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Arellano University

Pasig City

School of Education

A Research Paper on the

ARTICULATION PROBLEMS OF GRADE 9 STUDENTS: BASIS FOR AN ENRICHMENT

PROGRAM IN ENGLISH ORAL COMMUNICATION

In Partial Fulfillment of the Requirements for

Language Research

Under Dr. Gina M. Alvarado

Researchers:

Anin, Hazel

Reyes, Jessica

Serran, Princess Diane D.

Villarin, Celenie

2019
ABSTRACT

This study was to determine the articulation problems in communication skills

of the grade 9 students in Arellano University – Pasig and hoe these are addressed.

The data for this study were gathered from total of (45) Grade 9 students of

Arellano University – who answered the questionnaire distributed by the

researchers. The findings from this study led to the following conclusions that

majority of the Grade 9 students-respondents commit the articulation problem,

substitution. Among the prevalent errors are substituting the hard th sound with a d

sound, replacing the soft th sound with an f sound, and substituting the ng (ŋ) sound

with an n sound. There are few students that commit the articulation problem,

omission. The most prevalent error is the omission of the initial h sound to phrases

like gave her (gav’er) and see him (see’um). There are many students that commit

the articulation problem, addition. The prevalent errors the students commit are the

addition of t sound to words with a silent t, the addition of [ə] sound to words like

film, athletic and children, the suffixation of the r sound to words like draw (drawr),

and the addition of the uh sound to words like dog (doguh) and black (buhlack).

Adding those extra sounds makes the words easier for them to say.There are very

few students that commit the articulation problem, transposition. The most

prevalent error is the transposition of the k sound for c of the order in which sounds

are spoken.
KEYWORDS

Articulation

Substitution

Omission

Transposition

INTRODUCTION

English consists of four skills; namely, listening, speaking, reading and writing.

To develop these four skills, the English language components of vocabulary,

structure, pronunciation, and spelling are taught. One aspect of the English language

that many students consider very difficult to study is writing. Students find

grammar and use of tenses difficult. The students learning English often make

mistakes and commit errors while learning English, especially when they try to

arrange sentences or use tenses while writing. As a result, they write sentences with

incorrect grammar. Many kinds of errors arise for students learning English because

they do not master English well. They commit errors by not using the rules of the

components and elements of the second language (Ramelan, 1992). Brown said,

“Second language learning is a process that is clearly not unlike first language

learning in its trial and errors nature.” It means that the students learning English

cannot avoid errors in learning a second language (Gass and Slinker, 1994).

Grammar is one of the basic components of any language, which must be learnt by

students (Praninskas, 1980). According to Raja T.Nasr (1988:52), grammar is a very

useful and important part of any language. There are many rules in grammar,

including articles, parts of speech, sentence pattern, and tense, etc (Cook and Ricard
1980). Indonesian students find tenses to be most difficult to learn, such as simple

present tense. Frank (1972:66) states, “Simple present tense is used to express a

habitual action with adverbs such as usually, always, or often.” The use of simple

present tense often confuses students, especially when simple present tense is used

in descriptive writing. When the descriptive writer makes an error in simple present

tense, it means that the writer is not careful enough in making their text vivid and

detailed. Lenny Agustina Indrawati (2004) wrote a thesis entitled, An Analysis of the

Students' Errors in Writing Paragraphs, and concluded that there are two types of

errors in a written paragraph, grammatical and semantic errors. These errors

include nouns, pronouns, verbs, adjectives, and articles. For semantic errors she

divided it into 2 types of errors, sentence errors and inter-sentence errors

(cohesion). Then, she explained the types of errors the students had made, including

omission, addition, missed formation, improper ordering, and blend, which indicates

that the students do not understand the rules of grammar clearly.

METHODOLOGY

This study made use of a descriptive quantitative design. A descriptive

quantitative research describes events and studies aimed at discovering inferences or

casual relationships. (AECT, 2001)

According to Aliaga and Gunderson (2002) “Quantitative method of

research is an inquiry into social problem, explain phenomena by gathering numerical

data that are analyzed using mathematically based methods e.g in particular statistics”.

According to the Creswell (2003) researcher primarily uses post-positivist approach to

develop knowledge when quantitative research selected employs strategies of inquiry


such as experiments and surveys, and collects data on predetermined instruments that

yield statistical data.

The instrument used in gathering the needed data was a researcher

made questionnaire. The questionnaire contained questions asking the personal

profile of the student-respondents, which included age and gender. The second part

focused on indicators describing the articulation problems of the Grade 9 Junior

High School of Arellano University – Pasig.

The researchers used purposive sampling for this study. A purposive or

judgmental, sample is one that is selected based on the knowledge of a population

and the purpose of the study. The researcher is using a purposive sample because

those being surveyed and observed fit a specific purpose or description. It is way to

gather information about a population without having measure the entire

population.

