Thesis Proposal Format (Replica)

Surigao State College of Technology
College of Arts and Sciences

Surigao City
DIFFERENTIATED INSTRUCTION IN TEACHING SPEAKING
An Undergraduate Proposed Thesis
Presented to
the Faculty of the College of Arts and Sciences
SURIGAO STATE COLLEGE OF TECHNOLOGY
Surigao City
In Partial Fulfillment of
the Requirements for the Degree
BACHELOR OF ARTS IN ENGLISH LANGUAGE
MERDOLYN BUCIO CANDA
May 2022
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CHAPTER
1 PROBLEM AND REVIEW OF LITERATURE
Introduction 1
Review of Literature 4
Synthesis
Theoretical/Conceptual Framework 17
Research Paradigm of the Study 19
Statement of the Problem 20
Hypothesis 21
Significance of the Study 21
Scope and Limitation of the Study 22
Definition of Terms 23
2 METHODS
Research Design 26
Research Environment 28
Participants/Respondents 30
Research Instrument 31
Ethics and Data Gathering Procedure 32
Data Analysis 33
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LIST OF TABLES
Table
1 Distribution of Participants/Respondents 30
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LIST OF FIGURES
Figure
1 Research Paradigm of the Study 19
2 Flow of the Experiment 27

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LIST OF PLATES
1 Location Map of Surigao State College Of 29

Technology, Brgy. Taft, Surigao City
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Chapter 1
PROBLEM AND REVIEW OF LITERATURE
This chapter covers the introduction, review of
literature, conceptual framework of the study, statement of the
problem, hypothesis, significance of the study, scope and
limitation, and definition of terms.
Introduction (Background of Study)
The mastery of speaking skills in English is a priority
for many second language or foreign-language learners.
Consequently, learners often evaluate their successes in
language learning as well as the effectiveness of their
language course on the basis of how much they feel they have
improved in their spoken language proficiency.
In a country wherein English is recognized as second
language, a medium of instruction and the language of the
business world, there has been no doubt that teaching speaking
in English is considered a challenge since it is not our first
language and in most, is not spoken at home too often.
The approaches of teaching speaking in English in the
classroom have dramatically shifted over the years, from the

2
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traditional methodologies which meant repeating after the
teacher, memorizing a dialogue, or responding to drills, all of
which reflecting the sentence-based view of proficiency
prevailing in the audio-lingual and other drill-based or
repetition-based methodologies to the emergence of
communicative language teaching which paved the way to changed
views of syllabi and methodologies. Fluency has become the goal
for speaking and this could be developed through the use of
well-planned tasks which emphasize real communication despite
limited proficiency in English. Hence, learners are perceived
to develop different learning styles to accommodate meaning
which were considered essential to the development of oral
skills.
Twenty-first century classrooms recognize the variety of
students in terms of background knowledge, readiness,
interests, language, and preferences in learning. To respond
appropriately, classrooms must provide opportunities to
optimize rigorously intellectualized curriculum, students are
evaluated and taught aptly learns well, and commitment to
individuals and community is a hallmark. Because the goal of
the teacher is to guarantee that each student learns

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effectively and with a sense of satisfaction, this mosaic of
students presents teachers with complicated and perplexing
pedagogical dilemmas (Burton et al, 2005).
Effective teachers in contemporary classrooms are posted
to create classroom routine which address, rather than ignore
learner variance. These routines may be referred to as
“differentiating” curriculum and instruction. Differentiation
is more pedagogical rather than an organizational approach. In
her study ‘The differentiated classroom: Responding to the
needs of all learners (1999)’, Carol Ann Tomlinson proposed
that differentiation can be achieved through proactive
modification of curricula, teaching methods, resources,
learning activities, and student products to meet the diverse
needs of individual students and small groups of students to
maximize the learning opportunity for each student in a
classroom.
Hence, anchored in this pedagogical approach, this study
seeks to attest proficiency in speaking using various
strategies under the auspices of a differentiated method which
promote fluency and competence in using English in speaking.
The researcher is prompted to conduct a parallel study to

