Republic of the Philippines

DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

CHAPTER 1 - INTRODUCTION

A. Background Of The Study

One of the problems of the students especially the Junior High School

students are experiencing difficulties in spelling words. Many of the students are

getting confused when they see unfamiliar words. These students may also suffering

reading disability or commonly known as dyslexia. It is a learning disorder that

involves difficulty reading due to problems identifying speech sounds and learning

how they relate to letters and words (decoding). Estimates suggest one in ten people

struggles with some form of dyslexia, which also affects reading ability. Dyslexic

children may be able to spell a word one day and not the next and can find high

frequency service words, such as prepositions, articles and conjunctions, particularly

difficult to learn. When a child’s spelling ability falls below that of same-age peers, it

can undermine his or her confidence and result in poor performance at school. It may

affect both the amount a student writes and the complexity of their written work. Poor

spellers sometimes avoid using words that are part of their spoken vocabulary out of

a fear of making spelling mistakes. They can be reluctant to participate in group

activities, especially those which involve writing on the board, and are less likely to

take notes during lessons. Based on our observation, there are very simple words

that are still misspelled by several students. We are wondering, what are the possible

reasons why there plenty of students cannot effectively write even simple words.

In order to spell, a child needs to be able to hear the sounds in a word, which

is an important pre-literacy skill for young children to develop. When a word is not

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

spelled in the way that it is pronounced, short-term memory is required to memorize

the word’s written form. This is also the case for homophones, words which sound

the same but are written in a different way, such as there and their. The more a word

is encountered in reading, the easier it is to remember its spelling. Because encoding

requires you to hear the sounds in language, individuals who struggle with hearing

impairment may have a less developed sense of phonemic awareness, particularly if

the hearing loss was not caught early. In a language like Spanish or German there is

a 1:1 correspondence of sounds to letters which means that if you can say a word,

you can usually spell it. Unfortunately, this is not the case for English, which has

plenty of exceptions to its spelling rules and multiple ways of spelling the same

sound. This poses a problem for second language learners as spelling is not intuitive.

CMC has been described as a language completely different from Standard

English: “a language all of its own” (Thurlow, 2006). However, non-standard versions

of the English language produced online or through a cellphone are not much

different from other language varieties, e.g. slang or dialects (Baron, 2000; Horobin,

2013). The language used in CMC is commonly referred to as textisms, netspeak,

text speak and textese (e.g. Farina & Lyddy, 2011) and shortenings (bro, sis, wed),

clippings (goin, comin), letter homophones (gr8) and plausible versions of either

accented or standard pronunciation are examples of characteristic features of CMC

(Plester et al, 2009; Powell & Dixon, 2011; Thurlow, 2003). Misspellings (were [for

we’re], comming [for coming]) are features not exclusive for CMC but often found in

text messages and online communication (Plester et al, 2009).

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

To further clarify why misspellings are relevant for this review we turn to a

study conducted back in 1997 (Dixon & Kaminska). In this study it was revealed that

adults who were exposed to misspellings tended to misspell themselves. Even

though the participants in the study were divided into groups of ‘good spellers’ as well

as ‘poor spellers’ (due to a pretest), a connection between exposure to misspellings

and worse spelling accuracy was evident in both groups.

Some students are fond of using their smartphones to play games and some

of it are educational games. Due to boredom several students chose to play with their

gadgets rather than browsing the books. It is more convenient and easy for them to

find the meaning of the word in just one click through the internet.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

B. Statement of the Problem

This study aims to guide Researchers in conducting a Research regarding

the factors affecting the Grade 7, 8, and 9 students of Rinconada National

Technical Vocational School s/y 2019-2020. In the end of the Research the following

must be attained:

1. To know the profile of the respondents ( Age, Grade level, Section, Gender and

Dialect used at home).

2. To know the positive and negative effects of technology to the spelling skills of

the students.

3. To find out whether the millennial terms affect the spelling skills of students.

4. To give some ideas on how to enhance spelling skills.

5. To know whether pronunciation and intonation has a big impact to the students’

spelling capability.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

C. Significance of the Study

This study aims to help the following personnel:

 STUDENTS It will serves as a guide to the students on

how to effectively spell words.

 TEACHERS It will serves as an instructional material for

the teachers on how to deal with the

students’ needs in order to have efficient

learning when it comes to the spelling.

 ADULTS It will serves as reading material for some

adult who wants to get some tips on how

they can improve spelling skills.

