1

Chapter 1

BACKGROUND OF THE STUDY

Introduction

Many students today are having difficulties on expressing their views through speaking.
Some are grammatically incorrect, some have jumbled thoughts and ideas and not straight to the
point. These are just some of the difficulties that every student are experiencing (Pineda, 2011).
Wrong pronunciation of words is also very observable. In English language, there are pair of
words that are being mispronounced by students. There are also letters that are difficult to
pronounce when combine. For instance, some Koreans could not pronounce “ruler” and “rural”
correctly because of the combination of /r/ and /l/ sounds. For some Filipinos, they pronounce
“thought” and /taught/ similarly. They could not differentiate /t/ sound from soft -th- (Tan,
1997).

Some pronunciation difficulties and errors are inevitable due to several reasons. A
specific sound or word may be pronounced differently from another. Differences in culture and
geographical location may be one of those reasons. The absence of these sounds to the mother
language of the speaker contributes to the errors made (De Inocente, 2003). In fact,
Kapampangan speakers are known of their way of pronouncing the words. They drop the sound
/h/ where it must be pronounced and add it to the words where it shouldn’t be. They interchanged
sounds like /p/ and /f/ or /b/ and /v/ (Isla, 2011).

Marty (2006) asserts that spoken language cannot be taught efficiently if the students are
not allowed to see the written words before he has had time to practice the spoken language. This
means that in order for the learners to pronounce the word correctly, the teacher must allow them
to spell out the word for they trust their eyes than their ears. The only way to correct the
pronunciation of the children is to present their visual form of the word before giving the audio
form to them to learn the correct pronunciation of the word.
 2

According to Broom, Feight, Fry, Guither and Harris, (1976) as cited by Gana, (2011) to
improve ones speech, he must start to be critical and strict in assessing himself. He can use a
voice tape recorder or a video tape recorder, which is even better that, can help him a lot in
analyzing his speech habits.
 3

Conceptual Framework

This study utilized the paradigm below. The paradigm shows that after using the video
clip as an instructional material of the teacher in teaching the correct pronunciation of words
involving allophones, there is an improvement on pronunciation skills of the learners.

Difficulties in
pronouncing
the words with Video Clip and
allophones student
teaching

Develop the skills in

pronouncing words
with allophones.

Figure 1. Paradigm of the Study

 4

Statement of the Problem

1. What is the profile of the respondents in terms of age and sex?

2. How may the respondents’ performance in reading of allophones in the pre-test be
described?
3. How may the respondents’ performance in reading allophones in the post-test be
described?
4. Is there a significant difference in the performance of the respondents in reading
allophones between the pre-test and post-test?
 5

Significance of the Study

This study will be beneficial to the following:

To Teachers,

the study will encourage the teachers to train their students in improving their
pronunciation.

To Students,

the students may realize that pronunciation may affect their spelling ability. It will
encourage them to study the correct pronunciation of words.

To School Administrators,

the result of the study will serve as a guideline for them to plan together with the
teachers, better techniques and strategies in order to attain effective teaching-learning
result.

To the Future Researchers, the study may benefit future researchers as it may serve as
reference for related studies.

Scope and Delimitation

The respondents were from the Grade VI Section1 which consists of 44 pupils who are
studying at Sta. Cruz Elementary School which is located in Sta. Cruz Magalang, Pampanga.
This study determined the performance and difficulties of the respondents in reading pairs of
words with allophones especially /p/-/f/ and /Ө/-/δ/. The result was based on the performance of
the respondents before and after showing the video clip.
 6

Definition of Terms

Allophone is one of the slightly differing forms that the same single speech sound phoneme can
take (Encarta Dictionaries, 2009)

In this study, an allophone is a phoneme which can be produced a different sound.

Difficulty refers to something that causes labor and perplexity and requires skill and
perseverance in mastering, solving or achieving (Webster`s Dictionary, 1993).

In this study, difficulty pertains to the misread of allophones.

Performance refers to then ability to perform or the capacity to achieve desired result (Webster`s
Dictionary).

In this study, performance pertains to the correct reading of allophones.

Post test a test given to students after completion of an instructional program or segment and
often used in conjunction with a pretest to measure their achievement and the effectiveness of the
program (http://www.verticalresponse.com).

In this study, it refers to the oral test given to the respondents after showing them the
video clip.