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examine the achievement level of students when a differentiated
instruction is employed in a class.
Review of Literature
This part of the study discusses related findings and
literatures which have bearing on the researcher’s present
study on the effectiveness of the audio and visual learning
strategies in teaching English language. It further reviews
thematically the said literatures taken from myriad sources
such as books, journals, magazines and Internet.
According to Krashen (2003), for people to learn a
language, they must receive input (through reading). To be able
to produce a language correctly, one must have had an access to
a comprehensible input. Put into the context of this study, for
students to speak English well, they must receive considerable
amount of English at school. Although they receive English
inputs through other channels, such as television, radio,
websites and social networks, academic input is still needed in
an academic setting. Krashen recommends flooded input for
learning to occur.
Speaking a new language is harder than reading, writing,
or listening. According to Nunan (2003), there are two reasons

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for this feeling. First, speaking happens in ‘real time’: the
person you are speaking to waits for you to respond right then.
Second, you cannot edit and revise what you are to say, as you
can if you are writing.
On the other hand, in order to communicate well in another
language, we must be understood by the people we are speaking
with. The need to be accurate in speaking the target language
is ‘tricky’ since, unlike in writing, planning and editing
speech before it is spoken or said are constrained with time
and often rely to a person’s prior or background knowledge.
Listening and speaking are the oral skills (temporal skills),
and reading and writing are the written skills (spatial
skills). It is to be noted that these are skills and not
knowledge, so it is important to keep it practiced. A person’s
ability to process inputs and develop automaticity in speaking
is challenged with temporal tension. Temporal tension refers to
availability of time for reaching a goal (Oulasvirta, 2004).
The key to language fluency is the ability to automatically
perceive and process language chunks (DynEd, 2009). Thus, to
become a proficient speaker of a language, a person must have

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knowledge of the components of language to work together in
idea formation which is demanded in speaking.
The main goal of most adult learners is to speak English
with confidence. Their personalities and attitudes towards
learning and acquiring English proficiency determine how
quickly and correctly they will accomplish this goal. The
conservative, shy type students generally take time to speak
confidently but when they do, their English often contains
fewer errors (Shrouf, 2015).
Language Teaching
In language teaching, the four skills (listening,
speaking, reading, and writing) are described in terms of their
direction (Nunan, 2003). Language generated by the learner (in
speech or writing) is referred to as productive. Language
directed at the learner (in reading or listening) is called
receptive. The channel is another important idea. It refers to
the medium of the message (oral or written). Hence, speaking is
the productive oral skill which is consisted of producing
systematic verbal utterances to convey meaning (Nunan, 2003).
Speaking is a crucial part in language learning and
teaching. With it deemed as important as the other skills

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requires the teachers and instructors to teach speaking to
improve communicative skills because in this way, the students
would be able to express themselves and learn to follow the
social and cultural rules fit for each communicative
circumstance. Hence, teachers are poised to develop strategies
and techniques in teaching speaking more than the traditional
way of repetition drills or memorization of dialogues (Shrouf,
2015).
The focus of teaching speaking is to improve the oral
production of the students. On that account, language teaching
activities in the classroom must aim at maximizing language use
(Haozhang, 1997). The misconception that oral communication
competence develops naturally overtime and that the cognitive
skills involved in writing is analogous to oral communication
skills neglects oral communication instruction in the past
(Chaney, 1998).
Zhang (2009) argues that speaking remains the most
difficult skill to master for the majority of English learners.
Ur (1996), as mentioned by Al Hosni (2014) in her paper
published in the International Journal on Studies in English
Language and Literature, expresses that the following factors

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cause difficulty in speaking: (1) inhibition, (2) nothing to
say, (3) low or uneven participation, and (4) mother-tongue
use.
In a country where someone who speaks English well is
considered highly educated (Wa-Mbaleka, 2014), it is a
challenge to English teachers to consider the effective
strategies to be used in instruction to improve fluency in
speaking specially that speaking English is encouraged at home
(Wa-Mbleka, 2014).
Communicative language teaching becomes the fad in the
late twentieth century on the premise that people learn to
speak better in the target language by interacting during
lessons. In this method, the teachers downplay accuracy and
emphasize how the students communicate when they speak the
target language.
In this view, Goh and Burns (2012) cite that speaking
tasks help students develop, improve, and refine speaking
skills. This can be achieved through the use of accurate
language and discourse routines, appropriate speech enabling
skills, and effective communication strategies. In this way,

