1

CHAPTER I

INTRODUCTION

This chapter presents the background of the study, the statement of the

problem, the significance of the study, and the scope and delimitation of the study.

Background of the Study

The term "language" was the principal method of human communication,

consisting of words used in a structured and conventional way and conveyed by

speech, writing or gesture. Local languages could be classified based on a

speaker's social class and geographical background, Dictionary (Oxford

Languages, n.d).

In the Philippines, mostly the people who live in Romblon, they have

different languages belonging to the Bisaya family. So, learners have difficulty

analyzing the mother tongue in English subject. According to Inciso (2021) they

stated that there are learning inequalities and barriers that affected the quality of

education learners received. In this case, these inequalities have a great impact in

the students’ perseverance and existence of educational institutions according to

the study of Inciso (2018).

Students are affected in learning English language when they are not used

to speak English language and is affected by their mother tongue. Many learners

rely on their mother tongue to express ideas stated by Ridha (2012). This means

that students used their mother tongue to express their ideas. In addition,
 2

grammatical errors of the learners are caused by their mother tongue according to

Arif (2015).

Statement of the Problem

The purpose of this study is to determine the students’ perception on the

influence of Ini Lingo to the Academic Performance of Junior High School learners

in Alad National High School amidst Pandemic.

Specifically, this study answered to the following questions:

1. What is the first quarter academic performance of the respondents in

the English subject?

2. What is the students’ perception on the influence of Ini Lingo to the

academic performance of the respondents in terms of;

1.1. Reading Comprehension;

1.2. Grammar and;

1.3. Pronunciation;

3. Is there a significant relationship between Ini Lingo and the

academic performance of the respondents?

Significance of the Study

The following individuals are the beneficiaries of this study:

Learners. This study provided recommendations that increases the

language competence of the students.

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Teachers. This research directed the teachers on how to provide age-

appropriate lessons and activities to help students improve their reading

comprehension, grammar, and pronunciation.

Curriculum Planners. The results of the study helped the academic heads

to devise school language policies that will hone the linguistic competence of the

students in English Language.

Future Researchers. This study provided them with reliable information and

findings that helped them with future studies. They also used the findings of this

study in new endeavors.

Scope and Delimitation of the Study

The purpose of this study was to determine the students’ perception of Ini

Lingo of Junior High School learners in Alad National High School.

The study commenced in February 2022 and was completed in May 2022.

The location is at Alad National High School. The study is composed of fifty-one

(51) junior high school learners from the mentioned school. They were chosen

using purposive sampling technique. Using a structured questionnaire, data was

collected from the respondents.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Education Amidst Pandemic

The COVID-19 pandemic shocked education system in most countries

around the world. According on the study of Kawamorita et al, (2020), COVID-19

pandemic started in 2020 and it affected the whole world in all sectors. In their

study, it states that distance education model was one of the solutions applied to

keep continue education during this challenging time in higher education sector.

As cited in the study of Quinones (2020), Distance Learning refers to a learning

delivery modality, where learning takes place between the teacher and the

learners who are geographically remote from each other during instruction. This

modality has three types: Modular Distance Learning (MDL), Online Distance

Learning (ODL), and TV/Radio-Based Instruction Quinones, (2020).

As such, students with limited or no access to the internet and had no any

resources of gadgets to afford the technology and student with learning disabilities

run the risk of lagging behind the learning. Likewise, educational institutions

located in rural or semi- urban areas were equally struggling to keep up. With

schools across the United States turning to distance learning during the COVID-

19 pandemic, concerns were being raised about the quality of instruction that

English learners—students whose English proficiency affects their ability to

meaningfully participate in school—are receiving. English learners made up nearly

10 percent of all public-school students in the United States and, even during
 5

normal times, face significant barriers to academic success. Those challenges

were multiplied when instruction goes online as cited in the study of Parker et al,

(2020).

English learners faced challenges during the English learning process as a

result of differences between their mother tongue (L1) and second/foreign

language (L2). It was visible in the errors found in the production of second

language by English learners. Mother tongue interference could be seen in the

areas of phonology and grammar.

Pronunciation

In pronouncing English words, native speakers face common difficulties. In

the study of Suryani and Ambeligen (2018), on the effects of mother tongue on the

English vowel pronunciation of Batak Tobaneses, it was stated that the factors

that cause difficulties were the phonological differences between the first

language and second/foreign languages. They determined that an ESL or EFL

learner faced a few problems due to the fact his L1 impacts his L2, in particular in

adulthood, and this impact is an end result of L1 transfer; thus, it's far a hassle for

ESL or EFL learners, that was a considerable supply of error.

Native speakers whose mother tongue was not English will bring their

mother tongue- like accent in pronouncing English words. In the study of Suryani

and Ambeligen (2018), it was concluded that the ability to pronounce

English/foreign language words was affected by mother tongue interference.

Carter and Nunan (2013) demonstrated that mother tongue had a clear influence
 6

on L2 pronunciation learning while a mother tongue-like accent interferes with

English pronunciation, phonology was concerned with one's understanding of a

language's sound system.

Grammar

Many English language learners struggled to master the English language.

One of its issues was the learner's grammatical errors, which were caused by the

difference in systems between English and the learner's native language.

Grammatical errors made by the learner in constructing English sentences were

very visible and frequent as a result of the influence of their native language.

According to Arif (2015), the study revealed that the learner's grammatical errors

were caused by the mother tongue interference. Ridha (2012) also stated in her

study that the majority of learners rely on their mother tongue to express their

ideas.