Pretest a preliminary test administered to determine a student`s base line knowledge or

procedures for all educational experience or course of study (www.question.com/onlinelibrary).

In this study, it refers to the oral test given to the respondents before showing them the
video clip.

Pronunciation is the way or ways in which a unit of language is usually spoken or on the basis of
analogy probably could be spoken by persons qualified by education or otherwise to be speakers
worthy of imitation (Webster`s Dictionary, 1993).

In this study, it refers to way by which the pupils pronounce the words with allophones.
 7

Video clip is a small section of a larger video presentation. A series of video games are run in
succession to produce a short, animated video. This compilation of video frames results in a
video clip (http://presentationsoff_about.com).

Instrument which has been shown to the respondents that consist of the /p/, /f/ and /Ө/, /δ/
sounds.
 8

Chapter 2

RELATED LITERATURE AND STUDIES

Foreign Literature

According to Laclefoged (1982) as cited by Viado (2012), the patterns of sounds that
occur in a language is phonology. It also involves studying a language and determine its
distinctive sounds and establish a set of rules.

Speech deflects may also be due to prolonged thumb sucking, usage of pacifier and other
sucking behaviors children who suck their fingers or use pacifiers longer than the usual are more
likely to develop the risk of having speech disorders (Barbosa 2009)

Bauman (2006) observed consistent errors in the pronunciation of the Koreans who were
learning the English language. He enumerated these errors according to the level of how bad
their errors are. Among these errors were the difficulties of the Koreans in distinguishing the “b”
sound from “p” sound, “f” from “p”, “b” from “v”, “j” or “ch” to “z” and their tendency to omit
or ignore the letter “s” on words. As they omit some letters, they also add some sounds like “eu”
and “ee”. They change “r” to “l”, interchanging the pronunciation of long “o” to short “o” and
short “a” to short “e”. They also omit minor errors by changing “s” sound into unvoiced “th”
sound, “s” or “z” to voiced “th” and the short “i” to long “e”. In terms of rhythm and stress,
Koreans and other learners of the English language prefer monotone.

This is considered a pronunciation error if based on the language that is learned because
the words of the language require specific stress and accent.

Pronunciation varies depending on the people who are speaking. Through speaking, you
can determine if one has attained higher or lower education. pronunciation also varies because of
the mother tongue of one country. There are some letters in English which do not exist in one’s
country. (Encyclopedia-Americana, 1997)
 9

Local Literature

De Inocente (2003) asserts that there are several reasons why there are some
pronunciation difficulties and errors made. He emphasized that culture and geographical location
can really affect the pronunciation skills of an individual. These errors can certainly happen
because one specific sound or word is not in the mother language it will surely contribute to the
error in pronunciation. Manalo (1964) as cited by Pineda, N. (2011) believes that another reason
that can contribute to the difficulties and errors in pronunciation is that speaker tends to
pronounce the word letter by letter. They spell out the word and pronounce it closely to the
letters. They do not consult the true/correct pronunciation of the word in the dictionary. They get
stuck to the way of pronouncing that word and they get used to it.

The ability of the man to speak makes him superior from all the other living things. It is a
tool for human interaction. Furthermore, the words which came out of one’s mouth reflects his
personality for these are the products of man’s thought, feelings, needs and beliefs, his attitudes
and values (Fermin and Manalo,2006).

If one is able to pronounce without errors or atleast minimal errors, the communication,
specifically, occurs when people interact. Sound representation contributes to oral
communication. Also included are the gestures and facial expressions which add to the
communication situation. These other factors may give idea right away to the listener on what
the speaker is trying to say (Flores and Lopez, 1998).

According to Gonzales (1980) as cited by Isla (2011), pronunciation is the giving of

sounds to the vowels and consonants and placing the right accent. Pronunciation of words varies
due to the several ways of pronouncing the words. There are some people who acquire a
particular way of pronouncing a certain word, while others will adopt another way of
pronouncing it.

Encarnacion (1981) as cited by Isla (2011) affirmed that pronunciation is hard to

determine whether it is acceptable or not. The common errors that most speakers usually commit
are incorrect placing of stress, omitting of sound, substituting or replacing another sound, and
following the spelling closely. It would be better if one will listen to educated people but choose
only the good ones.
 10

Foreign Studies

Lim (2010) conducted a study about the effects of some pronunciation on spelling and
comprehension. As the result of his study, he found out that there is an effect in the spelling and
reading comprehension of the respondents due to their pronunciation skills. Whenever they spell
out words, they omit some letters especially those words with letter “r”, whether the letter is
located or placed in the middle or the end of the word. Some sounds are changed or replaced.
Another thing had caught his attention is that other words with the letter “o” included to it were
pronounced differently from its correct pronunciation.

