FAME ACADEMY OF SCIENCE AND TECHNOLOGY

Calle A. Delas Alas Zone 5, Taal, Batangas

SENIOR HIGH SCHOOL DEPARTMENT

FLUENCY AND COMPREHENSION OF GRADE 11 STUDENTS OF FAME

ACADEMY OF SCIENCE AND TECHNOLOGY (FAST) TO THE FILIPINO
LANGUAGE

A Thesis Presented to

Fame Academy of Science and Technology

Senior High School Department

Taal, Batangas

In Partial Fulfillment of the Requirements in

Practical Research 1

Presented by:

Barredo, Earl Simon A.

Caibigan, Stepphen Andrei G.

Cantos, Kathryn Claire A.

Casabuena, Ethan Samuel A.

Domingo, Beatriz A.

Malaluan, Marc Nathan M.

Samson, Ma. Ayisha T.

Valdez, Joseph Jacob M.

Vergara, Charlene D.

January 2025
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CHAPTER 1

INTRODUCTION

Background of the study

Languages are one of the key factors to an effective way of

communication, wherein it connects every person in the world to have an

interaction and mutual understanding of every message they want to convey.

These languages have many varieties such as the native languages or lingua

franca that every country has. Understanding one's native language could help

everyone to have deeper knowledge. For instance, in the Philippines, the Filipino

mother tongue is known to be one of the most complex languages because of its

widespread vocabulary.

In an increasingly globalized world, the preservation and understanding of

native languages are essential to cultural identity and personal growth. In the

Philippines, there are several languages and dialects from different regions of

the country that are utilized in a variety of professions, including education,

politics, medicine, and everyday life. Having their own dialects could be more

expressive, help individuals with regional identity, and also their cultural

connection allows anyone to deeply connect to their heritage.

The Filipino language, also known as "Filipino" or "Wikang Filipino", has

absorbed vocabulary from Spanish, English, and other languages due to

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historical trade and colonization (Dynamic Language, 2018). This makes it a rich

and dynamic language with a wide range of loanwords and expressions. Filipino

as the national language of the Philippines, stands at the forefront of educational

discourse, reflecting both cultural significance and pedagogical implications. As

the national language, it plays a crucial role in bridging regional linguistic diversity

and fostering effective communication across diverse linguistic communities.

Amidst the growing population and modernization of the globe, there still

exist barriers that are yet to be crossed. Such barriers are present in human

discourse, especially in the Philippines. Overall, the languages in the Philippines

range from 130 to 195, not including those that have disappeared and are still

yet to be deciphered. In all of those languages, countless researchers have

studied the form, grammar, and fluency of the people who spoke them. Despite

all of that, gaps are still yet to be filled within those studies, especially during this

time of the growth of the younger generations.

A factor that most researchers only briefly touched on during their study

is the impact of technology and social media on the language learning ability and

fluency of children, especially Generation Z (Gen Z) and generations that

proceed after that. Although there are a few studies that tackle this and have

delved deeper into the topic, there are not enough sources and validity to it with

the ever-changing tide within the cyberworld. With the widespread use of social

media and platforms, this deeply affects the language preferences and choices
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of this generation. Younger generations nowadays tend to create their own

grammar and language in the virtual world as their own way for self-expression

(Suizo, 2024).

Examination and taking educational materials into consideration are also

what other research lacks. Studies focus more on the educational setting than

the materials, which are where most of the knowledge of students comes from.

This includes the teachers and their teaching styles as well as the language

present in the subjects and curriculum within schools (Parba, 2018). This

significantly contributes to the development and fluency of students towards the

Filipino language. This trains them and their way of expression throughout

several years, which is why it is important to include this in the area of study

(Brunette et al., 2019).

Socioeconomic hierarchy and language exposures are factors that

should also be immensely considered during the conduction of this study.

Despite its multiple appearances in different literatures that involve

comprehension of the Filipino language, the complexity of its implication towards

fluency is undermined. They immediately switch their focus from the relationship

of first languages to second languages. Both of these are significant to the

learning of a student since this involves both the very first learning experience

and continued learning of people in their lifetime (Bautista et al., 2023).

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It is important to examine how well senior high school students

understand Filipino, as this is crucial for keeping their culture alive and building

a stronger sense of national pride. With English becoming more prominent in

schools and online, there’s a need to evaluate if they are losing their connection

to their native language. This study aims to offer insights into how youth engage

with the Filipino language, which could help guide improvements in teaching and

promoting the language.

The feedback from students will reveal factors affecting their grasp and

pronunciation of Filipino. Understanding their connection to the language is

essential to assessing whether they are drifting away from Filipino. This research

will provide a clearer picture of how students interact with the language and with

their peers as well.

The findings from this study will help highlight gaps existing in

communication. By understanding these details, people can make informed

decisions about learning methods and strengthen the role of language in their

culture, ensuring that future generations continue to value and connect with

Filipino.

