Perception of Grade 7-SPA Section 2 students on the

Difficulties in Learning English Language Due to Common

Misused of Pronouns of the Quezon City High School of the
School Year 2017-2018

A Research Project
Presented to
The Class of Mrs. Rowena F. Bondoc
of Quezon City High School

A Partial fulfillment
of the Requirements for the Subject
English 10

by:
Delfin, Michaela B.
Manzano, Raphael Joseph R.
Parael, Noresa Daniela
Vergara, Jazmine T.

March 15, 2018

Table of contents

Title Page i
Table of Contents ii
Approval Sheet iii
Acknowledgement iv
Abstract v
Chapter I. Background of the Study and Its Problem
Introduction 1
Statement of the Problem 5
Conceptual Framework 5
Hypothesis 5
Significance of the Study 6
Scope and Limitations 7
Definition of Terms 7
Chapter II. Review of Related Literature and Studies
Review of the related literature 8
Chapter III. Research Methodology
Research Design 13
Description of the Respondents 13
Description of the Instruments 13
Gathering Data Procedure 14
Treatment of Data 14
Chapter IV. Analysis and Interpretations of Data
Results and Discussion 15
Chapter V. Summary of Findings, Conclusions and Recommendations
Summary of Findings 19
Conclusion 20
Recommendation 20
Bibliography
Appendices
I
Curriculum Vitae
Survey Questionnaire
Narrative Report

II
 Republic of the Philippines
Quezon City High School
Quezon City

APPROVAL SHEET

This research entitled “Perception of Grade 7-SPA Section 2 students on

the Difficulties in Learning English Language Due to Common Misused of
Pronouns of the Quezon City High School of the School Year 2017-2018”
prepared and submitted by Michaela B. Delfin, Raphael Joseph R. Manzano,
Noresa Daniela Parael, Jazmine T. Vergara in partial fulfillment of the
requirements of the subject English 10 has been examined and is recommended
for approval and acceptance.

Mrs. Rowena F. Bondoc

English Teacher

Final Grade

III
 ACKNOWLEDGMENT

This Research paper would not have been possible without the help of
these following people whose love, support, cooperation and guidance have
helped the researchers in their venture to finish this paper.
The researchers owe their deepest gratitude first of all to God whose
unconditional love has helped the researcher for the successful of this research
paper. The researcher offer all their endeavors to His Glory.
The researchers would like to show their gratitude to Mrs. Rowena F.
Bondoc the researcher’s English teacher. Her support and guidance have helped
the researchers to finish this paper. The researchers would like to thank her for
her understanding, leniency and making herself available whenever the
researchers need consultations regarding to the researchers, research paper. In
addition, the researchers are grateful to thank Mr. Gino Serencio the researchers’
student teacher in English 10 for helping the researchers whenever Mrs. Bondoc
is not around. Also the researchers would like to thank those students especially
Grade 7 SPA Section 2 who actively cooperated for this research paper.
Lastly, the researchers also owe their gratitude to their families and friends
who gave financial support, guidance and for staying right beside them.
This research paper is the fruit of the researchers hardship, sleepless
nights and worried times. The researchers are glad to finish this research paper
with the persons who support them. Thank you! The researchers know that this is
not enough to thank all of you for what you have done for them.

MBD
RJRM
NDP
JTV

IV
 ABSTRACT

This study is entitled Perception of Grade 7-SPA Section 2 students on the

Difficulties in Learning English Language Due to Common Misused of Pronouns
of the Quezon City High School of the School Year 2017-2018. The research
discussed misused personal pronouns. It is proven to be one of the most
frequency problems in students especially in using it to sentence. English
language is difficult to use due to misused perception about it. In today’s
generation, using pronouns properly can have a big impact in learning English
and in understanding it.
A total number of 46 respondents from Grade 7 SPA-2 of Quezon City
High School are gathered by the researchers to conduct the research and to
answer the statement of the problem which focuses on grammatical errors on
common misused personal pronouns which often occur in students’ writing and
speaking. The common misused words was choose based on the errors found in
the students’ writing test and speaking test.
Thus, based on the results, the researchers concluded that personal
pronoun is still difficult to use especially in using it in sentence and
understanding them. The respondents’ perception about the difficulties of
personal pronouns is same across variables.
The researchers recommended that personal pronouns are indeed
difficult. But Understanding is important. It will help you not to confuse in
different kind of pronouns especially in personal. Studying more about
pronouns will also help to lessen or avoid mistakes in grammatical errors.

