Father Saturnino Urios College of Bayugan, Inc.

Lawaan St., Poblacion, Bayugan City

THE COMMON MISSPELLED WORDS IN ENGLISH OF GRADE 7 STUDENTS OF

FSUCBI AS OF S.Y. 2018-2019

In Partial Fulfilment of the Course Requirements

In Research Project

Submitted by:

Submitted to:

MR. ELMER A. YUSON

March 2019
ABSTRACT
 ACKNOWLEDGEMENT

The researcher would like to address their gratitude and

sincere appreciation to everyone who gave and provide

assistance, contribution, guidance and cooperation needed

during the conduct of the research study. The undying moral

support given by the people behind the researchers became the

main reason of the completion of this endeavour:

The Almighty God in heaven, a loving father, for

providing the researchers the knowledge and courage to do the

task, for inspiring the researchers to work despite of

struggles and difficulties, and the graces and blessings he

shower every day that made the foundation of this research

study;

The researchers families, for guiding the researchers in

the daily struggles. Their unending support had made this

research successful and especially providing financial support

inspired the researchers to finish and strive despite of

difficulties;

Elmer Yuson, the researchers consultant and adviser iin

research project, for correcting the mistakes of the

researchers and encouraging them to continue and completing

the research study.

 Jane Jumawan and Jestoni Pantullana, for the

clarifications and improvements they gave when the researchers

consulted them;

The respondents, for giving their time to participate in

the study with the desire to answer the activity honestly.

Thank you everyone! These words are not enough to show

how grateful the researchers are, but the researchers are

hoping that this simple gratitude may make them happy. God

bless everyone!
 Dedication

The researchers dedicated this research study to their

ever supportive parents, friends, advisers, faculty and staff

of Father Saturnino Urios College of Bayugan, Inc., and

everyone who took part in this study.

 Table of Contents

Title Page

Abstract

Acknowledgement

Dedication

Table of Contents

List of Figures

List of Tables

Chapter One: THE PROBLEM AND ITS SETTING

Introduction

Statement of the Problem

Purpose of the Study

Significance of the Study

Conceptual Framework

Research Method

Definition of Key Terms

Scope and Delimitations of the Study

Chapter Two: REVIEW OF RELATED LITERATURE

Chapter Three: MATERIALS AND METHODS

 Research Design

Locale of the Study

Respondents

Research Instruments

Data Collection Procedure

Data Analysis Procedure

Chapter Four: RESULTS AND DISCUSSION

Chapter Five: SUMMARY OF FINDINS, CONCLUSION, AND

RECOMMENDATION

Summary

Conclusions

Recommendations

REFERENCES

APPENDICES

Instruments

Letters

Curriculum Vitae
 LIST OF FIGURES

Figures

1 Research Paradigm

3
 List of Tables

Tables
 CHAPTER ONE

THE PROBLEM AND ITS SETTING

INTRODUCTION

The importance of writing stems from the fact that

writing is the primary basis upon which communication begun.

Writing is the frame work of our communication. It has a

significant role in our lives. Writing requires various skills

such as composition, narrative and hand writing. Apart from

these, another skill that is also important and should not be

disregarded is the spelling.

Mastering spelling skills may not be easy, even native

speakers may sometimes face uncertainty on how to spell some

words. Obvious common misspellings include doubling consonants

when adding suffixes; doubling consonants when adding other

elements; and silent letters (Ehrlich, 1992).

School nurture the knowledge of every child. It started

at home then into kindergarten where teachers acquaint letters

and words. In the daily interaction of the students, they will

meet unfamiliar words that can be used as learning and

addition to their vocabularies. High school students,

especially the freshmen will encounter new words that are

gruelling to identify. Those words that is hard to spell and

hard to recognize will lead them to misspelled it.

 Students must understand the relationship between sound

and letters (for example, the letter in “cite” is pronounced

as /s/ sound, while it is pronounced /k/ in the word card)

same with the memorization of the words and make reading as a

habit to avoid errors. Also, students must determine and

consider the meaning of the word for them to easily spell the

word correctly because spelling errors are being common in

written grammar of students.

