ENGLISH PROFICIENCY OF LEARNERS TAUGHT IN STANDARD ENGLISH
AND PHILIPPINE ENGLISH
by
ANTONETTE S. ARRANZ
June 2019
Electronic copy available at: https://ssrn.com/abstract=3446567
CHAPTER I
INTRODUCTION
Background of the Study
English is a very prestigious language. It is one of the official languages
of the Philippines aside from Filipino and Tagalog. As emphasized by Borlongan
(2017), the massive use of the language by Filipinos is marked significantly as
one of the most notable linguistic milestones in history. At present, the
Philippines remains as one of the largest English-speaking countries in the
world which use English primarily in education, business, and science.
Moreover, there have been several new descriptions of „native speaker‟.
According to Nordquist (2017), a native speaker is someone who has acquired a
particular set of conventions apart from the way English has been codified and
prescribed in dictionaries, grammar books and guides to fluent speaking and
writing. Furthermore, Nordquist (2018) says that in linguistic endeavors, native
speaker is an intriguing term for persons who speak and write using their
mother tongue. In other words, their language is determined by their
birthplace. A native speaker acquires English in childhood and continues to
use it as his main tongue until it has reached a certain level of fluency. A
native speaker is someone born and/or raised in that language in a particular
speech community, effectively uses it for his daily needs, and exhibits the oralaural skills. In other words, a native speaker of the Philippine English is
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someone who uses the language since childhood in various contexts and
domains.
However, there have been reports by Gonzalez (2008), Sta. Ana (2013),
and Ang (2014) that Filipinos speak English in a distinctive manner different
from Americans. Papagayo (2018) cited that around 1920s, Philippine English
(PE) was already born but it was only towards the latter part of 1960s when a
linguist, Teodoro Llamzon, shed light to an emerging variety of English in the
Philippines. This prompted researchers and linguists to take the matter about
Philippine English into the spotlight.
Borlongan and Lim (2013) describe Philippine English as one of the very
few American-transplanted Englishes made known in the country by American
colonization that started in 1898. Philippine English is not English that is
inferior to the norms of Standard American English; it is not badly acquired
English as a second language; its unique features are not errors committed by
speakers who have not learned the American standard. Instead, it is a nativized
variety of English that has unique features which separates it from Standard
American English. Consequently, some claims are asserted that Philippine
English is already at the endonormative stabilization phase.
Bunsoy (2017) shared her thoughts on an article about how Filipinos
imprint their unique identity in terms of speaking the English language.
According to her, sometimes the problem is articulation of words and so groups
three kinds of Philippine English speakers. First, the basilectal variety includes
Filipinos who have little access to the English language. They use the phoneme
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/f/ and /p/, and /v/ and /b/ interchangeably. They say „plower‟ instead of
„flower‟, and „bictory, base, and bague‟ instead of „victory, vase, and vague.‟
Since it has become part of the Filipino culture, they accept them because they
understand them. Second, the mesolectal speakers are categorized as
professionals who use English for certain purposes. For example, an English
teacher should speak in English because it is his medium of instruction. The
third and last variety, the acrolectal speakers are the Filipinos speaking the
English language with both adeptness and fluency of the language as if they
are native speakers of it.
In fact, in Quora (2017), an online platform that surveyed about how the
Philippine English accent sounds like to non-Filipinos, a set of 43 different
races and professionals agreed that the Philippines has the closest American
accent of English in Asia and that‟s not even an exaggeration.
Philippine English not just revolves around how Filipinos articulate the
English language, but it also depicts how Filipinos generate their one-of-a-kind
English. According to Phro (2014), only Filipinos use brand names to call
things such as „pampers‟ for disposable diaper, „pentel pen‟ for marker, „to
osterize‟ for the process of using a food blender, and „colgate‟ for toothpaste.
Filipinos
also
say
„masteral‟
instead
of
masters,
„grocery‟
instead
of
supermarket, and „ballpen‟ instead of ball point pen.
Salazar (2014), a Filipino lexicographer and a consultant editor to Oxford
English Dictionary (OED), highlighted that the words „Mabuhay‟, „adobo‟,
„letson‟, „kare-kare‟, and „bahala na‟ are already included in the said dictionary.
Electronic copy available at: https://ssrn.com/abstract=3446567
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Words included in the OED underwent several stages. First, the words were
added to the watch list database of the dictionary. Second, information and
details about these words were reviewed by editors. Third, the dictionary entry
of these words was drafted by editors and specialist teams. Finally, the
dictionary entry was passed on to the dictionary‟s Chief and Deputy Chief
Editors for the final stamp of approval before the words take their place in the
OED.
Furthermore,
in
a
report
by
Quismundo
(2015),
the
words
„presidentiable‟, „barkada‟, and „KKB” are already officially recognized in the
OED. The dictionary‟s latest update sees the inclusion of a number of words
from Philippine English as part of their ongoing commitment to recording
words from all varieties of English throughout the world. The word „gimmick‟ in
Philippine English means going out at night with friends. Evidences for these
usages are not just present in the Philippines but even in parts of the United
States where large Filipino populations live.
Other
new
entries
from
Philippine
English
include
„barangay‟,
„balikbayan‟, „balikbayan box‟, „high blood‟, „despedida‟, „halo-halo‟, „sari-sari
store‟, „utang na loob‟, „suki‟, „kikay kit‟, „batchmate‟, „mani-pedi‟, „go down‟, and
„salvage‟. Just recently, Lim (2018) reported that „bagoong‟, „turon‟, „bihon‟,
„pancit‟, „panciteria‟, and „carinderia‟ are already added in the OED. The
Philippine English words „bihon‟ and „pancit‟ are actually loaned from Chinese.
This proves that Philippine English has rich features when it comes to
linguistics.
Electronic copy available at: https://ssrn.com/abstract=3446567
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Dimaculangan (2018) also posits the following on the importance of
Philippine English. First, teach the learners that the varieties of English may
enhance the development of their linguistic, academic and cultural skills. And
second, everyone should be lenient, respectful and grateful of our Asian
brother‟ Englishes and cultures as well to enjoy conversing with one another
and will learn other cultural communication means that may sustain the
intelligibility of our Englishes.
Hamid and Baldauf (2013) found that teachers can make learners
cognizant of the existing variations of English in the world. At the same time,
teachers should elaborate the features of the language differences and its
implication. Though some parts of Standard English such as semantics and
syntax will be taught in the classroom, learners are still equipped with learning
avenues to know about other varieties and can choose to discover them more
outside the classroom for actual dealings.
Matsuda and Matsuda (2017) also emphasized that the geographical
extent of English has resulted in the birth of new varieties of English – or
Englishes – that reflect and cater to the communicative needs of local speakers
more effectively and efficiently than dominant forms of English. It means that
they have learned English in different ways and for different purposes from
traditional English users.
Foley and Deocampo (2016) stressed that such translanguaging as part
of a lingua franca is used extensively in the Philippines and naturally in
blogging. In the online discourse of Yahoo Philippines it seems to be used to
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perform different functions. Several of these functions are to clarify the
meaning
of
the
situation
and
to
address
the
message
to
specific
addressee/audience or to signal inclusion/exclusion from a specific group in
the blogging community.
With all the lishes such as Benglish (Bengali English), Chinglish (Chinese
English), Danglish (Danish English), Dunglish (Dutch English), Finglish
(Finnish English), Hebrish (Hebrew English), Hinglish (Hindi English), Japlish
(Japanese English), Konglish (South Korean English),
English),
Spanglish
(Spanish
English),
Taglish
Singlish (Singaporean
(Tagalog
English),
Tinglish/Thailish (Thai English), and others, Pinglish or Pinoy English or
Philippine English is definitely one of the most intelligible varieties.
However in recent years, there have been positive and negative reports
about the Philippines‟ English language proficiency. Chavez (2014) said that
according to an Educational Testing Service (ETS) ranking based on TOEFL
(Test of English as a Foreign Language) scores for 2010, the Philippines placed
35th out of 163 countries. The only other Asian countries to rank above the
Philippines were Singapore (ranked 3rd in the world with a score of 98), and
India (19th with a score of 92). Malaysia and Philippines ranked 35th place
with a score of 88.
This is so because according to her, the country had the prudence of
using and maintaining the language during the brutal U.S. occupation. It was
the country itself that took initiative to dedicate means to maintain the
language after the Americans left. The Philippines also deserves recognition for
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its take on learning English which is much different from other Asian countries
where English is seen more as a subject in formal school than as a means of
communication.
Cabigon (2015) stressed that the Philippines is known globally as one of
the biggest English-speaking people having at least some degree of fluency in
the English language. He also said that competency in the language is also one
of the Philippines‟ strong points, which has helped maneuver the economy and
even made it the call centers destination in the world, surpassing India in
2012. The influx of foreign learners of English also elevated due to the relatively
cheaper but quality English as Second Language (ESL) programs being offered
here and abroad.
He noted that even if the country were just fine in terms of English
proficiency, the country needs to level up its efforts in enhancing the teaching
and learning of English, developing it as a prime skill of the workforce. This is a
bold move that can potentially strengthen the Philippines‟ position particularly
with the upcoming Asean economic integration.
Moreover, Dean Rosario Alonzo of the University of the Philippines
College of Education ensures this by stressing to learners that English is a skill
to be utilized for communication. Education students center on learnercentered teaching, and are taught to guide learners to realize worthwhile tasks
using English. In the same way, the Department of Education caters on the
needs of learners and ensures that they master the English language
holistically, as mandated under the K to 12 basic education framework.
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On the other hand, Domingo (2018) found that the English level of
Filipino college seniors is equal with the level of high school learners in
Vietnam and Thailand. A sample of 10,000 Filipino graduating college students
took the Test of English for International Communication or TOEIC and
received an average score of B1 which is equivalent to the standard for high
school learners in Vietnam and Thailand. It was also the fourth top possible
score. The TOEIC is not required in the country, unlike in its two Asian
neighbors Vietnam and Thailand.
This alarming result prompted Commission on Higher Education officerin-charge Prospero De Vera to consider some revisions in the curriculum for
college students to elevate the quality of Filipino degree holders. Hopkins
International, the sole institution authorized to conduct the TOEIC in the
Philippines, is also urging the government to adopt a national standard for
English language competency by 2020. In this program, participants must
have to pass the TOEIC before they can move from elementary or high school.
The English proficiency test will also be a requirement for employment.
Teachers and tertiary graduates must achieve the B2 level while English
teachers must achieve the C1 level or one step below the highest possible
score. Hopkins International Partners President Monette Hamlin expressed that
they have to start with the teachers because if they transfer learning well, then
the students will learn well too.
In a report by Leonen (2018), Senator Grace Poe has filed a resolution
calling for an inquiry into the “decline” in English proficiency of Filipino
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students. In Senate Resolution No. 622, Poe called for an re-evaluation of the
education program of elementary and secondary levels in light of “reports of
narrowing advantage of Filipino graduates in the global language.” The
resolution noted that the average was “lower than the competency requirement
for taxi drivers in Dubai, United Arab Emirates.”
The same report showed that the Filipino university graduates‟ median
score was just equal with the level of 5th and 6th grade learners in native
English speaking countries such as the US and the United Kingdom. The
senator also said the academe should assess the current educational setup “to
improve teaching and learning of English.”
Bernardo (2008) strongly quoted that English was seen as the language
that would provide the Filipinos access to civilization. He identified three
themes that argue for the exclusive and/or intensified use of English in
Philippine education: first, the use of English for social integration and/or
control; second, the pragmatic difficulties in shifting away from English; and
third, the usefulness of English in the economic and intellectual domains.
Furthermore, he added that the long history of English in Philippine
education has shown the remarkable resilience of English as a feature of the
Philippine educational system. It is not unreasonable to predict that English
will persist in some form or another in Philippine schools for many more years.
As early as 1992, Kachru has shown in his Model of World Englishes that
Philippines is included in the Outer Circle which means that English is a
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second language and is used in different functional domains, such as
government, education, law and so on.
In the Philippines, it has been found out by studies that Philippine
English is the language of the educated Filipino (Rivera, 2014) which occurred
when ties with the colonial rulers weakened and interethnic contacts
increased. Furthermore, Rivera (2014) noted that while American sounds and
idioms have become the norm for call centers and FM radio, all other languagebased institutions have resisted the so-called foreign sounds, with some
educators even considering the standardization of Philippine English for
academic purposes.
