The Problem and Its Background
The Problem and Its Background
The Problem and Its Background
Introduction
being taught in all schools, colleges and universities is stipulated in Article XIV Section 7
of the 1987 Constitution, which mandates the use of Filipino and English as official
languages of the Philippines for purposes has realized the need for a language other than
its people´s native dialect. To affirm the inclusion of English as a language of instruction
in classrooms, Bilingual Education Policy (DECS Order no. 52, s. 1987) was conceived
to enable every Filipino to be proficient in the use of Filipino citizens must develop both
skills in Filipino to achieve quality of communication and instruction. Thus, two media of
language instructions are presently used in Philippine schools: English for Science,
Mathematics, English, and Filipino for all other academic subject. The Philippine
Though, in 2006 the department of education gave an Order No. 36, s. 2006
implementing Rules and Regulations on Executive Order No. 210, Establishing the
Policy to Strengthen the Use of the English Language as a Medium of Instruction in the
Philippines as the number one in the world for business English proficiency. Meanwhile,
rounding up to the top five are Norway, Serbia, Slovenia, and Australia. Surprisingly,
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English native-speaking countries like the United States and Great Britain are not even in
the top ten, while Malaysia and Singapore occupy sixth and ninth place respectively.
Partners, the English proficiency of Filipinos students is declining. Many surveys now
average 630 on English proficiency based on the Test of English for International
Communication (TOEIC). It also indicated to the report that the Filipino university
graduates’ median score was comparable to the proficiency of 5th and 6th grade students
in native English speaking countries such as the US and the United Kingdom.
faced by most of the students when they are given specific task in English subjects both in
written and speaking performances. The researcher observed that most students doesn´t
like to speak and write in English language. They disregard the English subject because
they are not comfortable to speak the language the way it supposed to be spoken. Students
have the negative attitudes toward the language. They are having difficulties to pronounce
since Filipino alphabet doesn´t apply these sounds. This may cause confusion to other
learners, for the reason that students are not willing to learn the right way of speaking
English language, and insisting to do it in the Filipino way. This is not just the difficulty
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that the researcher observed, even in the writing aspect, learners are having difficulty
This study will focus on the proficiency of productive skills of senior high school
students using the integrated approach practices and to find out if these instructions will
Theoretical Framework
Murcia,.et. al. (1996). As described in the book “Teaching English as Second or Foreign
Language,” there must be a preset framework for sequencing of activities within the
second language instruction. Their five stages include description and analysis, listening
In order to acquire the second language (English) there must be a systematic way
non-native speakers especially for the learners. It is very important for every L2
instructors or teachers to know and understands the right instruction that they will use in
teaching the L2 learners, so that at the end of the lessons learners can be proficient in the
learner now begins to focus on meaning, grammar and communication intent as well as
pronunciation. Eventually, the master fades away completely when the apprentice has
learned to smoothly execute the whole task. Teachers need to develop a continuum of
bridging activities, which shift attention gradually to a new cognitive task while the
learner attempts to maintain control in oral and written performance (e.g.: memory
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possible. The activities strike a balance between form and meaning. e.g. debates, role
plays, interviews, etc. Even in this stage the learner's attention should still be focused on
Research Paradigm
Proficiency in
Productive Skills
Second Language
Instructions 1. Speaking
Pronunciation
Communicative Intonation
Practice Stress
Guided Practice 2. Writing
Coherence
Organization
Content
Figure 1. The research paradigm shows the relationship between the Second Language
Instructions in the Proficiency in productive skills of Senior high school students.
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1. What is the mean pre-test score of the two sections in productive skills in terms of:
1.1 Speaking
1.1.1 Pronunciation;
1.1.3 Stress?
1.2 Writing
1.2.1 Coherence;
1.2.4 Content?
2. What is the mean post-test score of the two sections in productive skills as to:
2.1 Speaking
2.1.1 Pronunciation;
2.1.3 Stress?
2.2 Writing
2.2.1 Coherence;
2.2.4. Content?
3. Is there a significant difference between the pre-test and post-test mean scores of the
two sections using the second language instruction in English namely guided approach
4. Is there a significant relationship between the second language instruction and the
4.1 Speaking
4.1.1 Pronunciation
4.1.2 Intonation
4.1.3 Stress
4.2 Writing
4.2.1 Coherence
4.2.2 Organization
4.2.3 Stress
Research Hypotheses
scores of the two groups using the second language instruction namely guided
ESL Teachers/ Instructors. The study could help develop in the ESL teacher´s
critical reflection of their teaching as to how should they assist students become
proficient in the productive skills; how should they assess/ evaluate student´s speaking
and writing performance in the classroom; and how they should analyze their
The result of this study would challenge the English teachers to expose and enhance
themselves, and to acquire competency in English. This will make them more creative in
preparation of their lesson so that activities will be more responsive to the needs of their
student particularly those who have difficulty in speaking and writing. Also, it will
they are involved in investigating the ways in which their students learn and the purpose
ESL Students. This study will serve as assistance for them to understand the
importance of enhancing the productive skills; spoken and written skills in English They
will find the ESL Speaking (intonation, pronunciation, and delivery) essentials as ELL to
be able to communicate well to native or non-native speakers. Also, they will find ESL
writing (Composition, reflective, journals, diaries, paragraph/letter writing and the like)
as important tool in helping them diagnose and recognize their writing strengths and
weaknesses.
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Through this study, student would become aware of the significance that give a wide
affecting the learning of the subject content, it will uplift the level of proficiency in
ESLCurriculum Planner. The insights gained from this study will encourage
curriculum planner to identify vital agenda for future classroom-based research, which
they may call for a critical review or evaluation of ESL Productive skills instruction and
assessment.
This study would help the curriculum planners by considering ESL teacher´s
teaching load and English class sizes, since teaching writing and speaking to non-native
speakers like the Filipino students is obviously not a simple and easy task particularly in
large classes. This may also help the ESL teachers to improve their own teaching style
Administrators/ Principals. This study will make them aware of the proficiency
in productive skills of their students and plan possible training programs for the teachers
to improve their ability in teaching second language and will surely enhance English
This study will focus on using second language Instruction in teaching Oral
skills.
The study will be conducted at San Pablo Christian School during the first
semester of the academic year 2018-2019. The number of respondents will be limited to
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twenty (20) students per section; a total of 60 students will be asked as the respondents of
the experimental study. The approach will be used in teaching speaking and writing
(language drill, guided practice and communicative practice) will use by the researcher as
the instruction in teaching Oral communication in Context. The researcher will apply one
Definition of terms
In order to have a better understanding, the following terms are defined on the
Productive skills. This pertains to speaking and writing skills. They are also
Pronunciation. This refers to the way in which we make the sound of words. The
Intonation. This refers to the sound changes produced by the rise and fall of
Organization. How the composition is formed which may also include the
Writing. The use graphic symbols such as letter or combination of letters into
words; words into sentences and sentences into a paragraph to produce a written
composition.
Coherent writing uses devices to connect ideas within each sentence and paragraph.
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emphasizes interaction as both the means and the ultimate goal of study.
including the added features include in the medium in which that information is
delivered.
Pretest. A preliminary test where in the respondents will be asked to answer the
Posttest. The test given to the students by the teacher after the completion of the
lesson using the second language instruction in teaching English. Students will be ask to
answer the provided test during midterm examnation to determine the validity of the
study.
First Language (L1). Refers to people or students in which the native language
Second language (L2). People and students in which English are studied as their
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