Shima, Wang and Haggins (2004) executed an experiment regarding the pronunciation of
the Japanese students from Chugoku and Kyushu and they were asked to pronounce the words
that contain /p/, /f/, /v/, /l/, /r/ and /z/ sounds. As a result of the experiment, 1 out of 20 students
could read the words correctly. The non-Japanese speakers cannot understand the English
pronunciation of the Japanese because they produce sounds according to the Katakana. They
cannot afford one-to-one training due to its high cost and the pronunciation system is delayed.
These reasons made the researchers establish online pronunciation training systems that can help
the Japanese learn and develop their English pronunciation.

Teaching English pronunciation is not obligatory in the country of Japan. It is in the

decision of the school and the English teachers when and if they will teach the language. English
pronunciation is frequently required for high school and college students so the learners are bit
discourage in learning it.

Yan and Thierry (2010) conducted a study about the second language learners who recall
their native language when reading. The 9 volunteer subjects include 30 native Chinese speakers,
30 native English speakers and 30 Chinese- English bilingual adults who learned English beyond
the age of 12. Upon letting them read, the bilingual subjects quickly responded to the words that
were meaning related to their native language. Meanwhile, the bilingual adults showed distinct
brain waves when they were asked to read words that were translated into Chinese that have the
same meaning and sound. This brain wave suggests that the bilingual adults recalled their native
language to be able to pronounce the given words.
 11

Shudong and Higgins, (2004) with their colleages perform an experiment and gather data
from Japanese University students. Students from Chugoko and Kyushu areas of Japan were
asked to read words, 30 in particular, containing consonant sounds /p/, /f/, /v/, /l/, /r/, and /z/
sounds and IPA symbols. Seventeen of them had many errors in pronunciation and the three
remaining were able to pronounce the words accurately. One of the twenty University students
was able to read IPA symbols and was able to use his pronunciation knowledge to pronounce a
new word precisely.

Doctoral student, Zoghbor (2009) suggested that intelligibility oriented approach in

teaching pronunciation would be more appropriate. This research might lessen significant
indicators on individual speakers. Zoghbor compared Arrab learners divided into two (2) groups.
The first group was taught pronunciation using phonological features and the second group was
taught traditional pronunciation models. Then research shows that Arrab learners are better
speakers using the traditional pronunciation models. Her research shows that teaching native
pronunciation might decrease significant indicator of an individual. Zoghbor found that there is a
huge gap between the target she have been trying to achieve and the level of ability needed to
have an effective communication.

Local Studies

According to Pineda, Nona Jean (2011) many students today are having difficulties on
expressing their views through speaking. Some are grammatically incorrect, some have jumbled
thoughts and ideas, and not straight to the point. These are just some of the difficulties that high
school students even college students are experiencing these. Conducting such studies regarding
pronunciation difficulties is very important for student. It is not to expose the errors of the
students but instead establish solution to be able to lessen their problem. In this study descriptive
method was applied to discuss the performance and difficulties of the respondents in the
pronunciation of the selected consonant sounds. The instrument used in the study was a
questionnaire since the test given was oral, the researcher used recorder. The students should
keep in mind that speaking is one of the most important skills in language and so they should
give attention to speech class whether it is their major or minor subject.
 12

According to Pineda, Karla Valerie (2011), pronunciation is the way of uttering or

speaking a unit of language, from phonemes to words. With proper utterance, one achieves
proper pronunciation. If a word is mispronounced, other people will have the tendency to
misunderstand or neglect the speaker because the interest to listen is gone. If one is able to
pronounce without errors or atleast minimal errors, the communication between two or more
persons is effective. Some pronunciation difficulties and errors are inevitable due to several
reasons. A specific sound or word may be pronounced differently from another. Differences in
culture and geographical location may be one of these reasons. The absence of these sounds to
the mother language of the speaker contributes to the errors made.

Dizon (2005) made a study about pronunciation problems encountered by people with
different personalities. It was revealed that there was no significant relationship between their
personality and their mispronunciations. She also discovered that the problems of these
personalities are not significantly different.