According to Qomariana et al, (2018) on their study on mother tongue

interference on EFL, the influence in terms of grammar was the application of

mother tongue on the production of second language (L2). The difficulties were

demonstrated by the errors made by the learners while producing English

sentences as they apply the grammar of their mother tongue. The study revealed

that mistakes were made in word order, tenses, subject verb agreement, the use

of articles, singular and plural nouns, pronouns, active and passive construction,

and the use of articles. Furthermore, Nisa (2018) conducted a study on the

influence of mother tongue on grammatical errors in Indonesian EFL students,

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and the study found that the mother tongue influence on grammar was the most

common type of error. The subject verb agreement, verb tense and form, word

order, plurality, and passive voice were the most common and noticeable mother

tongue influences found in students' papers.

Reading Comprehension

Reading was an integrative process in which readers used successful

reading strategies to create a meaningful representation of a text. Effective

reading strategies were important abilities that had been focused on improving

students' reading comprehension proficiency. The authors defined the terms

reading and reading comprehension, explained the many forms of reading,

proclaimed reading process models, and asserted reading theories in this study

evaluate appropriate reading comprehension techniques, and finally discussed

the findings of learners' reading strategies and their reading comprehension skills.

According to the literature study, reading methods were important in increasing

pupils' reading comprehension skills.

Bilingual children who learn to read in their second language often fell

behind their monolingual peers in terms of reading comprehension as cited in the

study of Melby-Lervag (2014). The study of Bosch et al, (2019) shown that the

investigated impact on L1 and L2 vocabulary knowledge on L2 reading

comprehension showed that studies including L2 readers with varying levels of L1

and L2 were needed. Also, despite large variation of reading comprehension

among beginning readers and L2 readers in particular, there were relatively

 8

longitudinal studies on the early stages of reading comprehension. This is

presented in the study of Verhoeven et al, (2019) aimed to identify subgroups of

L2 readers based on individual differences on L1 and L2 vocabulary knowledge to

explain variation in early reading comprehension development in bilingual children

(L2 readers as compared with monolingual children (L1 readers).

Conceptual Framework

The researchers found that it is important to present an illustration that

would clearly show the flow of the study. The student’s perception on the influence

of Ini Lingo in terms of: reading comprehension, grammar, and pronunciation took

the place of the independent variable, while the academic performance served as

the dependent variable. In the research paradigm below, the line explained how

the correlation process carried out.

Research Paradigm

Independent Variable Dependent Variable

Influence of Ini Lingo in

terms of
1.1. Reading Academic Performance in
Comprehension; English Subject
1.2. Grammar;
1.3. Pronunciation;

Figure 1. The paradigm showing the relationship of each variable.

 9

Hypothesis

1. There is no significant relationship between the students’ perception on

the influence of Ini Lingo and the academic performance in English subject of the

respondents.

Definition of Terms

Academic Performance. This refers to the measurement of students’

achievement across various academic subjects, according to Ballotpedia.

In this study, it pertains to the grade or final rating obtained in English

subject of the respondents.

Grammar. This refers to the entire system and structure of a language, or

of languages in general, and is commonly defined as consisting of syntax and

morphology (including inflections), with phonology and semantics thrown in for

good measure, Dictionary (Oxford Languages, n.d).

In this study, it is the system and structure of a language determine where

the respondents developed their grammar in English subject. Moreover, this study

explores how Ini Language influences the English grammar of the respondents.

Influence. This is the ability to have a significant impact on someone or

something, according to the dictionary. When someone influences someone else,

they are changing a person or thing in an indirect but significant way.

This study investigates the impact of Ini Language on the academic

performance of the learners in English subject.

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Ini Language. According to Wikipedia, Ini is an Austronesian regional

language spoken in the province of Romblon alongside Asi and Onhan. It is

related to other Philippine languages and is a member of the Bisayan language

family.

In this study, Ini language is the independent variable in this paper. To add,

it is the spoken language used in the province of Romblon, usually in Alad,

Romblon where the respondents are residing.

Lingo. This is a way of communicating that is specific to a country or

society, Dictionary (Oxford Languages, n.d).

In this study, it pertains to the language used to communicate. Further, it is

believed that one language influences the acquisition or learning of the other

language.

Pandemic. This is a disease outbreak that affects multiple countries or

continents at the same time. It has a larger impact and kills more people than an

epidemic, Robinson et al, (2020). Because of the pandemic, distance education

has a significant impact on the concept of learning as well as methods of obtaining

and assimilation of information.

In this study it pertains to the current situation of the country, Philippines.

Perception. This denotes the sensory experience of the world. It entails

both sensing environmental cues and taking action in response to them, by Cherry

(2020).

In this study, it pertains to the individual’s unique way of viewing how Ini

language influences his/her academic performance in English subject.

 11

Pronunciation. It refers to the act or result of producing the sounds of

speech, including articulation, stress, and intonation, often with reference to some

standard of correctness or acceptability, Dictionary (Oxford Languages, n.d).

In this study, it is the way on how to pronounce words. This literature

discovers how Ini Language influences the English pronunciation of the

respondents.

Reading Comprehension. It is the process by which a reader thinks,

selects facts, information, or ideas from printed materials; determines the

meanings the author intended to transmit; determines how they relate to prior

knowledge; and judges their appropriateness and worth for meeting the learner's

own objectives" Veeravagu et al, (2012).

In this study, it is the ability to read and understand certain text. This

investigation studies the manner Ini Language impacts the English reading

comprehension of the students.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design and research method to be used,

the research locale and time of study, the population and sample of study, the

research instrument, validity and reliability of the instrument, data collection and

source of data, method of data processing and analysis.

