Republic of the Philippines

MINDANAO STATE UNIVERSITY

Fatima, General Santos City
-ooo0oooCOLLEGE OF EDUCATION
APPLICATION FOR PRESENTATION OF THESIS
(PROPOSAL DEFENSE)
Name of Student: _Fatima P. Carpizo____________________________________

Title

of

Thesis

Proposal:

TEACHING PROFICIENCY AND PROBLEMS

ENCOUNTERED BY SELECTED TEACHERS IN
THE IMPLEMENTATION OF K-12 PROGRAM.

Date of Presentation: _September 04, 2012 (Tuesday)_____________________

Time and Place: _11:00-12:00 BSEd Faculty Room________________________

Committee Composition
1. _Dr. Ava Clare Marie O. Robles_____ Adviser

Approved

Grade

________________ __________

2. _Prof. Salome F. Sestina____________Chairman ________________ __________

3. _Dr. Joharia L. Nicart_______________Member

________________ __________

Rating Scale (Under Dr. Robles)

95-100 Outstanding
83-88 Good
76 and below Re-Defense
89-94 Very Good
77-82 Poor

Recommending Approval:

_Dr. Ava Clare Marie O. Robles__

Adviser

Approved by:

Chapter I

Thelma B. Pagunsan, M.S.

Dean

THE PROBLEM

Introduction
One of the aims of the Department of Education is to prepare the
students to be globally competitive. To achieve this, educational reforms of the
government must also focus into the mastery of English as the second
language. Such attempt will greatly help to harness the productive capacity of
the countrys human resource base towards international competitiveness.
Competitiveness may be gauged from sociolinguistic competence of a
person. Sociolinguistic competence is the ability to use language appropriate to
a given communicative context taking into account the roles of the
participants, the setting and the purpose of interaction. It is the ability to use
and respond to language appropriately, given the setting, the topic, and the
relationships among the people communicating, particularly the lingua franca
of the educational society and community, in its various contexts and

dimensions relatively guarantees the teachers competitive advantage in the

complex society like the Philippines (Alatis, 2009).
One of the alarming situations in the Philippine context is the coming of
the high school graduates into university with fair levels of

Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies which are found to have
a direct bearing to the present investigation.

Related Literature
Sociolinguistic Competence
All language events consist of a pierce of language in social context.
Every different social context determines the particular form of language. The
language used in particular situation determines the nature of that social event
( Stockwell 2002).
Brown (2001) posited that sociolinguistic competence is the knowledge of
the sociocultural rules of language and of discourse. This type of competence

requires an understanding of the social context in which language is used: the

rules of the participants, the information they share, and the functions of the
interaction. Only in a full context of this kind can judgment be made on the
appropriateness of a particular utterance'. For students learning English in
Malaysia, sociolinguistic competence should take into account those aspects as
proposed by Bachman. Broersma (2001) claimed that the process of learning
sociolinguistic competence is challenging even in ones first language. He also
proposed that evidence of this can be found in the popularity of

Chapter III
METHODOLOGY

This chapter presents the research design, respondents, instruments,

procedures and the statistical methods to be used in the study.

Research Design
This study utilized a descriptive-correlational method. It described the
sociolinguistic competence of freshmen students in English in terms of style of
discourse, euphemisms, idioms and jargons; as well as determined the
academic performance of freshmen students. Additionally, it determined the

significant difference on the sociolinguistic competence between male and

female students and its significant relationship between the sociolinguistic
competence and English performance of freshmen BSED students.

Research Respondents
The respondents of the study were the one hundred thirty two
(132)freshmen students taking up the degree of Bachelor of Secondary
Education on the three major courses namely Math, English, and Biology
during the school year 2011-2012. Table 1 shows the distribution of
respondents.

CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in this
research study. The various results were presented in the succeeding tables
with corresponding discussions and explanations. It also answered specific
problems given in the previous chapter.