It was therefore imperative to investigate the commonly

misspelled words in english made by the Grade 7 students of

Father Saturnino Urios College of Bayugan, Inc. to unearth the

causes and prescribe solutions to this problem.

STATEMENT OF THE PROBLEM

This research study aims to determine the Common

Misspelled Words in English of Grade 7 students of Father

Saturnino Urios College of Bayugan, Inc. as of S.Y. 2018-2019.

Specifically, it sought to answer the following

questions:

1. What is the personal background of the respondents, as

to:

1.1 Age

1.2 Sex
 1.3 Grade Level

2. What is the respondents’ level of performance in spelling

common misspelled words in English and level of awareness

in identifying common spelling errors?

2.1 Pronunciation

2.2 Silent Letters

2.3 Double Letters

3. What common spelling errors do the Grade 7 students of

FSUCBI mostly commit?

PURPOSE OF THE STUDY

The purpose of this study is to examine the Common

Misspelled Words in English among the Grade 7 Students of

Father Saturnino Urios College of Bayugan, Inc., school year

2017-2018. This research study will also help to determine the

common misspelled words and will give the readers idea about

it. Moreover, the researchers will seek answers and gather

information’s among the students and will be elaborated and

discussed in the later chapters of this research paper.

SIGNIFICANCE OF THE STUDY

The result of this research study provides relevant

information about the Common Misspelled Words of Grade 7

students that will help the benefactors:

1. Students

This study must be analyze by the students in order for them

to be aware of their mistakes in the Common Words of English

to improve their vocabulary and thinking about those simple

words.

2. Misspelled Words

This study will be able to help to determine the Common

words that usually misspelled by the students. It will also

help to provide solutions to improve the student’s ability to

spell words correctly.

3. Classroom Educators

It will help the educators to monitor their students easily.

Through this they will not spend much time in finding better

solutions to improve their student’s skills and be able to

monitor the common words that the student usually misspelled.

4. Future Developers and Aspiring Researchers

The study will be the stepping stone for the future

developers and aspiring researchers in creating new research

study related to this one, forming new theories, strategies

and solutions to the prevalent issue. It also considers our

future readers to read and be interested in this research

study.

5. Parents

They will be able to provide parental guidance and

assistance. As a first teacher, they can use this study to

better address the problem of their children in spelling to

become a better learner in English.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

 Students’ level
of performance
in spelling
difficult
commonly
misspelled words
and level of
awareness in
identifying
difficult common
The data’s are spelling errors Performance of
were organized
given to the Grade in tables using Grade 7 students in
interval scale.
7 Students of  Spellings of the spelling difficult
students were
FSUCBI. checked. commonly misspelled
 Scores were
words.
tallied.
 A table was
designed to show
which of the
common
misspelled
categories of
the students got
the highest
numbers of
errors.

Figure 1. Research Paradigm

This figure shows the research paradigm governing this

paper. The input includes the data given to the Grade 7

students of FSUCBI. The process shows that the input data is

thoroughly evaluated, analyzed, and interpreted to come up

with the reasonable conclusion about the performance of the

students in spelling the common misspelled words. The output

shows the grade 7 students performance level in spelling

common misspelled words.

RESEARCH METHOD

To acquire the needed data, the researchers used actual

survey method. In order to do it, there are random words that

are given to the students and they should spell the words

correctly. Furthermore, the result will be analyze as soon as

they finished answering it.

DEFINITION OF KEY TERMS

These are the following key terms:

SPELLING: the forming of words from letters according to

accepted usage or a sequence of letters composing a word.

MISSPELLED WORDS: are often unintentionally misspelled in the

general writing. These are the words with incorrect letters or

an incorrect arrangement of letters.

STUDENTS: refers to the learners of Grade 7 students of Father

Saturnino Urios College of Bayugan, Inc. school year 2018-

2019.

PERFORMANCE LEVEL: the student’s level of performance during

the conduct of the study.