 RESEARCHERS It will serves as a guide to the other

researchers who will conduct research

about difficulties in spelling

 PARENTS It will help them to guide their children to be

knowledgeable when it comes to spelling

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

A.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

B. Review Related Literature

The aim of all language teaching including English language is to teach how

to read and effectively write words with knowing its meaning. Learning how to write is

underpinned by different written forms. For any mastery in the area of English it is

very important to build a strong foundation in spelling words. In fact, poor spellers

perform significantly worse than spelling-level matched (and hence younger) normal

spellers on tests on test of segmentation ability (Rohl & Tummer 1988). Ability to

represent the internal consonant of an initial consonant cluster is a good predictor of

overall spelling in the early grades (Shankweiler 1992). Since English spelling is a

hybrid system, partly phonemic and partly morphemic (Chomsky & Halle 1968;

DeFrancis 1989; Venezky 1970), one could expect that awareness of morphological

relationship would aid the learner in surmounting some of the seeming irregularities

in the English spelling system.

Progression of Spelling Ability

Spelling instruction has a long history in the United States dating back to the

1700’s. However the preferred methodology for spelling instruction remained

stagnant for nearly two hundred and fifty years. The traditional methodology, also

called the textbook-based model or memorization model, required students to rely his

or her short-term memory to memorize weekly spelling lists (Wilde, 1991, P.276-

277). Students would often get a pre-test at the start of the week, they might have

engaged in activities dealing with their word lists, and they would have a post- test at

the end of the week. This exercise rarely resulted in an understanding of how

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

language worked, and often, students quickly forgot the spelling of the words they

memorized (Bloodgood, 1991, p.203-204).  Students do not learn spelling through

rote memorization; rather it requires them to understand the principles that govern

how English words are spelled.  If students understand these principles, they can

internalize spellings of known words and be able to figure out the spellings of new

words.  Another deficit of this traditional approach is that it lacked differentiation for

individual students.  Often, every student was assigned the same word list.  This

caused some students to struggle and others not to be challenged enough.  This

traditional methodology is still prevalent in many schools today (Schlagel & Schlagel,

1992, p.420).

In the 1970s, these apparent deficits in the traditional approach led to

empirical research about its effectiveness.  One study conducted by Donald Hammill,

Stephen Larsen, and Gaye McNutt (1977) involved administering the Test of Written

Spelling to 2,956 third to eighth grade students.  The teachers indicated whether

spelling instruction was taught with a basal, another method, or if there was no formal

instruction. The results of this study found that “after Grade 4 no spelling instruction

is almost as effective as special instruction” (p. 70). 

The results of the Hammill, Larsen, & McNutt (1977) study helped make

spelling seem like a superfluous exercise.  However, other researchers found strong

correlations between it and other parts of literacy.  Researchers found a positive

correlation between spelling development and accuracy and fluency, between

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

spelling and success in reading, and between spelling and comprehension (Schlagel

& Schlagel, 1992, p.419).

While some researchers were discounting the effectiveness of spelling instruction,

Charles Read and Carol Chomsky were independently conducting research on

students’ invented spellings.  The conclusions of their studies found that it was

important to understand why children produced particular spellings. 

By understanding students’ thinking towards spelling, you could assess the

students understanding of English’s phonetic and orthographic systems (Wilde, 1991,

p.278).  Edmund Henderson and James Beers (1977) analyzed first grade students’

creative writings.  They tracked different errors that students made in their writings

and categorized them by error types.  They found that students’ invented spellings

progressed in a hierarchical and predictable fashion.  This information along with

other developmental-spelling research helped lead the way for a new approach –

word study.

A Review of Recent Research on Spelling

Alan S. Brown

Research on spelling ability has witnessed a vigorous but fragmented growth

in the last decade. A theory on the cognitive mechanisms of spelling remains elusive,

as does a unified approach to spelling instruction. The idea that spelling competence

unfolds in a series of developmental stages has gained popularity. Despite a lack of

clear empirical support for the model, its impact on spelling instruction in the schools

is growing. Research on traditional issues in teaching spelling continues unabated

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

(size of word list, time between practice and test, immediacy of feedback) as well as

investigation on innovative approaches (computers, group instruction). A creative

technique applied in the early grades is invented in spelling. Although popular and

widely applied, its effectiveness remains unclear. Research is beginning to indicate

that reading and spelling may be separable but related cognitive processes and that

spelling ability involves to processing systems---phonological and lexical. Finally,

experiencing incorrect spellings may be detrimental to spelling performance, and

more research is needed on this issue.