Research Design

This study used a quantitative data. Quantitative data gave numerical data

that can be used to confirm or disprove a theory, and administrators simply

disseminated the studies numerical. Quantitative research study’s overarching

goal is to classify features, count them, and build statistical models in order to

explain what is observed Rolfe (2013).

Research Method

A descriptive-correlational method of research was used in this study. The

descriptive method entails a systematic process of gathering, analyzing, and

categorizing data. According to Aggarwal (2017), descriptive research is

concerned with gathering information about current conditions and interpretation.

This design would assist researchers in determining the possible patterns of

relationship and measuring the durability of the relationship. To determine the

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significant relationship between the students’ perception on the influence of Ini

lingo to the academic performance in English subject, the correlational method

was the most suitable.

A self-made survey questionnaire was used to gather the necessary data

for the study.

Research Locale and Time of Study

Romblon was a Philippine archipelago province located in the Mimaropa

area. Tablas with nine municipalities, Sibuyan, with three towns and the smaller

island municipalities Corcuera, Banton, Concepcion, San Jose, and Romblon, the

provincial capital, were among the provincial’s principal islands.

Research Locale. This study was conducted at Alad National High School

located in Barangay Alad Lamao Romblon, Romblon. It was a public high school

that is close to the Alad Lamao Elementary School and Uyangon Islet.

Time of the Study. This study was conducted within the time frame of the

second semester of the academic year 2021-2022, specifically from February to

May 2022.
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Figure 2: Municipality map of Romblon, Romblon showing the location of the

schools where the study was conducted.
 15

The Population and Sample of the Study

The study composed of fifty-one (51) junior high school learners from Alad

National High School. The total population of the junior high school in Alad

National High School was 199. They chose using a purposive sampling to gather

the data.

The table below shows the population and sample of the study.

Table 1. The population and the sample of the study.

Respondents Population Size Percentage Sample Size

Grade 7 40 20 8

Grade 8 55 28 15

Grade 9 46 23 11

Grade 10 58 29 17

N= 199 100% n= 51

Research Instrument

The main instrument used in gathering the data is the self-made

questionnaire. The researchers developed the data collection instrument for the

study by reading related literature and studies. It was divided into two sections.

Part 1 assesses the respondents’ academic performance in English subject,

whereas Part 2 examines the students’ perception on the influence of Ini lingo in
 16

terms of: reading comprehension, grammar, and pronunciation. It is composed of

fifteen items, five questions in each dimension.

A five-point Likert scale was used to assess the respondents' level of

agreement regarding the impact of Ini dialect. This was used to interpret the data

on a quantitative level. The comparable weights for the responses were as follows:

Code Descriptive Interpretation (DI)

5 Strongly Agree (SA)

4 Agree (A)

3 Uncertain (U)

2 Disagree (D)

1 Strongly Disagree (SD)

For the academic performance of the respondents, the following would be

the basis of interpretation:

Grade Range Descriptive Interpretation (DI)

90-100 Outstanding

85- 89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75 Did not Meet Expectations

 17

Validity and Reliability of the Instrument

Researchers read relevant literature and studies to create the

questionnaire. Following that, three experts were requested to evaluate the

statements and indicators considering the research objectives for clarity, validity,

and appropriateness. Advice, suggestions, and comments are collected from the

validators. The researchers conducted a pilot test with seventy- five randomly

selected respondents. The sample-to-item ratio is used to determine sample size

based on the number of items in the study. The ratio should be at least 5-to-1

Memon et al, (2020). The sample-to-variable ratio suggests a minimum

observation-to-variable ratio of 5:1, but ratios of 15:1 or 20:1 are preferred Hair et

al, (2018).

The reliability test shows that the research instrument was highly reliable

or accepted with a Cronbach Alpha of .810. A general accepted rule is that α 0.6-

0.7 indicates an acceptable level of reliability, and 0.8 or greater indicates a very

good level. However, values higher than 0.95 are not always good, because they

may indicate redundancy Ursachi et al, (2015). It then be submitted for approval to

the adviser to improve the research instrument.

Method of Data Collection and Processing

The researchers requested permission from the school head of Alad

National High School to collect the necessary data. The researchers personally

distributed the questionnaires to the respondents on the designated days. The

 18

respondents were given one hour-time allotment to read the questionnaires and

provide the required responses. The information collected on the questionnaires is

tabulated, processed, and analyzed as soon as it was collected.

Statistical Data Analysis

The responses from the questionnaires were summarized and encoded in

the computer for data analysis.

The data analyzed using SPSS for the Frequency, Percentage, Mean,

Weighted Mean and Pearson’s r at a 5% level of significance.

1. The Frequency and Percentage was used to determine the frequency and

percentage of observation on the academic performance of the respondents.

2. Mean will be used to determine the academic performance of the

respondents.

3. The Weighted Mean was used to determine the students’ perception on

the influence of Ini Lingo in terms of: reading comprehension, grammar, and

pronunciation.

4. Pearson’s r was used to determine the significant relationship between the

students’ perception in terms of Ini Lingo of the respondents.

5. Cronbach Alpha was used in testing the reliability of instrument.

6. Kolmogorov-Smirnov was used in testing the normality of data.

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CHAPTER IV

RESULTS AND DISCUSSION

This chapter presents the results of the data gathered through the survey

conducted by the researchers. The data are presented in tabular form and are

arranged based on the statements of the problem raised in chapter I.