Despite its significance, there are growing concerns regarding the level

of fluency among students, especially in the context of an increasingly globalized

education environment where the English language is also widely used. In the
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Fame Academy of Science and Technology (FAST), most students do not

fluently speak and understand some terms in the Filipino language.

There are certain circumstances wherein some students are struggling

to understand and comprehend the Filipino language, especially when

completing reports, presentations, and speeches. There are instances wherein,

during a speech, instead of focusing on the topic, some students use different

Filipino terms that do not connect to the topic. Moreover, during interaction with

people who speak in regional dialects or more formal Filipino, students might find

it challenging to understand and respond accordingly, indicating a gap in their

fluency and comprehension. Students might also struggle with understanding or

analyzing Filipino literature such as stories, epics, poetry, or historical texts due

to unfamiliarity with older, formal, and deeper Filipino grammar used in these

works. These situations highlight various scenarios in which Filipino senior high

school students might encounter challenges with fluency and understanding of

their native language.

The study aims to highlight the competency in terms of manner and

utilization of the language in various settings. Assessment of communication

through texts and writing are included in the objectives as they are more common

forms of communication in the modern era. For instance, social media platforms

are permissive of using colloquial and abbreviated terms, exuding a casual

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environment where the user can express themselves without thinking much on

the structure of words. On the other hand, academic writing tends to be critical

of grammar, punctuation marks, word choice, and organization of ideas, in turn,

requiring a substantial amount of critical thinking and consciousness of the

technicalities of the language. To be precise, the study seeks to explore as well

the proficiency of the students in the Filipino language in terms of forms of

communication other than speech.

The demographic profile of respondents will also be examined to gain a

deeper understanding of the role that various social characteristics play in

determining which language they are more accustomed to. Students who were

raised in different environments and social statuses are exposed to the Filipino

language in varying degrees. Likewise, the age and gender of those in their social

circle contribute to their speaking habits, communication style, and usage of

informal terms.

The results evaluate not only their level of understanding and

comprehension of the Filipino language, but also their fluency and capacity to

use it in communicating with others. This can assess the quality of

communication between two native speakers, as well as the occurrences of

communication breakdown during the exchange of ideas. Filipino is the more

understandable language by a majority of the Philippine population, and it is a

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significant tool for building relationships, academic and social development, and

cultural appreciation.

Statement of the problem

The qualitative study entitled “Understanding and Comprehension of

Grade 11 Students of Fame Academy of Science and Technology to the Filipino

Language” will be conducted to address the issue regarding the fluency of young

generations specifically grade 11 students of FAST towards the Filipino

language. In addition, this study aims to highlight the challenges of students in

understanding formal Filipino in their everyday lives as well as to allow future

researchers to generate knowledge and ways to overcome this problem.

Likewise, the study also seeks to answer the following questions:

1. What is the demographic profile of the respondents in terms of:

1.1 Age?

1.2 Language Proficiency?

1.3 Social Class?

2. How proficient are the students in the following aspects of Filipino

language usage in terms of:

2.1 Fluidity and Coherence of Sentences?

2.2 Grammar and Word Choice?

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2.3 Social Interaction?

3. What is the impact of cultural identity on Filipino language fluency

and comprehension of Grade 11 students in terms of:

3.1 Cultural Engagement?

3.2 Sociocultural and Peer Influence?

3.3 Motivation and Interest in Learning?

4. What are the strategies to improve the Filipino language fluency

and comprehension of students?

Objectives of the Study

The researchers will collect insights of the students’ understanding and

comprehension of the Filipino language, specifically Grade 11 students of Fame

Academy of Science and Technology (FAST). This study aims to understand how

proficiency levels of students affect their daily lives in several sectors. This sector

includes their usage of the language whether it is in digital platforms, social

interactions, academic writing, and academic performances. Likewise,

interpreting the diverse information from the different demographics is also an

important aspect of this study. In addition, the researchers’ goal is to also

understand how the cultural identity and background of the students affect their

proficiency levels. Furthermore, the study and its findings will allow the

researchers and future researchers to generate strategies that will improve

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language fluency of students.

Significance of the study

Moreover, this research study aims to deliver these benefits to the

following sectors of society:

To Students. The results of the study will facilitate effective interaction

with everyone and enhance social connections. In addition, this study will serve

as self-awareness on the importance of learning and understanding the depth of

Filipino language. Moreover, this study will also be used to expand their

vocabulary and grammatical knowledge, and improve their reading, writing, and

speaking skills.

To Teacher. This study will help teachers design lessons that boost

motivation and engagement, making the Filipino language easier to understand.

The insights in this study will be used as a foundation for educators to adapt their

teaching styles and lesson plans to improve comprehension and understanding.

To Parents and Guardians. The research outcome will allow parents to

apply effective communication skills to convey their messages in a clearer and

more understandable manner. Additionally, this study will serve as a guide for

parents to take action in expressing their emotions and guidance through the use

of Filipino language, as well as to provide support and a Filipino-friendly

environment at home.
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To Educational Administrators. The results of this study will aid

educational administrators in gauging the mastery of the students over the

Filipino language. Additionally, it will serve as a basis for the possible

implementation of various programs and materials for the enrichment of the

Filipino subject.

