RAMON MAGSAYSAY MEMORIAL COLLEGES

PIONEER AVENUE, GENERAL SANTOS CITY

GRADUATE SCHOOL

COMPILATION OF FINAL OUTPUT

(ENGL 204 )APPLIED LINGUISTIC AND LANGUAGE
TESTING

SUBMITTED TO:

LOUIE MARK G. GARVIDA, PhD LE (CAR)

Instructor
SPEAKING DIFFICULTIES IN ENGLISH SEMANTICS
OF IP LEARNERS AT PAOPAO HIGH SCHOOL

A Concept Paper

Submitted to
Prof. Louie Mark Garvida, PhD (CAR)

In Partial Fulfillment of the Requirements

In English 204

BLYTH LANE B. SUYAO

May 2021
I. TITLE OF THE STUDY

SPEAKING DIFFICULTIES IN ENGLISH SEMANTICS

OF IP LEARNERS AT PAOPAO HIGH SCHOOL

II. THE PROBLEM

A. Introduction

Any country's educational policy has always been difficult to

determine and specify which language/s should be utilized in teaching.
Inside or outside of the classrooms, language utilized for teaching the
curriculum's essential components determines the overall language of
instruction.

In some countries, a single language is implemented and this

makes people who are mother tongue speakers lose out in the
educational system since they are learning in a foreign language. The
ultimate result was that some countries choose to implement an
educational strategy that prioritizes the use of native or indigenous
languages in education (UNESCO Mother Tongue Based Bilingual Multi-
Lingual Education, 2016).

As the Philippine school curriculum shifted, teaching strategies had

to be completely restored. Every kindergarten to Grade 12 curriculum
strand asks learners, both indigenous and non-indigenous, to demonstrate
competence in the teachings they encounter, all the way from primary to
post-secondary education (Department of Education, 2016). To help
teachers in mainstream classes provide excellent language services, they
should attend to the issue of varying levels of expertise and develop
tailored educational strategies.

In order to promote learning, indigenous or non-indigenous learners

are encouraged to gain English vocabulary building abilities so as to
provide themselves the greatest possible learning advantage through
speaking. Thus, speaking is essential to the development of full
communication skills in IP learners. The process is simultaneously going
on while the learner is listening (Academia, 2016).
 Learning a few English vocabulary words, students are able to
better express their views vocally and help them maintain good academic
performance. While this may be true, the greater majority of IP learners
and their families are often unaware of and under-competent in regards to
social, linguistic/verbal, and cultural aspects of IP teaching and learning
because of the past failure in the educational system that may have aided
in these social, linguistic/verbal, and cultural demands. For Filipino
indigenous learners, constant difficulty is a constant issue when English is
being used as a language medium. Indigenous learners, who already
speak the language well, have more difficulty when attempting to recollect,
articulate, and comprehend English vocabulary. Because of this, a learner
will have difficulty while in class.

It is significant to comprehend how people see the world in order to

help students learn about IP learners. The value of knowledge increases
only when there is a relationship between fresh information being offered
and a learner’s existing lifestyle that is why education initiatives are
planned to benefit their community. Openness is essential for cultivating a
learning environment in which teachers and students may benefit from
one another.

Teachers develop speaking as one of the fundamental abilities in

language learning. This skill has previously been overlooked in traditional
techniques. The role of the teacher is very important in encouraging the
learners to take part in communications and to speak with less stress
(Toste, 2011). Thus, motivating learners to foster their oral speaking
activities is considerably a very important task. Moreover, integrating
mother tongue-based multilingual education (MTB-MLE), which was
implemented by the Department of Education in 2009, allows learners to
learn best in their home language, while also facilitating their language
acquisition by developing speaking, reading, and writing abilities in their
mother tongue (Ingle, 2021).

The central aim of this research is to get a better knowledge of the

testing methodology of instructors which will be used in this modality and
how they deal with the challenge of the process.
 B. Need for the Study

This study would lead to Students, teachers, administrators, and even

school district will all benefit from the findings of this study. After the findings are

obtained, an illustration is provided on how the methodology and the

performance of the students will be examined and evaluated.

The resulting findings then shall determine learners with poor vocabulary,

processing and expressing of information.

This will lead to denote a language intervention to improve essential skills

in English semantics. This study can be an alternative to investigate problems in

other language literacy domains and to utilize the development and successful

training plans for teachers and administrators that support the needs of the

curriculum.

C. Background of the Study/Theoretical Framework

In line with the country’s commitment to the DO 62, S. 2011,

adopting the national indigenous peoples (IP) education policy, Philippines

recognizes education as a necessary means to realize other human rights

and fundamental freedoms urges the strengthening of its policy on IP

education and develop and implement an IP Education Program.

