Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

English is known as a global language, which allows every person to

communicate despite their differences. Cebuano English is commonly used in

speaking and writing. Writing is an important skill in the production of language.

Its significance grows when it comes to writing in English, which is widely used

for global knowledge mediation (Mahboob, 2014; Mansoor, 2005; Marlina &

Giri, 2014; Rahman, 2002). Hyland (2003) believes that language development

performance is subject to improvement in writing skills an effective ESL writer's

text must be cohesive, logical, clearly structured, interesting, and properly

organized, with a diverse vocabulary and command of conventions in physics

(Jacobs & L, 1981; Hall, 1988). The idea that a word's meaning and form are

arbitrarily related has been expanded by this. The requirement for language

adaptation has arisen as a result of the diverse communication goals. In writing,

there are different structures based on the language being used because of

different cultures.

One of the most difficult jobs of learners in learning a second language is

writing (Fareed et.al., 2016). (Fareed et.al., 2016). For them, it is an essential tool

for comprehending concepts and coherent ideas (Voon Foo, 2007). This technique

includes creating concepts for the topic, taking notes, compiling data, etc., which
encourages reflective cognition in students (PakTaoNg, 2003). This is a

"nonlinear, exploratory, and creative process (p. 165)," according to Zamel (1983,

as referenced by Ghabool et al., 2012).

According to Kumaran and Krish (2021), there is a relationship between a

learner's first and second languages that allows for the transfer of information

from one to the other. Lado (1957), referenced by Kumaran and Krish (2021),

indicated that when learning a new language, language learners rely heavily on

their native tongue. Fromkin et al. (2003) provide equal support for this

hypothesis when they put out the idea that first-language dependence caused

language learners to have the propensity to transmit the grammatical rules of their

native tongue to their second language.

The writing of second languages is heavily influenced by the mother

tongue (L1). Yadau (2014) noted that L1 literacy and fluency may help provide

the linguistic and intellectual foundation for learning other languages, and he

addressed the idea that difficulties in the first language mean immobility of all

thinking and communication ability. Numerous research has examined how the

mother tongue affects writing in second languages (Thyab 2016, Abushibab 2014,

Watcharapunyawong & Usaha 2013, Ghaboo et. al. 2012). Among writers who

are learning a second language. based on Ghabool et al. (2012), first-language

interference is the cause of writing errors. Ahukanna et al. (1981) said that despite

much research in this field, the question has not yet been resolved since some

parties dispute the notion that interference is a significant learning whereas others

found evidence of faults caused by meddling.

 It magnified the idea that modification of one or both languages may occur

whenever two languages come into contact (Hockett, 2008). Numerous studies

have examined language interference, which looks at how the first language

affects the learning of a second language, but they have not gone into greater

detail regarding how the second language affects the first language's utterances.

This study responds to this call by enumerating additional inputs that will broaden

perspectives on this issue. In addition, Mino (2019) reveals that when languages

come into contact, the material is transferred or diffused from one language to

another.

One of the most important theories of second language acquisition is error

analysis. It is concerned with analyzing second language errors learners by

comparing the learners' acquired norms to the target language norms and

explaining the errors found (James, 1998). The study of errors in language

teaching and learning is known as error analysis, unacceptable forms produced by

a learner of a language, particularly a foreign language" (Crystal, 1999; p.108).

EA is defined as "the study of linguistic ignorance, the investigation of what

people do not know and how they attempt to cope with their ignorance" by James

(2001, p. 62).

At different phases of their study, student writers encounter a variety of

writing issues. These issues may typically be divided into linguistic,

psychological, cognitive, and educational categories (Haider, 2012; Hyland,

2003). They struggle with English's structural elements since a poor structure

makes content and understanding more difficult.the text, which the reader
interprets by using mental effort (Quintero, 2008) and Nik, Hamzah, and Rafidee

(2010).

The majority of students find it extremely difficult to locate enough

pertinent sources, paraphrase or summarize material, and employ a suitable

academic writing style (Gonye, Mareva, Dudu, Kalikokha, 2008; & Sib, 2012).

