Impact of Usage of Nang and NG To The Oral and Writing Skills of Students

Immaculate Conception Academy
East Campus
IMPACT OF USAGE OF NANG AND NG TO THE ORAL AND WRITING

SKILLS OF STUDENTS OF IMMACULATE CONCEPTION ACADEMY
A Research Paper Presented to

Ms. Jalilah H. Baniaga MA.Ed
Faculty, Senior High School
In Partial Fulfillment
of the Subject Requirements for
PRACTICAL RESEARCH II
First Semester, SY 2020-2021
By:
ARCALA, MONICA RACHELLE C.

ARREZA, KRISTINE MAE S.
BALBOA, FRANCHEZKA JAIMARA V.
BAUTISTA, MARJORIE A.
CABAMONGAN, ANN KRISTINE
CAMERINO, ZYRA D.
CRUZ, CRANBERRI D.
GO, JANNA MARIE T.
MALIPOT, RAMILYN S.
SANTUYO, ALLYNA ANDREI P.
September 2020
East Campus
APPROVAL SHEET
October 27, 2020
MR. YURI ANTHONY D. ABAD

Principal
Congressional Road, 4114
Dasmariñas, City, Cavite
Philippines
Greeting of Peace and Prosperity!
This research entitled “IMPACT OF NANG AND NG USAGE TO THE ORAL AND
WRITING SKILLS OF IMMACULATE CONCEPTION ACADEMY STUDENTS”
prepared and submitted by students of Grade 12 Panday Pira namely: Monica Rachelle C.
Arcala, Kristine Mae S. Arreza, Franchezka Jaimara V. Balboa, Marjorie A. Bautista, Ann
Kristine DL. Cabamongan, Zyra D. Camerino, Cranberri D. Cruz, Janna Marie T. Go, Ramilyn
S. Malipot, Karylle N. Robles and Allyna Andrei P. Santuyo would like to ask your humble
office to allow us to conduct this research study.
In view of the above mentioned we truly believed that you are with us to grant our permission
for the partial fulfillment of our subject Practical Research II and to develop our well – being.
We are looking forward that our request would merit your favorable and positive response to
approve this study and your valuable time would be much appreciated.
Thank you and God bless,
Sincerely,
The researchers
East Campus
Recommending Approval:
_______________________________
JALILAH H. BANIAGA, M.A.ED.
Research Adviser
_________________________
YURI ANTHONY D. ABAD
Principal - East
East Campus
APPROVAL SHEET
October 27, 2020
MS. LUCILYN S. NIERE

Principal
Dasmarinas City, Cavite
Philippines
This research entitled “IMPACT OF NANG AND NG USAGE TO THE ORAL AND
Sincerely,
The researchers
East Campus
_______________________________
Research Adviser
_______________________
LUCILYN S. NIERE
Principal - West
East Campus
APPROVAL SHEET
October 27, 2020
MS. MA. VERONICA H. MEDINA

Principal
Governor's Dr, Langkaan
Dasmariñas City, Cavite
Philippines
This research entitled“IMPACT OF NANG AND NG USAGE TO THE ORAL AND

Sincerely,
The researchers
East Campus
_______________________________
Research Adviser
_________________________
Ma. VERONICA H. MEDINA
Principal – South
East Campus
CERTIFICATE OF RESEARCH INSTRUMENT VALIDATION
October 27, 2020
Ms. RHINA JAE ARCALA
Statistician
Quezon City, Philippines
The undersigned are grade 12 students of Panday Pira of Immaculate Conception Academy East
– Campus are conducting a research entitled “IMPACT OF NANG AND NG USAGE TO
THE ORAL AND WRITING SKILLS OF IMMACULATE CONCEPTION ACADEMY
STUDENTS”
With your expertise, we are humbly asking for your assistance and permission to validate our
questionnaires made by the researchers in the form of likert scale that will be conducted towards
the respondents of this study. Knowing that you are the most fit and capable to be the evaluator
for this matter we are looking forward that our request would merit your favorable and positive
response to accomplish this research study.
Your valuable time would be much appreciated.
Thank you and God bless.
Sincerely,
The researchers
East Campus
Noted By:

Research Adviser
Validated By:
Ms. Rhina Jae B. Arcala

Statistician
MONICA RACHELLE C. ARCALA KRISTINE MAE S. ARREZA

Researcher Researcher
FRANCHEZKA JAIMARA V. BALBOA MARJORIE A. BAUTISTA

East Campus
ANN KRISTINE DL. CABAMONGAN ZYRA D. CAMERINO

CRANBERRI D. CRUZ JANNA MARIE T. GO

RAMILYN S. MALIPOT KARYLLE N. ROBLES

ALLYNA ANDREI P. SANTUYO

Researcher
_____________________________________________________________________
East Campus
CERTIFICATE OF RESEARCH INSTRUMENT VALIDATION
October 27, 2020
Mr. John William Baylon
LPT
Bacoor City, Cavite

Philippines
The undersigned are grade 12 students of Panday Pira of Immaculate Conception Academy East
– Campus are conducting a research entitled “IMPACT OF NANG AND NG USAGE TO
THE ORAL AND WRITING SKILLS OF IMMACULATE CONCEPTION ACADEMY
STUDENTS”
With your expertise, we are humbly asking for your assistance and permission to become our
thesis grammarian as we believe in your knowledge and abilities to guide us as we accomplish
this study for the partial fulfilment of our subject Practical Research II. We are looking forward
that our request would merit your positive response.
Thank you and God bless.

East Campus
Sincerely,
The researchers
Noted By:
Research Adviser
Validated By:
Mr. John William P. Baylon
LPT
MONICA RACHELLE C. ARCALA KRISTINE MAE S. ARREZA

FRANCHEZKA JAIMARA V. BALBOA MARJORIE A. BAUTISTA

East Campus
ANN KRISTINE DL. CABAMONGAN ZYRA D. CAMERINO

CRANBERRI D. CRUZ JANNA MARIE T. GO

RAMILYN S. MALIPOT KARYLLE N. ROBLES

ALLYNA ANDREI P. SANTUYO

Researcher
_____________________________________________________________________
East Campus
TABLE OF CONTENTS
Page
TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDMENT iii
DEDICATION iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES vii
LIST OF FIGURES viii
CHAPTER I THE PROBLEM AND ITS BACKGROUND
Background of the Study 1

Conceptual/Theoretical Framework 4
Statement of the Problem 5
Hypothesis 5
Scope and Delimitations of the Study 6
Significance of the Study 7
Definition of Terms 8
CHAPTER II REVIEW OF RELATED LITERATURE AND

STUDIES
Foreign Literature 9
Local Literature 12
Foreign Study 14
Local Study 16
Synthesis of Reviewed Materials
CHAPTER III RESEARCH METHOD AND PROCEDURE
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Research Design 20
Locale of the Study 21
Population and Sampling Techniques 22
Data Gathering Procedure 22
Research Instrument 23
Statistical Treatment of Data 23
CHAPTER IV PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA
TITLES OF TOPICS/VARIABLES/DATA STUDIED
CHAPTER V SUMMARY, CONCLUSIONS AND

RECOMMENDATIONS
Summary of Findings
Conclusions
Recommendations
REFERENCES 24
APPENDICES
Letters
Questionnaire
Photo Documentation
Experimental Lay out
CURRICULUM VITAE
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LIST OF TABLES
Table No.
Page
1. Frequency and Percentage Distribution

of the Participants as to Profile
2. Percentage Distribution and Ranking of

Fringe Benefits Given to the Employees
3. Weighted Mean, and Verbal Interpretation