Academic performance of the respondents in the English subject

Shown in table 2 is the academic performance of the respondent. It can be

seen from the table that the grade ranging 90-100 got the f=8, which is 16% from

the total population, and can be viewed as “outstanding”. The grade ranging from

85-89 had a f=19, that is 37% from the total population of the study, it be inferred

as “very satisfactory”. The grade ranging from 80-84 gad a f=15, that is 29% from

the total population, and it can be inferred as “satisfactory”. Eighteen percent from

the total population got a grade ranging from 75-79, which had a f=9 and can be

viewed as “fairly satisfactory”. None of the respondents got a grade ranging from

75 and below.

As revealed in the table 2, it can be seen from table that the mean score of

the respondents which is 84.451 fall under the bracket of 80- 84 which has a f=15

and can be viewed as “satisfactory”. It concluded that the respondents have a

satisfactory academic performance in the English Subject.

Since, level of academic performance in the English subject is in

satisfactory level, there should be actions to take in order to increase students’

 20

level of performance. Teachers, Curriculum Planners, and Academic

Implementers should be addressed to take action to ensure the efficiency and the

optimum level of the students’ learning in English subject. Therefore, it is

significant to know the inequalities and barriers of the learners’ academic

performance in the English subject in order to reach not just the satisfactory level

but beyond from this level.

Table 2. Academic performance of the respondents in the English subject

RANGE F % DI Mean
90-100 8 16 O
85-89 19 37 VS
80-84 15 29 S 84.451
75-79 9 18 FS
Below 75 0 0 DNME

DNME = Did Not Meet Expectation (Below 75)

FS = Fairly Satisfactory (75-79)
S = Satisfactory (80-84)
VS = Very Satisfactory (85-89)
O = Outstanding (90-100)
SD = Standard Deviation

Students’ perception on the influence of Ini lingo in their academic

performance

The table 3 in the succeeding page presents the students’ perception on

the influence of Ini lingo in their academic performance in terms of reading

comprehension, grammar, and pronunciation.

In terms of reading comprehension, it can be seen from the table that

statement 1 got the highest (WM=3.92), followed by statement 4 with a

(WM=3.67). On the other hand, statement 3 got the lowest with a (WM=3.61). All

of the statements are interpreted as “agree.” Overall, it has a (WM=3.71), which

can be interpreted as “agree.” The findings imply that the learners are able to
 21

comprehend texts and passages in the English subject when Ini lingo is integrated

in the teaching-and-learning process.

For grammar, it has obtained a grand (WM=3.77), which can be interpreted

as “agree.” Statement 2 got the highest (WM=3.86), followed by statement 3

(WM=3.78). Statement 1 received the lowest (WM=3.67). The data implies that

the learners can unlock meanings of certain terms and can write sentences in

English by using the Ini lingo.

When it comes to pronunciation, Statements 2 and 1 have the highest

(WM=3.67) and (WM=3.65), respectively, both deduced as “agree.” While,

statement 4 has the lowest (WM=3.29), which can be interpreted as “uncertain.” In

general, it has a (WM=3.54) which can be inferred as “agree.” The findings

suggest that the use of Ini lingo affects how learners articulate words using the

English language.

As shown in Table 3, Grammar got the highest overall rated of (WM=3.77)

with descriptive interpretation of agree, followed by Reading Comprehension with

overall (WM=3.71) which is also agree. Among the three categories,

Pronunciation got the lowest overall (WM=3.54) and interpreted as agree. Since

overall results got agree, it implies that the perception of the students on the

influence of Ini lingo may not affect in the students’ academic performance in

English subject. Therefore, mother tongue may not affect the reading

comprehension and grammar of students, but may affect more on their

pronunciation because as it got the lowest overall rated weighted mean. Moreover,
 22

as concluded by Suryani and Ambeligen (2018), the ability to pronounce

English/foreign language words was affected by mother tongue interference.

Table 3. Students’ perception on the influence of Ini lingo in their academic

performance
Reading Comprehension WM DI
1. He/she can easily comprehend text when 3.92 A
he/she translates it using the Ini dialect.
2. He/she appreciated the message of English 3.63 A
texts because of his/ her knowledge of Ini
dialect.
3. He/she can understand the ideas in English 3.61 A
passage because of his/her knowledge of Ini
dialect.
4. He/she translates first his/ her newly learned 3.67 A
English words into Ini dialect for him/her to
learn it.
OVERALL 3.71 A
Grammar WM DI
1. He/she prefers when the teacher uses the Ini 3.67 A
dialect to unlock the meaning of unfamiliar
English words.
2. He/she easily formulate sentences using the 3.86 A
Ini dialect first, then translate them to English.
3. In expressing his/ her academic thoughts or 3.78 A
writings, he/she prefers using Ini dialect first,
then translate them to English.
4. The Ini dialect affects how he/she spells 3.76 A
English words.
OVERALL 3.77 A
Pronunciation WM DI
1. During oral recitation, the Ini dialect affect the 3.65 A
way he/she pronounces English words.
2. Because of the Ini dialect, he/she has difficulty 3.67 A
pronouncing some English vowel and
consonant words.
3. During oral presentation, he/she 3.53 A
unconsciously uses an Ini dialect-like accent
when pronouncing English words and
sentences.
4. He/she feels awkward in articulating English 3.29 U
words because of Ini dialect.
5. Due to his/her dialect fluency, he/she has 3.57 A
 23

difficulties distinguishing English words that

almost have the same pronunciation to that of
Ini dialect.
OVERALL 3.54 A
Legend:
Range Values Descriptive Interpretation
4.51-5.005 Strongly Agree (SA)
3.51-4.50 Agree (A)
2.51-3.50 Uncertain (U)
1.51-2.50 Disagree (D)
1.00-1.50 Strongly Disagree (SD)

Relationship between the Ini lingo and the academic performance of the
respondents in the English subject

The result of the Pearson’s r is presented in table 4. Based on the figures

presented in the table, it shows that the Pearson product correlation of reading

comprehension and the academic performance in English subject of the

respondents, although technically a positive correlation, the relationship between

the two variables is weak, r (51) = .214, p = .132, the result is not significant at

p > .05. For grammar and the academic performance of the respondents, it could

be noted a positive correlation, but the influence is very weak, r (51) = .039, p

= .784, the result is not significant at p > .05.