To Cultural Organizations. The insights from this study will open doors

to various cultural organizations in promoting learning and delving deeper into

the cultural heritage of Filipinos as well as the history and usage of the language.

Various organizations will be able to use this as a foundation to develop programs

and platforms that would encourage everyone to support and appreciate the

Filipino language.

To Society. The results of this study will be able to help policymakers

identify the areas where the students struggle and where the curriculum needs

enhancement to improve understanding and fluency in the Filipino language.

This will allow fair allocation for resources such as books and learning materials

to have access to quality language education. By acknowledging these struggles,

they will be able to implement strategies to make the mother tongue more

appealing and meaningful.

To Linguists. This research will provide more information to linguists to

help them gain a broader understanding of proficiency in the Filipino language.

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They would use this information in order to find and discover additional factors

that affect people's linguistic intelligence. They will be able to utilize the

perspectives in this study as a foundation for further research on fluency as well

as cultural identity.

To the Researchers. This will be a developmental path for the

researchers since it will require them to use their problem-solving abilities and

critical thinking in solving problems. This experience and study will enhance the

established knowledge of the researchers towards researching and analyzing

data. Furthermore, it will contribute to their ability to develop research and

academic writing that they will possibly encounter in the near future.

To Future Researchers. They would utilize the findings in this study since

the information will be comprehensively analyzed to the best of the researchers’

ability. For studies involving literature, language, and proficiency, this work will

contribute to the existing body of knowledge and offer an additional perspective

and foundation for further exploration.

Scope and Limitations

This study will focus on the fluency and comprehension of students in the

Filipino language. For this qualitative research, a maximum of 10 Grade 11

students from Fame Academy of Science and Technology (FAST), which is

located in the municipality of Taal, Batangas, will be chosen as the respondents.

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The participants will be selected through purposive sampling to ensure a diverse

representation of the sample population as well as their connection to the study.

The researchers plan to conduct semi-structured interviews and open-ended

questionnaires to collect data. However, this study also faces several restricting

factors. There is a limited social and cultural background to explore. Due to the

limitation of the respondents, specifically 10 respondents. A full diversity of

different sociocultural backgrounds will not be covered in the study. Since the

research will be conducted on the first semester of Academic Year 2024 - 2025,

this study is bound by a particular timeframe that restricts the depth of exploration

into the experiences of the students with the Filipino language. Given these

delimitations and limitations, the research will proceed with a focused scope,

ensuring a thorough exploration of information gathered within defined

parameters.

Conceptual Framework

The IPO (Input-Process-Output) model will be utilized to further

conceptualize and better plan out the conduction of the study. The input includes

the fluency and comprehension of students in terms of their demographic profile,

proficiency level, and cultural identity. The process that will undergo during data

collection is a semi-structured interview and open-ended questionnaires. The

data gathered from grade 11 students of Fame Academy of Science and

Technology (FAST) will be assessed and analyzed. The output of this study will
 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
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present a recommendation for better learning of the Filipino language for the

student’s fluency and comprehension. The researchers aim for improvement and

engagement of students in learning and diving deeper to the Filipino language.

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INPUT PROCESS OUTPUT

The demographic profiles of
students in terms of:

Age?

Language Proficiency?

Social Class?
Semi-structured
interviews and open-
ended questionnaires
Proficiency of students in
terms: of Grade 11 students
Recommendation
at Fame Academy of
Fluidity and Coherence of for better learning of
Science and
Sentences? Filipino language for
Technology.
Grammar and Word Choice?
the fluency and
comprehension of
Social Interaction? grade 11 students
of Fame Academy
of Science and
Impact of Cultural identity on
the Fluency and
Technology
Comprehension of Grade 11
Analysis of the data (FAST).
Students in terms of:
collected.
Cultural Engagement?

Sociocultural and Peer

Influence?

Motivation and Interest in

Learning?

Strategies to improve the

Filipino language fluency and
comprehension of students?

Fig. 1: Conceptual Framework of the Study

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Definition of Terms

For better clarification and understanding of the terms related to this

study, the following terms are defined conceptually and operationally.

Coherence. It creates the semantic unity between the ideas,

sentences, paragraphs and sections of a piece of writing (Aminovna, 2022).

Within this research, it would help with the logical flow and easier understanding

of a given topic.

Comprehension. This involves constructing mental representations of

the information presented, connecting it to existing knowledge, and making

inferences to fill in gaps (Voyager Sopris Learning, 2023). In this study, it refers

to how deep does the Grade 11 Students' knowledge in terms of understanding

their native language.

Fluency. It refers to the general term for the clear, smooth, and

seemingly effortless use of language in writing or speech (Nordquist, 2018). In

this research, it will indicate how Grade 11 students are able to understand a

certain language.