SILENT LETTERS: are letters that in a particular word does not

correspond to any sound in a word’s pronunciation.

DOUBLE LETTERS: are words which contain a set of letters used

twice.

ACCOMMODATE

ACHIEVE

ACROSS

AGGRESSIVE

AMATEUR

ASSASSINATION

BELIEVE

BIZZARE

CARIBBEAN

CEMETERY

COMMITTEE

COLONEL

CHAUFFER

COUP D’ ‘ETAT
DEPOT

ISLE

ISLAND

RECEIVE

RECEIPT

RENDEZVOUS

SCOPE AND DELIMITATION OF THE STUDY

The study only focused among the students of father

Saturnino Urios College of Bayugan, Inc., Lawaan Street

Poblacion, Bayugan City as of year 2018-2019. The unit of

analysis was the Grade 7 students only. It was conducted with

emphasis and is bounded on the Common Misspelled Words of

English. It also looked only in the different thoughts and

profiles of the students. Thus, all persons involved at this

time may or may not take the survey honestly and the result of

the survey may or may not represent the school and the

research paper.
 CHAPTER TWO

REVIEW RELATED LITERATURE

History and Demographics of English Language in the country

In a bilingual country like Philippines, English language

is considered as an important tool in achieving effective

communication. The use of English language stems from 1953

where the Philippines is under the US occupation, and from

then, English was added to the constitution as one of the official

national language (JustLanded, 2019).

In fact, the Philippines is recognized globally as one of the

largest English-speaking nations with majority of its population

having at least some degree of fluency in the language. English has

always been one of the official languages of the Philippines and is

spoken by more than 14 million Filipinos (Mike Cabigon, 2017). 

Despite the fact that the Filipinos are a well-known English

language users, studies shows that problems regarding the

appropriate usage of it still arises. One of the most common

problems of Filipinos in terms of English language is the correct

spelling of English words.

Factors influencing the poor spelling of Filipino students

Spelling is defined as the forming of words from letters

according to accepted usage. According to Louisa Moats,

(2012), in her book, “How Spelling Supports Reading,” explains

that “research has shown that learning to spell and learning

to read rely on much of the same underlying knowledge—such as

the relationships between letters and sounds—and, not

surprisingly, that spelling instruction can be designed to

help children better understand that key knowledge, resulting

in better reading.” (Butch Hernandez, 2012). Therefore, spelling

implies an important role in learning to read well.

 Dependency in the first language

Several studies shows that the spelling of second language

learners of English such as Filipinos differs from the spelling of

English monolinguals because language learners use their knowledge

of their first language when spelling in English. Not all language

learners acquire English in the same manner and literacy acquisition

among the world’s various languages may be different from one

language to another. (Zainab Abdulameer Ahmed Allaith, 2009).

In addition, Cummins (1979, 1984, as cited in Sparks,

Patton, Ganschow, Humbach, & Javorsky, 2008) developed the

"linguistics interdependence hypothesis". In this hypothesis,

he argued that "language and literacy skills can be

transferred from one language to another" and that "success in

[second language], for example, reading, depended on previous

competence in [first language] literacy skills" (Sparks et

al., 2008, p. 162).

  Phonology of First Language

The similarities and differences between first and second

language phonemes can have different effects on spelling in

English as a second language. When two languages have some

commonalities (e.g. phonology, correspondence between

graphemes and alphabet), positive transfer can occur when the

learner is proficient in his or her first language and

commonalities learned in the first language are applied in the

second language (Figueredo, 2006). However, when there are

differences between the two languages and the learners apply

knowledge of first language in spelling in English, the

transfer will be negative. The inconsistency of the

pronunciation of first and second language phonemes can either

result in replacing the English phoneme with a similar first

language phoneme, or in dropping the English phoneme from the

word (Figueredo, 2006). When words in the second language

contain a phoneme which is not present in the first language

sound system, children may substitute the phoneme with another

similar one which is used in their first language (e.g.

Cronnell, 1985; Durgunolu et al., 2002; Fashola et al., 1996).

