CHAPTER I

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

English proficiency is a person’s ability to use the English language in oral

and written communication at a certain degree of mastery (Merriam–Webster). It

is indispensable in this day and age. Crystal (2003), states that the number of

non-native speakers and native speakers of English exceed the number of

speakers of other languages with the ratio of 3 to 1. English language speakers

even exceed the number of Chinese language speakers.

Learning the English language is essential especially for international

relations whether for personal application or professional use.

Second language learning or English as a Second language (ESL) is a

program implemented in countries that learn English as a separate language

course in their curricula or language orientation. These programs are integrated

in the list of subjects to be taken by the learners from early pre-school to tertiary

education. Through this, the students develop the competencies of using English

as a tool for communication.

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People see that learning English is a plus point or a necessity. for

application on jobs and interviews. Because of these advantages, people study in

English classes or study distant learning modules or enrol in online tutorial sites.

Even with the advancements in English language teaching for both ESL

and EFL, learners still fall short in the English language proficiency. Educators

have to tap different methods of teaching English to learners in a way that it

would be effective and efficient.

At present day, students lack interest and confidence in using the English

language as a means of communication. This is a hindrance towards active class

participation and comprehension. The student’s interest to learn is trapped

because they are unmotivated and are afraid to use the language.. Other

problems like bad experiences, different outlook in learning and lacks good

foundations in the English language also play in this learning process

(Souriyavongsa et. al., 2013).

Innovations in teaching are made in order to cater to these shortcomings.

Early exposure to age–appropriate films, movie, or Television shows which are

included in the academic curriculum, may enhance the cognitive and academic

achievement of the learner (Kirkorian, et. al., 2008) Innovations in teaching and

learning also widens the scope of effective learning. This includes the use of

technology and media for the teaching of the content and skills. However,

problems still exist even in the advent of teaching technologies. One primary

problem seen and observed is that may greatly affects the learners’ language

learning is the poor foundation of the English language. In relation to this

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problem, educators use technology like the television, to somehow compensate.

Educators use TV shows to deliver educational and linguistic content to the

learners.

In the Philippines alone, 3.7 million people own television sets in the

convenience of their home. With easy access to television, the researchers could

assume that transmission of educational media content is convenient.

The researcher would like to determine if frequently exposed to cartoons

shows can lead to written English language proficiency. Moreover, the

researchers would like to explore if there is a possible relationship between the

frequency of exposure of the students to English cartoon shows and their written

English language proficiency.

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Theoretical Background

This study mainly anchored on the following theories: Schema Theory of

Piaget (1926) and Imitation Theory of language Acquisition by Bandura (1977).

Piaget’s Schema Theory (1926), states that acquisition of complex

knowledge and skills requires extended learner effort and guided practice.

Technologies and instructional practices must be appropriate for learners’ level of

prior knowledge, cognitive activities and their learning and thinking strategies.

Learning is influence by environmental factors including culture, technology and

instructional practices (Corpuz, 2007).

The schema theory has identified learning process. One of these is

assimilation, (Corpuz, 2007), which is a process of making new schema.

Example of this is when a child sees an animal with four legs and that animal

barks, the mother then tells the child that it’s a dog. The child then make a

schema in his/her mind that the name of the animal with four legs is dog. Another

learning process is accommodation, which is the fitting of new experience into an

existing or previously created cognitive structure or schema, example of this is

when a child sees another dog, this time a little smaller one, he would make

sense of what he sees by adding this new information into his/her schema of a

dog. (Corpuz, 2007). Equilibration is another learning process that enables a

learner to attain a proper balance between assimilation and accommodation

(Corpuz, 2007). An example of this would be a child sees another animal that is a

goat and the child sees that it looks like a dog but somehow different; the child

might say, “It’s a weird looking dog”. Then the mother explains that it not a dog

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but a goat. The child created a new schema that not all four-legged animals are

dogs but some of them are goats.

Piaget’s Schema Theory is relevant in the research situation wherein the

learner may learn new words and lexical rules through external stimulus.

