Republic of the Philippines

Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

READINESS AND ENGAGEMENT ON ALPHABET

WITH THE USE OF CHECKLIST

MELISSA H. GALLARDO
Teacher III
Solano West Elementary School

I. Context and Rationale

The Philippines is recognized globally as one of the largest English-speaking
nations, with majority of its population having at least some degree of fluency in
language. Proficiency in the language is also one of the Philippines’ strengths, which
helped drive the economy and even made it the top voice outsourcing destination in
the world, surpassing India in 2012. However, at recent roundtable organized by
British Council Philippines, key stakeholders from government, academe, private,
and nongovernment sectors acknowledged that even if the country was doing fine in
terms of English competency, concerns on how much of a competitive advantage it
still is here were raised. The stakeholders agreed that the country needs to step up
its efforts in improving the teaching and learning of English, developing it as an
initiative that can potentially strengthen the Philippines’ distinct advantage in this part
of the world (Cabigon, 2015).
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

Educators and curriculum designers uphold that the 21 st century learners

demonstrates independence for they can construct and convey effective arguments,
discern a speaker’s key points, request clarification, and ask relevant questions. In short,
they are self-directed effectively seeking out and using resources to assist including
teachers, peers, print and digital reference materials. This is the ideal set up expected
of 21st century learners particularly the senior high school students for they already gone
through years of supposedly rigid learning and training of mastering competencies
across learning areas.
With the implementation of the senior high school curriculum, many teachers are
confronted with emerging and pressing problems that need immediate action due to
deficiency in speaking which is rooted from being non-native speakers of English
language (Bangilisan & Eslit, 2018).
One of the common problems encountered by most senior high school teachers
nowadays is the low or poor speaking skills of students that hinder them to maximize
participation in all their subjects particularly subjects that are taught in English which
adversely affect their performance in class.
Moreover, March 2006 Social Weather Survey results showed a decline in all
aspects of English proficiency, most notably on the ability to speak English. About two-
thirds of Filipino adults (65%) say they understand spoken English; another 65% say
they read English; about half (48%) say they write English; about a third (32%) say they
speak English; a fourth (27%) say they think in English; while 14% say they are not
competent in any way when it comes to the English language. 
Further, a survey in 2018 on English proficiency of Pinoy students, teachers
lagging showed that the level of English proficiency of College graduates from the
Philippines is lower than the target English proficiency of High school students in
Thailand, according to a study conducted by the Hopkins International Partners, which is
the official Philippine representative to the group called Test of English for International
Communication (TOEIC).

Indeed, these facts illuminate the real case of the teachers inside their classroom
where learners can hardly participate in the speaking activities. Encouraging them to
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

express their ideas or engaging them in dialogues become a real challenge for the
teacher particularly in using English language as the medium of communication.
Along with innovations in teaching English, one of the emerging and interesting
topics in research is Brain-based Education. According to Leslie Hart, the pioneer of
brain-based education said that designing educational activities without an
understanding of the brain is like designing a glove without an understanding of the
human hand (Helgesen & Kelly, 2015).
Fortunately, there are many takeaways from neuroscience that will help modify
the learning activities inside the classroom targeting the conversational and speaking
skills among students. One is the adoption of the neuro-ELT strategies in speaking.
These engaging activities are centered on the principles such as teaching across
senses, touching the emotions, repeating to remember, learning to deal with stress,
moving to learn to name some.
Along with these neuro-ELT strategies is the development of the social and
emotional aspects of the students because the activities are anchored on positive
psychology in teaching which posits that students who are enjoying doing activities in
class are eventually motivated to learn.
It is within this context that this work is conceptualized to enhance the speaking
skills of the Grade 11 students using Neuro-English Language Teaching (ELT)
strategies.

