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Guimaras State College: Graduate School
Guimaras State College: Graduate School
Guimaras State College: Graduate School
GRADUATE SCHOOL
CHAPTER 1
INTRODUCTION
is not an easy task because these decisions can have both positive and
the activities, tasks and exercises suggested in the textbooks that institutions
choose to use reflect their beliefs about teaching and their teaching styles;
learn. Similarly, many of the activities students prefer for the classroom reflect
their learning styles; however; very often this preference between teachers and
take students into consideration; however, it does not appear to be an easy task.
Choosing activities that should, could, or need to be used in the classroom goes
able to make use of appropriate activities in the classroom, these activities could
activities were not motivating for students, it had a negative effect on learners’
procedure that involves learners doing something that relates to the goals of the
course. For example, singing a song, playing a game, taking part in a debate,
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and having a group discussion are all different kinds of teaching activities. It is
important to take into consideration students' opinions for the selection of the
facilitates learning, gives the teacher and students immediate feedback, and
perception, levels of motivation and attitude towards teaching and learning. They
consistently differ from each other, when it comes in the preference of learning
learning English and also to understand and meet the diverse learning needs of
my students.
College, Passi City, Iloilo, Philippines for the First Semester of the School Year
2019 – 2020.
1. What is the profile of the students in terms of age, sex, course, education of
and writing when the students are taken as a whole and classified according
and writing when the students are taken as a whole and classified according
areas of listening, speaking and writing when the students are classified
areas of listening, speaking and writing and when the students are classified
Null Hypotheses
The hypotheses of this study are:
the areas of listening, speaking and writing when the students classified
the areas of listening, speaking and writing and when the students
income?
Theoretical Framework
Style, and. Asa G.Hilliard describes “learning style” as the sum of the patterns of
learning while the global thinkers lean towards non-linear thought and tend to
Universal Grammar. Chomsky claims that human acquire language based on his
interaction with the environment surrounding and that learning is the result of
languages are acquired, the LAD (Language Acquisition Device) in the brain,
allow individuals to use minimal rules and regulations of language to create more
The above theories will help the researcher to gather the necessary
College.
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Conceptual Framework
Passi City, Iloilo for the first semester of the S.Y 2019-2020.
The independent variables listed are some of the factors wherein students
may differ in the way they choose their classroom activities and communication
skills.
As used in this study, age refers to 18 & below and 19 & above.
major forms of individuals that occur in many living things and are designated
(a) age (b) sex, course, education of mother and family income; the dependent
variables are the classroom activities such as (a) Listening Skills retelling a story,
identifying words, sounds & stress, listening in recordings, oral interview, dual
topic, tongue twister exercises, impromptu speech, oral drills, poem recitation,
speech choir (c) Writing skills writing short passage and essay, rewriting ideas,
such as listening, speaking and writing among college freshmen students of Passi
Research Paradigm
Dependent Variables
Communication Skills
Listening Skill
Speaking Skill
Writing Skill
study.
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The study has both theoretical and practical implications in the field of
the four distinct research areas of age, sex, course, education of mother and
Teachers. This study will help them determine the students most preferred
activities in English class. This will help them to be aware of the different
a variety of classroom activities which will best work for the teacher and to
Students. This will help them to be aware of their preferred activities in English.
This will improve their interest in the subject which will improve their academic
performance.
Parents. Who are greatly concerned in the education of their children will be
Researcher. This will widen her ideas on learners preferred classroom activities
used in English. It will help her as being an English Teacher to be efficient and
effective teacher.
Future Researcher. The result and findings of this study will be used as
strategies that needed of students for the improvement of their performance and
Definition of Terms
For clarity and better understanding, the following terms are conceptually
of learning.
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In this study, classroom activities used in English class (a) Listening Skills
impromptu speech, oral drills, poem recitation, speech choir (c) Writing
skills writing short passage and essay, rewriting ideas, writing dialogue,
College, Passi City, Iloilo for the first semester of the S. Y. 2019-2020.