The literature has found a number of variables that influence pupils' writing

abilities. These are linked to the motivation of students who are frequently unsure

about the meaning and purpose of their material in their L2 study. Similar to this,

social media, inconsistent instructor feedback, learners' lack of analytical and

evaluative attitude, and huge and unmanageable class numbers all have a

detrimental effect on how accurately the texts of the students are written in terms

of structure and communication (Pineteh, 2013).

Statement of the problem

The purpose of this research is to discern and identify the Presence of

Cebuano English-Structure in students writing in Academic Year 2022-2023 to achieve

and provide proposed solution of errors in writing.

This study sought to answer the following essential questions:

1. What are the frequently common errors in student’s opinion essay?

2. What are the influences of the Cebuano-Visayan grammatical system found in

the participants’ opinion essays?

3. How do these influences affect the quality of the student’s writing?

After digging deeper into these critical issues, the researchers offer a

solution to English writing teachers. According to Chan (2004), students become

aware of these errors in their writing, but these are abstract to them and require

assistance from the teacher. As a result, this study can fill a gap by identifying the

root cause of the problem and addressing potential solutions.

Significance of the study

The study results can be used to help students to better understand

themselves and executing of a new instructional style. Its findings and outcomes
will benefit the community college development, student-improved performance,
and the following:

Administrators - The research is used as a reference to gain knowledge and

discover important measures to resolve and provide effective interventions or
remedies to students, particularly for those that are experiencing problems in
terms of grammar structure, with the assistance of educators and researchers.

Teachers -This is significant on the part of educators as they will be able to

comprehend and represent the student’s performance on the student’s output in
terms of writing and lexical construction.

Parents - This is important in their role to know the common mistakes of their
children in terms of the Cebuano-English language and be able to resolve
grammatical errors. They will indeed be capable of adjusting because their
millennium is distinctive from their children's, as well as learning how to cope
with their children’s language.

Students - The result of this study will help the students enhance their
performance in English writing. In addition, this research will serve as a guide to
the students on what they are going to do to increase their academic performance
in the Cebuano English structure.

Future Researcher - This will be their guideline and foundation in the future. It
will be able to establish a connection between the research and future researcher
in terms of context on this study as it supports and guide the findings of their
disquisition.
Definition of Terms

Important terms in this study were defined conceptually:

Arbitrarily – appearing or occurring seemingly at random or by chance, or as a

capricious and illogical act of will. It is defined by personal desire or convenience

rather than necessity or the inherent essence of anything.

Grammatical rule – it deals on how to build words and phrases in a way that is

considered "grammatical" or accurate, because the rules reflect the underlying

structure of a language.

Grammatical error - a grammatical, spelling, punctuation, or word-choice error

that makes your document less readable and tougher to understand. Students make

mistakes while they are learning, and as they gain knowledge in writing, they

frequently produce new mistakes.

Interference - to intervene in unrelated matters and make an effort to change

them. It is used to describe those who speak both languages have influences from

one language on the other.

Modification – a small adjustment that is made to anything. Something is

changed, usually for the better.

Overgeneralization – is a phenomenon when first, second, or additional language

learners apply a rule or pattern to a circumstance. It does not apply in the target

language, leading to a nonconventional form.

Orthography – It is the ability of writing words using the correct letters in

accordance with accepted usage. A branch of language study concerned with

letters and spelling.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies to understand this

research.

Related Literature and Studies

The mother tongue, native or first language, is what a person learns from

birth or within a vital period in which the ability to acquire a language is

physiologically connected to age, and so becomes the basis for social identity and

the medium of learning in school and society (Yadav, 2014). In this study, the

Cebuano-Visayan language is identified as the mother tongue of the participants

of the study. Sieras (2020) described the Cebuano-Visayan language as part of the

Austronesian language family which is a lingua franca among 20,000 speakers in

some provinces of Visayas (Cebu, Bohol, Samar) and Mindanao (Davao, Cagayan

de Oro, Zamboanga, and Cotabato).