II. Proposed Innovation, Intervention, and Strategy

NLP (Neuro Linguistic Programming) has been around in language teaching
longer than we may realize. Those teachers who incorporate elements of
suggestopedia, community language learning, music, drama and body language into
their lessons are already drawing on NLP as it stood twenty years ago.
NLP, with its roots in psychology and neurology, is about the way the brain works
and how the brain can be trained for the purpose of betterment. It encompasses or is
related to 'left/right brain' functions, 'visual/ auditory / kinaesthetic' learning styles,
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

multiple intelligence and other areas of research which are attempting to identify modes
of learning while recognizing the importance of the individual learner. This intervention is
also anchored on the idea of neuroscience that the more teachers know how the brain
works, the more they can know how their students will learn better.
The proponent will use brain-based strategies tagged as Neuro-ELT strategies to
empower students speaking ability through exposing them on activities such as dialogs,
pair or group work that will enable them to practice their conversational skills in different
contexts and situations. To do this, the proponent will identify the least mastered
competencies in Oral Communication during the first quarter period which focused more
on the socio-linguistics functions of communication using pretest in written and oral
forms. After the pre-test, the implementation of the intervention will be conducted,
supervised and monitored from July to August 2019 which is aligned with the mandated
time allotment indicated in the Curriculum Guide for Oral Communication. For the
utilization of the neuro-ELT strategies, see Attachment A.

III. Action Research Questions

The study aims to empower the speaking skills of the senior high school students
via Neuro-ELT strategies.
Specifically, it seeks to answer the following:
1. What is the level of students’ performance in speaking before and after the
intervention was implemented?
2. Is there a significant difference on the performance of students in speaking
before and after intervention was implemented?
3. What is the effect size or magnitude of the difference of the Nuero-ELT strategies
to improve the performance of students in speaking?
4. What other proposed interventions that can be undertaken to further improve the
speaking skills of the Grade 11 students?
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

IV. Research Methodology

The researcher will make use of descriptive-quantitative research since it will
determine the effect of the Nuero-ELT Strategies as an intervention in improving the
speaking skills of the Grade 11 students.

A. Participants and/or other Sources of Data and Information

The selected Grade 11 students who will be handled by the proponent will
be the subject or respondents of the study. Most of the data will come from them
such as common speaking difficulties and least mastered competencies.
Language teachers will also supply other needed data to augment the
primary data that will be taken from the subjects or respondents.

B. Data Gathering Methods

To achieve the objective of the study, the following activities will be
undertaken:
1. Seeking of approval for the conduct of the study.
2. Construction and validation of the pretest
3. Pretest
4. Implementation, supervision and monitoring of intervention program
5. Posttest
6. Analysis of results

C. Ethical Issues
The welfare of the participants was given focus in all the stages of this
study. Participants received a consent form acknowledged by a signature
document which explained both of the scope of the study and outlined avenue
available to them should they ever feel harmed by the process. Likewise, parents’
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

consent will also be considered in the conduct of the study. Approval of

authorities will be sought for the continuation of the study.

Ethical principles connected to discovery through autonomy, beneficence,

and justice helped promote trustworthiness of process and guide the researchers’
subjective efforts throughout every aspect of the study.

D. Data Analysis Plan

The research proposal will make use of the following statistical tools to
treat the data:
1. In describing the pre-test and post-test scores of students before and
after the intervention was utilized, computation of mean frequency and
percentage will be used.
2. In identifying the significant differences in the students’ performance in
statistics application before and after the conduct of peer tutoring, t-
test will be used.
3. In determining the effect size of the peer tutorial sessions in improving
the speaking skills and performance of the students in statistics, t-test
will be used.
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

V. Research Work Plan and Timelines

STRATEGIES PROGRAM ACTIVITIES TASKS RESOURCES TIMELINE

MATERIAL FINANCIAL HUMAN

S

Improve the Neuro-ELT Writing the Seek 2 ream 280 Research May- June
speaking Sessions research approval for bond paper er 2019
performance of proposal, the conduct
Grade 11 Action Plan, of the study 2 dozen
folders 204
students Session
Guides of the
1 box
Intervention
Clip/Fasten
150
er
1190
1 set Ink