V
 CHAPTER I

BACKGROUND OF THE STUDY AND ITS PROBLEM

INTRODUCTION

There are now estimated to be 1.5 billion English speakers globally: 375
million who speak English as their first language, 375 million as a second
language and 750 million who speak English as a foreign language. (The Sunday
times,2012)
English language is the primary language of several countries including
Australia, Canada, New Zealand, United Kingdom, and the United States of
America and a second language in a number of multilingual countries including
Singapore, India, and the land of Philippines. (Nordquist, 2017)
According to Naved(2015), There are several factors that make the
English language essential to communication in our current time. First of all, it is
the most common foreign language. This means that two people who come from
different countries (for example, a Mexican and a Swede) usually use English as
a common language to communicate. That’s why everyone needs to learn the
language in order to get in touch on an international level. Speaking it will help
you communicate with people from countries all over the world, not just English-
speaking ones.
Grammar is the system of a language. People sometimes describe
grammar as the "rules" of a language; but in fact no language has rules*. If we
use the word "rules", we suggest that somebody created the rules first and then
spoke the language, like a new game. But languages did not start like that.
Languages started by people making sounds which evolved into words, phrases
and sentences. No commonly-spoken language is fixed. All languages change
over time. What we call "grammar" is simply a reflection of a language at a
particular time.
English grammar is the art of speaking, and writing the English language
with propriety. The study of grammar helps us to review and analyze its part to
1
get a total compression of the language. The basis of grammar, or the standard
to which the science is referred, is simply the usage of the best writers and
speakers. (English language guide, 2017)
Comprehensions improve students, and to know how difficult students felt in
learning English.

BACKGROUND OF THE STUDY

 "English has borrowed words from over 350 other languages, and over
three-quarters of the English lexicon is actually Classical or Romance in origin."
(David Crystal, English as a Global Language. Cambridge University Press,
2003)

"The vocabulary of English is currently 70 to 80 percent composed of words

of Greek and Latin origin, but it is certainly not a Romance language, it is a
Germanic one. Evidence of this may be found in the fact that it is quite easy to
create a sentence without words of Latin origin, but pretty much impossible to
make one that has no words from Old English." (Ammon Shea, Bad English: A
History of Linguistic Aggravation.Pergee, 2014)

"English is a growing language, and have to let out the tucks so often that no
last season's model will ever fit it. English isn't like French, which is corseted and
gloved and clad and shod and hatted strictly according to the rules of the
Immortals. We have no Academy, thank Heaven, to tell what is real English and
what isn't.

The Grand Jury is that ubiquitous person, Usage, and people keep him
pretty busy at his job." (Gelett Burgess, Burgess Unabridged: A Classic
Dictionary of Words You Have Always Needed. Frederick A. Stokes, 1914)

"The English language is like a fleet of juggernaut trucks that goes on regardless.

No form of linguistic engineering and no amount of linguistic legislation will
prevent the myriads of change that lie ahead."(Robert Burchfield .The English
Language. Oxford University Press, 1985)
2
"I am as thrilled by the English language as I am by a lovely woman or dreams,
green as dreams and deep as death." (Richard Burton. The Richard Burton
Diaries, ed. by Chris Williams. Yale University Press, 2013)

"Perhaps the two most salient characteristics of Present-Day English are its
highly analytic grammar and its immense lexicon. Both of these features
originated during the M[iddle] E[nglish] period. Although English has lost all but a
handful of its inflections during ME and has undergone little inflectional change
since, ME marks only the onset of the burgeoning of the English vocabulary to its
current unparalleled size among the languages of the world. Ever since ME, the
language has been more than hospitable to loanwords from other languages,
and all subsequent periods have seen comparable influxes of loans and
increases in vocabulary." (C.M. Millward and Mary Hayes, A Biography of the
English Language, 3rd ed. Wadsworth, 2012) 

