CORRELATION BETWEEN READING NOVELS AND E (1)
CORRELATION BETWEEN READING NOVELS AND ENGLISH
SPEAKING FLUENCY OF GRADE 10 STUDENTS FROM DMC FOR
THE SCHOOL YEAR 2016-2017
Jericho P. Redulla
Ivee Tracy Marie G. Copag
Nicole Bianca B. Kwan
Senior High School Department
DMC College Foundation
De La Salle Supervised School
Dipolog City
JANUARY 2017
CHAPTER 1
INTRODUCTION
It has generally been accepted that a person who reads English novels are expected to
speak more fluently in English. But in a broader perspective, there is a bit of flaw in proving it.
Neuroscientists have discovered that reading a novel can improve brain function on a
variety of levels. Reading is a very complex process of constructing meaning from written texts.
It's a repetitive exercise for the brain muscles which can sharpen a person’s comprehension, way
of thinking, analysing, and formulating a sentence. Also, it is an effective way of deepening
one’s vocabulary and grammar in a sense that a person is being introduced to more words and
contexts that will eventually be absorbed as he/she move on from one book to another.
Speaking is being capable of speech, expressing or exchanging thoughts through using
language. “Speaking is a productive aural/oral skill and it consists of producing systematic verbal
utterances to convey meaning (Nunan, 2003, p.48).” It needs to be noted that fluency in a
language, such as English, means speaking easily, reasonably quickly and without having to stop
and pause a lot.
Although it said that reading improves the fluency in speaking, there is no profound
explanation of the matter since that the impacts brought about by reading is focused mainly on
the temporal lobe of the brain wherein analysis, comprehension and language takes place.
Speaking, however, is not just utilizing the left frontal lobe for motor speech control (UCSF
Memory and Aging Center). The deepening of vocabulary and grammar is not synonymous to
speaking – speaking does not only use the brain, but also the tongue.
The idea here is that the process of developing information received from reading is
different from controlling the information being delivered from the tongue so how can these
procedures correlate each other. This study looks into the relation between the reading of novels
and the fluency of speaking in English when both processes are undergoing different nervous
system processes.
THEORETICAL FRAMEWORK OF THE STUDY
English is known as the “Universal Language.” Teaching the language is being integrated
to every country in the world except Antarctica due to the rarity in terms of human population.
English is being taught in terms of speaking, writing, and reading. As we all know, speaking is to
say words in order for people to express their thoughts, opinions, feelings or basically just what
is going on inside a person’s mind. In relation to that, reading is to look and understand the
meanings of words, letters and symbols which can be the reason as to why and how we can
answer questions in the form of speaking and/or writing.
Novels are like an excuse for teenagers. Teenagers nowadays tend to find something to
give their attention to. One of the most common solutions for that is reading novels, especially
those teenagers who aren’t fond of doing outdoor activities. Reading a novel is like entering a
whole new world, it gives them time to escape their current problems. They prefer running away
by reading novels than to face the reality.
Despite introducing their imaginations to a new world, reading such novels actually
improves their comprehension, grammatical skills and cognitive ability. The problem here is,
reading any English text just like novels doesn’t involve any movement of the mouth which is a
primary tool in developing speech proficiency. We are trying to search for the possible
relationship between the voluntary movement of the mouth when speaking and the involuntary
movement of the mind when it gives out the necessary information needed while speaking the
language if it is truly related with the number of novels a certain person reads for everyday.
FIGURE 1 SCHEMATIC DIAGRAM OF THE STUDY
Reading Novels
English Speaking Fluency
The number of novels a
Student reads
How much of a reader is the
Student
Educational Background
STATEMENT OF THE PROBLEM
This study will determine the Correlation between Reading novels and English speaking
Fluency for the grade 10 students of DMC. The researcher aims to find out if there will be any
complications in speaking English fluently by reading novels consistently and regularly. It
sought to answer the following problems:
1. Does reading novels regularly improve a grade 10 student’s proficiency in speaking
English?
2. How do we develop our English speaking skills?
3. How does reading novels affect the proficiency of grade 10 students in speaking English?
HYPOTHESIS
Ho : There is no significant relationship between reading novels and English speaking fluency
SIGNIFICANCE OF THE STUDY
The study of the correlation between reading novels and the grade 10 students’ fluency in
speaking English can be of help especially to the students. Knowing how reading relates with a
student’s fluency in speaking will help one learn more and understand further as well. This study
will contribute to the school community and to the society as a whole since a lot of people
nowadays are fond of reading novels. However, majority of the readers are teenagers and
students which is why this may be of help especially to them because novels are one of their past
times and/or favourite things to do.
SCOPE AND LIMITATIONS OF THE STUDY
The study primarily focuses on the significant relationship or correlation between reading
novels and the fluency in speaking English of the Grade 10 students of Dipolog Medical Center
College Foundation, Incorporated (DMCCFI) located in Sta. Filomena, Dipolog City of the
academic year 2016-2017.