Content Ask 1 ream 140 Participant June 2019

Validation/Pil guidance bond paper s
ot Testing from 250
Statistician Ink Research
er

Statisticia
n

Pre-Test Facilitate the 1 ream 140 Participant June 2019

Administratio administratio bond paper s
n n of Pre-test
to the Grade Ink Research
250 er
11 students

Implementatio Facilitate the 10 ream 1400 Research July-

n of the conduct of bond paper er August
Neuro-ELT the Neuro- 500 2019
Sessions ELT Ink
Sessions

Post-test Facilitate the 1 ream 140 Participant August

administration administratio bond paper s
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

n of Post- Ink 250 Research 2019

test to the er
participants

Data Analysis Analyze and 2 ream 280 Research August-

interpret the bond paper er Septembe
data with the r 2019
help of the Ink Statisticia
250 n
statistician
Peer
Tutors

Completion Printing and 3 ream 420 Research Septembe

binding bond paper er r 2019
400
Ink
1200
Ringbind
fees

Dissemination Informing 1 ream 280 Research October-

the school bond paper er November
heads, 2019
faculty and Ink Faculty
250 and staff
staff on the
Tarpaulin
results of the 1450
study Snacks
1500
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

VI. COST ESTIMATES

Activities Item Quantity Unit Unit Cost Total Amount
Description/Particular
s

Writing the A4 bond paper 2 Ream 140 280

research
proposal, Action 2 dozen folders 2 Dozen 204.00 408
Plan, Session
Clip/Fastener
Guides of the 1 box 150.00 150
Intervention Ink
1 Set 1190 1190

Content A4 bond paper 1 Ream 140 140

Validation/Pilot
Testing Ink 1 Bottle 250 250

Pre-Test A4 bond paper 1 Ream 140 140

Administration
Ink 1 Bottle 250 250

Implementation A4 Bond paper 10 Ream 140 1400

of the Neuro-
ELT Sessions Ink 2 Bottle 250 500

Snacks

Post-test A4 Bond paper 1 Ream 140 140

administration
Ink 1 Bottle 250 250

Data Analysis A4 Bond paper 2 Ream 140 280

Ink 1 Bottle 250 250

Completion A4 Bond paper 3 Ream 140 420

Ink 2 Bottle 250 500

Ringbind fees 1200

Dissemination A4 Bond Paper 1 Ream 140 140

Ink 1 Bottle 250 250

Tarpaulin 2 480 960

Snacks 50 Pax 30 1500

Contingency (Other 2000

Supply)

TOTAL 12,988.00
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

VII. Plans for Dissemination and Utilization

Objective/s Strategy Audience Resources Timeline

To inform the In-Service Training Faculty and Laptop October
school about the Staff 2019
Learning Action Cell Projector
results of the
(LAC) Session
study Photocopies

To serve as In-Service Training Faculty and Laptop October

facilitator/resource Staff 2019
Projector
person at the
school level Photocopies
To present the Submit the paper for Research Laptop November
paper in research screening/evaluation Committee 2019-March
Projector
colloquium, 2020
Teachers
Division, Regional
and National Fora
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

VIII. References

Article XIV, 1987 Constitution of the Philippines

RA 10533. “An Act Enhancing the Philippine Basic Education System by Strengthening
its Curriculum and Increasing the Number of Years for Basic Education,
Appropriating Funds Therefore and for other Purposes”

Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners.