Fluidity. It is the systematic precision with which words, phrases,

clauses, symbols, and ideas are presented (Abimbola, 2017). In this study, it will

imply how quickly Grade 11 students easily comprehend the Filipino Language.
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Language Proficiency. It refers to one’s competence in speaking a

particular language (Indeed Editorial Team, 2024). In this study, language

proficiency will signify how skilled Grade 11 students are in Filipino language.

Mother Tongue. It refers to a person's native language, that is a

language learned from birth and is called a first language, dominant language,

home language, and native tongue (Nordquist, 2019). Throughout this research,

mother tongue will be used as a basis to know the understanding of Grade 11

students of a certain language, in this case, Filipino.

Pedagogical Implications. It generally refers to the practical

consequences or applications of research findings for teaching and learning

practices. These implications suggest how teaching methods, educational

policies, or instructional approaches should be modified or improved based on

research outcomes (Devos, 2016). The influence of teaching methods and

classroom activities will affect Grade 11 students’ ability to effectively use and

understand the Filipino language daily.

Sociocultural background. It refers to the cultural and social

environment that influences an individual’s perceptions and experiences,

including traditions, values, and religious beliefs related to specific life events like

pregnancy and child (Midwifery, 2021). Sociocultural backgrounds in this study

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will be referred to as the difference of social class and culture of Grade 11

students.
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CHAPTER 2

REVIEW OF RELATED LITERATURE

This section contained literature and sources that were related to the topic.

This served as the foundation and basis for the whole research. The information

from each source is thoroughly examined to find its relevance and relation to the

present study.

Ismael and Malkawi (2023) cited the significance of understanding native

languages in educational frameworks. Native language was essential to

familiarize individuals with interactions and established a solid foundation for

children’s learning. Students could improve in acquiring a new language by being

involved in multicultural and multilingual surroundings. It was advisable for the

educational providers to let students maintain the use of their native language.

Additionally, Piper et al. (2015) stated that basic reading comprehension

levels in the mother tongue of students were easily attained, even with minimal

classroom attention. They also suggested that giving more recognition to the use

of the mother tongue as the language of instruction in the classroom would likely

result in having even stronger reading comprehension levels for the same young

learners.

The study by Gulseren and Sarica (2020) evaluated the opinions of the

students and teachers about the use of their native language in teaching and
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revealed that in the midst of teaching a foreign language, native language

became a helping-hand for language teaching when used correctly. It concluded

that language instructors should embrace and incorporate their mother tongue to

language lessons sensibly to bolster learning and performance.

Furthermore, Khalaf (2023) explored the roles and significance of the

native language in terms of learning and interaction inside the classroom. It

showed that students widely use their native language in expressing themselves,

and in talking about their problems. In addition, they found using their native

language more effective in grasping new lessons, clarifying complex concepts,

and defining unfamiliar terms. This solidified the importance of native language

comprehension and fluency as it is a strong medium of communication for

interaction and learning that promoted educational growth.

Parba (2018) stated that effective language acquisition could lead to

greater understanding and involvement in social, political, economic, and cultural

contexts in which an individual’s life is rooted. At the same time, when effectively

taught through immersive and dynamic means, language becomes a tool used

to form people’s identities, values and feelings, experiences, and social standing.

This accentuated the significance of language comprehension among students

and their implications on their welfare in the future.

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The results of the study conducted by Santiago and Neri (2024), showed

that errors in student essays included references, conjunctions, and lexical

conjunctions. At the same time, they were unable to leverage reference

coherence to keep references clear and consistent. Moreover, there were also

problems on the use of collocation that indicated the students lack vocabulary

which have resulted in their inability to elaborate and extend ideas using

synonyms or other cohesive devices. The errors in collocation showed a lack of

vocabulary, which has resulted in the pupils' failure to elaborate and extend ideas

using synonyms or other coherent methods.

As mentioned by Sabarniati and Zulkarnain (2020) in their study, the

manner in which people talk could influence how others perceive the speaker.

The attitude of a person could be examined through the manner of their actions,

one of which is their speaking ability and grammar. If a student does not have an

adequate grasp on grammatical rules, they would not be able to form coherent

sentences. Although students who had poor grammatical awareness performed

well in speaking, it was still a key concept for them to speak properly and

reasonably verbally and non-verbally.

Isphording (2015) stated that language proficiency is essential for

economic and social integration. Language skills also affect various aspects of

society including education, health, marriage, and political participation. At the

same time, it is highlighted that having low levels of language proficiency could
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create hurdles in learning, social interaction, and quality and quantity of job

opportunities.

According to Popescu and Pudelko (2024), cultural identity significantly

shapes how people bridge languages and cultures, especially as generational

status and personal identity perceptions influence interactions with both heritage

and mainstream cultures. They emphasized that for younger individuals, factors

like family background shape their identity, which then impacted cultural

engagement and language comprehension. This points to the value of a tailored,

individualized approach in exploring cultural identity’s impact on language

fluency, providing insights that could help understand language skills among

specific groups, such as Grade 11 students.