Similarly for pronunciation and the academic performance of the

respondents, the result of the correlation still found out a positive correlation

r (51) = -.116, p = .417, the relationship between the variables is only weak, the

result is still not significant at p > .05. Therefor the null hypothesis tested stating

there is no significant relationship between the students’ perception on the

influence of Ini Lingo and the academic performance in English subject of the

respondents is accepted. The data implies the use of Ini lingo in improving the

reading comprehension, grammar and pronunciation skill of the respondents does

 24

not affect their academic performance in the English subject. This result was

reinforced in the study on “Mother Tongue and student’s academic performance in

English language among secondary school students”, according to Olanipekun et

al, (2014), mother tongue has no effect on the academic performance in English

since they did not find any correlation between the student’s academic

performance in English language and mother tongue.

Another study that reinforced the result is the study of Khan et al, (2017),

according to the findings, there is no direct relationship between mother tongue

and second language. In contrast, according to the study of Okeke (2014), mother

tongue has a negative effect on student academic performance in English.

Table 4. Relationship between the Ini lingo and the academic performance of
the respondents in the English subject

Dependent
Independent Variable
Academic Performance
Pearson's r Sig. (2-tailed) Result
Reading Comprehension .214 .132 NS
Grammar .039 .784 NS
Pronunciation -.116 .417 NS
Legend:
S = Significant
NS = Not Significant
 25

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION & RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the study.

Summary of Findings

Below are the findings of the study:

1. Academic performance of the respondents in the English subject.

The respondents have a satisfactory academic performance in the English

Subject as shown on the mean score which fall under the bracket of 80- 84.

2. Students’ perception on the influence of Ini lingo in their academic

performance. In terms of reading comprehension, the respondents “agreed” on

the influence of Ini lingo in their academic performance based on the (WM=3.71).

That means, the learners are able to comprehend texts and passages in the

English subject when Ini lingo is integrated in the teaching-and-learning process.

For grammar, got a grand (WM=3.77) which can be interpreted as “agree.” The

data implies that the learners can unlock meanings of certain terms and can write

sentences in English by using the Ini lingo. When it comes to pronunciation, it has

a (WM=3.54) which can be inferred as “agree.” The findings suggest that the use

of Ini lingo affects how learners articulate words using the English language. The

inter-quartile range of 1.00 implies that the students’ perception on the influence of

Ini lingo in their academic performance is almost centralized, otherwise not.

 26

3. Relationship between the Ini lingo and the academic performance

of the respondents in the English subject. The use of Ini lingo in improving the

reading comprehension, grammar, and pronunciation of the learners does not

affect their academic performance in the English subject.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The learners have a satisfactory performance in the English subject as

reflected on their mean score.

2. The learners perceive that the use of Ini lingo in the teaching-learning

process can affect their reading comprehension, grammar, and pronunciation.

3. The use of Ini lingo in the teaching-learning process does not influence

the academic performance in English subject of the learners.

Recommendations

Based on the findings and conclusions previously stated, the following are

recommended:

1. Learners who have an outstanding performance in the English subject are

encouraged to sustain their performance, while those who are not are advised to

further improve their educational engagement particularly in the English subject.

 27

2. The teachers are encouraged to provide supplementary materials, employ

appropriate teaching strategies, and provide interventions to further improve the

academic performance of the learners in the English subject.

3. Since it was found in the study that the use of Ini lingo does not influence

the academic performance in English subject of the learners in terms of reading

comprehension, grammar and pronunciation skill of the learners, teachers and

learners are encouraged to use Ini Lingo only when necessary and a use of a

most appropriate method should be employed.

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REFERENCES

Aggarwal, C. C. (2017). An introduction to outlier analysis. In Outlier analysis (pp.

1-34). Springer, Cham. DOI: 10.1007/978-3-319-47578-3_1

Arif, N. (2015). Mother-tongue Interference in the Error of Learners'

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 31

APPENDICES
 32

APPENDIX A

LETTERS

LETTER FOR VALIDATORS

ROMBLON STATE UNIVERSITY

Romblon Campus
School of Arts, Sciences and Technology
Sawang Romblon, Romblon

Madam,
Greetings!
My team in Romblon State University-Romblon Campus is planning to
conduct a study entitled, “STUDENTS’ PERCEPTION ON THE INFLUENCE OF
INI LINGO TO THE ACADEMIC PERFORMANCE IN ENGLISH SUBJECT OF
JUNIOR HIGH SCHOOL LEARNERS” as course requirement in the degree of
Bachelor of Secondary Education.
Knowing you as an expert in this field, I would like to ask your assistance in
validating the research instrument. Kindly give your comments or suggestions to
improve its contents.
Attached herewith are the validation form and the statement of the problem
for your reference.
Your approval and support to this humble request will be highly appreciated.