An issue in the mainstream classes in the Philippines is teachers’

preparation. A reason that teachers failed in the past is because they were
not prepared in handling indigenous learners with learning problems
particularly difficulty in speaking English. They feel that the classroom
challenge is very extensive and how or where to start is unclear. These
issues were discussed in the Thematic Paper towards the preparation of
the 2014 World. Conference on Indigenous Peoples “Education and
Indigenous Peoples: Priorities for Inclusive Education” of the Inter-Agency
Support Group on Indigenous Peoples’ Issues (2014).
Lots of work has been put in here on topics like these, with the
result being targeted pedagogical techniques for indigenous learners in
addition to culturally and linguistically appropriate teaching techniques in
 English. Reference and importance have been given to the need of
formulating educational programs such as intervention, which are
appropriate for indigenous learners with learning challenges. Furthermore,
it was also said that to be able to fully use this application, it must be
translated.
Considering all that has been said above, the research is tied to the
ideas that will act as the premises on which the potential outcomes and
initiatives will be built.

D. Statement of the Problem

The objective is to uncovering the speaking difficulties of

indigenous learners in English semantics that covered speaking difficulties

in:

1. English vocabulary development, and

2. processing and expressing of illustrated information in English.

E. Scope and Delimitation

This study is only delimited to speaking difficulties of indigenous

learners in English semantics.

This will only be conducted in Paopao High School by focusing on

five (5) participants of this study. During the in-depth interview, the

researcher will ask semi-structured questions. Different permissions will

be prepared before the surveys are administered. In addition, the

validators will validate the interview guide.

Overview of Methodology

A. Research Design

This paper introduces the discourse analysis. Data collection will be

through observation and oral assessments activities. Instruments include

checklist of speaking difficulties signified by inadequacy in English

vocabulary; and constructed oral assessment activities in English. Data to

gather will be analyze qualitatively.

According to Creswell (2013), qualitative study is a technique of

discovering and perceiving important attributes of individuals or groups in

relation to social or human concern. In the conduct of the investigation,

case studies will carry out through transpiring inquiries and processes.

Purposive sampling will be utilize with the five (5) Indigenous

Peoples (IP) learners from B’laan and Manobo tribe in Paopao High

School, Paopao, Sinawal, General Santos City, Philippines.. Instruments

will be subject to validation of experts in the curricula of Language, Special

Education, and Indigenous Peoples Education (IPEd) in the Division of

General Santos City, Department of Education-Philippines. In the

administration of the oral assessment activity, every item for oral activity

will include the directions that will correlate to each recorded speaking

difficulty of indigenous learners in English. Separately, teacher-participant

and the researcher engrossed each indigenous learner in oral assessment

activities to find out their specific speaking difficulties in English semantics.

Data analysis will involve identification of speaking difficulties that

confronted the indigenous learners. Furthermore, document analysis

regarded how the indigenous learner responded to assessment materials

and technologies. These will center on the concrete manifestations of

speaking difficulties through checklist results and audio-recordings during

oral assessment activities of every indigenous learner.

Purposeful sampling is a technique widely used in qualitative

research for the identification and selection of information-rich cases for

the most effective use of limited resources (Patton, 2002). This involves

identifying and selecting individuals or groups of individuals that are

especially knowledgeable about or experienced with a phenomenon of

 interest (Cresswell & Plano Clark, 2011). In addition to knowledge and

experience, Bernard (2002) and Spradley (1979) note the importance of

availability and willingness to participate, and the ability to communicate

experiences and opinions in an articulate, expressive, and reflective

manner. In contrast, probabilistic or random sampling is used to ensure

the generability of findings by minimizing the potential for bias in selection

and to control for the potential influence of known and unknown

confounders.

B. Research Locale

This study is only delimited to speaking difficulties of indigenous

learners in English semantics.

This will only be conducted in Paopao High School by focusing on

five (5) participants of this study. During the in-depth interview, the

researcher will ask semi-structured questions. Different permissions will

be prepared before the surveys are administered. In addition, the

validators will validate the interview guide.

C. Key informants

The key participants of this study will be the selected secondary

learners from grade 7 to grade 11 using purposive sampling. They will be

chosen using the following set of inclusion criteria. First, they are

secondary school learners of Paopao High School at any gender. Second,

they are IP learners.

The teacher-participant will also be selected on a voluntary basis.