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The independent variables in this study are age, sex, course, education of
mother and family income. The dependent variables mentioned are preferred
college teacher and has experienced teaching freshmen learners. She uses the
This will be conducted to all the freshmen students of Passi City College,
The data will have to go through both descriptive and statistical methods
The statistical tools to be used are the frequency count, mean, t-test,
CHAPTER 2
This chapter deals with the literature and studies relevant to the
present research. This chapter divided into four parts: Conceptual Literature,
Foreign Studies, Local Studies and Relevance of Related Literature and Studies.
Conceptual Framework
different ways in which children and adults think and learn. Ellis (2016) described
a learning style as the more or less consistent way in which a person perceives,
help an individual begin to understand and choose strategies which work best for
him. Some learning inventors include preferences for learning visually, auditory,
studying learning styles is the recognition that teachers also have their own
approaches to the classroom. While this may have become habitual and while he
teacher may define the classroom according to theirs and not the students’
preferences, teachers have to acknowledge that their styles will not necessarily
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classrooms, they need it begin by exploring their own styles. The extreme
that affect motivation of students and trainees in learning situations, and the
variety of individual learning style models that teachers can consider in their
understanding and use of learning activities data can provide them with
strengths and weaknesses that have been developed through earlier learning
experiences, analytical abilities, and a host of other experiences they bring with
them. To enhance learning and teaching must recognize that individuals learn
and teach differently, and what may be an optimal learning method for one may
discourage another. Indeed, teachers should make sure that a variety of learning
context that prepares the way for successful use of the motivational strategies.
teaching the curriculum. Students will not respond well to motivational attempts
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create conditions that favor your motivational efforts, you will need to establish
come primarily to learn, and succeed in doing so through collaboration with you
and their classmates. You also will need to focus your curriculum on things that
are worth learning and to develop this content in ways that help students to
classroom activities. Moore (2015) thinks that classroom activities can (1)
allow teachers to work with a wide range of student capabilities, and allow
language learning. Firstly, they add interest to what students might not find very
interesting. Wright, et. Al (2015) claim that even if a game involves discrete
takes place as students attempt to understand how to play the game and as they
communicate about the game before, during, and after the game. Games
stimulate students’ inner motivation and enhance the interest of the class.
Secondly, the variety and intensity that activities offer may lower anxiety and
encourage shyer learners to take part, especially when games are played in small
groups. It has been found that classroom activities with small groups have
relationships. In other words, incorporating such kind of social activities into the
classroom may not only improve students’ social skills, but it may help students
of lesser ability to learn from those who do not require as much instruction
(Cohen, 2015).
On Communication Skills
also involves the exchange of ideas, opinions and information with a specific
objective. Communication has also been defined as sharing and giving meaning
occurring at the same time through symbolic interactions (Seiler & Beall, 2005).
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transferred from the sender (the speaker, writer) to the receiver (listener,
Listening Skills
Listening skill is one of the four basis language skills in English beside
reading, writing, and speaking. Listening ability is needed by the students for
facing both local and national tests of English tested in written form, so that
listening should be learned earlier since kindergarten until the higher education
level. Listening is the activity of paying attention to the speaker and trying to get
difficult skill. The learner cannot get the listening achievement which is the most
duty of the teacher to solve the problem. They have to show the way how to
given.