Ways to improve English spelling skills

Spelling is one of those skills that a lot of people find

challenging to master. This is particularly true if English

isn’t your first language. One of the main reasons spelling is

so hard to learn is that English can be so confusing given all

the inconsistencies that make up the written language. The

difficulties partly arise from the fact that the spellings of

English words reflect its origins rather than its sounds

highly irregular language. It has borrowed words from many

other tongues and anglicised its spelling in an inconsistent

way.

According to Meredith Cicerchia, (2018), here are some

simple and practical exercises that can make a difference when

done regularly, over an extended period:

 Try transcription

When hearing a word and write it at the same time you are

connecting the sounds with the letters that represent them and

this can strengthen your English encoding and decoding skills.

 Drill vocabulary

Create a list of the most difficult words that you encounter

and then actively study them. You could use flashcards, make

posters to put up around your house, or even create a desktop

background so the words are in constant rotation in your field

of view. The more you see a word, the easier it will be for

your brain to call up an image to help with spelling.

 Analyse your mistakes

Everyone has words they commonly confuse. Use your

smartphone or a notebook to keep a running list of your

mistakes, then every so often sit down to copy the correct

version next to them. Have a closer look at each word to see

which letters you got wrong. Get a piece of paper and try to

re-encode the correct form of the word by writing it

multiple times (or typing it). Use a different colored pen

when writing the letter or letters you mixed up. This will

help you notice the correct spelling and remember it in a

visual way. If you struggle with homonyms, try to come up

with visual images to tell them apart.

 Test yourself

An easy way to test yourself when it comes to spelling is to

simply fold a piece of paper in half. On one side copy the

correct form of the words you struggle with, one word per

line. Use the other side to cover the words up and then re-

write them from memory. You can easily compare the two

versions and flag any words that need more attention.

  Use imagery, rhymes and chunking

When you have an English word you just can’t seem to master,

try developing a mnemonic where you combine imagery and rhymes

to help you remember the correct letters and sequence. For

example, you may think to yourself she got married on a

Wednesday to help you remember to include the silent d. You

can also break words down into chunks, such as Wed-nes-day.

You’ll find many of the starts and ends of words are

recognizable prefixes and suffixes that commonly show up in

English words.

 Browse magazines and read

The more you encounter words in their written form, the

better, because your brain will strengthen its receptive

knowledge of them. This makes words easier to produce and

spell correctly. Just flipping through a magazine or a

newspaper can be effective spelling practice.

 CHAPTER THREE

MATERIALS AND METHODS

On this chapter, the materials and methods are used by

researchers to govern the study. It includes the research

methodology.

RESEARCH DESIGN

The reseachers used the qualitative research design for

this is the most appropriate means to identify and understand

the key aspect of the students of FSUCBI about the Common

Misspelled Word in English of Grade 7 students. That empowered

the study to acquire desired information about the the topic.

The data related to a specific area of the study are collected

and gathered to construct different concepts and theories from

it.

LOCALE OF THE STUDY

Father Saturnino Urios College of Bayugan, Inc. is a

private school in Bayugan City. The school is located at

Lawaan Street, Poblacion, and is with in the central part of

the City where the participants are currently studying in the

said institution.

RESPONDENTS
 The respondents of the study are the Grade 7 Students of

Father Saturnino Urios College Bayugan, Inc. from ages 12 to

13.

RESEARCH INSTRUMENTS

The researchers will give activity to accumulate the

needed data. It is composed of personal profile and contains

information about the said activity.

DATA COLLECTION PROOCEDURE

Data gathering for the survey took place at FSUCBI on

January 21, 2019. The researcher conducted a spelling activity

to the grade 7 students inside of their perspective classroom,

were the respondent comfortably write the answers to their

papers as a response to the given words of the researchers

that they need to spell the activity schedule was

intentionally prepared to come up to the available schedule of

the respondents.

DATA ANALYSIS PROCEDURE

CHAPTER 4

RESULTS AND DISCUSSION

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

SUMMARY OF FINDINGS

CONCLUSION

RECOMMENDATIONS