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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

English has become one of the most effective global medium of communication

today. It is regarded chiefly as a skill, as a tool-subject and as a discipline. The need to be

proficient in the use of English among non-native speakers has become a large-scale fact.

With this, there is the necessity for students to gain proficiency in English while

mastering other skills and content in other subject areas.

Learning the language is a complex process which demands cognitive analysis

and linguistic synthesis. It is very evident that the ability to use English effectively is

becoming increasingly important in the global community as communication across

language becomes ever more essential. Good command of the English language is widely

recognized as an important skill for educational, business and personal reasons. However,

it is a fact that not all Filipino students are successful in learning in English which is their

second language (L2). However, there are successful Filipino learners who are highly

interested and motivated to use English because they believed this world ensure them of

success in the future.

Globalization has brought innumerable changes and English has undeniably

reached a stature that it can now be called as the universal language. Throughout history,

the MOI (Medium of Instruction) in Philippine education has undergone many changes.

Language learning concepts was given primary importance in helping learners develop a
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realistic idea of their own capacity to learn English. This indicates that English language

can be acquired or learned with the help of teachers who can enhance the learning skills

of students.

As of today, language teachers are faced with the challenge of taking in hand the

needs of the growing number of learners whose chief language is not English. It is true

that the quality of education is said to be dependent on the quality of teaching teachers

employ towards their students. Although, building a successful learning environment

seem endless quests for many teachers because language learning is not only acquiring a

linguistic code but is also learning how to accept a role or take a position in a vast social

context.

With this, the researcher believes that teachers need to introduce interesting

teaching strategies and teaching aids to arouse student interest in learning English. Every

effort that teachers make can mark a significant milestone in the process of learning

English and benefit the students.

The researcher understands that learning English involves many factors that

would affect the process of learning positively or negatively. The researcher further

believes that learning English is the true backbone of most learning that if students fail to

master basic skills at the outset, it will be a constant struggle for them to get through

other disciplines successfully, thus depriving them of the chance to become literate and

productive individuals. A student who builds up a strong general knowledge in the

acquisition of the second language base in many different subjects will have better ability

than a student who doesn’t.

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The call for school reform to improve student learning has been at the forefront of

the Philippine education system. The school year 2012-2013 saw the implementation of

among the most major reforms in the history of the Philippine basic education system.

The Enhanced Basic Education Act of 2013 (Republic Act No. 10533) also known as the

K-12 Basic Education Program extended by two years the country’s previous 10-year

basic education cycle. This undertaking is perceived by the Philippine government as a

key solution to the long-standing crisis faced by basic education in the country.

With the K to 12 Program, the goal of the department is to develop Filipino

learners the literacy and numeracy skills, and attitudes, which will contribute to lifelong

learning. Accordingly, it involves how the teacher works, how the class works, how the

teacher and students work together and how teaching and learning takes place in the

classroom to enhance the English language acquisition of students.

From the stated standpoints about English language, the researcher is motivated to

conduct a research study to determine various problems affecting the second language

acquisition of Grade 10 students.

Conceptual Framework of the Study

Most formal organizations like secondary schools aimed at effective and efficient

learning for the attainment of the school academic goals. The teacher is charged with lots

of functions to perform in the teaching and learning process. In the context of the present

research, the framework of the study is illustrated at the research paradigm, the Input-

Process-Output, to determine the various problems on the second language acquisition of

students.
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The Input-Process-Output

INPUT PROCESS OUTPUT

Profile of the
respondents
Identify the classroom
Classroom Management
management styles
Styles Use by the
and problems on the Improved
Teacher
acquisition of second classroom
Problems on the Second language management
Language styles, teaching
Acquisition of Determine the strategies and
Students appropriate teaching learning activities
strategies and appropriate to the
Teaching Strategies learning activities
Used by the learning abilities
used by the teacher of students
Teacher

Learning Activities
Used by the
Teacher

FEEDBACK

Figure 1. Paradigm of the Study

The paradigm shows the INPUT consists of the personal profile of the

respondents, the classroom management styles used by the teacher, the problems on the

second language acquisition of students, the teaching strategies and the learning activities

used by the teacher.

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The PROCESS identifies the classroom management styles and the problems

encountered by the students and the appropriate teaching strategies and learning

activities used by the teacher.

For the OUTPUT, the results of the recent study will improve classroom

management styles, teaching strategies and learning materials appropriate to the learning

abilities of the students.

The FEEDBACK gained from the study will serve as the input of future

researchers.

Statement of the Problem

From the researcher’s experiences as English teacher, it can be found that there

are various problems encountered by students in improving their English. With this, the

recent study aims to determine the different problems affecting the second language

acquisition of Grade-10 students. Specifically, it aims to answer the following questions:

1. What is the personal profile of participants in terms of:

1.1 Gender

1.2 Age

1.3 Educational Attainment of Parents

1.4 Monthly Income of Parents

1.5 No. of Siblings

1.6 Dialect Spoken at Home

2. What classroom management style does the teacher employed in the classroom

as to:
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2.1 Authoritative Style

2.2 Authoritarian Style

2.3 Permissive Style

2.4 Laissez Faire Style

3. What are the problems encountered by the students on their second language

acquisition?

4. How effective are the teaching strategies used by the teacher in teaching

English to address the problems of students in learning the English

language?

5. What are the different learning activities used by the teacher to enhance the

learning of student using the English language?

Assumption of the Study

Effective and efficient learning are the major concern and pre-requisite to

successful teaching. At the same time, it is also considered as the most fundamental and

difficult task the teacher performs.

With this, the recent study presents the following assumptions:

1. That there are various classroom management styles employed by the teacher

as she begins teaching English;

2. That there are different problems encountered by students in the acquisition of

the second language;

3. That there are teaching strategies employed by teachers in teaching English;

and
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4. That there are appropriate learning activities used by the teacher in teaching

English.

Significance of the Study

Students entering high school come with diverse backgrounds, capabilities and

interests. Meeting their needs and finding appropriate classroom management, teaching

strategies and learning activities require a great deal of care and skills. Due to these great

diversities, students may be motivated or unmotivated to learn English and may even do

or don’t do their share during the teaching-learning process. Hence, enhancing the

second language acquisition of Grade-10 students is a first priority in the study.

Accordingly, the study is significant for it will benefit the following sectors and

group of persons:

School Administrators. The findings of this study may challenge them to come

up with In-Service Training (INSET) programs that may help and guide the faculty in

managing excellently their classrooms. Through the in-service trainings given, the

faculty may in turn religiously work towards assisting their students experience success

and pleasure in the acquisition of the second language.

Teachers. The findings of this research work will give them ideas on how

effective are the classroom management styles, the teaching strategies and learning

activities they are using in relation to achieving an effective performance of students in

learning English.