According to Pesirla (2019), two-thirds of the Philippine population are

fluent in the Cebuano-Visayan language. The grammatical structure of Cebuano

differs from that of English. (Flores, 1964). The most frequent faults identified as

the complicated referential system of English verbs, improper use of prepositions,

non-singular forms of Cebuano, and the passive voice construct, which

encourages the overuse of passive in English. These discrepancies show how

Cebuano writers struggle to write in an accurate manner in English, which results

in mistakes (Flores, 1964).

 In writing it involves more than just producing words and sentences. To be

able to produce a piece of writing, we should be able to write a connected series

of words and sentences which are grammatically and logically linked, so that the

purpose we have in our mind will suit the intended readers. In this way, it is

meant that the style of language used in a piece of writing designed for layman

and people living in the village, for example should be different from the one

designed for educated people such as students, teachers, doctors, professors, etc.

Therefore, in presenting a piece of discourse we should consider the correctness

of form, the appropriateness of style, and the unity of topic (Harmer, 2004).

Writing should be done with the understanding from the past time in order to

inform and express what had happened. It should be well-organized in order to be

understandable for the readers (Harmer, 2004).

Ang Linggwistika sa Sugbu-Anun'g Binisaya: The Linguistics of Cebuano

Visayan of Pesirla (2012) tackles the linguist and the applied linguist of this

multilingual postmodern global community in a bilingual format (Cebuano

Visayan-English textuality). It traces the Austronesian linguistic structures in

linear description: phonology in relation to the proper alphabetical orthography;

morphology of the vocabulary controlled by its affix; the syntax of its sentence

structure, which is predicate-dominated.

Moreover, at different phases of their study, student writers encounter a

variety of writing issues. These issues can typically be divided into linguistic,

psychological, cognitive, and educational categories (Haider, 2012; Hyland,

2003). They struggle with English's structural elements because a poor structure
makes it difficult for readers to understand the text's content and make sense of it

through the usage of their minds (Quintero, 2008; Nik, Hamzah, & Rafidee,

2010).

Additionally, most students find it exceedingly difficult to discover

enough reliable sources, paraphrase or summarize content, and write in an

academically competent style (Gonye, Mareva, Dudu,& Sib, 2012; Kalikokha,

2008). The literature has found a number of variables that influence pupils'

writing abilities. These are linked to the motivation of students who are frequently

unsure about the meaning and purpose of their material in their L2 study. Like

social media, teachers' uneven feedback, students' lack of analytical and

evaluative skills. Further, unmanageable class numbers have a detrimental effect

on students' texts' accuracy in terms of structure and communication (Pineteh,

2013).

Thyab (2016) found that native English speakers have trouble using

English articles and further elucidates the difference between mistakes and errors.

Alghazo & Alshraideh, (2020) stipulated that errors could be corrected because

they were merely careless lapses in performance. Errors, on the other hand, are

worse because they cannot be self-corrected due to a lack of knowledge of a

language's grammatical structure rule. For proper and effective writing, the target

language's grammar must be accurate.

 Chapter 3

RESEARCH METHODOLOGY

This study employed a quantitative-qualitative research design. The study

investigated writing faults in the students' opinion essays using Error Analysis

(EA). This strategy is also utilized in investigations of the mother tongue effects

(Kumaran & Krish, 2021; Manan et al., 2017; and Thyab, 2016).

The participants of this study are the 30 Bachelor of Science in Hospitality

Management during the academic year of 2022 – 2023 in Cordova Public

College, Cordova, Cebu. The participants are chosen using purposive sampling.

The researcher gathers information from the most appropriate individuals and the

results are pertinent to the research setting. In this paper, the 30 were selected

because their mother tongue is Cebuano-Visayan, enrolled in Cordova Public

College taking the field of Hospitality Management as they will be soon

integrated into a setting that uses the English language which is the universal

language.

The respondents are asked to write an opinion essay about the impact of

COVID-19 in their life may it be in physical, mental, spiritual, or emotional well-

being. The essay should have eight (8) to ten (10) sentences and be written in a

one-hour period.
 There are two types of data in this paper. First is the quantitative data

which will be treated using percentage and frequency counts on the writing errors

found in the opinion essay. The second is the qualitative data which will be

treated using content analysis.

