The Good Samaritan Colleges

Graduate School
READING COMPREHENSION BASIS FOR A PROPOSED STRATEGY IN ENGLISH
III AT BARANGAY MILITAR HIGH SCHOOL, BARANGAY
MILITAR ,NUEVA ECIJA

A Thesis
Presented to
The Faculty of the Graduate School
The Good Samaritan colleges

In Partial Fulfillment of the Requirements

For the Degree
MASTER OF ARTS IN EDUCATION

Presented by:
PATRICIA Z. AZUR

October 2010

Chapter I
THE PROBLEM AND ITS SETTING

INTRODUCTION:
Language is all around you. Everywhere you go you find language; shop names, street
names, advertisements, notices on buses and trains. Even if ours is not an English speaking
country, there are often a lot of English words you can see when in the street, especially in big
cities. Language is a blessing to mankind, without it the world will be uncivilized, people use
Language for many purposes but it was primarily used in communication. Just simply imagine
the world specially the people without using the language; people will communicate only
through the use of sign language. It may be weird and inappropriate. People cannot understand
what others want to say, come to think of it and you will realize how the world will be without
the language. Nevertheless, do not bother by the scenario. Because we have our own languageoral and written that makes us advance in all aspects of life.
Language plays are very important role in the thrust of the present life. These should be
given greater emphasis especially if the language used as medium of instruction is not the native
language. The question is, do we really need to use English Language? This question is not a big
deal at all for most of us; because we wanted to be IN we tend to speak the English Language.
From sleeping uncivilized Philippines we now have a common adage BE GLOBALLY
COMPETITIVE.
English language then as a medium of instruction has a great impact to one who uses it and
the one who hears it. The question it how come that it will be an edge if in using the language, as
a learner communicating with others using English finds it hard to adjust in school using English

as a medium instruction? How it reading comprehensions of learners affects the proposed

strategy of teachers in English III with regards to his writing, reading, speaking, and listening
skills.
This study focus on the Reading comprehensions Basis for the Teachers Proposed
Strategy in English III
Statement of the Problem
This study aims to know the Reading comprehensions Basis for a Proposed strategy in
English III in Barangay Militar High School, Barangay Militar, Nueva Ecija
Specifically, this study seeks to answer the following questions:
1.) How may the profile of the students be described in terms of the following.
a. age
b. sex
2.) What are the different competencies/skills in reading comprehensions

that are

developed in using English language?

3.) What are the significance of reading comprehensions among third year high school
students in Brgy. Militar High School as the basis for a proposed strategy in teaching
English III?
Significance of the Study
The findings of the study focuses into Reading comprehension Basis for a Proposed
strategy in English III it is going to be basis or not with regards to the students competencies ,
in speaking, listening, reading and writing. Information to be gathered will provide as widen the
educators effective response to be the basis for a proposed strategy in English III It tries to
determine if necessary changes with regards to the instruction needs to be promoted.

Furthermore, teachers and educators become aware of the difficulties that their students
experience in conveying their means, thoughts and ideas in using English language as the
medium of instruction.
Scope and delimitation of the Study
This study will objectively confirm with the presentation and the identification of the
reading comprehension among third year high school students Basis for a Proposed strategy in
English III .
A total number of 56 third year high school students from the Barangay Militar High
School will be used in this study which will be conducted at the same school.
For the month of October to November 2010 the researcher will administer personally
the questionnaire to the randomly chosen as the sample of the present study.
DEFINITION OF TERMS
For the purpose of the future readers more comprehensive understanding of the study that
is being conducted the researchers defined the following:
COMPETENCY- is the state or quality of being adequately or well qualified, having the ability
to perform a specific role .It encompasses a combination of knowledge, skills and behavior
utilized to improve performance.
LISTENING-is the absorption of the meaning of the words and sentences by the brain.
Listening leads to the understanding of facts and ideas.
SPEAKING-to utter words; to talk; to converse with; to be suggestive as something; to produce
characteristic sound.
READING- is a multifaceted process involving word recognition, comprehension, fluency, and
motivation.