Parents. The findings will serve as their guide in encouraging and motivating

their children to be serious in whatever task and learning they are having in their school.
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Students. The findings will serve as their motivation to behave and act

accordingly during teaching-learning process in order to achieve the desired goals of

learning English. Also, this will serve as their motivation to study harder in pursuing

their dreams and assured in competitive advantage using the English language.

Future Researchers. The results of this work may give ideas and encourage them

to make further studies on second language acquisition and their relationship to other

significant variables.

Scope and Delimitation

The study will focus on the different problems that affect the second language

acquisition of students. The variables in the recent study are limited to the profiles of the

respondents, the different classroom management styles, the problems that affect the

second language acquisition of students, the teaching strategies and learning activities

used by the teacher in teaching English.

Also, the recent study will use the descriptive research method and the data will

derive from the results of the survey questionnaire.

Likewise, the study will be limited to 100 Grade-10 students of Quirino General

High School in Cabarroguis, Quirino for SY 2018-2019.

Definition of Terms

To establish a common frame and to facilitate better understanding of the study,

the following terms are defined operationally and authoritatively:

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Authoritarian Style. The teacher places firm limits and controls on the students.

and prefers vigorous discipline and expects swift obedience.

Authoritative Style. The teacher places limits and controls on the students but

simultaneously encourages independence and often explains the reasons behind the rules

and decisions.

Classroom Management. It refers to the wide variety of skills and techniques that

teachers use to keep students organized, orderly, focused, attentive, on task, and

academically productive during a class.

Communication. A process by which information is exchanged between

individuals through a common system of symbols, signs, or behavior.

Descriptive Research. It gathers quantifiable information that can be used for

statistical inference on your target audience through data analysis.

Indifferent Styles. (other known us Permissive Style). The teacher is not very

involved in the classroom because she places few demands, if any, on the students and

appears generally uninterested.

Interactive Learning. Students and teachers rely on each other to access sources of

knowledge and share their information, expanding the general scope of the educational

process to include not just instruction, but the expansion of knowledge.

Instructional Materials. It refers to the human and non-human materials and

facilities that can be used to ease, encourage, improved and promote teaching and

learning activities.
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Grammar. The study of the classes of words, their inflections, and their functions

and relations in the sentence.

Laissez Faire Style. The teacher accepts the students’ impulses and actions and is

less likely to monitor their behavior and strives not to hurt the students’ feelings and has

difficulty saying no or enforcing rules.

Language Acquisition. It is the process by which humans acquire the capacity to

perceive and comprehend language, as well as to produce and use words and sentences to

communicate.

Language Development. The process by which children come to understand and

communicate language during early childhood.

Language. The transmission of ideas, beliefs, and emotional status between and

people through the use of verbal and non-verbal symbols in situations and environment

where people meet an unintentional and/or intentional purpose.

Language Pattern. It is a text contribute to the distinctive nature of its overall

organization and shape its meaning.

Learning Style. It is defined as a set of cognitive, emotional, characteristic and

physiological factors that serve as relatively stable indicators of how a learner perceives,

interacts with, and responds to the learning environment.

Linguistic. The study of language - how it is put together and how it functions.

Medium of Instruction (MIO). It is the language used by teachers to teach.

Pragmatic. The study of language use and its relation to language structure and

social context.
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Punctuation Marks. The symbols that are used to aid the clarity and

comprehension of written language.

Purposive Sampling. A sampling technique in which researcher relies on his or

her own judgment when choosing members of population to participate in the study.

Redundancy. It is the use of two or more words that say the same thing, but we

also use the term to refer to any expression in which a modifier’s meaning is contained

in the word it modifies.

Second Language (L2). It refers to the language that is learned in addition to the

language a person first learned.

Sentence. A set of words that is complete in itself, typically containing a subject

and predicate, conveying a statement, question, exclamation, or command, and consisting

of a main clause and sometimes one or more subordinate clauses.

Spelling. The process or activity of writing or naming the letters of a word.

Squinting Modifiers. It is an ambiguous modifier, commonly an adverb, that

appears to qualify the words both before and after it.

Students. It refers to a person, especially a child at school, who is being taught.

Syntax. The set of rules, principles, and processes that govern the structure of

sentences in a given language

Teaching Style. It refers to the teaching strategies and methods employed plus

use of certain kinds of rhetorics.

Transitional Devices. These are words or phrases that help carry a thought from

one sentence to another, from one idea to another, or from one paragraph to another.
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Verb Tense. These are clues to help us figure out when the action in a sentence is

happening.

Vocabulary. A list or collection of words or of words and phrases usually

alphabetically arranged and explained or defined

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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the highlight of related literature and studies, both on

foreign and local sources, which are found to have strong relationship to the present

study. The review of related literature is an essential aspect of investigation. This helps

the researcher to gather up to date information about what has been done in the particular

area on which she intended to study.

Literature

English language development is a process that occurs over a long period of time.

Even those who were born into English speaking families continue to acquire new

language skills throughout the course of life. English language development occurs at a

different rate for every student, and it is easy to misjudge a child’s language capabilities

because of the seeming variance from week to week or even day to day. There are

numerous factors contributing to this variance: the context for language use, the

classroom environment, stages of culture shock, age, level of proficiency in the home

language, motivation, parent attitudes towards English, and many others. However,

English language development does follow a few predictable patterns.

Effective teachers develop student learning through interactive instruction and

increase students‟ accomplishments by facilitating active learning.

Considering how effective teachers become experts in helping students to learn is

useful in establishing responsibility in teaching, which reduces the problems in education.

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1
Ross (2007) contends “more effective teaching should increase the likelihood of teachers

obtaining mastery experiences, the strongest predictor of self-efficacy.

The Classroom Management Styles

The environment and biological factors can affect both teachers and students

positively or negatively. Therefore, teachers with a high teacher efficacy will not be

discouraged when they interact with low achieving learners because they realize their

genes play some role. They can employ different strategies of helping students to learn.

Personal factors and the environment do have an effect on behavior, and personal factors

may be influenced by the behavior and environment. (Dellinger et al.2008)2.

The findings of Gencer and Cakiroglu (2007) 3have revealed that teachers‟ beliefs

are different in regard to classroom management and that these differing beliefs are

critical in effective instruction.