can be classified by how the students or listener processes the input the listener
taps into background of the topic, context or situation, type of text, and
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what will appear next. Listening skill are important for learning since they enable
the students to get insight and get information, also to obtain success in
students to understand, translate, and assess what they heard. Have a good
ability to listen can improve personal interaction like reducing problems, fostering
Speaking Skills
Speaking is the one of the important parts in English skills that should be
speaking skill are to express an idea, someone feeling, thought, and it express
Speaking skill is have a closely relationship with listening skill, in speaking act,
the students must be listening and then speak up, because speaking is not only
means that this activity involves two or more people in whom the participants
are both hearers and speakers having to react to whatever they hear and make
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intention that he wants. So, the English teacher should active the students
and then giving them the opportunities to practice their speaking skill as much as
talking, therefore, language learners should be able to use their thought and
sensitivity”. The classroom activity that is suitable used in teaching speaking has
to make students to talk to each other in pairs or groups. They should more
Writing Skills
writing, we can inform others, carry out transactions, persuade, infuriate, and tell
second language is not simply a matter of “writing things down”. It is one of the
four basic skills that are very complex and difficult to learn. Writing is about
more than making our thoughts and idea visible and concrete (Ghaith, 2015).
Writing is a matter of elaborating text in accordance with what the writer can
reasonably assume that the reader knows and expects. And process of reading is
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a matter of predicting text in accord with the reader assumes about the writer‟s
purpose.
According to Klein (2016), writing is the ability to put pen and paper to
express ideas through symbols, this way, representations on the paper will have
meaning and content that could be communicated to other people by the writer.
Writing skills are specific abilities which help writers put their thoughts into words
in a meaningful form and to mentally interact with the message. Writing is not
just about conveying content but also about the representation of self.
Foreign Studies
learning styles, characteristics, strengths and preferences in the ways they take
in and process information. Some students tend to focus on facts, data, and
algorithms; others are more comfortable with theories and mathematical models.
and schematics; others get more from verbal forms written and spoken
become familiar with how our students learn as individuals, we are better
time and resources do not allow individualized instruction, we can vary at the
reasoning logically and intuitively, analyzing and visualizing, steadily and in fits
and starts. Teaching methods also vary. Some instructors lecture, others
demonstrate, and lead students to self- discovery; some focus on principles and
commonly believed that most people favor some particular method of interacting
more productive. In some social contexts, the role of the teacher and the
student is so strict that students are not often taken into account in deciding
teachers do not have the freedom to include other than the activities suggested
on textbooks.
states that “Activities valued by teachers are not the same valued by
teaching and learning styles; nonetheless, this gap can be shortened when
teachers use activities that fulfill students’ expectations of the class, thus,
students to do so, and that the variation in the participation of students in class
like traditional and controlled activities because they feel safe and secure such
usually help students realize that language can be learned, and they give
they moved up through learning levels. In other words, the lower the level, the
they have for their learning. Students usually know what weaknesses they
have; though, at times, they are not able to identify their strengths.
the language. Bada and Okan (2016) explored the usefulness of teachers’
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activities in the classroom. They found that students believed that those
useful. Bada and Okan (2016) suggest that Interaction among students is
students making course activities more memorable. Harmer (2017) claims that
pair and group work immediately increase the amount of student talking time.
where students are able to practice the use of English as the means of
items of vocabulary. Not including these activities from one’s teaching would
hinder students the opportunity to use the language they are learning. Group
work gives students the opportunity to communicate with each other and
instance, Spratt (2015) conducted research with 997 students in Hong Kong.
no differences between what students like or prefer in the classroom and the
every course and lecturers must play a more significant. Lecturers must give
communication skills among university students are high. This means that it is
stimulate the provide opportunity for students to practice and horn their
communication skills.
Local Studies
correction more useful. In contrast, teachers did not consider very useful the
pair and group work, and communicative tasks as more useful. They claims that
this mismatch between what students and teachers perceive might have
undesirable consequences not only on the progress of the learner but also on
their satisfaction with the class and their confidence in their teachers. They
suggest that teachers include activities that they considered useful based on
different factors; for example, the perception they have of their students, their
English. They also explored the extent of teachers’ awareness of their students’
and they suggested that both teachers and students need to cooperate as to
However, an important factor is the goal learners have for learning the language.
