The document is an application for presentation of a thesis proposal by Fatima P. Carpizo at Mindanao State University. It provides details of the student, thesis proposal title, date and time of presentation, committee members who will evaluate the proposal, and signatures of approval from the adviser and dean. The proposal is on teaching proficiency and problems encountered by teachers in implementing the K-12 program. The student is seeking approval to present and defend her thesis proposal.
Structure of a Research Paper
Parts of A Research Paper
I. Preliminaries
A. Title Page
B. Approval Sheet
C. Acknowledgment Sheet
D. Abstract
E. Table of Contents
F. List of Tables
G. List of Figures
II. Text
A. Introduction
1) Background of the Study
2) Conceptual Framework
3) Statement of the Problem
4) Hypothesis
5) Significance of the Study
6) Scope and Delimitation of the Study
7) Definition of Terms
B. Review of Related Literature and Studies
1) Foreign Literature
2) Foreign Studies
3) Local Literature
4) Local Studies
5) Synthesis and Relevance to the Studies
C. Methodology
1) Method of Research to be Used
2) The Population frame and Sample Size
3) Instrumentation
4) Data-gathering Procedure
5) Statistical Treatment of the Data
D. Presentation, Analysis and Interpretation of Data
E. Summary, Conclusions and Recommendation’s
III. Reference
A. Bibliography
B. Appendices
C. Curriculum Vitae
Structure of a Research Paper
Parts of A Research Paper
I. Preliminaries
A. Title Page
B. Approval Sheet
C. Acknowledgment Sheet
D. Abstract
E. Table of Contents
F. List of Tables
G. List of Figures
II. Text
A. Introduction
1) Background of the Study
2) Conceptual Framework
3) Statement of the Problem
4) Hypothesis
5) Significance of the Study
6) Scope and Delimitation of the Study
7) Definition of Terms
B. Review of Related Literature and Studies
1) Foreign Literature
2) Foreign Studies
3) Local Literature
4) Local Studies
5) Synthesis and Relevance to the Studies
C. Methodology
1) Method of Research to be Used
2) The Population frame and Sample Size
3) Instrumentation
4) Data-gathering Procedure
5) Statistical Treatment of the Data
D. Presentation, Analysis and Interpretation of Data
E. Summary, Conclusions and Recommendation’s
III. Reference
A. Bibliography
B. Appendices
C. Curriculum Vitae
Definition of terms is usually an annex to a work (book, research paper, pamphlet,etc.) either at the beginning or more likely near the end with a list of acronyms, jargon, credits, etc. This is an important part of Research paper or report is that in which the key or important terms in the study are clearly defined.
Types and Functions
CONCEPTUAL
-Is the universal meaning that is attributed to a word or group of words and which is understood by many people.
CONCEPTUAL
It is abstract and most general in nature. The usual source of conceptual definition is the DICTIONARY which is the reference book of everyday language.
OPERATIONAL DEFINITION
-Is the meaning of the concept or term as used in a particular study. Unlike the conceptual definition, it is stated in concrete term in that it allows measurement.
The usual practice when using both types of definition is to state first the conceptual followed by the operational.
FUNCTIONS
FUNCTIONS
It establishes the rules and procedures the investigators will use to measure variables
It provides unambiguous meaning to terms that otherwise can be interpreted in different ways.
EXAMPLES
EXAMPLES
OPERATIONAL DEFINITION:
Reference:Basic Concepts and Methods in Research by Venancio B. ArdalesBest, John W. Research in Education Englewood Cliffs, New Jersey:Prentice Hall, 1970.Chen, Paul C.Y. “Traditional and Modern Medicine in Malaysia” Social Sciencee and Medicine 15A(1981):127-136
Definition of terms is usually an annex to a work (book, research paper, pamphlet,etc.) either at the beginning or more likely near the end with a list of acronyms, jargon, credits, etc. This is an important part of Research paper or report is that in which the key or important terms in the study are clearly defined.
Types and Functions
CONCEPTUAL
-Is the universal meaning that is attributed to a word or group of words and which is understood by many people.
CONCEPTUAL
It is abstract and most general in nature. The usual source of conceptual definition is the DICTIONARY which is the reference book of everyday language.
