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ASSESSMENT ON THE LEVEL OF PHONEMIC AWARENESS OF SELECT

GRADE 4 PUPILS OF TAMBACAN ELEMENTARY SCHOOL

A RESEARCH PAPER

In Partial Fulfillment
Of the Requirements for the Subject
Psychology of Language (English 120)

to

Dr. Merceditha C. Alicando

by

Nicolyn A. Aragones
Donnie Grace Branzuela
Anthony Gerarman
Bryner W. Lovitos
Sherifah Mae B. Mangondato

December 2019
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ABSTRACT

A child’s level of phonemic awareness by the start of formal education is widely

known to be the most significant single determiner of success that she or he will experience
in understanding how to read or conversely, the likelihood that she or he will display slower
progress in language learning (Adams, 1990). This study wants to assess the current situation
of the respondent’s phonemic awareness particularly the Grade 4 students from Tambacan
Elementary School. It is important to know how aware these students of the speech sounds.
Better understanding of speech sounds will lead them to easily look for new words, use it
effectively according to context and to have a better understanding of things using the second
language- English.

The data collected from the said questionnaire was in the form of numbers, frequency
and average which are measurable and quantifiable and has been interpreted using statistical
models in an attempt to explain what is observe to the frequencies and average scores of the
respondents with regards to the objectives of the study. In this study the dynamic indicators
of basic early literacy skills are a set of standardized procedures and measures for assessing
the acquisition of early literacy skills. They are designed to be short fluency measures used to
regularly monitor the development of early literacy and early reading skills. It is also the tool
used to gather data from the respondents.

As a result, the researchers found out that students were able to identify first sound of
speech sounds and are fully aware of those first sounds/phonemes, students were able to
segment the words into phonemes and are slightly aware of the phoneme segmentation. ,
students are able to finish the assessment, however they do not know what are phonemes,
rather; and lastly students know it as sounds not phonemes. But it is good to know that they
are somehow aware of those sounds.
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ACKNOWLEDGMENT

The researchers wish to express appreciation and profound gratitude to the following

persons who gave their support, cooperation and consideration for the success of this

research.

First and foremost, we praise and thank God (Allah) for the love, knowledge, wisdom,

strength, courage and determination that have been given to the researcher to complete the

research successfully;

To the Gerarman Family, Branzuela Family, Mangondato Family, Cabalida Family,

Aragones Family, and Lovitos Family for always being there to support and understand the

education and financial needs;

To our former research adviser Sir Chris T. Sagarino who have been very supportive

and kept on encourage the researchers in pursuing a good quality research paper.

To Ma’am Jonafe, Ma’am Reville and other senior high school teachers who

supported this study;

To the school principal, assistant principal and teachers from Tambacan Elementary

School who have been very accommodating to the researcher and to the respondents for their

participation in answering the test questionnaires provided by the researchers;

Mrs. Merceditha C. Alicando, the researchers’ very supportive adviser in research

who provided insights and expertise that greatly assisted the research.
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DEDICATION

This work is lovingly dedicated to

Our Almighty God
Every challenging work, needs, self-efforts as well as
guidance of elders especially those who were close to
our heart.
We dedicate this humble effort to our sweet and loving
parents
Christian & Leya Aragones
Joseph & Mary Grace Branzuela
Oscar & Lucina Gerarman
Alejandro & Luzminda Lovitos
Madrigal and Joselyn Mangondato
Along with their hard working and respected professor
Mrs. Merceditha Alicando
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TABLE OF CONTENTS

Page

TITLE PAGE……………………………………………………………………………. i

ABSTRACT……………………………………………………………………………… ii

ACKNOWLEDGMENTS……………………………………………………………. iii

DEDICATION………………………………………………………………………. iv

TABLE OF CONTENTS………………………………………………………………. v

LIST OF FIGURES……………………………………………………………………... vii

LIST OF TABLES………………………………………………………………….…… viii

LIST OF APPENDICES………………………………………………………………… ix

CHAPTER CONTENT PAGE

1 INTRODUCTION 1

1.1. Rationale of the Study…………………………………………. 1

1.2. Statement of the Problem……………………………………... 2

1.3. Significance of the Study……………………………………… 2

1.4. Scope and Delimitation………………………………………… 3

1.5. Theoretical Framework………………………………………… 3

1.6. Conceptual Frameworks…….………………............................ 4

1.7. Key Terms and Concepts………………………………………. 4

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2 LITERATURE REVIEW 6

3.1. Related Literature………………………………………………… 6

3.2. Related Studies…………..……………………………………… 8

3 METHODOLOGY 58

3.1. Research Design………………………………………………… 11

3.2. Source of the Study…………......…………………………… 11

3.3. The Respondents………………………………………………… 12

3.4. Research Locale………………………………………………. 12

3.5. Research Instrument…………………………………………. 13

3.6. Data Gathering Procedure………………………………………. 15

3.7 Statistical Treatment of Data…………………………………… 16

4 RESULTS AND DISCUSSIONS 18

5 CONCLUSIONS AND RECOMMENDATIONS 22

REFERENCES…………………………………………………………………………. 23

APPENDICES……………………………………………………………………………. 25
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LIST OF FIGURES

PAGE

Figure 1: Conceptual Framework…………………………………………….. 3

Figure 2. Tambacan Elementary School ……………………………………… 12

Figure 3. Map of Tambacan Elementary School …………………………………... 13

Figure 4. Data Gathering Flow-Chart…………………………………………. 15

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LIST OF TABLES

PAGE

Table 1: Respondent’s Level of Phonemic Awareness: First Sound Fluency……… 18

Table 2: Respondent’s Level of Phonemic Awareness: Phoneme Segmentaion

Fluency………………………………………………………………….... 18
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LIST OF APPENDICES

PAGE

A. FLESCH KINCAID OF THE TEST QUESTIONNAIRES………………………25

B. LETTER TO CONDUCT…………………………………………………………27

C. VALIDATION LETTER………………………………………………………….28

D. QUESTIONNAIRE……………………………………………………………..…29

E. ANSWERED QUESTIONNAIRE………………………………………………..30

F. RESULTS…………………………………………………………………………31

G. DOCUMENTATION……………………………………………………………..32