How Vernacular Language Influence the Grade VI Pupils’ English Pronunciation: A Case Study
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2025, Vol 30, Issue 1
Abstract
This study aimed to determine the first language of the respondents and how it affects the Pronunciation Skills of Grade VI-A Pupils. Further, it determined if there existed a significant relationship between the first language of the concerned pupils and their pronunciation skills. The result of this study provided basic information for the educational planner and school administrators in the formulation of educational policies and programs that will address the needs and problems on MTB-MLE of the poor but deserving pupils as it was implemented in the year 2012. The respondents of this study were fifty-three (53) Grade six Pupils who belonged to section A class. The instrument used in this study is a researchers-made pronunciation skill test. After the permission to conduct the instrument was sought from the principals of the schools, the test was administered. The 3 raters rated the pronunciation skills of the concerned pupils by using the scoring rubric. The results were tallied and tabulated for further analysis. The researchers found out that most of the pupils were Tausug speakers. Further, the respondents obtained satisfactory on the level of pronunciation skills on stress and intonation. Researchers concluded that the pupils could pronounce some of the words and sentences according to correct stress and intonation and that, the first language of the pupils don’t affect their skill on pronunciation. Pupils should be provided with drills and exercises particularly on stress and intonation to further improve and enhance their levels of pronunciation skills to obtain very satisfactory or excellent level.
Authors and Affiliations
Jeannie Abantas , Adzlan Emji
Keywords
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- EP ID EP765596
- DOI 10.5281/zenodo.14585880
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