OPERATIONAL DEFINITION
-Is the meaning of the concept or term as used in a particular study. Unlike the conceptual definition, it is stated in concrete term in that it allows measurement.
The usual practice when using both types of definition is to state first the conceptual followed by the operational.
FUNCTIONS
FUNCTIONS
It establishes the rules and procedures the investigators will use to measure variables
It provides unambiguous meaning to terms that otherwise can be interpreted in different ways.
EXAMPLES
EXAMPLES
OPERATIONAL DEFINITION:
Reference:Basic Concepts and Methods in Research by Venancio B. ArdalesBest, John W. Research in Education Englewood Cliffs, New Jersey:Prentice Hall, 1970.Chen, Paul C.Y. “Traditional and Modern Medicine in Malaysia” Social Sciencee and Medicine 15A(1981):127-136
THESIS - WIKANG FILIPINO, SA MAKABAGONG PANAHONMi L
I uploaded this thesis for the reference of the future researchers.
Entitled Wikang Filipino, sa Makabagong Panahon.
We tackled about the progress of Filipino language as time pass by. And the factors that affect it.
Enjoy and God bless! :)
Final draft of research on sign language as a medium of instructionAmanuelEndale
The study was design to assess the practice and challenges of sign language as a medium of instruction in case of: Yekatit 23 primary school by employing purposive sampling techniques method. To achieve the purpose of the study, the main target group is Deaf student and their teacher 15 student and 7 teacher (a total of 22, M=9 F=13), were included in the study. The participant selected purposively for Yekatit 23 primary school and the student were selected from Grade 6-8 because the researcher assume that the have a better understanding and experience. The two points on practice and challenges rating scale questionnaire consisting of 15 items for teacher and a Two point rating scale questionnaire consisting of 13 items for student and for both of them the researcher use open ended question and observation check list has been used to collect the data. Depending upon the data collected both qualitative and quantitative methods were employed in the analysis of the collected data. The findings have shown that the majority of Deaf students (53%) have shown there is inadequate use of instructional material. The major challenges were related to accessibility of instructional material, student teacher ratio and classroom environment. The study has also confirmed that the school and most of school community (67%) have awareness about sign language as a medium of instruction. Generally, the result suggests the effective measures of need to be taken to reduce challenges of the practice of sign language as a medium of instruction by accessing instructional material and matching student teacher ratio and create an accessible classroom environment. Further research also required to fulfill the gap of practicing sign language as a medium of instruction. Some recommendations were made based on findings particularly to improve the practice of sign language as a medium of instruction and reducing the challenge of student and teachers. The study gives a direction on priory area of intervention such as giving training to teachers and students to develop their skill and providing appropriate material and hiring new teacher to match student teacher ratio.
Cross-linguistic Influence on Second Language Use of College StudentsAJHSSR Journal
ABSTRACT : The study determined the cross-linguistic influence (CLI) on the second language use of college
students for the school year 2022-2023. This study included qualitative descriptive research approaches and
thematic analysis. The purposely chosen participants in this study were the twenty-five sophomore BSED
English students from one higher institution in Sorsogon. The instruments used in this study were researchermade field notes, survey checklist and interview schedule. When replying to the teachers during recitation
English (L2) was used. Most participants used Taglish to interact with teachers, reporting, and in group
activities. The majority of participants used the Bicol dialect when chatting with peers and when ordering in the
cafeteria. The socio-cultural context, learning environment, teaching strategies, prior linguistic knowledge, and
support at home are the elements that influence vocabulary, syntax, and pronunciation in the context of CLI to
the speaking abilities of L2 students. The Filipino (L1) may influence the participants' use of L2 by making
them use their own dialect in the classroom instead of English. This suggests that everyone who speaks does so
with a solid foundation of language knowledge acquired from past exposure to a different language.
Furthermore, multiple consonants and vowels are frequently switched or mixed. The findings showed that CLI
can be linked to home language, location, socioeconomic status, parental education level, and literal or wordfor-word translation from Filipino to English all contributed to these issues. To eradicate cross-linguistic
influence, the researcher suggested the institutional policy known as English Language Only Policy.
KEYWORDS :cross linguistic influence, L1, L2, Sorsogon, Philippines.