In the words of Munteanu (2024), Tagalog, a language closely related to

Filipino, was used in different aspects of the nation and across its borders such

as global communication, arts and media, international business, and tourism. It

served as the nurturing path of historical roots shaping the interaction of Filipinos

in and out of the country. Tagalog facilitated widespread communication

overseas, among the 10 million Filipinos abroad. Due to the Philippines’ vibrant

culture, Tagalog's emotions and cultural background were shown through

various art forms. Since the Philippines is a gateway for countries, trading routes

allowed global market strategies to emerge through the shared linguistic tongues

of Filipinos and Foreigners. Generally, Filipinos were hospitable and

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accommodating, enhancing guest experience regardless if they were locals or

foreigners. All of these, allowed to bridge paths into building a connection and

relations beyond the borders of the Philippines, transmitting the unique identity

and cultural background of Filipinos.

Patterson and Peng (2021) reported that culture highlighted language as

the most important component that executed a fundamental role in group identity.

It also performed as a major tool in maintaining culture and determining one

culture from another. Motivation could be a factor for the successful learning of a

second language, and a stronger predictor of achievement than many kinds of

factors. This could lead a person to gain more knowledge about a language that

connects with a community of a different culture or a desire for social status.

In the study of Buhisan et al. (2024), learning Filipino was the typical

complaint from students who were having a hard time studying the language.

Aside from that being the problem, the students only paid attention to the topics

that piqued their interests or have distinct significance in their personal lives. In

learning language and literature, it included the four macro skills which are

listening, writing, speaking, and reading. It is said that students get bored with

their studies due to the deprivation of pedagogical approaches. Due to the

traditional approach, students showed less interest in the topic. This study

explained that young learners were having a hard time learning Filipino which

affected their fluency and comprehension of the language. The lack of a

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pedagogical teaching approach resulted in a lack of interest and initiative to study

and explore the Filipino language.

De Guzman and De Vera's (2018) findings highlighted that connection

between profile and language proficiency varied based on the students' grade

level. Some recommendations suggested better strategies that aimed to address

the students' challenges, difficulties, and limitations in language proficiency to

improve their academic performance in terms of language. It entailed the initiative

and collaboration between the language itself, and academics related together

with the students.

In an article by Echavez (2018), the Supreme Court's choice was to

eliminate Filipino and literature as main subjects in college, whilst the K-12

program paid attention to enhancing the skill for teaching these subjects.

However, teaching Filipino and Panitikan to Elementary and High School

Students continued to be a struggle since students could easily recognize

English words while having a hard time translating them into Filipino. This

emphasized the need to conduct a curriculum review for all the subjects,

especially Filipino and Panitikan.

Ariaso (2020) discovered that there were differences in the performance

of each national high school. The attitude of students in learning the Filipino

language was also based on the attitude of the teachers. Teaching preparations
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and student comprehension were significantly related. However, other factors

were also considered to be relevant to students’ linguistic acquisition. The result

of this study concluded that motivation, level of teaching preparedness, social

environment, use of teaching curriculum, and attitude played a crucial role in

learning Filipino. The level of motivation, social environment, and teacher's

preparations were considered to be the most effective predictors of performance.

The study suggested that teachers should practice using positive attitudes and

also increase motivation and interest in teaching students. This highlighted that

the comprehension of students varied with their relationship with teachers.

Bautista et al. (2019) revealed that in terms of Filipino grammar, the

students were considered to be at the intermediate level of proficiency. Many of

the students were still confused with the use of words and punctuation in Filipino.

In their findings on the reading comprehension test, senior high school students

were considered to still be at an intermediate level. Most of the students does not

fully understand a paragraph in Filipino. They were still struggling to get both the

point of view and the main idea of the text. Through the test questionnaires, it

was concluded that senior high school students were still having difficulties in

terms of their grammar, reading comprehension, and vocabulary in the Filipino

language.

Tan de Ramos’ (2023) findings revealed that for learners' language

development to continue at the highest level, there needed to be a connection

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between the social and cognitive aspects. These two significant components

worked together to influence children's cognitive development. Adult interaction

was necessary for learning new words because humans are social beings with a

full learning capacity.

Pineda (2023) stated that Filipinos played a crucial role in several aspects

of Philippine identity and nationality. Filipinos used the Filipino language as a

lingua franca in the Philippines to connect and communicate with people from

different regions in the country. The language played a vital role in unifying the

diverse culture present in the Philippines. Not only does it shape one's cultural

identity, but it is also a tool to share beliefs and culture. The Filipino language

was deeply rooted in the complex generations of rich and complex history as well

as the influence on the nation. It fostered national pride and promoted Filipino

traditions and values. Preserving the language also means preserving the

cultural heritage behind it and allowing the younger generations to continue

learning it. Mastery of the language in all aspects allows unity and harmony

among Filipinos. This also gave way to opportunities to enhance the use of the

Filipino language in education, media, and transactions, and to promote it as the

National Symbol of the Philippines. Filipino as a language bridge and

transcended any kind of geographical and cultural boundaries. The language

bonded all Filipinos together to foster national belonging, patriotism, and

connection with their cultural roots.