"One of the major syntactic changes in the English language since Anglo-

Saxon times has been the disappearance of the S[ubject]-O[bject]-V[erb] and
V[erb]-S[ubject]-O[bject] types of word-order, and the establishment of
the S[ubject]-V[erb]-O[bject] type as normal. The S-O-V type disappeared in the
early Middle Ages, and the V-S-O type was rare after the middle of the
seventeenth century. V-S word-order does indeed still exist in English as a less
common variant, as in 'Down the road came a whole crowd of children,' but the
full V-S-O type hardly occurs today." (Charles Barber, The English Language: A
Historical Introduction, rev. ed. Cambridge Univ. Press, 2000)

"Today there are about 6,000 languages in the world, and half of the
world's population speaks only 10 of them.

English is the single most dominant of these 10. British colonialism

initiated the spread of English across the globe; it has been spoken nearly
everywhere and has become even more prevalent since World War II, with the
global reach of American power."(Christine Kenneally, The First Word. Viking,
2007)

3
 How many people in the world today speak English?
First-language speakers: 375 million
Second-language speakers: 375 million
Foreign-language speakers: 750 million
(David Graddol, The Future of English? British Council, 1997)

"There are now estimated to be 1.5 billion English speakers globally: 375
million who speak English as their first language, 375 million as a second
language and 750 million who speak English as a foreign language. The elites of
Egypt, Syria and Lebanon have dumped French in favour of English. India has
reversed its former campaign against the language of its colonial rulers, and
millions of Indian parents are now enrolling their children in English-language
schools--in recognition of the importance of English for social mobility. Since
2005, India has had the world’s largest English-speaking population, with far
many more people using the language than before independence. Rwanda, in a
move dictated as much by regional economics as post-genocide politics, has
decreed a wholesale switch to English as its medium of instruction. And China is
about to launch a colossal programmed to tackle one of the few remaining
obstacles to its breakneck economic expansion: a paucity of English-speakers.

"English has official or special status in at least 75 countries with a

combined population of two billion people. It is estimated that one out of four
people worldwide speak English with some degree of competence."
(Tony Reilly, "English Changes Lives." The Sunday Times [UK], November 11,
2012)

4
STATEMENT OF THE PROBLEM
This research is conducted to answer the following questions:
1. What personal pronouns does the students find difficult to use in a
sentence?
2. What is the total number of students who does not familiarize and
familiarize pronouns?
3. Does the student respondents find personal pronouns confusing?
Conceptual Framework Paradigm of the Study

Input Process Process Output Process

 Preparing
 What personal Questionnaire  Misused
pronouns does Personal
the students find  Conducting a pronouns are
difficult to use in a survey to the one of the
sentence? chosen reasons that
respondents the students
 What is the total has a
number of students  Tabulating the difficulties in
who does not gathered data learning
familiarize and English
familiarize  Answering the language
pronouns? Statements of
the Problem
 Does the student
respondents find
personal
pronouns
confusing?

Figure 1:
Conceptual Framework Paradigm of the Study

The figure 1 shows Conceptual Framework Paradigm has input, process,

and the output of the study.
5
 The input process consists of the questions that the researchers will answer
where in; (1) what personal pronouns does the students find difficult to use in a
sentence? (2) What is the total number of students who does not familiarize and
familiarize pronouns? And (3) what personal pronouns does difficult to use in a
sentence??
The output process includes the affirmative hypothesis of the study. The
process includes of how the researchers conducted this study.

SIGNIFICANCE OF THE STUDY

Commonly Misused pronouns is one of the problems in English Grammar
that people nowadays is facing. It’s not that huge unlike the others but it is
obvious. This research intends to help the students who didn’t notice that they
are using misused pronoun. Thus, this research is important in making people
notice and also to correct them on what they’re always did especially in using the
inappropriate word and phrases in communicating. This study will benefit the
following:
The students because this research study helped the students to correct
themselves in using inappropriate personal pronouns .Also this study made the
students improved their grammar for effective communication.
The students peers because when the students improve their grammar
error especially in personal pronouns the students shared the things they learned
to their peers. Thus the students and peers improved their grammar error
especially in personal pronouns because of this study.