Facing Problems & Changing Strategies in Teaching of English at Elementary Sc...paperpublications3
Abstract: The present Research paper focuses on problems before the English Language teachers in India are enormous and apparent. They should be able to cater to the practical needs of learners, to make them competent enough to interact with one another and also to retrieve information all over the world. English has a base in several countries and is considered as the most suitable and convenient tool for International Communication. The ultimate aim of Education is to impart knowledge to the learners, to prepare them for their future life. Teaching school students through chalk and talk approach has been in practice for long India. Various strategies for achieving the present goal of school education were discussed and some are put into practice. The present paper endeavors to unravel the positive and negative points concerning teaching of English in schools. The prospectus, methodology, teachers and methods of teaching English is also conferred in inherent way.
Problems and Difficulties of Speaking That Encounter English Language Student...inventionjournals
The study aims at exploring thespeaking difficulties encountered by English language students at Al Quds Open University. The study ,more over aims at exploring the causes of such difficulties. The researcher used the experimental method so as to show and measure the speaking difficulties encountered by English language students at Al Quds Open University. The researcher designed an interview to be applied on the sample of the study. Such interview will be applied for each student to investigate speaking difficulties and the causes of such difficulties . The results showed and indicated there some difficulties in the speaking of the students due to some reasons such as fear of mistake , shyness, anxiety and lack of confidence. The researcher adopted some recommendations the most important one is to establish an environment support and encourage the students to speak English frequently, and he suggested carrying out more researches and studies regarding speaking difficulties encountered by English language students.
Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lensijtsrd
This qualitative case study discovered and explored the plights of languages teachers conducting remedial instruction in language disfluencies, the way teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens, and the way learners progress in the kind of remediation they receive. The informants of the study were the language teachers of Buenavista National High School. These teachers are selected purposively as those who have encounter in remedial instruction for language disfluencies in the non-psycho-expert lens. The data were gathered through interviews with the informants. The study revealed that language teachers conducting remedial instruction in language disfluencies in the non-psycho-expert lens face dire situations on insufficiency in terms of background knowledge on language disfluencies, time, and resources for remediation. Another problem that they face is the learners attitude toward remedial instruction as well as parental or stakeholder support. Weak retention of the learners, insignificant change in the learning behavior and the use of colloquial words also contribute to the unwanted scenario of students undergoing remediation. Language teachers conduct remedial instruction in language disfluencies in the non-psycho-expert lens through utilizing various teaching strategies, going back to the basics, having awareness on learner diversity, seeking parental or stakeholder support, exemplifying passion for teaching, and having an encouraging class environment. Learners progress in such kind of remediation through the use of language in praxis or utilizing the communicative language teaching by teachers where students use language practically. Learners as well show activeness in the class knowing that they both share the same learning pace among peers. Most importantly, learners progress due to the acceptance and understanding of the teachers on the type of learners they have. Mick Mars P. Silvano, LPT, Maelt | Evelyn C. Bandoy, LPT, EdD "Remedial Instruction in Language Disfluencies in the Non-Psycho-Expert Lens" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd20303.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/20303/remedial-instruction-in-language-disfluencies-in-the-non-psycho-expert-lens/mick-mars-p-silvano-lpt-maelt
The aim of this research study is to analyze the appropriateness of the English syllabus according to the true language needs, which is being offered to the students of International Relations Department of Bahauddin Zakariya University, Multan. To carry out this research study, students of IR department (Part 1 and 2) have been taken as a sample population to collect required data. To check the appropriateness of the offered English syllabus and existing level of English language competence according to the students’ needs; two research tools have been taken as: test and interview. In order to get the actual feedback from the students, a test consisted of four basic skills of English (listening, speaking, reading and writing) was conducted to 50 students of IR department. Interview was conducted to the teachers of IR department in order to get the actual information about the appropriateness of the English syllabus and the competency level of the students. Collected data through both the sources were analyzed qualitatively as well as quantitatively. The findings from these sources provided the results which were expected before the accomplishment of this research work. The findings of this research advocated that the EAP should be adopted to make the existing syllabus appropriate and need based in order to refine the basic English language skills of the students. This recommended course is very productive for social sciences disciplines of the BZU.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
1. Republic of the Philippines
MINDANAO STATE UNIVERSITY
Fatima, General Santos City
-ooo0ooo-
COLLEGE 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 Approved Grade
1. _Dr. Ava Clare Marie O. Robles_____ Adviser ________________ __________
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:
Thelma B. Pagunsan, M.S.