RESULTS

ARTICULATION PROBLEMS OF GRADE 9 STUDENTS: BASIS FOR AN ENRICHMENT

PROGRAM IN ENGLISH ORAL COMMUNICATION

Substitution 1 2 3 4 5 Weighted Verbal


mean interpretatio
n
I have difficulty in articulating the short i sound,
and substituting it with a short e or vice versa. 1 9 18 12 5 2.23 Strongly
Ex. pin; pen sit; set bit; bet Disagree
I have difficulty in articulating the hard th sound,
and substituting it with a d sound or vice versa. 4 6 17 12 6 3.13 Agree
Ex. the; da rather; radder hose; dose
I have difficulty in articulating the soft th sound,
and substituting it with a t sounds or vice versa. 2 0 12 24 7 2.92 Agree
Ex. thin; tin both; bot anything; anyting
I have difficulty in articulating the soft th sound,
and substituting it with an f sounds or vice versa. 1 12 17 10 5 3.31 Agree
arithmetic; arifmetic breath; bref wreath;
wreaf
I have a difficulty articulating the ng sound (ŋ),
and substituting it with an n sound or vice versa. 6 2 24 11 2 3 Agree
Ex. doing; doin growing; growin being; bein
Over-all Mean 2.91 AGREE

Omission 1 2 3 4 5 Weighted Verbal


mean interpretation
I have a problem in articulating the initial h
sound, and dropping them after other words. 21 12 9 3 0 3.25 Strongly
Ex. gave her; gave'er see him; Disagree
see'um
I have a problem in articulating the initial d
sound, and dropping them after other words. 18 21 1 3 2 1.74 Strongly
Ex. gole; gold wount; wouldn't Disagree
I have a problem in articulating the initial t
sound, and dropping them after other words. 17 11 12 5 0 2.14 Strongly
Ex. mos; most bes; best Disagree
I have a problem in articulating the initial l
sound, and dropping them after other words. 18 10 13 3 1 2.07 Strongly
Ex. sauve; solve woff; wolf Disagree
I have a problem in articulating the initial ə
sound, and dropping them after other words. 14 13 11 6 1 2.25 Strongly
Ex. probly; probably member; Disagree
remember
STRONGLY
Over-all Mean 2.29 DISAGREE

Addition Of Extra Sound 1 2 3 4 5 Weighted Verbal


mean interpretation
I have a difficulty in articulating words where
t is silent, and adding [t] makes the word 4 2 9 13 17 3.97 Strongly Agree
easier to say.
Ex. soften; sofen hasten; hasen
I have a difficulty in articulating words like
film, athletic and children where adding [ə] 2 3 21 11 8 3.42 Agree
sound makes the word easier to say.
Ex. filum; film athaletic; athletic
childern; children
I have a difficulty in articulating words like
rabbit and draw, and adding [r] to end of 3 4 18 12 8 3.37 Agree
word makes it easier to say.
Ex. wabbit for rabbit drawr for draw
I have a difficulty in articulating words like
hold, special and scared where adding a 1 9 18 12 5 2.23 Strongly
sound to the beginning of the word makes it Disagree
easier to say.
Ex. Ahold; hold especial; special
ascared; scared
I have a difficulty in articulating words like
black, dog where adding [uh] makes the 12 1 5 17 10 3.25 Agree
word easier to say. Ex. buhlack for
black doguh for dog
Over-all Mean 3.24 AGREE

Transposing Sounds 1 2 3 4 5 Weighted Verbal


mean interpretation
I have a problem in articulating the k for c of
the order in which sounds are spoken. 18 11 7 7 2 2.16 Strongly
Ex. kerrec; correct Disagree
I have a problem in articulating the n for m of
the order in which sounds are spoken. 22 13 6 3 1 1.71 Strongly
Ex. pemcil; pencil Disagree
I have a problem in articulating the pᶕ for pri
of the order in which sounds are spoken. 20 9 11 5 0 2.01 Strongly
Ex. perscribe; prescribe perfer; prefer Disagree
I have a problem in articulating the e for i of
the order in which sounds are spoken. 19 13 9 4 0 1.92 Strongly
Ex. tell me; till me Disagree
I have a problem in articulating the rℇn for ᶕn
of the order in which sounds are spoken. 20 9 8 6 2 2.12 Strongly
Ex. modren; modern Disagree
STRONGLY
Over-all Mean 1.98 DISAGREE

DISCUSSION

There are many students that commit the articulation problem, substitution.

Among the prevalent errors are substituting the hard th sound with a d sound,

replacing the soft th sound with an f sound, and substituting the ng (ŋ) sound with

an n sound.

There are few students that commit the articulation problem, omission. The most

prevalent error is the omission of the initial h sound to phrases like gave her

(gav’er) and sees him (see’um).

There are many students that commit the articulation problem, addition. The

prevalent errors the students commit are the addition of t sound to words with a

silent t, the addition of [ə] sound to words like film, athletic and children, the

suffixation of the r sound to words like draw (drawr), and the addition of the uh
sound to words like dog (doguh) and black (buhlack). Adding those extra sounds

makes the words easier for them to say.

There are very few students that commit the articulation problem, transposition.