Respectfully yours,
Ma, Theresa M. Mortel
Research Leader

Noted:
MS. JOLINA RAZELL MINDORO, MAEd-CAR, LPT
Thesis Adviser

Approved/Disapproved

Thesis Validator
 33

LETTER ASKING PERMISSION TO CONDUCT THE STUDY

ROMBLON STATE UNIVERSITY

Romblon Campus
School of Arts, Sciences and Technology
Sawang Romblon, Romblon

April 27, 2022

MRS. MAY M. MORTEL

Head Teacher I of Alad National High School
Alad Lamao
Romblon, Romblon

Madam:
Good day!
We, the undersigned are 3rd year students at Romblon State University-
Romblon Campus. Currently, we are conducting a research study entitled,”
Students’ Perception on the Influence of Ini Lingo to the Academic Performance in
English Subject of JHS Learners”, as partial fulfillment of the requirements for the
degree of Bachelor of Secondary Education, Major in English.
In connection to this, may we request permission to allow us have the
copies of the list of the students from grade 7 to grade 10 for we will conducting a
survey interview to the Junior High School students of Alad National High School.
We anticipate your favorable response for this request. Thank you very
much and more power.

Respectfully yours,

Ma. TheresaM. Mortel

Lead Researcher

Noted by:

MS. JOLINA RAZELL MINDORO, MAEd-CAR, LPT

Thesis Adviser
 34

LETTER FOR THE CAMPUS DIRECTOR

ROMBLON STATE UNIVERSITY

Romblon Campus
School of Arts, Sciences and Technology
Sawang Romblon, Romblon

April 25, 2022

MR. RUEL VIRGIL M. ADRIGUEZ

Campus Director of Romblon State University
Romblon Campus
Brgy. Sawang
Romblon, Romblon

Sir:
Good day!

We, the undersigned are 3rd year students at Romblon State University-
Romblon Campus. Currently, we are conducting a research study entitled,
“Students’ Perception on the Influence of Ini Lingo to the Academic Performance
in English Subject of Junior High School Learners”, as partial fulfillment of the
requirements for the degree of Bachelor of Secondary Education, Major in English.
In connection to this, may we request permission to allow us to conduct a
survey interview outside the campus, in Alad National High School?
We anticipate your favorable response for this request. Thank you very
much and more power.

Respectfully yours,

Ma. Theresa M. Mortel

Lead Researcher

Noted by:

MS. JOLINA RAZELL MINDORO, MAEd-CAR, LPT

Thesis Adviser
 35

LETTER FOR THE RESPONDENTS

ROMBLON STATE UNIVERSITY

Romblon Campus
School of Arts, Sciences and Technology
Sawang Romblon, Romblon

May 14, 2022

Ma’am/Sir

Good day!
We, the undersigned are 3rd year students of Romblon State University-
Romblon campus. Currently, we are conducting a research study entitled,
“Students Perception on the Influence of Ini Lingo to the Academic Performance in
English Subject of Junior High School Learner’s”, as partial fulfillment of the
requirements for the degree of Bachelor of Secondary Education, Major in English.
In relation to this, may we request to have the copy of your grade in English
subject as part of the data we needed in this study?
We are hoping for your favorable response in this request. Thank you and
more power.

Respectfully yours,
Ma. Theresa M. Mortel
Lead Researcher
 36

APPENDIX B

QUESTIONNAIRES

QUESTIONNAIRE FOR THE VALLIDATORS

SURVEY FORM

Name: (Optional)
Grade Level:
Part l
Direction: Answer the following to the best of your ability.
1. What was your first quarter grade in English subject?
Part ll
Direction: Put a check on the scale whether you Strongly Agree, Agree, Uncertain,
Disagree, Strongly Disagree with the statements.
Statements Strongly Agree Uncertain Disagree Strongly
Agree (4) (3) (2) Disagree
(5) (1)
A. Reading Comprehension
1. He/She can easily
comprehend English texts
when he/she translates it
using the Ini dialect.
2. He/She misinterprets the
message of English texts
because of his/her knowledge
of Ini Dialect.
3. He/She cannot understand
the ideas in a English
passage because of his/her
knowledge of Ini Dialect.
4.He/She becomes confused
of the meaning of some
English words and sentences
because of his/her knowledge
of Ini Dialect.
5. He/She translates first
his/her newly learned English
words into Ini dialect enable
for him/her to learn it.
B. Grammar
1.He/She prefers it when the
teacher uses the Ini dialect to
unlock the meaning of
 37

unfamiliar English words.

2. He/She can easily
formulate sentences using
the Ini dialect first, then
translate them to English.
3. In expressing his/her
academic thoughts or
writings, he/she prefers using
Ini dialect first, then translate
them to English.
4. The Ini dialect affects how
he/she spells English words.
5. Due to his/her Ini dialect
efficiency, he/she makes
incorrect English Sentences.
C. Pronunciation
1. During oral recitation, the
Ini dialect affects the way
he/she pronounces English
words.
2. Because of the Ini dialect,
he/she has difficulty
pronouncing some English
vowel sounds.
3. During oral recitation,
he/she unconsciously uses
an Ini dialect-like accent
when pronouncing English
words and sentences.
4. He/She feels awkward in
articulating English words
because of Ini dialect.
5. Due to his/her Ini dialect
fluency, he/she has
difficulties distinguishing
English words that almost
have the same pronunciation
to that of Ini dialect.
 38

