LA SALETTE OF ROXAS COLLEGE INC.

Magsaysay St. Vira, Roxas, Isabela

S.Y 2019-2020
SENIOR HIGH SCHOOL

DIALECT DIFFERENCES AS A COMMUNICATION BARRIER AMONG THE

SENIOR HIGH SCHOOL STUDENTS AT LA SALETTE OF ROXAS COLLEGE INC.
S.Y. 2019-2020
__________________________________________________________
ACTION RESEARCH

PRESENTED TO

LA SALETTE OF ROXAS COLLEGE

ROXAS CAMPUS

ROXAS, ISABELA

________________________________
To be part of the subject

PRACTICAL RESEARCH 2

Researchers:

Reymell C. Balila

Jenkinjens S. Calamasa

Serenity R. Dagdag

Christian Jade R. Pedro

Jasper Lloyd F. Ramos

Kyle G. Sibbaluca

Trixie Joy P. Yeneza

 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Language barriers are the most common communication barriers which cause

misunderstandings and misinterpretations between people. Most of the people in the world do

not speak English or, even if they use, it is their second or third language. If the speaker and

receiver do not use same language and words, there is no meaning to the communication. Not

using the words that other person understands makes the communication ineffective and prevents

message from being conveyed. It is argued that learning is better and more successful when

conducted in the variety spoken by students. In addition, it is claimed that the use of students’

variety in education enables students to use their own potential and helps them to achieve ‘deep

learning. Besides, the use of students’ native dialect in education enhances the social, cognitive,

emotional and linguistic development of learners’ in and out of school. For these reasons, it is

argued that students need to be educated through their own variety.

Language and linguistic can act as a barrier to communication, even if two people

use the same language can create a barrier if words and term not used properly or if another

person isn’t aware of the word or terms, hence it is said think like a wise man but communicate

in the language of the people. Difference in language is the most obvious barrier to

communication as two people speaking two different languages cannot communicate with each

other. The accents and dialect (use of words) of people belonging to different places differs even

if their language is same. Though the languages are technically the same in people using

different dialects and accents, the meanings, implications and interpretations of words are
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

different, which may lead to various kinds of conflicts. Language barriers can be a challenge, but

working with people of different cultures and backgrounds is what drives innovation, creativity,

and success. Don’t let language barriers stand in the way of embracing everything a diverse

workplace has to offer.

Statement of the problem

The main question of study:
1. Why the students differences in dialect affect their socialization in others?

2. Why do students have a hard time coping up with certain conversation without

sufficient knowledge on the dialect being use?

3. How are dialect differences occurs as a communication barrier?

Research Hypothesis
This part of the chapter 1 explains the hypothetical arrangement of the whole research.

Alternative Hypothesis
Dialect Differences Among Senior High School of LSRC is consider as
communication barrier.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

PARADIGM
Input Process Output

To know why
Communication The researchers will differences of dialect
Barrier in senior high conduct a survey in can causes
school in LSRC. LSRC. communication
barrier

______________________________________________

FEEDBACK

The research study is entitled Dialect Differences as a Communication Barrier

Among the Senior High School Students. The researchers will use a descriptive method

in the form of questionnaire. The expected outcome of the study is to know why

differences of dialect can causes communication barrier in Senior High School Students.

Scope and delimitations of the study

This study has the following scope and limitations:

1. This research covers dialect differences as communication barrier.

2. This research was ages 16-18 who experience the Dialect differences as a communication

barrier.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

3.This research is limited in three senior high school students who experience the dialect

communication difficulties due to dialect differences

SIGNIFICANCE OF THE STUDY

The result of the study is significant the following:

1. Students. This will provide them knowledge regarding the communication barrier and how it

affects them as students.

2. Teachers. The given data that would guide the teachers on what to do the students and how

they will take an action or responds. The teachers would be able to understands on why some

student experiencing communication barrier.

3. Future Researcher. This research will become their basis and help them to add information.

The ideas in this research can be use as their reference regarding in communication barrier and it

serve as background of their study.

DEFINITION OF TERMS

Barrier - is anything that prevents you from receiving and understanding the messages others

use to convey their information, ideas and thoughts.

Communication - the imparting or exchanging of information or news.

Dialect - a particular form of a language that is peculiar to a specific region or social group.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Chapter II
REVIEW OF RELATED LITERATURE

This chapter presents a review of local and foreign literature and studies which
have relevance to study.

Foreign Literature
The Use of Dialects in Education and Its Impacts on Students’ Learning and
Achievements
The language varieties spoken in certain community can be classified as standard and

non-standard dialects. The standard dialect is a prestigious, codified variety that has the

highest social status and used in formal occasions. The non-standard dialect is any variety of

language which is not standardized and lacks prestige. Sometimes the standards variety is

considered as a language, whereas the non-standard variety is considered as a dialect. As

noted earlier, the varieties of a language can be classified as regional dialect and social dialect

based on speaker’s geographical origin and social background.