Regionally, Malicsi (2011) found out that 75% of 158 respondents from
various colleges opted for the Pinoy form. Furthermore, he also underscored
that schools that impose fluency on International English will have great
difficulty in filling up its faculty ranks. This connotes the inexorable growth of
Pinoy English.
In the province of La Union, it is observed by the researcher that many
speakers, professionals and students alike, prefer the Pinoy term over the
Standard English term especially when conversing. Among these words are
C.R. referring to the wash room, ball pen referring to ballpoint pen, by and by
which should be later, and not unless which should be unless. This shift in
language has become a normal part of everyday life thus it is now widely
understood and accepted.
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In the Northern Naguilian National High School (Senior High School), the
learners seem to capture information when they are taught in the English that
they are accustomed to. The researcher has observed and experienced in her
Oral Communication in Context classes that teaching them using Standard
English does not really work. The learners just stare at the teacher blankly.
On the other hand, when they are taught with the English that they are
familiar with, the class is livelier; more thoughts, ideas, and answers come up.
It is only when the teacher uses Philippine English that they will understand
the topic. Data show that the learners have a general average of 82% or
Satisfactory in terms of their English proficiency. For senior high school
learners, they are expected to be performing above 85%.
The researcher also observed that the learners are shy in expressing
themselves especially in English; they cannot speak in straight English; and
they cannot express clearly their ideas in English. If they will be an addition to
the greater percentile of Filipinos whose English proficiency is declining, it
could have worse effect in the educational setting. What impact will it tell in
terms of English proficiency as compared with the neighboring Asian
countries? Will it reflect the English proficiency too of the teachers?
Now who is to answer the debate of the decade about the declining
English proficiency of Filipinos? It is imperative for teachers to teach the young
how to communicate well and they fulfill that daunting task better than anyone
else. With the challenge of Philippine English which compellingly gains its
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reputation in the academe, will it better the English proficiency of Filipinos in
the future?
Since Philippine English has become a star in language classrooms, in
language studies and fora both locally and internationally, it is timely to see
and look into its webs whether or not it has positively impacted the level of
English proficiency of senior high school learners. If it has already grown even
in circles of the educated Filipino, perhaps it could have also started within the
four walls of the classroom and within the home. If Philippine English has
improved communication and business, then there‟s something in it that made
it wholly understood and accepted by most people. If this is reality, then
Philippine English is paving another relevant road towards the education of the
Filipino. It is with these contexts that the researcher resolved to undertake the
study entitled English Proficiency of Learners Taught in Standard English and
Philippine English.
Theoretical Framework
The study is based on several theories. The Nativist Theory of Language
by Noam Chomsky argues that human brains have a language acquisition
device (LAD), an innate mechanism or process that allows children to develop
language skills (Lemetyinen, 2012). According to this view, all children have
innate universal grammar, which enables them to learn easily the common
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features of all languages. Because of this hard-wired background in grammar,
children easily pick up a language when they are exposed to its particular
grammar.
This theory is very important to the study because it explains how easy it
can be for children to learn English especially when they are exposed to it at an
early age. The language acquisition device (LAD) enables children to become
good and even fluent speakers of the target language. This theory also explains
how a child acquires and learns ten (10) or more languages even at very young
age.
The study is also anchored on the Theory of Constructivism by Piaget.
Piaget‟s Theory of Cognitive Development suggests that humans cannot easily
understand information without actually constructing their own knowledge
(David, 2015) about it. They build their knowledge through experience.
Experiences allow them to create schemas – mental patterns in their heads.
These schemas are changed, enlarged, and made more sophisticated
through two complimentary processes: assimilation and accommodation. These
experiences are designed for them through overt and covert curricula.
Hence one important generalization of Piagetian theory is the role of the
teacher. In a Piagetian classroom, an important teacher‟s role is to provide a
rich environment for the spontaneous exploration of the child. A classroom
carefully designed with worthwhile learning experiences encourages learners to
become active makers of their own knowledge through experiences that
encourage assimilation and accommodation.
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This theory is vital to the study because it gives the imperative that
teachers should provide healthy learning atmospheres to the learners. This is
also the reason behind the formulation of the anthology of oral communication
exercises. The learners should be exposed to opportunities where they can
learn and master the target language. They will be engaged in various speaking
and listening tasks that would help them develop their confidence. These
learning avenues will also scaffold them towards developing the target language
easier and faster. The more chances they will have, the greater will be the
success of acquiring the target language.
According to Vygotsky‟s Sociocultural Theory, the environment presents
the child with a variety of tasks and demands, and engages the child in his
world through the tools (Grace, 2017). In the early stages, Vygotsky asserts
that the child is completely dependent on others, especially the parents, who
first tell the child what to do, how to do it, as well as what not to do. Parents,
as agents of culture and the conduit through which the culture passes into the
child, realize these instructions primarily through language.
On the question of how do children then appropriate these cultural and
social heritages, Vygotsky states that the child acquires knowledge through
contacts and interactions with people as the first step (interpsychological
plane), then later assimilates and internalizes this knowledge adding his
personal value to it (intrapsychological plane). This transition from social to
personal property according to Vygotsky is not a mere copy, but a
transformation of what had been learnt through interaction, into personal
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values. Vygotsky contends that this is true in schools. Learners do not merely
copy teachers‟ capabilities; rather they transform what teachers offer them
during the processes of appropriation.
This theory is contributory to the study as it supports the view that the
people who have direct contact with the learners and the environment
significantly affect their learning. In the case of teaching and learning the
target
language,
the people
around the child and the child should
communicate in the target language. In this way, the child will be exposed to
the target language and will have mastery of the language. Through this, the
child becomes a better communicator and learns more other relevant things.
All these theories served the totality of the research on language learning.
Conceptual Framework
Oral communication is the process of conveying information or ideas
using spoken words. It consists of ways of expressing information, ideas and
feelings by means of using one‟s voice in talking and speaking with other
people. It also focuses on the development of listening and speaking skills and
strategies for effective communication in various situations.
Oral communication may come in the forms of but not limited to
conversational talk, technology chatting, technology conferences, oral teaching
skills, oral skills of learners, oral skills of employees, informative mass media,
religious mass media, and entertainment mass media.
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The Level of English proficiency of learners describes their ability to use
English to make and communicate meaning. It also describes one's ability to
understand and produce English, including reading and writing if applicable.
Having a wide range of vocabulary doesn't necessarily mean one has more
English proficiency. If a person with a smaller vocabulary speaks confidently
and communicates well, then said person has stronger English proficiency
than someone who isn't as comfortable speaking.
Comparison on the level of English proficiency of learners taught in
Philippine English and Standard English refers to the means of examining
which of the two Englishes yielded a higher performance rate of the
respondents in their Oral Communication in Context class.
English refers to the second language acquired by Filipinos. It is the
medium of instruction of most subjects in the K to 12 curriculum except
Filipino and Edukasyon sa Pagpapakatao.
Standard English is the variety of English that is substantially uniform
in terms of spelling, grammar, pronunciation, and vocabulary though not
devoid of regional differences, that is well established by its use in formal and
informal speech and writing of the educated, and that is widely accepted
wherever English is spoken and understood.
Standard English is not an arbitrary, a priori description of English,
devised by reference to standards of moral value, or literary merit, or supposed
linguistic purity, or any other metaphysical yard-stick – in short, Standard
English cannot be called as „the best English,‟ or „literary English,‟ or „Oxford
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English,‟ or „BBC English.‟ Standard English is not „upper class English‟ and it
is common across the whole group, though not necessarily in equivalent use by
all members of all classes. It is not statistically the most frequently occurring
form of English, so that „standard‟ here does not mean „most often heard.‟
Standard English is accepted as the correct form of English, used in formal
speaking or writing.
Philippine English is a legitimate nativized variety of English. It is the
language used by Filipinos in controlling domains such as science and
technology, the judiciary, the legislature, bureaucracy, higher education,
scholarly discourse, and the like. While it shares some of the linguistic
properties ascribed to other varieties of English, especially those used in Asia,
it has features that are unique to it. Philippine English is one of the most
vibrant English varieties in the Outer Circle and in Asia, being spoken by a
surprisingly high percentage of Filipinos.
This variety of English has been
investigated by a vibrant linguistics scene involving many outstanding scholars
from the Philippines, initially led by impressive scholars like Br. Andrew
Gonzalez and Prof. Maria Lourdes “Tish” Bautista, and followed by an
impressive cohort of younger scholars.
Since it is imperative to develop oral communication skills in our
learners, the compilation/collection of oral communication exercises is
necessary and timely. These exercises will help the learners improve their
English proficiency. Their self-confidence will be leveled up thus they will be
able to communicate well and convey clearly their messages, thoughts, and
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feelings. It has been proven that constant practice conditions the mind and
body to perform well. Therefore, sufficient practice in improving their oral
communication skills will make them better communicators and better
persons.
The study as conceptualized is illustrated in the Research paradigm in
Figure 1 utilizing the Input – Process – Output model which aided the
researcher throughout the conduct of the study. The input variables are the
levels of English proficiency of the learners taught in Standard English and
Philippine English.
The process involved the analysis and interpretation of the levels of
English proficiency of the learners, comparative analysis of learners‟ level of
proficiency between Standard English and Philippine English, and the
selection/crafting of oral communication exercises that will further improve
and enhance the oral communication skills of the learners. The analysis of the
levels of English proficiency of the learners taught in Standard English and
Philippine English in their Oral Communication in Context course was during
the First Semester of the School Year 2018 – 2019 (June – October 2018).
The output is an anthology of oral communication exercises designed to
improve and enhance the oral communication skills of the learners.
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Figure 1. The Research Paradigm
Input
Process
Output
a. Analysis and
interpretation on
the levels of
English
proficiency of the
learners
Levels of English
proficiency of the
learners taught in
a) Standard
English and
b) Philippine
English
b. Comparative
analysis on
learners‟ level of
proficiency in
a) Standard
English and
Validated
Anthology of Oral
Communication
Exercises for
Grade 11 learners
b) Philippine
English
c. Crafting and
validation of oral
communication
exercises
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Statement of the Problem
This study aimed to determine the English proficiency of the learners
taught in Standard English and Philippine English.
Specifically, it sought answers to the following sub-problems:
1. What is the level of English proficiency of the learners taught in
Standard English?
2. What is the level of English proficiency of the learners taught in
Philippine English?
3. Is there a significant difference in the levels of English proficiency of
the learners taught in Standard English and Philippine English?
4. What anthology of oral communication exercises can be developed to
improve the English proficiency of the learners taught in Standard English?
Hypothesis
The study is anchored on the hypothesis that there is no significant
difference in the levels of English proficiency of the learners taught in Standard
English and in Philippine English.
Importance of the Study
The results of the study will be beneficial to several groups and
individuals.
The Department of Education will be urged to consider looking into the
present curriculum because teachers are expected to be abreast with and
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attuned to the demands of the modern-day English Language Teaching
enterprise.
The school will have a stronger basis to establish and maintain Englishspeaking zones to improve the proficiency of learners in the target language.
The school administrators will be empowered to send teachers into
seminars about the latest trends in the English language teaching. The
administrators must also attend these seminars to update themselves about
these updates.
The language teachers will be compelled to implement English-speaking
policies in their classes to strengthen the use of the target language. They must
also use the anthology of oral communication exercises in their classes to help
the learners improve their oral communication skills.
The different linguistic groups or societies will be more inspired to
continue immersing in the English language by engaging into more researches
and by conducting or spearheading more seminars about the richness and
creativeness of the English language.
The learners will be empowered to use English in all domains of
communication to help them handle their opportunities and challenges globally
and competitively.
The
researcher
was
guided
in
crafting
an
English–based
oral
communication exercises using terms/words and phrases of Philippine English
that will further improve and enhance the vocabulary and oral communication
skills of the learners.
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Future researchers and language enthusiasts will be motivated to look
into other aspects of the English language in education such as its benefits to
the K to 12 program, its contributions to Filipino culture and heritage, its
impact to globalization, its latest developments in education and others, and to
improve the methodology of this study for further results and findings.
Definition of Terms
The following terms are defined operationally for clarity and better
understanding of the study.
Anthology of Oral Communication Exercises. This refers to the set of
compiled/collected oral communication exercises designed to improve and
enhance the oral communication skills of the learners.
Level of English Proficiency. It describes the ability of the learners in
speaking Philippine English or Standard English whether Outstanding, Very
Satisfactory, Satisfactory, Fairly Satisfactory, or Did Not Meet Expectations.