WRITING- is the representation of language in a textual medium through the use of a set of
signs or symbols known as writing system.
MEDIUM OF INSTRUCTION- is the language used in teaching. It may or may not be the
official language of tertiary. In Philippines English is the medium of instruction.
Strategy

of Teaching- a guidelines used by the teachers in teaching by which sufficient

numbers of specific examples are presented to the learner to enable him to arrive at a definite
rule of principles.
Education- the systematic development and cultivations of the natural powers, by inculcation,
instruction and training in an institution of learning, the knowledge and skills resulting from such
instruction and training.
Teacher- a person employed in an official capacity for the purpose of guiding and directing the
learning experiences of students in an educational institution.
Strategies- the science of planning and directing large scale of students, skills in managing and
planning especially in ways of teaching students.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies, including the historical
background of English Language, history of foreign language education and methods of teaching
foreign languages.
Figure 1
.
INPUT
A. Profile of the students
Age
Sex
Year Level

B. Classroom Activities

Written Activities

Listening Activities

Speaking Activities

Paradigm of the Study

PROCESS

OUTPUT

B1. Composition Writing

B2. Essay Writing
B3.Speech Laboratory
Activities
Listening to
passages
Comprehension of
what is heard
B4. Recitation
Reporting
Public Speaking
B5. Literary Analysis

Reading comprehensions of
Third year high school
students

Theoretical framework
English is a universal language that is why we ought to learn to promote and implement it
properly in our country. A students should learn to be bilingual in Pilipino and American.
Competencies in a second language is very important for it boosts are self confidence and it
wideness our understanding in the English Language, listening, speaking, reading and writing
must be given importance in order for

all of us to communicate globallyDeciding which

teaching methods to use, given the wide assortment available, is not easy. Which method is the
best for teaching a certain body of information or learning process? Weston and Cranton (1986)
believe that the selection of teaching methods and strategies is one of the most complex part of
teaching, yet it receives the least attention in instructional planning. It may receive little attention
because educators, unless taught otherwise, assume that the way they were taught is the best way
to do it. They select strategies with which they are familiar and comfortable, without much
thought as to whether those strategies are the most appropriate way to teach the material. For
educators who are aware of the many teaching methods available to them, and who wonder
which is the best, there are several factors they should consider.
First, the selection of method depends on the objectives and type of learning you are
trying to achieve. If you want to present facts and rules, a lectures with handouts or a computer
tutorial may be appropriate. If you want to mold attitudes, case studies, discussion or roleplaying may work the best. If your goal is to motivate the learners, gaming would be a good
choice. If you want to encourage creativity and problem- solving skills, you best approach might
be problem- based learning or individual projects.

Foreign Literature

Different teaching strategies yield different outcomes; you have to clear about your goals
for learning if you are to choose an appropriate method.
Course content also dictates methodology to some extent. A class on isolation technique
may be effectively taught by demonstration, computer simulation, or hands- on practice, but
would be poorly taught by means of Socratic questioning. The ethical aspects of euthanasia could
be handle nicely with a discussion or with audiovisuals, but would not be taught as effectively by
a computer tutorial. Because teaching is a practice discipline, a lot of the learning should be
active learning; that is, the learner should be an active participant in the learning process. The
teaching methods selected should therefore emphasize student activity: discussion, case studies,
and simulations, role- playing, cooperative learning, computer use, and so on. Overdependence
on lecture is indefensible in teaching material for a practice profession.
Choice of teaching strategy also depends on the abilities and interest of the teacher as
well as the ability of the students to learn . As you being to use various methods, you will find
that you feel comfortable with some and not others. Every educators should capitalize on
personal strengths and use those methods that are compatible with his or her personality and
teaching style. At the same time, the teacher should keep an open mind about new methodologies
and have the courage and persevere with new techniques.
Compatibility and teaching methods is important, but so is compatibility between learners
and teaching methods. You have to know the capabilities and background knowledge level of
your students. You might choose different strategies, for example, for a group of people in a
new parents class who have less than high school education compared to those who have a
college education. Or educational background may not be as important as life experience they
have had. Different groups of learners may have also different motivation levels that might