Classroom management is one of the most important jobs of a teacher. Its impact

on achievement is very high Sontrock, (2009). This means that students cannot learn in

chaotic and an environment poorly managed by teachers. 4He identified important

components of a classroom. Design a room conducive for learning environment, creation

of procedures and its implementation must be properly carried out, and establishing a

high level of teacher-students’ relationship such as exhibiting appropriate level of

1
Ross, J. (2007). Professional development effects on teacher efficacy: results of randomizes field trial. The Journal of
Educational Research, 101 (1), 50-60. Retrieved December 19, 2017 from http://trace.tennessee.edu/cgi/viewcontent. cgi? article=103
1&context=utk_educpubs
2
Dellinger, A. M., Bobbet, J.J., Olivier, D. F., & Ellet, C. D. (2008). Measuring teachers‟ self-efficacy
beliefs:Development and use of the TEBS-Self teaching and Teacher Education, 24, 751-766. Retrieved December 19,
2017 from http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1031&context=utk_educpubs
3
Gencer, A.S., & Cakiroglu. (2007). Turkish pre-service science teachers‟ efficacy beliefs regarding science teaching and
their beliefs about classroom management. Teaching and Teacher Education, 23, 664-675. Retrieved December 19, 2017 from
http://trace.tennessee.edu/cgi/viewcontent.cgi?article=1031&context=utk_educpubs
4
file:///C:/Users/User/Downloads/5422.pdf
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dominance and cooperation. Poor classroom management results to poor classroom

environment and make the students underachiever.

5
Republic Act No. 7836 known as the Philippine Teachers Professionalization Act

of 1994 in its Statement of Policy declares that “The State recognizes the vital role of

teachers in nation building and development through a responsible and literate citizenry.”

An educator, Richard Reginald Green, supports the preceding concept when he said, “The

future of the nation is on the shoulders of teachers and how they teach kids; the future of

the world is in the classroom where the teachers are. And if we have any chance to

guarantee a positive bridge to the 21st century, it is how we educate the children in the

classroom today.” Teachers are the catalysts of change; they are the torch bearers always

lighting the path towards progress of the world in all its facets. An effective classroom

organization plan involves advance planning of a lesson, from beginning to end, using a

variety of procedures.

Classroom management has been highlighted across numerous research studies as

a major variable that affects students’ academic performance. The most obvious reason

for this assertion is that, effective classroom management sets the stage for teaching and

learning. It sets a tone in the classroom that captures students’ attention–as a necessity for

effective teaching and learning.

Martin and Sass (2010) considered classroom management an umbrella term for
6
teachers’ actions to manage class, students’ behavior and their learning. These actions

5
Retrieved from https://www.dlsu.edu.ph/conferences/dlsu_research_congress/2014/_pdf/proceedings/LLI-I-003-FT.pdf on
August 5, 2018.
6
Martin, N. K., & Sass, D. A. (2010). Construct validation of the behavior and instructional management scale. Teaching
and Teacher Education, 26, 1124–1135.10.1016/j.tate.2009.12.001. Retrieved from https://www.tandfonline.com/doi/ full/10.
1080/2331186X.2015.1012899 on August 3, 2018.
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encompass works like establishing order, dealing with misbehavior, offering appropriate

instruction, and taking care of students’ emotional and cognitive needs.

Adeyemo (2012) said 7good classroom management can help to ensure protection

of students from physical attacks by other students, dangerous environmental conditions

such as playing around electrical equipment, and from psychological abuse from peers or

adults. The author further concluded that effective classroom management skills or

techniques have strong and positive influence on student achievement in physics.

According to Allen (2010) 8what is striking about teachers’ observation about

bullying is that it seems very possible for teachers who appear to have perfectly behaved

classes to provide havens for bullies that shelter them against detection. This speaks to

the savvy ability of some bullies to manipulate the classroom environments of well

meaning, yet unsuspecting teachers, and to hide behind facades of innocence.

Smylie, et al (2011) 9proposed three related models of distributed leadership that

have important implications for teacher leadership: (1) leadership as the performance of

key tasks and functions rather than as the work of people in formal leadership roles, (2)

leadership as an organization-wide resource of power and influence, and (3) leadership

practice as constituted in the interaction of school leaders, followers and situations. The

first model indicates that teachers can and do perform important leadership tasks within

and outside formal positions of authority. The second implies that teacher leadership may
7
Adeyemo, S. A. (2012). The relationship between effective classroom management and students’ academic achievement.
European Journal of Educational Studies, 4, 367–381. Retrieved from https://www.tandfonline.com/doi/ full/10.1080/2331186X
.2015.1012899 on August 3, 2018.
8
K. P. Allen (2010). Classroom management, bullying, and teacher practices. Retrieved from http://www. aijcrnet.com/
journals/ Vol_5_No_2_April_2015/7.pdf on August 5, 2018.
9
https://www.google.com.ph/search?
ei=si0hWtuRE8e10gSa3ZL4DQ&q=related+literature+about+transformational+leadership+style+of+principal&oq=related+literature
+about+transformational+leadership+style+of+principal&gs_l=psyab.3...8619.30261.0.31039.55.38.0.0.0 .0.986.2809.6-
3.3.0....0...1c.1.64.psy-ab..53.0.0....0.FRZ-g-p_7iQ
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make both independent and, with other sources of leadership, additive or multiplicative

contributions to student achievement and school improvement.

10
Oostdam and Hooge’s (2013) study found compelling evidence that parental

involvement improved children’s motivation to succeed in school, which resulted in

better grades. When parents were actively involved in their children’s education, truancy

decreased and children recognized the value of education.

Parental involvement is essential to closing the achievement gap in urban schools

11
(Bower & Griffith, 2011). The purpose of this study was to examine stakeholders’ views

of the term “parental involvement” and their ability to support students’ academic

progress. Examining the ways stakeholders viewed this term, and their ability to support

it, could lead to developing ways to increase parental involvement in this diverse urban

school.

Jeynes (2010)12 studied parental involvement and found parental involvement, as

well as programs which promoted parental involvement connected to higher student

academic achievement. Parental involvement influenced children’s academic progress by

fostering independent learning among children

Parents’ involvement can be a great factor to determine the background of every

learner. The behavior displayed by students in the classroom can be a manifestation of

their environment. Since the recent study opted to know how the various classroom

10
R. Oostdam, , & Hooge, E. (2013). Making the difference with active parenting; forming educational partnerships between
parents and schools. European Journal ofPsychology of Education. Retrieved August 3, 2018 from
http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4030&context=dissertations
11
H. Bower,., D. Griffin,. (2011). Can the Epstein Model of parental involvement work in a high-minority elementary
school? A case study. ASCA Professional School 96 Counseling, 15(2),77-87. Retrieved August 5, 2018 from
http://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4030&context=dissertations
12
W. Jeynes, (2010). Parental involvement and academic success. New York and London: Routledge. Retrieved August
5,2018 fromhttp://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=4030&context=dissertations
 Graduate School 18
management styles affect their learning in English, the cited literatures are deemed

significant.

Also, classroom management approaches involve patterns of complex learning

abilities that are achieved through teaching strategies. This perspective makes the recent

study relevant with its content.