Oral Communication. This term refers to the oral/speaking skills of the
learners and their ability to convey their messages.
Oral Communication in Context. It refers to the core subject in
the Grade 11 of the K to 12 Curriculum where the learners are being observed.
English. This term refers to the standard language used around and
across the globe.
Philippine English. This term refers to a variety of English which
the learners are accustomed to.
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Standard English. This term pertains to the widely used and
accepted English especially in formal writing.
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CHAPTER II
METHOD AND PROCEDURES
This chapter presents the research design, the sources of data,
instrumentation and data collection and the tools for data analysis.
Research Design
The experimental design was used in this study to determine the level of
English competency of the students in Oral Communication taught in
Standard and Philippine Englishes. This method is used to investigate causal
(cause/effect) relationships and to study the relationship between one variable
and another. It is used to compare two or more groups on one or more
measures where one variable is manipulated to see if it has an effect on the
other variable (Creswell, 2013).
This study used the quantitative approach. According to Gravetter and
Forzano (2014), quantitative research is based on measuring variables for
individual participants to obtain scores, usually numerical values that are
submitted to statistical analysis for summary and interpretation. This
approach is appropriate to the study as it uses weighted mean, frequencies,
and percentages in treating the data obtained from the participation and
outputs of the students taught in Oral Communication using Standard and
Philippine Englishes.
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Sources of Data
Locale and Population of the Study. This study was conducted at
Northern Naguilian National High School, Gusing Norte, Naguilian, La Union
during the First Semester of the School Year 2018 - 2019. The respondents
were the 40 Grade 11 learners from sections Hera and Hestia under their Oral
Communication in Context class handled by the researcher.
The respondents were carefully matched by the researcher based on their
averages so that no group will be higher or lower than the other. One group,
Grade 11 – Hera, was assigned as the control group whom the researcher
taught using Standard English. The other group, Grade 11 – Hestia, was
assigned as the experimental group whom the researcher taught using
Philippine English.
Instrumentation and Data Collection
The data gathering instruments used in this study are researcher-made
rubrics and a checklist. The rubrics contained the criteria used in scoring the
oral performances of the learners and the checklist contained the grades of the
respondents in Oral Communication in Context and the equivalent level of
English competency (see Appendix D).
The rubrics used are the following:
1.
Mastery of piece
Delivery
9 points
(9 points – well mastered; 6 points –
few parts of the piece are missing;
3 points – majority of the piece is
forgotten)
8 points
(8 points – well delivered; 5 points –
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Costume
Overall impact
25 points
2.
delivery is quite unsure; 3 points –
poor delivery)
5 points
(5 points – with appropriate
costume, 3 points – with some
costumes; 0 – no costume at all)
3 points
(3 points – well applauded; 2 points
– fairly applauded; 1 point – for the
sake of having a performance)
Content
4 points
Delivery
4 points
Conventions
2 points
10 points
3.
Mastery
15 points
Pacing
15 points
Overall Impact
10 points
40 points
4.
Mastery
4 points
Delivery
4 points
Overall Impact
2 points
10 points
5.
6.
Articulation
8 points
Harmony
8 points
(4 points – comprehensive content; 2
points – few details; 1 point – one
detail)
(4 points – convincing and relaxed; 2
points – quite convincing; 1 point –
unsure and nervous)
(2 points – flawless grammar; 1
point – some mistakes)
(15 points – well mastered; 10
points – few mispronunciations; 5
points – many mispronunciations)
(15 points – good pacing; 10 points –
very fast or very slow; 5 points –
incomprehensible)
(10 points – well applauded; 7
points – fairly applauded; 5 points –
for the sake of having a
performance)
(4 points – well mastered; 2 points –
with mistakes)
(4 points – composed and sure; 2
points – nervous and shaking)
(2 points – well applauded; 1 point –
fairly applauded)
Overall Impact
4 points
20 points
(8 points – flawless reading; 5 points
– with few mistakes; 3 points – with
many mistakes)
(8 points – melodious; 5 points –
quite monotonous; 3 points –
boring)
(4 points – well applauded; 2 points
– fairly applauded)
Creativity
(8 points – showed creativity; 4
8 points
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Teamwork
Overall Impact
20 points
7.
Originality
Organization
Delivery
Overall Impact
20 points
8.
Content
Organization
Overall Impact
20 points
9.
Mastery
10.
Articulation
points – little creativity)
6 points
(6 points – showed teamwork; 0 – no
teamwork at all)
6 points
(6 points – well applauded; 3 points
– fairly applauded)
6 points
(6 points – work is original; 0 – work
is copied)
5 points
(5 points – well organized; 0 – not
organized at all)
6 points
(6 points – well delivered; 0 – poor
delivery)
3 points
(3 points – well applauded, 2 points
– fairly applauded)
5 points
(5 points – content is appropriate to
the theme; 2 points – inappropriate)
3 points
(3 points – well organized; 1 point –
poorly organized)
2 points
(2 points – impressive work; 1 point
– for the effort)
9 points
(9 points – well mastered; 6 points –
few parts of the piece are missing;
3 points – majority of the piece is
forgotten)
Content
8 points
(8 points – comprehensive content; 5
points – few details; 3 points – one
detail)
Delivery
9 points
(9 points – well delivered; 6 points –
delivery is quite unsure; 3 points –
poor delivery)
Audience Impact 4 points
(4 points – well applauded; 2 points
30 points
– fairly applauded)
Phrasing
Intonation
Overall Impact
20 points
7 points
(7 points – well articulated; 5 points
– some mispronunciations; 3 points
– many mispronunciations)
6 points
(6 points – good phrasing; 3 points –
wrong phrasing)
4 points
(4 points – melodious; 2 points –
monotonous)
3 points
(3 points – well applauded; 2 points
– fairly applauded)
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11.
Organization
Delivery
Overall Impact
20 points
12.
8 points
(8 points – well organized; 3 points –
poorly organized)
7 points
(7 points – well delivered; 4 points –
poorly delivered)
5 points
(5 points – well applauded; 3 points
– fairly applauded)
Expressive Use of Voice
Appropriate Movements
Audience Impact
15 points
6 points
(6 points – very
expressive; 3 points –
inexpressive)
6 points
(6 points – no
mannerisms; 3 points –
lousy performance)
3 points
(3 points – well
applauded; 2 points –
fairly applauded)
13.
Mastery
8 points
(8 points – well mastered; 5 points –
with few mistakes; 3 points – many
mistakes)
Delivery
7 points
(7 points – composed and sure; 5
points – quite nervous; 3 pointsjumbled the performance)
Overall Impact
5 points
(5 points – well applauded; 3 point –
20 points
fairly applauded)
14.
Harmony
8 points
(8 points – blended well; 5 points –
some out of tune parts; 3 points –
poorly performance)
7 points
(7 points – well delivered; 4 points –
poorly delivered)
5 points
(5 points – well applauded; 3 points
– fairly applauded)
Delivery
Overall Impact
20 points
15.
Melody
Harmony
all)
30 points (30 points – blended well; 20 points
– some parts are missing; 10 points
– many mistakes)
30 points (30 points – melodious; 20 points –
some parts are faster or slower than
usual; 10 points – no harmony at
Teamwork
30 points (30 points – showed teamwork; 10
points – no teamwork at all)
Audience Impact 10 points (10 points – well applauded; 5
100 points
points – fairly applauded)
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Data for this study were the scores of the learners in the different oral
tasks and their grades in Oral Communication in Context for the First
Semester (first and second quarters). Their grades in Oral Communication in
Context comprised of class standing (written output 25%; performances 50%)
and quarterly test (25%). Class standing also covered all oral performances
which were graded using rubrics. Their grades were computed basing on the
DepEd grading system. Sessions and performances were audio-video recorded.
The distribution and retrieval of the checklist form was done personally
by the researcher during the first semester of the School Year 2018 – 2019.
Tools for Data Analysis
Descriptive and inferential statistics were applied in this study. Data
were gathered, collated, classified, and tabulated to facilitate analysis and
interpretation of data.
For problems 1 and 2, means and percentages were used. For problem 3,
Microsoft Excel Data Analysis ToolPak t - test for independent samples was
employed to identify whether there is a significant difference between the levels
of English competency of the students taught in a) Standard English and in b)
Philippine English.
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Data Categorization
To identify the level of English proficiency of the students, the following
Likert scale which was based on the grading system prescribed by the
Department of Education was used:
Grading Scale Level of English Proficiency
90 – 100
Outstanding
85 – 89
Very Satisfactory
80 – 84
Satisfactory
75 – 79
Fairly Satisfactory
Below 75
Did Not Meet Expectations
Formulation of the Anthology of Oral Communication Exercises
To further improve the oral communication skills of the learners, the
anthology of oral communication exercises was developed by the researcher
based on the results of the study particularly on the identified low level of
English proficiency of the respondents.
The anthology of oral communication exercises was also validated by
experts in the field of English.
Ethical Considerations
In the conduct of the study, the researcher abided by the ethics of
research to avoid hassle and moral impediments. A letter of request was
secured from the Superintendent of the La Union Schools Division Office and
from the School Principal of the Northern Naguilian National High School to
serve as permission to conduct the study. The researcher also observed
informed consent, confidentiality and anonymity of participants, and voluntary
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participation of informants. There was also proper coordination with the
principal of the school. All published and unpublished resources used in the
manuscript were acknowledged through parenthetical documentation and also
in the References. The study also abided by Republic Act 10173 – Data Privacy
Act of 2012, and beneficence (refers to the concept of always doing good, or to
do no harm).
An online plagiarism checker software, smallseotools.com, was utilized to
ensure that the content of the study is not plagiarized with 98% uniqueness of
content
(refer
to
Appendix
R,
page
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150).
CHAPTER III
FINDINGS AND DISCUSSION
This chapter discusses the findings of this study on the English
proficiency of the learners taught in Standard English and Philippine English.
Frequency Distribution of English Proficiency of the Learners Taught in
Standard English
Table 1 presents the frequency distribution of English proficiency of the
learners taught in Standard English. It can be gleaned from the Table that
there were only four (4) respondents or 20% who got a rating of Very
Satisfactory. These were just the ones who were able to express themselves
well. They showed confidence when talking or reciting. They knew the meaning
of the word „persuasion‟ and they can pronounce the words „breath‟, „breathe‟,
and „breathing‟ correctly. They were also able to meet the expectations of the
course.
Ihsan‟s (2016) finding agrees to this when he articulated that the
learners who can speak English well are those who have contacted with
English and found that some features of the language are quite easy. They were
the ones who were motivated and have shown interest, great efforts, positive
attitude, and desire for learning.
Moreover, there were three (3) respondents or 15% who got a rating of
Satisfactory. These are the learners who performed just averagely when taught
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Table 1. Frequency Distribution of English Proficiency of the Learners Taught
in Standard English
Level of English Proficiency
Outstanding (90 – 100)
Very Satisfactory (85 – 89)
Satisfactory (80 – 84)
Fairly Satisfactory (75 – 79)
Did Not Meet Expectations (Below 75)
Total
f
4
3
2
11
20
%
20%
15%
10%
55%
100%
Legend:
f
-
Frequency
%
-
Percentage
using Standard English. They did not excel in their performances in the target
language however they did not fail. They were the ones who just performed and
accomplished tasks for the sake of getting a passing grade. Their knowledge of
the lesson is limited to knowing the difference between the words „cough‟ and
„calf‟.
According to Paakki (2013), the factors that caused this scenario may
have been their previous education that had been too grammar oriented and
theoretical, a late onset of learning, a fear of errors, a lack of practice and
experience, and social pressure.
There were also two (2) respondents or 10% who got a rating of Fairly
Satisfactory. These were the learners who might have something to say but
were very shy in expressing themselves. They were the ones who just timidly
sat on their chairs and talked so softly and so little. When called to recite, the
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researcher had to use her convincing powers so that she can nudge them to
talk.
This result strengthens Al-Eiadeh‟s (2016) finding that the learners face
many
problems
related
to
speaking
skills,
such
as
confusion
and
embarrassment, not learn speaking lessons correctly at school, and difficulty in
pronouncing some
words. The results also showed that the most frequent
problems were the limited amount of vocabulary among learners, while the
least frequent problems were the difficulty in understanding questions.