This topic is all about use of Dialects and It’s Impact on the student. This is the use of

students native dialect in education to enhance the social, cognitive, emotional and linguistic

development of the learners in or out the school. In this topic also show the issue of dialect and

the issue of choosing the variety to be used as language of instruction. The language of

instruction largely depends on a variety of factors such as historical, economic, pedagogical,

sociolinguistic, cultural, ideological, theoretical or political.

 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Dealing with a Real Language Barrier

Contrast this with another employee I met in one of my management training seminars. She

introduced herself to the group by saying she had only been in the United States for five years

and had come to this country unable to speak one word of English. I was shocked because she

spoke fluent English without a hint of an accent. I asked her how she was able to speak English

so fluently in only five years. She said she learned to speak English by watching the PBS

television show Sesame Street three times a day. Although she certainly could have been a

prodigy, this told me that it is possible to learn the predominant language of the workplace if one

has the desire and the perseverance.

Communication with Language Barriers

Communication is about transmission of information, so that a natural question to

ask is “what” information is actually transmitted and this has been the focus of the literature on

strategic communication, or “cheap talk.” This literature, however, has typically ignored the

issue of “how” information is transmitted. Yet, everyday experience suggests the intuition that

how information is transmitted may hinder or help communication.

A general communication model with language barriers and study harm welfare

in communication our country the negative result in blame just to determine the parties involved

we take the issue seriously and study language communication game. Possibility that in

situations of strategic communication individuals able to send or understand certain messages.

 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Student’s Self-perceived and Its Impact on Their Communicative Competence

The English language plays an important role as a lingua franca in Sweden as well as in

many countries across the European Union (EU). With communication as a primary goal of the

Swedish curriculum for English, the importance of acquiring an inner-circle accent, an accent

spoken by native speakers of English, has had to take a step back, without thoroughly studying

the effect it has on the communicative competence and speaking confidence of the students.

The aim of this study is to investigate, with an empirical approach, if student’s self-

perceived English accent impacts positively or negatively on their speaking confidence and

communicative competence. The study was conducted using an empirical and descriptive

approach, with a quantitative data analysis.

Communication is the transactional process of sharing meaning with others. The

communication competence model acts as a map that can guide your transactions with others.

Studying the human communication process increases your knowledge of how to behave

appropriately and effectively in a specific context. Communication skill development allows you

to use your knowledge of communication in useful ways. Knowledge and skills, however, don’t

automatically improve relationships. Being sensitive to your social environment by detecting,

decoding, and comprehending signals increases effective communication. Sensitivity means

monitoring your communication so you can improve. Being committed to improving your

communication by investing time, energy, feelings, thoughts, and effort is also necessary. The

communication competence model of knowledge, skills, sensitivity, commitment, and ethics will

serve as the map directing your journey into a variety of communication environments that will
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

be explored in later chapters. Developing a constructive communication climate is a first step in

this journey.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Chapter III
RESEARCH METHODOLOGY
This chapter provide the methodology used in the research study. It is composed of the

research design, selection of the study, sampling procedure, research instrument, data gathering

procedure, and data analysis procedure.

research design

A research design is the set of methods and procedures used in collecting and analyzing

measures of the variables specified in the research problem research. A research design is a

framework that has been created to find answers to research questions. A research design will

typically include how data is to be collected, what instruments will be employed, how the

instruments will be used and the intended means for analyzing data collected. The purpose of a

research design is to provide a plan of study that permits accurate assessment of cause and effect

relationships between independent and dependent variables. Research designs are important

because complete designs tend to produce significant and correct conclusions.

Based from the experiences of one of the researchers, there is indeed an effect, a barrier,

caused by the different dialects used by students in school. We aim to tackle, discuss and

hopefully know the lengths of the effects of this obstacle especially its impact on the learning

process of a student. By knowing its causes, factors, and effects, we can limit and reduce its

negative impact on the students currently experiencing it and those who will. Students who do

not know the dialects used by the other students will feel somewhat out of placed and will in turn

be hesitant to engage in discussions or maybe even just communicate with others. their education

may somehow be limited only to the four corners of the classroom.

 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

research locale

The research was mainly done inside the school grounds while our respondents were

senior high students. The purpose of the study is to somehow aid and inform the students that

different dialects at school has effects on one's learning. The study is not only meant for those

who experience trouble with local dialects, but it is also for those who can because by knowing

the effect of different dialects, they can be able to adjust better for the benefit of those who can

not understand the dialect.

selection of the study

For the purpose of our research, the researchers have decided that the respondents were

those that have and are experiencing difficulties in communication due to the lack of knowledge

of the local dialect. The respondents were ranged from the ages of 16-18. They were chosen

because they would provide the needed information that helped us discuss the factors affecting

communication breakdowns due to different dialects. The sampling method that was used in this

research was snowball sampling.