6
SCOPE AND DELIMITATIONS
The scope of this paper is grammatical errors, focused on common misused
personal pronouns which often occur in students’ writing and speaking. The common
misused words was choose based on the errors found in the students’ writing test and
speaking test.
The researcher’s respondents is only limited to the Grade 7- SPA Section 2
of the Quezon City High School of the School Year 2017 -2018 which had been
given a survey questionnaire.

DEFINITION OF TERMS
Antecedent- A thing or event that existed before or logically precedes another.
Deficiency- A lack or shortage.
Error- Something that is not correct; a wrong action or statement; mistake.
Grammar- The whole system and structure of a language or of languages in
general, usually taken as consisting of syntax and morphology
(including inflections) and sometimes also phonology and
semantics.
Hypercorrection – The mistaken use of a word form or pronunciation based on
a false analogy with a correct or prestigious form.
Instruction - The action or process of teaching: the act of instructing someone.
Phenomenon -Something (such as an interesting fact or event) that can be
observed and studied and that typically is unusual or difficult to
understand or explain fully.
Pronouns- A word that can function by itself as a noun phrase and that refers
either to the participants in the discourse (e.g., I, you ) or to
someone or something mentioned elsewhere in the discourse
(e.g., she, it, this ).

7
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

According to Manila Bulletin (2017), today, about 1.5 Billion of people

speak English in the whole world. In 195 countries 67 of them used English as a
primary language while 27 of them have it as a secondary official language.
One of these countries is the Philippines because it is recognized globally
as one of the largest English-speaking nations with majority of its population
having at least some degree of fluency in the language. English has always been
one of the official languages of the Philippines and about more than 14 million
Filipinos use it. For them it is the language of commerce and law, as well as the
primary medium of instruction in education. (Cabigon, 2017)
Nordquist(2017), stated that a grammar is the systematic study and
description of a language. It is also a set of rules and examples dealing with
the syntax and word structures (morphology) of a language.
In English grammar, a pronoun is a word that takes the place of
a noun, noun phrase, or noun clause. The pronoun is one of the traditional parts
of speech. A pronoun can function as a subject, object, or complement in a
sentence. Unlike nouns, pronouns rarely allow modification.(Nordquist,2017)
A pronoun should refer clearly to one, clear unmistakable noun coming before
the pronoun.  This noun is called the pronoun’s antecedent.
Unfortunately, it is very easy to create a sentence that uses a pronoun
without a clear, unmistakable noun antecedent and that simple problem example
leads to English deficiency. (Fanning, 2012)
Children nowadays are often not accurate with the interpretation of
pronouns, even though they actively use them.
One of the reasons to have difficulties in learning English language is due
to misuse words especially in pronouns. Unfortunately for language learners, it is
very easy to misuse words in English.

8
 A 2012 study by researchers from the Massachusetts Institute of
Technology, Jeremy Hartman, Yasutada Sudo, and Ken Wexler, went further and
evaluated children’s understanding of full pronouns (“Cow labeled him”) versus
reduced English pronouns (as in “Cow labeled ’m”). Their prediction was that
children would be much more accurate with the reduced pronouns than the full
ones because reduced pronouns do not allow the accidental conference
interpretation. They found that the children they surveyed, who had an average
age of five, produced 52% adult-like responses when presented with the full
pronouns, but 80% adult-like responses with the reduced pronouns. In other
words, the reduced pronouns were easier to understand.
Nordquist(2017) stated that in English grammar, a personal pronoun is
a pronoun that refers to a particular person, group, or thing. Like all pronouns,
personal pronouns can take the place of nouns and noun phrases.

These are the types of Personal Pronouns According to McCarthy (2013)

