ABSTRACT

This study was entitled "Assessment in the Proficiency Level of G11 students of Pitogo High

School SY.2018-2019. The researchers wanted to know the level of proficiency of G11 student in Pitogo

High School. It was undertaken with the following objectives: (a)to determine the level of proficiency of

the students (b) to assess the level of proficiency of G11 students (c) to determine the strengths and

weaknesses of the students in terms of their proficiency level. Keeping the goals in view, respondents were

chosen from Grade 11 students of Pitogo High School. This has been done by giving the respondents a

proficiency level examination that was validated by the owner of the test and a self- made survey

questionnaires to determine and evaluate the level of proficiency of the Grade 11 students.

The first phase of the study involves an examination where in the researchers can determine and

the proficiency level of an individual especially the Grade 11 students. The Second and final phase of the

study comprises a survey questionnaire where we can evaluate the proficiency of a student and to know

their primary language.

Theory of Second Language Acquisition created by Professor Jims Cummin was administered, and

data are gathered from the respondents. After the data was collected, it was tabulated and analyzed. The

results revealed that the proficiency level of the students in Pitogo High School S.Y. 2018-2019 is

proficient, giving the researchers with a 56.66% of Advanced or Proficient learners followed by the

intermediate learners with a 33.33% of students and 10% of students who are classified as beginner learners.

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 TABLE OF CONTENTS

TITLE PAGE ..................................................................................................................................................... i

ABSTRACT...................................................................................................................................................... ii
TABLE CONTENTS ......................................................................................................................................... iii
ACKNOWLEDGEMENT ……………………………………………………………………………………………………………………………iv

CHAPTER 1: THE PROBLEM AND ITS SETTING ............................................................................................. 1

Introduction .............................................................................................................................................. 2
Background of the Study ……………………………………………………………………………………………………………………..3

Statement of the Problem ........................................................................................................................ 4

Objectives of the Study ……………………………………………………………………………………………………………………….4

Hypotheses …………………………………………………………………………………………………………………..……………………….4

Significance of the Study ………………………………………………………………………………………………………………………5

Delimitations and Limitatations …………..………………………………………………………………………………………………5

Theoretical Framework…………………………………………………………………………………………………………..……………6

Research Paradigm ………………………………………………………………………………………………………………………..8

Definition of Terms . ……………………………………………………………………………………………………………………10

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDY …………………………………………………………….11

CHAPTER 3: METHODOLOGY ……………………………………………………………………………………………………………….20

Research Design …………………………………………………………………………………………………………………………………20

Population and Sampling Technique …………………………………………………………………………………………………..21

Research Instrument …………………………………………………………………………………………………………………………..21

Data Gathering and Procedure ……………………………………………………………………………………………………………22

CHAPTER 4: PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA …………………………………………24

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS ……………………………..30

Summary of Findings …………………………………………………………………………………………………………………………..30

Conclusion ………………………………………………………………………………………………………………………………………….31

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Recommendations ……………………………………………………………………………………………………………………………..31

REFERENCES ……………………………………………………………………………………………………………………………………33

APPENDIX A …………………………………………………………………………………………………………………………………….34

APPENDIX B ……………………………………………………………………………………………………………………………………..42

APPENDIX C …………………………………………………………………………………………………………………………………….46

APPENDIX D …………………………………………………………………………………………………………………………………….48

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 First and foremost, praises and thanks to God, the Almighty, for His showers of blessings

throughout our research work to complete the research successfully.

The researchers would like to thank and extend their genuine gratitude to the following

people who never failed to guide the researchers every step of the way.

To Mrs. Rowena Bunagan, research teacher, for extending support and giving us tips and

advices about our research.

To Mrs. Letecia B. Beronio III, SHS Coordinator who helped and approved this research

in order to make students the best and not to give up and is always there when we have problems.

To Mrs. Rowena Vasayllaje, for her unending support and motivation for us to finished our

research.

To Mrs. Erma Pigtain, for her understanding and words of encouragements that lead us to

finish this study.

To Ms. Joan Lanuzga, our class Adviser for guiding us every step of the way and for always

believing and trusting our own capabilities while enhancing our skills more in this specialization.

To our Parents, for giving their full love and encouragement throughout the whole

research.To all our subject teachers and classmates, especially Camille Creencia and Chicken

Wings for the support and encouragement they give. This research will not successful without the

help of these people, if we could just mention all of them, we would do so. Thank you, Lord!

4
 Acknowledgement

First and foremost, praises and thanks to God, the Almighty, for His showers of blessings

throughout our research work to complete the research successfully.

The researchers would like to thank and extend their genuine gratitude to the following

people who never failed to guide the researchers every step of the way.

To Mrs. Rowena Bunagan, research teacher, for extending support and giving us tips and

advices about our research.

To Mrs. Letecia B. Beronio III, SHS Coordinator who helped and approved this research

in order to make students the best and not to give up and is always there when we have problems.

To Ms. Irene Ducay, sharing her knowledge in research to improved our study.

To Mrs. Rowena Vasayllaje, for her unending support and motivation for us to finished our

research.

To Mrs. Erma Pigtain, for her understanding and words of encouragements that lead us to

finish this study.

To Ms. Joan Lanuzga, our class Adviser for guiding us every step of the way and for always

believing and trusting our own capabilities while enhancing our skills more in this specialization.

To our Parents, for giving their full love and encouragement throughout the whole research.

To all our subject teachers and classmates, especially Camille Creencia and Chicken Wings

for the support and encouragement they give. This research will not successful without the help of

these people, if we could just mention all of them, we would do so. Thank you, Lord!

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 Chapter I

THE PROBLEM AND ITS SETTING

INTRODUCTION
English language is considered as the universal language. Language is important because

it is one of the main ways to communicate and interact with other people around us. English

language is the international language and has become the most important language to people in

many parts of the world. It plays a vital role in many sections like education, medicine, engineering

and business. It is important to learn particularly by the students for them to be proficient in English

and to overcome the challenges of 21st century. If so, it is very important that teachers identify the

language level of English language learners when teaching English as a second language.

Identifying the accurate language proficiency level will enable teachers to provide appropriate

scaffolding and instructional support for students at various proficiency levels during whole and

small group instruction. Moreover, teachers should expect differentiated oral and written responses

from students depending on their language proficiency level. Learners of English language at each

proficiency level require instruction that is targeted to their particular language level in order to

promote optimal second language development.

BACKGROUND OF THE STUDY

The study seeks to assess the proficiency level of Grade 11 students in Pitogo High School

S.Y 2018-2019. The researchers chose Grade 11 students as their respondents because they have

observed that as years passed by, the level of proficiency of students are slowly deteriorating. The

usage of English language has a great impact on their academic performance and their proficiency

level, especially to each student who have shown unique strategies on their academic

6
performances. According to a news article conducted by the Philippine Inquirer, last February

2018 showed that the level of proficiency of a Filipino was compared to a 5th and 6th-grade

students in native English. (Leonen, 2018). Teachers are also using Filipino as a medium of

instruction to students which affects the learnings and understanding of students towards the

English language.

In a report conducted by Global English Corporation, Philippines was awarded as the

world’s best country in business English Proficiency for two years and even achieved a score above

7.0 which indicates a high proficiency that can have the ability to complete complex task.

(Mendoza, 2012). Somehow, the quality of education in the Philippines is continuously declining

due to a low proficiency of students in school. The English language has a huge part in our

academics, we use it as a medium of instruction in Sciences, Mathematics and in English. Thus,

the students must be proficient in English to be able to perform well in their academic subjects.