influence the methods you choose. Consideration should be given to the student learning styles
that were discussed. Using a variety of teaching strategies in one class or course can help to meet
varied learning styles.
Another factor that influences the selection of teaching methods is the number of people
in the class. Teaching individuals can be done best through modules, computer programs, or
handouts with explanations. With small groups, discussions, role- playing or cooperative learning
can be effective. Large groups lend themselves to lectures, audiovisuals, and may be case
studies.
Finally, an educators instructional options are limited to the resources of the institution.
Classroom size, furniture, lighting, availability of technology, and availability of other
instructional equipment and supplies all determine which strategies may be used.
A great deal of research has been conducted in which comparisons are made about the
effectiveness of two teaching methods. The findings depends on the outcome criterion used in
the various studies. When the outcome is the acquisition of knowledge, performance is about the
same for all methods (gage, 1976; Weston and Cranton, 1986). When the outcome being
measured is problem- solving ability, time save in learning, or transfer of learning abilities, some
methods prove to be better than others, as will be seen or subsequent chapters. So, it would be
inappropriate to claim that any one method is superior to another without asking, Superior in
which regard?
Most methodology research has compared some newer methods to traditional
methods such as the lecture method. Comparing gaming to lectures is an example. But the very
fact that a new or experimental is being used can compound the study results. The educator who
are teaching the new method mat have a sense of excitement about it that is conveyed to

students. Students who know they are part of the study may respond differently, causing the
Hawtborne effect (i.e., acting differently just because you know are part of the study).
Another extraneous that can affect the research outcomes is the fact that it is often the
same teacher who uses both teaching methods. That is, the instructor using gaming with the
experimental group may be the same person lecturing to the control group. The problem in this
case is that the personality, style, and approach of the teacher can play a significant role in the
success of the particular teaching method. Some personality styles work well with some methods
but no others. Therefore, as with any research, the results must be weighted carefully in light of
the design and procedures. Full confidence should be placed only in the results that have been
replicated and confirmed.
Educators should use their knowledge of cultural diversity to adapt teaching strategies for
multicultural groups.
Several address the concept of learning style in respect to teaching multicultural learners.
Learning style has been defined as Characteristic cognitive, affective, and physiological
behaviors that serve as relatively stable indicators of how learners perceive, interact with, and
respond to the learning environment (Keane, 2003, p.215). Generally, it is agreed that learning
styles do not imply intelligence but rather a way by which individuals process stimuli (Even, as
cited in Pacquiao, 2006).
In an early study, Messick (2006) reported that research does not support definitive links
between learning style and race, culture, and gender, yet there are consistent findings that suggest
a correlation exists. Ethnic groups, independent of socioeconomic differences, demonstrate
characteristic patterns of abilities that are different from one another. Lesser (2006) reported that
students of similar ethnic background have similar patterns of mental capabilities that

significantly differ from other cultural groups. Pacquiao (2006) reported that education faculty
working with a sample of ethnic minority students had concerns that these learners preferred rote
learning and memorization. The faculty reported that students cognitive style was concrete and
visual. These learning patterns are attribute to past learning experiences in the family and in
schools.
Keane (2003) noted that correct identification of students learning preferences and
instructional methods appropriate to their learning preferences positively affected their academic
achievement. In additional, helping students to achieve understanding of their own learning style
and how they learn assisted them in their ability to process information.
Sullivan (2003) noted that although some people may learn without using their learning
style preferences, many students achieve significantly better when they capitalize on their
preferences. No single instructional method works for all students. Some teaching approaches
may helps students perform well, while other teaching only marginally, and others may
contribute to poor performance (Dunn & Griggs, 2005).
Based on the research literature identified by Dunn and Griggs (2005, pp.41-67), and
Yurkovich (2001), the following are findings of learning style characteristics of major cultural
groups.
Native Americans

Use imagery, symbolism, mediation, and relaxation.

Use reflective learning, taking time before responding; being quite in a group setting.