on the Effects of Fringe Benefits to Work Efficiency
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LIST OF FIGURES
Figure Page
Fig 1 Research Paradigm 4
Fig 2 Locale of the study 24
Fig 3
Fig 4
Fig 5
Fig 6
Fig 7
Fig 8
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CHAPTER I
THE PROBLEM AND IT’S BACKGROUND
Background of the Study
Nang and Ng are words used in Filipino language. These words are frequently used by
Filipinos whenever they speak. Nang is used as a conjunction telling time and as a modifier.
On the other hand, Ng is used as a conjunction of a verb to the object of the sentence, and it is
the Tagalog equivalent of the English preposition ‘of’. These words became often misused by
Filipinos in both written works and oral communication. Most of them are students that are
also having confusion when it comes on the proper usage of these prepositions. Confused on
determining which is which, nang and ng can be traced back to the Spanish era, and the writers
were just as confused as current generation are.
They say it is not important if you're grammatically incorrect as long as you express the
way you want. However, when it is used in an improper way, you can't convey your idea well
and because of this, the meaning may differ the way they understand it.
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The researchers chose this topic to know the impact of the proper usage of nang and ng to
the reading and writing skills of students. Researchers also want to know if there is a
relationship between the proper usage of nang and ng and reading and writing skills
According to Mella (2008), any language is easy to use by its native speaker only if it is
being used for conversational purposes. However, when it is used formally, proper grammar is
required; and this surely poses a big challenge even to native speakers of that language. Having
said that, the researchers are differentiating the Filipino words ‘ng’ and ‘nang’ from each other.
Orally, these words are interchangeable; after all, they are homophones of each other [A
homophone is a word that is pronounced the same as another word but differs in meaning, and
may differ in spelling; ‘ng’ and ‘nang’ are homophones of each other]. However, when used in
written form, they are not interchangeable; meaning, you should use them accordingly and
properly.
As stated by Gamboa (2020), both long and short form trace back to the Spanish era, and the
writers of their time were just as confused as the younger generations are. There was only the
word “nang,” as evidenced in Doctrina Christiana (1953), the first book ever printed in the
Philippines. Later, Dr. Jose Rizal proposed to abbreviate the word and incorporate a tilde to
represent its sound, thus the birth of “ñg.” It was only in 1940 that Lope K. Santos standardized
the rules of using “nang” and “ng” without a tilde to signify a multitude of meanings. Its telling
history, however, doesn’t excuse this generation’s bad habit. Modern generations use these words
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with great frequency, and they’re confusing because spellings in conversations are often
disregarded, nor decent enough to dot the i’s and cross the t’s in chat box exchanges.
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Conceptual Framework
Fig. 1 Research Paradigm
Figure 1 shows that conceptual framework is used to guide the researchers throughout the study.
Survey questionnaires were used as an instrument to know the impact of the usage of “nang and
ng” to the Senior High School students. Furthermore, the researchers aim to know if there is a
significant relationship between the usage of nang and ng to oral and writing skills.
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Statement of the Problem
The purpose of this study is to know the impact of knowing the
proper usage of using "nang" and "ng" to the students of
Immaculate Conception Academy when it comes to their oral
and writing skills. Specifically, the study also aims to provide
answer to the following questions:
Hypothesis
Ha: There is a significant relationship between knowing the impact of Nang and Ng to the
reading and writing skills of Immaculate Conception Academy students.
Ho: There is no significant relationship between knowing the impact of Nang and Ng to the
reading and writing skills of Immaculate Conception Academy students.
Scope and Delimitations of the Study

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This study focuses on the senior high school students of Immaculate Conception Academy,
east campus, west campus and south campus. This involves a survey questionnaire for the
selected senior high school students that came from campuses mentioned. The selection of
respondents was limited since there is a great number of senior high school students in each
campus.
This research is designed to have a thorough knowledge in the impact of usage of nang and
ng to the reading and writing skills of students of Immaculate Conception Academy.
Significance of the Study

