 percent; speaking-30 percent; and listening-45

percent. The student of English who is intent in pursuing

his course to its conclusion would have to face the fact as

early as now listening is an important skill he has to

cultivate (Cenatin, et.al., 2003:2).

These results indicated that there are rooms for

improvement of students’ academic performance. Hence, the

researchers intended to conduct a study which identified the

factors that influence the listening skills of the second

year education students of Samar College, Catbalogan City

during the school year 2011-2012.

Statement of the Problem

This study determined the factors that influence the

listening skills of the second year education students in

the subject, Speech and Oral Communication with Play

Production in Samar College during the school year 2011-

2012.
 56

Specifically, this study sought answers to the

following questions:

1. What is the profile of the student-respondents in

terms of the following:

1.1 age and sex;

1.2 average monthly family income;

1.3 academic performance in Speech and Oral

Communication with Play Production; and

1.4 attitude towards the subject, Speech and Oral

Communication with Play Production?

2. Based on a listening test, what are the listening

skills of the-student-respondents along the following:

2.1 word recognition;

2.2 vocabulary; and

2.3 comprehension?

3. Is there a significant difference in the listening

skills of the male and female student-respondents?

4. Is there a significant relationship between the

listening skills of the student-respondents in Speech and

Oral Communication with Play Production and the following

student-related variates:

4.1 age and sex;

4.2 average monthly family income;

4.3 academic performance in Speech and Oral

 57

Communication with Play Production; and

4.4 attitude towards Speech and Oral

Communication with Play Production?

5. Based on the findings of the study, what

implications can be drawn to improve the listening skills of

the student-respondents in Speech and Oral Communication

with Play Production.

Hypotheses

The following null hypotheses were tested in this

study:

1. There is no significant difference in the listening

skills of the male and female student-respondents.

2. There is no significant relationship between the

listening skills of the student-respondents in Speech and

Oral Communication with Play Production and the following

student-related variates:

2.1 age and sex;

2.2 average monthly family income;

2.3 academic performance in Speech and Oral

Communication with Play Production; and

2.4 attitude towards Speech and Oral Communication

with Play Production.

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Theoretical Framework

In this study, the researchers anchored their

investigation on the theories of Hymes, Hermosa and

Glasserfeld. The intentional cognitive architecture of

communicative competence of Hymes (1971:26) emphasized the

agent’s perspective in communication rather than that of the

receiver’s perspective. For him, an agent is defined as an

intentional, conscious organism that lives in a situation

and strives to make it more to her liking.

The theory further stressed that although the agent’s

knowledge of the situation can never be completed, he can

improve it by zooming in (or out) of the environment and by

reasoning from previous knowledge. The situation evolved

according to the agent’s knowledge and interest as well as

to the changes he perceives in the world. The agent has to

be situated-that is, his mind/brain has to be coupled to the

dynamics of the world (Tirassa, 1997: 25).

The ability to listen maybe influenced by the innate

ability to communicate by the agent of communication, but

also by factors that exist in the world, a student is an

agent who may be able to listen and acquire the highest

level of communicative competence in listening by zooming in

(or out) of the environment.

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The study was also anchored on the theory of Hermosa

(2002:18) which emphasized that knowledge of the nature of

each learner is important before deciding on what to teach

to the learner. This means that the teacher has to establish

the specification requirements or needs of the learners

before selecting or choosing the listening skills to be

developed.

As applied to the study, by drawing up a profile of the

listening needs of the students based on their listening

skills and the factors which influence these abilities, the

teacher can more validly specify the particular listening

skills to be focused on. As such, an assessment of the

factors which may influence the listening skills of the

students should be conducted.

This study also rested on Von Glasserfeld’s (1989)

“Constructivist Learning Theory”. According to this theory,

learning is not a passive process but is an active mental

reconstruction of ideas in which learners make meaning out

of their own experiences. This has led many educators to

believe that the best way to learn is by having students

construct their own knowledge instead of having someone

construct it for them. In other words, students would learn

best by trying to make sense of something on their own with

the teacher as a guide or provider to help them along the

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way. This theory further stressed that one of the first

things a teacher must do when considering how to teach

students is to acknowledge that each student did not learn

in the same way because of individual difference. This meant

that if the teacher chooses just one style of teaching

(direct instruction, collaboration learning, inquiry

learning, etc.), then the students would not be maximizing

this learning potential. Obviously, a teacher cannot reach

every student on the same level during one lesson, but

implementing a variety of teaching approaches throughout the

course would allow all students the chance to learn in at

least one way that matched their learning style.

Conceptual Framework

The following is the schematic representation of the

study. At the bottom is a structure that contains the

respondents of the study - the second year education

students of Samar College, Catbalogan City, which was the

locale of the study. It also shows that the study was

conducted during the school year 2011-2012. The bottom frame

was connected by an arrow to another structure which

contained the research process.

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IMPROVED LISTENING SKILLS OF

EDUCATION STUDENTS

Results/Findings of the Study

LISTENING SKILLS FACTORS INFLUENCING

OF RESPONDENTS THE LISTENING SKILLS
F F
E RESPONDENTS’ PROFILE E
 Word (Based on the
E Recognition Questionnaire) E
D  Vocabulary  Age and Sex D
B  Average monthly B
 Comprehension
A family income A
C (Based on the  Academic C
K Listening Skills performance in K
Test of 40-items) Speech and Oral
Communication with
Play Production
 Attitude towards
the subject, Speech
and Oral
Communication with
Play Production

Second Year Education Students

Samar College
SY 2011-2012
Figure 1. The Conceptual Framework of the Study
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The study correlated the listening skills of the

student-respondents in Speech and Oral Communication with

Play Production as to word recognition, vocabulary and

comprehension as seen in the structure at the left and the

factors which influence their listening skills like the

personal variates of the student-respondents such as, age

and sex, average monthly family income, academic performance

in Speech and Oral Communication with Play Production, and

attitude towards the subject, Speech and Oral Communication

with Play Production.

The findings of this study would serve as inputs for an

intervention strategy to improve the listening skills of the

student-respondents in Speech and Oral Communication with

Play Production as seen in the uppermost frame.