The Problems Encountered by Students

13
According to Burns (2007) not understanding certain words presents the first

difficulties in word problem solving, causing misapplication of appropriate mathematical

operations. Students cannot be successful in mathematics if they do not know the

meaning of essential vocabulary words. If students know the meaning of terms they can

learn mathematical concepts and develop necessary skills in mathematics. Assessment

should focus on understanding students’ ideas, problem solving skills, and learning

reactions. A good assessment can improve learning in many ways.

14
. Findings from Brethouer (2008) showed that the impact of vocabulary in

learning mathematical concepts is related to a deeper understanding of them.

The importance of vocabulary learning has not been fully recognized according to

Milton (2009). 15He argues that much of the literature on second language acquisition as a

general process pays little attention to vocabulary learning. Instead, he claims that

vocabulary is rather side lined in the teaching, learning and testing process. Milton (2009)
13
M. Burns, (2007). About teaching mathematics. Sausalito, CA: Math Solution Publications. Retrieved August 18, 2018
from http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/vula_34-46.pdf
14
J. Brethouwer, (2008). Vocabulary instruction as a tool for helping students of diverse backgrounds and ability levels to
understand mathematical concepts. Retrieved August 18, 2018 from http://www.practicalteacher research.com/uploads/5/6/
2/4/56249715/vula_34-46.pdf
15
J. Milton, J.(2009).Measuring Second Language Vocabulary Acquisition. Retrieved on August 10, 2018 from
https://www.duo.uio.no/bitstream/handle/10852/32254/JoviePEdvardsen-MasterThesis.pdf?sequence=1
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gave 3 reasons why this is so. First, there seems to be an idea that words are just words

and that learning them is unsystematic. Second, is the belief that it is possible to become

highly skilled in a foreign language with limited vocabulary resources. Third, the belief

that time spent in explicit vocabulary teaching is wasted because few words are retained

from those which are learned by direct instruction and that most L2 vocabulary is learned

incidentally, much of it from oral input. Milton argues that incidental language exposure

is usually negligible but that successful learners acquire large volumes of vocabulary

from the words explicitly taught in the classroom and supplement their learning by

targeting in activities.

Writing also involves composing, which implies the ability either to tell or retell

pieces of information in the form of narratives or description, or to transform information

into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a

continuum of activities that range from the more mechanical or formal aspects of writing

down on the one end, to the more complex act of composing on the other end. It is

undoubtedly the act of composing, though, which can create problems for students,

especially for those writing in a second language (L2) in academic contexts. Formulating

new ideas can be difficult because it involves transforming or reworking information,

which is much more complex than writing as telling. By putting together concepts and

solving problems, the writer engages in a two-way interaction between continuously

developing knowledge and continuously developing text.

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Applebee and Langer (2011) 16A snapshot of writing instruction in middle schools

and high schools conducted a four-year study of middle and high schools nationwide. In

this study, they found that much had improved in the 30 years since the last national

study, but that many problems remained and new issues had emerged. Of greatest issue

may be that writing instruction remains largely teacher-centered with students as

supporting actors; the teacher creates, via writing the prompt and creating the

requirements, and the students “does” the writing, merely filling in required components

rather than composing. They also found that little class time is devoted to explicit writing

instruction; the teacher typically assumes writing competence and expects results based

on content. The researchers emphasize that teachers ask for analysis and let the writing

instruction lead toward discussions during class, yet the missing connection found in this

study seems to be that the condensation of these expectations after teachers create

assignments largely results in regurgitation and summarization by students.

17
Al-Hazmi and Scholfield (2007) conducted a study on Saudi University

students. They enforced used of checklist and peer feedback in EFL writing to determine

the difficulties of their samples experienced in ESL writing. In their study, Al-Hazmi and

Scholfield found out that basic English language problems as well as discourse

organization, paragraphing and cohesion are the main problems of EFL learners.

16
A. N. Applebee, & J. A. Langer, (2011). A snapshot of writing instruction in middle schools and high schools. English
Journal. Retrieved August 23, 2018 fromhttp://www.tandfonline.com/doi/full/10.1080/2331186X.2017.1416897
17
S. H. Al-Hazmi, , & P. Scholfield, (2007). EFL writing: The example of Saudi university students. Scientific Journal of
King faisal University. Retrieved August 23, 2018 from http://www.eajournals.org/wp-content/uploads/A-Study-on-Common-Writing-
Errors-of-Engineering-students-A-basis-for-Curriculum-Development.pdf
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Meanwhile, Lozada and Magsangya (2009) 18investigated on the errors committed

by sophomore students and its relationship to their English Language exposure. They

used one hundred sixty (160) high school students to answer the checklist and asked to

write an essay on a given topic. Results show that the students with high exposure have

significantly less frequency in their errors in wrong case, fragmentation, parallelism,

punctuation and verb tense.

According to Swanson, Zheng, and Jerman (2009), 19students who struggle to read

are unable to retain ordered information which is directly related to phonological

retention processing. Retaining phonological information is a task performed through

working memory, is essential to learning to read

Numerous cognitive processes are used when reading that aid comprehension.

Strong vocabulary skills are needed to aid a student’s ability to read proficiently. Tay0’lor

et al., (2009). 20unfortunately, as students struggle to read, they often avoid reading.

Vocabulary is significant for English Language Learners (ELLs) but more so in

relation to their comprehension development.

The Teaching Strategies

18
L. Lozada, , & E. M. Magsangya (2009, February). An investigation on the relationship between theLanguage exposures
and errors in English essays of High School students. Philippine ESL Journal. Retrieved August 23, 2018 from
http://www.eajournals.org/wp-content/uploads/A-Study-on-Common-Writing-Errors-of-Engineering-students-A-basis-for-
Curriculum-Development.pdf
19
H. L. Swanson,.,P. Kehler, , & O. Jerman, (2009). Working memory, strategy knowledge, and strategy instruction in
children with reading disabilities. Journal of Learning Disabilities. Retrieved August 24, 2018 from
https://repository.usfca.edu/cgi/viewcontent.cgi?referer=https://www.google.com.ph/&httpsredir=1&article=1125&context=diss
20
D. B. Taylor, , M. Mraz,., W. D. Nichols,.R. J. Rickelman, J., & K. D. Wood, (2009). Using explicit instruction to
promote vocabulary learning for struggling readers. Reading & Writing Quarterly. Retrieved August 24, 2018 from
https://repository.usfca.edu/cgi/viewcontent.cgi?referer=https://www.google.com.ph/&httpsredir=1&article=1125&context=diss
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21
Huda (2013) pointed out that teachers must discover their students’ preferred

ways of learning; with the help of it they can make their teaching effective and interesting

to the students to the best possible level.