The Classification of Error

The nature of error includes: definition of error, the difference between error

and mistake, the definition of error analysis, the benefit of analyzing error, the causes

of error, and the classification of error. While, the nature of writing includes: the

definition, scope, and function of writing, writing as a skill, and the characteristic of

written language. A. Concept of Spelling is noun form from spell. Spell is spell the

letter in a word one by one. In the American Heritage dictionary ‘spelling’ is explain

as (1) the manner in which words are spelled: orthography; (2) a group of letters

representing a word. In written English an error in spelling is appear whether in oral

language. May be when they make an error in their speech or pronunciation it

caused by the slip of the tongue. It can be apologized since the hearer can accepted

the meaning of the speaker speech. In written language may be the error in spelling

makes a different meaning in the word. It can be a crucial effect. B. The Nature of

Error 1. Definition of Error is the flawed side of learner speech or writing. They are

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

those parts of conversation or composition that deviate from some selected norm of

mature language performance, Dulay et al (1982:138). 11 Dulay et al (1982:138)

states “People cannot learn language without first systematically committing errors”.

So, error is very natural in learning language. Don’t be worry make an error when the

learners learn, because an error will be the learner experience in the future learning

process. 2. The Differences between Error and Mistakes Between error and mistakes

have some meaning that is make a failure of something. Whether word ‘error’ is

usually used in the system of computer or program, while word ‘mistakes’ used in

conversation in the society. In an article under the title ‘Difference between Error and

Mistakes’ accessed in 15th June 2014, term of ‘error’ is highly acceptable in formal or

technical context. In scientific or highly technical terms, the word ‘error’ is more

suitable. In the world of computing and programming, ‘error’ is the more fitting term to

indicate a mistake, or fault, particularly in coding and processes. ‘System Error’

sounds better than ‘System Mistake’. ‘Mistake’, on the other hand, is used more in

casual English conversation. Though ‘error’ may still be used in exchange, it will

often sound unnatural, or technicalese. It would be awkward to say something like: “It

was all an error. I am sorry!”, to your friend. The more natural sounding statement

would be: “It was all a mistake. I am sorry!”. Brown (2000:217) states that mistakes

and errors are technically different phenomena. A mistake refers to a performance

error that is either a random guess or a ‘slip’ in that it is failure to utilize a known

system correctly. Mistake must be carefully differentiated from error. Mistake can be

selfcorrected while error cannot be self-corrected. 3. The Definition of Error Analysis

Every teacher is aware that students might make some errors in learning process.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

Committing errors is human, since it is human characteristic. As errors are part of

learning process, it might be assumed that we do not learn without producing some

errors. Therefore, it is important for the teacher to help the students in finding their

errors and correcting these by using error analysis. Ellis (1987:296) states “error

analysis is a work procedure used by researcher and language teacher, which

involves collecting the sample, identifying the errors in the sample, describing the

errors, classifying the errors according to cause of the errors and also evaluating the

errors.” In learning process, human may have mistaken and errors such as writing

skill. Brown (2000:217) states that learning language is like the other learning. It

cannot be separated from making errors because they actually have significance for

both teacher and students. Researchers and teachers of second language needs to

analyze carefully what mistakes made by students in the process of constructing new

language system.

There are many causes of error experienced by students as follows: a.

Interlingual Error Interlingual error is the error happened because of the interference

of mother language. It happens because the features of the two languages are

different. Brown (2000:224) states that the beginning stages of learning second

language are especially easy to be interferred by interlanguage errors. In this early

stage, before the learner know exactly the system of second language, the native

language is only the previous linguistic system that he/she can draw. It is therefore,

to apply the rule or the system of the second language, he/she is often interferred by

the system or the rule of mother tongue. To solve this error, usually the researcher

translate the grammar of target language into the grammar of mother language. b.

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

Intralingual Error Intralingual error is the error that is happened because of the

features of target language itself. Richard (1984:174) states that intralingual transfer

error can be divided into four types, these are: 1) Over-generalization It means the

learner like to simplify the formation or the rules of target language. The learners

seem to simplify the use of such rules and apply again in the other uses. Just for

example, the learners may be asked to add ed/d in constructing simple past tense.

They may write ‘did you opened the window?’. The sentence is consider false. It

means that not all the form of simple past tense can be added ed/d. It depends on

what form the verb is placed. According to Richard as stated in Johnson (2001:67)

over generalization includes where the learner creates adevient structure on the

basis of his experience of other structure in the target language.

CHAPTER II- Body of Research Report

A. Research Method

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 Republic of the Philippines
DEPARTMENT OF EDUCATION
Region V-(Bicol)
SHOOLS DIVISION OFFICE
City Of Iriga
RINCONADA NATIONAL TECHNICAL VOCATIONAL SCHOOL
Sto, Domingo, Iriga City

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