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The Study of Filipino Subject in High School Student

of Diadem Christian Academy

A Thesis Presented to
Mrs. Erna E. Nacis

In Partial Fulfillment of the Requirements


for the Secondary Course at
Diadem Christian Academy

By
Villamor, Jessica Elaine R.
Rosales, Angelou Kaycel E.
Sitchon, Cassandra Marie R.
Viado, Raphael Omar R.
Frenila Jr., Roberto M.
Lim, Karl Angelo M.

March 2014
Acknowledgment

First of all we would like to thank God for giving us knowledge and wisdom for us to

complete this Thesis. We would like to express our deep appreciation to our beloved adviser Mrs.

Erna E. Nacis for her exemplary guidance, monitoring throughout this study. Also, her pain-

staking effort in proof reading the drafts is greatly appreciated. We could not have imagined

having a better adviser and mentor for this study.

Of course, our study would not be possible without the participation of the respondents.

Last but not the least; to our family for their support, both financially and emotionally

and for their patience and encouragement, thank you.

-Researchers
ABSTRACT

The basis of this project was to give knowledge about how students deal with our Filipino

Literature. The idea was to introduce and reinforce the importance of obtaining our national

language. This paper examines student’s difficulties as well as student performance in the

Filipino subject. The study of language has always been considered as a good vehicle to

understand the complexities of languages across culture and the knowledge of this particular area

hastens the development of the communicative competence on the part of the language learners.

Filipino, the national language of the Philippines, is perceived as the Metro Manila Tagalog

which has pervaded the entire country through media, local movies, and educational institutions.

There are, however, emerging varieties of Filipino which deviate from the grammatical

properties of Tagalog. But as time goes by, most of the students in today’s generation tend to

forget some of the words in Filipino. Also, despite the fact that it is our national language, we

still find it difficult to study. Nevertheless, this study provides better understanding on Filipino

language and literature taught at Diadem Christian Academy especially the student’s

performance within it.


Table of Contents

Acknowledgement……………………………………………………………………………….. i

Abstract………………………………………………………………………………………….. ii

Chapter 1: Introduction……………………………………………………………………….. 1

A. Background of the Study………………………………………………………….. 2

B. Theoretical/ Conceptual Framework…………………………………………….... 3

C. Statement of the Problem…………………………………………………………. 4

D. Hypothesis…………………………………………………………………..…….. 4

E. Significance of the Study…………………………………………………………. 4

F. Scope and Limitation……………………………………………………………… 5

G. Definition of Terms……………………………………………………………….. 5

Chapter 2: Review of Related Literature…………………………………………………….. 7

A. Local Studies……………………………………………………………………… 7

B. Foreign Studies……………………………………………………………………. 8

Chapter 3: Methodology……………………………………………………………………… 11

A. Methods…………………………………………………………………………... 11

B. Respondents of the Study………………………………………………………… 12

C. Research Instruments……………………………………………………………... 12

Chapter 4: Presentation, Interpretation and Analysis……………………………………….13

Chapter 5: Summary, Conclusion and Recommendation………………………………….. 20

Bibliography

Appendix

Curriculum Vitae
List of Figures

Figure no. 1……………………………………………………………………………………11

Figure no. 2……………………………………………………………………………………13

Figure no. 3……………………………………………………………………………………14

Figure no. 4……………………………………………………………………………………14

Figure no. 5……………………………………………………………………………………15

Figure no. 6……………………………………………………………………………………16

Figure no. 7……………………………………………………………………………………16

Figure no. 8……………………………………………………………………………………17

Figure no. 9……………………………………………………………………………………18

Figure no. 10…………………………………………………………………………………..18

Figure no. 11…………………………………………………………………………………..19


Chapter I

Introduction

As Filipino citizens, we usually use Filipino language for our every conversation.

However, there are still many unfamiliar Filipino words that are rarely used these days,

especially those with deep meaning. In addition, nowadays, many natural Filipinos cannot

fluently speak the country’s language because of the different languages we adopt from other

countries. In fact, Filipinos are known as one of the best when it comes to speaking the English

language. This is an achievement for Filipinos but we still have to give importance on our own

language. Another factor affecting the capability of the Filipinos to speak Filipino language

fluently is the evolution of the new generation language known as street words.