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

An article by Pineda (2023) suggested that Filipino, before becoming the

national lingua franca of the Philippines, was affected by influences from various

historical and sociocultural aspects. For over 300 years, the Philippines was

under Spanish colonization, which resulted in Spanish integration into the Filipino

Language. Moreover, Filipino is based on the Tagalog language which is deeply

rooted in Austronesian culture. The ancient script, Baybayin, and the Creole

language, Chavacano played a huge part in shaping the tapestry of linguistic

diversity present in the Philippines. The Filipino language holds centuries of

heritage, culture, and tradition. These contribute to enriching the language to

provide a sense of belonging and pride in Filipino identity. In an effort to preserve

the rich history of the language, language learning programs were implemented

especially for non-native speakers. They conducted Tagalog language

proficiency tests and promoted inclusivity among diverse communities to

preserve various traditions related to Tagalog such as the oral passing down of

stories, proverbs, and folklore. However, as the Philippines continued to

modernize, there were factors that hinder this, the influence of globalization,

multilingualism, multiculturalism, and cultural initiatives. Preservation of the local

language is vital to fostering unity among communities.

Research done by Bernal et al. (2024) concluded that the use of the first

language, Filipino, could exhibit positive motivation and higher proficiency in

learning a second language. Beliefs, culture, values, and practices deeply

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

affected a student’s learning style and motivation to study. Students with low

language acquisition and grades end up unmotivated to continue learning the

language. These induced a negative impact on cognitive and behavioral

engagement in feedback and communication. Those with excellent language

skills were more well-versed in languages and speaking, resulting in excellent

academic performance and active engagement during classes. The lack of

linguistic diversity could severely impact the motivation, communication, and

confidence of a student. The study suggested incorporating native languages

and more performance-based assessments in the future so that students could

relate and improve their participation and performance in class.

Synthesis

All of the literature and studies compiled has served as a credible basis

for this study. The data gathered played a crucial role in delving deeper and

helped the researchers to have an in-depth understanding of the research. They

revealed similarities and differences between past studies and literature which

contributed to this present study.

The studies of Santiago and Neri (2024) and Lasaten and Pablo (2018)

found out that students still make errors in written compositions in their first

languages. Results from these studies showed that they encountered issues with

fluid and coherent sentence construction due to limited vocabulary and lack of
 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

knowledge on the use of collocation, references and organizing ideas. This

hinders their ability to effectively communicate and express themselves.

Moreover, in the studies of Buhisan et al. (2024) and De Guzman and De

Vera (2018), they mentioned that students have a hard time studying the Filipino

language due to lack of interest and ineffective teaching approaches. They

suggested implementing better strategies and pedagogical – centered teaching

approaches to address students' challenges, difficulties, and limitations to

improve their fluency and comprehension of the language.

Bautista et al. (2019) revealed that Filipinos were at an intermediate level

of proficiency in terms of Filipino grammar. Their study showed that most

students were confused with the usage of different words and punctuations. They

also lacked comprehension of text, unable to identify the main idea of a literary

work. In addition, an article by Echavez (2018), mentioned that the K-12 program

aimed to enhance skills for teaching subjects related to language since

Elementary and High School students still struggle to understand Filipino even

though they could fully comprehend English texts. This emphasizes the need for

a revision to the curriculum.

Based on Khalaf (2023) and Ariaso (2020), they discovered that

interaction of different individuals affected the learning ability of a student.

Language was a strong medium for expressing thoughts and emotions. Their
 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

studies showed that using native language in school settings enhanced student’s

grasp of lessons, complex concepts, and unfamiliar terms. The student-teacher

dynamic also played a significant role in comprehension and interest of learning

which impacts their school performance, personal growth, and cognitive

development. Additionally, the study of Sabarniati and Zulkarnain (2020)

mentioned that the attitude of a person could be examined through their actions.

It was easy to identify those who were not able to form coherent sentences which

suggested the need to implement verbal and nonverbal development for students

who lacked understanding of the grammatical rules. On the other hand, Tan de

Ramos (2023) also stated that outside of school, adult interaction is essential.

Humans were social beings of full learning capacity capable of learning from

social interactions and through connecting with others. Furthermore, Munteanu

(2024) and Pineda (2021) proved that the Filipino language and its varieties were

used across the nation and crossed international boundaries. It facilitated

widespread communication in-and-out of the country through aspects such as

business, art and media, tourism, and sharing of beliefs. This shaped the

country’s diverse culture and influences globally.

Findings in the study of Piper et al. (2015) and Gulseren and Sarica (2020)

emphasized that fluency of the native language plays an important role in

language development and new language acquisition of students. High

proficiency level of their native language helped students easily learn,

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

understand and speak a foreign language. Additionally, it strengthened reading

comprehension of young learners that bolsters their performance in class. Based

on the studies of Bernal et al. (2019) and Ismael and Malkawi (2023),

understanding and fluency of the first language is key to learning a second

language. It served as a foundational framework for students’ learning. Low

acquisition could result in inability to perform well and induce negative feedback

on their cognitive and behavioral development.