Various researchers have stressed different aspects in teaching. Education has

always been dynamic. Everything that is dynamic certainly echoes possible problems. To

keep in pace with global competitiveness, Philippines has finally implemented the K to

12 Enhanced Basic Curriculum. Indeed, education constantly grows with the growth of

humanity. The curriculum in the Educational system of the Philippines has been altering

for the changing times of generation.

Gaerlan (2009) 22found in her study that successful learners are highly interested

and motivated to use English because they believed this would ensure them of success in

the future. These successful learners verbalized wanting to become better English users

because they wanted to secure good jobs in the future. Furthermore, she said that

successful learners verbalized that they were inspired to do well in learning in English by

their teachers whom they mentioned as being good role models.

Among Filipino students, there is a high preference for the use of English

according to Tupas and Lorente, (2014). 23Most students also prefer the use of English

even though they are no longer engaged in academic activities. As people view a

21
M. E. Huda, (2013). Learning Style Preferences of EFL Learners at Higher Secondary Level in Bangladesh. Global
Journal of Human Social Science Linguistics & Education, 13, 43-50. Retrieved August 12, 2018 from
http://dspace.bracu.ac.bd/bitstream/ handle/10361/3564/12363001.pdf?sequence=.
Retrieved August 12, 2018 from https://files.eric.ed.gov/fulltext/EJ1066395.pdf
22
Gaerlan, M. M. (2009)LEARNING IN A L2:An analysis of less successful Filipino ESL learners’ experiences through
Consensual Qualitative Research. Retrieved on August 10, 2018 from http://www.dlsu.edu.ph/conferences/dlsu-research-congress-
proceedings/2016/LLI/LLI-II-01.pdf
23
PDF | Language Preference of Student Journalists in Mindanao State University-Marawi, Philippines: Reasons and
Attitudes. Available from: https://www.researchgate.net/publication/321010092_ Language_Preference_of_Student_Journalists_
in_Mindanao_State_University-Marawi_Philippines_Reasons_and_Attitudes. Retrieved Jul 08 2018.
 Graduate School 23
language highly, their attitude towards their preferred language and of other languages

also varies. People fluent in English are perceived to be smarter, have better job and

social opportunities, and have a higher rank in the society.

24
Huda (2013) pointed out that teachers must discover their students’ preferred

ways of learning English; with the help of it they can make their teaching effective and

interesting to the students to the best possible level.

Students must realize the importance and objectives of having knowledge, skills

and attitude which are significant in their future employment.

As stated by Al-Hebaishi, (2012) 25each person learns in his or her own particular

way or style based on his or her backgrounds, capabilities, weaknesses, wants,

characteristics, motivations and strategies towards learning. Educators should be aware of

learners’ needs, references, goals and capabilities in order to design student-centred

instructional plans. In addition, learners tend to perform well if teachers’ teaching skills

match learners’ need.

According to Gurpinar (2010)26 instructors should be aware of learning styles to

enable them to use appropriate educational materials. Moreover, when learning and

teaching styles are compatible, this can result to improve understanding of course

content.

24
M. E. Huda (2013). Learning Style Preferences of EFL Learners at Higher Secondary Level in Bangladesh. Global
Journal of Human Social Science Linguistics & Education, 13, 43-50. Retrieved August 12, 2018 from
http://dspace.bracu.ac.bd/bitstream/ handle/10361/3564/12363001.pdf?sequence=.
25
Al-Hebaishi, Safaa Mohmmed (2012). Investigating the Relationships between Learning Styles, Strategies and the
Academic Performance of Saudi English Majors. International Interdisciplinary Journal of Education. Retrieved August 14, 201* from
https://journals.melta.org.my/index.php/ majer/ article/
26
E. Gurpinar, M. K. Alimoglu, S. Mamakli, M. Aktekin,( 2010). Can learning style predict student satisfaction with
different instruction methods and academic achievement in medical education? Adv Physiol Educ.2010;34:192–196. Retrieved August
20. 2087 from https://www.ijlter.org/index.php/ijlter/article/viewFile/666/285
 Graduate School 24
Teaching, as a kind of cognition, is mainly embodied through students’

understanding, which is believed that students are the subjects of teaching. The teacher

is good at recognizing important learning strategies, and clearly aware which strategies

are indispensable to different learning task. Therefore, the teacher is able to teach

students the appropriate strategies effectively in the light of students’ characteristics of

different ages and meet the needs of different learning task or students and teachers by

engaging individuals in interdependent learning activities. Many found this to be

beneficial in helping students to learn effectively and efficiently.

The Learning Activities

According to Cuaresma (2008), 27in order to achieve the ultimate goal of student

learning it is important to use a combination of teaching methods and to make the

classroom environment as stimulating and interactive as possible. Students learn in many

different ways. Some students are visual learners, while others are auditory or

kinaesthetic learners. Visual learners learn visually by means of charts, graphs, and

pictures. Auditory learners learn by listening to lectures and reading. Kinaesthetic

learners learn by doing. Students can prefer one, two, or three learning styles. Because of

these different learning styles, it is important for teachers to incorporate in their

curriculum activities related to each of these learning styles so that all students are able to

succeed in their classes. While we use all of our senses to take in information, we each

27
J. Cuaresma, ' Learning style preferences and academic performance of PHEM majors at the University of the Cordilleras,
Unpublished Undergraduate Thesis. University of the Cordilleras, Baguio City, 2008. Retrieved August 14, 2018 from
http://www.ipedr.com/vol5/no2/104-H10249.pdf
 Graduate School 25
seem to have preferences in how we learn best. In order to help all students learn, we

need to teach to as many of these preferences as possible.

As stated by Al-Hebaishi, (2012) 28each person learns in his or her own particular

way or style based on his or her backgrounds, capabilities, weaknesses, wants,

characteristics, motivations and strategies towards learning. Educators should be aware of

learners’ needs, references, goals and capabilities in order to design student-centred

instructional plans. In addition, learners tend to perform well if teachers’ teaching skills

match learners’ need.

According to Adora (2013), 29majority of the regular third year students of Tabuk

City National High School have to improve and master their non-verbal English skills in

context clues, correct usage and grammar, sentence structure and correct use of

punctuation. Her study further found out that there was an evidence of poor and fair

proficiency level of students.

30
Elander et al., (2006) said that essays and related written work provide

opportunities for students to demonstrate some of the most demanding learning

outcomes; however, students are often more confused about what constitutes a good

essay than they are about the criteria for other types of assignments.