Subject Pronouns Object Pronouns
First Person (Singular) I Me
First Person (Plural) We Us
Second-person (Singular
You You
and Plural)
She Her
Third Person (Singular) He Him
It It
Third Person (Plural) They Them
Table 1:
Shows the types of Personal Pronouns
According to Thomas E. Murray, in The Structure of English: Phonetics,
Phonology, Morphology. Allyn and Bacon(1995). "English personal pronouns are
inflected for number (compare singular I with plural me) and case (compare
nominative I with accusative/dative me and genitive my/mine), though the
changes are holistic rather than inflectional. (That is, the entire word changes
9
rather than a suffix simply being added.) In addition, however, such pronouns are
inflected for person, which differentiates between first person (the speaker, as
expressed by I, me, we, us, my, mine, and our), second person (the addressee,
as expressed by you and your), and third person (everyone else, as expressed
by he, she, it, they, them, his, her, and their)."
Examples of Personal Pronouns by: The English Island (2015)
Subject Pronouns
The subject pronouns I, you, she, he, it (singular) and we, you, they (plural) are
used as the subjects of sentences:
Jane [antecedent] owns a motorcycle. She [subject pronoun] rides it on the
weekends.
Jane and Mark [antecedent] watched a movie. They [subject pronoun] found it
boring.
Object Pronouns
Object pronouns function as the objects of verbs or the objects of prepositions.
The singular object pronouns are me, you, him, her, and it. The plurals are us,
you, and them.
As the object of the verb:
Jane [antecedent] went to the movie. I met [verb] her [object pronoun] there.
As the object of the preposition:
Jane had dinner with [preposition] me [object pronoun] after the movie.
Other Examples of Personal Pronouns in a sentence from other literature:
Subject Personal Pronouns
 "'And so,' said the Lorax,
'--please pardon my cough--
they cannot live here.
So I'm sending them off."
(Dr. Seuss, The Lorax. Random House, 1971)
 "My mother taught Prim and me to eat properly, so yes, I can handle a fork
and knife." (Suzanne Collins, The Hunger Games. Scholastic, 2008)

10
  "Grey's Anatomy was one thing that she and I agreed on. We were both
addicts of the medical drama, and we were rarely disappointed for our
devotion and attention." (James Patterson, Double Cross. Little, Brown,
2007)
 "I crawl up on the bed next to her. I am not supposed to read over her
shoulder because I read more quickly than she does, and it makes her
mad when I get to the end of the page and look up and hum, waiting for
her to turn it." (Laura Moriarty, The Center of Everything. Hyperion, 2003)
 "Bailey and I sloshed down twilight trails to the pig pens, and standing on
the first fence rungs we poured down the unappealing concoctions to our
grateful hogs. They mashed their tender pink snouts down into the slop,
and rooted and grunted their satisfaction. We always grunted a reply only
half in
jest."
(Maya Angelou, I Know Why the Caged Bird Sings. Random House, 1969)
 "As Herman left Weber's Café a few days later, he saw two boys hanging
around on the other side of the road, staring at him. He walked up toward
Kirkestræde, and they followed him on the opposite sidewalk."
(Carsten Jensen, We, the Drowned, trans. from the Danish by Charlotte
Barslund with Emma Ryder. Houghton Mifflin Harcourt, 2011)
On the other hand why does some people are confused whether to use I
and Me this is the perception of Dr.Jill Robbins(2016), he think the confusion
about “I” and “me” comes from instruction we get as children: to be polite. When
we mention ourselves and another person in a sentence, we are told to put the
other person first.For example, we might be reminded to say, “My brother and I
went to the White House.” Saying “I and my brother went to the White House” is
grammatically correct but would sound impolite, or rude.So, English speakers
who are faced with two people in the object position in a sentence often grab for
the phrase “someone and I.” They do not notice the phrase is grammatically
incorrect. It just sounds more polite.

11
Another theory about the “I” or “me” error comes from a 2009 New York Times
article “The I’s Have It.”
Writers Patricia T. O’Conner and Stewart Kellerman guess that people
correct children who use “me” instead of “I” so much, the children grow up using
“I” even when it is wrong. They explain the term for this linguistic phenomenon is
“hypercorrection.”
Heimbach(2015), stated that Pronoun agreement errors is an
especially confusing type of ACT English question because people often misuse
pronouns, especially when they speak. For him the key idea here is
that pronouns must always have a clear antecedent and agree with the noun that
they replace. 
According to Fanning(2012), there are five common pronouns error that
causes students to English deficiency and words misuse. First is due to
confusing words with unclear meaning, using pronoun for a faraway noun, and
breaking agreement rules.
You might consider grammar an annoying technicality, a minuscule detail
of speech and writing not worth much effort but a study last year from the Society
for Human Resources and Management shows that 45% of employers plan to
increase training for grammar and other language skills (meaning they're
unhappy with the levels now).(Sterbenz,2013) 
Based on various surveys, the Philippines is anywhere from the third to
the sixth country in the world with the largest English-speaking population. We
can’t claim to be native English speakers as much as we would like to, but our
talent pool can speak, read and write in this language even at a rudimentary
level.( Hernandez, 2015)
According to the research of Elmar Entalki (2013), Grammar is one of the
most difficult aspects of a foreign language to master. It is defined as “the rules
that govern how a language’s sentences are formed”