Parba (2018) and Isphroding (2015) stated that language usage impacted

a person’s ability to understand and be involved in different aspects of life.

Language served as a tool for effective communication within the society in

different social contexts. Fluency of the language affected various aspects and

failure to comprehend them could result in major consequences in social

interaction and welfare of people.

Popescu and Pudelko (2024), Patterson and Peng (2021), and Pineda

(2023) highlighted the fact that language was essential for people to bridge gaps

and boundaries such as culture and identity. Cultural engagement not only

contributed to its preservation but also to a person’s ability to learn a second

language effectively. Factors such as family background, motivation, history, and

socioeconomic impacts exploration of the first language. By diving into a

country’s sociocultural aspects, they discovered diverse heritage, culture, and

traditions that enriched a language. Exploration of cultural identity promoted a

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

strong sense of belonging and helped a person gain more knowledge as well as

to connect and foster inclusivity within the community.

While previous studies had focused on overall classroom performance,

there is a lack of comprehensive assessments regarding the tendency of Grade

11 Filipino students to substitute deep Filipino words with their English

translations. This may prove to be an issue when engaging in orally performed

activities such as reports, research defenses, recitations, and debates. There are

instances where speaking in pure Filipino is a strictly enforced rule, especially in

native language subjects.

Filler words can be beneficial and a hindrance depending on its usage,

and studies have not covered the frequency in which students employ these

words on a daily basis. Minimal usage can lead to a more engaging and fluid

expression while excessive use can lead to the disruption of ideas and

annoyance. The roles of these overlooked words have yet to be covered.

While there are extensive studies on the benefit of Filipino language

proficiency, there is a lack of understanding on how students genuinely feel

towards the language and its uses in modern society where different languages

are more prevalent due to social media. Questions arise when discussing

students’ willingness to improve in the Filipino language, especially when

competing with learning other languages.

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

There were various factors that affected language acquisition of

individuals such as settings, interaction, exposure to culture, motivation, and

teaching approaches. These factors also have different implications that were

rooted from different aspects of life. Students of the modern era utilize language

in different settings; real-life and virtually. With these emerged different levels of

language and the use of colloquial and abbreviated terms were normalized.

Social factors like speaking habits, communication styles, age, and genders

played an important role in the proficiency level of students. In addition, there is

a growing gap between the relationship of students with the Filipino language.

Young learners nowadays struggle to understand and comprehend Filipino

words and literature. This challenged the exchange of ideas and communication

of fluent and non-fluent speakers. For a student’s development, fluency of the

first language was an essential and key factor for personal growth. This also

fostered an identity and allowed individuals to connect with the heritage that

shaped their language.

All the above factors have different implications that are rooted from

different aspects of life. Students of the modern era utilize language in different

settings; real-life and virtually. With these emerged different levels of language

and the use of colloquial and abbreviated terms were normalized. Social factors

like speaking habits, communication styles, age, and genders played an

important role in the proficiency level of students. In addition, there is a growing

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

gap between the relationship of students with the Filipino language. Young

learners nowadays struggle to understand and comprehend Filipino words and

literature. This challenged the exchange of ideas and communication of fluent

and non-fluent speakers. For a student’s development, fluency of the first

language is an essential and key factor for personal growth. This also fosters an

identity and allows individuals to connect with the heritage that shaped their

language.

Overall, already existing studies have significantly contributed to the ideas

and perceptions the researchers initially had on the topic.

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

CHAPTER 3

METHODOLOGY

Research Design

The researchers will employ a qualitative research method centered

around phenomenology. This design will be used in order to achieve a

comprehensive understanding of Grade 11 students' Filipino language

proficiency by examining their experiences regarding the topic.

Neubauer et al. (2019) defined phenomenology as an approach to

research that strives to outline the core of a phenomenon by studying it through

the perspectives and experiences of the individuals involved. It aims to answer

what and how something was experienced.

This study will look into the Filipino language comprehension and fluency

of Grade 11 learners, encompassing several aspects such as the demographic

profile of the students, their competence in using the language as a tool for

interaction, and its impact on the individual's sense of cultural identity. Likewise,

the efforts to be made will highlight the implications of these variables for the

learners' future opportunities. Through the use of phenomenology, the

researchers hope to achieve a deeper understanding of the students' linguistic

competence and attitude towards their native language that observations alone

cannot attain.
 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

Respondents of the Study

In this study, the researchers will select ten (10) respondents out of 104

Grade 11 students of Fame Academy of Science and Technology though

purposive sampling. The respondents will be expected to provide comprehensive

perspectives and insights about students’ fluency in the Filipino language.

Researchers will ensure that the selected respondents come from diverse

backgrounds to accurately represent the target audience of this research.

Sampling Design

The researchers will utilize the purposive sampling method to choose

students who have the potential to provide varied and relevant data for the study.