28
Safaa Mohmmed Al-Hebaishi (2012). Investigating the Relationships between Learning Styles, Strategies and the
Academic Performance of Saudi English Majors. International Interdisciplinary Journal of Education. Retrieved August 14, 2018 from
https://journals.melta.org.my/index.php/ majer/ article/
29
http://www.garph.co.uk/IJARMSS/Feb2016/20.pdf
30
Elander, J., Harrington, K., Norton, L., Robinson, H., & Reddy, P. (2006). Complex Skills and Academic Writing: A
Review of Evidence About the Types of Learning Required to Meet Core Assessment Criteria. Assessment & Evaluation in Higher
Education, 31, 71-90. Retrieved from http://dx.doi.org/10.1080/02602930500262379 on August 22, 2018.
 Graduate School 26
Adebanjo (2007) 31affirmed that the use of instructional materials in teaching and

learning of Mathematics makes students to learn more and retain better what they have

been taught and that it also promotes and sustains students’ interest. It also allows the

learners to discover themselves and their abilities. Students learn more when they see

what they are being taught.

Dunn et al. (2009) 32asserted that valid and reliable instruments are available for

assessing the learning styles of students of all ages; additionally, they claimed educators

can effectively utilize results gathered from such assessments to develop instructional

lessons that are responsive to student needs.

Studies
33
Little and Akin-Little (2008) gave a self-assessment survey addressing

classroom management practices to 149 teachers, encompassing four major components

of classroom management: classroom rules, enhanced classroom environment,

reinforcement strategies, and reductive procedures. The survey revealed 83% employed

verbal reprimands in response to class disruptions, 97% showed verbal praise used as

reinforcement for appropriate behavior, and 63% showed frequent behavioral problem

students freedoms were revoked, while 10% showed the utilization of corporal

punishment in response to chronic offenders. Further, Taila (2009) found that high school

student outcomes were better when students perceived the teacher management approach

31
A. A. Adebanjo (2007). Effect of Instructional Media on the Learning of Computer in JSS. Afr. J. Educ. Res. Retrieved on
December 20, 2017 from http://www.pearlresearchjournals.org/journals/ rjesr/archive/2016/ Jan/ Pdf/ Adebule% 20and%
20Ayoola.pdf
32
https://www.sciencedirect.com/science/article/pii/S1877042814015328
33
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
referer=https://www.google.com/&httpsredir=1&article=1824&context=doctoral
 Graduate School 27
as being well prepared and well organized. Together, the findings of Little and Akin-Little

(2008) and of Taila (2009) demonstrate the wide range of teacher utilization of rules,

procedures, and consequences in managing the classroom.

34
In a study of 22 teachers of grades 3-6, Gilpatrick (2010) found that “100% of

the teachers felt that they could become discouraged with the ineffectiveness of their

classroom management strategies. Yet, 64% of the teachers claimed that their current

strategies are effective in minimizing the disruptions made by noncompliant students.”

The findings of Gilpatrick (2010) demonstrate the importance of determining the optimal

classroom management strategies for promoting positive student outcomes.

Hughes (2009) 35researched the relationships between teaching styles perceived

by students and teaching styles adopted by instructors. A total of 117 students participated

in the study and were put into either a control group or an experimental group. The

instructor taught control-group students pre-calculus with a conventional lecture-based

approach. On the other hand, two instructors in the experimental group adopted a

teaching style that increased student involvement; they also provided real-life examples

and sufficient time for students to learn a concept by asking questions. The results

showed a significant difference in students’ perceptions of teaching styles between the

control group and experimental group. The results also revealed that students felt they

learned better when instructors employed a teaching style that was more interactive than

when instructors adopted a conventional lecture style.

34
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?
referer=https://www.google.com/&httpsredir=1&article=1824&context=doctoral
35
https://www.sciencedirect.com/science/article/pii/S1877042814015328
 Graduate School 28
Aluede, and Ojugo (2016) 36studied the correlation between parental involvement

and students’ academic progress. They found that when parents communicated with

teachers, checked homework, and encouraged their children to read and practice skills at

home, children progressed 13.5% in science, 16.1% in mathematics, and 15.3% in

English. With so many dire predictions of consequences for academic failure, involving

parents in meaningful ways is paramount to helping students experience success in

school.

Cabansag, J. (2012 ) 37his study determined the written language proficiency of

140 high school students in a Laboratory High School students in a State University in

Cagayan Valley, Philippines. The written compositions of the respondents were used as

the instrument to gather data. The descriptive-correlational method of research was

applied. The study revealed that most of the students are very proficient in structure and

grammar but not so much in mechanics. The study also revealed the persistent errors

committed by the respondents in their written compositions namely: use of verbs, verb

tenses and proper use of capitalization. It revealed that there is no significant relationship

between the written language proficiency of the respondents and their profile variables. It

revealed further that there exists no significant relationship between the persistent written

language errors of the respondents and their profile variables.

38
It would be noted however, in the study conducted by Ayen (2005) on the

English Proficiency Level of the Philippine Science High School, he found out that the

36
https://www.sciencedirect.com/science/article/pii/S1877042814015328
37
John N. Cabansag, Phd.. Written language proficiency of laboratory high school students in a state university in Cagayan
Valley Philippines. Retrieved August 22, 2018 from http://www.researchersworld.com/vol4/issue2/Paper_12.pdf
38
http://www.garph.co.uk/IJARMSS/Feb2016/20.pdf
 Graduate School 29
respondents manifested good English Proficiency level as denoted by the general

weighted mean of 3.26. Specifically, they are very good in grammar (3.55), in vocabulary

(3.96), and in writing (3.62). The students performed best in vocabulary but they are fair

in comprehension (cloze procedure) as denoted by 1.89 as weighted mean.

Every person has a pattern of language in his mind. The pattern of language is the

sum total of the knowledge of how to build. The pattern of language in the mind is

slightly different from the language in the next person’s mind because no two are exactly

alike, yet many patterns, and fragments of pattern of languages, are also shared.

Ayen (2005) 39on the English Proficiency Level of the Philippine Science High

School, he found out that the respondents manifested good English Proficiency level as

denoted by the general weighted mean of 3.26. Specifically, they are very good in

grammar (3.55), in vocabulary (3.96), and in writing (3.62). The students performed best

in vocabulary but they are fair in comprehension (cloze procedure) as denoted by 1.89 as

weighted mean

English language development is a process that occurs over a long period of time.

Even those who were born into English speaking families continue to acquire new

language skills throughout the course of life. English language development occurs at a

different rate for every student, and it is easy to misjudge a child’s language capabilities

because of the seeming variance from week to week or even day to day. There are

numerous factors contributing to this variance: the context for language use, the

classroom environment, stages of culture shock, age, level of proficiency in the home

39
http://www.garph.co.uk/IJARMSS/Feb2016/20.pdf
 Graduate School 30
language, motivation, parent attitudes towards English, and many others. However,

English language development does follow a few predictable patterns.