The researchers conducted the study because the majority of students often use Tagalog even

during their subjects that are using English language because the teachers are allowing them to use

Filipino inside their classes. Students tend to be more comfortable while using their mother tongue

instead of practicing and improving their proficiency as a result, students lack the abilities to have

a deeper understanding and speaking skills in English which results from the students to have a

low average and even a failing grade. The researchers were motivated to conduct the study because

the study will serve as silver lining not just to those students who are affected but also for the future

researchers that will expand the study related to the assessment of their proficiency level inside

the classroom.

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STATEMENT OF THE PROBLEM

The study aims to determine the proficiency level of Grade 11 students of Pitogo High School,

results will be the basis for finding alternative methods to improve the English proficiency of the

students

In connection with this problem, the researchers will seek answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Strand

2. Languages used at home

2.1. Tagalog

2.2. Ethnic languages

a. Bisaya

b. Ilocano

c. Bicolano

d. others

2.3. English

3. What is their primary language and does it affect the proficiency level of the student?

4. Do you think that the proficiency level of the students is deteriorating specially in our

school?

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 5. What is the proficiency level of Grade 11 students in English?

a. Beginner learner

b. Intermediate learner

c. Advanced learner

OBJECTIVES OF THE STUDY

Conducting this research will play a vital role in improving each and everyone’s skills in using

the English language and achieve a high proficiency level. The researchers have a clear vision to

be able to achieve the goal of the study. The researchers conduct this study aiming:

Determine the level of proficiency of Grade 11 students.

Assess the level of proficiency of grade 11 students.

Determine the strengths and weaknesses of students in terms of their proficiency level.

HYPOTHESES

In conducting this study, the researchers foresee some possibilities and what they are trying

to prove are the following:

Null: The level of proficiency of Gr.11 students in Pitogo High School is deteriorating.

Alternative: The level of proficiency of Gr.11 students in Pitogo High School is

proficient.

SIGNIFICANCE OF THE STUDY

English language is one of the medium of instruction in school especially to the grade 11

students, this has been a basis of being educated and competitive by knowing the basics of English

9
language. This study has a significant attempt in “Assessment in the proficiency level of grade 11

students in Pitogo High School S.Y 2018-2019. Hence, it will be beneficial to the following areas:

To the students.

This study will serve as an awareness to students to know if their level of proficiency is

either low proficient or proficient.

To the teachers.

This will help them to cope up and adjust their teaching methods for the students and to

inform the teachers if they are effective to improve their level of proficiency inside the class.

To the future researchers.

This will serve as a baseline for future researchers in conducting extensive study that could

support them to continue and find methods that will amend the proficiency level of the students.

DELIMITATIONS AND LIMITATIONS

This study only focuses on determining the proficiency level of the students. The research

will be conducted in Pitogo High School. The researchers decided to use the grade 11 students as

their respondents because aside from being on the same grade level, it would be beneficial to them

to further improve their language skills in using English. The respondents would be selected

through simple random sampling. Though the researchers reached their aims, some limitations are

inevitable. Due to the insufficient fund, the researchers reduced the sample size into 10 students

per strand.

The study is only limited in the time span of 2-3 weeks. Within the given time span, the

researchers will conduct a survey to the chosen students per strand through questionnaires to

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further analyze the results at the end of the conducted survey. This will be held at the 3rd week of

February 2019.

The researchers pursue this study to determine the assessment in the proficiency level of

the students after answering the given questionnaires and be evaluated by the researchers.

For interpreting and analyzing data, the researchers still lack of experiences due to these

circumstances, the researchers approach teachers to ask guidance for interpreting data and to gather

reliable and accurate results.

THEORETICAL FRAMEWORK

This study, Assessment of the Proficiency Level of Grade 11 students of Pitogo High

School 2018-2019 is supported with Jims Cummin’s “Theory of Second language Acquisition

which are divided into two types of language. Cognitive Academic Language Proficiency (CALP)

which shows the students’ cognitive and linguistic proficiency in their academic performances.

The language proficiency has two categories, the Basic Interpersonal Communicative Skills

(BICS) and CALP.

The BICS deals with the second language (L2) use of a student such as when talking to a

friend, family members or teachers, it also shows the fluency and accent of an individual. (2) It

also refers to social conversational ability as context embedded, can use ordinary and simple ways

as a response to the sender. While CALP needs higher thinking skills which a student can use to

analyze, ask a question, hypothesize, etc. CALP is used in Classroom settings and is cognitively

demanding.

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 CALP
Language Acquisition CALP
(Cognitive Alternative
( Cognitive Alternative
Language Proficiency)
Theory Language Proficiency)

BICS
BICS
(Basic Interpersonal
‘
Communication Skills)
(Basic Interpersonal
Communication Skills)

Figure 1.1: Diagram of Theoretical Framework

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 RESEARCH PARADIGM

INPUT PROCESS OUTPUT

 Demographic  Formulate  Suggested

profile of the questions teaching
respondents  Permission to strategies to
in terms of: conduct teachers and
-Age survey study techniques
-Gender  Simple to students to
-Strand random increase
- language sampling proficiency level
used at  Tally and and improve
home Interpreta- their academic
tion of data. performance
-
inside the class.

The research paradigm explains the flow of the research conducted. The demographic

profile of the students would be collected in terms of their age, gender strand and the language

used at home as the input. Then the researchers would formulate questions to be asked and letter

of permission to allow the researcher conduct the study. Then the survey will be done and the

sampling technique that will be use was simple random sampling and lastly is the interpretation

of data. For the output, the researchers would suggest teaching strategies to teachers and study

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techniques to students to increase proficiency level and improve their academic performance

inside the class.

DEFINITION OF TERMS

The researchers provide definitions to words that aren’t familiar to readers that enable

them to understand the deeper meaning of the given terms below:

Academic Performance - is the total grade point which is attained by distance learners. It is

measured by a grade point average (GPA) and an academic year’s cumulative point average

(CGPA)

Mother Tongue – is the first language that you learned when you were born, rather than a language

learned at school or as an adult.

Level of Proficiency – is a form of assessment, allowing the teacher to determine the learning

standards of a student either a high or low standard

Cognitive Academic Language Proficiency (CALP) – it is in academic classroom settings which

requires the students to think cognitively. It is used to comprehend, analyze, hypothesize, etc.

Basic Intellectual Communicative Skills (BICS) – is a social conversational language used every

day. It is also context embedded allowing an individual to use non-verbal cues as a respond in an

informal conversation.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents review of related literature and studies gathered by the researchers.

This chapter contains both foreign and local literature and foreign/local studies that supports further

information about the research.