Significance of the Study

Since the study focused on the factors that influence

the listening skills of the second year education students

in the subject, Speech and Oral Communication with Play

Production, this study would be beneficial to the students,

teachers, school administrators, parents, and future

researchers.

To the Students. The findings of this study would

provide knowledge to students regarding the factors that

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influence the listening skills of education students. In

addition, the results of this study would enable them to

have self-assessment of their listening ability in word

recognition, vocabulary, and comprehension and if these are

affected by their age and sex, average monthly family

income, academic performance in Speech and Oral

Communication with Play Production, and attitude towards the

subject, Speech and Oral Communication with Play Production.

Having such knowledge, they would be able to improve their

listening skills.

To the Teachers. This study would be of great help to

the faculty members since they would know the listening

skills of their students; thus, they can choose and apply

appropriate methodologies and strategies of teaching to

develop their listening ability.

To the Parents. This study would benefit the parents

in terms of having ideas as to their children’s listening

abilities and the extent by which some factors affect their

listening skills.

To the School Administrators. The school administrators

would be able to propose educational reforms in terms of

listening program and activities that would enhance the

students’ listening skills.

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To the Future Researchers. The future researchers

would have bases for conducting researches that would

determine factors other than age, sex, average monthly

family income, academic performance in Speech and Oral

Communication with Play Production, and attitude towards the

subject, Speech and Oral Communication with Play Production,

which may influence the students’ listening skills.

Scope and Delimitation

This study determined the factors that influenced the

listening skills of the second year education students of

Samar College, Catbalogan City.

The respondents were 50 second year education students

of Samar College, Catbalogan City during the school year

2011-2012.

A questionnaire prepared by the researchers and a

listening test in the subject Speech and Oral Communication

with Play Production were used by the researchers to gather

the needed data of the study.

The study was conducted in Samar College, Catbalogan

City, during the school year 2011-2012.

Definition of Terms
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The following terms were defined conceptually and

operationally to give the readers clearer understanding of

the nature of this study.

Comprehension. It refers to the ability of students to

understand what they are listening to, interpret ideas and

inject meaning to spoken words (Belen, et,al., 2003:56).

Operationally, the term referred to the ability of second

year education students of Samar College to understand what

they are listening to, interpret ideas and to inject meaning

to spoken word as measured by the listening test of 10

items.

Factors. This term refers to the elements or causes

that produce a result (New International Webster’s

Comprehensive Dictionary, 1999:454). Operationally, this

referred to the causes or factors that influence the

listening skills of the student-respondents.

Listening. This term is defined as a cognitive process

that involves sensation, perception, comprehension,

application and integration (Padilla, et., al., 2003:45).

This term was used in this study in the same manner as it is

defined in the foregoing statement.

Listening Skill Test. Operationally, the term referred

to the skills which were considered by the second year

education students of Samar College as somehow difficult to

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assimilate or where they were deficient. This was a 40-item

multiple-choice type of listening test which focused in word

recognition, vocabulary, and comprehension. This test was

used to determine the listening skills of the student-

respondents of this study.

Speech and Oral Communication with Play Production.

This term refers to English 116, a general education

subject, of education students of Samar College. In this

study, the listening skills of the students are developed by

giving them test in vocabulary, word recognition and

comprehension.

Students. This term refers to the learners enrolled in

the course of study (New International Comprehensive

Dictionary, 1999:1244). In this study, the term referred to

the second year education students of Samar College,

enrolled during the school year 2011-2012, who were involved

as respondents of this research.

Vocabulary. It refers to the body of words used in a

particular language or in a particular sphere of activity

(wordnet: Princeton.edu). Operationally, it was used to

refer to one of the aspects of listening ability which was

measured through the listening test of 20 items.

Word Recognition. In this study, it referred to the

aspect of listening ability used as one of the variates of

 67

the study correlated with the student-respondents’ listening

abilities in Speech and Oral Communication with Play

Production.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 68

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.

Competence on listening is both productive and

receptive. The acquisition of competence in listening in

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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 the 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

study habits were correlates of the performance of grade VI

pupils in English comprehension ability. Among the parent-

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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

scope because this dealt with ability in word recognition

and vocabulary of the respondents.

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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

Education students were found to be superior and normal in

intelligence, possessing high motivational intensity, though

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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

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

significant number of respondents got good proficiency level

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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.

Chapter 3

METHODOLOGY

Research Design

The study utilized the descriptive-correlational

research design to find out the factors that influenced the

 74

listening skills of the second year education students in

Samar College during the school year 2011-2012.

Descriptive method was used to provide description of

the personal characteristics of the student-respondents

including their age and sex, average monthly family income,

academic performance in the subject, and attitude towards

the subject, Speech and Oral Communication with Play

Production. It also described the listening skills of the

student-respondents in terms of word recognition,

vocabulary, and comprehension.

Correlational research design was used to determine

relationship between the factors such as age, sex, average

monthly family income, academic performance in the subject,

and attitude toward the subject, Speech and Oral

Communication with Play Production influenced the student-

respondents’ listening skills.

In addition, comparative analysis was conducted in

order to determine the significant differences in listening

skills of the student-respondents’ along word recognition,

vocabulary, and comprehension according to sex.

Instrumentation
 75

The researchers utilized researcher-made questionnaire,

and a Listening Test to gather the needed data of this

study.

Questionnaire. This was used as one of the main data-

gathering instruments. It contained items about the student-

respondents’ personal factors such as age, sex, average

monthly family income, academic performance in the subject,

which is the final grade in the subject, Speech and Oral

Communication with Play Production and attitude towards the

subject.

Listening Test. This was a 50-item multiple-choice type

of listening test which focused on word recognition-10

items, vocabulary-20 items, and comprehension-20 items.

This was used to determine the listening skills of the

student-respondents of this study.

Validation of Instruments

There were two instruments used in this study, the

questionnaire and the listening skill test.

Questionnaire. The questionnaire was validated through

expert validation and test-retest method.