To adhere to ethical issues, the researchers obtained the participants'

agreement and did not force anyone to participate in the research. Then, explained

the study's goal and roles to the participants. Also, obtained permission from the

HM Department Chairperson to conduct the study. Finally, recommend that

participants do not include their names in their writings in order to maintain

secrecy and minimize personal biases in judging their work.

 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Results and Discussion

This section presented the influences of the Cebuano-Visayan language on

the students’ opinion essays through error analysis and categorization of these

errors. These data are presented in tables 1-4 below.

Table 1
Cebuano-Visayan Grammatical System Influences on Students’ Opinion
Essay

Cebuano-Visayan is a phonetic language that has only three vowels and fifteen
consonants (Cebuano Phonetics and Orthography, 2020; Pesirla, 2019). The vowels are a,
i, and u while the consonants are p, t, k, b, d, g, m, n, ng, s, h, w, l, r and y. Pesirla (2019)
in Pagpalambu sa Pinulungan'g Sugbu-anun'g Binisaya, points out that the Cebuano
Visayan language maintains a phoneme-grapheme correspondence in which all words are
spelled as sounded. Hence all three vowels and fifteen consonants are spelled as
pronounced. Despite the numerical majority of speakers of the Cebuano Visayan
language, there have been many inaccuracies in terms of its spelling and syntactic
structure especially on how the language is used in mass media (Dalaygon ang Kausaban,
2019).

Grammar Aspect Frequency Percentage

Preposition 28 31.11
Tenses of Verb 23 25.56
 Articles 17 18.89
Pronoun 14 15.56
Noun 8 8.89

Table 1 displayed the grammatical aspects of the Cebuano-Visayan

language that were studied. The student’s opinion essays demonstrate this and

have discovered that the tenses of prepositions in their writing are the most

common error found in their writing, accounting for a percentage of 31.11%. This

was followed by 25.56% in the tenses of verbs. Then, errors were also found in

articles at 18.89% and the least found in nouns at 8.89%.

Nonnative speakers make numerous mistakes in the use of verbs (for

example, incorrect tense choice, incorrect tense form), the articles (a/an, the

particularly students in whose languages these words do not exist), and word

order (Frankfurt international school, 2018; Nonkukhetkhong, 2013)

The major problem in students writing is Grammar. Grammar errors occur

in the writing of almost all non-native students (Abdulkareem, 2013). Grammar

errors rarely occur in native speakers’ writing (Kraichoke, 2017) but very

commonly do in the work of less proficient ESL students, whose mother-tongue

“interferes” with the production of correct English.

Writing is constructed by putting sentences in sequence, one after another

and it should be understandable. The meaning of the sentence should flow from

one sentence to the next, carrying the argument or point of view forward in a clear

and concise manner. If you do not use correct grammar in your writing, it will
 become hard for the reader to follow the text because the flow of meaning is

interrupted. In writing the student needs to be ies.ccsenet.org International

Education Studies Vol. 13, No. 9; 2020. accurate in grammar to be able to form

good correct grammatical sentences (Effendi et al., 2017; Al-Srdawy & Zeidan,

1988).

Many studies have been done on grammatical errors in writing. There are

those that have focused on the ESL writing process such as the studies done by

(Cambria & Guthrie, 2010; Khwaileh, 1999; Harushimana, 1999) other studies

focused on the writing process among EFL students such as (El-Aswad, 2002;

Mahfoudhi, 2003) and other studies worked on comparing between writing in the

students’ native language and writing in the target language such as the studies

done by (Al-Amer, 2001; El-Mortaji, 2001). And following are a number of

studies that have touched somewhat on the writing process.

Table 2
Cebuano-Visayan Influences in terms of Transfer of Rules

In terms of sentence structure, “a Cebuano Visayan sentence is made up of at least

two grammatical constituents, the topic and the predicate, both of which can be
expanded” (Bunye & Yap, 1971). Generally, Cebuano Visayan is a predicate-construct
language (Bell, 1976 ; Pesirla, 2019). This means that sentences in Cebuano Visayan start
with the predicate and end with the subject. These predicates can be noun predicates,
adjective predicates, adverb predicates, prepositional phrase predicates, intransitive verb
predicates or transitive verb predicates (Bunye & Yap, 1971; Cubar & Cubar, 1994).

