ABSTRACT
Language Pronunciation is one the hardest to teach most especially to those students who came from the province. Most of them are bound to pronounce a single word based on their accent and dialect. The researcher since then started to observe that the pupils in English had been having a hard time in learning some skills. Majority of the pupils find the subject boring thus neglecting English subject. They thought that English is just a second language to learn and there is nothing more to learn from it. The researcher is now challenged by pupils’ perceptions toward the subject. This perception can affect the learning process which happened more so in basic topics in English. This study utilized the descriptive methods of research involving thirty (30) English Major students. The following are the results of the study: Most of the respondents were on their 20 years of age and above, female, Bachelor’s degree and young in service. The respondents agreed that the pronunciation of the students ae varies on how they pronounce it inside their home and their community. There is no significant difference on the assessment of the respondents on the contributing factors that affect the Language Pronunciation of the students when profile is considered. The Learning Activity sheets are designed by the researcher based on the results of the study.
Keywords: contributing factors, English performance, background of students, influence of family & peers, guided learning activities