As far as the questionnaire was concerned, the

researchers submitted a draft to the Dean of the College of

Education, who was also the researchers’ teacher in their

 76

subject Methods of Research for expert validation. After

incorporating the suggestions, the questionnaire was

finalized and test-retest was conducted to 25 third year

education students last week of November 2011. This was done

because the last item in the questionnaire was attitude-

checklist which needed to be validated by expert and by

test-retest using respondents which had at least similar

characteristics with the target respondents. The computed r

yielded a value of 0.88, which value was interpreted as

“Fairly high, adequate for individual measurement”, and so

the questionnaire was finalized and piloted to the target

respondents - 50 second year education students of Samar

College, Catbalogan City during the school year, 2011-2012,

it was distributed to the target respondents on January 31,

2012 together with the Listening Skill Test.

Listening Skill Test. The listening skill test was a

standard instrument, it therefore was pre-validated and so

no further validation was conducted.

Sampling Procedure

In this study, the researchers planned to use total

enumeration as sampling technique but instead they used

simple random sampling technique so the sample respondents

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consisted of the 50 second year education students of Samar

College. This was to save time, money and effort.

Data Gathering Procedure

A letter requesting permission to conduct the study and

administer the research instruments was secured from the

Dean, College of Education, Samar College and the Speech

Laboratory Coordinators for the said school. Upon their

approval, the researchers conducted the survey using the

questionnaire and administer the listening test to the

second year education students.

A documentary analysis was utilized for gathering data

(final grade) of the student-respondents’ performance in the

subject, Speech and Oral Communication with Play Production.

The administration of the research instruments was

conducted during class hours to facilitate easy and complete

retrieval.

Statistical Treatment

The study employed both descriptive and inferential

statistical tools such as frequency count, percentage, mean,

t-test for independent samples, Pearson Product Moment

Coefficient of Correlation (Pearson r), and Fisher’s t-test.

 78

Frequency Count. This was used in reporting the number

of student-respondents of the same age, sex, average monthly

family income, and others.

Percentage. This was used in the analysis and

interpretation of data on age, sex, average monthly family

income, and others.

Mean. This statistical measure was used to determine

the quantitative characteristics or profile of the

respondents like age, average monthly family income,

academic performance in the subject, Speech and Oral

Communication with Play Production, scores in the listening

test.

t-test for Independent Samples. This statistical tool

was used to test the hypothesis that there is no significant

difference in the listening skills of the student-

respondents’ according to sex along word recognition,

vocabulary, and comprehension. The following t-test formula

by Bartz (1981:382) was utilized.

_ _
(X1 - X2) - 0
t = ___________________________________________
________________________________
/ N1S12 + N2S22 1 1
/ _______________ [ - + - ]
\/ N1 + N2 -2 N1 N2

Where:
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t = refers to the computed t-value;

_
X1 = refers to the mean of the perceptions of the
female students with respect to the extent of
listening skills;
_
X2 = refers to the mean of the perceptions of the male
students with respect to the extent of
listening skills;

S1 = refers to the standard deviation of the

perceptions of the female students;

S2 = refers to the standard deviation of the perception

of the male students;

N1 = refers to the number of female students;

N2 = refers to the number of the male students.

Pearson r. This statistical tool was used to determine

the relationship between two independent variables, namely:

listening skills of the student-respondents along word

recognition, vocabulary, and comprehension, and factors such

as the student-respondents’ age, sex, average monthly family

income, academic performance in the subject, Speech and Oral

Communication with Play Production, and attitude towards the

subject, Speech and Oral Communication with Play Production.

NSxy - (S x)(S y)
r =
__________________________
\/ [NSx²-(Sx)²][NSy²-(Sy)²]

Where:

r = the computed statistical value;

X = the independent variables (factors);

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Y = the predicted variable (listening skills);

N = number of cases;

Σ = the summation notation

Fisher’s t-test. To test for the significance of the

coefficient of correlation between a set of paired variables

at α = 0.05 level of significance, the Fisher’s t-test

(Walpole, 1982:383) formula was used as follows:

______________
/ N - 2
t = r / ___________
\/ 1 – r2

The following rules provided for interpreting the

obtained correlation in this study:

Coefficient Relationship

±.00 to ±.20 Indifferent or Negligible

±.20 to ± .40 Low Correlation Present

± . 40to ±.69 Moderate Correlation

±.70 to±1.00 High Correlation

The reliability of the computed correlation was

interpreted using the following scale:

Reliability Degree of Reliability

0.95 – 0.99 - Very high, rarely found among teachers

made test

0.90 – 0.94 - High, equaled by few test

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0.80 –0.89 - Fairly high, adequate for individual

measurements

0.70 – 0.79 - Rather low, adequate for group

measurement but not very satisfactory

for individual measurements

below 0.70 - Low entirely inadequate for individual

measurement although useful for group

average and school survey.

The hypotheses were tested at level of significance

set at .05 using two-tailed test.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Profile of the Student-Respondents

The profile of the student-respondents is presented in

terms of age and sex, average monthly family income,

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academic performance in Speech and Oral Communication with

Play Production, and attitude towards Speech and Oral

Communication with Play Production.

Age and Sex. The profile of the student-respondents in

terms of age and sex is presented in Table 1. As seen in the

table, the youngest student-respondents were 17 years old

and the oldest was 37 years old. The table shows that there

were 13 student-respondents who were 18 years old, and 9

student-respondents were 19 years old. Also, there were 8

respondents, each who were 17 years old and 20 years old. A

small frequency of them was more than 20 years old, such as,

21, 22, 23, 24, 25, 27, 30, and 37. The table reveals that

there were student-respondents who were old to be second

year in college.

The mean age was 19.66 years old and the SD was 3.1

which show that the ages of the student-respondents vary

from the mean age obtained.