It is a fact that DMCCFI is an English speaking community which is why this is the
locale we chose for our study. It is a prestigious school which offers basic to higher education
and follows the latest curriculum given by the Department of Education.
In relation to the desired topic chosen, we will conduct a survey asking a certain number
of bonafide Grade 10 students of DMCCFI of how reading novels have helped or not helped
them in speaking English fluently. With the English language used mostly as a medium of
speech all over the prestigious school, it is fairly ethical to conduct the study and survey around
and inside the campus of the aforementioned educational institution.
DEFINITION OF TERMS
Bonafide - genuine, real
Correlation - a mutual relationship or connection between two or more things.
Fluency - the quality or condition of being fluent, in particular.
Fluently - an ability to express oneself easily and articulately. (effortlessly, facilely,
easily smoothly, efficiently, expertly, masterfully )
Neuroscientists - scientists that study the development and function of the nervous
system, which includes the brain, spinal cord, and nerve cells throughout the body.
Prestigious - inspiring respect and admiration; having high status.
Proficiency
-
a high degree
of competence
or skill;
expertise.
(expertise, experience, accomplishment, competence, mastery, prowess, professionalism)
Variety - the quality or state of being different or diverse; the absence of uniformity,
sameness, or monotony.
CHAPTER 2
REVIEW OF RELATED ITERATURE
The expectation was that if students read more, they would achieve fluency. However, Ehri’s
research and theories suggest that at least some students will need expert teacher guidance in
order to progress efficiently through stages of reading development to fluency
(Pikulski & Chard, 2005)
There is an increasingly high relationship between reading and speaking skills. The importance
of word knowledge, which facilitates speaking skills, has been a major resource in the
development of reading skills. Therefore fostering improvement in word knowledge through
wide reading has the potential for fostering improvement in speaking skills.
(Çağrı Mart, 1012)
Where there is little reading there will be little language learning. The student who wants to
learn English will have to read himself into a knowledge of it unless he can move into an English
environment.
(Bright and McGregor, 1970, p.52)
Just do a simple research on the Internet – type ‘improve English’ in Google and hit the ‘search’
button. You’ll see that the overwhelming majority of websites, blogs and forums have the same
old standard answer on a question ‘How can I improve my English?’ Their answer is – first of
all, read a lot! Buy an English newspaper, and read daily."
(ROBBY, 2011)
SPEAKING FLUENCY OF GRADE 10 STUDENTS FROM DMC FOR
THE SCHOOL YEAR 2016-2017
Jericho P. Redulla
Ivee Tracy Marie G. Copag
Nicole Bianca B. Kwan
Senior High School Department
DMC College Foundation
De La Salle Supervised School
Dipolog City
JANUARY 2017
CHAPTER 1
INTRODUCTION
It has generally been accepted that a person who reads English novels are expected to
speak more fluently in English. But in a broader perspective, there is a bit of flaw in proving it.
Neuroscientists have discovered that reading a novel can improve brain function on a
variety of levels. Reading is a very complex process of constructing meaning from written texts.
It's a repetitive exercise for the brain muscles which can sharpen a person’s comprehension, way
of thinking, analysing, and formulating a sentence. Also, it is an effective way of deepening
one’s vocabulary and grammar in a sense that a person is being introduced to more words and
contexts that will eventually be absorbed as he/she move on from one book to another.
Speaking is being capable of speech, expressing or exchanging thoughts through using
language. “Speaking is a productive aural/oral skill and it consists of producing systematic verbal
utterances to convey meaning (Nunan, 2003, p.48).” It needs to be noted that fluency in a
language, such as English, means speaking easily, reasonably quickly and without having to stop
and pause a lot.
Although it said that reading improves the fluency in speaking, there is no profound
explanation of the matter since that the impacts brought about by reading is focused mainly on
the temporal lobe of the brain wherein analysis, comprehension and language takes place.
Speaking, however, is not just utilizing the left frontal lobe for motor speech control (UCSF
Memory and Aging Center). The deepening of vocabulary and grammar is not synonymous to
speaking – speaking does not only use the brain, but also the tongue.
The idea here is that the process of developing information received from reading is
different from controlling the information being delivered from the tongue so how can these
procedures correlate each other. This study looks into the relation between the reading of novels
and the fluency of speaking in English when both processes are undergoing different nervous
system processes.
THEORETICAL FRAMEWORK OF THE STUDY
English is known as the “Universal Language.” Teaching the language is being integrated
to every country in the world except Antarctica due to the rarity in terms of human population.
English is being taught in terms of speaking, writing, and reading. As we all know, speaking is to
say words in order for people to express their thoughts, opinions, feelings or basically just what
is going on inside a person’s mind. In relation to that, reading is to look and understand the
meanings of words, letters and symbols which can be the reason as to why and how we can
answer questions in the form of speaking and/or writing.