Research Instrument

The researchers will use questionnaires that contain question that is related to dialect

differences as a communication barrier. It is easy to the researchers to gather information

through questionnaire. The statistical tool that will be use is frequency, mean, weighted mean,

and ranking.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Frequency – the rate at which something occurs or is repeated over a particular period of time or

in a given sample.

Mean – is the average you’re used to, where you add up all the numbers and then divide by the

number of numbers.

Weighted mean – is a kind of average.

Ranking – is the data transformation in which numerical or ordinal values are replaced by their

rank when the data are sorted.

Data collection procedure

The researchers conducted a survey with the respondents that covers the topic.

Upon doing the research process the respondents were given 30 questions each. The

researchers considered all the answers they get from the respondents.

Statistical Tool

The researchers will be using statistical tool for their study are frequency, mean,

weighted mean and ranking.

Weighted mean: 𝑥 = Ʃ𝑓𝑥

𝑛

Therefore:

f- frequency

x- rating

n- total of respondents
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Chapter IV
ANALYSIS AND INTERPRETATION OF DATA
This chapter shows the presentation, analysis, and interpretation of data. It also includes the
result and finding of the study.

Table 4.1. Frequency and Percentage Distribution of Respondents According to Sex

Response Frequency Percentage

Male 15 30%
Female 35 70%

As shown in table 4.1, fifteen (15) or 30% of the respondents are male and thirty-five
(35) or 70% of the respondents are female, which implies that most of the respondents are
female.

Table 4.2. Weighted Mean and Verbal Interpretation

Weighted Mean Verbal Interpretation
2.64 Seldom
1.58 Never
1.70 Never
1.26 Never
2.08 Seldom
2.32 Seldom
2.76 Sometimes
2.24 Seldom
1.84 Seldom
1.68 Never
AVERAGE WEIGHTED MEAN 2.01
VERBAL INTERPRETATION SELDOM

A. In School

Table 4.2 shows how the dialects become a barrier to the Senior High School students of
La Salette of Roxas College, Inc. in their school.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

On the first statement, the data reveal that the respondents perceive that SELDOM (2.64)
the experience dialect differences.
On the second statement, the data revel that the respondents perceive that NEVER (1.58)
they experience bullying because of their dialect.
On the third statement, the data reveal that the respondents perceive that NEVER (1.70)
experience criticism because of their different dialect.
On the fourth statement, the data reveal that the respondent perceive that NEVER (1.26)
lose friends because of differences in dialect.
On the fifth statement, the data reveal that the respondent perceive that SELDOM (2.08)
experience a lot of stress because of understanding different dialects.
On the sixth statement, the data reveal that the respondents perceive that SELDOM (2.32)
feel hard for them to comprehend what others are saying.
On the seventh statement, the data reveal that the respondents perceive that
SOMETIMES (2.76) understand other languages.
On the eighth statement, the data reveal that the respondents perceive that SELDOM
(2.24) feel irritable when someone forces to communicate.
On the ninth statement, the data reveal that the respondents perceive that SELDOM
(1.84) hard for them to have new friends.
On the tenth statement, the data reveal that the respondents perceive that NEVER (1.68)
feel jealous when they see other people have friends with the same dialect.

The over-all weighted mean of 2.01 shows that dialect SELDOM a communication
barrier to the Senior High School students of La Salette of Roxas College, Inc. in their school.
This is because students are taught to respect each other despite of their differences.

Table 4.3. Weighted Mean and Verbal Interpretation

B. In Community
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Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Weighted Mean Interpretation

2.24 Seldom
2.06 Seldom
2.06 Seldom
2.46 Seldom
2.12 Seldom
2.72 Sometimes
2.52 Sometimes
2.28 Seldom
1.92 Seldom
2.36 Seldom
AVERAGE WEIGHTED MEAN 2.27
VERBAL INTERPRETATION SELDOM

Table 4.3 shows how the become a barrier to the Senior High School students of La
Salette of Roxas College, Inc. in their community.
On the first statement, the data reveal that the respondents perceive that SELDOM (2.24)
hard for them to interact to other people.
On the second statement, the data reveal that the respondents perceive that SELDOM
(2.06) feel isolated due to communication breakdown.
On the third statement, the data reveal the respondents perceive that SELDOM (2.06)
suffer rejection.
On the fourth statement, the data reveal the respondents perceive SELDOM (2.46) remain
silent.
On the fifth statement, the data reveal the respondents perceive SEMDOM (2.12) struggle
because of their differences of dialect.
On the sixth statement, the data reveal the respondents perceive SOMETIMES (2.72)
experience misunderstanding.
On the seventh statement, the data reveal the respondents perceive SOMETIMES (2.52)
feel anxious and irritable when they didn’t understand what other people say.
On the eighth statement, the data reveal the respondents perceive SELDOM (2.28) had
rather spend time with themselves than to communicate with other people.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

On the ninth statement, the data reveal the respondents perceive SELDOM (1.92) feel
comfortable because of their differences of dialect.
On the tenth statement, the data reveal the respondents perceive SELDOM (2.36) prefer
to do other things than to communicate.