Table 1

Distribution of the Student-Respondents as to

Age and Sex

Female Male Total

Frequenc Percen Frequenc Percen Frequenc Percen
Age y t y t y t
37 1 2.63 0.00 1 2.00
30 0 0.00 1 8.33 1 2.00
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27 2 5.26 1 8.33 3 6.00

25 1 2.63 0.00 1 2.00
24 0 0.00 1 8.33 1 2.00
23 0 0.00 1 8.33 1 2.00
22 1 2.63 1 8.33 2 4.00
21 1 2.63 1 8.33 2 4.00
20 6 15.79 2 16.67 8 16.00
19 7 18.42 2 16.67 9 18.00
18 12 31.58 1 8.33 13 26.00
17 7 18.42 1 8.33 8 16.00
Tota
l 38 100.00 12 100.00 50 100.00
Mean 19.66 21.55 20.14
SD 3.1 3.82 3.85

As to sex, the table reveals that there were 38 female

respondents and there were only 12 males. The data shows

that there were more females than male second year college

students. This data implied that there were more female

students in Samar College than male.

Average Monthly Family Income. As to average monthly

family income of the student-respondents, the table shows

that the majority of the students’ family have low income,

since only two of the respondents have average family

monthly income which was above the income poverty threshold

for Eastern Visayas set by NEDA in 2005 which was P15,866.00

for a family of six members (NCSO Report, posted January 25,

2005.

Table 2

Distribution of the Student-Respondents as to

Average Monthly Family Income
 84

Ave. Mo. Family Income(in Php) Frequency Percent

20001-22000 1 2.00
18001-20000 1 2.00
16001-18000 0 0.00
140001-16000 4 8.00
12001-14000 1 2.00
10001-12000 0 0.00
8001-10000 5 10.00
6001-8000 3 6.00
4001-6000 15 30.00
2001-4000 11 22.00
1-2000 9 18.00
Total 50 100.00
Mean Php 6203.00
SD Php 4972.89

Academic Performance (Final Rating) in Speech and Oral

Communication with Play Production. Table 3 shows the

academic performance in Speech and Oral Communication with

Play Production of the student-respondents which is their

final grade in the subject.

As seen in the table, the highest grade obtained is

1.2, while the lowest grade is 2.0. Most of the respondents

(17 or 34 percent) have a grade of 1.4. This is followed by

a grade of 1.3 with 12 or 24 percent of the respondents. It

is seen in the table, that majority of the respondents, have

grade of 1.5 and above. The mean grade is 1.44 which shows

that majority of the respondents have superior performance

in the subject.
 85

Table 3

Distribution of the Student-Respondents as to

Academic Performance in Speech and Oral
Communication with Play Production

Descriptive
Final Grade Frequency Percent Rating
1.20 3 6.00 Excellent
1.30 12 24.00 Excellent
1.40 17 34.00 Excellent
1.50 7 14.00 Superior
1.60 3 6.00 Superior
1.70 4 8.00 Superior
1.80 2 4.00 Superior
1.90 1 2.00 Superior
Very
2.00 1 2.00 Satisfactory
Total 50 100.00
Mean 1.44 Superior
SD 0.16

Attitude towards Speech and Oral Communication

including Play Production. Table 4 shows the attitude

towards Speech and Oral Communication with Play Production

of the student-respondents.

As seen in Table 4, the statement which obtained the

highest weighted mean rating is, “I hope to develop my

listening ability since it is important for would be

teachers to possess such skills to teach students

effectively-4.50, the attitude statement which obtained the

lowest weighted mean rating of 1.50 is “I hate the subject

 86

because to me listening to speeches is boring”. The mean

obtained for their attitude is 3.61 interpreted as

favourable attitude. Moreover, the rating given to the 10

attitude statements are as follows: 7 statements were rated

as agree which indicated “favourable attitude”, two

statements were rated as “moderately agree”, which shows

moderately favourable attitude, and one statement is rated

as “strongly disagree”, which shows “not favourable

attitude”.

On the whole, the respondents have favourable attitude

towards Speech and Oral Communication with Play Production.

Table 4

Attitude of the Student-Respondents toward

Speech and Oral Communication with Play
Production

Mean Inter Ran

Indicators -pret k

1. I like the subject because I like to 4.12 FA 7

listen to speeches and I like to
communicate to my teacher and
classmates orally.
2. I dislike the subject because I 1.90 LFA 9
 87

don’t want to listen to speeches and

I am not a communicative person.
3. I find the subject, Speech and Oral 2.48 LFA 8
Communication with Play Production
uncomfortable.

4. I find the subject interesting 4.44 FA 2

because oral communication is needed
by all human beings.

5. I enjoy listening to good speeches 4.36 FA 3.5

by my teachers and classmates so I
enjoy my subject, Speech and Oral
Communication with Play Production.
6. I hope that I would have more 4.16 FA 6
subjects like Speech and Oral
Communication with Play Production
so that I will be a good speaker and
effective communicator.

7. I like the subject since it develops 4.36 FA 3.5

my listening ability and listening
is important to communicate
effectively.

8. I hope to develop my listening 4.50 FA 1

ability since it is important for
would be teachers to possess such
skills to teach students
effectively.

9. Listening is an effective tool in 4.24 FA 5

teaching so I like the subject very
much because I would like to convey
idea of word or words to my
students.

10. I hate the subject because to me 1.50 NFA 10

listening to speeches is boring.

Grand Total 36.0

6
Grand Mean 3.61 FA
Legend: 4.51-5.00 Strongly Agree(SA)/Very Favourable
Attitude (VFA)
3.51-4.50 Agree (A)/Favourable Attitude (FA)
 88

2.51-3.50 Moderately Agree (MA)/Moderately

Favourable
Attitude(MFA)
1.51-2.50 Disagree (D)/Less Favourable Attitude
(LFA)
1.00-1.50 Strongly Disagree (SD)/Not Favourable
Attitude (NFA)
Listening Skills of the Student-Respondents

The listening test of the student-respondents was

conducted along word recognition, vocabulary, and

comprehension. The test constructed is 20–item word

recognition, 20-item vocabulary, and 10-item comprehension.

Word Recognition. Table 5 presents the word recognition

result administered to the student-respondents. As seen in

the table, of the 20-item test, 3 respondents got a perfect

score of 20 described as excellent performance in word

recognition. The lowest score is a score of 6 described as

unsatisfactory performance in word recognition.