12
 CHAPTER III
RESEARCH METHODOLOGY

RESEARCH DESIGN
The research design that the researchers used for this conducted
study is a modified Survey Questionnaires. At this juncture, the researchers used
a personalized copy of questionnaire and Likert Scale for measuring the statistics
that the researchers gathered and to know and establish the information
gathered from Grade 7-SPA 2 students of Quezon City High School for school
year 2017-2018.

DESCRIPTION OF THE RESPONDENTS

The researcher’s respondent were the Grade 7-SPA Section 2 students of
Quezon City High School and were chosen by “Fish Bowl Technique” for this
study entitled Difficulties in learning English Language Due to Common Misused
of Pronouns as Perceived by Grade 7- SPA Section 2 students of Quezon City
High School for the School Year 2017-2018 .

DESCRIPTION OF THE INSTRUMENTS

The researchers used “Fish Bowl Technique” in choosing the respondents.
The research apparatus is composed of a custom made survey questionnaire.
The questionnaire are composed of a checklist design and Likert scale.

GATHERING DATA PROCEDURE

This section shows the step by step procedure that the researchers did while
gathering the data where in;
1. The researchers made a survey questionnaire.

13
 2. The researchers gathered the data by asking permission ahead of time
to the adviser of the chosen section to let the researchers conduct a
survey at their time.
3. After asking permission, the researchers set a date when will the survey
will be conducted.
4. The researchers gave the survey questionnaire to the respondents and
gave them a time interval ranges to 10-15 minutes.
5. After collecting the answered questionnaire, the researchers tabulated it
for the final result.
6. The researchers answered the statement of the problems.

STATISTICAL TREATMENT OF DATA

The reply of the respondents were circumspectly tallied, tabulated, and
prearrange as well as those originate from surveys. The data offered are
analyzed and interpreted with the employ of percentage by the researchers.
The arrangement, study and explanation of the data are based on the
entitlement mean as revealed by the scale ranges as follows:
For proportion calculation is:
P= F/n x 100
Where:
P is the percentage
F is the number of respondents for every entry
N is the entirely number of respondents

The researchers used the percentage formula in order to compare easily the
result of the answers by the respondents.

14
 CHAPTER IV
PRESENTATION AND ANALYSIS OF DATA

RESULT AND DISCUSSION

This chapter discusses the result presentation of the gathered data using
tables as interpretation of the survey and test that the researchers have come up
as follows; the research paper entitled perception of grade 7-SPA 2 students on
the Difficulties in learning English Language due to Common Misused of
personal pronouns of the Quezon City High School S.Y. 2017-2018.

Table 1

The results of the pre-test of Grade 7-SPA 2

Scores` F % Mean

11-15 34 73.9%

6-10 11 23.9% 15.33

1-5 1 2.2% Excellent

Total: 36 100%

The table 1 shows the pre-test result of Grade 7-SPA 2 S.Y. 2017-2018, out
of 46 respondents 1 of them got scores from 1-5 (2.2%), out of 46 respondents
11 of the got scores from 6-10 (23.9%), out of 46 students 34 students got scores
from 11-15 (73.9%) and resulting with mean of Very good (15.33).

Table 2
15
 Scale of difficulties of the test

Very Very
Difficult Average Easy N/A
Difficult Easy

F 2 6 2 18 17 1

% 4.35% 13.4% 4.35% 39.13% 39.6% 2.17%

The Table 2 shows the scale of level of difficulties of the test that the
researchers prepared based on the results of the answers of respondents.

Table 3

Pronoun is difficult to use answers

Yes No Not Sure N/A

F 15 15 14 2

% 32.61% 32.61% 30.43% 4.35%

The Table 3 shows the total number of answers of the respondents that
answered if the test is difficult or not. 15 of the respondents answered YES which
is 32.61% while NO is the same as the number who answered YES, with the
same percentage. 14 of the respondents answered NOT SURE with a
percentage of 30.43 % and 2 of the respondents did not answer the question with
the percentage of 4.35 5%.