In every school, Filipino Subject has an integral part in the curriculum. In this subject,

students are taught about the essence of the Filipino language and make everyone appreciate the

subject matter. In addition, students are encouraged to read and watch Filipino literature. Also,

students are taught on how to improve their abilities when it comes to writing poems, songs,

stories and other forms of writings using our own language. However, as time passes by, many

students no longer appreciate the subject.

As a responsible student and a citizen of this country, the researchers’ main concern is to

investigate about the events that made the students to become uninterested with the subject. The

researchers are also concerned about how will the students understand fully the subject with

enjoyment.
A. Background of the study

As we all know, Filipino subject contains studies about novels in high school students.

There are Ibong Adarna, Florante’t Laura, Noli Me Tangere and El Filibusterismo. This study

aims to know how it reflects to every student. This is also a study on how students relate

themselves to it. In every aspects of Filipino subject, there is memorization of course. In this

study you will know how it is being taught.

The coverage of this study is the part of being played by the student and teacher. How

they deliver it, and how they adapt it. Where part of Filipino subject they have difficulties. This

is from the easy to the complicated part of teaching. The techniques of the teacher are also being

covered.

The purpose of this study is to let the people know about how do Filipino teachers

prepare their lessons or another. This aims to gain more knowledge for the students.
B. Conceptual Framework

Many teenagers on our generations used to forget about the importance of our own language.

The researchers intend to awaken young adolescents on how important our language is. The

importance of this study conducted is to provide knowledge for everyone on how to gain back

our patriotism in our country. The project will help us to be aware on the happenings, good or

bad sides or the effect of this problem encountered. The project needs the help of teachers or

elderly to guide this young adolescent on appreciating the Filipino language.

Filipino proficiency Status of the Study in


Filipino subject
of teacher difficulties Behavior of students in
on Filipino subject Filipino class
Test result of student in
standard of a school Filipino subject
in Filipino literature School’s profile in
teaching Filipino
Literature

The study of
Filipino subject in
High school
students in
Diadem Christian
Academy

Standard of Filipino subject as an indicator in


school competency
Tallied frequencies reveal the difficulties of the
student in Filipino subject
Provide standard measure of schools
competency in Filipino Literature
C. Statement of the Problem

1. Why do you have struggle in studying Filipino subject?

2. Do you have struggle pronouncing a straight line of pure Tagalog without transitions?

3. Do you prefer to have a Filipino Literature?

D. Hypotheses

1. There will be struggles with Idiomatic words that we encounter.

2. Filipino words are hard to pronounce, sometimes we don’t know the Tagalog word for

what we’re intend to pronounce.

3. We need Filipino Literature to know the culture of our language.

E. Significance of the Study

The researcher was conducted in order to examine and to know the ability of high school

students in our language or Filipino language literature. The study examines the knowledge and

difficulties within this topic and the way they interact using our own language. The conduction

of this research is likely to benefit both students and teachers. Specifically, this study highlights

the important points that teachers must consider in teaching Filipino subject. On the other hand,

the study helps obtain a clearer understanding on the subject Filipino. It will help students to

realize the things we should consider in respect of our country.


F. Scope and Limitation

The study was conducted within the vicinity of Diadem Christian Academy. High school students

were used as respondents in the survey conducted by the researchers. The project studies the

frequency of the difficulties of the students in a particular subject – Filipino. The study discussed

why most of the students have difficulty on it and intends to know the factor they have difficulty

with. The survey helped the researchers to provide the statistical research needed.

G. Definition of Terms

Literature - written works, especially those considered of superior or lasting artistic merit, It can

also be books and writings published on a particular subject.

Difficulty - the state or condition of being difficult or having a hard time with or a thing that is

hard to accomplish, deal with, or understand.

Tagalog - a member of a people originally of central Luzon in the Philippine Islands. It is the

Austronesian language of the Tagalog. Its vocabulary has been much influenced by Spanish and

English, and it is the basis of a standardized national language of the Philippines (Filipino).

Filipino Subject - Filipino subject is part of the school curriculum in the Philippines. This is

where the students will learn all about the Filipino Language.

Filipino Literature - Philippine literature is the literature associated with the Philippines and

includes the legends of prehistory, and the colonial legacy of the Philippines. Most of the notable

literature of the Philippines was written during the Spanish period and the first half of the 20th

century in the Spanish language. Philippine literature is written in Spanish, English, Tagalog, or
other native Philippine languages. Filipino is a prestige register of the Tagalog language, based

on the dialect of Manila, and is the name under which Tagalog is designated the national

language and one of two official languages of the Philippines. Tagalog is a first language of

about one-third of the Philippine population; it is centered around Manila but is spoken to

varying degrees nationwide.