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The study focuses on analyzing the importance of usage of Nang and Ng to the reading and
writing skills of the students of the Immaculate Conception Academy, the result of the study will
be beneficial to the following:
Students. This study will help the students to know the impact of usage of Nang and Ng in
their oral and writing skills.
Teachers. This study will give them awareness and help them create future actions about the
issue of using Nang and Ng and their proper respective purpose.
Future Researchers. This study can be used as a basis for future studies related to this paper,
thus, they can enrich and fortify the framework of this study. The researchers can make their
own insights that had not been stated in this research.
Definition of Terms
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Nang. The counterpart of the English conjunction "when".
Ng. The counterpart of the English preposition "of".
Oral skills. The verbal practice using the words "nang" and "ng" of the students.
Writing skills. The practice using the words "nang" and "ng" through written words.
CHAPTER II
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REVIEW OF RELATED LITERATURE
The review of related literature of this study focuses on the impact of nang and ng to the
reading and writing skills of the students.
Local Literature
According to Alfie Vera Mella, any language is easy to use by its native speaker only if it
is being used for conversational purposes. However, when it is used formally, proper
grammar is required; and this surely poses a big challenge even to native speakers of that
language.
Having said that, the researchers are differentiating the Filipino words ‘ng’ and ‘nang’
from each other. Orally, these words are interchangeable; after all, they are homophones of
each other [A homophone is a word that is pronounced the same as another word but differs
in meaning, and may differ in spelling; ‘ng’ and ‘nang’ are homophones of each other].
However, when used in written form, they are not interchangeable; meaning, you should use
them accordingly and properly. (Mella, 2014)
According to Manuel R. Tanpoco (2019) Language, the conversion is an invasive term
that has given rise to different meanings and testing methods. This paper sought to recognize
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interlanguage conversion errors visible in CEU 's three broader schools/colleges 'published
outputs and their consequences for the Philippines' new educational curriculum, the K to 12
Senior High School. Conversation makes sense in a dialogue; agreement of definitions
between the communicators is a back and forth. Grammatical errors are more prominent
particularly in the use of verb, pronoun, and preposition; other forms of transmission errors
such as lexical, semantic, and mechanical errors have a little problem; students participating
in various programs have varying language requirements as shown by the form and degree of
transmission errors occurring in their written compositions.
As stated by Reyno (2018), it is not enough for the students to identify the parts of a
speech but it is going to be more meaningful if he could use it to communicate with other
people. The proper usage of language is very powerful for it is a way for Filipinos to have
strong identity.
According the study conducted by Lasala (2013), the communicative competence of the
students both in speaking and writing skills are acceptable having a rate of 3.15 and 2.48
respectively. They stated that they can improve their writing and oral skills. They also
mentioned about how teachers’ pronunciation during the class can help improve students’
ability. How a teacher should proceed with correction of spoken and written errors is a very
important question. Earlier the author had the opinion that teachers should be extremely
cautious about correcting students’ spoken errors and after studying he got even more
convinced. Wrongly pronounced words could be brought up in class but the teacher should
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not say who made the error. It is not sure how to correct written errors though. During the
author’s previous school placement periods, the teachers did not correct every error since
they said that “as long as it can be understood by a native speaker it does not matter”. Daily
life is becoming more and more global which means that the importance of the English
language will increase and the demand for English speaking employees will rise as well. This
basically means that regardless of what people’s future occupation will be, they will be
expected to possess adequate knowledge of proper English. That is a fact that should
encourage everybody to develop their language.
In a study conducted by Tanpoco (2019), his paper attempted to find out interlanguage
transfer errors evident in the written outputs of CEU’s three bigger schools/colleges and their
implications to the new educational program of the Philippines, the Senior High School of
the K to 12. Oral communication makes sense in a dialogue; it is a back and forth negotiation