Foreign Literature

According to the Institute of International Education, the number of students who studied in the

U.S increased by 7% through 2012-2013 compared to the preceding academic year (IIE, 2013). Here are

the top three countries that have the most international students, China (28%), India (11.8%) and South

Korea (8.6%). Aside from the domestic students, international students and especially those from non -

speaking countries that have difficulties understanding the lectures and interacting in their professors

because of the level of English proficiency (Ramsay et al., 1999; Selvadurai, 1998). In overall, these factors

have four categories: academic, psychological, cognitive and demographic (McKenzie & Schweitzer,

2001). The above factors have been examined by the preceding research. For the example, in academic

factors (McKenzie & Schweitzer, 2001; McKenzie et al., 2004) inhabits and learning skills (Capman et al.,

1992) in learning strategies and approaches (Duff et al., 2004; Pokay & Blumenfeld, 1990, Smith, 1996;

Watkins & Hattie, 1981) were explored as influencing academic performance. In psychosocial Dimension

which includes motivation, anxiety, emotional support, and psychological health were examined (Terenzini

& Pascarella, 1978). In a cognitive dimension which includes self-efficacy (Mckenzie & Schweitzer, 2001)

and individual attribution style (Peterson & Barrett, 1987) studied also some empirical studies and lastly,

the profile such as age and gender were explored to find connection in academic performance in higher

education (Li et al., 2010). These factors are applicable to both international students and domestic students

in higher education. Although there are some other factors elaborated in the international students that will

distinguish them from domestic students (Li et al.2010). Some empirical studies show that English

15
Proficiency plays a vital role for the international students in accomplishing their studies in English-

Medium institutions especially for those students that the English language is not their first language (Li et

al., 2010; Wardlow, 1999). In relation to the English Proficiency, there are some culture-specific and

cultural issues that was included such as Academic Culture associated with the different education system,

lecture style and relationships between students and lecturers that have been considered as factors that give

international students the potential for academic success (Li et al., 2010). Those research factors affect the

international students' academic success in foreign institutions due to increasing numbers of students, but

also because of the changing demographics of the students. In the related review literature on the

relationship between the English language proficiency and academic performance of the students, Factorial

analysis was conducted to find out if there are importance in the differences in the academic performances

of the international students with different level of English language proficiency and if there are importance

in the differences in the academic performance of international students who use a different language or

multiple languages. Table 2 presents the group mean and standard deviations of the GPA for self-perceived

language proficiency categories. Table 3 displays the group means and standard deviations of the GPA for

the number of languages used Interestingly, the among students who use English as their third language

was evident highest mean GPA (3.76). Furthermore, students who rated their English proficiency as

excellent was also evident to have the highest mean GPA (3.57). On the other hand, the group of students

who use English as their second language have the lowest mean GPA (2.68). This study was intended to

help achieve the goal of the research on the relationship between the level of English language proficiency

and academic performance of international students and to know the gap of the relationship between the

number of languages that are spoken and the academic performance. According to the results, there is an

importance in the differences in the academic performances of international students with different level of

English language proficiency. There is also the importance in the differences in the academic performance

of international students who use a different language or multiple languages. The results on the level of

English language proficiency and academic performance were consistent with preceding research (Xu,

1991). It was announced that there is certainly a relationship between self-perceived of English language

16
proficiency and academic performance, considering the GPA. The GPA revealed the findings on the effects

of multilingualism on academic performance. There are differences in the academic performances of

international students who used multiple languages. Among those who spoke at least three languages, it

was evident the highest mean GPA and they showed that English is a third language that they used. Also,

the highest mean GPA was evident to those students who labeled their proficiency as excellent.

Interestingly, those who use English as their second language was the lowest mean GPA. The relationship

between the number of languages spoken and academic success still needed to research. The United States

has a 22% market share in global higher education, and it is one of the largest host countries (Robertson,

2007). It is important to review the needs of educators and administrators of the international student

population associated with their academic experience in U.S. institutions of higher education. Some of the

students are non-native. They usually speak English as their second, third or even a fourth language. The

finding of the present study states that their English proficiency has a vital role in the academic achievement

of international students. Thus, in the preceding analyses of literature, it was shown that the English

language proficiency on the academic achievement of those international students should depend on the

level of language required in skills completing courses (Light et al.,1987; Johnson, 1988). Therefore, there

may be other factors associated with international students' academic performances such as learning

strategies, motivations, and personal characteristics (Staynoff, 1997). As the literature review suggests,

other giving factors, especially those academic successes of international students who influence the cross-

cultural dimension should review as intervening factors (Li et al., 2010).The findings of this study in

connection to multilingualism were interesting. International students, who use at least three languages, has

the highest mean GPA. Possibly, that some people want to learn foreign languages and once they knew the

foreign language, they want to learn another new language and be successful. Although, this is only an

assumption.

17
 Foreign Studies

Kaliyadan et al. (2015) stated that most of the students who are taking up undergraduate medical

courses in Saudi Arabia come from Saudi high school education which use entirely Arabic as their medium

of instruction. The English component taught in this school is not enough for students to have a higher

knowledge to use for professional courses. English proficiency is vital in this matter because it is included

as part of the weighted formula which will be needed in entering medical schools.

Previous studies concerning the preparatory year students showed that most of them had a hard

time using the English language in terms of their medical content. The lack of proficiency in English

language is one of the major problems of students who are in the first year of their course according to a

study from Umm Alqura University in Saudi Arabia. It is also evident that students who are fluent in English

which come from high school that use English as the medium of instruction, perform better in their medical

academic proficiency.

Based on the discussion done in this study, it is stated that it is important to pay attention in

addressing issues regarding the English language proficiency in line with medical education in countries like

Saudi Arabia which does not use English as the medium in teaching. Also, in the past discussions, it is stated

that using the second language could be beneficial for students to increase their chances of having a better

academic and professional performance in the future. It is also found significant for Arab students to acquire

high proficiency in English because they are most likely to have fellowship in countries like Canada and

United States. There is also a relationship between English and the courses in second and third year of

studying based on the study conducted. Studies parallel to this concluded that studying the medium of

instruction was not only limited in countries like Saudi Arabia but also in various regions and cultures too,

knowing that it could affect them in some ways like understanding medical terminology.

To better improve the proficiency of students, it is suggested that more effort should be made in language-

learning strategies. Two of the major aspects are to be considered: (1) Identification and comparison of the

18
learning strategies used by more and less successful English language learners. (2) Develop instructions for

less successful learners that would help them become more successful in their language study. Combining

reading, writing, speaking and listening skills for English language training was found to be beneficial for

students to really acquire high proficiency level to be manifested in their good academic performance.

Local Literature

As the education system gears up for the gap of categories this June, the lecturers, folks and students

have begun to repair and beautify the college buildings, lecture rooms and grounds. Principals and lecturers

are making ready their lesson plans and alternative necessities for the scholars. Amidst these activities, I

hope that our educators can decide to redouble their efforts to boost the teaching of English so as for the

Filipino to stay abreast with the world competition.

While we've got detected anecdotal stories - decision centers accepted a really tiny portion of these World

Health Organization apply; tourists remarking on the quaint English laced with Tagalog or the native

dialect; and university professors willful the lack of scholars to talk or comprehend in English, surveys from

the Social Weather Stations offer a stronger proof of the unhappy state of English proficiency.

The March 2006 SWS survey on the Filipino's self-assessed proficiency within the English language

showed a decline over the last twelve years if compared to earlier SWS surveys in Gregorian calendar

month 1993 and Gregorian calendar month 2000. The decline is manifested all told aspects of English

proficiency from ability to talk and write and to assume in English.

Only 2 out of 3 Filipino adults (65%) say they understood spoken English and will scan English within

the March 2006 survey in distinction to 3 fourths (75%) within the Gregorian calendar month 2000 and

therefore the Gregorian calendar month 1993 surveys. concerning 0.5 (48%) might write English within the

latest survey whereas it absolutely was sixty one within the 2 earlier surveys. solely a 3rd (32%) in March

2006 same they spoke English compared to quite 0.5 (54%) within the 2 alternative surveys. Fourteen %

admitted they weren't competent in any manner in English whereas it absolutely was solely seven % twelve

19
years a gone. Within the March 2006 survey, nineteenth indicated virtually no use for a people language in

distinction to solely tenth in each Gregorian calendar month and Gregorian calendar month surveys.

No marvel there's the continued lament of not having the ability to land employment despite the thick

pages of the Manila Bulletin's ads section. Rummaging through the listing one finds the subsequent

necessities for junior comptroller - "proficient in English language (oral and written);" for Field Service

Engineer - "with effective communication skills (oral and written English);" for skilled Medical

Representatives - "Above average communication skills (English)" and really few will qualify.