Table 5

Listening Test of the Student-Respondents along

Word Recognition

Scores Frequency Percent Descriptive Rating

20 3 6 Excellent
19 6 12 Excellent
 89

18 10 20 Excellent
17 8 16 Excellent
16 8 16 Very Satisfactory
15 5 10 Very Satisfactory
14 5 10 Very Satisfactory
13 4 8 Very Satisfactory
6 1 2 Unsatisfactory
Total 50 100.00
Mean 16.42 Very Satisfactory
SD 2.48

The mean is 16.42 which shows that majority of the

respondents have very satisfactory performance in the test

on word recognition.

Vocabulary. Table 6 presents the result of the

vocabulary test of 20-items administered to the student-

respondents. As seen in the table, of the 20-item test, the

highest score is 13 while the lowest is 1. Only one

respondent got a score of 13. Most of the respondents got a

score of 8 out of the 20 items. Except for one of the

respondents, 49 of them got a score of 10 and lower.

Table 6

Listening Test of the Student-Respondents along

Vocabulary

Score Frequency Percent Descriptive Rating

13 1 2 Very Satisfactory
10 5 10 Satisfactory
 90

9 5 10 Satisfactory
8 10 20 Unsatisfactory
7 5 10 Unsatisfactory
6 5 10 Unsatisfactory
5 7 14 Unsatisfactory
4 4 8 Poor
3 5 10 Poor
2 2 4 Poor
1 1 2 Poor
Total 50 100
Mean 6.48 Unsatisfactory
SD 2.60

The mean obtained for their score in vocabulary is 6.48

described as unsatisfactory performance.

Comprehension. Table 7 presents the comprehension

result administered to the student-respondents. As seen in

the table, of the 10-item test, 3 respondents got a perfect

score of 10 described as excellent performance in

comprehension. The lowest score is a score of 2 described as

poor performance in comprehension. The mean obtained is 5.88

which was slightly more than one-half of the total number of

items, but generally this performance is interpreted as

“satisfactory” performance.

Table 7

Listening Test of the Student-Respondents along

Comprehension

Score Frequency Percent Descriptive Rating

10 3 6.00 Excellent
9 5 10.00 Excellent
 91

8 6 12.00 Very Satisfactory

7 7 14.00 Very Satisfactory
6 7 14.00 Satisfactory
5 5 10.00 Satisfactory
4 6 12.00 Unsatisfactory
3 9 18.00 Unsatisfactory
2 2 4.00 Poor
Total 50 100.00
Mean 5.88 Satisfactory
SD 2.33

Differences in the Listening Skills

of Male and Female Student-
Respondents

The difference in listening test of male and female

student-respondents is presented in Table 8.

Table 8

Differences in Listening Test of Male and

Female Student-Respondents

Listening Test of Male Mean Mean t- tcrit Eva

and Female Student- Femal Mal Diff valu - l
Respondents e e er e value
20-items Word 16.47 16. 0.22 0.27 2.01 NS
Recognition 25
20-items Vocabulary 6.84 5.3 1.51 1.79 2.01 NS
3
10-items Comprehension 6.11 5.1 0.94 1.22 2.01 NS
7
a=.05, df= 48, two tailed test

As to word recognition, the obtained mean difference

between male and female is 0.22, to test if the mean

difference is significant the t-test was computed. The

computed t-value is 0.27 which value is less than the

tcritical value which is 2.01 at a=.05, df= 48, two tailed

 92

test. The hypothesis, “There is no significant difference

between the male and female listening skills along word

recognition” is accepted. This means that male and female

have the same word recognition skills. This must be because,

the classes in Speech and Oral Communication with Play

Production is not separate as to sex or gender.

As to vocabulary, the obtained mean difference between

the male and female is 1.51, to test if the mean difference

is significant the t-test was computed. The computed t-value

is 1.79, which value is less than the tcritical value which

is 2.01 at a=.05, df= 48, two tailed test. The hypothesis,

“There is no significant difference between the male and

female listening skills along vocabulary” is accepted. This

means that male and female have the same vocabulary skills.

As to comprehension, the obtained mean difference of

the male and female is 0.94, to test if the mean difference

is significant the t-test was computed. The computed t-value

is 1.22 which value is less than the tcritical value which

is 2.01 at a=.05, df=48, two tailed test. The hypothesis,

“There is no significant difference between the male and

female listening skills along comprehension” is accepted.

This means that male and female have the same comprehension

skills.
 93

Relationship between Listening Skills

of Student-Respondents and Student-
Respondents’ Related Variates

The relationship between listening skills of the

student-respondents along word recognition, vocabulary and

comprehension and the respondents’ related variates, namely

age, sex, average monthly family income, academic

performance in Speech and Oral Communication with Play

Production, and respondents’ attitude towards the subject,

Speech and Oral Communication with Play Production is

presented in Table 9.

Table 9

Relationships between Listening Skills of

Student-Respondents and Student-Related
Variates

r- t- crit
Listening Test VS. valu valu t- Evaluatio
Profile e e value Decision n
Word Recognition
- - Accept
Age 0.02 0.15 2.01 Ho. NS
Accept
Sex 0.04 0.27 2.01 Ho. NS
Ave. Mo. Family Accept
Income 0.14 0.95 2.01 Ho. NS
Final Grade in CC - - Reject
2 0.34 2.50 2.01 Ho. S
Attitude towards - - Accept
the subject, CC2 0.07 0.49 2.01 Ho. NS
Vocabulary
Competence
Accept
Age 0.13 0.89 2.01 Ho. NS
Sex 0.25 1.79 2.01 Accept NS
 94

Ho.
Ave. Mo. Family - - Accept
Income 0.10 0.69 2.01 Ho. NS
- - Reject
Final G. (CC 2) 0.44 3.35 2.01 Ho. S
Attitude towards - - Accept
the subject, CC2 0.08 0.58 2.01 Ho. NS
Comprehension
- - Accept
Age 0.02 0.16 2.01 Ho. NS
Accept
Sex 0.17 1.22 2.01 Ho. NS
Ave. Mo. Family Accept
Income 0.19 1.34 2.01 Ho. NS
- - Reject
Final G. (CC 2) 0.39 2.97 2.01 Ho. S
Attitude towards - - Accept
the subject, CC2 0.09 0.62 2.01 Ho. NS
a=.05, df=48 (2
tailed test)

As to word recognition, only final grade in CC2, Speech

and Oral Communication with Play Production is significantly

related to word recognition skills with an r-value of -0.34

and a t-value of -2.50 is significant, since the computed t-

value (absolute value) is greater than the critical t-value

of 2.01 two tailed test. The other student-related variates,

namely: age, sex, average monthly family income, and

attitude towards Speech and Oral Communication with Play

Production are not significantly related.