The theory of Piaget is similar in nature to other constructivist perspectives

of learning like Bruner and Vygotsky.

Vygotsky (1962), a Russian psychologist, popularizes the Social

Development Theory. As cited by Neff (2013), Vygotsky (1962) examined how

our social environments influence the learning process.  He suggested that

learning takes place through the interactions students have with their peers,

teachers, and other experts. This theory is related to the Imitation theory of

Language Learning by Bandura, which focuses on the motivation of the

environment to arouse the interest of the learner towards learning.

According to Bruner (as cited by Allan & Tomlinson, 2000) in Cañon

(2013), when interest is tapped, learning is more likely to be rewarding and

through this, the learner becomes an autonomous learner. Bruner also stressed

that it is essential to understand how culture and environment play a role in

learning.

Bandura’s Social Learning Theory (1977) stated that behavior is learned

from the environment through the process of observational learning. Individuals

who are observed are called models. In society, children are surrounded by

many influential models such as parents, family members, characters on TV,

friends and teachers.  These models provide examples of masculine and

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feminine behavior to observe and imitate (McLeod, 2011). This theory

emphasizes more on the external stimulus presented to the learner and thus, the

learner emulates what the model presented as a stimulus or input.

. Furthermore, new studies suggest that children learn a great deal of

language through “comprehensible input” (Krashen, 1985). Stimulated by the

sheer exposure of print in and out of school, this approach proposes that children

acquire language and literacy incidentally without formal instruction, using the

language they already know and cues from the environment. These findings

have led to recommendations that successful language programs needs to be

highly motivating, nonevaluative, emphasizing methods that make children

temporarily forget that they are hearing or reading another language.

In relation to these theories mentioned, Van Wyk (2007) says that

excellent and effective teaching demands a host of devices, techniques and

strategies not only to achieve cross critical outcomes and itself is a desideratum

(highly desirable).

One teaching instrument, which perhaps is seldom used, is the cartoon.

“Cartoon” is a term used to include standalone illustrations, captioned or

noncaptioned and short comic strip formats. Cartoons have a potentially valuable

contribution to make in the teaching field (Van Wyk). According to Powell and

Andresen (1985) as cited by Van Wyk (2011), cartoons have decreased

academic stress and anxiety, boredom and disruptive behavior when used as

teaching strategies. According to the British Council’s Administration (2011),

children are going to spend 50 percent of their free time watching cartoons

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anyway, so might as well put classroom to better use in the classroom. If this is

the case, interaction between a learner and an external stimulus is evident in this

learning process.

Melvin and Stout (1987) found an overall increased motivation to learn

when teachers used authentic language materials for the study of culture. As the

language learners gained more confidence working directly with authentic

materials, they also reported an increased understanding of the practical benefits

of being able to use the language in real world scenarios.

In relation to the motivating aspect of authentic, materials, Nunan (1999)

and Gilmore (2007) acknowledged that it is essential for the language learners to

have exposure to the various kinds of authentic language material because it

helps to motivate them by bringing the content and the subject matter to life. It

enables them to make the important connections between the classroom world

and the real world outside the classroom setting (Isman, 2012).

With the above mentioned theories, studies and literature, the researchers

are motivated to determine whether TV has some bearing in the English

language learning.

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Figure. 1. Schematic Diagram of the Study

Schema Theory (Piaget, 1926)

Imitation Theory (Bandura, 1977)

And

Social Learning Theory of Language Acquisition (Bandura, 1977)

Grade 6 pupilsOf Holy Name

University

Students frequently exposed to

cartoon shows

Students not frequently exposed to

cartoon shows

Level of Written English Language

Proficiency

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Statement of the Problem

This study seeks the relationship of frequently exposed to cartoon shows

and the level of written English language proficiency of students.

Specifically, this study aims to answer the following questions

1. What is the Written English Proficiency Level of the Grade 6 pupils of

Holy Name University in terms of:

a. Vocabulary;

b. Spelling;

c. Grammar and usage

2. What cartoon shows are the respondents exposed to and how often

are they exposed to it?

3. Is there a significant relationship between the students’ English

Proficiency level and the cartoon shows they watched?