However, out of the 20 respondents, 11 or 55% got the rating of Did Not
Meet Expectations. This means that majority of the learners did not perform
well when taught in Standard English. It was observed by the researcher that
they were very nervous in talking or reciting or expressing themselves in
Standard English. They grope for words to express their ideas and opinions.
They do not understand the phrase „freedom to choose‟ or „deliver your speech‟.
They also do not know the meaning of the words „articulation, gestures, and
rapport‟. They stammer when asked to speak in the target language then they
suddenly forget what they have to say. This implies that the learners cannot
meet the expectations of the course when the medium used is Standard
English.
Polish (2018) agrees to this when stressed that students cannot speak
English well because they speak a language other than English especially in
their homes and have a limited proficiency in English. This suggests that the
learners were not exposed much to Standard English.
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Sad to note, no one got a rating of Outstanding. This means that the
target language was really difficult to learn for the respondents. No one was
able to speak fluently using Standard English. This also implies that the target
language is yet to be learned, to be used and practiced more regularly, and to
be mastered.
According to Kuivamaki (2015), the students themselves wish that the
lessons and things taught would more often be related to their future
occupations and be more authentic.
Furthermore, Bruner, Sinwongsuwat, and Radic-Bojanic (2015) found
out that students apparently needed to acquire more independent skills,
become less passive learners, and interact more spontaneously in the target
language. These suggest that the learners could have performed better if they
were not restricted to using Standard English only in their oral performances.
This result can be further validated basing on the computed Semestral
General Average of the learners taught using Standard English which is 72
with a descriptor of Did Not Meet Expectations.
This finding also strengthened Lee‟s (2015) study where the learners were
more oriented towards the bilingual approach. It is true however that learners
need to have good command of the English language but they cannot do so
without basically understanding it. They can only grasp the meaning of the
target language when taught using a medium they were exposed with. For this
case, the learners found it difficult to understand the lesson especially when
the teacher-researcher strictly used straight English in delivering the lessons.
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So when the learners were tasked to perform different activities, they had low
scores because they can‟t express themselves well in Standard English.
Evans (2017) explained that how hard English is to learn depends on
what your native language is; and this follows as languages are more (or less)
closely related to one another; if your native language is more similar, in terms
of sounds, vocabulary and grammatical patterns to another – for instance
you're a speaker of Dutch or German – then English will be easier to learn. But
if your mother tongue comes from a more distantly related tongue - say
Japanese - then English is more likely to prove a tougher nut to crack. This
proves that the learners really had a hard time performing in English because
they were exposed to a different language.
Moreover, Oxford Royale Academy (2014) had identified reasons why
English is known for being difficult. First, English is full of contradictions and
oddities. Second, although there are rules, there are lots of exceptions to those
rules. Third, English pronunciation is the cause of much confusion among
those trying to learn English. Fourth, the way in which you emphasize certain
words in a sentence can subtly change its meaning. Fifth, English is absolutely
full of homophones – words that sound the same but have different meanings
or spellings.
Sixth, English words can have multiple meanings so you can‟t always
swap words with the same meaning, and this means that it‟s easy to end up
using a word in completely the wrong way. Seventh, English is a very old
language, and over the course of many centuries, interesting sayings have been
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incorporated into everyday language that makes little sense if you haven‟t
grown up with them. Eighth, though English does „move with the times‟, there
are still plenty of archaic words floating around that you may well encounter
(and they may not be in your English dictionary). Ninth, all languages have
sub-languages, but when you add the bizarre pronunciations and unique
additional vocabularies of the UK‟s many regional dialects, they don‟t exactly
help the poor folk trying to learn English.
Obviously, one way or another, these are also the same reasons the
learners had when they were taught using Standard English.
Frequency Distribution of English Proficiency of the Learners Taught in
Philippine English
Table 2 presents the frequency distribution of English proficiency of the
learners taught in Philippine English. It can be seen in the Table that six (6)
respondents or 30% got a rating of Outstanding. This means that the
intelligibility and acceptability of Philippine English has significantly enabled
the learners to perform proficiently. They displayed poise, coolness, and selfassurance when delivering/conveying their messages. They exhibited control of
the activity and got excellent outcomes.
They were the ones who stress the second to last syllable of the words
such
as
„administration‟,
„computation‟,
„elementary‟,
„agriculture‟,
„certification‟,
„communication‟,
„explanation‟,
„examination‟,
„hippopotamus‟,
„inventory‟, „literature‟, „organization‟, „secondary‟, and „qualification‟ among
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other words while these words should be pronounced with primary and
secondary stresses depending on the number of syllables. They were also able
to coach and mentor their peers.
This finding strengthens Mendoza et al.‟s (2014) study when they
revealed that Korean students who major in English find Philippine English
61% intelligible while the same is found to be 40% intelligible by Korean nonEnglish majors.
They discussed that on average, Philippine English is 51% intelligible to
Korean students. The results also emphasize that proficiency and practice
affect intelligibility more than the length of stay in the country. This may also
explain why a lot of Korean learners both young and adult come to the country
to learn English.
Aside from this, the Table also shows that among the 20 respondents, 13
or 65% got a rating of Very Satisfactory. This implies that majority of the
learners can meet the expectations of the course when the medium used is
Philippine English. They displayed confidence when speaking or reciting. They
were the ones who manifested enjoyment and fun while doing the different
tasks/activities and performances. They use the words „stuck up‟ for stuck,
„simplier‟ for simpler, and „home buddy‟ for homebody. They are also very
familiar with the meaning of the words „bad shot‟, „chancing‟, „frigidaire‟,
„comfort room‟, „live-in‟, „ice drop‟, „mineral water‟, „kodaki‟, „vulcanizing shop‟,
and „Pentel pen‟. This also tells that the learners were exposed much to the
target language. It also denotes that they can creatively and excellently express
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Table 2. Frequency Distribution of English Proficiency of the Learners Taught
in Philippine English
Level of English Proficiency
Outstanding (90 – 100)
Very Satisfactory (85 – 89)
Satisfactory (80 – 84)
Fairly Satisfactory (75 – 79)
Did Not Meet Expectations (Below 75)
Total
f
6
13
1
20
%
30%
65%
5%
100%
Legend:
f
-
Frequency
%
-
Percentage
themselves through Philippine English.
This finding leads to the claim of De Leon and Dita (2017) that the
factors that have significantly influenced the intelligibleness of Philippine
English are the speaker‟s syllable timed rhythm and pace of speech, the
listeners‟ familiarity with certain pronunciation or pronunciation preference,
and the linguistic context of the text. In addition, the study revealed that
Philippine English is comprehensible due to the aid of the linguistic context.
Moreover, there was only one (1) respondent or 5% who got a rating of
Satisfactory. This was the one who was shy and maybe was afraid to speak in
the target language but can express his feelings and thoughts. He was the one
being pushed by the researcher and by his classmates to recite. When it was
his turn to deliver the performance task, he was the one who bowed his head
and looked bashfully at everyone. He pronounced all of the letters of the words
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„Arkansas‟, „Chevrolet‟, and „corps‟. Yet he completed the task and received
applause from the class. The knowledge of the researcher about the
background of this particular learner somehow helped the latter to pass the
course.
This scenario agrees with Ma‟s (2012) finding when he explored on the
advantages and disadvantages of native and nonnative English-speaking
teachers in Hong Kong. Results show that the perceived advantages of local
English teachers include their proficiency in students L1 (first language), their
knowledge of students‟ learning difficulties, the ease students experience in
understanding their teaching, and in communication.
Similarly, He and Zhang‟s (2012) study proved that English teaching in
an era when English has become World Englishes could be supplemented by
the well-codified and successfully promoted features of China English.
In the same manner, Escalona‟s (2014) and Rillo and Alieto‟s (2018)
studies revealed that the respondents have positive attitude towards Philippine
English as a variety of the Standard English. In the lexical items and phrasal
construction (Filipinisms), the English teacher - respondents accepted most
coined words which have been used and adapted in the Philippines.
It is very significant to point out that no one got the ratings Fairly
Satisfactory and Did Not Meet Expectations. This means that no one performed
below what is expected of the learners. This also signifies that Philippine
English was a comfortable zone for the learners to express themselves.
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Therefore, teaching oral communication classes can be more effective
when the medium is Philippine English as Orbe (2016) wrote that “in
sum,
Philippine English is a highly intelligible and acceptable language, its
vocabulary is dynamically expanding, and its rules and conventions in
grammar, style, and usage is
characteristics, Philippine
flexible and
English
eclectic.
Because of
these
is continually evolving, benefitting from a
multi-dimensional effort of propagation through education, media, and
literature,
and
the
dominance
of
„accented‟
Filipino
agents
in
call
centers in the country.” This is very true in the Semestral General Average of
the learners taught using Philippine English which is 89 with a descriptor of
Very Satisfactory.
Comparative Analysis on the Levels of English Proficiency of the Learners
Taught in Standard English and Philippine English
To probe deeper on the findings of the study, the researcher tested if
there is a significant difference in the levels of English proficiency of the
learners taught in Standard English and Philippine English.
The researcher administered a semestral test to both (control and
experimental) groups of learners. Using t – test for independent means in
Excel, Table 3 shows that the t computed value 1.840 is lower than the t
critical value 2.024. Therefore the null hypothesis is accepted. This means that
there is no significant difference in the levels of English proficiency of the
learners taught in Standard English and in Philippine English. Whether they
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are taught in Standard English or in Philippine English, this means that their
performance does not really vary. This implies that the learners can perform
both in Standard English and in Philippine English. This also suggests that the
learners can cope with either medium of instruction and that their
performances also equate with their levels of English proficiency.
The Table also shows that Standard English is the weakness of the
learner-respondents while Philippine English is their strength as shown by
their means though statistically speaking, there is no significant difference.
It is very important then that the L2 (second language) teacher must
choose teaching strategies and methodologies tailored for the local culture (WaMbaleka et al., 2014). Same is true when North (2013) confirmed that the use
of L1 (first language) can actively promote the more effective acquisition of L2
(second language).
In order to realize this, Simon (2014) said that students have to overcome
their reluctance to speak during the English oral communication skills classes.
She also expressed that nowadays professional speakers need to communicate
effectively both in their mother tongue and in at least one international
language in order to be absorbed by the labor market and to develop
professionally all lifelong. So the respondents in this study still performed
according to their abilities whether they are taught in Standard English or in
Philippine English.
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Table 3. Comparative Analysis on the Levels of Semestral Grades of the
Learners Taught in Standard English and Philippine English
Group
Mean
t-stat
t crit
α =0.05
Decision
Interpretation
Control
81.6
Experimental 84.5
1.840
2.024
Accept Ho
Not significant.
Zulkurnain and Kaur (2014) revealed that difficulties occurred due to
learners‟ lack of English language knowledge. It was also revealed that the
learners engage themselves in English oral communication tasks and most of
them process meaning with the interlocutors to comprehend the intended
information. They suggested that teachers should be more flexible and creative
in designing healthy learning experiences for their learners and teach coping
strategies as part of students‟ repertories of oral communication skills.
Similarly, in a study conducted by the TESOL Department of Payap
University in Chiangmai, Thailand (2018), results revealed that students and
teachers had different perspectives of oral communication needs in English in
school, especially with regard to general listening and speaking skills.
Moreover, results from the questionnaire stressed that teachers and
students view speaking and listening informally in when working in pair or in
small groups, role plays, interviews, debates, storytelling, and being able to
communicate orally with teachers as most indispensable oral communication
abilities to be practiced in the classroom. Finally, the most relevant oral
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communication abilities such as the use of academic language in the
classroom and daily conversation in English should also be given much
attention to ensure effective oral communication in the classroom.
On the other hand, this result of the study is also purported in
Biermeier‟s (2017) study when he has found out that Philippines and Singapore
often exceed British English, often regarded as the standard, in terms of type
and token frequencies. On a qualitative level, the enormous productive
potential of Philippine English is presented, which attests to the process of
structural nativization. Meaning, Philippine English has been the medium of
business, government, education, and other aspects of life in the Philippines.
Obviously, Philippine English is already at the dawn of endonormative
stabilization, certainly from a lexical point of view.
To further attest this finding, Gonzales (2017) asserted that Philippine
English is more encompassing and forward-looking. His study also showed
evidence that Philippine English is at the dawn of stage 5 (differentiation) of
Schneider‟s dynamic model. Schneider (2017) clearly said too that a consensus
has been emerging which respects the distinctive nature of Philippine English
as a postcolonial variety in its own right, one which needs to be recognized
more widely by the Philippine society at large.