As to vocabulary, only final grade in CC2, Speech and

Oral Communication with Play Production is significantly

related to word recognition skills with an r-value of -0.44

 95

and a t-value of -3.35 is significant, since the computed t-

value (absolute value) is greater than the critical t-value

of 2.01 two tailed test. The other student-related variates,

namely: age, sex, average monthly family income, and

attitude towards Speech and Oral Communication with Play

Production are not significantly related.

As to comprehension, only final grade in CC2, Speech

and Oral Communication with Play Production is significantly

related to word recognition skills with an r-value of -0.39

and a t-value of -2.97 is significant, since the computed t-

value (absolute value) is greater than the critical t-value

of 2.01 two tailed test. The other student-related variates,

namely: age, sex, average monthly family income, and

attitude towards Speech and Oral Communication including

Play Production are not significantly related.

Implications

The following were the implications from the findings

of the study:

1. A significant relationship between word recognition

and final grade in the subject, Speech and Oral

Communication with Play Production implies that teachers

should focus on word recognition skills by giving them

 96

exercises which would develop these skills of the student-

respondents since their final grade in the subject is

affected by their word recognition skills.

2. A significant relationship between vocabulary and

final grade in the subject, Speech and Oral Communication

with Play Production implies that teachers should focus on

improving the students’ vocabulary skills since their final

grades in the subject is affected by their vocabulary

skills.

3. A significant relationship between comprehension and

final grade in the subject, Speech and Oral Communication

with Play Production implies that teachers should give

exercise which would develop the comprehension skills of the

student-respondents since their final grades in the subject

is affected by their comprehension skills.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings

The following are the major findings of the study:

1. The student-respondents have a mean age of 20.14

years old, majority of them are female, with a mean income

 97

of Php 6,203.00, and a mean grade of 1.44 in Speech and Oral

Communication with Play Production, and the grand mean for

their attitude was 3.61 interpreted as “favorable attitude”

towards Speech and Oral Communication with Play Production.

2. The listening skills of the student-respondents

obtained a mean score of 16.42 along word recognition of 20

items, a mean score of 6.48 on vocabulary of 20 items, and

mean score of 5.88 along comprehension of 10 items.

3. The mean difference in the scores in the listening

test along word recognition, vocabulary, and comprehension

of male and female is not significant based on the obtained

computed t-values.

4. The relationship between the listening test along

word recognition, vocabulary, and comprehension and the

profile variates of the student-respondents, namely: age,

sex, average monthly income, academic performance in CC2

Speech and Oral Communication with Play Production, and

attitude towards Speech and Oral Communication with Play

Production is not significant based on the computed t-value.

5. Only academic performance in CC2 Speech and Oral

Communication with Play Production and listening skill along

word recognition, vocabulary, and comprehension is

significant.
 98

Conclusions

The following were the conclusions from the findings of

the study:

1. Some of the students of Samar College were old

for their year level.

2. Some families of the student-respondents had low

income.

3. The student-respondents were high performers in

their class in Speech and Oral Communication with Play

Production.

4. The student-respondents performed better in the

word recognition and comprehension test but performed poorly

in the vocabulary test.

5. Only academic performance in CC2 Speech and Oral

Communication with Play Production is related to the

listening ability of the student-respondents along word

recognition, vocabulary, and comprehension.

Recommendations

The following were the recommendations of the study:

1. There is a need for the teacher teaching CC2

Speech and Oral Communication with Play Production to assess

the word recognition ability, vocabulary skills, and the

 99

comprehension ability of students since it influences their

performance in the subject.

2. There is a need to develop the word recognition

ability, vocabulary skills, and the comprehension ability of

students by the English Department of the school since it

was found out that the listening ability of these students

are influenced by their word recognition ability, vocabulary

skills, and the comprehension ability such activity should

be included in the activities of the school.

3. Students should develop their listening ability on

their own even without the help of their teachers since

their listening ability is important because they will be

future teachers.

4. Parents should help develop their children’s word

recognition ability, vocabulary skills, and the

comprehension ability by hiring tutors or other aids which

will help develop their listening ability.

5. The school should acquire equipment or materials

which can be used to develop the listening skills of

students.

6. Another research should be conducted using other

group of students or other variables not considered in this

study.
100
 101

BIBLIOGRAPHY

BIBLIOGRAPHY

A. BOOKS

Alcantara, Rebecca D., et.al. Teaching Strategies I. Manila,

Philippine: Katha Paublishing Co., Inc. 1996.

Belen, Venus Mendoza, et.al. Effective Study and Thinking

Skills. Bulacan, Philippines: Trinitas Publishing, Inc.
2003.

Bernstein, Basil. “Aspects of Language and Learning in the

Gensis of the Social Progress.” In Dell Hymes (ed.)
 102

Language in Culture and Society. New York, U.S.A.:

Harper and Row, 1964.

Cenatin, Ruby B., et. al. Review of English Grammar.

Mandaluyong, Philippines: National Bookstore, 2003.

Cenatin, Ruby B. and Fe G. Centenera. Basic Elements of

Humanities. Mandaluyong, Philippines: National
Bookstore, 2003.

Glasserfeld, Ernst von. “Constructivism in Education”. In T.

Husen and T. N. Postlethwaite (editors), The
International Encyclopedia of Education. New York,
U.S.A.: Pergamon Press, 1989, Supplement Volume 1.

Harness, R. R. Communicative Competence in English. New

York, U.S.A.: McGraw-Hill, 1968.

Hermosa, Nermah N. The Psychology of Reading. UP Open

University, Diliman, Quezon City, Philippines, 2002.

Hymes, Dell H. On Communicative Competence. Philadelphia.