Statement of Hypothesis

The study hypothesizes the following:

1. There is no significant relationship between the exposure to English

cartoon shows and students’ English Proficiency level; and

2. There is no significant relationship between students’ Written English

Language Proficiency Level and the frequency of their exposure to

cartoon shows?

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Significance of the Problem

This research is undertaken to hopefully benefit the following:

Language Teachers. The results of this study would give further insights

on the application of English cartoon shows English language learning.

English Language Students. The findings of this study may affect their

perceptions on the shows they prefer to watch. The study can make them aware

of the impact of the shows to their vocabulary and other English language skills.

Parents. Through the study, parents would somehow understand the

relevance of exposing their children at an early age to English cartoons such as

Barney and Friends, Dora the explorer, Hi – 5, Blue’s Clues and the likes to build

a strong foundation in the English language.

Researchers. This study can help determine the relationship between

exposures to English shows to the learners’ English proficiency. The study can

make the researchers understand language learning regarding young learners.

Future Researchers. It is envisioned that this study would give way to

more comprehensive studies on the same topic.

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Scope and Limitations

This study covers and is limited to the relationship of frequency exposure

to English cartoon shows and students English language proficiency level. This

will only involve the Grade 6 pupils of Holy Name University, Grade School

Department enrolled in school year 2014 – 2015. The respondents is composed

of 124 pupils, wherein there are 62 male and 62 female students which is divided

into 31 male and 31 female who are frequently exposed, and 31 male and 31

female who are not frequently exposed to cartoon shows. The study delimits and

does not cover the following characteristics such as religion, age and course.

RESEARCH METHODOLOGY

Research Design

This research will compare data gathered between the students who were

frequently exposed to cartoon shows and students who were not frequently

exposed to cartoon shows. This research design is appropriate to the study

because the researchers will be comparing two variables in order to identify the

relationship of the variables being compared.

Research Environment

This study will be conducted to the grade six pupils of Holy Name

University, Grade School Department enrolled for the school year 2014-2015.

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Holy Name University Grade School Department is located at Janssen Heights,

Dampas District, Tagbilaran City. It is a Catholic, PAASCU accredited institution

run by SVD priests.

Research Respondents

The respondents of the study will be 124 grade six pupils, 62 of whom

are males and 62 are females. In the total population, there will be 31 females

and males who are exposed to cartoon shows and 31 females and males that

are not exposed. The sampling will not be done by section but as a whole group

of grade six pupils.

Research Instruments

To facilitate the study, three instruments were used. The first instrument is

a survey that will ask the pupils if they watch and the frequency of watching

cartoon shows.

The second instrument is a test on grammar and vocabulary. It is a 40 –

item test that can be accomplished in one hour. The content of the questionnaire

includes spelling, vocabulary, grammar, and usage.

Research Procedure

Gathering of Data. A formal letter will be sent to the office of the

Principal of Holy Name University, Grade School Department asking permission

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to conduct a study. After which it will be forwarded to the specific section

advisers of the Grade six pupils seeking for their approval. Since the respondents

have classes, the researchers will conduct the study during recess time or lunch

break in their respective classrooms.

To gather data on the grammar and usage, spelling and vocabulary, the

researchers used questionnaires and interview with the approval of the advisers.

The same set of questions are administered to all Grade six pup.

The general steps in the data gathering process may be summarized as

follows:

1. The researchers will conduct a preliminary survey to identify students

who are frequently exposed to English cartoon T. V shows and those

who are not exposed.

2. The researchers will conduct the data gathering proper by giving the

questionnaires to selected students.

3. The researchers will also conduct an interview that will ask the

respondents about their opinions and perceptions.

Treatment of Data

1. To determine the significant relationship of the dependent and

independent variables, the Pearson r Correlation Test is used.

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where:

n – number of pairs if scores

x – values in the first set of data

y – values in the second set of data

r – Pearson correlation coefficient

DEFINITION OF TERMS

Here are some terms used in the study and the literal and operational

meanings they convey.

Assessment

A test administered to the respondents. To measure their levels of written

English language proficiency.