Table 2
Level of Sociolinguistic Competence of Freshmen BSED Students
Sociolinguisti
c

FEMALE

MALE

Mean Score Description

Mean Score Description

(Percentage

(Percentage

Competence

Style

Legend

of 55.11

Moderate

52.27

Moderate

Discourse
Euphemisms

63.41

Competent
Moderate

57.05

Competent
Moderate

Idioms

30.50

Competent
Low

29.1

Competent
Low

51.70

Competent
Moderate

49.3

Competent
Moderate

Jargons

:
Competent
Competent
86%
- 100% - Very High Competent
71% - 85% - High Competent
40% - 70% - Moderate Competent
15% - 39% - Low Competent
1% - 14% - Very Low Competent

Table 2 shows the sociolinguistic competence of freshmen BSED students

of MSU-GSC relative to:style of discourse, euphemisms, idioms, and jargons.
Under this, euphemisms in both female and male got the highest weighted
mean of 63.41 and 57.05, reflected as moderate competent. In the same
manner, style of discourse both female and

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, findings on the results,
conclusions, and recommendations.

Summary
This study is conducted to determine the sociolinguistic competence of
freshmen students of bachelor in secondary education students in Mindanao
State University-General Santos City.
Specifically, this study seeks answers to the following sub-problems:
1. What is the level of sociolinguistic competence of Freshmen BSED
students relative to:
1.1 Style of Discourse

1.2 Euphemisms

1.3 Idioms

1.4Jargons

2. What is the academic performance of freshmen students in English 1?

3. Is there any significant difference on the sociolinguistic competence of
freshmen students across sex?
4. Is there a significant relationship between the level of sociolinguistic
competence and performance of students in English 1 subject?

ACKNOWLEDGMENT

With boundless love and appreciation, the researcher would like to

extend his heartfelt gratitude and appreciation to the people who helped him
bring this study into reality. The researcher would like to extend his profound
gratitude to the following:
His adviser, Dr. Ava Clare Marie O. Robles whose expertise, consistent
guidance, ample time spent and consistent advices that helped him bring this
study into success;
To the Panel of Examiners, Prof. Thelma B. Pagunsan and Dr.
JohariaNicart for their constructive comments, suggestions, and critiquing;
To the Dean of the College of Education, Prof. Thelma B. Pagunsan for
her favorable response regarding the study;
Prof. Julita A. Arsenal, the school Registrar, for the consent in getting the
total population of Secondary Students of the College of Education which is
needed for the survey;

The selected secondary education principals and students in General

Santos City for their hospitality shown and time spent during the conduct of
this study in answering the questionnaires;
To Prof. Mely P. Subiere for her unending support, advises and effort to
make this study possible;
To Mr. Romeo Gonzales and Meriam Gonzales for their guidance, prayers,
moral, and financial support in the completion of this study;
His classmates, who offered their prayers and helped him, gather the
necessary information;
Most of all the Almighty God, the author and source of wisdom, courage
and strength for giving him blessings in making this study possible and
successful.

JFG

APPROVAL SHEET
This undergraduate thesis entitled SOCIOLINGUISTIC COMPETENCE
OF FRESHMEN STUDENTS OF BACHELOR IN SECONDARY EDUCATION IN
MINDANAO STATE UNIVERSITY GENERAL SANTOS CITY prepared and
submitted by JAY FORD CABANBAN GONZALES in partial fulfillment of the
requirements for the degree BACHELOR OF SECONDARY EDUCATION, has
been examined and is recommended for ORAL EXAMINATION.
AVA CLARE MARIE O. ROBLES, Ph.D.
Adviser
________________________________________________________________________

PANEL OF EXAMINERS
Approved by the Committee on Oral Examination.

THELMA B. PAGUNSAN, M.S.

JOHARIA L. NICART Ph. D.
Chairman
Member
________________________________________________________________________

Accepted and approved in partial fulfillment of the requirements for the

degree BACHELOR OF SECONDARY EDUCATION.

_______________________
Date

THELMA B. PAGUNSAN, M.S.