of meanings between the communicators. On the other hand, written communication is read;
therefore, misinterpretations of the meanings of the message being transferred are
unavoidable and sometimes worsened (Penman, 1998). This study determined the types and
extent of transfer errors in the written compositions of the student-respondents through Error
Analysis and was found out to have been contaminated with errors in grammar, lexical
choice, semantics and mechanics. Grammatical errors were found to be most prevalent
especially in verb, pronoun and preposition usage; the other types of transfer errors such as
lexical, semantics, and mechanics do not show much problem; students enrolled in different
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programs showed varying language needs as revealed by the type and extent of occurrence of
transfer errors in their written compositions. Through the findings and conclusions drawn
from this study, the researcher recommends that curriculum planners of the K to 12 program
consider the implications the result of analysis of this study in their preparation/ revision of
the basic education curriculum for the Senior High School. Furthermore, the researcher
encourages the basic education teachers and college instructors of English to intensify the
teaching of grammar, reading comprehension to reconcile meanings and enrich vocabulary
loading to avoid recurring transfer errors among their students’ written outputs.
Foreign Literature
According to Savage et. al. (2010), communication may be interrupted if the use of
grammar is incorrect in the areas of listening, speaking, reading and writing. With a wrong
grammar, communication may not be effective.
According to Shorthand and Gregory (1991) “successful language communication
through the modes of speaking and writing requires constant practice. This means taking
interest in the target language, making mistakes and putting them right. At the end of it all,
you will find more challenges of language use which enhance communication in context”.
Floden (1997), advocates for content and methodology that would help students to learn
about them and the target environment in which language has to be used accordingly.
Furthermore, he emphasizes the need for teachers to investigate their method of teaching for
speaking and writing. He continues to argue that classroom teaching espouses language
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communication that takes advantages of the emerging global consciousness through speaking
and writing with some objectives and aims.
Grammar may be roughly defined as the way a language manipulates and combines
words in order to form longer units of meaning. There is a set of rules which govern how
units of meaning may be constructed in any language: one may say that a learner who knows
grammar is one who has mastered and can apply these rules to express him or herself in the
acceptability of the language forms (Chung & Pullum, 2015).
Within the growing field of scholarly literature on foreign language (FL) writing
pedagogy, few studies have addressed informative questions regarding the teaching of
writing to advanced language learners. Writing fellows peer tutoring programs, although
typically associated with first language writing instruction, likely can benefit and support
advanced language students learning to write in FL contexts. Using a mixed‐methods
approach, the authors compared two sections of an upper‐division Portuguese literature class
that employed writing fellow tutors with two sections that did not. Data suggest that
incorporating writing fellows into FL contexts affected how students learned to write: (1) the
papers of students who worked with writing fellows exhibited more developed thought, (2)
students who worked with writing fellows employed more successful writing strategies, and
(3) students who worked with writing fellows exhibited changes in their writing processes for
future writing assignments. These conclusions suggest that the inclusion of peer tutors such
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as writing fellows may be an effective pedagogical practice for teaching writing to advanced
FL learners. (Snyder, Nielson & Kurzer, 2016).
Local Study
The function of both Ng and Nang as a relational marker connects with other fields such
as orthography and grammar teaching. As the two forms function similarly, it is not rare to
encounter errors in distinguishing their orthographic forms (Gallego, 2020)
Linguistically speaking, errors in spelling are indeed caused by confusing the two forms
as this function quite similarly in the language. However, if we indeed merge the two
morphemes into a single orthographic representation, the obvious differences in behavior and
distribution would be overlooked. It is suggested that the orthographic distinction between
Ng and Nang be retained since there are still major differences existing between the two
forms. However, teaching the usage of the two morphemes must be fine-tuned, not only
focusing on their distribution but more importantly, on their minute differences in function
and co-occurrence relations as illustrated in this study. (Zubiri, 2020).