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Cartoon Shows

Educational shows that use the English language as a means of

communication. These shows are child friendly and are appropriate for the age of

the learners (Dora the Explorer, Blue’s Clues, and the likes).

Exposure

The frequency, the degree of, extent of the respondents’ working habits.

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BIBLIOGRAPHY

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BIBLIOGRAPHY

Corpuz, B., Lucas, M.R. (2007). Facilitating learning: a metacognitive process.Quezon City: Lorimar Publishing

Fisher, N. Children’s Language Acquisition.http://sitemaker.umich.edu/nicolesling/theories_of_language_acquisition

Isman, A. (2012). The Turkish Online Journal of Educational Technology. Turkey:TOJET

Kirkorian, H., Wartella, E., Anderson, D., Media and young children’s learning.http://www.princeton.edu/futureofchildren/publications/docs/18_01_03.pdf

Moeller, B. Center for Children & Technology, Learning from Television: AResearch Review. http://www.dcmp.org/caai/nadh175.pdf

Molnar, M. English Proficiency and English Exposure in the Media: Acomparative study between countries with high and low English exposure. http://skemman.is/stream/get/1946/13802/33150/3/English_Proficiency_and_English_Exposure_in_the_Media_M_%C3%A1t%C3%A9_Moln%C3%A1r_31.jan..pdf

Motteram, G. (2013). Innovations in learning technologies for English languageteaching. Spring Gardens, London: British Council

Pearson Longman. English Language Proficiency Rubrichttp://ell.dpi.wi.gov/files/ell/pdf/elp-levels.pdf. Date accessed. March 12, 2014.

The National Captioning Institute, Inc. Using Captioned Television to Improve theReading Proficiency of Language Minority Students. http://www.dcmp.org/caai/nadh214.pdf

Wilson, B. English Pronunciation Exercises.http://www.autoenglish.org/pronunciation.htm

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APPENDICES

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Appendix A

Research Tool

Pre – survey Questionnaire

Please put a check mark () of your answers on the space provided for.

For number 1. If Yes proceed to numbers 2, 3 and 4, if No, stop at item number

1.

1. Do you watch English cartoon shows? Yes or No? _________

2. What English cartoon shows do you watch?

a. Barney and friends ______

b. Dora the Explorer ______

c. Blue’s Clues ______

d. Others, please specify: ________________________________________________________________________

3. How many hours do you watch in a day?

a. 1 hour ______ b. 2 hours ______

c. 3 hours ______ d. Others, please specify: _____ (hours)

4. How often do you watch every week?

a. Once a week b. Twice a week

c. Thrice a week d. Others, please specify:______(a week)

5. How many years you have been watching cartoons?

a. 1 year b. 2 years

c. 3 years d. Others, please specify: ___________________________ ___________________________ ___________________________

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QUESTIONNAIRE

Choose the appropriate options to complete the sentences. Encircle the correct answer

1. Many people have devised methods ---- they have measured time.

A) which B) when C) with which D) in which E) where

2. An archaeologist has found an ancient Egyptian town in Israel ---- discovery

suggests that Egyptian influence was wider than previously believed.

A) who B) to whom C) where D) whose E) in which

3. The suburbs are the places ---- many Americans moved to in the 1950s in the

USA.

A) which B) where C) in which D) of which E) whose

4. Scientists are doing research on remote ecosystems, ---- is the Arctic tundra.

A) which B) that C) through which D) each of them E) one of which

5. There are many interesting events ---- in the night-time sky.

A) that observed

B) which are observing

C) being observed

D) having observed

E) whom observed

6. The years --- World War 2 were the time --- returning veterans started to buy

houses.

A) following / when

B) followed / that

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C) that follow / why

D) which was followed / which

E) being followed / whom

7. ---- penicillin continues to be used widely; some strains of bacteria have

developed a resistance to the drug.

A) Despite B) Although C) Due to D) Therefore E) So that

8. In the 1700s, England taxed tea, ---- coffee and wine.

A) while

B) moreover

C) in addition to

D) including

E) in contrast

9. ---- Albert Einstein became famous mainly for his work on relativity; he

received the Nobel Prize for his work on photoelectric law.