The most prevalent error is the transposition of the k sound for c of the order in

which sounds are spoken.

Recommendations

The researchers recommend to students who have problems in articulation

to use the strategies to improve their speech communication skills.

Conduct or give pronunciation exercises that will minimize errors in

substitution and addition. For substitution, make a list of words with the hard th and

d sounds, soft th and t sounds, soft th and f sounds, ng and n sounds. For addition,

make a list of words with silent letters and consonant clusters. Read words aloud to

build fluency. Continuous practice modifies the sound by the movement of the teeth,

tongue and lips into recognizable patterns. During oral reading, underline the target

sounds. When reading, breathe properly and amplify the target the target sounds to

improve attention, reduce distractibility, increase sound awareness and

discrimination. After they have articulated the sounds correctly for a while, they will

become a natural part of their speech. Record their own voice. Recording

themselves and listening back makes it easier to hear whether they are really

making the English sounds that they are trying to or not. Watch English language

exercise videos. Install an online dictionary with audio guides on cell phones or

laptop so they can listen to words that are troublesome. Consult a specialist
REFERENCES:

APPENDIX

Survey Questionnaire

Dear Respondents,

Greeting!

We are conducting a research entitled PRONOUNCIATION PROBLEMS OF GRADE

9 STUDENTS: BASIS FOR AN ENRICHMENT PROGRAM IN ENGLISH ORAL


COMMUNICATION AT ARELLANO UNIVERSITY, ANDRES BONIFACIO CAMPUS, PAG-ASA

ST. CANIOGAN PASIG CITY, as course requirements in our subject Language

Research(MAJ 12).

In connection with this, we would like to ask your help to provide the necessary

data for our study, please feel free to answer the questionnaires.

We would like to appreciate your assistance and support in this particular

research endeavor.

Thank you very much for your cooperation.

Very truly yours,

Anin, Hazel

Reyes, Jessica

Serran, Princess Diane

Villarin, Celenie

Researcher
1. Demographic Profile

1.1 Name (Optional) ________________________________

1.2 Age:

___13-15

___ 16-18

___ Others

1.3 Sex

___ Male

___ Female

1.4 What are the articulation problems encountered by Grade 9 students in Arellano

University Pasig.

2.1 Substitution

2.2 Omission

2.3 Adding an extra sound

2.4 Transposing sounds

1 2 3 4 5

SUBSTITUTION

I have difficulty in articulating the short i sound, and substitute it with a short

e or vice versa. Ex. pin; pen sit; set bit; bet

I have difficulty in articulating the hard th sound, and substitute it with a d

sound or vice versa.


Ex. the; da rather; radder hose; dose

I have difficulty in articulating the soft th sound, and substitute it with a t

sounds or vice versa. Ex. thin; tin both; bot anything; anyting

I have difficulty in articulating the soft th sound, and substitute it with an f

sounds or vice versa.

Ex. arithmetic; arifmetic breath; bref wreath; wreaf

I have a difficulty articulating the ng sound (ŋ), and substitute it with an n

sound or vice versa. Ex. doing; doin growing; growin being; bein

OMISSION

I have a problem in articulating the initial h sound, and drop them after other

words.

Ex. gave her; gave'er see him; see'um

I have a problem in articulating the initial d sound, and drop them after other

words.

Ex. gole; gold wount; wouldn't

I have a problem in articulating the initial t sound, and drop them after other

words.

Ex. mos; most bes; best

I have a problem in articulating the initial l sound, and drop them after other

words.

Ex. sauve; solve woff; wolf

I have a problem in articulating the initial ə sound, and drop them after other

words.

Ex. probly; probably member; remember


ADDITION OF EXTRA SOUND

I have a difficulty in articulating words where t is silent, and adding [t] makes

the word easier to say.

Ex. soften; sofen hasten; hasen

I have a difficulty in articulating words like film, athletic and children where

adding [ə] sound makes the word easier to say.

Ex. filum; film athaletic; athletic childern; children

I have a difficulty in articulating words like rabbit and draw, and adding [r] to

end of word makes it easier to say.

Ex. wabbit for rabbit drawr for draw

I have a difficulty in articulating words like hold, special and scared where

adding a sound to the beginning of the word makes it easier to say.

Ex. Ahold; hold especial; special ascared; scared

I have a difficulty in articulating words like black, dog where adding [uh] makes

the word easier to say. Ex. buhlack for black doguh for dog

TRANSPOSING SOUNDS

I have a problem in articulating the k for c of the order in which sounds are

spoken.

Ex. kerrec; correct

I have a problem in articulating the n for m of the order in which sounds are

spoken.

Ex. pemcil; pencil

I have a problem in articulating the pᶕ for pri of the order in which sounds are
spoken.

Ex. perscribe; prescribe perfer; prefer

I have a problem in articulating the e for i of the order in which sounds are

spoken.

Ex. tell me; till me

I have a problem in articulating the rℇn for ᶕn of the order in which sounds are

spoken.

Ex. modren; modern

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