40
Al-Hazmi and Scholfield (2007) conducted a study on Saudi University

students. They enforced used of checklist and peer feedback in EFL writing to determine

the difficulties of their samples experienced in ESL writing. In their study, Al-Hazmi and

Scholfield found out that basic English language problems as well as discourse

organization, paragraphing and cohesion are the main problems of EFL learners.

Meanwhile, Lozada and Magsangya (2009) 41investigated on the errors committed

by sophomore students and its relationship to their English Language exposure. They

used one hundred sixty (160) high schools students to answer the checklist and asked to

write an essay on a given topic. Results show that the students with high exposure have

significantly less frequency in their errors n wrong case, fragmentation, parallelism,

punctuation and verb tense.

The various cited literatures proved that teachers play vital roles in the lives of the

students in their classrooms. Teachers are best known for the role of educating the

students that are placed in their care. Beyond that, teachers serve many other roles in the

classroom. Teachers set the tone of their classrooms, build a warm environment, mentor

and nurture students, become role models, and listen and look for signs of trouble. It is

universally recognized that the teacher is the key person in an education system. He or

40
Al-Hazmi, S. H., & Scholfield, P. (2007). EFL writing: The example of Saudi university students. Scientific Journal of
King faisal University. Retrieved August 23, 2018 from http://www.eajournals.org/wp-content/uploads/A-Study-on-Common-Writing-
Errors-of-Engineering-students-A-basis-for-Curriculum-Development.pdf
41
L. Lozada, , & E. M. Magsangya (2009, February). An investigation on the relationship between theLanguage exposures
and errors in English essays of High School students. Philippine ESL Journal. Retrieved August 23, 2018 from
http://www.eajournals.org/wp-content/uploads/A-Study-on-Common-Writing-Errors-of-Engineering-students-A-basis-for-
Curriculum-Development.pdf
 Graduate School 31
she takes a prestigious status sometimes denied to kings and emperors and he/she plays

pivotal role in the learner’s life. Around him, whole system of education revolves.

A teacher's role involves more than simply standing in front of a classroom and

lecturing. In fact, even though a teacher spends the majority of the day in the classroom,

the actual teaching component is only part of the job. An effective teacher understands

that teaching involves wearing multiple hats to ensure that the school day runs smoothly

and all students receive a quality education.

 Graduate School 32

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methods and procedures the researcher will use in

securing the necessary data needed in the study. The discussions focus on the following

subtopics: (1) Research Design; (2) Locale of the Study; (3) Respondents of the Study;

(4) Data Gathering Instrument; (5) Data Gathering Procedure; and (6) Statistical

Treatment of Data.

Research Design

The researcher is determined to conduct a study on the second language

acquisition of Grade-10 students by using a descriptive research. A descriptive survey

design as the general procedure employed in studies that have for their chief purposes the

description of phenomena in contrast to ascertaining what caused them and that their

value and significance are. The primary aim of employing this method is to describe the

nature of a situation as it exists at the time the study and to explore the causes of

particular phenomena.

The above-mentioned research design is deemed appropriate by the researcher.

Locale of the Study

The researcher will conduct the recent study in Quirino General High School,

Zamora, Cabarroguis, Division of Quirino Province where she is presently teaching as

Teacher-III.
 Graduate School 33

Prior to the advent of settlement, Cabarroguis is a vast forested area and form

parts of the municipalities of Saguday, Diffun and Aglipay. It is originally occupied by

the Aetas and later displaced by the Ilongot tribe because the Aetas are known of their

nomadic characters. Many years later, permanent settlement were made by different

civilized ethnic groups like Ilocanos, Tagalog and others in search of good fortune in this

virgin land. As the population and settlement increases, regular barrios were created.
 Graduate School 34
These are the barrios of Zamora, Banuar, Burgos, Del Pilar, Dibibi, Eden, Villamor and

five (5) more sitios of Villapena, Villarose, Tucod, Calaocan and Dingasan at the

municipality of Aglipay: barrios of San Marcos, Gundaway and portion of Mangandingay

at the municipality of Diffun and the other part of Mangandingay at the municipality of

Saguday. The above stated barrios of different municipalities became the territorial

jurisdiction of Cabarroguis by virtue of Republic Act No. 5554 enacted by the Philippine

Congress authored by then Honorable Senator Leonardo Perez on June 21, 1969. The

newly created municipality of CAbarroguis was named in honor of the late Congressman

of Nueva Vizcaya, Honorable Leon Cabarroguis.

Cabarroguis operated as a regular municipality after the 1971 local polls wherein

Honorable Anastacio dela Pena become the first Local Chief Executive.. Barangay

Mangandingay also became the temporary seat of the municipal government, Years later,

when Honorable Diomedes Dumayas was appointed as the town’s executive, the seat of

the Local Government officially transferred to Barangay Zamora where a 12 hectares lot

was donated.

Respondents of the Study

The recent study will use the the Purposive Sample Technique in determining the

respondents of the study. The sampling technique is a non-probability sample that is

selected based on characteristics of a population and the objective of the study and it is

also known as judgmental, selective, or subjective sampling.

 Graduate School 35
This type of sampling is deemed useful and appropriate by the researcher because

she needs to reach the target respondents, who are Grade-10 students of Quirino General

High School in Zamora, Cabbaroguis, Qurino.

Data Gathering Instrument

The proponent of the study will necessitate the following instrument:

Survey Questionnaire. It is the major instrument to be used in gathering

information from the target respondents. A survey questionnaire is a research instrument

consisting series of questions and other prompts for the purpose of gathering the data

needed in the study. The questionnaire is prepared by the researcher by reading reference

materials and related researches about the research problems and it was validated through

the assistance of knowledgeable teachers relative to the content of the questionnaire.

Likewise, the questionnaire consists of two parts. The first part is the personal

information of the respondents and the second part is the information, where some of the

items were adapted from previous studies, needed to answer the specific problems stated

in Chapter I. Also, the researcher will use the Five Likert Scale.

In determining the classroom management styles exhibit by teachers before

teaching, the respondents will choose a number from 1 to 5 using the criteria below:

Scale Grade Range Qualitative Description

5 4.21 – 5.00 Strongly Agree (SA)

4 3.41 – 4.20 Agree (A)

3 2.61 – 3.40 Neutral (N)

2 1.81 – 2.60 Disagree (D)

 Graduate School 36
1 1.00 – 1.80 Strongly Disagree (SD)

In determining the different problems, teaching strategies and learning activities

used by the teacher, the following criteria will be used:

Scale Grade Range Qualitative Description

5 4.21 – 5.00 Always (A)

4 3.41 – 4.20 Often (O)

3 2.61 – 3.40 Sometimes (S)

2 1.81 – 2.60 Rarely (R)

1 1.00 – 1.80 Never (N)

Data Gathering Procedure

The recent study will utilize the Grade-10 students of Quirino General High

School in Zamora, Cabbaroguis, Qurino. First, the approval of the Schools Division

Superintendent, thru the school head will be respectfully sought by the researcher. After

which, the cooperation of the respondents will also be sought and assured that the data

that will be gathered from them will be treated with the strictest confidence. These will be

done with the hope that this will promote trust between and among the researcher and the

respondents during the conduct of the study.