Subject - a branch of knowledge studied or taught in a school, college, or university.

Curriculum - the subjects comprising a course of study in a school or college.

Language - the method of human communication, either spoken or written, consisting of the use

of words in a structured and conventional way.

Academe - the academic environment or community; academia.

High school – a school that provides children with part or all of their secondary education. It

may come after primary school or middle school and be following by higher education or

vocational training.
Chapter II

Review of Related Literature

A. Local Studies

Filipino Language in the Curriculum by CLEMENCIA ESPIRITU, PH.D.

As mandated in the 1935 Philippine Constitution, a national language was to be adopted and

developed based on one of the existing native languages. In 1937, the Institute of National

Language (INL) which was created to direct the selection, propagation and development of the

national language, recommended that Tagalog be the basis for the adoption of the national

language of the country. In the same year, then President Manuel Quezon signed Executive

Order No. 134 declaring Tagalog as basis of the national language.

On April 12, 1940, Executive Order No. 263 was issued ordering among others, the teaching

of the national language in all public and private schools in the country.

A Department Order was subsequently issued by the Secretary of Public Instruction on April

8, 1940 to implement the aforementioned Executive Order. Bureau Education Circular No. 26, s.

1940 provides that "... effective June 19, 1940, the national language shall be taught forty

minutes a day as a regular, required two-semester subject "... The national language shall replace

an elective in each semester of the second year in normal schools and shall be an additional

subject of all secondary schools ..."

The national language, more popularly known as Tagalog, was therefore, first introduced in

the fourth year of all public and private high schools and in the second year of all public and
private teacher-training institutions.

The inclusion of Tagalog in the curriculum was viewed as a positive direction towards more

effective teaching and learning since, compared with English, Tagalog would be an easier

language to use as tool of learning. This significant move also marked the beginning of the

critical process of developing the national language and disseminating it nationwide mainly

through the schools.

Meanwhile, Tagalog was popularized more widely when the Japanese forces invaded the

country in 1942. The Commander-in-Chief of the Japanese Imperial Forces ordered the

prohibition of the use of English and the Filipino people's reliance upon Western nations

particularly the United States and Great Britain.

Besides being declared as the official language, Tagalog was to become the medium of

instruction in schools during the Japanese regime. (Teachers who were used to using English,

however, were reportedly teaching secretly in English and not in Tagalog.)

B. Foreign Studies

Philippine Linguistic Studies in Russia by NATALIA V. ZABOLOTNAYA

The first descriptions of the Philippine languages were made by Spanish friars by the late

sixteenth century when they arrived in the Philippine Archipelago after the Spanish conquest of

the Islands. However, the most important and impressive Spanish works appeared in the 1700s

and 1800s only. At the beginning of the nineteenth century their materials were used by the

fathers of comparative and historical linguistics. As a result, by the early twentieth century 500
works by European, American and Filipino authors on Tagalog only, one of the most widely

spoken languages in the Philippines, were produced. Various theoretical schools succeeding one

another or existing simultaneously have contributed a lot to the development of the Philippine

linguistics studies. The largest and the most influential in force of historical circumstances

remains the American linguistics.

The European schools exerted less influence, probably, except for universalism presented

in the works by Spanish missionaries. The Philippine linguistics studies in Russia trace its roots

back to the 18th century when Peter S. Pallas (17411811), a member of the Saint Petersburg

Academy of Sciences, published in 1787 his famous work entitled Comparative Dictionaries of

all Languages and Dialects gathered by the right hand of Her Majesty including the European

and Asian languages. This book has materials on Pampangan, or Kapampangan, Tagalog and

Magindanao. However, out of 130 words of the Russian glossary 19 words only were translated

into Tagalog. Although Peter Pallas did not provide any references he used to compile the

Dictionary, we may assume that for the Filipino words he applied to Forster’s glossary. At the

beginning of the 19th century Peter Dobell, the American who came over to the Russian service

and who was appointed to the position of Russian Consul General in Manila in 1820, got

acquainted with Tagalog in practice. In his very interesting book Voyages and Latest

Observations in China, Manila and IndoChinese Archipelago published in translation from

English 2 by N. Grech in 1833 in St. Petersburg, you can find not only various observational

data about the Philippine Archipelago, its inhabitants, their capital but also very remarkable

information on Tagalog, its role and cultivation in Archipelago, cognation of this language with