Dean, College of Education

BIBLIOGRAPHY

A. BOOKS
Bach, K. &Harnish, R.(1979)Linguistic communication and speech acts:
Cambridge, MA: MIT Press.
Brown, P. & Levinson, S.(1978) Universals of language usage: Politeness
phenomena: Cambridge: Cambridge University Press.
Davison, Jon & Moss, John.(2006) Issues in English Teaching:
Routledge,2000
Pahuja,
N.P.
Teaching
of
English:
Anmol
Publications PVT. Ltd,

Fraser, B. &Walters, J. (1980)An approach to conducting research on the

acquisition of pragmatic competence in a second language: Rowley, MA:
Newbury House.
Norbert, Dittmar. (1976) Sociolinguistics: A critical survey of theory and
application: Edward Arnold (Publishers) Ltd.
Stockwell,
Peter.
(2002)Sociolinguistics:
A
Resource
book
for
Students.Rutledge,London: TJ International Ltd. Padstow Cornwall.

the

B. JOURNALS
Truelove, Alison. (2001). Commanding communications: the fifteenth-century
letters of the Stonor women. In James Daybell (Ed.), Early Modern Women
'S Letter Writing, 14.50-1 700.Houndmills, Basingstoke: Palgrave, 42-58.
Wood, Jolianiia L. (2004). Text in context: a critical discourse analysis approach
to Margaret Paston. Journal ofHistorica1 Pragmatics 512: 229-254.
Yu, M. (2003).On the appropriateness for introducing an early-start English
curriculum at the primary grades in Taiwan.Journal of Research on
Elementary and Secondary Education, 10, 1-43.

B. UNPUBLISHED MATERIALS
Bagaan, Salvador. (2003). Communicative Competence of Notre Dame of
Dadiangas College Students. Master Thesis. NDDC-GSC.
Bombeo, ArnelOmapas. (2008). The Communicative Skills in English of Students
in Technical Schools in GSC: Its Implication to Curriculum Development and
Review. Master Thesis. MSU-GSC.
Cabrillos, Ma. Beatriz G. (2003) Factors affecting the Academic Achievement of
Grade IV Pupils in the Elementary Leader School (Non-ELS) at Carmen
North District.Unpublished Masters Thesis.University of Mindanao.
Espaa,MariaAdeliz. (2011). Construction and Validation of Test on the
Sociolinguistic Competence of First Year BSED English Students (SY 20102011. Undergraduate Thesis. MSU-GSC

Ibesate, Joe Aldwin A. (2004). Factors that Affect the Academic Achievement of
Grade V Pupils (SY 2002-2003) at Kabacan South District.Unpublished
Masters Thesis.University of Mindanao.
IlynMuycoRabago. (2007).The impact of Language Curriculum on the Students
Communication Skills Development: Basis for a Language Program. Master
Thesis. NDDU-GSC.
Jumalon, Julnes.(1992). Communicative Competence in English of Mindanao
State University, General Santos City College Freshman. Master Thesis.
NDDC.
Macabangin, Paciencia. (1997). Communicative Competence in English of the
Mindanao State University-General Santos City. Master Thesis.
Mones, Josephine. (1992) The Reading Comprehension Proficiency in English of
First Year High School Students in MSU-GSC. Master Thesis.
C. ONLINE SOURCES
Azhar, Mahmood. (2011) Research article on meeting the challenges of English
Language teaching in present scenario.Retrieved on February 4, 2011
from http://mobile2010.0lx.net/?p=5
Banda, Felix. (2006) Language use and mode of communication in community
development projects in Nyanza province, Kenya.Retrieved on May22,
2006
from
http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_9
737_1182811915.pdf
Broersma, D. (2001) "Youre So White, So Fat, and So Hairy!": Developing
Sociolinguistic Competence in a Second Language. Retrieved on June,
2004 http://www2.wheaton.edu/bgc/ICCT/slares/FAQ9.html
Danison, Edward. (2006) Encountering Culture in People, Language and
Media.Retrieved on February, 2006 from http://www.language-andcultureneddanison.com
Juppe, Robert Jr.(2007). Developing Sociolinguistic Competence Through
Aural/Oral Communication Course Activities. Retrieved in the year 1997
fromhttp://www.tsukuba-g.ac.jp/library/kiyou/97/Robert.pdf.