Novels are like an excuse for teenagers. Teenagers nowadays tend to find something to
give their attention to. One of the most common solutions for that is reading novels, especially
those teenagers who aren’t fond of doing outdoor activities. Reading a novel is like entering a
whole new world, it gives them time to escape their current problems. They prefer running away
by reading novels than to face the reality.
Despite introducing their imaginations to a new world, reading such novels actually
improves their comprehension, grammatical skills and cognitive ability. The problem here is,
reading any English text just like novels doesn’t involve any movement of the mouth which is a
primary tool in developing speech proficiency. We are trying to search for the possible
relationship between the voluntary movement of the mouth when speaking and the involuntary
movement of the mind when it gives out the necessary information needed while speaking the
language if it is truly related with the number of novels a certain person reads for everyday.
FIGURE 1 SCHEMATIC DIAGRAM OF THE STUDY
Reading Novels
English Speaking Fluency
The number of novels a
Student reads
How much of a reader is the
Student
Educational Background
STATEMENT OF THE PROBLEM
This study will determine the Correlation between Reading novels and English speaking
Fluency for the grade 10 students of DMC. The researcher aims to find out if there will be any
complications in speaking English fluently by reading novels consistently and regularly. It
sought to answer the following problems:
1. Does reading novels regularly improve a grade 10 student’s proficiency in speaking
English?
2. How do we develop our English speaking skills?
3. How does reading novels affect the proficiency of grade 10 students in speaking English?
HYPOTHESIS
Ho : There is no significant relationship between reading novels and English speaking fluency
SIGNIFICANCE OF THE STUDY
The study of the correlation between reading novels and the grade 10 students’ fluency in
speaking English can be of help especially to the students. Knowing how reading relates with a
student’s fluency in speaking will help one learn more and understand further as well. This study
will contribute to the school community and to the society as a whole since a lot of people
nowadays are fond of reading novels. However, majority of the readers are teenagers and
students which is why this may be of help especially to them because novels are one of their past
times and/or favourite things to do.
SCOPE AND LIMITATIONS OF THE STUDY
The study primarily focuses on the significant relationship or correlation between reading
novels and the fluency in speaking English of the Grade 10 students of Dipolog Medical Center
College Foundation, Incorporated (DMCCFI) located in Sta. Filomena, Dipolog City of the
academic year 2016-2017.
It is a fact that DMCCFI is an English speaking community which is why this is the
locale we chose for our study. It is a prestigious school which offers basic to higher education
and follows the latest curriculum given by the Department of Education.
In relation to the desired topic chosen, we will conduct a survey asking a certain number
of bonafide Grade 10 students of DMCCFI of how reading novels have helped or not helped
them in speaking English fluently. With the English language used mostly as a medium of
speech all over the prestigious school, it is fairly ethical to conduct the study and survey around
and inside the campus of the aforementioned educational institution.
DEFINITION OF TERMS
Bonafide - genuine, real
Correlation - a mutual relationship or connection between two or more things.
Fluency - the quality or condition of being fluent, in particular.
Fluently - an ability to express oneself easily and articulately. (effortlessly, facilely,
easily smoothly, efficiently, expertly, masterfully )
Neuroscientists - scientists that study the development and function of the nervous
system, which includes the brain, spinal cord, and nerve cells throughout the body.
Prestigious - inspiring respect and admiration; having high status.
Proficiency
-
a high degree
of competence
or skill;
expertise.
(expertise, experience, accomplishment, competence, mastery, prowess, professionalism)
Variety - the quality or state of being different or diverse; the absence of uniformity,
sameness, or monotony.
CHAPTER 2
REVIEW OF RELATED ITERATURE
The expectation was that if students read more, they would achieve fluency. However, Ehri’s
research and theories suggest that at least some students will need expert teacher guidance in
order to progress efficiently through stages of reading development to fluency
(Pikulski & Chard, 2005)
There is an increasingly high relationship between reading and speaking skills. The importance
of word knowledge, which facilitates speaking skills, has been a major resource in the
development of reading skills. Therefore fostering improvement in word knowledge through
wide reading has the potential for fostering improvement in speaking skills.
(Çağrı Mart, 1012)
Where there is little reading there will be little language learning. The student who wants to
learn English will have to read himself into a knowledge of it unless he can move into an English
environment.
(Bright and McGregor, 1970, p.52)
Just do a simple research on the Internet – type ‘improve English’ in Google and hit the ‘search’
button. You’ll see that the overwhelming majority of websites, blogs and forums have the same
old standard answer on a question ‘How can I improve my English?’ Their answer is – first of
all, read a lot! Buy an English newspaper, and read daily."
(ROBBY, 2011)