Balmaceda (2018) even strongly asserted that Philippine English is an
intellectualized variety. Like other varieties such as Australian English, New
Zealand English, South African English, Welsh English,
North
American
English, Scottish English, Irish English, West Indian English, West African
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English, Indian English, Singapore English, Burmese English, and Hong Kong
English among many other Englishes, Philippine English is a widely used and
widely accepted variety.
Martin (2014) also posited that Philippine English has already gained its
significant headway among the educated class in Philippines. This implies that
Philippine English has been on the move just waiting to be properly recognized.
In fact, Borlongan (2008) has already revealed in his study before that
Philippine English is already nativized at least functionally. Through it, Filipino
speakers of English are able to adequately communicate Philippine realities in
a language not genetically-native to them.
D‟Angelo (2016) supported this fact when he wrote that Standard Filipino
English is intelligible to not only Filipino speakers but also to native speakers
of Canadian as well as American English.
Kimbrell (2016) noted that the uniqueness of Philippine English in Asia
and the adaptation of the Filipino people to widespread usage of English as a
whole have placed the Philippines in an interesting position of influence with
regard to future development of the English language. Although perhaps
bittersweet, the full adoption of English as an official language as well as the
implementation of its use in education has given the Philippines the unique
capacity to offer high-standard English language education not only to natives,
but also to citizens of surrounding nations. It is notable to see how the status
of Philippine English has improved since then.
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Locally, there are also proofs that Philippine English is the language of
instruction. In Davao, Dayon (2018) has proven that Philippine English
flourishes in samples from multiple sources of corpora such as student
composition, print media, virtual communication, billboard ads, and office
communication.
In the University of Philippines, Baguio, Yumul-Florendo (2012) have
validated in the students‟ written outputs that the features of Philippine
English continues to manifest more indigenous characteristics that typify
Filipinos‟ use of the language. This lays the imperative to recognize that the use
of English among Filipinos should no longer be evaluated or assessed
according to a native speaker model.
In the context of English as a Lingua Franca (ELF), the concept of the
native speaker has been radically redefined; Graddol (2006), Nordquist (2017;
2018) said that anyone who has learned English alongside other local
languages in a community that uses the language for a variety of domains may
likewise be considered as a native speaker. The continuous development of
Philippine English and its growing corpus of innovative features which make it
different from Standard American English may be attributed to the unique
language profile of Filipino users of English.
Furthermore, basing on Bernardo‟s (2017) study, Philippine English does
thrive in the ESL classrooms and thus it may now find inroads in the formal
curriculum document whose fundamental intent anyway is to embody and to
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communicate course goals and contents e.g., the grammar of Philippine
English, to the learners.
These studies conducted by both local and foreign language practitioners
and experts clearly express that indeed Philippine English is really very evident
in classroom interactions in the speech of both teachers and students and in
exam tasks administered to students. Some may not be aware of it, but they do
use and speak Philippine English. Filipinos all over the globe use Philippine
English and it is a distinct characteristic of Filipinos being understood
anywhere by anyone.
An Anthology of Oral Communication Exercises
Based on the findings of the study, an anthology of oral communication
exercises based on Philippine English is developed in order to improve the oral
communication skills of the learners in Standard English. These exercises are
contextualized by the researcher using Filipinism or words and phrases that
have a different meaning in Philippine English which are embedded in exciting,
educational, challenging, and fun activities. There are also Filipino terms
without exact translation in the English language that are already added in the
Oxford English Dictionary. After which, the learners will state orally the
Standard English equivalent terms of these Philippine English words.
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Rationale
These exercises were designed by the researcher in order to elevate the
oral communication skills of the learners towards making them to be effective
communicators. Using Philippine English context, these oral communication
exercises were centered on active listening, appropriate posture and body
language, friendly/appropriate tone, eye contact, clear and concise speech,
demeanor of confidence and friendliness, empathy and respect. Through these
oral communication exercises, the learners are expected to be able to deliver
and convey their ideas, opinions, messages, feelings, and thoughts well in
Standard English.
The proposed anthology of oral communication exercises is fundamental
to the development of literacy. Oral communication skills should be mastered
because it is applicable to most academic and professional fields. Good
communication also breaks communication gaps and lessens communication
barriers. These are among the intangible skills that the learners should have
for their successful career in the future.
Being exposed to both Philippine English and Standard English enables
the learners to communicate more effectively locally and globally. Being well
versed in both Englishes will empower them to bridge gaps in communication.
Whether they speak straight and fluent English or not, they can still bridge
communication gaps and lessen barriers in communication. Conveying and
exchanging information will also be easier.
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General Objectives
The anthology of oral communication exercises aims to:
1.
Enhance
the
pronunciation,
intonation,
and
communicative
expressions of the learners;
2. Polish the articulation skills of the learners especially with the vowel
sounds, consonant sounds, and fricatives; and
3. Help the learners communicate more effectively with others.
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FOREWORD
This anthology of oral communication exercises is a research-based
material designed to improve the oral communication skills of the learners
specifically the Grade 11 learners.
This
material
entitled
Let‟s
English
It!:
An
Anthology
of
Oral
Communication Exercises consists of contextualized and localized activities
that aim to improve the oral skills of the learners to help them communicate
more effectively and more efficiently. Each task is crafted by the researcher
basing on the exposure of the learners to Standard English and Philippine
English.
The author hopes that both teachers and learners who will utilize this
anthology will have worthwhile and engaging moments learning more about the
dynamism and vitality of the English language.
The Author
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PREFACE
To The Teacher:
This material provides you varied tasks in English for your learners. For
each task, a brief description of the activity is provided. Instructions and point
system are also explained. Each task will improve the level of proficiency of the
learners in Standard English while enriching at the same time their level of
proficiency in Philippine English. Note that words in Philippine English are
provided whereas the counterparts of these words in Standard English are
asked from the learners. Through these activities, it is anticipated that you will
acquire new instructional strategies in facilitating learning English to the
learners.
To The Learners:
This anthology aims to improve your oral communication skills in
Standard English while enriching your oral communication skills in Philippine
English. With the nurturing guidance of your teacher, you will master using
the English language in order to communicate effectively and efficiently. Just
read, comprehend, and follow the instructions of your teacher and always
remember to have fun.
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A Telephone Game
This task mimes a telephone conversation without using cell phones
while talking to someone.
Ask the learners to choose and sit with a partner. Instruct them to create
a funny telephone conversation using the Standard English equivalent terms of
the following Philippine English words:
Philippine English
Standard English
1. Bagoong
2. Bihon
3. Turon
4. Sorbetes
5. Ensaimada
6. Carinderia
7. Panciteria
8. Dirty ice cream
9. Dine-in
10. Viand
Remind the learners to observe grammatical sentences while performing
the telephone conversation.
Rubrics:
Use of 10 words
10 points
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Ease of conversation
10 points
Humorous effect
10 points
30 points
Bekimon
The term bekimon (beki is a colloquial word for "gay") took off from the
growing popularity of the jejemon subculture, which refers to those who
deliberately exaggerate ordinary words by adding or subtracting letters, or by
using
a
mixture
of
upper-case
and
lower-case
letters,
in
written
communication.
Most of the terms that bekimons commonly use are alterations of basic
Filipino and English words such as workibells (work), kalurkey (kaloka or
crazy), teh (ate or sister), anekwaboom (ano or what) and heller (hello).
Group the class into 10. Let the groups watch one episode of The
Bottomline by Boy Abunda. Then ask them to perform a short interview using
the Standard English equivalent terms of the following Philippine English
words:
Philippine English
Standard English
1. Kilig
2. Suki
3. Tabo
4. High-blood
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5. Bahala na
6. Kikay
7. Pulutan
8. Barkada
9. KKB (Kanya-kanyang bayad)
10. Boondocks
Remind them that the interview should focus on one topic/theme of
their liking. The interviewer (Boy Abunda) should also be able to imitate the
mannerisms and signature laugh of Boy Abunda. The interview should last less
than or exact three minutes only. They should also use grammatical sentences.
Rubrics:
Use of 10 words
10 points
Imitation of Boy Abunda
10 points
Thematic appeal to audience 10 points
30 points
Communication Origami
This task uses paper folding or origami in communicating.
Ask the learners to choose a partner. Using a long bond paper, allow the
learners to create their origami. Instruct each partner to write the Standard
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English equivalent terms of the following Philippine English words in the folds
of their origami.
Philippine English
Standard English
A
1. I‟ll go ahead.
2. C.R.
3. G.R.O. and Hostess
4. Tomboy
5. Jeep/Jeepney
B
1. Tricycle
2. For a while
3. Mamser
4. Nose bleed
5. Salvage
Instruct A to start the conversation using the Standard English
equivalent term of “I‟ll go ahead” then B will answer using the Standard
English equivalent term of “Tricycle”. Instruct B to continue the conversation
using the Standard English equivalent term of “For a while” then A will answer
using the Standard English equivalent term of “C.R.” and so forth.
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Take note that the communication should observe logical flow of ideas.
Rubrics:
Use of 10 words
10 points
Logical flow of ideas
10 points
Overall impact
10 points
30 points
Draw What You Hear
This task requires the learners to listen attentively.
Ask the learners to form a triad. Each member should have a pencil and
several bond papers. Member will take turns in describing to another member
the following Philippine English items but their answers should be the
Standard English equivalent terms:
Philippine English
Standard English
1. Aircon
2. Ref
3. Traffic
All three members should be able to draw/illustrate the item in not more
than 15 minutes (maximum of 5 minutes for each member).
Rubrics:
Guessed 3 words
10 points
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Clear description
10 points
Timeliness
10 points
30 points
Exaggerate Me!
Learners often mispronounce words and sometimes tend to exaggerate
the word.
Instruct each learner to articulate the following words/phrases:
1. Eligible
2. Establish
3. Ceremony
4. Sheep/ship
5. Full/fool
6. Boat/bought
7. Mask, father
8. Azure
9. Pleasure
10. Seize
N.B. Philippine English is rhotic, but the local /r/ is an alveolar flap,
not an American English retroflex. (2) It is syllable-timed, following the rhythm
of regional dialects; full value is therefore given to unstressed syllables and
schwa is usually realized as a full vowel. (3) Certain polysyllables have unique
stress patterns, as with elígible, establísh, cerémony. (4) Intonation is widely
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characterized as „singsong‟. (5) Educated Filipinos aim at an American English
accent, but have varying success with the vowel contrasts in sheep/ship,
full/fool, and boat/bought. (6) Few Filipinos have the /æ/ in American English
mask; instead, they use /ɑ/ as in American English father. (7) The distinction
between /s, z/ and /ʃ, ʒ/ is not made: azure is „ayshure‟, pleasure „pleshure‟,
and seize „sees‟.
Remind the learners to articulate the words/phrases correctly.
Rubrics:
Correct pronunciation of 10 words
10 points
Composure, relaxed delivery
10 points
Overall impact
10 points
30 points
Follow Me
This task will help the learners in mimicking a song through the followme technique.
The song below is entitled „Buwan‟ and was written and popularized by
Juan Karlos Labajo. It is one of the songs sang most especially by teenagers
and adult men in videokes.
[Verse 1]
Ako'y sa'yo, ikaw ay akin
Ganda mo sa paningin
Ako ngayo'y nag-iisa
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Sana ay tabihan na
[Chorus]
Sa ilalim ng puting ilaw
Sa dilaw na buwan
Pakinggan mo ang aking sigaw
Sa dilaw na buwan
[Verse 2]
Ayokong mabuhay nang malungkot
Ikaw ang nagpapasaya
At makakasama hanggang sa pagtanda
Halina tayo'y humiga (saan kaya?)
Repeat Chorus
[Bridge]
Ang i'ong ganda'y umaabot sa buwan
Ang tibok ng puso'y rinig sa kalawakan
At bumabalik
Dito sa akin
Ikaw ang mahal
Ikaw lang ang mamahalin
Pakinggan ang puso't damdamin
Damdamin, aking damdamin
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Repeat Chorus
[Outro]
La la la la la
La la la la la la
Pakingan pakingan pakingan
Pakingan mo ang aking sigaw o sinta
Sa dilaw na buwan
For the first round, ask the learners to sing the song but replacing some
lyrics of the song using the Philippine English phrases „open the light‟, „since
before yet‟, „joke only‟, and „you don‟t only know‟. For the second and final
round, ask the learners to sing the song again using the Standard English
equivalent terms of the aforementioned Philippine English phrases.