QUESTIONNAIRE FOR THE RESPONDENTS

SURVEY FORM

Name: (Optional)
Grade Level:
Part l
Direction: Answer the following to the best of your ability.
1. What was your first quarter grade in English subject?
Part ll
Direction: Put a check on the scale whether you Strongly Agree, Agree, Uncertain,
Disagree, Strongly Disagree with the statements.
Statements Strongly Agree Uncertain Disagree Strongly
Agree (4) (3) (2) Disagree
(5) (1)
A.Reading Comprehension
1. He/She can easily
comprehend English texts
when he/she translates it
using the Ini dialect.
2. He/She appreciates the
message of English texts
because of his/her knowledge
of Ini Dialect.
3. He/She can understand
the ideas in a English
passage because of his/her
knowledge of Ini Dialect.
4.He/She becomes confused
of the meaning of some
English words and sentences
because of his/her knowledge
of Ini Dialect.
5. He/She translates first
his/her newly learned English
words into Ini dialect for
him/her to learn it.
B. Grammar
1.He/She prefers when the
teacher uses the Ini dialect to
unlock the meaning of
unfamiliar English words.
2. He/She can easily
formulate sentences using
the Ini dialect first, then
translate them to English.
 39

3. In expressing his/her
academic thoughts or
writings, he/she prefers using
Ini dialect first, then translate
them to English.
4. The Ini dialect affects how
he/she spells English words.
5. Due to his/her Ini dialect
efficiency, he/she sometimes
makes incorrect English
Sentences.
C. Pronunciation
1. During oral recitation, the
Ini dialect affects the way
he/she pronounces English
words.
2. Because of the Ini dialect,
he/she has difficulty
pronouncing some English
vowel and consonant sounds.
3. During oral presentation,
he/she unconsciously uses
an Ini dialect-like accent
when pronouncing English
words and sentences.
4. He/She feels awkward in
articulating English words
because of Ini dialect.
5. Due to his/her Ini dialect
fluency, he/she has
difficulties distinguishing
English words that almost
have the same pronunciation
to that of Ini dialect.
 40

APPENDIX C

VALIDATION FORM

Republic of the Philippines

Commission on Higher Education
ROMBLON STATE UNIVERSITY
Romblon Campus
Sawang, Romblon, Romblon

SCHOOL OF ARTS, SCIENCE, AND TECHNOLOGY

INSTRUMENT VALIDATION FORM

(Undergraduate Research)

Please use the following scale in validating the content of the instrument.

1 – omit 2 – revise 3 – related but rephrase 4 - relevance

Statements 1 2 3 4 Comments/Suggestions

Validated by: _____________________________

Signature over printed name
 41

APPENDIX D

VALIDATORS’ PROFILE

Validator 1
Name:
Age: 27
Gender: Male
Address: Cajimos
Highest Educational Attainment: College (BEEd)
Present Position: Assistant-Principal
Agency/Department: BEED
Years in Service: 4 years
Research Background: None
Conducted: None

Validator 2
Name:
Age: 23
Gender: Female
Address: Palje Romblon Romblon
Highest Educational Attainment: College (BSED- ENGLISH)
Present Position: Teacher
Agency/Department: BSED
Years in Service: 2 years
Research Background: None
Number of Research Conducted: (Undergraduate research)
International Publications:
Research Database Affiliate:

Validator 3
Name
Age: 25
Gender: Female
Address: Lunas, Romblon Romblon
Highest Educational Attainment: College (BSED-ENGLISH)
Present Position: Teacher
Agency/Department: BSED
Years in Service: 2 years
Research Background: Non
Number of Research Conducted: (Undergraduate research)
International Publications:
Research Database Affiliate
 42

APPENDIX E

CODING SHEET AND CODING MANUAL

RESPGRADE
# Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15
1 84 4 4 4 4 5 4 4 4 4 4 4 4 4 4 4
2 88 4 4 4 4 4 5 4 5 4 3 5 4 4 4 4
3 87 4 4 3 4 4 3 4 4 4 4 5 4 4 4 5
4 75 4 4 1 4 4 4 5 5 5 5 5 5 5 5 5
5 81 3 3 3 4 3 4 3 3 4 3 3 3 4 2 4
6 76 4 2 3 4 2 1 4 3 4 1 1 3 5 2 4
7 88 3 2 3 4 3 2 4 3 3 2 3 4 3 2 3
8 84 3 4 2 4 3 4 4 3 4 4 3 4 2 3 4
9 75 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4
10 80 4 4 4 3 4 4 3 4 4 4 4 4 4 3 4
11 75 4 2 4 5 4 2 4 4 5 2 2 3 4 4 2
12 79 3 2 4 3 4 2 3 4 5 3 4 3 4 2 3
13 77 4 3 2 3 2 3 4 4 4 3 2 4 3 4 4
14 83 4 4 4 5 5 3 4 4 4 5 4 4 5 4 4
15 86 4 4 4 2 2 2 4 4 4 4 5 4 5 4 4
16 85 4 3 3 3 4 4 3 5 4 4 4 4 4 3 3
17 88 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3
18 91 4 4 4 3 5 5 4 3 4 4 5 4 3 4 3
19 87 4 4 4 3 4 4 4 3 3 4 4 3 4 4 3
20 94 4 4 4 4 5 5 4 4 3 3 4 2 4 2 4
21 86 4 4 4 3 4 4 4 4 4 3 3 4 4 3 5
22 93 4 4 3 4 4 3 4 4 3 4 4 4 3 3 4
23 86 4 3 3 3 2 4 3 3 4 3 3 3 2 3 3
24 80 4 4 4 3 3 2 4 2 3 4 4 4 3 3 2
25 96 4 4 4 4 4 3 3 3 2 2 2 2 3 2 2
26 80 4 2 4 3 4 3 2 4 1 4 3 2 3 4 1
27 75 4 4 4 2 4 4 4 4 4 4 4 2 2 4 4
28 75 5 4 4 5 4 5 5 4 4 4 4 5 4 4 4
29 82 3 2 3 4 4 3 4 4 4 4 4 4 2 2 4
30 80 5 3 2 4 1 3 4 4 2 5 1 5 3 2 3
31 89 4 4 4 3 3 4 4 4 4 4 4 3 3 3 3
32 80 4 4 4 4 2 4 4 4 4 4 4 4 4 4 4
33 82 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
34 86 5 4 3 5 5 4 4 5 5 4 4 5 4 4 4
35 95 4 4 4 4 4 4 4 3 3 3 4 3 3 3 3
36 94 1 2 4 3 2 3 4 3 3 2 3 3 3 2 2
37 93 5 5 5 4 5 5 5 5 5 5 5 4 3 4 3
38 90 5 5 4 4 3 4 4 5 4 4 3 3 4 3 5
39 87 4 4 3 4 2 5 3 1 4 2 2 4 5 3 2
40 89 5 5 4 5 5 4 5 5 4 5 5 3 5 4 5
41 88 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
42 84 2 3 2 4 3 4 2 4 4 2 3 4 4 2 3
43 83 4 3 5 5 3 5 3 3 4 2 5 4 2 5 5
44 85 2 2 4 4 4 4 5 4 4 5 2 4 5 4 5
45 82 5 5 5 2 3 3 2 2 1 2 2 2 2 2 2
46 75 5 2 5 5 5 2 5 2 5 5 5 2 5 5 2
47 88 4 4 4 3 4 4 4 4 4 4 4 4 3 2 4
48 85 4 5 3 2 5 4 5 5 4 2 4 5 1 3 4
49 87 3 4 3 3 4 4 2 4 3 4 3 4 3 3 4
50 82 4 5 3 2 5 4 5 5 4 2 4 5 1 3 4
51 87 5 4 4 4 4 5 5 4 4 5 5 5 5 4 4
 43

