English As A Second Language: Pupil's Level Of Progression In Speaking
Type
Thesis
Authors
Category
Publication Year
2018
Pages
95
Abstract
This study aimed at determining the English as a second language: pupil's level of progression in speaking of the grade 3 pupils in Camarin D Elementary School.
English is an International language used to communicate globally. One of the aims of Department of Education is to make the Filipino learners globally competitive, therefore they must be proficient in the English language.
It is for this reason, that this study is conducted to be able to know at what level of progress are the pupils in using English language especially in oral communication. With this, teachers and educators will be able to formulate ideas needed to improve the communication skills of learners in English.
The study used the descriptive method of research. It involved two groups of respondents- 22 teachers and 120 grade three pupils from Camarin D Elementary School. It utilized survey questionnaires for the teachers' challenges encountered in teaching English language. It also used an observation checklist for the pupils' level of progression in English. Pupils were categorized with the behavior observed as to foundation, beginner, developing, proficient and expert. The domains of speaking considered were interpersonal context, content, delivery, non-verbal responses and language structures. Demographic profile of the pupil-respondents was also included such as: gender, educational attainment of parents, language spoken at home.
In terms of gender, respondents have almost an equal number, 61 females and 59 males. As to the educational attainment of parents, 53.30% of the father had until high school, and only 3.30% had post graduate studies, while 55.80% of the mother reach high school, 22.50% had until college, and only 2.50% had post graduate studies. Majority of the respondents speak Filipino at home.
As to the level of progression in speaking in each domain, the interpersonal context has an overall mean of 2.53 which is equal to developing. As to content, delivery, and language structure respondents were at the beginner stage. For non-verbal responses respondents were at developing stage.
For the significant differences in the level of speaking according to profile, using t-test, it was found out, it is significant only to delivery and non- verbal responses, females are slightly ahead of the males in these domain. Surprisingly, father's education has significant effect on the pupil respondents in the use of language structure (f= 3.478" p = 0.010, therefore p < .05) using ANOVA.
The challenges of teachers in teaching speaking were use of English language was neglected because of mother tongue as instruction, students were not able to expressed themselves in English, lack of practice in speaking the language, English not used in communication among students, students lack of prior knowledge in English, students lack of comprehension skills, and pronunciation.
The training design proposed by the researcher can be used to validate the findings of the study, it may also be used to enhance the teachers' skills in teaching English. Further seminars and training and workshops for the teachers should focus on developing the teachers themselves in speaking English. Output may in the form of materials designed by teachers for the learners to learn to speak English.
English is an International language used to communicate globally. One of the aims of Department of Education is to make the Filipino learners globally competitive, therefore they must be proficient in the English language.
It is for this reason, that this study is conducted to be able to know at what level of progress are the pupils in using English language especially in oral communication. With this, teachers and educators will be able to formulate ideas needed to improve the communication skills of learners in English.
The study used the descriptive method of research. It involved two groups of respondents- 22 teachers and 120 grade three pupils from Camarin D Elementary School. It utilized survey questionnaires for the teachers' challenges encountered in teaching English language. It also used an observation checklist for the pupils' level of progression in English. Pupils were categorized with the behavior observed as to foundation, beginner, developing, proficient and expert. The domains of speaking considered were interpersonal context, content, delivery, non-verbal responses and language structures. Demographic profile of the pupil-respondents was also included such as: gender, educational attainment of parents, language spoken at home.
In terms of gender, respondents have almost an equal number, 61 females and 59 males. As to the educational attainment of parents, 53.30% of the father had until high school, and only 3.30% had post graduate studies, while 55.80% of the mother reach high school, 22.50% had until college, and only 2.50% had post graduate studies. Majority of the respondents speak Filipino at home.
As to the level of progression in speaking in each domain, the interpersonal context has an overall mean of 2.53 which is equal to developing. As to content, delivery, and language structure respondents were at the beginner stage. For non-verbal responses respondents were at developing stage.
For the significant differences in the level of speaking according to profile, using t-test, it was found out, it is significant only to delivery and non- verbal responses, females are slightly ahead of the males in these domain. Surprisingly, father's education has significant effect on the pupil respondents in the use of language structure (f= 3.478" p = 0.010, therefore p < .05) using ANOVA.
The challenges of teachers in teaching speaking were use of English language was neglected because of mother tongue as instruction, students were not able to expressed themselves in English, lack of practice in speaking the language, English not used in communication among students, students lack of prior knowledge in English, students lack of comprehension skills, and pronunciation.
The training design proposed by the researcher can be used to validate the findings of the study, it may also be used to enhance the teachers' skills in teaching English. Further seminars and training and workshops for the teachers should focus on developing the teachers themselves in speaking English. Output may in the form of materials designed by teachers for the learners to learn to speak English.
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