She is the researcher, the class adviser and the teacher in English. From

among the indigenous learners, she will choose the five indigenous

learners with consideration to parents/guardians’ decisions. These will be

from grade 7 to grade 11 learners who are experiencing difficulties in

 speaking English related with semantics. Data collection is in observation,

supervision of oral assessment in English semantics, interview and

document analysis. The descriptions of entire collection of the indigenous

learner’s problems that are related to poor English vocabulary and

expressions will serve as a baseline for the crafting of Instruments. These

comprised the checklist of speaking difficulties in English semantics and

constructed oral assessment. These speaking difficulties of indigenous

learners in English were re-aligned with Kindergarten to Grade 12

Curriculum Guide in English (Department of Education, 2016).

D. Instruments of the Study

The objective is to uncovering the speaking difficulties of

indigenous learners in English semantics that covered speaking difficulties

in English vocabulary development, and processing and expressing of

illustrated information in English.

IV. Bibliography

Creswell, J. (2013). Research Design: Qualitative, Quantitative And Mixed

Methods Approaches. SAGE Publications, Inc. Thousand Oaks,
California.

Department of Education (2016). K to 12 Curriculum Guide in English for Grade

1-10. www.deped.gov.ph

Ingle, N. ( 2021). Indigenous People's Education During COVID-19: An

Environmentalist's Perspective. Ateneo De Manila University. 

Leaño, A. et.al (2019). Difficulties of Philippine Indigenous Learners in English

Semantics. Philippine Normal University.

V. Project Time Table

Date Specific Activities

July to August 2021 1. Crafting of the Proposal
2. Presenting the Proposal to the
Panel
 3. Revising the Proposal
incorporating panel’s
suggestions
1. Developing semi-structured
interview questionnaires.
September 2021
2. Subjecting the interview guide to
expert’s validation.
1. Administering the in-depth
interview with the research
October 2021 participants.
2. Transcribing the responses of
the participants.
1. Analyzing the data gathered
from the in-depth interview.
December to February 2022
2. Presenting the results and
discussions.
May 2022 1. Final Defense
 LESSON PLAN IN ENGLISH 9
May 20, 2021
I. OBJECTIVES:
A. Content Standard:
The learner demonstrates understanding of how Anglo-
American literature and other text types serve as means of
valuing other people; also how to use processing information
strategies, different forms of adverbs and conditionals for
him/her to play an active part in a Chamber Theatre
presentation.

B. Performance Standard:
The learner proficiently plays an active part in a
Chamber Theatre presentation through employing effective
verbal and non- verbal strategies based on the following
criteria: Focus, Voice, Delivery, Facial Expressions, Style and
Body Movements or Gestures.

C. Learning Competency/Objectives:
Use adverbs in narration. EN9G-IIa-19
1. Identify the type of adverbs used in given sentences.
2. Recognize adverbs of frequency.
3. Use adverbs of frequency correctly in sentences.

II. CONTENT
Subject Matter: ADVERB OF FREQUENCY

III. LEARNING RESOURCES

A. References:
1. Teacher's Guide pages: K-12 Curriculum Guide-page
202
2. Learner's Materials pages:
3. Textbook pages: A Journey Through Anglo-Saxon
Literature
4. Additional Materials from Learning Resource (LR)
portal:
B. Other Learning Resources: laptop, projector/monitor,
speaker, pictures
 https://www.youtube.com/watch?v=p3dBuySkEdM

IV. PROCEDURES
A. Preparation
1. Routine
 Prayer and Greetings
2. Attendance and Classroom Management

A. REVIEWING PREVIOUS LESSON OR PRESENTING THE

NEW LESSON (ELICIT)
Activity I: “CRACK A CODE”
 Let the students do the “Crack a Code Activity”. In this
activity, each letter has a corresponding code they will
use each code to find the magic words.
1. +) ~ @ $
2. }& < $
3. <~>>$=
4.
F=$Q/$>@*

 Let the students give sentences using adverb of manner

and place and time.

B. ESTABLISHING A PURPOSE FOR THE LESSON

Activity I: PRE-LISTENING ACTIVITY
 Ask the students the following questions:
o Have you experienced praying yet your prayer
seemed unanswered?
 Tell the students that the question that the teacher
asked them deal with the song.
 Let the students listen to the song entitled “When You
Believe” by Whitney Houston and Mariah Carey using
the power point.
Activity II: POST-LISTENING ACTIVITY
 Let the students answer the following guide questions
about the song.
 What is the song all about?
 Based on the song, why it is important to
believe?
 What lyrics of the song affect you greatly? Briefly
explain.
.
C. PRESENTING EXAMPLES/INSTANCES OF THE NEW
LESSON (ENGAGE)
 The teacher will tell the students to read and study the
sentences taken from the song.
 I never thought I’d say.
 They don’t always happen.
 Focus the attention of the students to the underlined
words and ask them the following questions:
 What have you noticed to the underlined words?
 What do those words express?
 The teacher will explain to the students what adverbs of
frequency are used in a power point presentation.