Purposive sampling is a non-probability sampling approach in which the

researcher/s will intentionally choose specific groups of individuals in the study

based on certain features and/or attributes that correspond with the research

objectives. In this study, students with varied levels of proficiency and cohesion

with the Filipino language are designated as key informants, providing an

extensive and in-depth analysis of the phenomenon.

Data Gathering Instrument

The data-gathering procedure will make use of interview questions to

gather comprehensive and transparent information about the respondents'

proficiency in their mother tongue. The researchers will take note and
 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

acknowledge the Grade 11 students' experiences in terms of their

comprehension and fluency in their native language, as semi-structured

interviews will be used to control the flow of the discussion

Dursun (2023) stated that an interview is a technique often used in

qualitative research. This research instrument has different variations, namely

structured, semi-structured, and unstructured interviews. It aims to disclose the

experiences of individuals and the possible patterns and representations of the

target population. The interactive exchange of information between the

interviewer and the respondents about a certain topic constitute the chosen

research method, which are interviews.

Construction and Validation of Interview Questions. To enable the

respondents to discuss their in-depth experiences, the researchers will create

semi-structured and open-ended interview questions. The phenomenological

approach and the objectives of the study will be closely matched with these

questions to make sure that they accurately reflect the participants' real

experiences. In order to validate the questions, the researchers will ask the

research adviser and the panelists for their recommendations and

suggestions. Furthermore, to confirm the guide questions' authenticity and

dependability, the researchers will make revisions based on the comments made

by the panelists and the adviser.

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

Administration of Interview. Each interview session will begin with

the introduction of each researcher as well as a detailed explanation of the topic

that they participated in. Respondents will be assured of the confidentiality of the

information that will be gathered, as well as their identity. Researchers will avoid

questions that are provoking and biased. The whole session will remain objective

and centered around the study being conducted. The researchers must try their

best to create a safe and comfortable environment for the respondents in order

to acquire the best possible response needed for the study. The place and time

of sessions must be convenient to the respondents. Additionally, respondents

will be encouraged to share their perspectives freely. Recording devices and

other tools for smooth data collection will be prepared as backup, and the

respondents will be asked for their consent for recordings.

Data Gathering Procedure

During the data-gathering period for the study, the researchers will

explore different studies. This includes issues and information from online

articles, journals, relevant literature, and the environment of which the study is

focused on. Researchers will prepare and submit a formal letter of request to the

Fame Academy of Science and Technology’s president to seek approval to

interview Grade 11 students as respondents.

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

Once approval is made, the researchers will utilize semi-structured

interviews to collect the data needed. The interview setting will be conducted in

a safe and quiet place to ensure participants’ confidentiality and comfort, as well

as to collect valid and unbiased information. Each session is expected to last no

longer than 30 minutes for each participant. With their consent, recording devices

will be used for a smoother analysis and transcription of data.

Data Analysis

After finishing the interviews, the researchers will transcribe the

recordings and verbatim collected from each sessions to ensure the accuracy of

the results. Each transcription will be reviewed while listening and referring to the

recordings and raw data to avoid errors and personal interpretations of the

original data. The transcribed data will be disclosed to the participants for

member-checking to confirm that the statements are accurately represented.

Throughout the conduction of the study, any potential biases and how they were

mitigated will be documented to maintain the credibility and accuracy of the

study. The conclusion of this research will be presented in a clear, organized,

and detailed manner emphasizing the experiences and insights of participants to

the Filipino language nowadays.

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

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 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

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key-to-understanding
 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

SEMI-STRUCTURED INTERVIEW QUESTIONS

The study aims to understand the insights of students and their

comprehension of the Filipino language. The following questions are formulated

in order to articulate how the younger generations nowadays perceive the Filipino

language, as well as their involvement to the cultural identity of their country:

For Demographics:

• How were you raised by your family? Were you raised living a comfortable

life or were there any difficulties that happened while you were growing up?

• What challenges do you face when you can’t understand deep Filipino

sentences, especially when interacting with older people?

• How do you feel about using Filipino in written compared to spoken

context? Which one do you find easier or more difficult, and why?

For Proficiency:

• Has there been an instance where you are unable to share your thoughts

because you cannot come up with the proper words? If so, can you elaborate on

why you think it happens and what language you encounter this scenario most

frequently?

• Is it difficult for you to put your opinions and thoughts in writing Filipino

essays? Why and how do you think these difficulties occur?

 FAME ACADEMY OF SCIENCE AND TECHNOLOGY
Calle A. Delas Alas Zone 5, Taal, Batangas
SENIOR HIGH SCHOOL DEPARTMENT

• When you're speaking Filipino, how do you organize your thoughts to

make sure that your sentences are coherent and easy to follow?

• During Filipino reports, do English words slip out of your mouth? Why do

you think so?

For Cultural Identity:

• What do you think of a day that just requires you to speak only Filipino? Is

it daunting, dreadful, or fun and exciting?

• Do you think that your peers and relatives influence your choice in which

language to utilize more frequently?

• Have you experienced any cultural traditions that involve the Filipino

language? (e.g., religious, fiesta, etc.)