Learners’ goal in learning English might not be clear for students. That is to say,
activities have for their communicative proficiency; they might prefer some
activities over others because of the enjoyment that such activities produce
in learners. Perhaps, if teachers explained learners the benefits they would gain
such activities.
students would prefer having in class. It also demonstrated that learners prefer
activities in which the teacher provides and facilitates knowledge. Observing the
improve their speaking skill. However, teachers seem to realize that learners
need more communicative practice with the language and they include more
daily practice. It is necessary to understand that what students like is not always
what they teachers need seem to choose activities based on what they perceive
students lack and need. Therefore, the task of the teachers is to modify those
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activities students do not prefer into something they would enjoy having in their
Teachers choose activities based on two main aspects: 1) their teaching styles,
and 2) teachers' beliefs about teaching, learning, and the textbook. It is often
not explicit or sufficiently clear why teachers choose activities, but most English
teachers have certain preconceived ideas or beliefs about how best approach
skills are skills that students should equip themselves with before they venture
into the working world. These three skills can be combined and incorporated into
the learning process. Students not only get to develop their communication skills
through discussions and presentations in class, but also get to familiarize with
communication situations in the real world. Therefore, we must all keep pushing
and improving ourselves to help our university students to develop and horn
development.
preferred activities and teachers' perceptions. The author found a 54% of match
teachers' perceptions and preferences. Both teachers and learners see activities
however, teachers' expertise and knowledge about their classes can help in
choosing activities that can create an environment where most learners feel
influence the decision of willingly attending class. The importance of knowing the
activities that students like to have or do in the classroom will bring about
participation.
debates, jigsaw activities, and role plays can improve students' communicative
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ability. He demonstrated that adult learners could have positive attitudes towards
appealing activities.
learners. Including a wide variety of activities and tasks in the classroom that
learners prefer can create a more interactive environment in which students will
be more willing to participate. In this sense, both teachers and students can
like is not always what they teachers need seem to choose activities based on
what they perceive students lack and need. Therefore, the task of the teachers is
to modify those activities students do not prefer into something they would enjoy
The Studies mentioned above are related to the present study in a way,
that it looked into the students preferred classroom activities and communication
skills in English.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter provides and discusses the details about the research design,
Research Design
descriptive in the sense that is describes and interprets “what is”. The true
meaning of data collected should be reported from the point of view of the
objective and basic assumption of the project. This follows a careful clarification
of data. The aim of descriptive method is to describe the nature of the situations,
as it exists at the time of the study and to explore the cause of a particular
phenomenon.
This study will ascertain the learners’ preferred classroom activities and
communication skills in English class among college freshmen. It will take place
in the City of Passi, Iloilo which will be conducted within the school year 2019 to
2020.
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The statistical tools to be used are the frequency count, mean, standard
The population from which the subjects of the study to be drawn will be
comprised of male and female learners among college freshmen of Passi City
College, Passi City, Iloilo enrolled during the first semester of the school year
2019 to 2020.
The total population of the study will be chosen from the college freshmen
and the sample size for the respondents will be taken using the Slovin’s formula
with the total population (N) to be based from each grade level total number of
population with a confidence level of 95% so the margin of error (e) is set to
0.05.
The distribution of the respondents will come from all college freshmen
Information Technology of Passi City College, Passi City, Iloilo enrolled for the
first semester of the S.Y. 2019 to 2020. Since there are 7 sections in Bachelor of
Technology in Passi City College, Passi City, Iloilo, the participants of the study
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Age
18 & below
19 & above
Sex
Male
Female
Course
BSCRIM
BSIT
Total
mother, and family income. Part II, this study use the Likert Scale in which the
respondents will be asked to check the column that corresponds to their answer
as indicated in the descriptive scale with the corresponding weight; most like (5),
measure (Ardales, 2018). For the validity of the survey instrument, it will be
subjected to face and content validation by five (5) expert jurors. The jury
which will be integrated into the instrument before it will be tested for reliability
The criteria set by Good and Scates, will be used to measure the validity of the
instrument.
