HomeAugustinianvol. 2 no. 1 (2019)

Science Text Fluency in Intermediate School: Transition from Mother Tongue to English Language Learning

Christy Ann G Banguanga | Joji D. Linaugo

 

Abstract:

This quantitative survey study explored the intermediate learners language transition from Hiligaynon (a language spoken in Central and Southern Philippines) to English. Mainly, it refers to science fluency, which includes word recognition, reading speed, and prosody. It sought to compare how these three components of science text fluency vary among male and female fourth graders. Audio-video recordings of participants were evaluated for word recognition and reading speed based on the Phil-IRI Manual 2018 and prosody using the National Assessment of Educational Progress Fluency Scale. Scores were summarized and quantitatively interpreted using the formula for the mean. The data from male and female groups were compared and subjected to independent samples t-test. The result of the study revealed that grade four learners are frustrated readers when grouped as a whole and categorized according to sex. It also showed that the oral reading rate of fourth-graders falls under the category of slow readers when taken as a whole and when grouped according to sex. Regarding reading prosody, grade four learners are categorized as non-fluent readers when taken as a whole and when grouped according to sex. It established that there is no significant difference in the word recognition, reading speed, and prosody of male and female fourth graders. These results imply that the fourth-graders are encountering struggles in their fourth level Science unless provided concrete assistance while they transit from Hiligaynon to English language learning. Pre-reading and During Reading strategies were recommended to help learners transition from passive to active reading.