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According to Lesada (2017), the Philippines has code switching varieties that was used
by the Filipino citizens. The two languages that was mostly used, being mixed, are English
and Filipino or Tagalog. Philippines has been known as the nation of vast linguistic diversity
so it was not a surprise to hear that Taglish is one of the used mixed language of the citizens.
Due to this impact, an interview has been conducted in the Metro Manila last 2016 to know
the Proficiency of the Filipinos in Tagalog and English. It shows that most of the participants
are fully proficient in Tagalog as a result of being born in a Tagalog-based city in the
Philippines. Data were released to see what Tagalog Enclitics were popularly used. One of it
is Ng, in English, it was translated as linker. Some of the meaning may have been changed by
the way it was used. In using the prefixes, it was mostly attached to the verb, all outside
system morphemes. As they "realize the grammatical frame of a clause and must come from
ML" and "allow for mapping of predicate-argument structure onto morpho-syntactic
realization at the functional and positional levels." (Myers Scotton and Jake, 2016).
Forgetting about talking in fully Tagalog, Taglish is starting to increase. There is a plausible
argument for the display of language convergence in Taglish, it is the rise of the SVO word in
Tagalog Matrix. (Lesada, 2016).

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According to Gamboa (2020), over the years, it has been a debate in the interchanging
“ng” and “nang” as an application in online contexts. However, some students get away and
use these words with the wrong purpose. When doing essays, students tend to write “ng” and
“nang” without knowing their rules and meanings. Though there is no justification to prove
that there is a technical error, it is stated that there is a pure neglect on the part of the students
and teachers.
According to Quvanch (2010), writing skill is one of the important skills in the English
language. In order to overcome some challenges faced by English as second language and
English as foreign language learners, different technologies are recommended to be used, and
one of the examples is blended learning approach. Therefore, the paper aims to present a
review of previous studies related to the impact of blended learning on the students’ writing
skills in English to examine if the blended learning method can make an impact on writing
skills.
Foreign Study
In a study conducted by Panahi (2020), there was an overall consensus over the
effectiveness of the discourse-based grammar teaching approach on encouraging interactions
among the students and its impact on EFL learners’ writing performance and reading
comprehension ability. This study showed that if grammar instruction is content-based,
meaningful, contextualized, and discourse-based rather than sentenced-based, it provides the

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learners with the ability to communicate comfortably and effectively in both spoken and
written language.
The purpose of this study is to determine whether the code-related characteristics used in
current high school classroom writing instruction methods pass the reading results to high
school students. The researchers of the study have randomly allocated 3 instructional classes
to students: a writing workshop group, an interactive writing group and a control group. The
effects of this full-year experimental research indicate that the development of substantial
early reading abilities can be complemented by code-based writing training. The implications
of those findings are presented. (Jones & Reutzel, 2014)
An individual’s progress in reading and language development is different as it was stable
in childhood. The reading and vocabulary are intertwined and the individual’s oral skills will
develop in the late childhood stages. According to Suggate (2018), the ages that the three
phenomena will be assessed are in 15 years as it will be spanning for the children in the ages
of 19 months old to 16 years old. Early language development and reading skills will
generally be strong as they learned it in their early age. In their 12 years of age, the reading
comprehension will be developed as well as their vocabulary, it includes the literacy skills as
they will improve it in their school. In their 19 months old of age, they developed their
emergent literacy. This proves that the reading comprehension, reading skills, as well as their
oral skills will be strong as they will learn it in a young age and improve it in school.
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The term fluency which is defined as the ability to use the language quickly and
confidently without too much hesitations or too many unnatural pauses to cause barriers in
communication (Bailey, 2003). According to Byrne (1986), the process of learning English
as a foreign language has frequently occurred in the minds and thoughts of both teachers and
students recently. In other words, fluency is an expectation for anyone who wish to be
competent in a target language that they have spent their time and efforts to acquire.
Results showed that EFL teachers seem to make corrections to improve learners'
accuracy during speaking, grammar and vocabulary knowledge and pronunciation skills and
that EFL teachers believe that error correction may contribute to habit formation in terms of
self-correction among students, pragmatic and appropriate use of the target language,
learners' accuracy and fluency. Another conclusion stated that teachers concentrate on
pronunciation, grammar and vocabulary errors that directly distort meaning while speaking,
and that they seem to use various strategies to correct errors. It was recommended that the
curricula of teacher training programs should include topics to raise awareness of the issues
such as reasons to make corrections, situations that require corrections, error types and
correction strategies. (Uysal et al, 2017).