D. DISCUSSING NEW CONCEPTS AND PRACTICING NEW

SKILLS #1
Activity: WHAT’S THIS?
 The teacher will let the students watch a video clip
about adverbs of frequency.
 Based on the video what, ask the students what is an
adverb of frequency.
 Instruct the students to use adverbs of frequency in
simple sentences.
 E. DISCUSSING NEW CONCEPTS AND PRACTICING NEW
SKILLS #2
Activity: GROUP DYNAMICS
 Make a two-stanza poem (with four lines each) which
shows the significance of having faith. Use at least 5
adverbs o frequency.
Rubrics:
o Correct usage of adverb of manner 5 points
o Relevance of the poem to the lesson 5 points
o Creativity and Neatness 3 points
o Punctuality 2 points
TOTAL 20 points

F. DEVELOPING MASTERY (LEADING TO FORMATIVE

ASSESSMENT)
Direction: Insert an adverb of frequency into each sentence.
Choose from
always, almost always, usually, often, sometimes,
seldom, rarely, almost never or never.
often
Example: My father ^ goes on business trips.

1. Our teacher teaches on Tuesday.

2. Our teacher goes swimming at the university pool.
3. Our teacher is absent.
4. Our teacher gives homework for the weekend.
5. Our teacher brings food into class.
6. Our teacher is impatient with students who don't pay
attention.
7. Our teacher loses patience when students don't
understand.
8. Our teacher is energetic in class.
9. Our teacher tells funny stories.
10. There are handouts for students.

*Note: The teacher will get the score index of the students.

10 _____, 9 _____, 8 _____, 7 _____, 6 ______, 5 _____, 4 ______, 3 ______, 2 _____1 _____, 0 _____

G. FINDING PRACTICAL APPLICATIONS OF CONCEPTS AND

SKILLS IN DAILY LIVING
8 THINGS TO “ALWAYS” REMEMBER
You are not alone. God hears your prayers. Self-love is a must.
Private life is a better life. Your voice is valuable. Nothing is
impossible with God. You matter. God is with you.

H. MAKING GENERALIZATIONS AND ABSTRACTIONS

ABOUT THE LESSON (ELABORATE)
 Ask the class to explain the quotation.
LIFE LESSON:
“No” doesn’t always means “never”. Sometimes, it just means
not yet”.

I. EVALUATING LEARNING (EVALUATE)

 See results of students’ presentation in the developing
mastery.
 J. ADDITIONAL ACTIVITIES FOR APPLICATION OR
REMEDIATION (EXTEND)
Direction: In a paragraph, write five to ten statements about
yourself, each using an adverb of frequency. Write your
answer in your English notebook.

V. REMARKS
____________________________________________________________
____________________________________________________________
__________________________________________________________

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation: _______

B. No. of learners who require additional activities for
remediation who scored below 80%: ____________
C. Did the remedial lesson work? No. of learners who have
caught up with lesson: _________________
D. No. of learners who continue to require
remediation_____________________________
E. Which of my teaching strategies worked well? Why did these
work?
____________________________________________________________
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
____________________________________________________________
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
____________________________________________________________

Prepared by:

BLYTH LANE B. SUYAO

Teacher I

Observed by:

MEIL GENE C. GEROCHE

School Head
Class Observation
Reflection:

Language and culture are intrinsically linked. Language is used to sustain

and pass on the cultural aspects of a community. Many different thoughts are

born because of different language usage and one's overall interconnected

interaction with the culture.

Every teacher and every student comes to the teaching and learning

situation with a mindset about what teaching and learning entails. It is more

probable that this belief is implicitly held by learners than than openly expressed,

and hence taken for granted. We are shaped by our own education and learning

experiences throughout childhood and beyond. When I say "we all accept as

being the norm," I'm talking about socio-cultural educational experiences. Until

we have had the opportunity to try out other methods, we cannot know how well

we understand our own perspectives.

During this hard academic year, we reflect on how we will embrace

the  approach having this  remote learning. While we anxiously anticipate the day

when all schools may safely return to in-person learning, we emphasize that the

“normal” manner of doing things should not be used again.

This subject made me realize that studying a fresh perspective on the

subject in applied linguistics is fun. To enable us to better comprehend words

and idioms, as well as make us feel more connected to one another, learning

these enables us explore deeper into the definitions of culture.