University of Pennsylvania, 1971.

Newstrom, John W. and Keith Davis. Organizational Behavior:

Human Behavior at Work. 9th Edition New York, U.S.A.:
McGraw-Hill, 1993.

Padilla, Mely M., et.al. Speech for Effective Communication.

Bulacan, Philippines: Trinitas Publishing Inc., 2003.
Savignon, S.J. Communicative Competence: Theory and
Classroom Practice. New York, U.S.A.: McGraw-Hill,
1998, 2nd Edition.

Thonis, E.H. Biological Foundations of Language. New York,

U.S.A.: John Wiley Publication, 1970.

Walpole, Ronald B. Basic Statistics, 3rd Edition. New York:

McGraw Book Company, 1982.
 103

B. JOURNALS/PERIODICALS

Gonzales, F. “The Problem of Defining a Mature Style”.

English Journal, 154-163, 1983.

Pedersen, Michael Suendsen. “Two Agenda for Linguistic

Knowledge and Awareness”. In Risager, Holmen and
Trosburg (eds.) Linguistic Diversity: Linguistic
Knowledge and Awareness. Roskilde, ADLA, Roskilde
University Centre, Institute for Language and Culture,
1993, 69-78.

C. UNPUBLISHED MATERIALS

Arandia, Fe S. “Language Competencies and Meta-Cognitive

Skills in English of the College of Education Freshman
Students of the university of Eastern Philippines”.
Unpublished Master’s Thesis, University of Eastern
Philippines. Catarman, Northern Samar, 2003.

Balanon, Josephine T. “Evaluation of the Students’ English

Language Proficiency.” Unpublished Master’s Thesis, De
La Salle University, Manila, Philippines, 2002.

De La Torre Lea M. “Factors Associated with the English

Language Competencies among Grade Six Pupils in the
District of Allen”. Unpublished Master’s Thesis,
University of Eastern Philippines, Catarman, Northern,
Samar 2002.

Edradan, Gudelia P. “An Appraisal of the Reading

Comprehension Difficulties in Filipino of Elementary
Grade Pupils in Burauen North and South Districts,
Leyte Division: Proposed Measures for Improvement”.
Unpublished Master’s Thesis, University of Visayas,
1997.

Ocenar, Fernando S. “Correlates of English Comprehension

Ability of Grade VI Pupils in the National Achievement
Test (NAT)”. Unpublished Master’s Thesis, Samar
College, Catbalogan, Samar, 2006.
 104

D. ELECTRONIC AND OTHER SOURCES

Heilman, Kathleen S. “Testing Communicative Competence”. A

Paper Written and Delivered at the Kitao Doshisha
Women’s College, Kyoto, Japan, 1972. Microsoft Encarta
Encyclopedia, 2006.

http://www.learnenglishfeelgood.com./listening/English

http://www.mytoeflsuccess.com./toefl-test

New International Webster’s Comprehensive Dictionary, 1999.

Tirassa, Leon James. “Prolegomena to a Theory of

Communicative Competence”. A Paper Delivered at the
Center for Comparative Psycholinguistics, University of
Illinois, Urbana, U.S.A. 1997

wordnet.princeton.edu
 105

APPENDICES

Appendix A

SAMAR COLLEGE
Catbalogan City, Samar

COLLEGE OF EDUCATION

Feb. 28, 2012

Dear Respondents,

Good day!
 106

We are conducting a research entitled “FACTORS THAT

INFLUENCE THE LISTENING SKILLS OF SECOND YEAR EDUCATION
STUDENTS IN THE SUBJECT SPEECH AND ORAL COMMUNICATION WITH
PLAY PRODUCTION OF SAMAR COLLEGE”, in partial fulfillment of
our requirements for the course Bachelor of Secondary
Education.

In connection to this, we would like you to be one of

our respondents for this study. Rest assured that your
answers would be treated with utmost confidentiality.
We are looking forward for your cooperation.
Thank you very much and more power!

Sincerely yours,

(Sgd.) PONCIANO M. COLOCADO

(Sgd.) PEA G. NACIONAL

(Sgd.) MANILYN O. SERPAJUAN

Appendix B

QUESTIONNAIRE

I. PERSONAL INFORMATION

1. NAME:________________________________________________
(Optional)
2. Age:_____________________

3. Sex: [ ] Male [ ] Female

4. Average monthly family income:________________________

 107

5. Final Grade in the subject, Speech and Oral

Communication with Play Production:__________

6. Attitude towards the subject, Speech and Oral

Communication with Play Production

DIRECTION:
Below are the indicators of the attitude of the
respondents toward the subject, Speech and Oral
Communication with Play Production. Kindly determine to
what extents do you agree or disagree to each statement.
Check the box opposite each indicator using the guidelines
below:
5 Strongly Agree (SA)
4 Agree (A)
3 Moderately Agree (MA)
2 Disagree (D)
1 Strongly Disagree (SD)

5 4 3 2 1
Indicators (SA) (A) (MA) (D) (SD)

11. I like the subject

because I like to listen
to speeches and I like to
communicate to my teacher
and classmates orally.

12. I dislike the subject

because I don’t want to
listen to speeches and I
am not a communicative
person.

13. I find the subject,

Speech and Oral
Communication with Play
Production uncomfortable.

14. I find the subject

interesting because oral
communication is needed by
all human beings.

15. I enjoy listening to

 108

good speeches by my
teachers and classmates so
I enjoy my subject, Speech
and Oral Communication
with Play Production.
16. I hope that I would
have more subjects like
Speech and Oral
Communication with Play
Production so that I will
be a good speaker and
effective communicator.

17. I like the subject

since it develops my
listening ability and
listening is important to
communicate effectively.

18. I hope to develop my

listening ability since it
is important for would be
teachers to possess such
skills to teach students
effectively.

19. Listening is an
effective tool in teaching
so I like the subject very
much because I would like
to convey idea of word or
words to my students.

20. I hate the subject

because to me listening to
speeches is boring.

Thank You and More Power to You!

 109

Appendix C

LISTENING SKILL TEST

COMPREHENSION
DIRECTION: Encircle the letter of the correct answer.