Cruz (2009) as cited by Pineda, Nona Jean (2011) conducted a study about the common
difficulties in speech of the High School of Pampanga Agricultural College. She aimed to find
out the difficulties encountered by the respondents with regards to words with silent letters and
homophones. Also included in her study was finding out the common errors committed by the
respondents in oral and written tests. To gather the results of this study, she distributed
questionnaires and did an oral examination for the Junior Agricultural Science Curriculum. From
the gathered results, she found out that the respondents had eight common difficulties on words
with silent letters and five on the phonemes. In terms of the silent letters, they had more
difficulties in writing. On the part of the examination, they had more difficulties on phonemes.

Calma (2002) conducted a study to determine the problems of the Agricultural Science
High School students with regards to vowel and consonant sound pairs. Results showed that the
respondents tend to pronounce the sample word pairs similarly and for other cases, they
interchanged them.
 13

Justification

This research work is premise of the definition of pronunciation which gives focus in the
different sound pairs such as /f/ - /p/ and Ө/-/δ/. De Inocente asserts that there are several reasons
why they are pronunciation difficulties and errors made. One of the reasons he enumerates is the
culture and geographical location can really affect the pronunciation skills of an individual.
Manalo believes that another reason that can contribute to the difficulties and errors in
pronunciation is that speaker tends to pronounce the word letter by letter. They spell out the
word and pronounce it closely to the letters. They do not consult the correct pronunciation of the
word in the dictionary.

This research study likewise found that there is a difficulty in reading words with sound
pairs. Also propose a solution to remedy the stated problem. This will happen through presenting
a video clip to the respondents.
 14

Chapter 3

Methodology

This chapter presents the procedures and instruments that the researchers used and
applied in their study. It covers the following: the research design, the respondents of the study,
the research instrument, the research procedure, the validation of the instrument and the
statistical treatment.

Research Design

For this study, the descriptive method was used in determining the levels of performance
of the respondents in reading of selected allophones /p/ [p] [f]; /t/ [Ө] [ð].

Respondents of the Study

The respondents of this study came from the Grade VI Section 1 which consists of 44
pupils of Sta. Cruz Elementary School, Sta. Cruz, Magalang, Pampanga.

Research Instrument

The reading materials and recorder were the main instrument used in this study. The
respondents were required to read the words in the oral test prepared by the researchers which
were recorded through a recorder. The selected allophones are /p/ [p] [f]; /t/ [Ө] [ð].

The researchers constructed their own oral reading tests that were floated to the
respondents. It consists of 10 items which covers the /p/ [p] [f] oral exercise and 10 items which
covers the /t/ [Ө] [ð] oral exercise with a total of 20 items.

The respondents must read the pairs of allophones in the test paper on how they
understand it and they must read it with loud voice.
 15

Research Procedure

Validation of the Instrument

To test the effectiveness and validity of the instrument, the researchers sought the help of
our panelists to check our proposed questionnaire. They omitted some of the items that were not
suited to our study. They also added some items that can best suit to assess the performance of
the respondents.

Administration of the Instrument

The forms which consist of allophones were distributed to the respondents. Each
respondent was asked to read the words with allophones written in the form, while the researcher
recorded the sound that they produced. This process was undergone in both pre-test and post-test.

Gathering of data

Copies of the instrument were retrieved right after the respondents had filled out the
profile section. The oral test was recorded to examine the performance and difficulty of the
respondents in pronunciation of selected allophones. Data were collected, tabulated, analyze and
interpreted accordingly.

Statistical Treatment

The T-test was applied to determine whether there is significant difference in the data
gathered. Descriptive rating was used to determine levels of performance of the respondents.

Numerical Rating Descriptive Rating

1-4 Very Poor
5-8 Poor
9-12 Good
13-16 Very Good
17-20 Excellent
 16

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data, statistical analysis and other information essential to the
study. The results were tabulated, analyzed and interpreted to determine the performance of the
respondents in reading selected pairs of allophones.

I. Profile of Respondents
a. Age of the Respondents

Table 1.1 shows the profile of the respondents in terms of their age. Most of the
respondents’ age was 11.

Age Frequency Percentage

10 6 13.64
11 32 72.72
12 6 13.64
Grand Mean 11 100

b. Sex of the Respondents

Table 1.2 shows the profile of the respondents according to their sex. Twenty-seven (27)
or 61.36% of the 44 respondents were females, while, 17 or 38.64% were males. There were
more females than males.