Furthermore, the set of questionnaire will be floated personally by the researcher

and will take close supervision during the conduct of the study.
 Graduate School 37
Statistical Treatment

The data that will be gathered through the use of questionnaire will be classified,

tabulated, and interpreted in order to answer the problems stated in Chapter 1. The

statistical tools to be used are as follows:

Simple Frequency and Percentage Count. It will be used to treat the personal

profile of the respondents and the information needed to answer the specific problems.

Formula:

P = f/n x 100

Where:P = Percentage

f = frequency

n = total number of respondents

Weighted Mean. It will be used to measure the general response of the survey

samples.

Formula:

WM = ∑fw

Where: WM = Weighted Mean

f = Frequency

w = Weight given to response

N = Total number of respondents

 Graduate School 38

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ac.bd/bitstream/handle/10361/3564/12363001.pdf?sequence=. Retrieved August
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 Graduate School 41
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 Graduate School 43

QUESTIONNAIRE
Dear Respondent:
This is a questionnaire designed to gather the needed information and data for the
research study titled “Problems Encountered by Grade-10 Students in the Acquisition
of the Second Language”
Kindly answer each item in the questionnaire. All information that you will
provide will be treated with the strictest confidentiality and will be analyzed with the
most possible discretion.
I. Personal Information
Please put a check mark (/) on the corresponding space of your responses and
supply the necessary information in the blanks.
Name: __________________ (optional) School _________________________________
A. Gender: ( ) Male ( ) Female
B. Age: ( ) 16 ( ) 17 ( ) 18 and above
C. Educational Attainment of Father:
( ) Elementary Level ( ) Vocational Level
( ) High School Level ( ) College Level
D. Educational Attainment of Mother:
( ) Elementary Level ( ) Vocational Level
( ) High School Level ( ) College Level
E. Monthly Income of Parents:
( ) Above Average ( ) Average ( ) Below Average
F. Number of Siblings: ___________
G. Dialect Spoken at Home: ( ) Ilocano ( ) Ifugao ( ) Tagalog

II. Information Proper

A. Listed are the classroom management styles employed by the teacher as she
begins teaching English. Please put a check mark (/) in the corresponding box of your
responses.

AUTHORITATIVE STYLE Strongly Agree Neutral Disagree Strongly

Agree (4) (3) (2) Disagree
(5) (1)
1. Communicates clearly with high
expectations for the students
2. Encourages classroom
 Graduate School 44
discussion and questions that are
relevant to the lesson
3. Maintains a respectful and firm
tone
4. Provides firm and realistic
boundaries
5. Focuses on maintaining high
standards and projecting genuine
warmth.
6. Manages the best with regard to
control and student involvement.
7. Encourages respect and
cooperative learning among
students.
8. Encourages and establishes both
control and involvement in the
majority of classrooms.
AUTHORITARIAN
1. Dictates and gives lectures
2. Does not encourage interaction
but establishes fervent competition
among students
3. Exercises rigorous control and
shows little interest in
involvement
4. Sets rules that are copious and
absolutely enforced
5. Students need to follow
directions and not ask why
6. Students should not interrupt
the teacher
7. Verbal exchange and discussion
are discouraged
8. Gives hall passes or recognizes
excused absences
9. Students have assigned seats for
the entire term
10. Places firm limits and controls
on the students
PERMISSIVE STYLE
1. Makes few demands on students
2. Shows apathy toward student
progress
 Graduate School 45
3. Not very involved in the
classroom
4. Feels that class preparation is
not worth the effort
5. Provides few guidelines and
rules
6. Does not expect mature
behavior from students
7. Does not care much of what and
how students are doing.
8. Does not find whether the
students had learned or not
LAISSEZ FAIRE STYLE
1. Places few demand or controls
on the students
2. Accepts the students’ impulses
and actions
3. Strives not to hurt the students’
feelings
4. Has difficulty saying no or
enforcing rules
5. Accepts the interruption with
the belief that the student must
surely have something valuable to
add
6. Gives freedom to students to
make decisions
7. Expects that students will solve
problems on their own
8. Provides the tools and resources
needed for learning

B. Problems encountered by students in learning English.

Grammar Always Often Sometimes Rarely Never

(5) (4) (3) (2) (1)
1. Rules in Subject-Verb
Agreement
2. The use of the different parts
of speech
3. The use of verbal
4. The use of articles
5. The Plural form
 Graduate School 46
6. The Comparison in adjective
and adverb
7. The Verb Tenses
8. The Sentence Pattern
9. The Transitional devices
10. The use of modifiers
11. The use of phrase
12. The use of clause
Vocabulary
1. The use of prefixes, suffixes
and roots
2. The meaning of new word
3. The use of words to describe
4. The difference between
spoken and written word
5. The complexity of meaning
6. The context
7. The misuse of word
Mechanics
1. Spelling
2. Punctuation Mark
3. Capitalization of key words
4. Word Order
5. Sentence Structure
6. Sentence Formation
7. Language Used
8. Sentence Ideas

C. Teaching strategies employed by the teacher.

PARTICULARS Always Often Sometimes Rarely Never

(5) (4) (3) (2) (1)
1. Has a positive attitude by
giving clear directions and
logical explanations
2. Uses visual aids and other
examples to illustrate the lesson
3. Has sufficient and concrete
examples to create meaningful
learning experiences
4. Keeps the lesson moving by
relating lessons to actual life
situations
 Graduate School 47
5. Doesn’t lecture for the whole
period
6. Talks to students by asking
appropriate and different types
of questions that direct
student’s’ thinking
7. Encourages questioning by
providing students with
practical applications of content
learned
8. Allows students lead the
provision of varied learning
tasks
9. Encourages group
projects/activities suited to the
needs and capabilities of
learners
10. Finds things to appreciate by
demonstrating in-depth
knowledge of the subject matter

D. Learning Activities used by the teacher

Very Effective Sometimes Rarely Not at

PARTICULARS Effective (4) Effective Effective All
(5) (3) (2) (1)
1. Vocabulary Development
2. Collaborative Learning
3. Questioning to check level of
understanding
4. Summarizing using graphic
organizer
5. Multi-Genre Writing
6. Grammar and Usage Activity
7. Skills Lessons

Thank you so much for your cooperation!

The Researcher