Remind them that the song should retain its meaning even after
replacing some of its lyrics.
Rubrics:
Perfect positioning of PE phrases
10 points
Delivery and mastery
10 points
Audience impact
10 points
30 points
Guessing Game
This task requires the guessing abilities of the learners.
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Group the learners into five. Each group should be able to guess the 10
mystery Philippine English word/phrase performed/acted out by one member.
Playing time is five minutes only. Take note that no words should be spoken by
the one performing/acting out the word/phrase and no sign language of letters
should be displayed. The group who correctly guesses the 10 Philippine
English words and its Standard English equivalent terms gets a perfect score of
30 points (a deduction of 2 points for every wrong answer).
Philippine English
Standard English
1. Bad shot
2. Chancing
3. Frigidaire
4. Comfort room
5. Live-in
6. Ice drop
7. Mineral water
8. Kodaki
9. Vulcanizing shop
10. Pentel pen
The group who gets a perfect score or the highest means that they are
the ones who are most familiar with these terms.
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Happy and Sad Experiences
One‟s personal experiences is said to be one‟s best teacher. Ask the
learners to recall one unforgettable experience and share it to the class. Note
that the Standard English equivalent terms of the following Philippine English
words/phrases should be used in narrating:
Philippine English
Standard English
1. Ambush interview
2. Bold
3. Bongga
4. Cartolina
5. Holdupper
6. Palay
7. Querida
8. Rotonda
9. Trapo
10. Despedida
Remind the learners to observe the rules on coherence, cohesion,
emphasis when narrating to the class.
Rubrics:
Use of 10 words
10 points
Coherence, cohesion, emphasis
10 points
Overall impact
10 points
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30 points
Inside the Triangle
This activity simply uses a word written inside a triangle to elicit answers
from the learners.
Show the class the illustration below.
Ask each learner to recite 10 examples of the
word
Merienda
written
inside
the
triangle.
The
teacher/facilitator will write their answers on
the board. Afterwards, ask the learners to
classify their answers whether these words/phrases are Philippine English or
Standard English. The learners who answered 10 examples get a score of 30
points (a deduction of 2 points for every omitted word). Those who can give
more examples get an additional score of 1 point for each word.
Jargons
Jargons are special terms used by certain groups of people.
Group the class into three. Ask each group to send rotating members
who will tell to the group the clues or definitions on each slide then they will
identify the word being described. Thirty points will be given to the group(s)
who can answer the 10 words. Playing time is 10 minutes only. Remind the
learners that all mystery words are Philippine English terms but their Standard
English equivalent terms should also be provided.
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1. Relating to a clock or watch: showing time ahead of the correct time
Philippine English
Standard English
(Advanced)
2. An association or grouping, especially a political organization; an
affiliation formed on the basis of common interests or objectives
(Aggrupation)
3. Showing an air of positive acceptance especially in acknowledging that
the result of an uncertain or difficult situation is beyond one's control or
is preordained
(Bahala na)
4. A Filipino visiting or returning to the Philippines after a period of living in
another country
(Balikbayan)
5. A big box containing food, clothes, toys, kitchenware, and the like for
family and friends
(Balikbayan box)
6. A member of the same graduation class as another
(Batchmate)
7. To steal a motor vehicle
(Carnap)
8. A person who steals a motor vehicle
(Carnapper)
9. A public toilet
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(Comfort room)
10.
A kitchenette where usual cooking is done by household staff, as
distinct from a kitchen that is purely for show or for special use by the
owner of the house
(Dirty kitchen)
Kerygma-tic
The word kerygma has something to do with the Gospel and doing what
is good.
Group the learners into five. Ask each group to create a story out of the
following situations.
a. A couple is arguing loudly on a sidewalk. The angry woman keeps
fumbling into her bag. All eyes are on them.
b. A man seems to be stalking a young woman dressed for office work as
she loses herself into the crowd.
c. A man in his fifties enters a medical clinic and shows the doctor his
swollen right hand forefinger.
The story must meet the requirements of conventional storytelling,
meaning its beginning, middle portion, and ending must follow a logical and
chronological direction. Voices should also vary to engage the audience.
The Standard English equivalent terms of the following Philippine
English words/phrases should be used:
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Philippine English
Standard English
1. Gimmick
2. Kikay kit
3. Mabuhay
4. Mani-pedi
5. Presidentiable
6. Sari-sari store
7. Yaya
8. Baon
9. Barangay
10. Barong
Remind them that they should also be able to hold and maintain the
attention of the audience.
Rubrics:
Use of 10 words
10 points
Realistic storytelling
10 points
Audience impact
10 points
30 points
List your C-I-A
Learners can solve conflicts better when they are guided properly.
Ask the learners to spend five minutes writing about one of their
problems in life. Tell them to label each part according to the C-I-A principles:
issues they have control over, issues they can influence, or issues they have to
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accept. The Standard English equivalent terms of the following Philippine
English words should be used:
Philippine English
Standard English
1. Barong Tagalog
2. Baro‟t saya
3. Buko
4. Estafa
5. Go down
6. Halo-halo
7. Kuya
8. Pan de sal
9. Pasalubong
10. Sinigang
Afterwards, ask them to share to the class their output.
Rubrics:
Use of 10 words
10 points
Use of C-I-A
10 points
Thematic appeal 10 points
30 points
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Mabuhay!
Since the Philippines is very rich in its culture and heritage, ask the
learners to record/video a 5-minute performance depicting local folk life and
ways. Don‟t forget to say Mabuhay!
Group the learners into three. Remind them that the Standard English
equivalent terms of the following Philippine English words should be used in
their performance. Necessary props and costumes are encouraged.
Philippine English
Standard English
1. Eat-all-you-can
2. Bedspace
3. Double deck
4. Boodle fight
5. Videoke
6. Overpass
7. Napkin
8. Maniac
9. Cowboy
10. Racket
Note that every member should at least use one or two of the specified
Philippine English and Standard English words.
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Rubrics:
Use of 10 words
10 points
Mastery and delivery
10 points
Overall impact
10 points
30 points
Nail It!
„Pinoy Big Brother‟ is one of the hottest shows in Pinoy primetime TV. It
depicts a mixture of beliefs, lifestyles, races, religion, and age. Oftentimes,
when the housemates accomplish the task, they just „nailed it!‟
Group the class into five. Instruct the learners to re-enact one episode
featuring a task given by Kuya. In their performance, the Standard English
equivalent terms of the following Philippine English words should be used:
Philippine English
Standard English
1. Adidas
2. Slippers
3. Feeler
4. Bad trip
5. Blooming
6. Buko juice
7. Buko water
8. Utang na loob
9. Duster
10.
Tanods
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Remind the groups that dialogues should be spontaneous and logical.
Props and costumes are encouraged.
Rubrics:
Use of 10 words
10 points
Realistic depiction of scene
10 points
Audience appeal
10 points
30 points
Oops!
We say „oops‟ when we accidentally slip or do something unexpected.
Ask the class to create a funny story using the Standard English
equivalent terms of the following Philippine English words:
Philippine English
Standard English
1. Tingi
2. Siesta
3. Merienda
4. Barrio
5. Adobo
6. Caldereta
7. Paella
8. Lechon
9. Estero
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10. Sala
Remind them to use grammatical sentences and delivery should be
enthusiastic and appealing.
Rubrics:
Use of 10 words
10 points
Humorous effect 10 points
Audience appeal 10 points
30 points
Pieces of Cards
Manipulating and trading cards also improves mental abilities of the
learners.
Group the learners into five. Each group will then receive an envelope of
mixed cut up playing cards. The groups have to barter and trade in order to
complete their cards. The team who can complete their cards in 10 minutes
wins.
However, the Standard English equivalent terms of the following
Philippine English words should be used orally and strategically:
Philippine English
Standard English
1. TY
2. Carinosa
3. Gives
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4. Teleserye
5. Filipino time
6. By and by
7. Sayang
8. Pinoy
9. Istambay
10. Busted
Rubrics:
Use of 10 words
10 points
Negotiation and empathy
10 points
Teamwork
10 points
30 points
Question Challenges
Another way to improve the higher order thinking skills of the learners is
by questioning them.
There are many terms in English that are used in the Philippine context
with different meanings, hence these words/phrases form part of the Philippine
English corpus.
Challenge the students to define the following Philippine English words
in Standard English:
Philippine English
Standard English
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1. Eat and run
2. Masa
3. Japayuki
4. Macho dancer
5. Stateside
6. PX
7. Anting-anting
8. American time
9. DH
10. DOM
Give 30 points to the learner(s) who can correctly define all 10 words.
Assign two points per correct definition to those who did not correctly define
the 10 words.
Roleplaying and Conflict Resolution
Conflict resolution is a highly-important skill in high school students. It‟s
easy for out of control gossip, name calling, or hurt feelings to get out of hand,
and people can get hurt physically and emotionally if problems aren‟t solved
effectively.
Group the learners into three. Ask them to portray one situation where
they have been involved in a conflict. The performance should also show how
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that conflict was resolved. The Standard English equivalent terms of the
following Philippine English words should be strategically used:
Philippine English
Standard English
1. Selfie
2. Push
3. Gora
4. Take-out
5. Ballpen
6. Blow-out
7. Brown-out
8. Cock fighter
9. Studentry
10. Jubilarian
Rubrics:
Use of 10 words
10 points
Conflict resolution
10 points
Teamwork
10 points
30 points
Story Telling a Lie
One exercise to show the shortcomings of poor listening skills is to tell a
complicated story about something that didn‟t happen.
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Group the learners into five. Ask the groups to assign their storyteller.
Gather these storytellers and tell them any made-up story of your liking. Ask
the groups to line up. The storyteller shares the story to the first person in line
and this person shares the story to the next one in line and so forth. In 10
minutes, the last person in line will run to the facilitator to tell the story. If the
story is correct, the group has the chance to get the highest score.
However, the Standard English equivalent terms of the following
Philippine English words should be strategically used:
Philippine English
Standard English
1. Academician
2. Balut
3. Basi
4. Bedspacer
5. Boss
6. Calachuchi
7. Carless
8. Dormmate
9. Duhat
10. Encargado
Rubrics:
Use of 10 words
10 points
Exact retelling
10 points
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Timeliness
10 points
30 points
Ten Jew Berry Muds
This is a game of tongue and familiarity with vocabulary.
With a partner, instruct the learners to deliver the conversation between
a hotel guest and a room service attendant.
The succeeding phone conversation between a hotel guest and roomservice at a hotel in Asia was recorded and published in the Far East Economic
Review (www.jelks.nu/misc/language/chinglish.html):
Room Service (RS): "Morrin. Roon sirbees."
Guest (G): "Sorry, I thought I dialed room-service."
RS:
"Rye..Roon sirbees..morrin! Jewish to oddor sunteen??"
G:
"Uh..yes..I'd like some bacon and eggs."
RS:
"Ow July den?"
G:
"What??"
RS:
"Ow July den?...pryed, boyud, poochd..”
G:
"Oh, the eggs! How do I like them? Sorry, scrambled please."
RS:
“Hokay. An Sahn toes?”
G:
"What?"
RS:
"An toes. July Sahn toes!”
G:
"I don't think so!”
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RS:
"No? Judo wan sahn toes?”
G:
"I feel really bad about this, but I don't know what 'judo wan sahn toes'
means!”
RS:
"Toes! toes!...Why jew don juan toes? Ow bow Anglish moppin we
bodder?"
G:
"English muffin!! I've got it! You were saying 'Toast.' Fine. Yes, an English
muffin will be fine."
RS:
"We bodder?"
G:
"No...just put the bodder on the side-“
RS:
"Wad!?"
G:
"I mean butter...just put it on the side."
RS:
"Copy?"
G:
"Excuse me?"
RS:
"Copy...tea...meel?"
G:
"Yes. Coffee, please, and that's all.”
RS:
"One Minnie. Scramah egg, crease baykem, Anglish moppin we bodder
on sigh and copy....rye??"
G:
"Whatever you say…”
RS:
"Ten jew berry muds."
Afterwards, ask them to give the correct words mispronounced by the
room attendant. Explain also to the learners that though the above exercise
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used another variety of English, the pronunciation in Standard English is
indispensable.
Rubrics:
Mastery and delivery
10 points
Humorous effect
10 points
Audience appeal
10 points
30 points
Under Arrest
When you are caught doing something bad, you are under arrest!