The decline in English proficiency has been attributed to a people proficiency skills of the educators, not

simply of these teaching the language courses however conjointly those handling the opposite courses.

Exacerbating things was the abolishment of English as a medium of instruction in faculties. This was meant

to assist development a Tagalog based mostly national language.

Business and business ought to follow the lead of the Yankee Chamber of Commerce of the Philippines

and therefore the Makati Business Club whose Promoting English Proficiency Project (PEP) is devoted to

a fore most Filipino hands with English proficiency meeting high international standards. The three-

pronged approach covers support, refresher coaching and certification testing. Along with nearly a hundred

partners thus far, spirit hopes to ascertain a minimum of fifty computerized English language Centers

(CELCs) to coach forty-five, 000P lecturers and students by the tip of 2008.

Teachers and oldsters ought to encourage the kids to scan a lot of English books instead of watch TV

shows. Directive them to bookstores within the malls can facilitate instill in them the love for reading

moreover as reading them stories by their side. Talking to them in English and discussing the books they

need scan and therefore the stories they need detected can increase their confidence in their English

proficiency. The house and college are the most effective places to satisfy the needs of 68% of the Filipino

surveyed World Health Organization united that developing sensible English communication skills spread

out higher job opportunities for all. Salazar, M., Jr. (2007, May 28) The decline of English proficiency.

20
 According to a local study, “Good English, better opportunities”, thus, the illustrious joke goes; funny it

should appear however truly, most Filipinos nowadays don't even apprehend what is wrong with the road.

For a rustic that boasts of communicatory voters, basic comprehension could be a drawback that mostly

exists.

They say that the Philippines is that the third largest communicatory nation within the world, however will

it extremely live up to its rank? The March 2006 survey on national proficiency in English of the Social

Weather Stations (SWS) says otherwise.

According to the survey, the results showed vital decline within the aspects of English proficiency among

Filipinos as compared to the December 1993 and Sep 2000 surveys. This survey measured the Filipino's

self-assessed proficiency within the English and disclosed frightful figures.

The survey showed that 65 % of Filipinos say that they perceive spoken English, a position weaker from

74 % of 1993 and 77 % of 2000, whereas 32 % say they speak English a shade low from the 56 % of 1993

and 54 % of 2000 results. there's additionally a decline in reading, writing and thinking in English, the

opposite aspects of the language within the survey.

The simple statistics shows that Filipinos are slowly losing their grip in maintaining the stature of being

associate degree communicatory nation. Exploitation straight English within the streets of Manila is rarer

than freshly cut of meat, additional accepted manner of communication is thru 'Taglish' a mixture of

Tagalog and English.

To make things worse, speaking straight English or maybe 'Taglish' publicly makes one 'pa-sosyal', 'trying

hard' and 'conyo' transfer a negative connotation to the language. This implies that the youth are currently

slowly swerving aloof from the 'arte' speak, creating it abundant more durable to teach them.

Taking away the negative connotation on the language is what the selling English Proficiency (PEP)

project is doing. This project is associate degree initiative of the Yankee Chamber of Commerce of the

Philippines and also the Makati Business Club with nearly a hundred partners operating for the cause.

21
Sprightliness has conducted and supported many campaigns with numerous partners in line with their data

and awareness drive. (Garcia, M., 2006). Good English, better opportunities.

Local Study

According to (Ella, J. 2018.) the utilization of unmistakable or covert learning methodologies in managing

language learning task may show students' dimension of language capability and the other way around.

This study researches the connection between language learning systems and language capability among

Grade 12 students. In particular, it decides the dimensions of language capability and the prevailing learning

systems utilized by the students.

Language learning is a mind-boggling errand that includes a few fundamental procedures. For quite a long

time, these procedures have been examined through perceptions, studies, and investigations in the endeavor

to give a solid depiction of the language learning phenomenon and help the students in accomplishing

explicit objectives. Past research that concentrated on the instructor, the showing strategies, and second

language procurement gave proof that varieties of student's accomplishment in language learning exist.

Such revelation prompted a move in spotlight and more accentuation on the idea of language learning

methodologies (Cabaysa and Baetiong, 2010).

The survey given was composed of two parts. The first part for the personal information and the second

was the Strategy Inventory for Language Learning (SILL). The SILL contains a variety of questions that

states the language learning skills used by the students classified as the following: memory strategies,

cognitive strategies, compensation strategies, metacognitive strategies, effective strategies and social

strategies. The SILL contains of 50 items which allows students to classify which strategies they use and

item 50 was allotted for them to provide other strategies that are not included in the questionnaires. To

measure the learning strategies, researchers use Likert scale labeled with 1 as never and 5 as always. To

further evaluate the data, scores from the final written examination in English Oral Communication was

also indicated to measure the student’s English Proficiency.

22
 In analyzing the data, frequency count, mean and standard deviation was used for the first two research

questions. It is also inferred that the count for the learning strategies would exceed the number of

respondents since it is possible that each student use more than one strategy. For the overall computation,

the mean with the lower standard deviation was used and for determining the relationship between

variables, the categorical data from the Chi-square was taken using SPSS.

In the Philippines, Cabaysa and Baetiong (2010) directed a causal-near examination on the language

learning methodologies utilized by 70 secondary school students when speaking in class and found that

intermediate speakers were essentially not the same as novice speakers in utilizing metacognitive

procedures. Accomplishment in school generated the greatest number of responses when asked about the

factors contributing to strategy use. This was trailed by disposition towards talking in English and main job

among others. The investigation suggests that strategy use has a direct significant impact on students'

speaking accomplishments.

In addition, According to Adanza J. (n, d) the following conclusions are created out of the findings of the

analysis. First, the demography shows that majority of the respondents are from the SHSP, followed by

those returning from the SIHTM, then SASCE and SBCS majority also are incoming second year student.

Further, the particular and perceived English Proficiency of the scholars are each satisfactory. The

educational performance reveals that SDCA students are primarily average students and are heterogenous.

Among the abilities, SDCA students, although satisfactory, have to improve within the speaking and writing

aspects of a people Language. Moreover, the students have satisfactory perception concerning the

effectiveness of the improved English curriculum.

The study more reveals there's a major distinction within the student’s English proficiency, each actual

and perceived once sorted in step with school/program of study. In actual English proficiency, the

distinction lies within the relationship of SIHTM to different 2 college, namely the varsity of health science

23
profession and also the school of Art, Science sociology and Education. Within the perceived proficiency,

the different lies between the connection of SBCS and SHSP.

Furthermore, there is no significance distinction in student’s English proficiency each actual and perceived

once classified in keeping with year level. It doesn't matter whether the scholars are an incoming second

year, the proficiency remains the identical.

In the same manner, there's no important correlation between what's perceived and what actual English

Proficiency doesn't relate to one's actual proficiency in listening, talking, reading and writing nation

language. However, a significant relationship is often discovered between English proficiency and students,

academic performance. It's the crucial to possess a decent grasp of nation language to try and do well at

school, particularly the most important on skilled courses that are English primarily based. This is often

expected because the materials and also the medium of instruction within the skilled courses are in English.

24
 Chapter III
Methodology

This chapter of research contains the methods available for the study to gather data that will

serve as an instrument for the researchers. Likewise, this chapter also contains strategies and

procedures in gathering sources for the needed information.

In addition, this part of the study focuses on the research design, methods of research, data

collection, respondents of the study and the description of the study.