Malay a good command of which Dobell had and etc. As it said in the book, Dobell compiled the

pocket Tagalog dictionary and on his return to Russia donated it to Count Nikolay Rumyantsev
(17541826), Foreign Minister of Russia in 18071814 as well as the famous collector of books

and manuscripts and founder of the Rumyantsev Museum and Library (today – the Russian State

Library). At the end of the 19th century and at the beginning of the 20th century Sergey Bulich

(18591921), the famous Russian linguist and specialist in the Slavic languages, comparativist

and historian of the national linguistics concept as well as Professor of the Moscow State

University, repeatedly applied to the Philippine and Austronesian languages. He wrote such

articles as the Tagalog Language (1901). The Filipino or Tagalog Group of the Malay

Languages (1902) and some others for the popular Encyclopedia by F.A. Brokgaus and I.A.

Efron. The author used the works of Spanish and Filipino authors as Sebastian de Totanes, Pedro

de Sanlucar, Juan Jose de Noceda and Pedro Serrano Laktaw to write the mentioned articles,

compiled to the great extent by the terms of the edition. Some information about the Philippine

languages, language and ethnonational situation, language policy and culture of the Philippines

in the 19th century we can find in the articles of ViceAdmiral V.M. Golovin (17761831), the

Russian navigator, captain of circumnavigation and corresponding member of the St. Petersburg

Academy of Sciences; In the book of Captain Otto Kocebu (1788 1846) written in cooperation

with German writer naturalist Adelbert fon Chamisso (17811838) ; In the Philippine Islands in

the travel notes Frigate Pallada by the Russian famous writer Ivan Goncharov (18551857) and

some other publications.


Chapter III

Methodology

The researchers used qualitative and quantitative approach to attain maximum data. The

qualitative method permits a flexible and interactive approach, while the quantitative research

method permits specification of dependent and independent variables and allows for longitudinal

measures of subsequent performances of the research subject.

A. Processes Applied
Figure no.1

Distribution Pace
Collection of the
Questionnaires

Interpretation of the
gathered data

Analyzation

Conclusion

The researchers formulated questions to obtain the frequencies of the data in the study. The

distribution pace were performed by the researcher on the senior student of Diadem Christian

Academy. The collected questionnaires were interpreted and analyzed to procedure quantitative

and qualitative data on the study. The study resulted to the original set of research goals, arrived

at more objective conclusions, tested hypothesis, determined the issues of causality and

eliminates or minimizes subjectivity of judgment. Furthermore, this method allows for

longitudinal measures of subsequent performances of research subject.


B. Respondent of the Study

The researchers designed self-administered questionnaires for the data gathering process

to get qualitative and quantitative data. Self-administered questionnaires were distributed to the

selected high school students of Diadem Christian Academy which is composed of 40 students.

The primary aim of the questionnaire is to measure the study of Filipino subject by using test

scores as an indicator. The study used a mixture of closed-ended questions and more open

comments in the questionnaire. A closed-ended question is the one that has pre-coded answers.

The simplest is the dichotomous questions to which the respondent must answer yes or no.

through closed questions the researchers will be able to limit responds that are within the scope

of the study.

C. Research Instruments

The survey questionnaire instruments were used to achieve the main objective of the

study. The questionnaires were formulated in such a way that respondents will be able to answer

it easily and were structured using graphs. A graph is a representation of a set of objects where

some pair of the objects is connected by links. In this type of questionnaire, the respondents were

given four choices to get the frequencies of their low and high test scores.
Chapter IV

Presentation, Interpretation and Analysis

This section contains the data gathered by the researchers from the respondents which are

necessary for completing the study. This includes graphs representing the summary of the

students’ answers with regard to the questions formulated by the researchers.

Figure no. 2

The graph presents the statistical data in the graphic form of the number in high school

students of Diadem Christian Academy enjoying Filipino subject. Figure 1 indicates that most of

the students are enjoying the subject with 35 frequencies and 5 frequencies are not interested.
Figure no. 3

The column graph shows the visual representation of the frequency of the difficulties in

Filipino subject. The graph reveals the majority students don’t have difficulties with this subject.

Figure no. 4
Figure number 3 shows the number of high school students who can easily understand

lessons in Filipino subject. Majority of the students find it easily to understand which have 27

frequencies while 13 students said that lessons in Filipino subject are hard to understand.

