Perceptions towards phonetic notation in English language competence of Senior High School students in Um Peñaplata college

Abstract

The study aims to determine the significant relationship between perceptions of phonetic notation in English language competence of senior high school students at UM Peñaplata college. The study used a descriptive-correlational survey research design. The essential data were gathered from the 65 respondents using the validated adapted questionnaire. Data were analyzed and interpreted using mean and Pearson correlation coefficient (Pearson-r) as statistical tools. According to the findings, the level of perception towards phonetic notation among senior high school students is high, which indicates that students usually perceive phonetic notation as a helpful system for representing the sounds of spoken language through symbols. The result indicated that the phonetic notations were positively correlated with students' English language competence. Hence, based on these results, teachers are advised to introduce and use phonetic notation in the classroom, particularly for English pronunciation courses. Considering the results, students are encouraged to practice reading and writing phonetic transcriptions of words. It will enhance familiarity with phonetic symbols and improve pronunciation skills. Moreover, researchers may conduct a similar study with a broader knowledge of phonetic notation in English language competence.