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Synthesis of Reviewed Materials
Review of related literature and studies manifest that the reading and writing, nang and ng has a
impact to students. There are differences in the filipino words between nang and ng (Mella,
2014). Grammar may be roughly defined as the way a language manipulates and combines
words in order to form longer units of meaning (Chung and Pullum, 2015). The function of both
Ng and Nang as a relational marker connects with other fields such as orthography and grammar
teaching (Gallego, 2020). This study showed that if grammar instruction is content-based,
meaningful, contextualized, and discourse-based rather than sentenced-based, it provides the
learners with the ability to communicate comfortably and effectively in both spoken and written
language (Panahi, 2020).

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CHAPTER III
RESEARCH METHOD AND PROCEDURE
This chapter presents the research design, locale of the study, population and sampling
techniques, data gathering procedures, research instrument, and statistical treatment data.
Research Design
This study used the quantitative correlational research design to determine
the impact of usage of nang and ng to the reading and writing skills of students of
Immaculate Conception Academy. Quantitative correlational is a research design
where researchers seek to understand what kind of relationships naturally
occurring variables have with one another. This data aims to perceive the range
to which different conditions can be acquired among these subjects.

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Locale of the Study
The researchers led an exploration at Immaculate Conception Academy located in the
city of Dasmarinas Cavite.
This campuses was selected to know the level of understanding of the Senior High
students with regards to nang and ng.
Fig. 2 East, South and West Campus

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Population and Sampling Techniques
The researcher used the fishbowl method as the sampling technique to conduct this
research. The respondents of the study will come from the Senior High School - STEM
students from East, South and West Campus. Each member of the population has a chance to
be selected in the sample respondents of the study.
Data Gathering Procedure
The researcher dispensed questionnaires, written in English dialect and followed
certain procedures in conducting this study. Data were gathered through:
1. A letter of permission was made and will be submitted to the school principal.
2. Once the letter was approved, the researchers will use simple random to choose the
respondents with the assistance of the research adviser.
3. The researchers will message the selected students to conduct the online survey through
Google forms.
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4. Afterwards, they will kindly asked for the respondents to answer the questionnaire and
will send the link of the form that will be answered.
5. After the survey, the researchers will gather all the data given by the respondents that
supported the study and analyze it with the help of their statistician.
Research Instrument
The researchers will use online survey as the research instrument. This will test the
validity and reliability of the research study. The questionnaires will be close ended questions
and will contain three parts: the impact of "nang" and "ng" to the students, the level of oral
and writing skills and its significance to the usage of "nang" and "ng". The researchers will
hand out the survey to the Senior High School students of Immaculate Conception Academy,
East Campus, West Campus, and South Campus.
Statistical Treatment of Data
The researchers will use the 5-point Likert Scale Method. The respondents will take an
online survey to answer 20 questions using the method prepared by the researchers. The type
of measurement in this research is ordinal. To interpret the data, the researchers will be using
the mean and standard deviation.