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hesitations to speak will be minimized and communication is
appropriate for the social purpose of the message.
Goh and Burns (2012) further states that a learner’s
speaking performance can be enhanced if activities are pre-
planned and repeated, as these activities can reduce cognitive
load during speech processing. Activities that help learners
develop metacognitive knowledge and self-regulation of their
speaking and learning processes must address also the affective
and other cognitive requirements of learning achieve speaking
competence in a target language.
According to Burns (2013), there are three areas of
speaking competence. These are the (1) the language discourse
areas which concerns mostly of the mastery with the sound
patterns (pronunciation—segmental and suprasegmental levels),
knowledge of the grammar and vocabulary of the language (spoken
structures, grammar features, lexis), and understand the
organization of the stretches of connected speech (discourse
and genre); (2) skills which refer to the ability to process
speech quickly to increase fluency (e.g. speech rate, chunking,
pausing, formulaic language, discourse markers), negotiation in
speech (e.g. building in previous utterances, monitoring

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understanding, repairing communication breakdown), and
management in speech (e.g. opening/closing conversations,
initiating topics, turn-taking, signaling intentions); and (3)
strategies which mean the cognitive strategies (e.g.
circumlocution, paraphrasing, gestures, word coinage,
approximation, avoidance), metacognitive strategies (e.g.
planning in advance what to say, noticing how to say things),
and interaction strategies (e.g. clarifying/repeating,
reformulating, rephrasing, checking comprehension.
Differentiated Instruction for Teaching Speaking
Differentiated instruction, according to Carol Ann
Tomlinson (2013), is the process of “ensuring that what a
student learns, how he or she learns it, and how the student
demonstrates what he or she has learned is match for that
student’s readiness level, interests, and preferred modes of
learning.” Since all students differ, teachers must attend
to the different needs of the learners by creating unique
instructional goals for each student. Research indicates that
differentiation improves student learning (Anderson, 2007).
There are several ways to differentiate classrooms and
teaching. Tomlinson notes that differentiation can be done

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through (1) content, (2) process), (3) products, and (4)
learning environment. It can occur by utilizing differences I
(1) texts, (2) support for students, (3) expectations for
learning outcomes, (4) student’s abilities, (5) student’s
interest, and (6) curriculum tasks. Differentiated teaching
strategies include cooperative learning individual learning,
learning centers and technology. Differentiated instruction is
proactive, student-centered, dynamic and rooted in assessment.
It also emphasizes the use of flexible grouping (Tomlinson,
2009).
The four guiding principles as cited by Rock, et al.
(2008) based on Tomlinson’s work include (a) focus on essential
ideas and skills in each content area, (b) responsiveness to
individual student differences, (c) integration of assessment
and instruction, and (d) ongoing adjustment of content, process
and products to meet the individual student’s levels of prior
knowledge, critical thinking, and expression styles.
On the other hand, Rock, et al. (2008) delineate the seven
essential beliefs about differentiated instruction still based
on Tomlinson’s work which include (a) experiences in life and
readiness to learn differ significantly among same-aged

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students; (b) these differences have a considerable effect on
their learning; (c) students’ learning is heightened when
teachers challenge them beyond their independent level; (d)
learning is more effective when related to real-life scenarios;
(e) student learning is enhanced by authentic learning
opportunities; (f) student learning is enhanced when they are
respected and valued by their teachers, school, and community;
and (g) the ultimate goal of education is to recognize and
promote the abilities of each student. Based on these
assumptions, teachers can differentiate instruction by
adjusting (a) content, (b) process, and/or (c) products based
on students’ readiness, interest, and learning profiles (which
include learning styles or learning preferences).
The term “learning styles” has appeared in the education
literature over the years (Dunn and Dunn, 1999). According to
Dunn (1983), learning style refers to the significant ways
individuals concentrate, absorb, and retain information. This
style, as Dunn (1983) described, “comprises a combination of
environmental, emotional, sociological, physical, and
psychological elements that permit individuals to receive,
store, and use knowledge.”