Research Design
The researchers will use the qualitative research design. This research method will help the

researchers to gather data mostly in descriptive form such as their perspectives or opinion with

regards to their level of proficiency to subjects that are dealing with English language. In this

study, the researchers will use survey form and questionnaires, with the help of questionnaires,

researchers can determine the answers to their study which will lead to purposeful knowledge not

just to the researchers but as well to the students and teachers. This study was focused on assessing

the proficiency level of Grade 11 students in Pitogo High School S.Y. 2018-2019 and other

concerns that will help the students find the best way to improve their academic performances in

term of their proficiency level in Pitogo High School, the qualitative method of research is the

most appropriate method to be use.

The method was based on the phenomenological methodology, a research design which focuses

on studies that human being experienced on their daily lives or on a certain phenomenon. The

study will help determine students who have low proficiency level in their Senior year

specifically as a Grade 11 students which can also contribute on improving their academic

25
performances specially in those subjects that deals with English languages as their medium of

instruction.

Population and Sampling Technique

The researchers utilized simple random sampling technique to know proficiency level of

grade 11 students. A simple random sampling technique is unbiased providing each respondents

an equal chance to be chosen. Simple random sampling represented as the technique to know the

level of proficiency of each student that was chosen. The study included thirty (30) grade 11

students from different strands of Pitogo high school S.Y. 2018-2019. The researchers conducted

a survey where the respondents were the grade 11 students answered the given questionnaires. The

data gathered from the respondents was used to create a validated and accurate results that served

as a guide to know the Proficiency level grade 11 students.

Research Instrument

The researchers used survey questionnaire for data gathering. The questionnaire has two

parts: (1) determined the profile of the respondents in terms of age, gender and strand. (2)

determined the English proficiency level of the students. The first part of the English Proficiency

Test was composed of two sections of grammar tests, followed by vocabulary and lastly the

reading comprehension examination with a 10-minute time span to finish the examination.

Data Gathering

For the purpose of this research, the researchers created a letter of approval for the class

advisers and Senior High School Head of Pitogo High School to allow the group of researchers to

conduct the survey from his/her students and a letter addressing to the students that they are willing

to be the respondents of the study.

26
 After the survey, the researchers gave English proficiency test which includes two (2) sets

of grammar test, vocabulary, and reading comprehension. The responses and results were analyzed

by the researchers from the given survey and proficiency test. The interpretation of data would

allow the researchers to come up with another result as their conclusion connected to the study that

was conducted by the researchers.

27
 CHAPTER IV

Presentation, Analysis and Interpretation of Data

The purpose of this study is to the collected data, analyze and interpret the results to answer

the questions provided in the first chapter of the study. The researchers utilize a study that is in

qualitative form, thus the data that will be presented shall be in descriptive form. One of the

concerns of this study is to assess the level of proficiency of Grade 11 students in Pitogo High

School based on the result of the proficiency exam which tested the student’s grammar,

vocabulary, and reading comprehension skills that was given by the researchers.

Table 1: Result of Survey Questionnaire from the selected Grade 11

students in Pitogo Senior High School S.Y. 2018-2019

Questions Yes No Sometimes

Do you find English

language hard to

understand with None 16 Students 14 Students

regards to your

academic

performance?

Do you find it hard

coping up the 3 Students 27 Students

subjects that use

28
 English language as

their medium of

instruction?

Are you comfortable

with subjects that use 1 Student 29 Students

Filipino language?

Based on the results above, there is no student who find English language hard to understand

with regards to their academic performance, while there is 53.33% of students who does not find

English language hard to understand with regards to their academic performance and the remaining

46.66% belongs to the students who sometimes find the English language hard to understand with

regards to their academic performance.

On the second question, 10% of the students find it hard coping up with the subjects that

use English language as their medium of instruction and 90% of them does not find it hard coping

up with the subjects that use English language as their medium of instruction.

The result of the third question showed that 90% of the students are comfortable with

subjects that use Filipino language while the remaining 10% belong to students that are not

comfortable with subjects that use Filipino language.

Table 2: Evaluation of the English Skills of Grade 11 Students in Pitogo

Senior High School S.Y. 2018-2019

1- Fluent 2-Fairly Fluent 3-Moderately 4-With 5-Not at all

Difficult
I in speak
English 1 9 18 2 0

29
 I write in 5 12 11 1 0
English

I read English 10 15 5 0 0

I understand 6 19 4 1 0
English

The table 2 that is illustrated above is used to evaluate the English skills of our respondents which

are the Grade 11 students. The table consists of questions which the students answered properly. In the first

set of question, it showed that 3.3% of the student is fluent in speaking English while 30% of the students

are fairly fluent, 60% of the students are moderately fluent and lastly, 6.6% of the students answered that

they are having difficulties with speaking in English.

The second part of question is used to determine the student’s fluency in terms of writing. Results

showed that 16.66% of students are fluent in writing using English language followed by 40% of students

who are fairly fluent while 36.66% of students are said to be moderately fluent and lastly 6.66% of the

students are having difficulties in writing.

The third question is for the fluency of the student in terms of their reading skill. 33.33% of the

students are fluent in reading using English language followed by 50% of students who are fairly fluent

while 16.66% of students are moderately fluent.

The last question is for the fluency of the student in terms of their knowledge and how they

understand English language. 20% of students are fluent in understanding English language, 63.33% of the

students are fairly fluent followed by 13.33% of students who are moderately fluent and 3.33% of students

who are having difficulties in understanding and comprehending using English language.

30
 Table 3: The Result of Language proficiency test to the Grade 11 Students in
Pitogo High School S.Y 2018-2019

Student Grammar Vocabulary Reading Level of Proficiency

# Comprehension
#1 22-I 8-A 6-I 36-I
#2 14-B 6-I 6-I 26-B
#3 15-B 8-A 9-A 32-I
#4 18-I 8-A 9-A 35-I
#5 16-B 8-A 8-A 32-I
#6 24-A 7-I 9-A 40-A
#7 25-A 8-A 9-A 42-A
#8 26-A 9-A 10-A 45-A
#9 25-A 9-A 8-A 42-A
#10 25-A 8-A 9-A 42-A
#11 24-A 8-A 7-I 39-A
#12 19-I 5-I 8-A 32-I
#13 26-A 9-A 10-A 45-A
#14 25-A 9-A 10-A 44-A
#15 26-A 9-A 8-A 43-A
#16 26-A 8-A 9-A 43-A
#17 23-A 8-A 9-A 40-A
#18 24-A 10-A 10-A 44-A
#19 24-A 9-A 9-A 42-A
#20 21-I 9-A 7-I 37-I
#21 21-I 8-A 7-I 36-I
#22 17-I 4-B 4-B 25-B
#23 20-I 6-I 8-A 34-I
#24 23-A 8-A 5-I 36-I
#25 25-A 9-A 6-I 40-A
#26 22-I 9-A 9-A 40-A
#27 27-A 10-A 9-A 46-A
#28 23-A 6-I 8-A 37-I
#29 17-I 3-B 6-I 26-B
#30 27-A 9-A 10-A 46-A

A- Advanced Learner I- Intermediate Learner B- Beginner Learner

Note: -A,I,A - A, A , A - A, A, I - I, B, I A, A, I - I, B, I - I,B, B

B, A, A - I, A, A - B, I, I

31
 The table 3 shows the result of the proficiency test that was provided by the researchers. Each color

has a corresponding significance, the green color indicates that a student is an advanced learner or proficient

in English in terms of reading comprehension, grammar and vocabulary in addition, each shade of green

showed the different factors that can determine if a student is still an advanced learner. Majority of the

students are advance in grammar, vocabulary and reading comprehension that is why a student or an

individual can still be considered as an advanced learner.

Meanwhile, there are some students who are classified as an intermediate-learners (blue color) even

though they are advance in some components of proficiency test such as the grammar, vocabulary and

reading comprehension.