Figure no. 5

The 3D cone graph shows the frequencies of the students who find the Filipino subject

boring. The graph reveals that having fun in Filipino time became the top with 25 frequencies

while there are 15 frequencies in getting bored


Figure no. 6

The pie chart above explains the result of students who agreed that literature is part of the

study in Filipino subject. 35 frequencies agreed while 5 frequencies disagreed.

High school student’s Average grade in Filipino subject


(3rd Quarter)

Figure no. 7
The stacked bar graph is a diagram that shows the average grade of high school students

in Filipino subject (3rd grading). Figure no. 5 shows that the normal students have an average of

86-90%, next is 81-85% that got 12 frequencies, followed by 91-95% with 11 frequencies and

75-80% with 4 frequencies.

Figure no. 8

The horizontal bar in figure 6 represents the frequency of the language which prefer most

of high school students inside the school out of 40 respondents, 28 students usually use Tagalog

inside the school while 5 students said that English speaking must done inside the school and the

other 7 students said both.


Figure no. 9

The doughnut chart above explains the results what the high school students wanted the

lesson to be delivered. 7 students said that dictation is a better way in discussing the lessons of

Filipino subject while 10 students wanted copying the writings on the board and the other 23

students said both.

Figure no. 10
Figure 8 shows the number of high school students who find if English language or in

Filipino language makes studying part of speech easier. Majority of the students find that

studying the part of speech in English language is easier than Filipino language which has 14

frequencies, 12 frequency in Tagalog and 14 frequencies said just the same.

Figure no. 11

The column graph interprets the number of high school students who excel most in

Literature or in Grammar. Almost 29 students excel most in Grammar while only 8 students

excel most in Literature and the other 3 students said they excel in both literature and grammar.

Chapter V
Summary, Conclusion and Recommendation

The researchers conducted a research about the study of Filipino subject in high school

students of Diadem Christian Academy which investigate about the events that made the students

to become uninterested with the subject. This study concerned about how the students will

understand fully the subject with enjoyment. Data were collected and interpreted using various

method and graphs which resulted into a more specific outcome which could be understandable

to anyone.

After the interpretation and analyzation of the acquired data, the researchers come to a

conclusion that the students of Diadem Christian Academy are interested in studying Filipino

subject. Some of the students have difficulties in terms of Filipino Literature and found that

English Grammar is easier to understand than Filipino Grammar particularly the Part Of Speech.

This was deeply observed by means of perceiving the graphs formed during the analyzation of

the interpreted data.

The researchers encourage students to appreciate our national language as well as the

literature being taught at school because based on the results gathered, there are some students

who get bored during Filipino time and do not find it interesting. We also encourage teachers

especially the ones that teaches about Filipino Literature to use Tagalog more often as the

students prefer to use it inside the school. Activities will also help students to be more active in

classes.

BIBLIOGRAPHY
http://www.ncca.gov.ph/about-culture-and-arts/articles-on-c-n-a/article.php?igm=3&i=216

http://www.01.sil.org/asia/philippines/ical/papers/zabolotnay/Phil%20ling%20studies%20in
%20Rus%20updated.pdf
APPENDIX

The Questionnaire given to the selected high school students:


Name: Level:
Age: Favorite Subject:
Gender:

Dear Respondent,

The researchers are concerned about the Filipino Subject in Diadem Christian Academy. The title

of this research is “The Study of Filipino Subject in High School of Diadem Christian Academy”.

As a part of the research, the researcher must conduct a survey that will lead as a basis to know

how the student of Diadem Christian Academy define Filipino subject.

We hope that you would answer properly and honestly. As you answer, you must put check

on the box provided.

YES or NO:

1. Do you enjoy studying Filipino subject?

2. Do you have difficulty dealing to this?

3. Do you find it easy to understand your lessons in your Filipino subject?

4. Do you ever get bored during Filipino time?

5. Do you agree that literature should be included in studying Filipino subject? (Example:
Ibong Adarna, Florante’t Laura, Noli Me Tangere ...)

MULTIPLE CHOICES:
6. Your average grade in Filipino this 3rd Grading.

70-75 81-85 91-95


76-80 86-90 Other:____________

7. What language do you prefer most to use inside the school?

English Tagalog Other: _________________

8. In which way do you want a lesson to be delivered?

Dictation Copying the writings on the board Both

9. In studying the part of speech, which do you find easy to understand?

Tagalog English Just the same

10. In your Filipino subject, which part do you excel most?

Literature Grammar Other: _________________