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Learning strategies are defined as “specific actions,
behaviors, steps or techniques—such as seeking out conversation
partners, or giving oneself encouragement to tackle a difficult
language task—used by students to enhance their own learning”
(Scarcella and Oxford, 1992).
If there is harmony between (a) the student (in terms of
style and strategy preferences) and (b) the combination of
instructional methodology and materials, then the student is
likely to perform well, feel confident, and experience low
anxiety (Oxford, 2003). But if clashes occur between (a) and
(b), the student often performs poorly, feels unconfident, and
experience significant anxiety. Sometimes, these clashes lead
to serious breakdown in student-teacher interaction. These
conflicts may also lead to dispirited student’s outright
rejection of the teaching methodology, the teacher, and the
subject matter.
Synthesis. In a differentiated classroom, content and
instructional modifications include multilevel instruction, the
use of learning contracts, small-group instruction, language
study, the use of centers, projects, using different tasks for
different ability levels, supporting independent learning,

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utilizing more carefully organized group work, curriculum
replacement, acceleration, course compacting, pull-out
programs, competitions, and out-of-school programming. Both
traditional (Bloom’s Taxonomy) and new ways (brain-based
research and constructivist learning theories) to differentiate
instruction are promising.
Conceptual Framework
This study anchors on the work of Carol Ann Tomlinson
(2003). This emphasizes that students’ achievement may be
influenced by the methods of instruction as their learning
styles vary.
Furthermore, this study expects to ascertain the
achievement level of students in their speaking skills using a
differentiated instruction among second year BSEd English
students of Surigao State College of Technology. The first box
as shown in Figure 1 contains the Pre-Test for speaking skills
in terms of the students [prior/background] knowledge of the
theories and principles in the suprasegmental features of
language, speaking styles and functions of speaking; the second

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box contains an inventory of the students’ learning style and
strategies.
The third box is the methods employed in teaching
speaking.
The fourth box contains the Post-Test for speaking skills
in terms of the students’ knowledge of the theories and
principles in the suprasegmental features of language, speaking
styles, functions of speaking and their performance level.

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PRE-TEST
 Theories/
Principles
 Performance
Differentiated POST-TEST
Instruction
 Theories/
Principles
 Performance
Student
Profile
 Learning
Styles
 Learning
Strategies
Figure 1
Research Paradigm of the Study

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Statement of the Problem
This study aims to ascertain the effectiveness of
differentiated instruction in teaching speaking to second year
BSEd English students of Surigao State College, Surigao City.
Specifically, it will answer the following questions:
1. What are the profiles of the respondents in terms of
1.1 age;
1.2 learning styles; and
1.3 learning strategies?
2. What is the achievement level of the students before
and after instruction on the following areas:
2.1 theories and principles; and
2.2 performance?
3. Is there a significant difference of differentiated
instruction to speaking skills before and after instruction?
Hypothesis
This study tests at 5% margin of error on the following
null hypotheses:
Ho1: There is no significant difference of differentiated
instruction to speaking skills before and after instruction.

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Significance of the Study
This study would be valuable to the following entities:
Curriculum Planners. This may lead the curriculum planners
and reviewers to ascertain and integrate the use differentiated
instruction in teaching speaking.
English Language Instructors. They can get insight to
modify teaching strategies in order to improve the achievement
level of students in speaking.
Students. The results of this study can as well benefit
the students because the instructional approach an English
teacher employs would give students multiple options for taking
in information and provide opportunities for meaningful
learning experiences.
Researchers. The results of the study shall become the
basis of other researchers for future studies on the
effectiveness of a differentiated instruction in other
subjects.
Scope and Limitation of the Study
This section covers the scope and limitation of the study.
It presents the focus, the participants and the setting.

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Focus. This study looks into the achievement level of
differentiated instruction in teaching speaking. It conducts a
Pre-Test and Post-Test to assess the achievement level of the
students in speaking in terms of their speech production and
delivery employing differentiated instruction.
Participants. The participants of this study are the two
sections of the second year BSEd English curriculum of the
college.
Place and Time. This study will be conducted on the second
term of academic year 2015-2016 in Surigao State College of
Technology, Surigao City.
Definition of Terms
To give thorough understanding of the content and purpose
of this study, the following terms are defined conceptually,
technically, and operationally:
Differentiated Instruction. It is an approach in teaching-
learning for students of differing abilities in the same class.
Speaking. A challenging aspect of language learning
because knowledge and skills have to be activated rapidly in
real-time. It involves use of several simultaneous processes—
cognitive, social, and physical.