However, there are still students who are considered as a beginner learner (red color), the result

showed that the student’s score didn’t meet the quota score to be considered as an intermediate or advance

learner.

Pie Chart: The Results of Proficiency Level of the Grade 11

Students in Pitogo High School

Proficiency Level

Beginner
10%

Intermediate
33% Advanced
57%

Advanced Intermediate Beginner

32
 The pie chart shows that the highest percentage score of 56.66% achieved by the students belongs

to the advance level of proficiency followed by the intermediate learners with a percentage score of 33.33%

and lastly the percentage score of the beginner learners of 10%.

Table 4: Bracket Scores of Proficiency Level Test

Bracket Scores Proficiency Level No. Students

50 – 38 Advanced Learner 17
37 – 28 Intermediate Learner 10
27 – below Beginner Learner 3

Table 5: Bracket Scores of Proficiency Level Test in Grammar

Bracket Scores Proficiency Level No. Students

30 – 23 Advanced Learner 18
22 – 17 Intermediate Learner 9
16 – below Beginner Learner 3

33
 Table 6: Bracket Scores of Proficiency Level Test in Vocabulary

Bracket Scores Proficiency Level No. Students

10 – 8 Advanced Learner 23
7–5 Intermediate Learner 5
4 – below Beginner Learner 2

Table 7: Bracket Scores of Proficiency Level Test in Reading Comprehension

Bracket Scores Proficiency Level No. Students

10 – 8 Advanced Learner 21
7–5 Intermediate Learner 8
4 – below Beginner Learner 1

34
 Chapter V
Summary of Finding, Conclusions and Recommendations

This chapter presents the summary of findings from the data gathered by the researchers, the

conclusions and recommendations based on the data analyzed.

General Summary

The researchers aimed to assess the proficiency level of Grade 11 students in Pitogo High

School S.Y. 2018-2019.

The researchers used questionnaire and proficiency test to determine the result and create

conclusions and outputs that will contribute to the people and for the students of Pitogo.

With the used of simple random technique, the researchers were able to select 30 respondents

from STEM, ABM and HUMMS.

Summary of Findings

1. What is the primary language of the students? Does it affect the level of proficiency of

students?

Majority of the primary language or mother tongue of students is Filipino and base on our data, 90%

of Grade 11 students in Pitogo High School are comfortable with Filipino as their medium of

instruction. The results also showed that the mother tongue of a student doesn’t affect the proficiency

level of an individual. In fact, 56.66% of students are advanced learners or proficient in English.

2. Do you think that the proficiency level of the students is deteriorating specially in our

school?

No, the researchers found out that the proficiency level of students in Pitogo High School S.Y. 2018-

2019 are advanced learners with a percentage score of 56.66% followed by Intermediate learners of

35
 33.33% and a percentage of 10% for beginner learners. It is evident that the proficiency level of

students in Pitogo High School is proficient.

Conclusion:

As the researchers gathered the result, they have come up with the following conclusions:

 The students have different level of proficiency.

 The majority of the students who took up the proficiency test are labeled as advanced learner.

 Even though the mother tongue of the students is Filipino, they can still get a high proficiency

level.

 There are still Grade 11 students who are labeled as beginner in terms of the proficiency level.

 Students that was labeled as advanced, intermediate, or beginner still vary in their level of

proficiency in grammar, vocabulary and reading comprehension.

 Students with advanced proficiency level in grammar, vocabulary, and reading comprehension

was also labeled as advanced learner.

Recommendations:

Based on the findings of the study, these are recommended to the following people or group of people:

a. Students

-learn ways in which they could improve their proficiency level that could help them in their

studies.

b. Teachers

-adjust their teaching strategies that would cater the needs of the students based on their level of

proficiency.

36
 c . Pitogo High School

-provide activities and programs that would help the students improve their proficiency level

d. Future Researchers

-to conduct future studies that is in line with the study “Assesstment in the Proficiency Level
of Grade 11 Students in Pitogo High School S.Y 2018-2019”

37
 REFERENCES:

Xu, M. (n.d.). The impact of English-language proficiency on international graduate students'

perceived academic difficulty. Retrieved from
https://link.springer.com/article/10.1007/BF00992628

Loves, T., & Loves, T. (n.d.). Local studies/study-shows-filipino-college-studes-not-proficient-

english On the decline of English proficiency. Retrieved from
https://www.academia.edu/7010906/Local_studies_study-shows-filipino-college-studes-not-
proficient-_english_On_the_decline_of_English_proficiency
(n.d.). Retrieved February 8, 2019[, from
https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=6522&context=dissertations

(n.d.). Retrieved February 8, 2019, from

https://www.tandfonline.com/na101/home/literatum/publisher/tandf/journals/content/cdie20/199
6/cdie20.v017.i01/0158791960170113/20160302/0158791960170113.fp.png_v03

(n.d.). Retrieved February 8, 2019, from https://files.eric.ed.gov/fulltext/EJ1052835.pdf

(n.d.). Retrieved February 8, 2019, from

https://www.researchgate.net/publication/306480671_Impact_of_English_Proficiency_on_Acad
emic_Performance_of_International_Students
Olanipekun, S., Garuba, I., Mohammed, Y., & Ohiemi, A. (sept-oct 2014). Students’ English
Language Proficiency and Academic Performance in Vocational Education in College of
Education (Tech.),Lafiagi,Nigeria, 4(5), 63-66. Retrieved March 17, 2019, from
http://www.iosrjournals.org/iosr-jrme/papers/Vol-4 Issue-5/Version-1/K04516366.pdf
Wicks, R. (n.d.). Effects of english language proficiency on the academic performance of
international students: A USQ study. Effects of English Language Proficiency on the Academic
Performance of International Students: A USQ Study, 196. Retrieved March 17, 2019, from
https://www.tandfonline.com/na101/home/literatum/publisher/tandf/journals/content/cdie20/199
6/cdie20.v017.i01/0158791960170113/20160302/0158791960170113.fp.png_v03.
The Effects of English Language Ability on Approaches to Learning. (n.d.). Retrieved from
https://journals.sagepub.com/doi/abs/10.1177/003368829102200104

38
39
APPENDIX A

Graphs and Tables

40
 APPENDIX A
Graphs and Tables

CALP
Language Acquisition

( Cognitive Alternative Language

Proficiency)
Theory

BICS
(Basic Interpersonal Communication
Skills)

Fig.1: Diagram of Language Acquisition Theory

41
 Input Process Output
Demograp Formulate
Suggested
hic profile of questions teaching
the Permissio strategies to
respondents n to conduct teachers and
in terms of: study
survey techniques to
• Age Simple students to
• Gender increase
random proficiency
• Strand sampling level and
• language Tally and improve their
used at academic
Interpreta- performance
home inside the
tion of data.
- class.

Fig.2: Research Paradigm

42
Table 1: Result of Survey Questionnaire from the selected Grade 11 students in Pitogo Senior
High School S.Y. 2018-2019

Questions Yes No Sometimes

Do you find English

language hard to

understand with None 16 Students 14 Students

regards to your

academic

performance?

Do you find English

language hard to

understand with None 16 Students 14 Students

regards to your

academic

performance?

Do you find it hard

coping up the 3 Students 27 Students

43
subjects that use

English language as

their medium of

instruction?

Are you comfortable

with subjects that use 1 Student 29 Students

Filipino language?