under study and if the results of the study can be reproduced under a similar
nay measurement procedure produces the same results on repeated trials. Since
this study habits survey is self-administered, a test- retest will be applied and will
permission to conduct the study will be submitted to Passi City College. The
College Administrator of the school will inform the Program Heads of every
courses and the researcher will coordinate with them for the schedules of
Since this study will be dealing with the human respondents, a consent
form will be sent to the parents to inform, clarify, and ask their consent to let
confusion and misunderstanding. They will be given ample time to answer the
mark on the column opposite the statements which corresponds to their answer.
questionnaire and survey, the data will be gathered, tallied, scored and
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The data that will be gathered will be scored, tallied and given the
used in English class. Statistical data will be computer processed using the
variance (ANOVA) will be used to determine the differences between the means
English class among College freshmen of Passi City College, Passi City, Iloilo for
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S.Y 2019 to 2020 according to their age, sex, course, education of mother and
family income.
to quantify the amount of dispersion or how spreads out numbers are. The
variation depends on how far the scores are between each data point relative to
the mean and how they are closely related with each other.
in the score of the respondents with two sample means after the study is
conducted.
the most number between BSCRIM and BSIT preferred the classroom activities.
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If the statistical value or P-value will be obtained from test statistics, the
researcher will reject the null hypotheses and accept the alternative hypothesis.
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REFERENCES
https://www.teachstarter.com/au/blog/10-activities-for-speaking-and-listening/
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APPENDICES
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Appendix “A”
Research Instrument of the Study
I. PERSONAL INFORMATION
Activities 5 4 3 2 1
a. Listening Skills
Retelling a story
Listening in recordings
Oral Interview
Dual Dictation
Impromptu Speech
Oral Drills
Poem Recitation
Speech Choir
Rewriting Ideas
Writing Dialogue
III. Instruction: Read each statement carefully. Please put a check (/) on the
selected answer that applies to your Level of Communication Skills
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1- Never (N)
2- Rarely (R)
3- Sometimes (S)
4- Often (O)
5- Always (A)
N R S O A
(1) (2) (3) (4) (5)
d. Listening Skills
Letter to Validators
________________
________________
________________
Dear Sir/Madame:
Greetings!
Knowing your expertise along the field, I respectfully requesting your help as one
of my validators. In this connection, I am hoping that you can assist me by over
going and assessing the relevance of each item in the questionnaire. Please feel
free to make necessary correction to improve the instrument. I will be available
at the time of your convenience for any comment that you would like to give
personally.
Sincerely yours,
Noted by:
College President
Passi City Collge
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City of Passi
Dear Madam:
Greetings!
In this regard, I would like to ask permission from your good office to allow
administering my research instrument among the learners of your school. The
research protocol will be strictly observed.
Sincerely yours,
Noted by:
________________
________________
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________________
Dear Respondents:
Greetings!
I would really appreciate if you can participate to the study by answering the
attached research instruments.
Sincerely yours,
Noted by:
Dear Sir/Madam:
Greetings!
In this connection, I would like to ask permission from you as Program Head to
allow me to administer my research instrument among the learners of your
course.
Sincerely yours,
Noted by:
APPENDIX “C”
Dummy Tables
Categories of Variables
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Sex
Male
Female
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Age
18 below
19 above
Course
BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate
variables
Sex
Male
Female
Age
18 below
19 above
Course
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BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate
Listening Skills
Speaking Skills
Writing Skills
Total
according to sex
18 below
19 above
Course
BSIT
BSCRIMINOLOGY
Family Income
100,000 AND BELOW
100, 000-200,00
200,000 BELOW
Education of Mother
Elementary Graduate
High School Graduate
College Graduate
Dummy 10: Relationship between preferred classroom activities and
CURRICULUM VITAE
Personal Information
Educational Background
Work History
Part-time Instructor
Passi City College
Brgy. Bacuranan, Passi City