Nevalainen, TERTTU &Raumolin,Brunberg.(2005). Sociolinguistics and the

History of English: A Survey. Retrieved in the year 2005 from
http://www.um.es/ijes/vol5n1/04-Nevalainen-Raumolin.pdf.
Oha, et.al. (2010). An Introduction to Sociolinguistics. Retrieved in the year 2010
from
http://www.nou.edu.ng/noun/NOUN_OCL/pdf/pdf2/ENG
%20355.pdf.
Penner, David. (2009). Due for a Change: The Need to Assess Sociolinguistic
Competencies on Standardised Tests for Japanese Speakers of Business
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on
April
7,
2009
from
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of
Communicative
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March
2008from
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2005
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Carolyn
(2009).Jargon.Retrieved
in
the
year
http://www.wisegeek.com/what-is-jargon.htm
Ho

2009

from

(2004). Academic Performance.Retrieved in the year 2004 from

http://www.ehow.com/about_4740750_define_academicperforman
ce.htm

Jargons, register, and style. http:www.linguistics.ucsb.edu

Silva, Jennifer (2011).What is Jargons.http://www.suite101.com.
Smith, S.E.(2011). Idioms.http://www.wisegeek.com.
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http://www.scribd.com/doc/6822836/THE-PHILIPPINEEDUCATION-SYSTEM

2008

DEPED
Vision
&Mission.Retrieved
from
June
16,
2011
http://www.deped.gov.ph/about_deped/vision_mission.asp

from

from

LIST OF TABLES

Table

Page

Distribution of Respondents . . . . . . . . . . . . . . . . . . .

27

The Level of Sociolinguistic

Competence of Freshmen
BSED students. . . . . . . . . . . . . . . . . . . . . . . . . . .

30

The Academic Performance of

Freshmen BSED Students in
English 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

31

The Difference on the Sociolinguistic

Competence of Students Across
Gender. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

32

Correlation Result between the

Sociolinguistic Competence and
their performance in English 1. . . . . . . . . . . . . . . . .

33

Statistical Descriptions. . . . . . . . . . . . . . . . . . . . . . . . .

49

LIST OF FIGURES

Page
1. Conceptual Framework......
2. Research Design

6
38

TABLE OF CONTENTS
Page
TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
APPROVAL SHEET. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
ACKNOWLEDGMENT . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . iii
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi
CHAPTER
I

THE PROBLEM
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of the Problem . . . . . . . . . . . . . . . . . . . . .. .
Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . .
Scope and Delimitation. . . . . . . . . . . . . . . . . . . . . . .

II

1
3
3
5

REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conceptual Framework .. . . . . . . . . . . . . . . . . . . . . . . . . . 7

III

Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

20

Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

23

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . .

23

METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . .

26

Research Respondents . . . . . . . . . . . . . . . . . . . . . . . .

26

Conceptual Framework .. . . . . . . . . . . . . . . . . . . . . . . . . . 27

IV

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . .

28

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . .

29

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . .

29

PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA . . . . . . . . . . . .. . . . . . . .

32

SUMMARY, FINDINGS, CONCLUSIONS

AND RECOMMENDATIONS . . . . . . . . . . . .. . . . . . . . .

38

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38

Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

39

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . .

40

BIBLIOGRAPHY . . . . . . . . . . . .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . 41

APPENDICES

A. Letter of Permission to the Registrar . . . . . . . . . . . . . . . . . . . 45

B. Letter of the Permission to the College Dean . . . . . . . . . . . . . 46
C. Letter of Permission to the Author . . . . . . . . . . . . . . . . . . . . . 47
D. Questionnaire for the Respondents . . . . . . . . . . . . . . . . . . . . 48
E. Sociolinguistic Competence Results
Of Freshmen BSED Students . . . . . . . . . . . . . . . . . . . . 52
F. Computations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
G. Gantt Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..57

Appendix A

LETTER TO THE RESPONDENTS

Republic of the Philippines
MINDANAO STATE UNIVERSITY
Fatima, General Santos City
College of Education

Dear Respondents:

November 18, 2011

Greetings!
I am one of the students of Mindanao State University, General Santos
City who is conducting a thesis on The Extent of Texting and the Level of
Spelling Skills of First Year Student of LunPadidu National High

School.This is one of the requirements for the degree of Bachelor of Secondary

Education major in English.
In this connection, I would like to ask you to please answer the following
questions honestly. Be rest assure that you answer will be kept confidentially.
Im hoping for your cooperation.
Thank you.

