CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies. It is composed
of articles, journals, books and studies written by foreign and local authorities giving
opinions, experiences, theories and ideas that the researchers had reviewed.

RELATED LITERATURE

Foreign Literature

As Graham and Miller (1999) affirms that certainty in spelling is a necessary

factor. Alfred (1984) emphasizes that in all ranks of written compositions the accuracy
and style of a writer are extremely affected by his spelling skills. Rose (1995) proves this
as she says that a student who has advanced spelling ability has a huge source of words to
call upon and write quickly with better credit. Thoughts can effortlessly delivered by
great spellers while poor spellers skills to communicate are blocked.
Ellen White (1997) even said, To spell correctly, to write with clear fair hands
are necessary accomplishments. She stresses the invaluable benefit of the spelling as she
acknowledges it as main and should be well learned.
According to Mangieri, Staley and Wilhide (1998) spelling is the central point of
8
a great deal of concentration. The school should put it into action.

Graham and Miller (2002) says that precise spelling is not important on spelling
and writing, but references to be read by others should be free from the confusion of
misspelled words.
As Loomer and Strege (1997) shares conclusions on what may change in the
preservation of the students spelling skills. Spelling skill is illustrated as the ability to
write a word instead to spell it aloud. The common chance to apply spelling words in
constant writing provides greatly to preserving the students spelling skills. Students must
obtain spelling abilities, if they are capable to express themselves through writing.

Local Literature

Aquino (1996) derives the mastery learning from the Washburnes Winnetka Plan
and Morrisons Technique. It is a way of distinguishing direction that has form approval
among many teachers in Philippine schools. Through continuous particular feedback
about each students learning development and a collection of remedial teaching scope to
guide the student learn what he has not understood during daily instructions.
Arellano (2001) emphasizes that provision must be formed for students diversity.
Students vary in the percentage for improvement and in their own personal skills. If the
benefit of the students should be given motivation, students diversity should be
accurately considered or supported.

RELATED STUDIES
Local Studies

In a particular study on the connection of spelling skill to intellective an nonintellective variables of tertiary freshmen, Sonico (2003) occur up with the results that
there is no essential connection within spelling performance and non-intellective
variables like sex, type of high school graduated from, constancy of English materials,
educational attainment of parents, occupation of parents, and favorite subject. However,
academic success in high school demonstrates essential connection. The eloquence of
English applied at home and spelling performance which indicates that whatever the
student can speak, he could read and even write is also an important connection.
Bermudez (2001) formed a study on the result of revising on the attainment of the
language mechanic abilities in composition writing of English students. She ended that
efficient teaching of revising appears to be productive way in developing the language
mechanic-spelling, capitalization, punctuation, and grammar. She says that each student
should note the significance of spelling as a main skill in learning language. More stress
be given to spelling and that it will be instructed to the point of mastery.
Sobrepena stated a low level of spelling performance within students. She
associated this to poor reading practices of students.
The analysis of David revealed that English educators met difficulty in relation to
students
shortcoming to pronounce words properly, shortcoming to spell words correctly
10
and shortcoming to understand what they read.

Foreign Studies
Horn (1998) examined the outcome of corrected test upon learning to spell when
grade four pupils under the direction of the teacher corrected test. 1) A corrected test will
give from 90 percent of the accomplishment resulting from the joined effect of
pronunciation activities, corrected test and study. 2) In few sections, the corrected test
alone is acceptable for mastery of common spelling activity by the upper third of the
class. 3) the most essential single aspect contributory to achievement in spelling is the
corrected test.
William GMC Colly (1994) conducted an investigation about Methodological
Problems Common to Classrooms Experiment on Writing Amount and Frequency and
Operational Method at Wisconsin High School, Madison. The common errors in English
Formal Themes of Third and Fourth Year students in Language was identified in his
experiment. The wrong used of verbs, forms and tenses, wrong order of words,
incomplete sentences and incorrect spelling of the word used was observed.
According to Sears and Johnson (2002), they conducted a research about an
aspect that is related to performance in spelling and retention which is the visual imagery
that is more effective compared to auditory and kinesthetic factor among upper
Elementary students. As a result of the study, for both spelling performance and retention,
visual imagery was superior. These recommend that spelling is a visual exercise and
helps the claim that visual structure in learning is at work in spelling.
11

The results revealed a significant increase in spelling performance when students

received a portion of their spelling words each day as Gusa and Mclaughlain (2006)

formed a comparative method on the daily and weekly testing on student spelling
performance of the fourth and fifth grade students.
Sibarani (2005) found out as she conducted a research to assess the college
sophomores English proficiency at University Advent Indonesia that the students need
more improvement in the field of vocabulary and spelling. Her study leads to disagree
with psychological study made abroad where girls exceed than boys in various areas of
the language arts. Her recommendation was to give attention and focus on spelling and
vocabulary because English is not their native tongue.

Relevance of Related Literature and Related Studies

The literature reviewed in this chapter served as a guide to the researchers in the
study. All of the examined books and articles contribute to the researchers present study.
The references were useful and it enriches the researchers conclusions and explanations.
The studies reviewed in this chapter were nearly related to the researchers present
study. The aim of this study is to find out the factors influencing grade 7 students
motivation towards spelling at Calawitan High School and it has the same purpose with
regards of finding out the factors.

12

Conceptual Framework

Independent Variables
- Students Profile

Dependent Variables
- Students Motivation
Towards Spelling

- Personal Factor
- Psychological Factor
- Social Factor
- Financial Factor

Figure1. Paradigm of the Study

The first box (left) that contains the factors influencing the students motivation
towards spelling at Calawitan High School are the Independent Variables (IV) and the
second box (right) that contains the effect is the Dependent Variables (DV).
As shown in the diagram, the factors influencing the students motivation towards
spelling at Calawitan High School are the independent variables which are students
profile, personal factor, social factor and psychological factor.

13