Table 4
16
 Scale of the respondents familiarization in pronouns

Extremely Very Moderately Slightly Not

N/A
Familiar Familiar Familiar Familiar Familiar

10 22 8 3 2 1

21.74% 47.83% 17.39% 6.52% 4.35% 2.17%

The table 4 shows the result of the answers of the respondents if they
familiarize pronouns. 10 of them answered EXTREMELY FAMILIAR, with a
percentage of 21.74%. 22 of them answered VERY FAMILIAR with a percentage
of 47.83 while 8 of them has picked MODERATELY FAMILIAR, with an average
of 17.39. The number that answered SLIGHTLY FAMILIAR got 3, with an
average of 6.52%. 2 of the respondents answered that pronouns are NOT
FAMILIAR and one of them did not answered the question

Table 5

Result if the Pronouns is Confusing

Strongly Strongly
Agree Neither Disagree
Agree Disagree N/A

11 17 10 4 3 1

23.91% 36.96% 21.74% 8.70% 6.52% 2.17%

The table 5 shows the answers of Grade 7 SPA-2 if the pronouns is confusing.
11 of them STRONGLY AGREE while 17 of them AGREE. 10 of the respondents

17
has answered NEITHER and 4 of the students answered DISAGREE. The 3
students STRONGLY DISAGREE and one of them did not answer the question .

Table 6

Personal Pronouns Difficulty Table

I / me we you they He She IT N/A

17 18 11 16 15 9 10 1

36.96% 39.13% 23.91% 34.78% 32.61% 19.57% 21.24% 2.17%

The table 6 shows the pronoun that the respondents pick which is difficult to
use. The pronoun “we” got the highest answer which is 18, with a percentage of
39.13 and the most least answered pronouns is “she”, 9 with a percentage of
19.57

CHAPTER V

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 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

This chapter discusses the findings, conclusion, and the recommendations

that the researchers answered based on the result of survey and test from the
research paper entitled perception of grade 7-SPA 2 students on the Difficulties
in learning English Language due to Common Misused of personal pronouns of
the Quezon City High School S.Y. 2017-2018.

SUMMARY OF FINDINGS

Based on the result of the survey and test given, the researchers has
concluded and answered the statement of the problem.

1. What personal pronouns does the students find difficult to use?

Based on the survey, the personal pronoun “we” is the most difficult to use in a
sentence with an average of 39.13% following the personal pronoun “I/me” with an
average of 36.96%.
2. What is the total number of students who does not familiarize and familiarize
pronouns?

The result of the survey and test of the respondents shows that 40 of them
familiarize personal pronoun which is 87% of the class. The remaining 13% did not
familiarize personal pronoun with a total number of 6.

3. Does the student respondents find personal pronouns confusing?

28 of the respondents has answered that personal pronouns is confusing

which is 61% of their population. 7 of the respondents disagree which is 15 %
of them. The remaining 24% is neutral between the options. Thus, the
researchers concluded that the respondents is still confused to personal
pronouns.

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 CONCLUSION

Personal pronouns are one of the most frequency problems in students

especially in using it to sentence. The following were drawn based on the
significant findings:

1. The researchers concluded that personal pronoun is still difficult to use

especially in using it in sentence and understanding them.
2. The respondents’ perception about the difficulties of personal pronouns is
same across variables.
3. Lack of enough knowledge about pronouns encountered by the
respondents’ leads to difficulty in learning English Language.
4. Personal Pronouns are still not familiar to some students until now and
confuse others that leads to misunderstood words in English Language.
5. Every student has a different understanding about Personal Pronouns that
may lead to different mistakes in grammar.

RECOMMENDATION

The researchers recommended the following based on the results of the

survey and test:

1. Understanding is important. It will help you not to confuse in different

kind of pronouns especially in personal.
2. Studying more about pronouns helps to lessen or avoid mistakes in
grammatical errors.
3. Reading will help you familiarize personal pronouns for how they used,
what are they uses, etc.
4. Reading carefully will help you to criticize more the questions given to
avoid confusing questions.

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