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Speaking Competence. Speaking competence is
“combinatorial” (Goh and Burns, 2012). It refers to the ability
to put together the knowledge of language and discourse, sore
speaking skills, and speaking strategies.
Teaching Speaking. It aims for communicative efficiency.
In the communication model of language teaching, as mentioned
by National Capital Language Resource Center (NCLRC) of
Washington, DC, USA in their website (nclrc.org), instructors
help their students to develop speaking competence by providing
authentic practice that prepares students for real-life
communication situations.
Automaticity. It is the ability to respond without
occupying the mind with the low-level details required. It is
usually the result of learning, repetition, and practice.

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Chapter 2
METHODS
This chapter covers the research design, the research
environment, the population and sample of participants, the
research instrument, ethics and data gathering procedure and
data analysis.
Research Design
This study adopts a quasi-experimental design of research
to ascertain the effectiveness of differentiated instruction in
teaching speaking. It seeks to point out significant difference
of differentiated instruction to the achievement level in terms
of theories and performance in teaching speaking. An experiment
is to be conducted to test the hypotheses.
The study initiated a Pre-Test and Post-Test in the
principles and theories in the suprasegmental features of
language, speaking styles, and functions of speaking.
Research Environment
This study is to be conducted at Surigao State College of
Technology, a state-run higher education institution located in

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the heart of Surigao City. The college was recently converted
into Surigao del Norte State University (SNSU) pursuant to
Republic Act 10600 approved on June 4, 2013. However, it shall
retain its status, unless in the meantime it is able to comply
with the CHED requirements, within a period not exceeding
January 1, 2016.

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Plate 1
Location Map of Surigao State College Of Technology

Brgy. Taft, Surigao City
30
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Participants
The participants in this research study will be the second
year BSED English students of the Teacher Education Division of
Surigao State College of Technology, Surigao City.
Table 1 introduces the population of the target
respondents.
Table 1
Distribution of Participants
Section Population
BSED 2A (Experimental) 40
BSED 2F (Controlled) 40
TOTAL 80
The number of respondents is limited to forty students per
class, aside from the class size is deemed manageable, because
the laboratory can accommodate only the aforesaid number of
students. Thus, there are 80 participants in all.

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Research Instruments
The researcher will facilitate the experiment by
conducting actual classroom discourses. Pre-test and Posttest
is to be conducted to compare the students’ achievement vis-à-
vis the achievement level of the students with the employment
of differentiated instruction.
Students of the two sections are the target participants.
One section will serve as the control class employed with the
traditional teaching (e.g. drills, memorization, lecture). The
other section will be employed with the differentiated
instruction.
Validity. The researcher will seek the help of experts to
validate the test questionnaire to be used in gathering data.
The experts are composed of professors in the Graduate Program
of Surigao State College of Technology. Corrections are to be
made and the results are to be consolidated to come up with a
valid instrument. The questionnaire will be reproduced and
administered to the participants of the study.
Reliability. A dry-run will be conducted to ascertain the
reliability of the instruction.

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Ethics and Data Gathering Procedure
A letter of intent will be sent to the Office of the Dean
of Programs and Standards, and Office of the Chair of the
Teacher Education Division, requesting permission to administer
an experiment to the target participants.
Meanwhile, another letter is to be forwarded to the Office
of the College Registrar for the official list of target
student-participants who are enrolled during the second
semester of academic year 2015-2016.
After the approval is secured, the researcher will then
conduct a pre-test. Classes follow on conversational routines
of the English language and focuses on the suprasegmental
features of the language, speaking styles and functions of
speaking. After which, a post-test will be initiated.
Consequently, the data are to be gathered, sorted out,
analyzed, and interpreted using appropriate statistical tools
and instruments.
Data Analysis
To describe the extent of the perception of the
respondents and to analyze and interpret the data gathered, the
following statistical tools will be used:

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Mean. This will be used to determine the effectiveness of
differentiated instruction in teaching speaking.
t-test for paired samples. This was used to determine the
significant difference between the pre-test and post-test
scores of the participants from the controlled and experimental
group.
Analysis of Variance (ANOVA). This will be used to
determine the significant difference on the achievement level
of the participants in English Language before and after
instruction.
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REFERENCES
Al Hosni, S. (2014). Speaking Difficulties Encountered by Young

EFL Learners. Retrieved on September 20, 2015 from
https://www.arcjournas.org/pdfs/ijsell/v2-i6/4.pdf.
Anderson, K. M. (2007). Tips for Teaching: Differentiating

instruction to include all students. Preventing School
Failures, 51 (3), 49-54.
Burns, A. (2013). A holistic approach to teaching speaking in

the language classroom. Retrieved August 28, 2015 from
http://www.andrasprak.su.se/polopoly_fs/1.204517.14116363
6!/menu/standard/file/Anne_Burns.pdf.
Burton, et al. (2005). Understanding student diversity and the

factors that influence academic success: a preliminary
study. Greenwich, Connecticut, USA: Information Age
Publishing.
Chaney, A. (1998) Teaching oral communication in grades k-8.

USA: A Viacom Company.
Dunn, R. (1983) Learning style and its relation to

exceptionaltiy at both ends of the spectrum. Exceptional
Children, 49, 496-509.
Dunn, R. S. and Dunn, K. J. (1999). The complete guide to the

learning styles in-service system. Boston: Allyn and
sBacon.
Dwyer, F., & Kleinman, E. (2009). Analysis of computerized

visual skills: Relationships to intellectual skills and
achievement. International Journal of Instructional Media,
26(1), 53-69.
Goh, C. and Burns, A. (2012) Teaching Speaking: A Holistic

Approach. New York: Cambridge University Press.
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Haozhang, X. (1997). Tape recorders, role-plays, and turn
taking in large EFL listening and speaking classes in
China. China, 35 (3), 33.
Nunan, D. (2003) Practical English Language Teaching. New York:

MC Graw Hill.
Oulasvirta, A. (2004). Discovering potentials for technology

beyond the desktop: the humanistic research strategy. Full
paper to appear in Proc. ACM SIGCHI 2004, April 2004.
Oxford, R. (2003). Language Learning Styles and Strategies: AN

Overview. GALA 2003.
Rock, et al. (2008). REACG: A framwork for differentiating

classroom instruction. Preventing School Failure, 52 (2),
31-47.
Scarcella, R. and Oxford, R. (1992). The Tapestry of Language

Learning: The Individual in the Communicative Classroom.
Boston: Heinle and Heinle.
Shrouf, F. 2015. Teaching and Improving Speaking

Skill.Philadelphia University The Language Center.
Retrieved August 28, 2015 from
http://philadelphia.edu.ph.jo/academics/fshrouf/uploads/s
eaking.pdf
Tomlinson, C. A. (1999). The Differentiated Classroom:

Responding to the Needs of All Learners. Alexandria,
VA, USA: ASCD Publications.
Tomlinson, C. A. (2009). Learning Profiles and achievement.

School Administrator, 66 (2), 28-34.
Tomlinson, C. A. (2013). Instructional Strategies that Invite

Differentiation. Retrieved August 25, 2015 from
caroltomlinson.com/handouts/Strategies%20for%20Differenti
tion.pdf.
Ur, P. (1996) A course in language teaching. Cambridge:

Cambridge University Press.
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Wa-Mbaleka, S. (2014). Teaching English to Speakers of Other

Languages: The Case of the Philippines. International
Journal of Academic Research in Progressive Education and
Development, 3 (3), 64-77.
Zhang, S. (2009). The role of input, interaction, and output in

the development of oral fluency. English Language
Teaching, 2 (4), 91-100.
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APPENDIX A
TEST QUESTIONNAIRE