Respond to learning by using advance organizers, making connection between the

content and real life problems.

Prefer activities that create cooperation rather than competition.

Prefer listening, observing, and doing.

Hispanics

Hispanics are a highly diverse group and include very distinct subcultures that differ
significantly as to customs, values, and education orientation.

First generation Hispanic students usually communicate more freely in Spanish.

Prefer formal settings, conformity (especially for generation), peer- oriented learning
(dependent on socioeconomic status and geographic region), kinesthetic instructional
resources, and a high degree of structure.

African Americans

Tendency to prefer global learning.

Prefer bright light warm temperatures and informal design while learning.

Require collegial support and presence of authority while learning.

Visual kinesthetic learners who reject the auditory modality.

Asian Americans

Environmental preferences for formal design.

Emotional requirements for a high degree of structure.

Some are strongly visual but a majority appear to prefer kinesthetic and tactual.

Analytic field independent cognitive style.

Teaching/ Learning Process

The teaching/ learning process begins with assessment. Assessment provides the PE
educator with information about the knowledge and skills needed as well as the learners
characteristics within the context of ethnic and cultural considerations. An understanding of the

learners verbal and nonverbal cues, language, level of understanding, and preferred learning
styles are important assessment information in this phase.
The second step is developing of a teaching plan. The teaching plan is a carefully
organized written presentation of what the learner needs to learn and how the PE educator is to
provide the teaching. The teaching plan needs to include culturally relevant skills for the learner.
The learning goals can be negotiated with the learner in the educational and clinical settings. A
culturally congruent teaching strategies plan should include visual, auditory, and psychomotor
strategies or a combination of two or more strategies, as well as appropriate reading levels for the
learner. The focus of every lesson or class session should include multiple strategies when
teaching multicultural learners. The PE educator can select from a variety of multimedia formats,
presentations, group work, and assigned readings, as well as access activities through the
Internet.
Following assessment and planning comes implementation and application of the
teaching plan. The implementation should consider the learners previous understanding,
knowledge and readiness in the learning situation.
Other teaching approaches have been found to be effective with culturally and ethnically
diverse learners:

Negotiation of learning goals (mentioned previously)

Providing for immediate application and learning to help reinforce newly learned content.

Creating opportunities for learners to test their own ideas, take risk, and be creative.
These activities enhance self- esteem.

Cross- Cultural Issues in Computer- Based Learning

Morgan (2000),cross- cultural considerations can be a major influence in the

successful understanding of educational concepts . Therefore, interactive computer/ learning
designers need to address cross- cultural considerations in software development. English
educators in designing or using computers as a teaching/ learning strategy should considered the
importance of using symbols and methods that users can recognize from their own cultural
background and experience.
Educational programs should consider developing a committee or panel to review
instructional modules, including interactive simulations, for culturally appropriate materials.
Ideally, the composition of the committee should include members from diverse cultural
background.

English medium education has long been associated with the expansion of English from
its homeland in England and the lowlands of Scotland and its spread to the rest of Great Britain
and Ireland. The influence of the British Empire is the primary reason for the languages initial
spread for beyond the United Kingdom. Following World War II, the increased economic and
cultural influence of the United States led to the English permeating many other cultures, chiefly
through the development of telecommunications technology.
There are many methods of teaching languages. Some have had their heyday and have
fallen into relative obscurity; others are widely used now; still others have a small following, but
contribute insights that may be absorbed into the generally accepted mix. While sometimes
confused, the terms approaches, method and techniques are hierarchical concepts. An
approach is a set of correlative assumptions about the nature of language teaching and learning,
but does not involve procedure or provide any details about how assumptions should translate

