Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines

Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines

This study aimed to determine the effectiveness of Language Intervention Program(LIP) for Indigenous Peoples (IP) learners with speaking difficulties in English. Itsobjectives were to: (1) identify speaking difficulties of IP learners in English; (2)discover factors affecting these speaking difficul...

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Main Author: Jurado-Leano, Adelaila
Format: thesis
Language:eng
Published: 2019
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=6168
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Jurado-Leano, Adelaila
Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines
description This study aimed to determine the effectiveness of Language Intervention Program(LIP) for Indigenous Peoples (IP) learners with speaking difficulties in English. Itsobjectives were to: (1) identify speaking difficulties of IP learners in English; (2)discover factors affecting these speaking difficulties; and (3) design, develop,implement, assess and Language Intervention Program (LIP) that addressesaforementioned problems based from Social Learning Theory. Qualitative research design wasutilised through a case study of five selected Grade 2 IP learners, five parents andone teacher at Echague, Isabela, Philippines. Data were collected through observations, oral assessment activities, interviews, and document analysis. Instruments includedobservation checklists, constructed oral assessment, and interview questions. Results werethematically analysed as modelled by Creswell. Findings from observations and oral assessmentdisclosed that speaking troubles in English phonology on Alphabet knowledge domain, compriseddifficulty in sounding letters, reciting English alphabets in sequence; recognisingalphabetical arrangement of English words; identifying beginning consonant sounds; anddistinguishing similarities and differences of alphabets both in English and Filipino languages. Inphonics and words recognition, difficulty is on matching of English words withConsonant-Vowel-Consonant (CVC) patterns and basic sight words with their pictures. Forphonological awareness, difficulty is on identifying rhyming words. Poor English vocabularysignified semantics difficulty. Weak oral communication indicated pragmatics deficiency.Difficulty in Syntax signified poor grammatical awareness of nouns and verbs. From interviews anddocument analysis, the study has identified several factors affecting speakingdifficulties. These are on physical domains, intellectual aspects, behavioural aspects, and homefactors. Physical components involved mispronunciations while intellectual area included hindrances in comprehension, English vocabulary, information processing, memory,attention span and IP learners language. Behavioural factors comprised misbehaviours andnegative attitudes. Home factors comprised parents inadequate supervision and insufficientEnglish aptitudes. LIP was developed based on noted difficulties and through parents andexperts consultations. In conclusion, research findings reveal that LIP was effective to solveIP learners English speaking problems. This implied that LIP can be used by teachers to teach IPlearners in otherschools.
format thesis
qualification_name
qualification_level Doctorate
author Jurado-Leano, Adelaila
author_facet Jurado-Leano, Adelaila
author_sort Jurado-Leano, Adelaila
title Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines
title_short Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines
title_full Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines
title_fullStr Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines
title_full_unstemmed Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines
title_sort effectiveness of languaage intervention programme for indigenous peoples (ip) learners with speaking difficulties in english in the philippines
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2019
url https://ir.upsi.edu.my/detailsg.php?det=6168
_version_ 1747833248516407296
spelling oai:ir.upsi.edu.my:61682021-08-13 Effectiveness of languaage intervention programme for indigenous peoples (IP) learners with speaking difficulties in English in the Philippines 2019 Jurado-Leano, Adelaila LB Theory and practice of education This study aimed to determine the effectiveness of Language Intervention Program(LIP) for Indigenous Peoples (IP) learners with speaking difficulties in English. Itsobjectives were to: (1) identify speaking difficulties of IP learners in English; (2)discover factors affecting these speaking difficulties; and (3) design, develop,implement, assess and Language Intervention Program (LIP) that addressesaforementioned problems based from Social Learning Theory. Qualitative research design wasutilised through a case study of five selected Grade 2 IP learners, five parents andone teacher at Echague, Isabela, Philippines. Data were collected through observations, oral assessment activities, interviews, and document analysis. Instruments includedobservation checklists, constructed oral assessment, and interview questions. Results werethematically analysed as modelled by Creswell. Findings from observations and oral assessmentdisclosed that speaking troubles in English phonology on Alphabet knowledge domain, compriseddifficulty in sounding letters, reciting English alphabets in sequence; recognisingalphabetical arrangement of English words; identifying beginning consonant sounds; anddistinguishing similarities and differences of alphabets both in English and Filipino languages. Inphonics and words recognition, difficulty is on matching of English words withConsonant-Vowel-Consonant (CVC) patterns and basic sight words with their pictures. Forphonological awareness, difficulty is on identifying rhyming words. Poor English vocabularysignified semantics difficulty. Weak oral communication indicated pragmatics deficiency.Difficulty in Syntax signified poor grammatical awareness of nouns and verbs. From interviews anddocument analysis, the study has identified several factors affecting speakingdifficulties. These are on physical domains, intellectual aspects, behavioural aspects, and homefactors. Physical components involved mispronunciations while intellectual area included hindrances in comprehension, English vocabulary, information processing, memory,attention span and IP learners language. Behavioural factors comprised misbehaviours andnegative attitudes. Home factors comprised parents inadequate supervision and insufficientEnglish aptitudes. LIP was developed based on noted difficulties and through parents andexperts consultations. In conclusion, research findings reveal that LIP was effective to solveIP learners English speaking problems. This implied that LIP can be used by teachers to teach IPlearners in otherschools. 2019 thesis https://ir.upsi.edu.my/detailsg.php?det=6168 https://ir.upsi.edu.my/detailsg.php?det=6168 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia Abdur Rehman Tariq, Hafiz Ahmad Bilal, Muhammad Afzal Sandhu, Anser Iqbal, Umer Hayat (2013).Difficulties in learning English as a second language in rural areas of Pakistan. Academic ResearchJournal. Retrieved from http://www.savap.org.pk/journals/ARInt./Academia. (2016). Teaching speaking to young learners. Retrieved from http://www.academia.edu/4066131/Teaching_speaking_English_to_young_learnersAlimemaj, Z. (2014). English phonological problems encountered by Albanian learners. EuropeanScientific Journal. Retrieved from http://eujournal.org/index.php/esj/article/viewFile/3013/2839Al-Lawati, M. (1995). 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