1)
A. The Chemistry class is very tough.
B. The Chemistry class is not teaching this quarter.
C. The Chemistry class is easier than the man thinks.
D. The Chemistry class should be avoided if possible

2)
A. He needs to take a break from his studying.
 110

B. He loves the woman very much.

C. He doesn’t like going out in the rain.
D. He will not be able to accompany the woman.

3)
A. The woman has an extremely sour disposition.
B. They need to replace the refrigerator.
C. The woman is kidding.
D. It’s not surprising the milk has ruined.

4)
A. Jean is not losing emotional control.
B. Jane is more intelligent than she seems.
C. Jane made an excellent copy of the parts.
D. Jane wouldn’t say that.

5)
A. She is cutting classes.
B. She works on grape vines.
C. She feels she isn’t suited for her new job.
D. Susan’s new job is too simple.

6)
A. He thinks it is extremely nice.
B. He thought the car was less expensive.
C. He would like to take it for a test ride.
D. He would prefer more choices.

7)
A. Study math with John.
B. Take John to a doctor.
C. Discuss the problem with John.
D. Find John a study group.

8)
A. Pass up the food.
B. Try a bite of the cake.
C. Buy a strawberry cheesecake.
D. Get the recipe for the cake.

9)
A. Take a walk in the rain.
B. Delay their outing.
 111

C. Go on a picnic.
D. Find out the weather forecast.

10)
A. Take more rest breaks while at work.
B. Quit her job and find a new one.
C. Request an immediate leave of absence from her boss.
D. Confront her supervisor.

VOCABULARY
Direction: Choose one of the four suggested answers that
mean most nearly the same with the word used in
every item.

1)
A. timely
B. humane 7)
C. polite A. forgets
D. pleasant B. disowns
C. neglects
2) D. changes
A. similarity
B. uniqueness 8)
C. unity A. destroyed
D. variety B. arranged
C. planned
3) D. hindered
A. mocked
B. criticized 9)
C. threatened A. openly reprimanded
D. embarrassed B. indefinitely
suspended
4) C. demoted in rank
A. corruption D. removed from office
B. disillusionment
C. hopelessness 10)
D. disorganization A. hunted by police
5) B. back to work
A. designed C. back in jail
B. discovered D. scheduled for another
C. built hearing
D. hidden
11)
6) A. seasonal
A. confidence B. terrible
B. indifference C. destructive
C. encouragement D. unavoidable
D. determination
 112

12) C. careful
A. asked D. optimistic
B. requested
C. excited 17)
D. provoked A. genuine
B. encouraging
13) C. powerful
A. dislikes D. manageable
B. fears
C. pictures 18)
D. anticipates A. secondary
B. voluntary
14) C. necessary
A. similar D. beneficial
B. distinctive
C. mysterious 19)
D. pictorial A. new
B. famous
15) C. wealthy
A. degeneration D. former
B. pollution
C. exploitation 20)
D. destruction A. submissive
B. frustrated
16) C. frightened
A. secretive D. unfortunate
B. critical

WORD RECOGNITION:
Direction: Choose the correct letter that corresponds to
the correct word pronounced.

1. a. throw 11. a. forest

b. through b. first
c. thorough c. forced

2. a. slain 12. a. brought

b. scheme b. bright
c. scam c. brat

3. a. middle 13. a. hail

b. medal b. heal
 113

c. model c. hell

4. a. sheep 14. a. snake

b. shape b. snack
c. ship c. sneak

5. a. fit 15. a. chalk

b. feed b. chock
c. felt c. check

6. a. grace 16. a. errand

b. grass b. around
c. grease c. ironed

7. a. face 17. a. louse

b. phase b. lose
c. piz c. loss

8. a. fun 18. a. went there

b. fan b. wander
c. phone c. wonder

9. a. stiff 19. a. nice

b. staff b. news
c. steve c. niece

10. a. tall 20. a. peak

b. towel b. pig
c. tool c. pack

Thank You and More Power to You!

 114

CURRICULUM VITAE
 115

CURRICULUM VITAE

NAME: Ponciano M. Colocado

ADDRESS: Brgy. GuinsoronganCatbalogan City

PLACE OF BIRTH:Navotas City

DATE OF BIRTH: April 7, 1979

FATHER: Conrado D. Colocado Sr.

OCCUPATION: Laborer

MOTHER: Maria S. Macabenta

OCCUPATION: Deceased

EDUCATIONAL BACKGROUND

ELEMENTARY: San Rafael Elementary School

Navotas City

1986 - 1992

SECONDARY: Navotas National High School

Navotas City

1992 - 1996

TERTIARY: Samar College

Catbalogan City, Samar

2009 – 2013
 116

CURRICULUM VITAE

NAME: Pea G. Nacional

ADDRESS: P-5 GuindapunanCatbalogan, Samar

PLACE OF BIRTH:Antipolo, Rizal

DATE OF BIRTH: April 15, 1990

FATHER: Ricardo C. Nacional

OCCUPATION: Teaching

MOTHER: Helen G. Nacional

OCCUPATION: Literature Evangelist

EDUCATIONAL BACKGROUND

ELEMENTARY: Catbalogan II Elementary School

Catbalogan, Samar

2002 - 2003

SECONDARY: Samar National High School

Catbalogan, Samar

2006 - 2007

TERTIARY: Samar College

Catbalogan City, Samar

2010 – 2011
 117

CURRICULUM VITAE

NAME: Manilyn Oblino Serpajuan

ADDRESS: Brgy. Casandig-1 Paranas, Samar

PLACE OF BIRTH:Brgy. Catacte Bustos, Bulacan

DATE OF BIRTH: May 2, 1991

FATHER: Mariano Sayo Serpajuan

OCCUPATION: Farmer

MOTHER: Estela Quebec Oblino

OCCUPATION: Housewife

EDUCATIONAL BACKGROUND

ELEMENTARY: Casandig Elementary School

Casandig Paranas, Samar

1997 - 2003

SECONDARY: Casandig National High School

Casandig Paranas, Samar

2003 - 2007

TERTIARY: Samar College

Catbalogan City, Samar

2007 – 2012