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TEST QUESTIONNAIRE
ON THE
DIFFERENTIATED INSTRUCTION IN TEACHING SPEAKING
Directions: Identify and encircle the letter that best complete

the statements or answer the questions.
1. __________ is the ability to speak quickly, accurately, and

with expression.
a. Speaking fluency
b. Efficiency speaking
c. Speaking efficiency
d. Fluent Speaking
2. It is the ability to respond without occupying the mind with

the low-level details required. It is usually the result of
learning, repetition, and practice.
a. Temporal tension
b. Automaticity
c. Speaking competence
d. Fluency
3. This refers to the use of fixed expressions that often have

specific functions in conversation and give conversational
discourse the quality of naturalness.
a. dialogue
b. pattern
c. routines
d. tasks
4. The following affect speaking styles except

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a. Lexical change
b. Phonological change
c. Grammatical change
d. None of the above
5. Have you seen the boss? / Have you seen the manager?
a. Lexical change
d. All of the above
6. Whachadoin? / What are you doing?

a. Lexical change
d. All of the above
7. Seen Joey lately? / Have you seen Joe lately?

a. Lexical change
d. All of the above
8. This refers to what we normally mean by “conversation” and

describes interaction that serves a primarily social
function.
a. Talk as interaction
b. Talk as transaction
c. Talk as performance
9. This refers to public talk, that is, talk that transmits

information before an audience.
10. This type of function in speaking primarily focuses on

transmission of information and on the message, not on the
participants.
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11. A welcome speech is an example of __________.

12. The main features of talk as an interaction are the

following except
a. Reflects role relationships
b. There may be negotiation and digression
c. Reflects degrees of politeness
d. Uses conversational register
13. Alice is chatting to her professor while waiting for a

tricycle.
a. Interaction
b. Transaction
c. Performance
d. Routine
14. Asking someone for direction is an example of _________.

15. This refers to a sequence of two related utterances by two

different speakers. The second utterance is always a response
to the first.
a. Small talk
b. Adjacency pairs
c. Turn-taking
d. Joking
16. This function of speaking tends to be in the form of

monologue rather than dialogue.
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17. It is an important aspect of talk as interaction. It

involves responding to a conversational partner with
expressions that indicate interest and a wish for the speaker
to continue, such as “That’s interesting”, “yeah”, “really”,
and so on.
a. Fillers
b. Interruptions
c. Expressions
d. Backchannels
18. Which of the following activities would best suit for

transactional speaking to practice for real-world
transactions?
a. Small talk
b. Role-plays
c. Monologue
d. All of the above
19. Of the three steps involved in creating holistic

transactional activities, which one pertains to demonstrating
the stages that are typically involved in the transaction,
eliciting suggestions for how each stage can be carried out,
and teaching the functional language needed.
a. Preparing
b. Modeling and channeling
c. Practicing and reviewing
20. Which of the following steps require assigning students

roles and practicing a role play using cue cards or realia to
provide language and other support.
a. Preparing
b. Modeling and channeling
c. Practicing and reviewing
21. The pitch movement in spoken utterances is called

__________.
a. Linking
Surigao City
b. Intonation
c. Pitch
d. Elision
22. This refers to the phonemes or segments which are not

pronounced.
a. Linking
b. Intonation
c. Pitch
d. Elision
23. One of the processes which affects individual segments.

The sound is influenced by the place or the manner of
articulation from the neighboring sound.
a. Assimilation
b. Elision
c. Linking
d. Pitch
24. It plays a role in determining utterance meaning.

a. Linking
b. Intonation
c. Pitch
d. Elision
25. It refers to prominence due of a particular syllable due

to increased amplitude, pitch, and length.
a. Pitch
b. Assimilation
c. Stress
d. Rhythm
26. In what syllable would this word be stressed—THOROUGHFARE.

a. First syllable
b. Second syllable
c. Third syllable
d. No stress
27. Compound verbs are usually accented on the __________.

a. First syllable
b. Second syllable
c. Third syllable
Surigao City
d. No stress
28. _________ is used for names and titles addressed directly
to the person to whom one is speaking.
a. Rising intonation
b. Rising-Falling intonation
c. Non-Final intonation
d. Glide
29. It is concerned with the elements of speech that are not

individual vowels and consonants but are properties of
syllables and larger units of speech.
a. Phonetics
b. Phonology
c. Prosody
d. Pragmatics
*** Nothing follows***