Table 2: Evaluation of the English Skills of Grade 11 Students in Pitogo Senior High School S.Y.
2018-2019

2- Fluent 2-Fairly Fluent 3-Moderately 4-With 5-Not at all

Difficult

I speak in 1 9 18 2 0
English

I in write 5 12 11 1 0
English

I in read 10 15 5 0 0
English

I in understand 6 19 4 1 0
English

Table 3: Result of the Proficiency Exam given to the Grade 11 Students of Pitogo High School
S.Y. 2018-2019
Student Grammar Vocabulary Reading Level of Proficiency
# Comprehension

44
 #1 22-I 8-A 6-I 36-I
#2 14-B 6-I 6-I 26-B
#3 15-B 8-A 9-A 32-I
#4 18-I 8-A 9-A 35-I
#5 16-B 8-A 8-A 32-I
#6 24-A 7-I 9-A 40-A
#7 25-A 8-A 9-A 42-A
#8 26-A 9-A 10-A 45-A
#9 25-A 9-A 8-A 42-A
#10 25-A 8-A 9-A 42-A
#11 24-A 8-A 7-I 39-A
#12 19-I 5-I 8-A 32-I
#13 26-A 9-A 10-A 45-A
#14 25-A 9-A 10-A 44-A
#15 26-A 9-A 8-A 43-A
#16 26-A 8-A 9-A 43-A
#17 23-A 8-A 9-A 40-A
#18 24-A 10-A 10-A 44-A
#19 24-A 9-A 9-A 42-A
#20 21-I 9-A 7-I 37-I
#21 21-I 8-A 7-I 36-I
#22 17-I 4-B 4-B 25-B
#23 20-I 6-I 8-A 34-I
#24 23-A 8-A 5-I 36-I
#25 25-A 9-A 6-I 40-A
#26 22-I 9-A 9-A 40-A
#27 27-A 10-A 9-A 46-A
#28 23-A 6-I 8-A 37-I
#29 17-I 3-B 6-I 26-B
#30 27-A 9-A 10-A 46-A

45
 Pie Chart: The Result
Tableof
4: Proficiency Test
Bracket Scores of of studentsLevel
Proficiency in Pitogo
Test High School 2018-2019

Bracket Scores Proficiency Level No. Students

50 – 38 Advanced Learner 17
37 – 28 Intermediate Learner 10
27 – below Beginner Learner 3

Table 5: Bracket Scores of Proficiency Level Test in Grammar

Bracket Scores Proficiency Level No. Students

30 – 23 Advanced Learner 18
22 – 17 Intermediate Learner 9
16 – below Beginner Learner 3

Table 6: Bracket Scores of Proficiency Level Test in Vocabulary

Bracket Scores Proficiency Level No. Students who

10 – 8 Advanced Learner 23
7–5 Proficiency Level
Intermediate Learner 5
4 – below Beginner Learner 2
Beginner
10%

Table7: Bracket Scores of Proficiency Level Test in Reading Comprehension

Intermediate
Advanced
33%
Bracket Scores Proficiency Level
57% No. Students

10 – 8 Advanced Learner 21
7–5 Intermediate
Advanced LearnerBeginner
Intermediate 8
46
4 – below Beginner Learner 1
APPENDIX B

DOCUMENTATION

47
48
49
Proficiency Level Test conducted at Room 412 50
APPENDIX C

Letter to the Senior High

School Coordinator and
Advisers

51
 Pitogo High School
SENIOR HIGH SCHOOL
Negros St., Pitogo, Makati City
pitogoseniorhighschool@gmail.com
954.6993/882.0460

March 8, 2019

Jose Mari Fontanilla

11 STEM - Juan Salcedo Adviser
Pitogo Senior High School

Sir Jose Mari Fontanilla:

A pleasant day!

We are a group of researchers from PITOGO SENIOR HIGH SCHOOL. Our research is entitled

“Assessment of the Language Proficiency Level of Grade 11 Students in Pitogo High School S.Y.

2018-2019”. Regarding this research, we would like to ask permission from your good office to allow us

to conduct a survey with your advisory class on March 8, 2019 Friday at 1:30 p.m in the afternoon.

The researchers would highly appreciate your kind consideration regarding this matter. God Bless!

Respectfully yours,
Group 3 Researchers

Noted by:
Mrs. Rowena Bunagan
Practical Research I
TeacherMrs. Letecia B. Beronio
Senior High School Coordinator

52
APPENDIX D

Survey Questionnaire and

Proficiency Level Test

53
 Pitogo High School
SENIOR HIGH SCHOOL
Negros St., Pitogo, Makati City
pitogoseniorhighschool@gmail.com
954.6993/882.0460

Dear Students,

We are the researchers from Grade 11 STEM – Alfredo Santos that are conducting a research

entitled “Determining the Proficiency Level of Grade 11 Students in Pitogo High School S.Y. 2018 –

2019”. We are asking for you to read carefully and to answer the questions truthfully. We assure that all

the all the answers would be confidential only to us, researchers. Your answers and responses would

greatly help our research.

Thank you for your cooperation!

Respectfully yours,

Researchers

Directions: Answer the following questions honestly. Check the box beside your answer.

Name (optional): ___________________

Strand: ___________________________

54
1. Do you find English language hard to understand?

 Yes No

2. What is your mother tongue?

 English

 Tagalog

 Ethnic languages

3. Does any member of your family have different mother tongue from you?

 If yes, please indicate the language used.

4. Do you find it hard coping up the subjects that use English language as their medium of
instruction?
Yes No

5. Are you comfortable with subjects that use Filipino language?

Yes No

6. Do you struggle in speaking English?

If yes, ratethe struggle as 5 being the highest. No

9. How do you evaluate your skills in English according to the options below?
Please answer all the questions from a-d.
1- Fluent 2 – Fairly Fluent 3 – Moderately 4 – With difficult 5 - Not at all

a) I speak English

b) I write English

c) I read English

d) I understand English

10. Do your subject teachers use Filipino as their medium of instruction in subjects that are
supposed to use English language?

55
 Yes No

English Proficiency Test: Grammar I

Instruction: Encircle the letter of the correct answer.
Name: Date:
Section:
1. Juan___________ in the library this morning
a. is study
b. studying
c. is studying
d. are studying
2. Alicia, __________ the windows please. It's too hot in here.
a. opens
b. open
c. opened
d. will opened
3. The movie was __________ the book.

a. as
b. as good
c. good as
d. as good as
4. Eli's hobbies include jogging, swimming, and __________.
a. to climb mountains
b. climb mountains
c. to climb
d. climbing mountains
5. Mr. Hawkins requests that someone _________ the data by fax immediately.
a. sent
b. sends
c. send
d. to send
6. Who is ____________, Marina or Sachiko?
a. tallest
b. tall
c. taller
d. the tallest
7. The concert will begin ________ fifteen minutes.
a. in
b. on
c. with
d. about

56
 8. I have only a ________ Christmas cards left to write.
a. few
b. fewer
c. less
d. little

9. Each of the Olympic athletes ____________ for months, even years.

a. have been training
b. were training
c. has been training
d. been training
10. Maria __________ never late for work.
a. am
b. are
c. were
d. is
11. The company will upgrade _________ computer information systems next month.
a. there
b. their
c. it’s
d. its
12. Cheryl likes apples, _________ she does not like oranges.
a. so
b. for
c. but
d. or
13. You were ____________ the New York office before 2 p.m.
a. suppose call
b. supposed to call
c. supposed calling
d. supposed call
14. When I graduate from college next June, I _____________ a student here for five years.
a. will have been
b. have been
c. has been
d. will have
15. Ms. Guth _________ rather not invest that money in the stock market
a. has to
b. could
c. would
d. must

57
English Proficiency Test: Grammar II

Name: Date:
Section:

Instructions: Choose the word or phrase that makes the sentence incorrect.