into the classroom setting. There are three principal views at this level: a structural view treats
language a system of structurally related elements to code meaning (e.g. grammar). A functional
view sees language as a vehicle to express or accomplish a certain function such as requesting
something. The international view sees language as a vehicle for the creation and maintenance of
social relations, focusing on patterns of moves, acts, negotiation and interaction found in
conversational exchanges. This view has been fairly dominant since the 1980s.
A method is a plan for presenting the language material to be learned and should be based
upon a selected approach. In order for an approach to be translated into method, an instructional
system must be designed considering the objectives of the teaching/learning, how the context is
to be selected and organized, the types of tasks to be performed, the role of students and the roles
of teachers. A technique is a very specific, concrete stratagem or trick designed to accomplish an
immediate objective. Such are derived from the controlling method, and less directly, with the
approach.
According to Giles and Coupland (2001) that language is socially diagnostic is
manifest in everyday conversations. How many times have we come across a different accent
or pronunciations of an individual sound without adopting a critical stance or making guesses as
to the speakers non linguistic characteristics, such as status, education, class or even
intelligence? In fact, the slightest nuance in pronunciation, not to mention stylistic discrepancies
can as often as not have evaluative repercussions for its utterer. (Ibid p.32).
Husper (1986:158,cited in Giles and Coupland, 2001: 32) contends that, if someone says,
I went jogging this morning instead of I went jogging this morning, chances are that in the
first case he will be perceived as being of lower rank than in the second case.

As Giles and Clair note, language is not a homogenous, static system. It is multichanneled, multi-variable and capable of vast modifications from context to context by the
speaker, slight differences of which are often detected by listeners and afforded social
significance. Given the fact that even the most trivial aspects of speech and pronunciation can
take on crucial importance, it stands to reason that individuals, consciously or unconsciously,
should among other things, seek or eschew identification with others through language. It is in
this light that accommodation theory has become an important, albeit controversial and besetting,
issue in sociolinguistics and social psychology.
The greatest significance of English as language to Filipino students lies in that, in the
words of Dr. B. Sibayan, it is an intellectualized language. An intellectualized language is one
which makes the worlds knowledge available and accessible. To get a good education in the
Philippines at the present time one has to know English well. The Filipino has to admit that one
cannot get an education through Pilipino alone because Pilipino is not an intellectualized
language. Physics, Chemistry, Astronomy, Biology, Mathematics, Philosophy, Law, Medicine,
all the highest knowledge of man is available in the intellectual language such as English,
German, and French. Unfortunately Pilipino still has to be intellectualized.
The four competencies and their brief discussion were as fallows:
First, reading; it is a communication skill; the sole purpose is to glean meaning from text.
It is a highly interactive ability not just the concept being communicated by the author and
those held by the world and the language elements.
Goodman (2007; cited in Paraan,2006) presented reading as a psycholinguist guessing
game, a process in which readers sample the text, make hypothesis, confirm or reject them, make
new hypotheses, and so forth. Here, the reader rather than the text is at the heart of the reading

process. The schematas theory of reading also fits within the cognitive based view of reading.
Rumelhart (2007) has described schemata as building blocks of cognition which are used in
the process of interpreting sensory data I retrieving information from memory, in organizing
goals and sub goals, in allocating resources, as in guiding the flow of the processing system.
Rumelhart (2007) has also stated that if our schemate are incomplete and do not provide an
understanding of the incoming data from the text we will have problems processing and
understanding the text.
According to Nunan (2001), reading in this view is basically a matter of decoding a series
of written symbols into their aural equivalents in the guest for making sense of the text. He
referred to this process as the bottom-up view of reading. Mc Carthy (2001) has called this
view outside-in processing, referring to the idea that meaning exists in the printed page and is
interpreted by the teacher then takes in.
The metacognitive view according to Block says that: there is no more debate on
weather reading is a bottom-up, language based process or a top-down, knowledge-based
process. It is also no more problematic to accept the influence of background knowledge both L1
and L2 readers.
The importance of reading to children plays out in a myriad of developmental, emotional,
and learning issues from bonding and security to learning to read to future success. The
importance of reading cannot be over emphasized. On an average day, you read everything from
manuals and letters to bank statements and produce labels. You read to help up with views and to
pursue an interest. For relaxation, you pick up a novel or a magazine.
It is a well-known fact that when there were no televisions or computers, reading was a
primary leisure activity. People would spend hours reading books and travel to leads far-away in