Excerpt Correct form Cebuano-Visayan Structure

I’ve change my lifestyle like I I’ve change my lifestyle like I Gibag-o nako ang akong
woke up late woke up late estilo sa kinabuhi sama sa
madugay ko ug mata
Many teenager also witnessed Many teenagers also witnessed Nakasaksi ang mga kabatan-
parents worrying that their parents worrying that their unan sa ilang mga ginikanan
loved ones would suffer a loved ones would suffer a fatal nga nabalaka nga ang ilang
fatal illness or other serious illness or other serious mga minahal mag-antos sa
condition. condition. usa ka makamatay nga sakit o
uban pang seryoso nga
kondisyon.

Table 2 talks about Cebuano-Visayan influences in terms of the transfer of

rules. Manan et al. (2017) defined Transfer of Rules as applying L1 structural

rules in the target language. It is found in table 2 that the Cebuano sentence

‘Gibag-o nako ang akong estilo sa panginabuhi nga madugay ug mata’ is

translated the concept of “gibag-o” to English “changed” semantically illustrating

the concept changing. It appears that the verb change should be in the past

participle form wherein the perfect tenses (past, present, and future) are formed

with a form of have and the past participle form of the main verb for the active

voice. It is also common for students to use incorrect tenses when writing in

English. When asked to write about the past, for instance, some students failed to

use the past forms and instead, used the present forms. A language learner relies

extensively on their L1 when learning a new language (Lado, 1957). When

attempting to speak in the TL, for instance, the learner would transfer the forms

and meanings of the L1 to the TL. This transfer is not restricted to TL production

but would also take place when the learner is trying to understand the TL.

Transfer is also assumed as the main contributor to the ease and difficulty in

learning the structure of the TL (Lado, 1957). This is also found in another
 excerpt where the non-singularity in Cebuano is applied in their English writing.

For instance, this common error among the respondents (Many teenager also

witnessed parents worrying that their loved ones would suffer a fatal illness or

other serious condition) in English form (Many teenagers also witnessed parents

worrying that their loved ones would suffer a fatal illness or other serious

condition) is linked to Cebuano structural idea of plurality and singularity in

nouns which in this excerpt, “mga kabatan-unan” is equated with the singular idea

of “teenagers” but interpreted as “kabatan-unan” which is equal “teenager” in

English. This showed that the transfer of rule in terms of verb tenses and plural

form of nouns is due to the influence of the Cebuano-Visayan language's

grammatical system. As a result, language learners had a tendency to return to

their mother tongue rules, which influenced the English structure and context of

their compositions.

Table 3
Cebuano-Visayan Influences in terms of Hypercorrection
Excerpt Correct form Cebuano-Visayan Structure
Even me live alone Even I live alone sometimes Bisan ako ra usahay magpuyo
sometimes because my older because my older sisters sa balay tungod kay dili
sisters couldn’t go home couldn’t go home makauli akong mga ate

wants to come with we for wants to come with us for the gusto mokuyog namo alang
the birthday but due to the birthday but due to the sa adlawng natawhan apan
lockdown, we were not able lockdown, we were not able tungod sa “lockdown”, wala
to attend. to attend. mi kaadto
 Table 3 illustrated the Cebuano Visayan influences in terms of

Hypercorrection. Otto et al. (1937) stated when a true or made-up grammatical

rule is used improperly, resulting in a wrong outcome despite the intention to be

"right." It asserts that when a speaker adheres to "a natural speech impulse," it

does not take place. The hypercorrection in the excerpt, "me," demonstrates the

influence of the L1 language on the Cebuano language system, which does not

have a particular determiner and instead classifies English pronouns as topic case

indicators. This absence is found in the Cebuano-Visayan structure “Usahay ako

ra ang nagpuyo sa balay tungod kay akong mga ate dili kauli”. In the excerpt, we

found that the language learner wrote “wants to come with we for the birthday but

due to the lockdown, we were not able to attend” which supposedly be written as

“wants to come with us for the birthday but due to the lockdown, we were not

able to attend”. This link to how the Cebuano tense “kita” can be illustrated in

English in different personal pronouns (we, us, our). This demonstrated that the

discrepancies between the two language systems may be interchanged if learners

had not fully mastered the system of the target language, leading them to modify

utilizing the structure of their mother tongue.