1. The majority to the news is about violence or scandal.

a. The
b. to
c. news
d. violence
2. Takeshi swimmed one hundred laps in the pool yesterday.
a. swimmed
b. hundred
c. in
d. yesterday
3. When our vacation, we plan to spend three days scuba diving.
a. When
b. plan
c. days
d. diving
4. Mr. Feinauer does not take critical of his work very well.
a. does
b. critical
c. his
d. well
5. Yvette and Rinaldo send e-mail messages to other often.
a. and
b. send
c. other
d. often
6. Mr. Olsen is telephoning a American Red Cross for help.
a. is
b. a
c. Red
d. for
7. I had a enjoyable time at the party last night.
a. a
b. time
c. at
d. last
8. The doctor him visited the patient's parents.
a. The
b. him
c. visited
d. patient's
9. Petra intends to starting her own software business in a few years.
a. intends

58
 b. starting
c. software
d few
10. Each day after school, Jerome run five miles.
a. Each
b. after
c. run
d. miles
11. He goes never to the company softball games.
a. never
b. the
c. softball
d. games
12.Do you know the student who books were stolen?
a. Do
b. know
c. who
d. were
13. Jean-Pierre will spend his vacation either in Singapore nor the Bahamas.
a. will
b. his
c. nor
d. Bahamas
14. I told the salesman that I was not interesting in buying the latest model.
a. told
b. that
c. interesting
d.buying
15. Frederick used work for a multinational corporation when he lived in Malaysia.
a. used work
b. multinational
c. when
d. lived in

59
English Proficiency Test: Vocabulary
Name: Date:
Section:
Instruction: Choose the appropriate word for each sentence.
1.The rate of _________ has been fluctuating wildly this week.
a. money
b. bills
c. coins
d. exchange

2. The bus _________ arrives late during bad weather.

a. every week
b. later
c. yesterday
d. always
3. Do you __________ where the nearest grocery store is?
a. know
b. no
c. now
d. not
4. Jerry Seinfeld, the popular American comedian, has his audiences _________.
a. putting too many irons in the fire
b. keeping their noses out of someone's business
c. rolling in the aisles
d. going to bat for someone

5. The chairperson will __________ members to the subcommittee.

a. appoint
b. disappoint
c. appointment
d. disappointed
6. The critics had to admit that the ballet ____________ was superb.
a. procrastinate
b. performance
c. pathology
d. psychosomatic
7. Peter says he can't _________ our invitation to dinner tonight.
a. angel
b. across
c. accept
d. almost

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8. We were ________ friends in that strange but magical country.
a. upon
b. among
c. toward
d. in addition to
9. The hurricane caused __________ damage to the city.
a. extend
b. extended
c. extensive
d. extension
10 .Many cultures have special ceremonies to celebrate a person's _______ of passage into adulthood.
a. right
b. rite
c. writ
d. write

61
English Proficiency Test: Reading Comprehension Time Start:
Instruction: Choose the letter of the correct answer. Time End:
Name: Date:
Section:
Directions to Erik's house
Leave Interstate 25 at exit 7S. Follow that road (Elm Street) for two miles. After one mile, you will pass a
small shopping center on your left. At the next set of traffic lights, turn right onto Maple Drive. Erik's
house is the third house on your left. It's number 33, and it's white with green trim.
1. What is Erik's address?
a. Interstate 25
b. 2 Elm Street
c. 13 Erika Street
d. 33 Maple Drive
2. Which is closest to Erik's house?
a. the traffic lights
b. the shopping center
c. exit 7S
d. a greenhouse

Date: May 16, 1998

To: Megan Fallerman
From: Steven Roberts
Subject: Staff Meeting
Please be prepared to give your presentation on the monthly sales figures at our upcoming staff meeting.
In addition to the accurate accounting of expenditures for the monthly sales, be ready to discuss possible
reasons for fluctuations as well as possible trends in future customer spending. Thank you.
3. The main focus of the presentation will be ____________.
a. monthly expenditures
b. monthly salary figures
c. monthly sales figures
d. staff meeting presentations
4. Who will give the presentation?
a. the company president
b. Megan Fallerman
c. Steven Roberts
d. future customers

The B&B Tour

62
Spend ten romantic days enjoying the lush countryside of southern England. The counties of Devon,
Dorset, Hampshire, and Essex invite you to enjoy their castles and coastline, their charming bed and
breakfast inns, their museums and their cathedrals. Spend lazy days watching the clouds drift by or spend
active days hiking the glorious hills. These fields were home to Thomas Hardy, and the ports launched
ships that shaped world history. Bed and breakfasts abound, ranging from quiet farmhouses to lofty
castles. Our tour begins August 15. Call or fax us today for more information 1-800-222-XXXX.
Enrollment is limited, so please call soon.
5. Which of the following counties is not included in the tour?
a. Devon
b. Cornwall
c. Essex
d. Hampshire
6. How many people can go on this tour?
a. 10
b. an unlimited number
c. 2-8
d. a limited number
7. What can we infer about this area of southern England?
a. The region has lots of vegetation.
b. The coast often has harsh weather.
c. The sun is hot and the air is dry.
d. The land is flat.

Anna Szewcyzk, perhaps the most popular broadcaster in the news media today, won the 1998
Broadcasting Award. She got her start in journalism as an editor at the Hollsville County Times in
Missouri. When the newspaper went out of business, a colleague persuaded her to enter the field of
broadcasting. She moved to Oregon to begin a master's degree in broadcast journalism at Atlas
University. Following graduation, she was able to begin her career as a local newscaster with WPSU-TV
in Seattle, Washington, and rapidly advanced to national television. Noted for her quick wit and trenchant
commentary, her name has since become synonymous with Good Day, America! Accepting the award at
the National Convention of Broadcast Journalism held in Chicago, Ms. Szewcyzk remarked, "I am so
honored by this award that I'm at a total loss for words!" Who would ever have believed it?
8. What is the purpose of this announcement?
a. to invite people to the National Convention of Broadcast Journalism
b. to encourage college students to study broadcasting
c. to recognize Ms. Szewcyzk's accomplishments
d. to advertise a job opening at the Hollsville County Times
9. The expression "to become synonymous with" means
a. to be the same as.
b. to be the opposite of.
c. to be in sympathy with.
d. to be discharged from.
10. What was Ms. Szewczyk's first job in journalism?
a. She was a T.V. announcer in Washington.

63
 b. She was a newscaster in Oregon.
c. She was an editor for a newspaper in Missouri.
d. She was a talk show host in Chicago.

Ano ang pananaw mo sa pagkakaroon ng maraming gawain na pinapagawa sa school? 2. Para sayo
nakakasama ba ito (Overloaded activities) o hinde? 3. May positibo ba tong epekto sayo? 4.
Nakakaranas ka ba ng slight depresyon o anxiety pag nagkakaroon ka ng tambak na gawain? 5.
Nasasagasaan ba yung mga bagay na gagawin mo pa, kung magkakaroon ka ng overload na mga
aktibidad sa paaralan.

5. Nasasagasaan ba yung mga bagay na gagawin mo pa, kung magkakaroon ka ng overload na mga
aktibidad sa paaralan. 6. Ano ang pinakanasasayang sa’yo pag natatambakan ka ng gawain sa
school? 7. Naisipan mo na bang tumigil sa pag-aaral dahil sa academic workload? 8. Anong mas
naapektuhan sa’yo paglabis-labis ang gawain sa paaralan? Pumili ng isa (emosyon, mental, o pisikal)
9. Ano ang mas napaglalaanan mo ng oras pag-aaral o pamilya? 10. Gaano ka kasaya pag
nabawasan na ang time allotment sa mga school activities? (Rate 1-10)

64