International Journal on Studies in English Language and Literature (IJSELL),
2(6), 22-30

Boonkit, K. (2010). Enhancing the development of speaking skills for non-native

speakers of English.NakhonPathom, Thailand. Procedia Social and Behavioral
Sciences

Cabigon, Mike. State of English in PH: Should we be concerned? Retrieved May 16,
2019. opinion-inquirer-net.cdn.amproject.org

Marc Helgesen and Kelly Curtis . Do-it-Yourself NeuroELT: Ways to make your textbook
more brain-friendly. SPELT Quarterly Vol. 30. 2015

Selva, Joaquin. Positive Education: Happy Students and Positive Psychology in the
Classroom. Retrieved on April 16, 2018. www.positivepschologyprogram.com
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

Appendix A
ANNEX 1:Research Proposal Application Form and Endorsement of Immediate
Supervisor
A. RESEARCH INFORMATION

RESEARCH TITLE:
SPEAKING SKILLS OF GRADE 11 STUDENTS AND NEURO-ELT STRATEGIES
SHORT DESCRIPTION OF THE RESEARCH:
This study is designed to improve the speaking skills of the Grade 11 students of Santiago
City National High School, Santiago City using Neuro-ELT strategies.
RESEARCH CATEGORY(check only one) RESEARCH AGENDA CATEGORY
(check only one main research theme)
ΟNational ΟRegion ΟSchools Division ΟTeaching and LearningΟChild
Ο District ΟSchool Protection
(check only one) ΟHuman Resource
Ο Action Research Ο Basic Research DevelopmentΟGovernance

(check up to one cross-cutting theme, if

applicable)
ΟDRRMΟGender and Development
ΟInclusive Education
ΟOthers (please
specify):__________________

FUND SOURCE(e.g. BERF, SEF, others) AMOUNT

BERF 12, 988.00

TOTAL AMOUNT 12, 988.00

B. PROPONENT INFORMATION
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

LEAD PROPONENT/ INDIVIDUAL PROPONENT

LAST NAME FIRST NAME: MIDDLE NAME:
DE GUZMAN MARIBEL TAMAYO
BIRTHDATE (MM/DD/YYYY) SEX: POSITION DESIGNATION:
NOVEMBER 4, 1979 FEMALE TEACHER II
REGION/ DIVISION/ SCHOOL (whichever is applicable)
SANTIAGO CITY NATIONAL HIGH SCHOOL

CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:

0916-8444-645
EDUCATIONAL ATTAINMENT TITLE OF THESIS/ RELATED RESEARCH PROJECT
(DEGREE TITLE)
Enumerate from bachelor’s
degree up to doctorate degree
Bachelor in Secondary
Education
Master of Arts in Language

SIGNATURE OF PROPONENT:

IMMEDIATE SUPERVISOR’S CONFORME

I hereby endorse the attached research proposal. I certify that the proponent/s
has/have the capacity to implement a research study without compromising his/her office
functions.

ELOISA L. DIZON, Ph. D

Principal III
Date: __________________

Appendix B
Declaration of Anti-Plagiarism and Absence of Conflict of Interest

DECLARATION OF ANTI-PLAGIARISM
 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY
SCHOOLS DIVISION OF NUEVA VIZCAYA

1. I, MARIBEL T. DE GUZMAN, understand that plagiarism is the act of taking and

using another’s ideas and works and passing them off as one’s own. This includes
explicitly copying the whole work of another person and/or using some parts of their
work without proper acknowledgment and referencing.

2. I hereby attest to the originality of this research proposal and has properly all the
reference used.

3. I further commit that all deliverables and the final research study emanating from this
proposal shall be of original content. I shall use appropriate citations in referencing
other works from various sources.

4. I understand that violation from this declaration and commitment shall be dealt with
accordingly by the Department of Education.

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. I, MARIBEL T. DE GUZMAN, understand that conflict of interest refers to situations

in which financial or other personal considerations may compromise my judgment in
evaluating, conducting, or reporting research.

2. I hereby declare that I do not have any personal conflict of interest that may arise
from my application and submission of my research proposal. I understand that my
research proposal may be returned to me if found out that there is conflict of interest
during the initial screening as per DO 16, s. 2017 provisions.

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my research, I will duly report it to the
research committee for immediate action

4. I understand that I may be held accountable by the Department of Education and

(insert grant mechanism) for any conflict of interest which I have intentionally
concealed.

PROPONENT: MARIBEL T. DE GUZMAN

SIGNATURE: _________________________
DATE: ___________________