Dean
2. Chapter I
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 country‟s 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
3. 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 one‟s first language. He also
proposed that evidence of this can be found in the popularity of
4. 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.
5. 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
Legend : 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
Sociolinguistic
Competence
FEMALE MALE
Mean Score
(Percentage)
Description Mean Score
(Percentage)
Description
Style of
Discourse
55.11 Moderate
Competent
52.27 Moderate
Competent
Euphemisms 63.41 Moderate
Competent
57.05 Moderate
Competent
Idioms 30.50 Low
Competent
29.1 Low
Competent
Jargons 51.70 Moderate
Competent
49.3 Moderate
Competent
6. 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?
7. 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;
8. 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
9. 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.
_______________________ THELMA B. PAGUNSAN, M.S.
Date Dean, College of Education
10. 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
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Davison, Jon & Moss, John.(2006) Issues in English Teaching:
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Fraser, B. &Walters, J. (1980)An approach to conducting research on the
acquisition of pragmatic competence in a second language: Rowley, MA:
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Norbert, Dittmar. (1976) Sociolinguistics: A critical survey of theory and
application: Edward Arnold (Publishers) Ltd.
Stockwell, Peter. (2002)Sociolinguistics: A Resource book for the
Students.Rutledge,London: TJ International Ltd. Padstow Cornwall.
B. JOURNALS
Truelove, Alison. (2001). Commanding communications: the fifteenth-century
letters of the Stonor women. In James Daybell (Ed.), Early Modern Women
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Bagaan, Salvador. (2003). Communicative Competence of Notre Dame of
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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 Master‟s Thesis.University of Mindanao.
España,MariaAdeliz. (2011). Construction and Validation of Test on the
Sociolinguistic Competence of First Year BSED English Students (SY 2010-
2011. 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
Master‟s 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.
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Azhar, Mahmood. (2011) Research article on meeting the challenges of English
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737_1182811915.pdf
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Sociolinguistic Competence in a Second Language. Retrieved on June,
2004 http://www2.wheaton.edu/bgc/ICCT/slares/FAQ9.html
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Media”.Retrieved on February, 2006 from http://www.language-and-
cultureneddanison.com
Juppe, Robert Jr.(2007). Developing Sociolinguistic Competence Through
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18. Appendix A
LETTER TO THE RESPONDENTS
Republic of the Philippines
MINDANAO STATE UNIVERSITY
Fatima, General Santos City
College of Education
November 18, 2011
Dear Respondents:
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.
I‟m hoping for your cooperation.
Thank you.
Very truly yours,
(Sgd) IRISH G.PATLINGRAO
Researcher
Noted by:
(Sgd) AVA CLARE MARIE O. ROBLES, PhD.
Adviser
19. 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 you‟ve 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 4 3 2 1
Very High
Extent
High Extent Moderate
Extent
Low extent Very low
Part 1. Extent of Texting
INDICATORS RATINGS
A. Regularity of Texting
5 4 3 2 1
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 whileyou‟re in the
bathroom.
4. Uses mobile phone in texting while you‟re at the
library.
5. Texting while listening to music.
6. Uses mobile phone in texting during mealtime.
7. Uses mobile phone in texting while you‟re at
place of worship.
8. Uses mobile phone in texting while you‟re in my
bed.
9. Uses my mobile phone in texting while doing
your homework and projects.
20. 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 Interpretation Description
5 Very Highly Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 0 – 5% error.
4 Highly Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 6 – 10% error.
3 Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 11 – 15% error.
2 Less Valid The questionnaire is valid and can provide unbiased data for the
investigation, allowing 16 – 20% error.
1 Not Valid At All The questionnaire is valid and can provide unbiased data for the
investigation, allowing 21 – 25% error.
Validators’ Questionnaire Assessment
Indicators
Rating
5 4 3 2 1
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
21. 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 MEAN INTERPRETATION
DR. JOHARIA L. NICART
4 Very Good
PROF.ROSSEL
AUDENCIAL
4.56 Excellent
PROF. LOURDES
MANZANO
4.44 Excellent
Over-all rating
4.33 Excellent