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REFERENCES
Chung, S., & Pullum, G. (2015) Grammar | Linguistic Society of America. Oakland, CA:
Retrieved from: https://www.linguisticsociety.org/resource/graammar
Değirmenci Uysal, N., & Aydin, S. (2017). Foreign Language Teachers’ Perceptions of Error
Correction in Speaking Classes: A Qualitative Study. The Qualitative Report, Balikesir, Turkey:
Retrieved from https://nsuworks.nova.edu/tqr/vol22/iss1/7
Go, M. P., Borra, A. (2016) Developing an Unsupervised Grammar Checker for Filipino Using
Hybrid N-grams as Grammar Rules. Manila, Philippines: Retrieved from:
https://www.aclweb.org/anthology/Y16-2008.pdf
Ho, P. (2018) Fluency as Successful Communication. Ho Chi Minh, Vietnam: Retrieved from
https://www.researchgate.net/publication/329584415_FLUENCY_AS_SUCCESSFUL_COMM
UNICATION
Lesada, J. (2017) Taglish in Metro Manila: An Analysis of Tagalog-English Code-Switching.
Diliman, Philippines: Retrieved from:
https://deepblue.lib.umich.edu/bitstream/handle/2027.42/139623/jlesada.pdf
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Mella, A. V. (2014) ‘Ng’ versus ‘Nang’. Makati, Philippines: Retrieved from:
http://filipinojournal.com/ng-versus-nang/
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Impact of Usage of Nang and NG To The Oral and Writing Skills of Students

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Immaculate Conception Academy

IMPACT OF USAGE OF NANG AND NG TO THE ORAL AND WRITING

A Research Paper Presented to

First Semester, SY 2020-2021

ARCALA, MONICA RACHELLE C.

October 27, 2020

MR. YURI ANTHONY D. ABAD

Greeting of Peace and Prosperity!

Thank you and God bless,

October 27, 2020

MS. LUCILYN S. NIERE

Greeting of Peace and Prosperity!

Thank you and God bless,

October 27, 2020

MS. MA. VERONICA H. MEDINA

Greeting of Peace and Prosperity!

This research entitled“IMPACT OF NANG AND NG USAGE TO THE ORAL AND

Thank you and God bless,

CERTIFICATE OF RESEARCH INSTRUMENT VALIDATION

October 27, 2020

Ms. RHINA JAE ARCALA

Quezon City, Philippines

Greeting of Peace and Prosperity!

Your valuable time would be much appreciated.

Thank you and God bless.

JALILAH H. BANIAGA, M.A.ED.

Ms. Rhina Jae B. Arcala

MONICA RACHELLE C. ARCALA KRISTINE MAE S. ARREZA

FRANCHEZKA JAIMARA V. BALBOA MARJORIE A. BAUTISTA

ANN KRISTINE DL. CABAMONGAN ZYRA D. CAMERINO

CRANBERRI D. CRUZ JANNA MARIE T. GO

RAMILYN S. MALIPOT KARYLLE N. ROBLES

ALLYNA ANDREI P. SANTUYO

CERTIFICATE OF RESEARCH INSTRUMENT VALIDATION

October 27, 2020

Mr. John William Baylon

Bacoor City, Cavite

Greeting of Peace and Prosperity!

Thank you and God bless.

JALILAH H. BANIAGA, M.A.ED.

Mr. John William P. Baylon

MONICA RACHELLE C. ARCALA KRISTINE MAE S. ARREZA

FRANCHEZKA JAIMARA V. BALBOA MARJORIE A. BAUTISTA

ANN KRISTINE DL. CABAMONGAN ZYRA D. CAMERINO

CRANBERRI D. CRUZ JANNA MARIE T. GO

RAMILYN S. MALIPOT KARYLLE N. ROBLES

ALLYNA ANDREI P. SANTUYO

LIST OF TABLES vii

LIST OF FIGURES viii

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Background of the Study 1

CHAPTER II REVIEW OF RELATED LITERATURE AND

CHAPTER IV PRESENTATION, ANALYSIS AND

TITLES OF TOPICS/VARIABLES/DATA STUDIED

CHAPTER V SUMMARY, CONCLUSIONS AND

1. Frequency and Percentage Distribution

2. Percentage Distribution and Ranking of

3. Weighted Mean, and Verbal Interpretation

Fig 1 Research Paradigm 4

Fig 2 Locale of the study 24

THE PROBLEM AND IT’S BACKGROUND

Background of the Study

were just as confused as current generation are.