Surigao City 75
CURRICULUM VITAE
MERDOLYN BUCIO CANDA

San Juan, Surigao City, Surigao del Norte
+6392101234567
Mcanda1@ssct.edu.ph
PERSONAL DETAILS:
Date of Birth: September 3, 1991

Place of Birth: Sto. Niño, Libjo, SDN (Dinagat Islands)
Civil Status: Single
Citizenship: Filipino
Religion: United Pentecostal Church (UPC)
Parents: Mr.
Mrs.
EDUCATION:
Post Graduate: SURIGAO DEL NORTE STATE UNIVERSITY

Surigao City
Master of Arts in Education
Major in English
2016
Tertiary: SURIGAO STATE COLLEGE OF TECHNOLOGY

Surigao City Campus
Surigao City
Bachelor of Secondary Education
Major in English
2012
Cum Laude
Secondary: SURIGAO CITY NATIONAL HIGH SCHOOL

San Juan, Surigao City
2008
6th Honorable Mention
Elementary: OSMEÑA ELEMENTARY SCHOOL

Sto. Niño, Libjo, SDN (Dinagat Islands)
2004
Salutatorian
ELIGIBILITY: P.D 907, LET
WORK EXPERIENCES:

Surigao City
June 13, 2012 – June 10, 2017
Guest Lecturer

Surigao City
June 13, 2012 – June 10, 2017
Guest Lecturer
PROVINCIAL INFORMATION CENTER (PIC)

Provincial Governor’s Office
Province of Surigao del Norte
March 20, 2012 – December 30, 2012
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Surigao State College of Technology

College of Arts and Sciences

DIFFERENTIATED INSTRUCTION IN TEACHING SPEAKING

An Undergraduate Proposed Thesis

the Faculty of the College of Arts and Sciences

SURIGAO STATE COLLEGE OF TECHNOLOGY

the Requirements for the Degree

BACHELOR OF ARTS IN ENGLISH LANGUAGE

MERDOLYN BUCIO CANDA

1 PROBLEM AND REVIEW OF LITERATURE

Research Paradigm of the Study 19

Statement of the Problem 20

Significance of the Study 21

Scope and Limitation of the Study 22

Ethics and Data Gathering Procedure 32

1 Research Paradigm of the Study 19

2 Flow of the Experiment 27

1 Location Map of Surigao State College Of 29

PROBLEM AND REVIEW OF LITERATURE

This chapter covers the introduction, review of

literature, conceptual framework of the study, statement of the

problem, hypothesis, significance of the study, scope and

limitation, and definition of terms.

Introduction (Background of Study)

The mastery of speaking skills in English is a priority

for many second language or foreign-language learners.

Consequently, learners often evaluate their successes in

language learning as well as the effectiveness of their

improved in their spoken language proficiency.

In a country wherein English is recognized as second

language, a medium of instruction and the language of the

business world, there has been no doubt that teaching speaking

in English is considered a challenge since it is not our first

language and in most, is not spoken at home too often.

The approaches of teaching speaking in English in the

classroom have dramatically shifted over the years, from the

teacher, memorizing a dialogue, or responding to drills, all of

which reflecting the sentence-based view of proficiency

prevailing in the audio-lingual and other drill-based or

repetition-based methodologies to the emergence of

communicative language teaching which paved the way to changed

views of syllabi and methodologies. Fluency has become the goal

for speaking and this could be developed through the use of

well-planned tasks which emphasize real communication despite

limited proficiency in English. Hence, learners are perceived

to develop different learning styles to accommodate meaning

which were considered essential to the development of oral

Twenty-first century classrooms recognize the variety of

students in terms of background knowledge, readiness,

interests, language, and preferences in learning. To respond

appropriately, classrooms must provide opportunities to

optimize rigorously intellectualized curriculum, students are

evaluated and taught aptly learns well, and commitment to

individuals and community is a hallmark. Because the goal of

the teacher is to guarantee that each student learns

students presents teachers with complicated and perplexing

pedagogical dilemmas (Burton et al, 2005).

Effective teachers in contemporary classrooms are posted

to create classroom routine which address, rather than ignore

learner variance. These routines may be referred to as

“differentiating” curriculum and instruction. Differentiation

is more pedagogical rather than an organizational approach. In