The over-all weighted mean of 2.27 shows that dialect SELDOM a communication
barrier to the Senior High School students of La Salette of Roxas College, Inc. in their
community. This is because the people in their surroundings are also respectful.

Table 4.4. Weighted Mean and Verbal Interpretation

C. Academic Performance

Weighted Mean Interpretation

2.36 Seldom
1.98 Seldom
2.06 Seldom
2.18 Seldom
2.24 Seldom
AVERAGE WEIGHTED MEAN 2.16
VERBAL INTERPRETATION SELDOM
Table 4.4 shows how the become a barrier to the Senior High School students of La
Salette of Roxas College, Inc. in their Academic Performance.
On the first statement, the data reveal that the respondents perceive that SELDOM (2.36)
experience difficulties in understanding the lesson.
On the second statement, the data reveal that the respondents perceive that SELDOM
(1.98) having a hard time due to the differences of dialects.
On the third statement, the data reveal the respondents perceive that SELDOM (2.06)
have difficulties in interacting with their group members.
On the fourth statement, the data reveal the respondents perceive SELDOM (2.18)
confused with their discussions.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

On the fifth statement, the data reveal the respondents perceive SEMDOM (2.24)
experiencing a hard time in comprehending their lessons.

The over-all weighted mean of 2.16 shows that dialect SELDOM a communication
barrier to the Senior High School students of La Salette of Roxas College, Inc. in their academic
performance. This is because inside the classroom, the students respect each other for them to
easily understand their lessons.

Table 4.5. Summary Table of Respondents’ Responses, Weighted Mean and Verbal
Interpretation

DIALECT DIFFERENCES OVER-ALL WEIGHTED OVER-ALL VERBAL

AS A COMMUNICATION MEAN INTERPRETATION
BARRIER
School 2.01 Seldom
Community 2.27 Seldom
Academic Performance 2.16 Seldom

Table 4.5 summarizes that the over-all weighted mean of the three categories of dialect
differences as a communication barrier namely in school, in community, and in academic
performance are 2.01, 2.27, and 2.16, respectively. It was found out in the research that the
selected respondents of La Salette of Roxas College Senior High School that seldom in school, in
community, and in academic performance differences in dialect a communication barrier. It
implies that dialect differences are not a communication barrier among the Senior High School
Students at La Salette of Roxas College, Inc. It also implies that the students’ differences in
dialect seldom affect their socialization in others.
 LA SALETTE OF ROXAS COLLEGE INC.
Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

CHAPTER V
FINDINGS, CONCLUSION & RECOMMENDATION

Findings

Summarizes that the over-all weighted mean of the three categories of dialect differences as

a communication barrier namely in school, in community, and in academic performance are

2.01, 2.27, and 2.16, respectively. It was found out in the research that the selected respondents

of La Salette of Roxas College Senior High School that seldom in school, in community, and in

academic performance differences in dialect a communication barrier. It implies that dialect

differences are not a communication barrier among the Senior High School Students at La

Salette of Roxas College, Inc. It also implies that the students’ differences in dialect seldom

affect their socialization in others.

Conclusion

To sum up, languages and dialects are a crucial part in the area of sociolinguistics, which is

mainly concerned about the relation between linguistics and society. And the terms language and

dialect are kind of ambiguous, it’s hard to draw a definite line between the two. Instead of

making an absolute conclusions, it’s wiser and more recommendable to analyze the issues in

questions from a more objective point of view. And because the society is changing from time to

time, so is the language, it’s better to leave space for the further discussion and exploration

relating to the above topics being covered in this paper.

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Magsaysay St. Vira, Roxas, Isabela
S.Y 2019-2020
SENIOR HIGH SCHOOL

Recommendations

The recommendations were based on the summary of findings and the conclusions of the study.

For Teenagers

1. That they will be more considerate and sensitive towards their differences of dialects.

That they won’t step on any one’s feelings and they didn’t have a conflict or argue

despite of their differences of language.

For Parents

1. That they will accept them for who and what they’re as a person. Don’t teased them

because of they’re dialect and don’t feel left out and be open to help them when they

asked.

For Teachers

1. That they will support and accept them for who they are and what their dialect is, an be

available and be open for them if they need help and don’t hesitate to help them.

For Future Researchers

1. That they will have an insight and prior knowledge to the study entitled dialect

differences as a communication barrier among the senior high school students for their basis.