Sex Frequency Percentage

Female 27 61.36
Male 17 38.64
Total 44 100
 17

II. Description of the Respondents in Reading Pairs of Allophones in the Pre-test

Table 2 displays the performance of the respondents in reading pairs of allophones in

the pre-test. Most of the respondents have obtained a score of 9 up to 12 which means
they have a good performance in this specific task.

Rating Frequency Percentage Description

17-20 4 9.1 Excellent

13-16 9 20.4 Very Good

9-12 23 52.3 Good

5-8 7 15.9 Poor

1-4 1 2.3 Very Poor

TOTAL 44 100

Legend

1-4 Very Poor 5-8 Poor 9-12 Good 13-16 Very Good 17-20 Excellent
 18

III. Description of the Respondents in Reading Pairs of Allophones in the Post-test

Table 3 displays the performance of the respondents in reading pairs of allophones in

the post-test. Majority of the respondents have obtained a score of 17 up to 20 which
means they have performed in the specific task excellently.

Rating Frequency Percentage Description

17-20 27 61.36 Excellent

13-16 17 38.64 Very Good

9-12 0 0 Good

5-8 0 0 Poor

1-4 0 0 Very Poor

Total 44 100

Legend

1-4 Very Poor 5-8 Poor 9-12 Good 13-16 Very Good 17-20 Excellent
 19

IV. Significant difference in Reading Pairs of Allophones in the Pre-test and Post-
test

Table 4 shows the p value obtained in the performance of respondents in reading

allophones during the pre-test and post test. The result shows that the p value is less than .01.
This means that there is a highly significant difference between the performances of the
respondents in reading allophones after watching the video clip. There is a big improvement to
the scores obtained by the respondents in the post-test because they were helped by the
instrument.

Variables Pvalue Description

Pre-test
Vs. .000 Highly Significant
Post-test
 20

Chapter 5

SUMMARY, CONCLUSION, RECOMMENDATION

Summary

This study sought to know the performance of the Grade VI Section 1 in reading pairs of
allophones.

Specifically, this study aimed to know the following the questions:

1. What is the profile of the respondents in terms of age and sex?

2. How may the respondents’ performance in reading pairs of allophones in the pre-test be
described?
3. How may the respondents’ performance in reading pairs of allophones in the post-test be
described?
4. Is there a significant difference in the performance of the respondents in the pre-test and
post-test?

Descriptive method was used in this study. The questionnaire is the one of the instrument
used in order to collect data. In performing the pre-test researchers merely asked the respondents
to read the pairs of allophones which were written in the questionnaire. While the respondents
were performing the task, researchers recorded the sound produced by the respondents using a
recorder. The same process was utilized in performing the post-test.

The questionnaire consists of 10 items which covers the /p/ [p] [f] oral exercise and 10
items which covers the /t/ [Ө] [ð] oral exercise with a total of 20 items.

Frequency, percentage and t-test were used in this study to interpret the data gathered.
 21

Summary of Findings

Within the context of the study, the following findings were hereby drawn:

Profile of the Respondents

a. Age of the Respondents

The profile of the respondents in terms of their age, most of the respondents’ age was 11.

b. Sex of the Respondents

The profile of the respondents according to their sex, there were more females than
males.

Description of the Respondents in Reading Pairs of Allophones in the Pre-test

Most of the respondents have obtained a score of 9 up to 12 which means they have a
good performance in this specific task.

Description of the Respondents in Reading Pairs of Allophones in the Post-test

Majority of the respondents have obtained a score of 17 up to 20 which means they have
performed in the specific task excellently.

Significant difference in Reading Pairs of Allophones in the Pre-test and Post-test

The results of the pre-test and post-test is highly significant, because there is an
improvement in the scores of each respondents in the post-test compared with the pre-test.
 22

Conclusions

Based on the summary of findings of the study, the following conclusions were drawn:

1. Majority of the respondents are 11 years old.

2. Most of the respondents were female.
3. Generally in pre-test, the performance of the respondents was good.
4. The scores obtained by the respondents were improved in the post-test because the video clip
played its part in imparting knowledge to the respondents.
5. There is a highly significant difference between the scores obtained by the respondents in the
pre-test and post-test.
 23

Recommendations

Based on the summary of findings and conclusions reached, the following are hereby
recommended:

1. Pronunciation on /p/ - /f/ sounds and /Ө/ - / ð / sounds were considered difficulties from the
respondents that should be given much attention by the teachers or instructors. This may help
eliminate miscommunication inside and outside the class. Furthermore, it may help develop,
improve the social interactions of the students as well as their self-esteem.
2. Students should keep in mind that speaking is one of the most important skills in language
and so they should give attention to speech class whether it is their minor or major subjects.
3. Researchers may use this study as guide and reference into their future studies. They may do
the same study using different allophones.
4. The proposed video clip may be introduced by the teachers or instructors to their students as
an instructional material. Through this proposed instructional material, teachers may provide
more effective class discussion.
 24

Bibliography

Books

Fermin, V.E. and Manalo, P.E. (2006). Fundamental Speech Communication for Filipinos.
Metro Manila: Navotas Press.

Flores, C.S. and Lopez, E.B. (1998). Effective Speech Communication for Filipinos. Metro
Manila: National Book Store.

Tan, Arcenia B. (1997). Public Speaking and Speech Improvement for Filipino Students. 4th Ed
Mandaluyong City, Philippines.

Theses/Dissertations

Calma, E. (2002). Speech Problems of Agricultural Science High School in Pampanga

Agricultural College. Unpublished undergraduate`s thesis. Pampanga Agricultural
College, Magalang, Pampanga.

Isla, A. (2011). Performance and Difficulties in Sound pairs. Unpublished undergraduate`s

thesis. Pampanga Agricultural College, Magalang, Pampanga.

Pineda, N. (2011). Performance and Difficulties in Vowel sounds. Unpublished undergraduate`s

thesis. Pampanga Agricultural College, Magalang, Pampanga.

Pineda, K. (2011). Performance and Difficulties in Selected Consonant sounds. Unpublished

undergraduate`s thesis. Pampanga Agricultural College, Magalang, Pampanga.

Dizon, L. (2005). Pronunciation Problems of Junior College Students of Pampanga Agricultural

College as Affected by their Personality. Unpublished undergraduate`s thesis. Pampanga
Agricultural College, Magalang, Pampanga.

Journal

De Inocente, J.B. (2003). An action Research of the Mispronunciation of the Sounds /dh/ and /th/
in Grade 3. Modern Teacher, 52 (6), 234-235.

Internet Sources

Lim, J. (2010). The Effects of Pronunciation on Spelling and Comprehension. Retrieved

February 2012, from http//209.62.93.233/e_articles_detail.php?id=635 &
pos=18newssess=yes&cat_id=8.
 25

Barbosa, C. (2009). Prolonged Thumb Sucking in Infants May Lead to Speech Impediments.
Science Daily. Retrieved February 2012 from http//www.science
daily.com/releases/2009/10/091020192202. html

Bauman, N.R. (2006). Some Basic Korean Pronunciation Errors. Retieved February 2012 from
http//www.nathanbauman.com/nathanbaumankoreanpronunciation.html

Encyclopedia

Driver, W. (1997). Pronunciation. In the Encyclopedia Americana Vol. 22 pp. 655. Danbury,
CT: Grolier Inc.

Unpublished Material

Shudong, Wang, Higgins, Michael (2004). Teaching English Pronunciatiokn for Japanese
Learners of English. Yamaguchi University, Japan.

Zoghbor, W. (2009) “Perceived Intelligibility and Comprehensibility of Arab Learners of

English as a Lingua Franca”. University of Leiscester, Vienna Austria.
 26

APPENDICES
 27

APPENDIX A

Name: Age:

Gender:

Direction: Read the following pairs of words. (Pre-test)

Part I. The /p/ [p] [f] sounds

1. Face – Pace
2. Fill – Pill
3. Fan – Pan
4. Full – Pull
5. Flop – Plop
6. Fast – Past
7. Fail – Pail
8. File – Pile
9. Fair – Pair
10. Fat – Pat

Part II. The /t/ [Ө] [ð] sounds

1. Three – That
2. Things – The
3. Theme – They
4. Throw – Then
5. Thin – Them
6. Thank – This
7. Thing – These
8. Earth – South
9. Moth – Breathe
10. Thumb - Their
 28

APPENDIX B

Name: Age:

Gender:

Direction: Read the following pairs of words. (Post-Test)