their minds. The only tragedy is that, with time, people have lost their skill and passion to read.
There are many other exciting and thrilling options available, aside from books, and that is a
shame because reading offers a productive approach to improving vocabulary and word power. It
is advisable to indulge in at least half an hour of reading a day to keep abreast of the various
styles of writing and new vocabulary.
It is observed that children and teenagers who love reading have comparatively higher
IQs. They are more creative and do better in school and college. It is recommended that parents
to inculcate the importance of reading to their children in the early years. Reading is said to
significantly help in developing vocabulary, and reading aloud helps to build a strong emotional
bond between parents and children. The children who start reading from an early age are
observed to have good language skills and they grasp the variance in phonics much better.
Reading helps in mental development and is known to stimulate the muscles of the eyes.
Reading is an activity that involves greater levels of concentration and adds to the conversational
skills of the reader. It is an indulgence that enhances the knowledge acquired, consistently. The
habit of reading also helps readers to decipher new words and phrases that they come across in
everyday conversations. The habit can become a healthy addiction and adds to the information
available on various topics. It helps us to stay-in-touch with contemporary writers as well as
those from the days of yours and makes us sensitive to global issues.
Secondly writing, Harder defined writing as the expression of language in the form of
letters, symbols or words. The primary purpose of writing is communication. People have used
many tools for writing including paint, pencils, pens, typewriters and computers. The writing can
be formed on the wall of a cave, a piece of paper, or a computer screen. The writing process
includes prewriting, composing, revising, editing and publishing. There are many kinds of

writing such as expository, narrative, descriptive, imaginative and persuasive. Literature is a type
of writing that includes poetry, novels plays and short stories. Regardless of the language,
writing has many rules including grammar, spelling and punctuation. People use many tools to
assists in their writing such as dictionaries and thesaurus.
In 2003, Devine, Railey, and Bosnoff undertook a study that attempted to provide
information on the role of metacognition in second language writing by investigating cognitive
models in both second language and first language basic writers and assessing the effects of these
models on writing performance. While extensive research had previously been done on the role
of metacognition in first and second language reading performance (see respectively, Baker and
Brown (2004) and Devine (2003) for a review of first and second language research),
corresponding research in writing had been sorely lacking (Devine 2003). Thus the Devine et al.
The results of the Devine et el. (2003) study suggested a potential link between students
metacognitive models and their actual writing performance. This potential link between
metacognition and writing performance ha particularly important implications for ESL writing
instruction. Developing English language writing performance competence presents a major
challenge to ESL students, and meeting this challenge is critical to the academic progress of
these students. This is because falling short of prescribed levels of writing proficiency may
exclude ESL students from acceptance into the mainstream curriculum and thus preclude them
from earning a college degree (Kasper, 2007).
What makes writing so important? Writing is the primary basis upon which your work,
your learning, and your intellect will be judged-in college, in the workplace, and in the
community. Writing expresses who you are as a person. Writing is a portable and permanent. It
makes your thinking visible. Helps you move easily among facts, inferences and opinions

without getting confused-and without confusing your reader. It promotes your ability to pose
worthwhile questions, fosters your ability to explain a complex position to readers, and to
yourself. Helps others give you feedback. Helps you refine your ideas when you give others
feedback. It requires that you anticipate your readers needs. Your ability to do so demonstrates
your intellectual flexibility and maturity. An ideal down preserves them so that you can reflect
upon tem later. Writing out your ideas permits you to evaluate the adequacy of your argument. It
stimulates you to extend a line of thought beyond your first impressions or gut responses. Helps
you understand how truth is established in a given discipline. It equips you with the
communication and thinking skills you need to participate effectively in democracy. It is an
essential job skill.
Next is listening as theorized in Andersons (1983, 1995) associative stage of skills
acquisition, errors or obstacles become an important index of the learning process. However,
learning obstacles have not been widely researched in the field of language learning strategies.
This study explores the difficulties or barriers confronted of the EFL (English as a Foreign
Language) learners while acquiring listening comprehension strategies during a training
program. The findings indicate that the obstacles confronted by the learners are multifaceted.
Each facet carries a probable risk of comprehension failure. Learning barriers are associated with
the internal factors of learners such as their affective statuses, listening habits, information
processing capacities, English proficiencies, and their belief about listening activities. Other
barriers concerned the nature of listening strategies and the listening materials used.
Underwood (2009) sees these listening problems a being related to learners different
backgrounds, such as their culture and education. She points out that students whose culture and
education includes a story telling and oral communication tradition are generally better at