APPENDIX F

COMPUTER GENERATED STATISTICAL RESULT

Reliability Statistics
Cronbach's Cronbach's N of
Alpha Alpha Items
Based on
Standardize
d Items
.810 .809 15

Test of Normality

Descriptives
Statistic Std.
Error
84.451 .79868
Mean
0
Lower 82.846
95% Confidence Bound 8
Interval for Mean Upper 86.055
Bound 2
84.380
5% Trimmed Mean
2
85.000
AcademicPerforman Median 0
ce Variance 32.533
5.7037
Std. Deviation
3
Minimum 75.00
Maximum 96.00
Range 21.00
Interquartile Range 8.00
Skewness -.014 .333
Kurtosis -.603 .656
 44

Mean 3.7059 .08451

Lower 3.5361
95% Confidence Bound
Interval for Mean Upper 3.8756
Bound
5% Trimmed Mean 3.7149
Median 3.7500
ReadingComprehen
Variance .364
sion
Std. Deviation .60354
Minimum 2.25
Maximum 5.00
Range 2.75
Interquartile Range 1.00
Skewness -.433 .333
Kurtosis -.339 .656
Mean 3.7696 .08190
Lower 3.6051
95% Confidence Bound
Interval for Mean Upper 3.9341
Bound
5% Trimmed Mean 3.7911
Median 3.7500
Grammar Variance .342
Std. Deviation .58490
Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range .50
Skewness -.566 .333
Kurtosis .849 .656
Mean 3.5412 .08555
Lower 3.3693
95% Confidence Bound
Interval for Mean Upper 3.7130
Pronunciation Bound
5% Trimmed Mean 3.5501
Median 3.4000
Variance .373
Std. Deviation .61096
 45

Minimum 2.00
Maximum 5.00
Range 3.00
Interquartile Range .80
Skewness -.112 .333
Kurtosis .068 .656

Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
AcademicPerforman .078 51 .200* .963 51 .111
ce
ReadingComprehen .177 51 .000 .948 51 .027
sion
Grammar .131 51 .029 .958 51 .071
Pronunciation .123 51 .050 .977 51 .422
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction

Relationship between the perceived influence and the academic

performance of the respondents

Correlations
Academic ReadingC Grammar Pron
Performa omprehen unci
nce sion ation
Pearson 1 .214 .039 -.116
AcademicPerforman Correlation
ce Sig. (2-tailed) .132 .784 .417
N 51 51 51 51
Pearson .214 1 .392 .332*
**

ReadingComprehen Correlation
sion Sig. (2-tailed) .132 .004 .017
N 51 51 51 51
Pearson .039 .392** 1 .714*
Grammar *
Correlation
 46

Sig. (2-tailed) .784 .004 .000

N 51 51 51 51
Pearson -.116 .332* .714** 1
Correlation
Pronunciation
Sig. (2-tailed) .417 .017 .000
N 51 51 51 51
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

Descriptive Statistics
N Minimu Maximu Mean Std.
m m Deviation
ReadingComprehen 51 2.25 5.00 3.7059 .60354
sion
Grammar 51 2.00 5.00 3.7696 .58490
Pronunciation 51 2.00 5.00 3.5412 .61096
RC1 51 1.00 5.00 3.9216 .79607
RC2 51 2.00 5.00 3.6275 .91566
RC3 51 1.00 5.00 3.6078 .82652
RC4 51 1.00 5.00 3.6667 1.01325
G1 51 1.00 5.00 3.6667 .95219
G2 51 2.00 5.00 3.8627 .80049
G3 51 1.00 5.00 3.7843 .87895
G4 51 1.00 5.00 3.7647 .86228
P1 51 1.00 5.00 3.6471 1.05496
P2 51 2.00 5.00 3.6667 .86410
P3 51 1.00 5.00 3.5294 1.04600
P4 51 2.00 5.00 3.2941 .90098
P5 51 1.00 5.00 3.5686 .96447
Valid N (listwise) 51
 47

APPENDEX G

PHOTOS
48