A) Because

B) In case

C) As long as

D) Ever since

E) Despite the fact that

10. ---- some people like a great deal of variety in their lives, i am happier when

my schedule is quite routine.

A) Due to the fact that

B) No matter what

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C) However

D) Whereas

E) Accordingly

11. It's my birthday today! - _______________.

A) Congratulations C)Help yourself

B) Thanks a lot D) Well done

12. What time will you be back home? - _____________

A) Not at all C) That's it

B) After all D) Around twelve

13. Are you hungry? - __________.

A) Just a bit C) Not any

B) Not many D) A few

14. Do you like school? - ________.

A) More or less C) Much less

B) Not much D) A few

15. Is this the first time you have been to Britain? - __________.

A) No, I have C) Yes, I am

B) Yes, it is D) Yes, I have

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Spelling Test

Directions: First, read each sentence. Then fill in the bubble next to the word that is spelled correctly. If none of the choices are correct, fill in the bubble next to the choice “none.”

1. Honey tastes ____. sweat sweet swete none

2. I think ____ of us has a sister. each eash eache none

3. Jake made ____ baskets. thre three tree none

4. At ____ it’s not raining. least laest leaste none

5. The army fought for ____. freedom freedim freedon none

6. A basement is ____ the house. belo below beloe none

7. Do you have a sore ____? throat thoat throate none

8. Can you ____ on your back? flaot float floate none

9. My mom drinks coffee topped with milk___. foam foom fome none

10. The baby birds have ____ away. flowen flown floun none

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Vocabulary

Cloze Test.

DIRECTIONS for questions 1 to 10: In the following passage there are blanks, each of which has been numbered. These numbers are printed below the passage and against each, five words are suggested, one of which fits the blank appropriately. Encircle the letter of the appropriate word in each case.

India can be truly; proud of having made at (___1___) costs some very

demanding biomedical products: blood bags, heart valves and Kalam-Raju

stents, to name a few. However, the (__ 2___) in biomedical R & D or industry

has (___3___) fully kept pace with the ever-growing demands. Therefore, several

industries will be set up in the country with (___4___) technology for the

(___5___) of medical devices. Polymers, ceramics and metal alloy industries

would (___6___) themselves to produce the required biomaterials.

Medical and health care sectors will undergo a major transformation with

increased (___7___) of artificial organs, blood and improved diagnostic devices.

For example, (___8___) of artificial human parts will be possible-the heart, the

pancreas, the lungs, and kidneys. Artificial blood will be available for transfusion

to leukemia patients. Bone, hip and tissue replacements will be possible for

accident victims, and tissue replacements will be possible for-accident victims.

Heart patients can (___9___) heart valves, artificial hearts and other implants.

The requirement of biomaterials would accordingly go up. Tissue engineering will

(___10___) at replacing the affected tissue in a natural way.

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Identify the correct word for the Blank 1

A. Expensive C. Significant E. AffordableB. Trivial D. High

Identify the correct word for the Blank 2

A. Extension C. Advancement E. TreatmentB. Implementation D. Degradation

Identify the correct word for the Blank 3

A. Miraculously C. Definitely E. IndeedB. Hopefully D. Not

Identify the correct word for the Blank 4

A. Imported C. Old E. knownB. Prudential D. Traditional

Identify the correct word for the Blank 5

A. Use C. Utilization E. DisposalB. Manufacturing D. Sale

Identify the correct word for the Blank 6

A. Invent C. Upgrade E. DeployB. Try D. Help

Identify the correct word for the Blank 7

A. Deficiency C. Dearth E. UtilityB. Usability D. Availability

Identify the correct word for the Blank 8

A. Implantation C. Donation E. Treatment

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B. Amputation D. RemovalIdentify the correct word for the Blank 9

A. Spare C. Strengthen E. ExchangeB. Receive D. Donate

Identify the correct word for the Blank 10

A. Comment C. Pioneer E. AimB. Evolve D. Serve