listening comprehension than these from a reading and book-based cultural and educational
background. Moreover, learners whose native language possesses the stress and intonation
features similar to those of English are likely to have less trouble than the learners whose
listening is based on different rhythms and tones.
Speaking is very important, choosy cities around the world have conversation clubs
where people can exchange one language for another. If you are living in an English speaking
country, you have a wonderful opportunity.
The United States of America won the Philippine-American War (1898-1901) and
declared the Philippines as US colony. US imperial rule followed, Mac Siomon quotes the
Filipino scholar E. San. Juan who made the following comments regarding the used made by the
US administration of the English language to rule his country.
It conquest of hegemony or consensual rule was literally accomplished though the
development of English as the official medium of business, schooling and government. This
pedagogical strategy was designed to cultivate an intelligencia, a middle stratum divorced from
its roots in the plebian masses, who would service the ideological apparatus of Anglo-Saxon
supremacy. Americanization was mediated though English, sanctioned as the language of
prestige and aspiration.
English language is needed as a medium of instruction as states by the president.
I Gloria Macapagal-Arroyo, president of Republic of the Philippines, by virtue of the power
vested in me by the Constitution and existing laws, do hereby order: Section 1 : Proclamation of
policy.
In 2004 Rep. Eduardo Gullas of Cebu filled a bill directing the use of English as a
medium of instruction in all Philippine schools. The bill mandates the use of English as a

medium of instruction in all curriculum levels and in examination for admission, accreditation
and promotion. Gullas, a lawyer and educator whose family owns a university of the Visayas in
Cebu, knows this very well. And he also knows about our problem with English education.
Do we really need to use English as a medium of instruction?
As friedrick Naumann said, I recognized that learning to speak and write in English in
this age of globalization is necessary especially if we would like to complete in the knowledge
based world. Such a training can best be done in classroombut if we look at things realistically,
it seems like our public education system is just not set- up yet

And so I just cant help but

wonder. Should we really impose a certain language as the primary medium of instruction?
I understand that standards are needed and must be met. But couldnt we perhaps just be a bit
more liberal with our views? Shouldnt teachers be allowed to use the most effective
communication tools that will allows then to articulate their lesson plans best? Wouldnt that, in
the end, help their students to group the material better and truly learn?
Another reaction from Ramsey Hontanosas, By insisting on the Filipinos language as
the educational medium of instruction, we are limiting the intellectual development of
generations of Filipino children who will grow up intellectually inferior and deficient for a fast
developing global environment. Those insists on confining the educational medium of instruction
to the Tagalog-Filipino language cannot possibly see the ill-effects the medium has and the
nation unless they want the country to isolate itself from the rest of the world. The economy of
the country floats on the currency sent to the country from Filipinos overseas. The country would
not have so many overseas workers if those workers did not know how to speak English.
How come that speaking English is an edge if there is a difficulty is applying it?