Instruct the learners to choose a partner. One will pretend to be the thief
and the other will pretend to be the victim. Emphasize to the class that their
answers should be emphatic and logical.
Scenario for the victim: A thief was able to get into your house and stole
some of your pieces of jewelry. Investigators came to your house after you
reported the theft. Tell the investigators what pieces of jewelry are missing, how
the thief could possibly have come in, etc.
Scenario for the thief: You were caught by the police moments later after
the theft. Explain your side about why you robbed the victim of some pieces of
jewelry. Note that you should be able to convince the police and investigators
that the theft was not work alone but that the victim has also participation in
it.
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The following Philippine English words/phrases and its Standard English
equivalent terms should be used by both thief and victim.
Philippine English
Standard English
1. Close the light
2. Fiscal
3. Grease money
4. Hacendero
5. Ilustrado
6. Lumpia
7. Marketing
8. Musang
9. Off day
10. Pinakbet
Rubrics:
Use of 10 words
10 points
Logical and emphatic answers
10 points
Audience impact
10 points
30 points
Vainglorious Me
Filipinos sometimes practice vanity.
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Let the learners describe a household where men – women relationships
are not equal. Remind them that in describing, appeal to the eye, ear, touch,
taste, and smell whenever possible so they will be able to express their ideas
more clearly and more precisely.
In describing, the Standard English equivalent terms of the following
Philippine English words/phrases should be used:
Philippine English
Standard English
1. Rainy season
2. Stampita
3. Mix-mix
4. Tapa
5. Watch-your-car
6. Green joke
7. Ipil
8. Kundol
9. Fiesta
10. Cedula
Remind the learners to observe logical flow of ideas and spontaneity in
speaking.
Rubrics:
Use of 10 words
10 points
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Clear description
10 points
Logical flow of ideas
10 points
30 points
What Did You Say?
Oftentimes, when we do not comprehend what the other person has said,
we say „What did you say?‟
Ask the learners to articulate correctly the following commonly
mispronounced words. One correctly pronounced word equals one point.
1. Paunch
21. Coiffeur
2. Chignon
22. Liaison
3. Montage
23. Germane
4. Leopard
24. Attaché
5. Chanteuse
25. Brochure
6. Grouchy
26. Garage
7. Limousine
27. Charade
8. Piquant
28. Champagne
9. Vineyard
29. Presage
10. Gauche
30. Chateau
11. Couturier
31. Loathe
12. Opaque
32. Barrage
13. Bourgeois
33. Mirage
14. Gourmet
34. Camouflage
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15. Wreathe
35. Brooch
16. Rouge
36. Scythe
17. Digestion
37. Tranquilizer
18. Chagrin
38. Despotism
19. Museum
39. Minuet
20. Saccharine
40. Pirouette
Explain to the learners that though the words above are French, Latin,
and Old English in origin, the pronunciation in Standard English is
indispensable.
Xenobiotic Experiences
The adjective xenobiotic means something foreign to you.
Divide the class into five groups. Each group will share to the class who
their favorite Pinoy actor is and how he/she has influenced them. Observe the
strategic usage of the Standard English equivalent terms of the following
Philippine English words/phrases:
Philippine English
Standard English
1. Bolo
2. Nipa
3. Teniente
4. Padre
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5. Partido
6. Presidencia
7. Ilang-ilang
8. Kris
9. Patis
10. Coddling
Rubrics:
Use of 10 words
10 points
Spontaneity
10 points
Teamwork
10 points
30 points
Yes or No
Philippine English is also characterized by singsong intonation when
speaking. Enhance this aspect by performing this activity.
Say „Yes‟ based on how you would feel if you experience the given
situations below. The learner(s) who can correctly say yes with at least 15
situations will get 30 points.
Yes:
You are on your own and on foot in a dense jungle near a river,
you
see a Philippine cobra, and you instantly get scared.
Yes:
You fear getting scolded by your mother because you came home
late.
Yes:
You failed your exam and you are in grief.
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Yes:
You are a fan of a Pinoy superstar and are in love with her/him.
Yes:
You arrived home and found your plants obliterated by your pet. You
are in rage.
Yes:
You are disgusted by the decision of your family which is going to
another vacation destination instead of what was planned earlier.
Yes:
You are so happy because you were awarded as a class achiever
among the ten sections in your grade level.
Yes:
You opened the refrigerator and you were surprised to see your
favorite street foods such as IUD (isaw), helmet (ulo), Betamax
(dugo), adidas (paa), and necktie (leeg) which you haven‟t eaten for a long
time.
Yes:
The phone suddenly rang at 2:00 am. You weren‟t expecting any
from someone but the phone kept ringing. You are very
call
anxious to answer
it.
Yes:
The pet that previously obliterated your plants died and you felt
guilt
and sadness.
Yes:
The lecturer has been talking for over an hour now and you‟re in
total
boredom.
Yes:
The nurse slowly injected the medicine into your vein. You
twitched in
pain.
Yes:
The dogs in your neighborhood started howling like they see something
that scares them so much. The howling seems to get
and you felt your head growing big and your
nearer your place
hairs rising in horror.
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Yes:
You are answering someone calling from a distance.
Yes:
You got the jackpot prize and shouted in joy.
Yes:
You received a bad news and can‟t help but cry in despair.
Yes:
Your brother/sister asked you to look at his pair pants whether it suits
him/her
nicely.
To
end
the
conversation,
you
just
say
yes
indifferently.
Yes:
Your mother has been reminding you over and again about little
things you shouldn‟t forget during the camp. You just say yes with so
much annoyance.
Yes:
You were about to fall asleep when somebody knocked violently at the
door. You suddenly jolted from the sofa and went to see who is
Yes:
outside.
You are in a hurry to grab a taxi because in five minutes you‟ll be late
for work.
Zaftig Explanations
The word zaftig means full-figured or complete.
Imagine you are a member of a team that is tasked to find the better
hotel for delegates to an international conference. Choose between the
Thunderbird Resort at Poro Point and The Manor at Camp John Hay. In your
report to the Board of Trustees of International Conferences, include the
following points of comparison:
a. Daily rate of an air-conditioned room (bedroom for one person only and
for two)
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b. Amenities such as telephone, refrigerator with free drinks and free fruits,
television, and free WiFi
c. Nearness to a shopping district
d. Services
Be able to demonstrate both verbal and non-verbal schemes of
communication. In
your explanation
use as many Philippine English
words/phrases as you can with their Standard English equivalent terms while
observing clarity of ideas and grammatical sentences.
Rubrics:
Clarity of ideas
10 points
Use of persuasion
10 points
Audience appeal
10 points
30 points
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References
13 English words and phrases that have different meanings when used
In the
Philippines. (2014). Retrieved at http://www.archipelagofiles.com
/2014/10/13-english-words-and-phrases-that-have.html#sthash.
S8osZyCm.dpuf
ABS-CBN Investigative and Research Group. (2017). Look: Filipino
in
the Oxford English Dictionary. Retrieved at
cbn.com/life/08/20/17/look-filipino-
words
https://news.abs-
words-in-the-oxford-english-
dictionary
Bolton, K. & Butler, S. (2014). Dictionaries and the stratification of
vocabulary: towards a new lexicography
for Philippine English. The
Anvil- Macquarie Dictionary (Sample Entries). World Englishes,
23,
No.
1,
pp.
91-112,
2004.
Vol.
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hy_and_the_description_of_Philippine_English_vocabulary
Ceniza, C. (2014). 10 English words/phrases that only Filipinos usually use.
Retrieved at http://tenminutes.ph/10-english-wordsphrases
-that-
only-filipinos-usually-use/
De La Cruz, C. (2018). 10 Filipino words you can find in the English
dictionary. Retrieved
at
https://www.spot.ph/newsfeatures/the-
latest-news- features/74760/filipino-words-english-dictionarya00171-20180814-lfrm
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96
Dela Cruz, E. M. et. al. (2010). Proficiency in English. Rex Printing Company
Inc., Sta. Mesa Heights, Quezon City. p. 171
Escalona,
K.
(2017).
understand
16
English
in
the
Words
and
sayings
Philippines.
travellers
won't
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at
https://theculturetrip.com/asia/philippines/articles/16-englishwords-and-sayings-travellers-wont-understand-in-thephilippines/
Flores, K. (2010). Bekimon: A fresh take on Pinoy gay lingo. Retrieved at
https://news.abs-cbn.com/lifestyle/08/04/10/bekimon-fresh-
take-
pinoy-gay-lingo
http://primer.com.ph/tips-guides/2016/01/21/11-english-words-useddifferently-in-the-philippines/
Philippine English. (2015). Concise Oxford Companion to the English
Language. Retrieved from Encyclopedia.com:https://www.
encyclopedia.com/humanities/encyclopedias-almanacs-
transcripts-
and-maps/philippine-english
Phro, P. (2014). Do you use these “Philippine English” words and
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phrases?
do-you-use-these-
philippine-english-words-and-phrases/
Salazar,
D.
(2013).
From
batchmates
to
siestas:
Philippine
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philippine-english/
Electronic copy available at: https://ssrn.com/abstract=3446567
English.
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Salazar, D. (2014). Pinoyword: Observations on Philippine English and
100+ languages
Filipinos
speak.
the
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Salazar,
D.
(2018).
Philippine
English
in
the
October
2018
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WhenInManila.comTeam
alternative
#WIMsquad.
meanings
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the
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https://www.wheninmanila.com/10-english-words-withmeanings-in-philippines/2/
Electronic copy available at: https://ssrn.com/abstract=3446567
words
with
Retrieved
at
alternative-
98
Validity of the Anthology of Oral Communication Exercises
The validity of the Anthology of Oral Communication Exercises is shown
in Table 4. It also shows the ratings given by each of the validators along the
different indicators.
As a whole, the Anthology of Oral Communication Exercises was found to
have an overall mean of 4.97 which is described as Very Highly Valid. This
means that the Anthology of Oral Communication Exercises can improve and
enhance the oral communication skills of the learners. It also implies that
these oral communication activities are timely and appropriate to the language
needs of the learners.
It can be gleaned from the Table that in terms of instruction, choice of
words, concepts, accuracy, brevity, completeness, degree of easiness to be
understood, consistency, overall content, and construction, the Anthology of
Oral Communication Exercises is very highly recommendable in improving and
enhancing the oral communication skills of the learners in order to learn and
master the target language.
Furthermore, the validators offered comments/suggestions which were
noted and incorporated in the final draft of the Anthology of Oral
Communication Exercises.
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Table 4. Level of Validity of the Anthology of Oral Communication Exercises
Indicators
1. The instructions are clear,
correct and concise.
2. The words used are specific,
simple and appropriate.
3. The items represent the
main concept in the material.
4. The ideas expressed within
observed the ABC‟s of
effective writing (accuracy,
brevity and completeness).
5. The items are easily
understandable.
6. The items are grammatically
correct, coherent and
consistent.
7. The over-all content,
construction and consistency
of the material are
recommendable.
Overall Mean
Mean
Description
5.00
Very High Validity
5.00
Very High Validity
5.00
Very High Validity
4.80
Very High Validity
5.00
Very High Validity
5.00
Very High Validity
5.00
Very High Validity
4.97
Very High Validity
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CHAPTER IV
SUMMARY, CONCLUSIONS AND RECOMMENDATION
This chapter deals with the summary, conclusions and recommendations
formulated basing on the findings of the study.
Summary
This study aimed to determine the English Proficiency of the students
taught in Standard English and Philippine English as a basis to recommend an
anthology of oral communication exercises to improve the English proficiency
of the learners.
Specifically, it determined the levels of English proficiency of the learners
taught in Standard English and Philippine English; and whether there is a
significant difference in the levels of English proficiency of the students taught
in Standard English and Philippine English or none. An anthology of oral
communication exercises was developed to enhance the English proficiency of
the learners.
The study utilized the experimental method with the use of rubrics as the
tool in gathering data. The population consisted of 40 Grade 11 GAS learners
enrolled in Oral Communication in Context handled by the researcher during
the School Year 2018 - 2019. Lessons and performances were audio and video
recorded. The data gathered were treated using means and percentages and ttest for independent samples.
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Findings
Based on the data gathered, the following are the salient findings of the
study:
1. The learners taught in Standard English did not meet expectations for
English Proficiency.
2. The learners taught in Philippine English had Very Satisfactory level of
English Proficiency.