Very truly yours,

(Sgd) IRISH G.PATLINGRAO
Researcher

Noted by:
(Sgd) AVA CLARE MARIE O. ROBLES, PhD.
Adviser

Appendix B
QUESTIONNAIRE FOR THE RESPONDENTS
Questionnaire on the Extent of Texting and the level of Spelling Skills of
the First Year Students of LunPadidu National High School

Directions: The lists below are statements which are designed to determine the
regularity of texting, the amount youve spend in texting and the texting
promo you had availed. You are requested to give your honest rating by
checking () the box that corresponds to the number which best reflects
your rating using the legend below.

Answer the following question using the scale:

5
Very High

4
High Extent

3
Moderate

Extent

2
Low extent

1
Very low

Extent

Part 1. Extent of Texting

INDICATORS

RATINGS

A. Regularity of Texting
5

1. Sends to text messages to greet and say hi to

my friends.
2. Replies instantly when you receive message.
3. Uses mobile phone in texting whileyoure in the
bathroom.
4. Uses mobile phone in texting while youre at
the library.
5. Texting while listening to music.
6. Uses mobile phone in texting during mealtime.
7. Uses mobile phone in texting while youre at
place of worship.
8. Uses mobile phone in texting while youre in
my bed.
9. Uses my mobile phone in texting while doing
your homework and projects.

Appendix C
QUESTIONNAIRE VALIDATION TOOL
Questionnaire on the Extent of Texting and the level of Spelling Skills of
the First Year Students of LunPadidu National High School

Direction: This tool asks for your evaluation of the questionnaire to be used in the data gathering for the
investigation stated above, to establish its validity. You are requested to give your honest
assessment using the criteria stated below; please check () only one from the selection.
Scale
5

Interpretation
Very Highly Valid

The

Highly Valid

The

Valid

The

Less Valid

The

Not Valid At All

The

Description
questionnaire is valid and can provide unbiased
investigation, allowing 0 5% error.
questionnaire is valid and can provide unbiased
investigation, allowing 6 10% error.
questionnaire is valid and can provide unbiased
investigation, allowing 11 15% error.
questionnaire is valid and can provide unbiased
investigation, allowing 16 20% error.
questionnaire is valid and can provide unbiased
investigation, allowing 21 25% error.

data for the

data for the
data for the
data for the
data for the

Validators Questionnaire Assessment

Indicators
1. The indicators in the questionnaire consistently and accurately
measure each variables of the investigation.
2. The questionnaire fits with the variables under investigation, thus
measuring what it intends to measure.
3. The questionnaire has the capability to measure items or variables
within given time frame.
4. The questionnaire has the ability to distinguish the characteristic or
properties of differing attributes of subjects under study.
5. The questionnaire has the ability to gather factual data, eliminating
biases and subjectivity.
6. Quick and complete data can be generated by the questionnaire within
the time frame allowed to obtain data.
7. The questionnaire has no influence on the variables being measured.
8. The questionnaire is framed and clear, simple and in order to avoid
risk of errors.
9. The questionnaire is capable of generating data that will be of value
and practical use to the sectors concerned in the investigation.
Comments and Suggestions:

____________________________________________
Signature Over Printed Name of the Validator

Rating
3
2

Appendix D
QUESTIONNAIRE VALIDATION RESULT
Questionnaire on the Extent of Texting and the level of Spelling Skills of
the First Year Students of LunPadidu National High School

VALIDATORS

DR. JOHARIA L. NICART

PROF.ROSSEL

MEAN

INTERPRETATION

Very Good

4.56

Excellent

4.44

Excellent

4.33

Excellent

AUDENCIAL

PROF. LOURDES
MANZANO

Over-all rating