UPSI Digital Repository (UDRep)
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Abstract : Universiti Pendidikan Sultan Idris |
This study aimed to determine the effectiveness of Language Intervention Program
(LIP) for Indigenous Peoples (IP) learners with speaking difficulties in English. Its
objectives were to: (1) identify speaking difficulties of IP learners in English; (2)
discover factors affecting these speaking difficulties; and (3) design, develop,
implement, assess and Language Intervention Program (LIP) that addresses
aforementioned problems based from Social Learning Theory. Qualitative research design was
utilised through a case study of five selected Grade 2 IP learners, five parents and
one teacher at Echague, Isabela, Philippines. Data were collected through observations, oral
assessment activities, interviews, and document analysis. Instruments included
observation checklists, constructed oral assessment, and interview questions. Results were
thematically analysed as modelled by Creswell. Findings from observations and oral assessment
disclosed that speaking troubles in English phonology on Alphabet knowledge domain, comprised
difficulty in sounding letters, reciting English alphabets in sequence; recognising
alphabetical arrangement of English words; identifying beginning consonant sounds; and
distinguishing similarities and differences of alphabets both in English and Filipino languages. In
phonics and words recognition, difficulty is on matching of English words with
Consonant-Vowel-Consonant (CVC) patterns and basic sight words with their pictures. For
phonological awareness, difficulty is on identifying rhyming words. Poor English vocabulary
signified semantics difficulty. Weak oral communication indicated pragmatics deficiency.
Difficulty in Syntax signified poor grammatical awareness of nouns and verbs. From interviews and
document analysis, the study has identified several factors affecting speaking
difficulties. These are on physical domains, intellectual aspects, behavioural aspects, and home
factors. Physical components involved mispronunciations while intellectual area included
hindrances in comprehension, English vocabulary, information processing, memory,
attention span and IP learner’s language. Behavioural factors comprised misbehaviours and
negative attitudes. Home factors comprised parents’ inadequate supervision and insufficient
English aptitudes. LIP was developed based on noted difficulties and through parents and
experts ‘consultations. In conclusion, research findings reveal that LIP was effective to solve
IP learner’s English speaking problems. This implied that LIP can be used by teachers to teach IP
learners in other
schools.
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