Table 4
Cebuano-Visayan influences in terms of Overgeneralization
Excerpt Correct Form Cebuano-Visayan Structure
The impact of Covid-19 on The impact of Covid-19 on Ang impak sa Covid-19 sa
our life through ours our life, physical, mental, atong kinabuhi pinaagi sa
physical, mental, spiritual, and emotional pisikal, pangutok,
espirituwal ug emosyonal
spiritual and emotional
I look forward to see my I look forward to seeing Naghinamhinam ko nga
classmates my classmates makakita sa akong mga
klasmet

Table 4 presented the Cebuano-Visayan influences in terms of

overgeneralization. Overgeneralization is associated with “redundancy reduction”

(Norrish, 1983). It is using over grammatical forms in sentences, for example,

putting a preposition when it is not needed, applying “ed” past tense signal with

irregular verbs, and putting “s” to signal plural for exceptional nouns. In the table

above, we can see the overgeneralization of the addition of the plural ending “s”

as presented in the excerpt, “The impact of Covid-19 in our life through ours

physical, mental, spiritual and emotional”. Ours is the first person plural

possessive pronoun, “atong” in Cebuano that can be used to refer to something

that belongs or relates both to yourself and to one or more other people.  Another

idea of overgeneralization is the misuse of the verb in the text “forward to see”

the verb see is usually in gerund form when following the word look forward to.
 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Proposed Solution
As a result of the strong Cebuano-Visayan influences on the English

opinion essays, the researchers suggested the following proposed solution, which

has also been suggested by the other studies conducted working in the same field

of study.

First, the teacher can apply the method (SADA). The researcher drafted

this method which derived from the framework of constructivism theory, task-

based language teaching method, and subsumption theory. The SADA method is

defined as the Schema of the Rule, Applying the Rule, Drills on the Rule, and

Absorbing the Rules. The framework of this method is as follows:

Grammatical System

Absorb the Rules Schema the Rule

Perform the drills Apply the Rules

 Figure 1
Theoretical Framework of SADA Method

To further analyze the impact of the mother language, the instructor can

employ the error analysis approach. After that, using contextualized learning

materials that are appropriate for the student’s level, the teacher can offer drills

and remediation. Then, keep tabs on the learners' progress and provide them

feedback. This framework can be used to view this process flow:

Exercises for
Improvement and
L2 Error Analysis on Teacher Evaluation
Drills
Writing and Monitoring
(SADA Method)

Figure 2
The Flow of Proposed Solution

Furthermore, during the writing process, the teacher can provide a guided-

learning module or worksheet. This worksheet should be used in conjunction with

a guided approach, in which students are instructed on what to write and how to

structure it. Since teachers intervened at the end of the process, this learning

material will fill the gap in the L1 and L2 grammatical systems.

Conclusion
The research was conducted with the aim to investigate and classify the

grammatical errors in the writing of a Bachelor of Science in Hospitality

Management. Based on the findings, it is concluded that there is evidence of

Cebuano-Visayan language influences on the English opinion essay of the

learners. The most frequent mistakes made by students were identified using error

analysis which are prepositions, tenses of verbs, and articles. It shows a different

grammatical system in Cebuano-Visayan English to that of the English language.

These influences are categorized as transfer of rules, hypercorrection, and

overgeneralization which affect the writer's idea and purpose are influenced by

these factors.

This study supports the assumption that error analysis can provide

knowledge about the development of learners’ language. The error analysis being

used in this study is a crucial source of knowledge by providing teachers with

information about their students' errors, it allows them to correct those errors and

enhances the effectiveness of their instruction. The study gives an overview of

common grammatical problems that need to be corrected so that time is not

wasted on teaching grammar rules or other linguistic aspects that most students

find irrelevant or not at all essential when producing works.

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