3. There existed a significant difference between the levels of English
proficiency of the learners taught in Standard English and Philippine English.
4. An anthology of oral communication exercises was developed to
improve the oral communication skills of the learners and was validated by
experts.
Conclusions
Based on the findings of the study, the following conclusions were
drawn:
1. Learners perform low in Oral Communication in Context when taught
using Standard English.
2. Learners perform well in Oral Communication in Context when taught
using Philippine English.
3. Philippine English is highly effective in teaching Oral Communication
in Context.
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4. The Anthology of Oral Communication Exercises is highly necessary
and timely to enhance the oral communication skills of the learners.
Recommendations
In view of the findings and conclusions of the study, the following
recommendations are given:
1. The Anthology of Oral Communication Exercises should be utilized in
order to enhance the oral communication skills of the learners.
2. English, as the medium of instruction, should be used in the teachinglearning process in order to improve the use of Standard English form.
3. Learners should use the correct English form in communicating
especially in their English classes and in English only zones.
4. Teachers should be sent to and engaged in seminars, fora, and
conferences about the latest trends and developments in English as an
international language.
5. Administrators and policy makers should enforce policies on using
English in transacting with both private and public agencies in order to
facilitate faster transactions.
6. A standard English dictionary should also be available in every
classroom if possible for ready and quick reference.
7. Future researchers should also engage in studying both Standard
English and Philippine English to update the International Corpus of English.
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8. A parallel study should be conducted in other schools to strengthen
the findings of the study and to serve as basis for improving the English
curriculum.
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CHECKLIST of GRADES
Name
Grade Level & Section:
Direction: Check all necessary items that apply to you.
I. My first quarterly grade in Oral Communication is:
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
Below 75
My first quarterly grade in Oral Communication has a descriptive rating of:
Outstanding
Very Satisfactory
Satisfactory
Fairly Satisfactory
Did Not Meet Expectations
II. My second quarterly grade in Oral Communication is:
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
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Below 75
My second quarterly grade in Oral Communication has a descriptive rating of:
Outstanding
Very Satisfactory
Satisfactory
Fairly Satisfactory
Did Not Meet Expectations
III. My Semestral grade in Oral Communication is:
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
Below 75
My semestral grade in Oral Communication has a descriptive rating of:
Outstanding
Very Satisfactory
Satisfactory
Fairly Satisfactory
Did Not Meet Expectations
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APPENDIX E
SEMESTRAL EXAMINATION IN ORAL COMMUNICATION IN CONTEXT
Semestral Examination in Oral Communication in Context
SY 2018 – 2019
Name:
Subject Teacher:
Date:
Score:
Grade &Section:
Direction: Read and analyze the statements below then provide the item
needed in each number. Write the letter of your answer on the blank.
Strictly no erasures. 60 points
1. The message is sent by the speaker and received by the
listener/audience.
A. Expressive
C. Dynamic
B. Ritual
D. Transactional
2. Principal: We will have a meeting at 2pm this afternoon.
Teachers: Yes Sir!: The dimensions of communication shown are:
A. Written/Formal
B. Verbal/Informal
C. Verbal/Intentional
D. Written/Informal
3. The main consideration in this communication model is noise.
A. Aristotle
C. Shannon-Weaver
B. Shannon
D. Hurrier
4. The following are advantages of oral communication except for one.
A. The feedback is spontaneous in case of oral
communication.
B. There is no element of rigidity in oral communication.
C. Oral communication is best in case of problem resolution.
D. It requires attentiveness and great receptivity on part of
the receivers/audience.
5. It is a type of concept map that explains how the process of
communication works.
A. Conceptual model
C. Aristotle model
B. Model of communication
D. Hurrier model
6. The speaker talks about patience, honesty, and support between a
man and a wife during a wedding reception.
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A. Aristotle model
B. Shannon-Weaver model
C. Hurrier model
D. Simple model
7. It is the ability to control a conversation ensures that you can steer a
conversation in a positive direction that meets your needs.
A. Conversation control
B. Nonverbal communication
C. Pictorial communication
D. Kinesics
8. It is study of the role of body movements such as winking and
shrugging in communication.
A. Proxemics
C. Kinesics
B. Paralanguage
D. Chronemics
9. Create a communication line map showing inputs and feedback.
A. Sender
Receiver
Feedback Sender
B. Sender
Inputs
Feedback Sender
C. Sender
Inputs
Receiver
Feedback
D. Sender
Inputs
Sender
Feedback
10. It refers to how each individual interprets the world around him.
A. Conception
C. Perception
B. Reception
D. Deception
11. This word means „day‟ for the Germans.
A. Spin
C. Slang
B. Tag
D. Liege
12. Transform the statement into a positive one: You are disrespectful!
A. Bow your head.
B. Say thank you.
C. Always pay respect to those older than you.
D. Do not ignore your friends.
13. There is too much information to be processed.
A. Information overload
B. Inattention
C. Perceptual and language differences
D. Time pressures
14. These principles support communication effectiveness.
A. Empathy, genuineness, respect
B. Empathy, respect, love
C. Respect, love, care
D. Respect, support, understanding
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15. This includes language, values, beliefs, traditions, and customs
people share and learn.
A. Homophily
C. Prejudice
B. Ethnocentrism
D. Culture
16. It is an attitude that one„s own culture is superior to others.
A. Homophily
C. Prejudice
B. Ethnocentrism
D. Culture
17. The gesture made by joining thumb and forefinger to form a circle –
This gesture is a cheery affirmation to most Americans, but it has very different
meanings in other parts of the world. The text mentioned above is an example
of:
A. Verbal communication
C. Active
B. Non-verbal communication
D. Passive
18. We spend this much time communicating.
A. 65%
C. 75%
B. 70%
D. 80%
19. Stock market reports, user manuals, and news reports are good
examples of:
A. Persuasion
C. Information
B. Control
D. Dissemination
20. The following are examples of upward communication except for one.
A. Feedback
C. Problems/ grievances
B. Suggestions
D. Instructions
21. She orally performed „Dreaming Boy‟.
A. Sarah Kay
C. The Valedictorian
B. Althea Medelo
D. A Black-American
22. When the Black-American mentions „Uncle Sam‟ many times, he was
referring to:
A. Nigeria
C. Africa
B. America
D. Australia
in
23. The Black-American boy complains about being a Nigerian but born
soil.
A. African
C. Black
B. White
D. American
24. According to Sarah Kay, the toothbrush is in love with the:
A. Toothpaste
B. Sink
C. White teeth
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D. Bicycle tire
25. According to Sarah Kay, this line expresses the desire of the
toothbrush to be with the bicycle tire.
A. “If loving you means getting dirty, bring on the grime. I will
leave this porcelain home behind.”
B. “They told me that I was meant for the cleaner life.”
C. “That you will drag me to the mud.”
D. “I know about your rough edges.”
26. Bargaining, complaining, and negotiating are examples of:
A. Verbal texts
C. Oral texts
B. Written texts
D. Non-verbal texts
27. A mother whispers „I love you‟ to her daughter.
A. Written
C. Oral
B. Non-verbal
D. Figurative
28. Enhance the clarity of your messages by being:
A. Silent
C. Redundant
B. Receptive
D. Perceptive
29. Build affinity by building loyalty through:
A. Patience
C. Trust
B. Eye contact
D. Rewards
30. The following are strategies in enhancing the clarity of your
messages except for one.
A. Organize your message for impact.
B. Seek a competitive advantage.
C. Focus on your listener‟s schema
D. Create demand
31. These are group utterances with a single interactional function.
A. Speech Theory
B. Speech Acts
C. Speech Laws
D. Speech Effects
32. These are the effects of the utterance on the listener.
A. Locution
C. Perlocution
B. Illocution
D. Circumlocution
33. These are the moments in which statements occur in the
communicative act within a given context.
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A. Speech Theory
B. Speech Acts
C. Speech Laws
D. Speech Effects
34. The bartender says, “The bar will be closed in five minutes.” The
illocution is
A. Saying that the bar will be closed in five minutes.
B. The act of urging them to order a last drink.
C. The customers believe the bar is about to close so they
order one last drink.
D. A and B
35. The effect of the statement of the bartender means
A. That the bar will be closed in five minutes.
B. The act of urging them to order a last drink.
C. That the customers believe the bar is about to close so
they order one last drink.
D. B and C
36. This refers to leaving the message unfinished because of language
difficulty.
A. Message Abandonment
B. Topic Avoidance
C. Circumlocution
D. Approximation
37. You describe or paraphrase the target object or action.
A. Message Abandonment
C. Circumlocution
B. Topic Avoidance
D. Approximation
38. Mime, gestures, and facial expressions are
A. Non-verbal means
B. Verbal communication
C. Sign languages
D. Proxemics forms
39. Communicative strategies are adopted in order to
A. Achieve a particular social, political, psychological, or
linguistic purpose.
B. Present a particular topic clearly and truthfully.
C. Constrain the response or reaction within a set of
categories.
D. Recognize when and how to speak because it is one‟s
turn.
40. You mime, the gesture, use facial expression, and imitate sound to
express the meaning you want.
A. Use of nonverbal means
C. Foreignizing
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B. Literal translation
D. Code switching
41. You use the word in your native language but pronounce it like
English.
A. Use of nonverbal means
C. Foreignizing
B. Literal translation
D. Code switching
42. You present a particular topic clearly, truthfully, and saying only
what is relevant.
A. Nomination
C. Turn-taking
B. Restriction
D. Topic control
43. You recognize when and how to speak because it is one‟s turn.
A. Nomination
C. Turn-taking
B. Restriction
D. Topic control
44. You use verbal and nonverbal signals to end the interaction.
A. Repair
C. Nomination
B. Termination
D. Restriction
45. They say that the Philippine economy is getting better. Only the
stupid thinks that, right? (No one wants to be stupid.) – is an example for
A. Repair
C. Nomination
B. Termination
D. Restriction
46. The person you are talking to just crossed his arms and looked
blankly at you. This means
A. He didn‟t understand what you said.
B. He doesn‟t like to talk to you.
C. He is mentally absent.
D. He is a foreigner.
47. Effective communication strategies are indispensable in everyday
sociopolitical life because
A. These encourage healthy relationships.
B. These promote innovation.
C. A & B
D. These are nonetheless strategies in talking.
48. It happens when reading a speech from a prepared manuscript.
A. Manuscript
C. Extemporaneous
B. Memorized
D. Principles
49. It is a speech where the speakers are informed of the topic to speak
about but with a time limit on the delivery of their speeches.
A. Manuscript
C. Extemporaneous
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B. Memorized
D. Principles
50. The goal is to convince the audiences like politicians during a
campaign.
A. Expository
C. Entertainment
B. Persuasive
D. Impromptu
51. Speak clearly and pronounce the words well.
A. Articulation
C. Stage presence
B. Modulation
D. Audience rapport
52. Be confident, stand up straight, and observe poise and posture.
A. Articulation
C. Stage presence
B. Modulation
D. Audience rapport
53. It is necessary to follow the steps in preparing and writing a speech
because
A. It serves as the guide in speech preparation.
B. It directs the writer to a new perspective.
C. It restricts the topic of the writer.
D. It adds beaut and harmony to the speech.
54. This principle of speech delivery refers to the consideration of the
age and interests of the listening crowd.
A. Choosing the Topic
B. Analyzing the Audience
C. Sourcing the Information
D. Outlining/Organizing the Speech Contents
55. This principle of speech delivery refers to the outline and
organization of the details of the speech.
A. Choosing the Topic
B. Analyzing the Audience
C. Sourcing the Information
D. Outlining/Organizing the Speech Contents
56. If the audience is inclined into travel, you may talk about
A. Beautiful tourist spots around the world
B. Beaches around the globe
C. Climbing Mt. Everest
D. Visiting the pyramids of Egypt
57. If the audiences are senior citizens, you may talk about
A. Benefits of retirement
B. Financial literacy
C. Expenditures on grandchildren
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D. Travel abroad
58. Pause every now and then for emphasis and breathing.
A. Articulation
C. Stage presence
B. Modulation
D. Audience rapport
59. Show enthusiasm with proper facial expressions and body gestures.
A. Facial expressions, gestures, and movements
B. Modulation
C. Stage presence
D. Audience rapport
60. Good speakers are good communicators because
A. They have pleasant voices.
B. They show poise and proper posture.
C. They exude confidence
D. They convey their messages well.
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