Part I. The /p/ [p] [f] sounds

1. Flack – Plaque
2. Fad – Pad
3. Fang – Pang
4. Fries – Prize
5. Flower – Power
6. Fleas – Please
7. Flight – Plight
8. Fool – Pool
9. Fast – Past
10. Flush – Plush

Part II. The /t/ [Ө] [ð] sounds

1. North – South
2. Thank – Thus
3. Theme – Therefore
4. Author – Mother
5. Scythe – Clothe
6. Therapy – Than
7. Through – Though
8. Throw – Thy
9. Thermal – Thee
10. Teeth – Breathe
 29

CURRICULUM VITAE

PERSONAL DATA:

Name : JIM MIRANDA ANDRADE

Date of Birth : September 08, 1992

Place of Birth : Magalang, Pampanga

Sex : Male

Civil Status : Single

Nationality : Filipino

Height : 5’5’’

Weight : 130 lbs.

Religion : Born Again Christian

EDUCATIONAL ATTAINMENT:

Primary : Sta. Cruz Elementary School

2004-2005

Secondary : Andres M. Luciano High School

2008-2009

Tertiary : Pampanga Agricultural College

Magalang, Pampanga

(Bachelor of Elementary Education)

2013-2014
 30

CURRICULUM VITAE

PERSONAL DATA:

Name : JOAN ARCILLA BLANCA

Date of Birth : July 11, 1993

Place of Birth : Magalang, Pampanga

Sex : Female

Civil Status : Single

Nationality : Filipino

Height : 5’2’’

Weight : 150 lbs.

Religion : Roman Catholic

EDUCATIONAL ATTAINMENT:

Primary : Magalang Christian Ecumenical School, Inc.

2005-2006

Secondary : Pampanga Agricultural College

2009-2010

Tertiary : Pampanga Agricultural College

Magalang, Pampanga

(Bachelor of Elementary Education)

2013-2014
 31

CURRICULUM VITAE

PERSONAL DATA:

Name : JAELA CALARA GARCIA

Date of Birth : January 21, 1994

Place of Birth : Magalang, Pampanga

Sex : Female

Civil Status : Single

Nationality : Filipino

Height : 5’4’’

Weight : 140 lbs.

Religion : Roman Catholic

EDUCATIONAL ATTAINMENT:

Primary : Magalang Central School

2005-2006

Secondary : Pampanga Agricultural College

2009-2010

Tertiary : Pampanga Agricultural College

Magalang, Pampanga

(Bachelor of Elementary Education)

2013-2014
 32

CURRICULUM VITAE

PERSONAL DATA:

Name : AREL JHOY GOZON MANIAGO

Date of Birth : September 28, 1994

Place of Birth : Sta. Ana, Pampanga

Sex : Female

Civil Status : Single

Nationality : Filipino

Height : 5’4’’

Weight : 130 lbs.

Religion : Roman Catholic

EDUCATIONAL ATTAINMENT:

Primary : Sta. Ana Central School

2005-2006

Secondary : San Isidro High School

2009-2010

Tertiary : Pampanga Agricultural College

Magalang, Pampanga

(Bachelor of Elementary Education)

2013-2014
 33

CURRICULUM VITAE

PERSONAL DATA:

Name : JOYCE ANN SANTOS MENDOZA

Date of Birth : November 21, 1993

Place of Birth : Magalang, Pampanga

Sex : Female

Civil Status : Single

Nationality : Filipino

Height : 5’3’’

Weight : 120 lbs.

Religion : Missionary Baptist

EDUCATIONAL ATTAINMENT:

Primary : Bucanan Elementary School

2005-2006

Secondary : Magalang Institute

2009-2010

Tertiary : Pampanga Agricultural College

Magalang, Pampanga

(Bachelor of Elementary Education)

2013-2014
 34

CURRICULUM VITAE

PERSONAL DATA:

Name : HEENA MARIE MALONG REYES

Date of Birth : January 31, 1994

Place of Birth : Magalang, Pampanga

Sex : Female

Civil Status : Single

Nationality : Filipino

Height : 5’

Weight : 140 lbs.

Religion : Roman Catholic

EDUCATIONAL ATTAINMENT:

Primary : Magalang Central School

2005-2006

Secondary : Andres M. Luciano High School

2009-2010

Tertiary : Pampanga Agricultural College

Magalang, Pampanga

(Bachelor of Elementary Education)

2013-2014