According to Antonio Isidro, a person who can communicate and speak English can
travel from one country to another and expression his idea and thoughts to people whom he
might not have been with before, with knowledge of English, he has set his command the great
cultural and scientific resources of the modern age. It is used to be the English automatically
assumed to belong to its native speakers, therefore, it was they who set the standard for nonnative speakers of English[like us] to ape the accent of the native speaker because sounding
like an American or English man was equated with proficiency.
Agnir Paraan believes that the number one criteria of English- language teaching should
be intelligibility. This does not mean that only the nonnative speaker should learn to speak
intelligibly, it also means that the native speaker needs exposure to as many samples of nonnative
varieties of English as possible. After all, it is for native like competence. The too should meet
halfway, she remarks.
The current emphasis in the Philippines is to cheer out Filipino graduates who speak with
American accents for jobs at call center. However, Agnir Paraan says the reality is that our local
English teachers are actually teaching varieties of English other than the Standard(Standard
American English) whether knowingly or unknowingly. it is unrealistic and inappropriate for
teachers in the far-flung areas to teach English sounding like native speakers, but they can and
should learn to approximate what is called Standard Philippine English. Even in the cities, where
accessibility to native English is greater, the use of Standard Philippine English is the norm.
During the 15th day of May, 2007 at exactly 11:59 am, I can say that English is the
universal language, but of course bear in the mind that we are not competing within coFilipinos, we are competing in the world and with todays technology or should I say the fast
rising technology economy, I should say that Filipinos should learn to speak English so that

they will be left behind by others but of course I am not say that saying that if you are fluent in
English youre not going to be fluent in your native language come to think of that Filipinos can
learn both of them see why do we continue to process of educating the youth- the Filipino youth
to both English and Filipino anyway that is for their own good. Am I right? Whereas, there is a
need to develop the aptitude, competence and proficiency of our students in the English language
to maintain and improve their competitive edge in emerging the fast-growing local and
international industries, particularly in the area of Information and Communication
Technology[ICT]. Whereas, strengthening the use of English language as a medium of
instruction also depends on the improvement of the entire educational system, particularly in the
training of education and the provision of learning materials and resources.
Why does the native speaker of a certain language find difficulty in acquiring the second
language like English?
Language teaching practice often assumes that most of the difficulties that learner face in
the study of English are a consequence of the degree to which native language differs from
English, A native speaker of Chinese, for example may face many more difficulties than a native
speaker German. (also called first language, normally abbreviated) setting out of the learn any
other language (called a target language learners often produce errors of syntax and
pronunciation thought to result from the influence of their L1, such as mapping its grammatically
patterns in appropriately unto the L2, pronouncing certain sounds incorrectly to with difficulty,
and confusing items of vocabulary knows as false friends, this is know as L1 transfer or language
interference. . however, these transfer effects are typically stronger for beginners language
production, and SLA research has highlighted many errors which cannot be attributed to the L1,

as they are attested in learner of many language backgrounds (for example, failure to apply
present singular-s to verbs, as in he make)
While English is no more complex than other languages, it has several features which
may create difficulties for learners, conversely, because such as large number of people are
studying it, product have been developed to help them do so, such as the monolingual learners
dictionary, which is written with a restricted defining vocabulary.
It is used to be that English automatically to belong to its native speaker, and so therefore
it was they who set the Standard for competence, among other things. As such it was not
uncommon for non-native speakers of English (like us) to ape the accent of the native speaker
because sounding like an American or Englishman was equated with proficiency.
This was not problematic in the beginning. Today, however, it is a widely contested view.
It was estimated in 1986 that there 300-400 million nonnative speakers as opposed to 340 million
native speakers; today conceivably, there maybe more nonnative speakers of English than there
are native speakers in the world.
According to Calderon (2003) there is that in-depth academic instruction, preparation ,
or specialized knowledge in teaching English which is needed in teachers in Practically in all
levels. He said that no matter how superior the teachers pre-service training has been her
preparation for teaching the subject is never complete.
The teacher has to keep abreast with all that is happening in the teaching profession and
this can be done or obtained through teachers attending seminars workshops, professional
readings and practice and taking up
concentration.

graduate studies in Education as

their

field of

Samuelson

(l999) study stated the following conclusions : with the successful

implementation of the English Education program, the students would be able to acquire a good
working knowledge, skills and attitudes towards learning the subject.
Effective instruction in English Education is hardly possible to perform if there is the
insufficiency of instruction materials that would naturally result to poor learning activities on the
part of the learners. This is because the lack of instructional materials observes the effective
implementation of Educational program of the school.

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Carboda, Herman H. Principles and Methods of Teaching, Manila: Avida Publishing
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